Changes

1. As is evident from Gary Martin's self-organizing map of this past week of discussion on the IAEP mailing list, the pilot programs that Caroline Meeks and I are running at the Gardner Pilot Academy and the Lilla G. Fredrick Pilot Middle School are foremost on my mind. We are working with three grade-level groups: second graders who are studying geography (through the lens of their community), number lines, and clocks; third graders who are also studying geography and the application of their math facts to problem solving; and sixth/seventh graders who are doing a digital storytelling exercise.

1. As is evident from Gary Martin's self-organizing map of this past week of discussion on the IAEP mailing list, the pilot programs that Caroline Meeks and I are running at the Gardner Pilot Academy and the Lilla G. Fredrick Pilot Middle School are foremost on my mind. We are working with three grade-level groups: second graders who are studying geography (through the lens of their community), number lines, and clocks; third graders who are also studying geography and the application of their math facts to problem solving; and sixth/seventh graders who are doing a digital storytelling exercise.

Mel Chua, Anurag Goel, and Greg Smith ([http://lists.sugarlabs.org/archive/iaep/2009-July/007065.html 1], [http://lists.sugarlabs.org/archive/iaep/2009-July/007168.html 2], [http://lists.sugarlabs.org/archive/iaep/2009-July/007038.html 3]) have written extensive notes of their observations of our prelimary interactions with these young learners. In gisting my own observations, I found that the students are engaged, able to work at their own pace, each achieving a sense of accomplishment. They stay on task, help each other, and excitedy discuss their discoveries.

Mel Chua, Anurag Goel, and Greg Smith ([http://lists.sugarlabs.org/archive/iaep/2009-July/007065.html 1], [http://lists.sugarlabs.org/archive/iaep/2009-July/007168.html 2], [http://lists.sugarlabs.org/archive/iaep/2009-July/007038.html 3]) have written extensive notes of their observations of our preliminary interactions with these young learners. In gisting my own observations, I found that the students are engaged, able to work at their own pace, each achieving a sense of accomplishment. They stay on task, help each other, and excitedly discuss their discoveries.

There are lots of little details in the interactions that have been revealed even over this short period, things such as the ease with which the children were able to insert their USB keys into a USB extension cable as compared to the difficultly they encountered with even USB slots on the front panel of the desktop; and the in-retrospect obvious need to use integer rather than floating point notation in Turtle Art. (The second-graders thought that 100.0 was one thousand.) At the Fredrick School, we sent sticks and helper CDs home with some of the children over the weekend. Only two out of five were able to launch Sugar at home, but two of those who were unsuccessful had been given no instructions at all, even to know that you need to insert the helper CD in before booting from USB. We will report new numbers next week.

There are lots of little details in the interactions that have been revealed even over this short period, things such as the ease with which the children were able to insert their USB keys into a USB extension cable as compared to the difficultly they encountered with even USB slots on the front panel of the desktop; and the in-retrospect obvious need to use integer rather than floating point notation in Turtle Art. (The second-graders thought that 100.0 was one thousand.) At the Fredrick School, we sent sticks and helper CDs home with some of the children over the weekend. Only two out of five were able to launch Sugar at home, but two of those who were unsuccessful had been given no instructions at all, even to know that you need to insert the helper CD in before booting from USB. We will report new numbers next week.