We touched on a different set of themes when we discussed this topic ([http://lists.sugarlabs.org/archive/iaep/2009-May/005484.html versus, not]) back in May. We were responding in part to Mark Guzdial's blog: [http://www.amazon.com/gp/blog/post/PLNK3F4TMBURELZZK Does "There's an App for That" Hurt or Help Computing Education?]. At the time I said that I was optimistic about the role of phones in learning—a u-turn from my long-standing position. The arguments about the differences in affordances between phones and computer remain relevant: e.g., you wouldn't write an essay on your phone if you have a computer at hand; and as Kozma points out, the large installed base of phones is not composed primarily of the latest iPhone on a 3G network. The current installed base has much less capacity. But that will change over time. | We touched on a different set of themes when we discussed this topic ([http://lists.sugarlabs.org/archive/iaep/2009-May/005484.html versus, not]) back in May. We were responding in part to Mark Guzdial's blog: [http://www.amazon.com/gp/blog/post/PLNK3F4TMBURELZZK Does "There's an App for That" Hurt or Help Computing Education?]. At the time I said that I was optimistic about the role of phones in learning—a u-turn from my long-standing position. The arguments about the differences in affordances between phones and computer remain relevant: e.g., you wouldn't write an essay on your phone if you have a computer at hand; and as Kozma points out, the large installed base of phones is not composed primarily of the latest iPhone on a 3G network. The current installed base has much less capacity. But that will change over time. |