by adam mathes · subscribe · RSS · archive
If you had asked them, most of my high school teachers would have called me an unmotivated student or said that I lacked discipline and didn’t take learning seriously. And yet, that abandoned storage bin told another story: with the aid of my calculator, I’d crafted narratives, drawn storyboards, visualized foreign and familiar environments and coded them into existence. I’d learned two programming languages and developed an online network of support from experienced programmers. I’d honed heuristics for research and discovered workarounds when I ran into obstacles. I’d found outlets to share my creations and used feedback from others to revise and refine my work. The TI-83 Plus had helped me cultivate many of the overt and discrete habits of mind necessary for autonomous, self-directed learning. And even more, it did this without resorting to grades, rewards, or other extrinsic motivators that schools often use to coerce student engagement.
Phil Nichols, Go Ahead, Mess With Texas Instruments, Why educational technologies should be more like graphing calculators and less like iPads. An Object Lesson. The Atlantic
Great piece on TI graphing calculators ubiquity and programmability. Many future techies (including myself) had similar formative early programming experiences with them.