cybernetic developmental theory

Reprogramming Piaget: Reprogramming Piaget: A Developmental Look at ICTA Developmental Look at ICT

and 21and 21stst Century Learning Century Learning

SITE Conference 2006SITE Conference 2006Authors: Mechelle De Craene M.Ed. and John Cuthell Ph.D.Authors: Mechelle De Craene M.Ed. and John Cuthell Ph.D.

““Piaget found the secretsPiaget found the secrets of human learning of human learning

and knowledge and knowledge hidden behind the cute hidden behind the cute and seemingly illogical and seemingly illogical

notions of children.”notions of children.”-Seymour Papert-Seymour Papert

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Imagine if Piaget Imagine if Piaget were alive today.were alive today.

What would he What would he think of think of technology…technology…in our 21in our 21stst CenturyCenturyschools today?schools today?

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Techno-EpistemologyTechno-Epistemology

What manipulatives would he use to What manipulatives would he use to explore cognition relating to explore cognition relating to technology?technology?

What curiosities would he have only What curiosities would he have only to be discovered through the eyes of to be discovered through the eyes of Cyberkids?Cyberkids?

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PurposePurpose

Our preliminary research examines Our preliminary research examines the ways in which children acquire the the ways in which children acquire the skills and concepts of Information and skills and concepts of Information and Communication Technologies (ICT).Communication Technologies (ICT).

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Rational for Rational for Reprogramming:Reprogramming:

Students have usurped their teachers’ Students have usurped their teachers’ traditional Piagetian paradigm.traditional Piagetian paradigm.

Watch a child and you will see that Watch a child and you will see that digital acquisition is largely and digital acquisition is largely and unschool phenomenon.unschool phenomenon.

Education in the 21st Century is Education in the 21st Century is “flattening” due to global technologies. “flattening” due to global technologies.

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Rational: So why Piaget?Rational: So why Piaget?

““Pragmatic Transformation clearly Pragmatic Transformation clearly embodies a characteristic aspect of embodies a characteristic aspect of technology, and a theory of pragmatic technology, and a theory of pragmatic subject would certainly be welcome for subject would certainly be welcome for technology education. Yet, this area of technology education. Yet, this area of neo-Piagetian research appears, up to neo-Piagetian research appears, up to now, to have yielded only scant,even if now, to have yielded only scant,even if interesting results” (Verillon, 2000). interesting results” (Verillon, 2000).

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Research QuestionsResearch Questions

Q1: What is the relationship between Q1: What is the relationship between Piaget’s Cognitive Development Piaget’s Cognitive Development Theory and 21Theory and 21stst Century Learning? Century Learning?

Q2: How do children acquire Q2: How do children acquire technology skills?technology skills?

Q3: What schemas do children hold Q3: What schemas do children hold regarding ICT?regarding ICT?

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MethodologyMethodology

In the same way that Piaget observed In the same way that Piaget observed his children to glean valuable his children to glean valuable information regarding development, information regarding development, we’ve been observing children and we’ve been observing children and how they relate to technology.how they relate to technology.

In short, we’ve matched detailed In short, we’ve matched detailed observations of learners using ICT to observations of learners using ICT to Piaget’s Cognitive Developmental Piaget’s Cognitive Developmental Theory. Theory.

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A Theory in ProgressA Theory in Progress

The provisional name of our hypothesis-The provisional name of our hypothesis-in-progress is provisionally titled in-progress is provisionally titled Cybernetic Developmental Theory, which Cybernetic Developmental Theory, which explains how technology skills and explains how technology skills and schemas can be viewed through a schemas can be viewed through a Piagetian Perspective. Piagetian Perspective.

Sensorimotor(Typically Birth-Age 2) • This stage typically extends from birth to

the acquisition of language.

• The individual passes through six substages.

