Mitchel Resnick
Amy Bruckman
Fred Martin
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Index Terms
- Pianos not stereos: creating computational construction kits
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Reviews
Richard Stuart Rosenberg
This brief, popular introduction to the latest offerings of the MIT Media Lab continues in the tradition of Seymour Papert's important work on Logo [1], with typical claims for a massive transformation of the educational process. Simply put, the argument is that providing computational environments that stimulate children to be creators and producers, rather than consumers, will have a significant payoff. Thus, giving them a stereo system is good, because it enables them to listen to music, but teaching them to play the piano is much better, because they can then create their own music. Examples of the “construction kits” discussed in this paper are programmable bricks, “a tiny computer embedded inside a LEGO brick” (p. 42) that can be used to produce simple robots. This is a real-world implementation of earlier Logo constructs. StarLogo is “designed to help students model and explore the behaviors of decentralized systems—such as ant colonies, traffic jams, market economies…” (p. 45). Finally, MOOSE Crossing “provides a way for children to build virtual worlds together as part of an online community” (p. 47). It is clear that researchers at the MIT Media Lab have great faith in the power of appropriate computational technologies to stimulate children in fundamental ways. Determining the long-term effectiveness of computational construction kits, however, will require time and careful study.
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