Welcome to Knowing and Learning

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Day 21 Knowing and Learning
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What is Science Literacy?Math Literacy?Language
Literacy?What is Technology Literacy?
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• What notion of literacy?
• What vision of teaching/learning?

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• Connection to mathematics?, science?, modeling or
  model building

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What is ICT?

• - ICT (information and communications technology
  - or technologies) is an umbrella term that
  includes any communication device or application,
  encompassing radio, television, cellular phones,
  computer and network hardware and software,
  satellite systems and so on, as well as the
  various services and applications associated with
  them, such as videoconferencing and distance
  learning. ICTs are often spoken of in a
  particular context, such as ICTs in education,
  health care, or libraries. The term is somewhat
  more common outside of the United
  States.According to the European Commission, the
  importance of ICTs lies less in the technology
  itself than in its ability to create greater
  access to information and communication in
  underserved populations. Many countries around
  the world have established organizations for the
  promotion of ICTs, because it is feared that
  unless less technologically advanced areas have a
  chance to catch up, the increasing technological
  advances in developed nations will only serve to
  exacerbate the already-existing economic gap
  between technological "have" and "have not"
  areas. Internationally, the United Nations
  actively promotes ICTs for Development (ICT4D) as
  a means of bridging the digital divide.
• http//searchcio-midmarket.techtarget.com/sDefinit
  ion/0,,sid183_gci928405,00.html

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• Is political

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What is literacy like?
social/political
private/individual
skill-like
expression-focused
an attitude of creation and re-creation, a
self-transformation producing a stance of
intervention in one's context.
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Where is programming?

• Which is more useful in day to day work
  computer-based problem solving or algebra one
  based problem solving?
• One of the great achievements of the 20th century

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What happened to LOGO?
social/political
Logo got pushed This direction And died ..
School Did this (Papert)
private/individual
skill-like
expression-focused
an attitude of creation and re-creation, a
self-transformation producing a stance of
intervention in one's context.
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p. 66 Teachers who have no claim to mastery are
mandated to teach children something for which
almost none of them will ever have a legitimate
field of serious use
This stuff doesnt REALLY matter and everyone
knows it (so why do we make everyone pass it)
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Where is algebra?
social/political
School-ified Notion of math/science Literacy
private/individual
skill-like
expression-focused
an attitude of creation and re-creation, a
self-transformation producing a stance of
intervention in one's context.
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Need to Go the Other Directions(To matter)
(CS, Sci, Math Literacy)
social/political
private/individual
skill-like
expression-focused
an attitude of creation and re-creation, a
self-transformation producing a stance of
intervention in one's context.
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Freire

• Literacy an attitude of creation and
  re-creation, a self-transformation producing a
  stance of intervention in one's context.
• (Illiteracy is a result of a distortion of
  becoming human)

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For Freire - Illiteracy is a result of a
distortion of becoming human

• Dehumanization, which marks not only those whose
  humanity has been stolen, but also (though in a
  different way) those who have stolen it, is a
  distortion of the vocation of becoming more fully
  human. This distortion occurs within history but
  it is not an historical vocation. Indeed, to
  admit of dehumanization as an historical vocation
  would lead either to cynicism or total despair.
  The struggle for humanization, for the
  emancipation of labor, for the overcoming of
  alienation, for the affirmation of men and women
  as persons would be meaningless. This struggle is
  possible only because dehumanization, although a
  concrete historical fact, is not a given destiny
  but the result of an unjust order that engenders
  violence in the oppressors, which in turn
  dehumanizes the oppressed.

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Watch out for false generosity

• Any attempt to soften the power of the
  oppressor in deference to the weakness of the
  oppressed almost always manifests itself in the
  form of false generosity indeed, the attempt
  never goes beyond this. In order to have the
  continued opportunity to express their
  generosity, the oppressors must perpetuate
  injustice as well. An unjust social order is the
  permanent fount of this generosity which is
  nourished by death, despair, and poverty. That is
  why the dispensers of false generosity become
  desperate at the slightest threat to its source.