• Two major themes preside:(1) Causality(2) Object Permanence

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Sensorimotor(Interface)

• First Contact…computer interface begins– Simple reflex activity exhibited

• e.g. baby mouths corner of laptop or mouse• e.g. Playing with the keys

• Sensorimotor schemas are exercised• Setting up ergonomical schema between self

and artifact

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SensorimotorSensorimotor(Skills & Schemas)(Skills & Schemas)

• Circular Reactions (Primary & Secondary)Circular Reactions (Primary & Secondary)

– Systematic movementsSystematic movements• GraspingGrasping• Scratching the mouse padScratching the mouse pad• Swirling mouseSwirling mouse• Repetitive playing with the keysRepetitive playing with the keys• Repetitive movements of self and artifactRepetitive movements of self and artifact

– (e.g. Baby repeatedly drops mouse to see (e.g. Baby repeatedly drops mouse to see parents pick it up).parents pick it up).

– Overall Navigational Exploration Overall Navigational Exploration • Clicking on various icons to see morphologyClicking on various icons to see morphology• Scrolling up and down to watch the hypertext blurScrolling up and down to watch the hypertext blur

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SensorimotorSensorimotor(Skills & Schemas)(Skills & Schemas)

Coordination of Secondary SchemasCoordination of Secondary Schemas Appearance of IntentionalityAppearance of Intentionality

Two or more schemas combine to obtain a goalTwo or more schemas combine to obtain a goale.g. Click and drag a virtual puzzlee.g. Click and drag a virtual puzzlee.g. Coloring with a virtual paintbrushe.g. Coloring with a virtual paintbrush

Tertiary Circular ReactionsTertiary Circular ReactionsTrail and ErrorTrail and ErrorCausalityCausality

Intention of new means through Mental Intention of new means through Mental CombinationCombination

Object PermanenceObject Permanencee.g. “Losing Our Virtual Marbles Experiment” e.g. “Losing Our Virtual Marbles Experiment”

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Pre-operationalPre-operational(Typically ages 2-7)(Typically ages 2-7)

• The individual acquires language and The individual acquires language and symbolic functions.symbolic functions.

• The individual understands the world The individual understands the world through ego-centrism and magical through ego-centrism and magical thinking rather than logic.thinking rather than logic.

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Pre-operationalPre-operationalICT Skills & Schemas:ICT Skills & Schemas:

• Basic keyboarding skillsBasic keyboarding skills• Hunt-and-PeckHunt-and-Peck

• Using the toolbarUsing the toolbar

• Keyword Searching Keyword Searching • (e.g. via Google)(e.g. via Google)

• Familiarity with School Reading & Math Familiarity with School Reading & Math ProgramsPrograms

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Pre-operational (cont.)

• Schemas for Desktop Icons emergeSchemas for Desktop Icons emerge

• Basic E-mail (e.g. replying to grandma) Basic E-mail (e.g. replying to grandma)

• Internet schema emerges (I.e. from a thing to a place)Internet schema emerges (I.e. from a thing to a place)

• Animation & Magical Thinking (i.e. computers have feelings)Animation & Magical Thinking (i.e. computers have feelings)

• Solo game-play (e.g. Pokemon)Solo game-play (e.g. Pokemon)

• Egocentric Cybertime Schema Egocentric Cybertime Schema

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ConcreteConcrete(Typically Ages 7-11)(Typically Ages 7-11)

• The individual develops The individual develops conservation skillsconservation skills

• Mental Operations are applied to Mental Operations are applied to real (concrete) objects or eventsreal (concrete) objects or events

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ConcreteConcrete(Skills & Schemas)(Skills & Schemas)

• Full keyboarding skills including function, number, Full keyboarding skills including function, number, and command keysand command keys

• Integration of skills and task needsIntegration of skills and task needs

• Reversibility Reversibility – Back/Forward ArrowBack/Forward Arrow– Cut & PastCut & Past

• Conservation Conservation – Saving & transferring informationSaving & transferring information

• e.g. Desktop to memory stick, Internet to iPode.g. Desktop to memory stick, Internet to iPod• e.g. Schema that computer game characters can morph, die e.g. Schema that computer game characters can morph, die

and come back to original stateand come back to original state

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• Procedure/Rules orientedProcedure/Rules oriented– e.g. typically follows the school’s Acceptable User e.g. typically follows the school’s Acceptable User

