Papert was a pioneer in the field of instructional technology. Papert highlights two main constructs - one that children can learn to use technology in meaningful ways; and two, the ability to use technology as a part of the learning process effects the way future learning will take place.
Papert took aspects from the Piagetian theoretical framework to support his learning philosophy. Specifically, Papert believed that children are the builders of their own intellectual structures. In other words, children use the tools around them to learn and build their intellect. Papert's theoretical framework differed slightly from Piaget's in that he highlighted the differences in the "tools" with which children use by noting the importance of the culture surrounding those tools and the learning environment it provides. Instead of attributing slower development to complexity, as Piaget would have done, Papert believes that the culture from which the learner operates in should also be considered as a factor of development.
Papert regarded teaching and learning in traditional classrooms of his time as inefficient, forced and sometimes even painful, and believed that instructional technology would transform classrooms as well as informal learning environments to more intuitive and nurturing environments. Papert certainly did not assert that instructional technology was a "magic wand" so to speak, but rather a tool that may enable a different path to success, or even an initial one! With a background in mathematics, Papert was well-aware of what he described as "mathaphobia," or the inclination of students to dislike math or believe they could not succeed in math. In an effort to combat learning obstacles like "mathaphobia," Papert created a scheme of optimal learning which would include the following components: tools for learning are integrated into the learner's "natural landscape." In other words, the learner should be able to experiment with the learning tools and relate to them in an intuitive manner. Additionally, the learning tools should be modeled by knowledgeable others, so the learner can relate to them in collaborative experiences. Papert also considered "body knowledge" to be an essential part of the learning process; learners should be able to use their kinetic intelligences on a regular basis during the learning process. The final component of optimal learning, according to Papert, is the ability to relate the new information to existing knowledge in a meaningful way.
Papert used "computer-controlled cybernetic animals" or robots to explore the technology integrated learning process and optimal learning environments. Using robots and the LOGO computer language, Papert created learning tools and experiences for children and found great success when providing a free contact between the learners and their tools.
Papert openly admits that he is a bit of a utopian thinker, and he writes as such, but his theories do resonate with instructional technologists, and educators overall. Educators, including myself, have seen that technology integrated learning environments can provide rich learning opportunities and Papert's Mindstorms is a great look at where technology integration started and also provides a multifaceted lens from which to critically examine where we are going in the future. I highly recommend!
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Top reviews from other countries
Guy Montpetit
One of the intellectual giants
Reviewed in Canada on September 7, 2020
R. Court
To little too late, but a fine effort
Reviewed in the United Kingdom on April 26, 2010