Hi Paul, I second Morgan Ames's book and articles. For pre-GUI, here are some historical and cultural studies about figures like Andrey Ershov (second literacy) and Seymour Papert (LOGO) that might be helpful: Afinogenov, Gregory. “Andrei Ershov and the Soviet Information Age.” *Kritika: Explorations in Russian and Eurasian History* 14 (June 1, 2013): 561–84. https://doi.org/10.1353/kri.2013.0046. Agalianos, Angelos S. “A Cultural Studies Analysis of Logo in Education.,” 1997. http://discovery.ucl.ac.uk/10018887/7/Agalianos%2C%20Angelos%20S.pdf. Lachney, Michael, and Ellen K. Foster. “Historicizing Making and Doing: Seymour Papert, Sherry Turkle, and Epistemological Foundations of the Maker Movement.” *History and Technology* 36, no. 1 (January 2, 2020): 54–82. https://doi.org/10.1080/07341512.2020.1759302. Margarita Boenig-Liptsin. “Making Citizens of the Information Age: A Comparative Study of the First Computer Literacy Programs for Children in the United States, France, and the Soviet Union, 1970-1990.” Accessed August 14, 2020. https://dash.harvard.edu/bitstream/handle/1/23845438/BOENIG-LIPTSIN-DISSERTA... . Tatarchenko, Ksenia. “Thinking AlgorithmicallyFrom Cold War Computer Science to the Socialist Information Culture.” *Historical Studies in the Natural Sciences* 49, no. 2 (April 1, 2019): 194–225. https://doi.org/10.1525/hsns.2019.49.2.194. Best, Bo An On Thu, Oct 8, 2020 at 9:08 PM Fred Turner <fturner@stanford.edu> wrote:
Hi Paul,
One starting place might be Morgan Ames’ book The Charisma Machine: The Life, Death, and Legacy of One Laptop Per Child. Lots in there about how folks learn to compute post-GUIs.
Best, Fred Turner
On Oct 8, 2020, at 11:56 AM, Paul Fishwick <metaphorz@gmail.com> wrote:
There is a topic that has interested me, but I have been unable to make much headway in past years since I am not sure where to look.
Consider that Kathy, an 8th grade student, knows more about how to use a computer than her parents, who may know more than her grandparents. When learning to use digital technology artifacts such as “menu”, education is imparted on Kathy. She learns something about tree structures, and possibly finite state machines (FSMs). This is done invisibly because she did not have to learn discrete mathematics and automata theory to use the computer.
One hypothesis that all technology is this way. We use technology and technology uses us (by invisibly transferring new mental models). The introduction of the mechanical clock changed how we conceptualize time. Fast forwarding to digital technology, Kathy must have conceptualized trees and FSMs as mental models even though this theory was not made explicit.
My searches have taken me to psychology (where the dominant discourse is about dysfunction where technology is concerned), history of technology as well as the history of science. This relates to math and computer science education too—teaching FSMs to people through implicit means. Learning something without knowing that your learning it.
If anyone on this list has a good place for me to dive, let me know.
-paul
Paul Fishwick, PhD Distinguished University Chair of Arts, Technology, and Emerging Communication Professor of Computer Science Director, Creative Automata Laboratory The University of Texas at Dallas Arts & Technology 800 West Campbell Road, AT10 Richardson, TX 75080-3021 Home: utdallas.edu/atec/fishwick Media: medium.com/@metaphorz Modeling: digest.sigsim.org Twitter: @PaulFishwick ONLINE: Webex,Collaborate, TEAMS, Zoom, Skype, Hangout
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