Comments on: obsequious computing? http://blog.webfoot.com/2008/01/22/obsequious-computing/ Fri, 16 Jul 2010 20:26:12 +0000 http://wordpress.org/?v=2.9 hourly 1 By: ducky http://blog.webfoot.com/2008/01/22/obsequious-computing/comment-page-1/#comment-348 ducky Fri, 25 Jan 2008 06:28:23 +0000 http://www.webfoot.com/blog/2008/01/22/obsequious-computing/#comment-348 WOW. That's a really interesting lens to look at it through. I have heard bits and pieces here and there that seem to indicate that boys and girls have different ideas about computers: that boys are interested in control/dominance and girls are interested in communication/peer-relationships. Most CS classes are about games (dominance) and not about the communication aspects of computing. WOW. That’s a really interesting lens to look at it through.

I have heard bits and pieces here and there that seem to indicate that boys and girls have different ideas about computers: that boys are interested in control/dominance and girls are interested in communication/peer-relationships. Most CS classes are about games (dominance) and not about the communication aspects of computing.

]]> By: knapjack http://blog.webfoot.com/2008/01/22/obsequious-computing/comment-page-1/#comment-347 knapjack Fri, 25 Jan 2008 05:10:03 +0000 http://www.webfoot.com/blog/2008/01/22/obsequious-computing/#comment-347 Years ago I read some research about computers in schools (much of which still holds true) that, in general, students who tend to complete their work ahead of time tend to get rewarded with exploratory time with computers. Contrast this with students who need remediation that often get assigned time with drill-and-kill curricular applications. The long-term trend is that "smart" kids learn to tell the computer what to do and "dumb" kids learn that the computer tells them what to do. Years ago I read some research about computers in schools (much of which still holds true) that, in general, students who tend to complete their work ahead of time tend to get rewarded with exploratory time with computers. Contrast this with students who need remediation that often get assigned time with drill-and-kill curricular applications. The long-term trend is that “smart” kids learn to tell the computer what to do and “dumb” kids learn that the computer tells them what to do.

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