Policy (AUP) with little questionPolicy (AUP) with little question– e.g. believes bootlegging music is “wrong”e.g. believes bootlegging music is “wrong”

• Believing that everything online Believing that everything online is a valid academic resource is a valid academic resource – e.g. citing a blog in a science papere.g. citing a blog in a science paper

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• Cooperative Computer InterfaceCooperative Computer Interface– e.g. sharing computer with classmatee.g. sharing computer with classmate– Prefers Multiple Player Computer GamesPrefers Multiple Player Computer Games

• Schema that Cyberspace Time is Schema that Cyberspace Time is simultaneoussimultaneous

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Formal(Typically Age 11 & Up)

• Piaget (1958) contended that not Piaget (1958) contended that not everyone will achieve Formal everyone will achieve Formal Operations. Operations.

• During this period, individuals can think During this period, individuals can think abstractly, formulate hypothesis, use abstractly, formulate hypothesis, use both inductive and deductive reasoning both inductive and deductive reasoning and check solutions.and check solutions.

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Formal(Skills & Schemas)

• Questioning whether information gleaned on the Internet is a valid resource.

• Inference-Making• Questions and may challenge rules• Automaticity• NetSpeak• Subordination of technology to the needs

and creativity of the user• Programming

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Formal(Skills & Schemas)

• Innovative DesignInnovative Design– e.g. nanoteche.g. nanotech

• Cyber Identity FormationCyber Identity Formation– e.g. Postmodern Cyborgs Identity Schemae.g. Postmodern Cyborgs Identity Schema

• Schema tech & global citizenshipSchema tech & global citizenship• Participation and sense of belong to a Participation and sense of belong to a

Virtual CommunityVirtual Community• Schema of “Flattening Effect” Schema of “Flattening Effect”

– i.e.i.e.The World is FlatThe World is Flat (Friedman, 2005) (Friedman, 2005)

• Artificial IntelligenceArtificial Intelligence• Virtual AltruismVirtual Altruism

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Educational Implications

• This model is “kid-driven” (i.e. student centered) This model is “kid-driven” (i.e. student centered) rather than teacher-centered.rather than teacher-centered.

• It is a developmental model to help educators It is a developmental model to help educators understand cognitive development related to ICT, understand cognitive development related to ICT, not an Instructional/Curricular Model.not an Instructional/Curricular Model.

• The Digital Divide Exists and impedes 21The Digital Divide Exists and impedes 21stst Century Century LearningLearning

• Multiple Perspectives via ICT are important for every Multiple Perspectives via ICT are important for every classroom.classroom.

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Educational Implications

• Teachers cognizance of student interface behavior is Teachers cognizance of student interface behavior is important.important.

• Students will special needs have been observed and Students will special needs have been observed and show atypical development relating to ICT.show atypical development relating to ICT.

• Precarious judgements related to students’ potential Precarious judgements related to students’ potential technical abilities do not serve the student well.technical abilities do not serve the student well.

• Integration of ICT in special needs classrooms should Integration of ICT in special needs classrooms should not be forgotten. ICT is a valuable asset in serving not be forgotten. ICT is a valuable asset in serving the diverse learning styles of our students with the diverse learning styles of our students with special needs (e.g. CAST).special needs (e.g. CAST).

• Education in the 21Education in the 21stst Century is going global via ICT. Century is going global via ICT.

Further Research

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ConclusionConclusion

Piaget asserted, “The current state of knowledge is “The current state of knowledge is a movement in history, changing just as rapidly as a movement in history, changing just as rapidly as the state of knowledge in the past has ever changed, the state of knowledge in the past has ever changed, and in many instances more rapidly.” Thus, and in many instances more rapidly.” Thus, shouldn’t our developmental frameworks evolve to shouldn’t our developmental frameworks evolve to embrace ICT for 21embrace ICT for 21stst Century Learning? Century Learning?

cybernetic developmental theory

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