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Some Symptoms

• One of the basic elements of the relationship
  between oppressor and oppressed is prescription.
  Every prescription represents the imposition of
  one individuals choice upon another,
  transforming the consciousness of the person
  prescribed to into one that conforms with the
  prescribers consciousness. Thus, the behavior of
  the oppressed is a prescribed behavior, following
  as it does the guidelines of the oppressor.
• But almost always, during the initial stage of
  the struggle, the oppressed, instead of striving
  for liberation, tend themselves to become
  oppressors, or sub-oppressors. The very
  structure of their thought has been conditioned
  by the contradictions of the concrete,
  existential situation by which they were shaped.
  Their ideal is to be men but for them, to be men
  is to be oppressors.

http//www.marxists.org/subject/education/freire/p
edagogy/ch01.htm
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• The point of these images in interaction with
  generative words is that the illiterate, in an
  important sense, are knowledgeable, are cultured,
  and do have much to express/say.
• They are literate and it is about interconnecting
  literacies/competencies/forms of expressivity)
• Highlight the interaction of voice and literate
  forms (literacy)
• (talk at, with, in-relation with picture and
  community)

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Beauty
The point for you is even if you are programming
illiterate your understanding and expressivity
related to the generative word beauty can
interact with the syntax of programming syntax
(with you wanting to say/instantiate something)
(not the syntax of favela but of fd random 10
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Literacy - Political?
social/political
?
Okay, literacy Should mean Learner able to Say
something
But political
private/individual
skill-like
expression-focused
an attitude of creation and re-creation, a
self-transformation producing a stance of
intervention in one's context.
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Programming

• Generative Words - Literacy Pedagogy - "Beauty"
  or "Interesting"
• Play with syntax where the goal is for you to
  create something beautiful/interesting
• Note the inter-play between syntax, exploration,
  and intent
• First with Logo (Papert) - 1 Turtle
• Next with NetLogo - N-turtles, N-patches and an
  Observer
• Play with syntax of existing models ...
  "Generative Models" (?)
• User can change/play with the code ... How
  important is this?
• Playing with syntax to create new models (analog
  to Freire's "word")

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Examples

• Well-ness
• Stewardship of Environment
• Conservation
• Environment
• Development

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In what ways does Papert want to see learning in
"LOGO environments" as "like Samba Schools"?

• Papert describes the samba school setting as
  "real, socially cohesive, and where experts and
  novices are all learning." He proposes that LOGO
  environments are most like a samba school because
  "in them mathematics is a real activity that can
  be shared by novices and experts." He further
  claims that "LOGO environments also resemble
  samba schools in the quality of their human
  relationships. Although teachers are usually
  present, their interventions are more similar to
  those of the expert dancers in the samba school
  than those of the traditional teacher..." The
  LOGO environment is also like the samba school in
  that "the flow of ideas and even of instructions
  is not a one-way street."

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• The word, for Freire, is a praxis a synthesis of
  reflection and action, in such radical
  interaction that if one is sacrificed-even in
  part-the other immediately suffers' (Freire,
  1972a, p. 60). 'Word', 'work' and 'praxis' are
  interchangeable terms for Freire all imply
  conscious transformation of reality through
  relationships with others.
• http//web.gseis.ucla.edu/pfi//Documents/extendin
  g_literate_horizon_by_Roberts.html

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• Freire's approach to adult literacy education
  relied upon a dynamic integration of oral and
  literate modes of communication. Learning to read
  the word, for the adults with whom Freire was
  working, emerged from purposeful discussion of
  generative words and codifications through the
  medium of the spoken word. Dialogue provided the
  bridge between oral and literate forms of
  interpreting, understanding and transforming the
  world. In fact, there was no rigid separation
  between 'speaking' and 'writing' in Freire's
  literacy work, at least not into clearly defined
  'stages' in the literacy process. Generative
  words were simultaneously an object for dialogue
  through speech and the means through which this
  speech was reflected upon and modified in a
  'lettered' way (see Freire, 1976).
• http//web.gseis.ucla.edu/pfi//Documents/extendin
  g_literate_horizon_by_Roberts.html

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Example .. Apprenticeship

• Apprenticeship is usually associated with a
  relationship between a master and a student.
• But we noticed that much of the actual learning
  takes places among members of a larger community
  that includes other apprentices and journeymen.
• We called these communities "communities of
  practice. (Lave and Wenger)

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Can we make a lesson like this?

• 1 Read Page, especially role of teacher and
  generative word idea.
• 2 Think based on your work in schools of some
  generative (math and science related) words.
• 3 Choose one
• 4 Brianstorm cultural/lived-life connections
  for students
• 5 What image (codified situation) might you
  project for students with the generative word?
• 6 Present this word/concept in abstracted form
• 7 Discuss how students could take this
  abstracted form apart and rearrange it. What
  things might they create.
• We'll use "balance" or "diet" as an example.

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• to twig trunk
• fd trunk
• End
• to tree trunk level
• ifelse levellt1 twig trunk
• fd trunk rt 30 (tree trunk/2 level-1) lt 60
• (tree trunk/2 level-1) rt 30 bk trunk
• end