“Proteus” (CC BY-NC-SA 2.0) by skooksie On Friday the 30th September 2016 I will present the paper – What if our digital technologies were protean? Implications for computational thinking, learning, and teaching – co-written by Elke Schneider and I at the ACCE’2016 conference. Other resources include: A 1 question poll; and An attempt to explore whether people
Way back in 1986 I started studying undergraduate computer science at the University of Queensland. One of our first year programming assignments was to use the fancy, new Macintosh computers to add some code to a game. I’m looking for pointers to the name of the game and any online resources about it. A working
@damoclarky has commented on yesterday’s Part 2 post. A comment that’s sparked a bit of thinking. I’ve moved my length response into this post, rather than as a reply to the comment. What is it? Stable or unstable? @damoclarky writes There also appears (at least to me) to be an irony in your blog post.
This is a followup to yesterday’s Part 1 post and a continuation of an attempt to describe the nature of digital technology and to think about what this might reveal about how and what is being done by formal education has it attempts to use digital technology for learning and teaching. This post moves from
Formal education in most of its forms is still struggling to effectively harness digital technology to enhance and transform learning and teaching. Even with a history for 40+ years of various attempts. The reasons for this are numerous and diverse. The following is an attempt to look at one of the reasons. A reason, at
Slides and abstract for the presentation can be found below. A video recording of the presentation is also available. Slides Abstract Digital technology is increasingly a pervasive presence in contemporary society. The knowledge and skills required to utilise digital technologies are increasingly seen as necessary for both individuals and organisations, if they wish to become