I just wanted to make explicit one earlier contribution to the already recommended nice ones: one article by Sherry Turkle and Seymour Papert in 1990, based on which One of articles Bo An referred to (Lachney & Foster 2020) were written, as its title revealed.

Turkle, Sherry, and Seymour Papert. "Epistemological pluralism: Styles and voices within the computer culture." Signs: Journal of women in culture and society 16, no. 1 (1990): 128-157. https://doi.org/10.1086/494648

Best regards,
Yoehan

On Thu, Oct 8, 2020 at 4:07 PM Eric Gade <eric.gade@gmail.com> wrote:
Hi Paul,

In addition to the excellent links others have provided, I would also recommend the following two:

1. Alan Kay's "Doing with Images Makes Symbols" talk (the link is at a timestamp in the talk that addresses what you are thinking about, but the whole thing is worth watching)
2. Andrea diSessa's book "Changing Minds: Computers, Learning, and Literacy"

Though not directly related, I'll also recommend Walter Ong's "Orality and Literacy: the Technologizing of the Word". While this doesn't deal with computing directly, it *does* grapple with the earlier and perhaps more general idea of a medium enabling new kinds of thought that would have been previously "unthinkable" (or at the very least extremely difficult) without it. In this case the medium/technology is reading and writing. But, as perhaps Papert, Kay, and diSessa might have argued, this same principle could extend into computing, particularly when it comes to internalizing difficult concepts we associate with math.

On Thu, Oct 8, 2020 at 3:51 PM Bo An <bo.an@yale.edu> wrote:
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-DISSERTATION-2015.pdf?sequence=8.

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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Eric
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Yoehan Oh
Ph.D. Student
Department of Science and Technology Studies
Rensselaer Polytechnic institute
110 8th Street
Troy, NY 12180  USA
phone: (518) 368-1257
pronoun: he/him