CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Children…Learning with Technologies

Opening StatementOpening Statement

CoSN International Symposium 2002 CoSN International Symposium 2002

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Highlights

_ Changing views of learningChanging views of learning_ Why technology mattersWhy technology matters_ Emerging paradigms for making Emerging paradigms for making

transformative technologies for transformative technologies for learninglearning

_ Where do we need to go?Where do we need to go?

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Emerging views of “learning”

Transformation of mental structures Transformation of mental structures (cognitive science, constructivism)(cognitive science, constructivism)

……converging with…converging with…

Transformation of participation structures Transformation of participation structures (communities of practice, situated (communities of practice, situated learning) …… and …..learning) …… and …..

More concerned with More concerned with meaning-makingmeaning-making than meaning-acquisitionthan meaning-acquisition

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

We are recognizing the needed dialog between….. _ The Child’s Construction of the World The Child’s Construction of the World

(Jean Piaget)(Jean Piaget)

_ The World’s Construction of the Child The World’s Construction of the Child (Marx Wartofsky)(Marx Wartofsky)

_ The child develops by sense-making in The child develops by sense-making in the world, but we collectively craft the the world, but we collectively craft the world being sensed, and our images and world being sensed, and our images and practices that make for “childhood.”practices that make for “childhood.”

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Why does technology matter for learning?

_ Mature expertise involves fluent control of multiple Mature expertise involves fluent control of multiple representational fluenciesrepresentational fluencies

_ Learning discourse is representationally rich - and ICT Learning discourse is representationally rich - and ICT provides a meta-medium for creation and coordination of provides a meta-medium for creation and coordination of semiotic systemssemiotic systems

_ Technology re-organizes the activity systems in which Technology re-organizes the activity systems in which learning conversations, work, and representational learning conversations, work, and representational practices are achieved practices are achieved

_ Technology makes possible entirely new representational Technology makes possible entirely new representational forms and new activity systems using themforms and new activity systems using them

It changes theIt changes the infrastructure infrastructure for doing for doing learning: representations and communicationlearning: representations and communication

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Examples of technology-enabled activity systems…in the adult world_ Collaboratories enabling distributed collaborative Collaboratories enabling distributed collaborative

design, science, business, learning organizations design, science, business, learning organizations sharing data, instruments, expertise and tools sharing data, instruments, expertise and tools

_ ““E-Science: Inquiry with scientific visualizations E-Science: Inquiry with scientific visualizations and dynamic simulation modelsand dynamic simulation models

_ Exploratory statistical data analysisExploratory statistical data analysis

_ Distributed sensor-based investigations of earth’s Distributed sensor-based investigations of earth’s environment (GRID computing)environment (GRID computing)

_ Highly personalized CRM (Customer Relationship Highly personalized CRM (Customer Relationship Systems)Systems)

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Paradigms for using technology to support learning

Linking real-world contexts for Linking real-world contexts for learning learning

Connections to experts and Connections to experts and communities of learnerscommunities of learners

Visualization and analysis toolsVisualization and analysis tools

Scaffolds for problem solvingScaffolds for problem solving

Opportunities for feedback, Opportunities for feedback, reflection & revisionreflection & revision

Teacher learningTeacher learningHow People Learn(Bransford, Brown, & Cocking, Eds.)National Academy Press, 1999

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Many exciting and dramatic visions and results from K-12 e-learning

_ Virtual fieldtripsVirtual fieldtrips and inquiry “quests” teleport students to and inquiry “quests” teleport students to remote places and engage learningremote places and engage learning

_ Learning environments leveraging scientific understanding to Learning environments leveraging scientific understanding to improve improve access to readingaccess to reading

_ Student-scientist partnershipsStudent-scientist partnerships connect learners to powerful connect learners to powerful tools and distributed models for doing science and tools and distributed models for doing science and understanding the environmentunderstanding the environment

_ Simulations and dynamic graphing toolsSimulations and dynamic graphing tools bringing calculus bringing calculus understanding to urban middle school studentsunderstanding to urban middle school students

_ 1:1 E-Learning1:1 E-Learning models offering teachers better assessment models offering teachers better assessment information to guide instructional practicesinformation to guide instructional practices

_ Teacher communitiesTeacher communities learning online together about best learning online together about best practicespractices

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Learning theory feeding back on technology designs for learning• ““Transformation of Transformation of

participation participation structures structures (communities of (communities of practice, situated practice, situated learning)”learning)”

• ““More concerned More concerned with with meaning-meaning-makingmaking than than meaning-meaning-acquisition”acquisition”

• On-line learning On-line learning communitiescommunities

• TelementoringTelementoring

• Distributed project-Distributed project-based learning based learning teamsteams

• Student-scientist Student-scientist partnershipspartnerships

• Digital PortfoliosDigital Portfolios

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Technology drivers

_ What will they make possible for What will they make possible for learning? learning?

_ How will they change learning How will they change learning ecologies? ecologies?

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Fourth Wave Internet (Sarnoff Labs)A multidimensional explosion

Media Richness

Smart Service

UbiquitousConnectivity

Text and Graphics

Process MIPsStorage MBSpeed kbps

PC connected

Audio and video

Everything connected

Process 100s MIPsStorage GBSpeed Mbps

3D interactive objects

Several things connected

IT Capacity

BrowsersSearch Engines

Media based searches

Personalized SearchPersonalized Web View

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Where do we need to go?

1.1. Focus on Focus on transformativetransformative uses of uses of technology for learning…not replicating technology for learning…not replicating existing learning paradigmsexisting learning paradigms

We need to be We need to be futuristicfuturistic about inventing about inventing and studying learning environments and studying learning environments for the for the gaps have never been greatergaps have never been greater between the between the world children live in now and will live in as world children live in now and will live in as adults. Because the adults. Because the change rate of change change rate of change itselfitself continues to increase. continues to increase.

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Where do we need to go?

2.2. Find ways to more Find ways to more deeply engage deeply engage kids’ creativitykids’ creativity in inventing learning in inventing learning paradigms that work for themparadigms that work for them

Children are the leaders in transforming Children are the leaders in transforming language, fashion, music. Why not language, fashion, music. Why not technology for learning?technology for learning?

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Where do we need to go?3.3. ““Trend spotting” in advanced uses of Trend spotting” in advanced uses of

computing in society in professional computing in society in professional communities of practice --> communities of practice --> leverage them leverage them for kids’ learningfor kids’ learning

• Collaboratories and remote instrumentationCollaboratories and remote instrumentation• Knowledge management systemsKnowledge management systems• Grid computingGrid computing• Visualization and modelingVisualization and modeling• ““Just-in-place” information (GIS, GPS, Just-in-place” information (GIS, GPS,

wireless handheld computer access)wireless handheld computer access)

CoSN SymposiumCoSN Symposium March 1, 2002March 1, 2002

Stanford UniversityStanford UniversityProfessor Roy PeaProfessor Roy Pea

Where do we need to go?

4.4. Critically reflective discourse around Critically reflective discourse around the future of childhoodthe future of childhood that feeds into that feeds into design and research:design and research:

recognizing that as we are changing recognizing that as we are changing the world in which children live, we are the world in which children live, we are changing what they do and will changing what they do and will becomebecome