Audience in computer learning: a constructionist interpretation

Authors:
Gillian R. Hayes;Anne Marie Piper;Bob Amar;Korin J. Bevis;Wendy Newstetter;Amy S. Bruckman
Affiliations:
Georgia Institute of Technology, Atlanta, GA;Georgia Institute of Technology, Atlanta, GA;Georgia Institute of Technology, Atlanta, GA;Georgia Institute of Technology, Atlanta, GA;Georgia Institute of Technology, Atlanta, GA;Georgia Institute of Technology, Atlanta, GA
Venue:
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Year:
2004

Citing 1
Cited 1

The computer clubhouse: preparing for life in a digital world

IBM Systems Journal

Design and evaluation of a computer science and engineering course for middle school girls

Proceedings of the 41st ACM technical symposium on Computer science education

Quantified Score

Hi-index	0.00

Visualization

Abstract

In 1993, a group of individuals from The Computer Museum, in collaboration with MIT Media Lab, responded to the challenge to close the "digital divide" by organizing a new type of computer center, the Computer Clubhouse, aimed at promoting true "technological fluency," allowing participants not only to consume computer applications but also to create, design, and implement their own ideas through technical mediation (Resnick & Rusk, 1996; Resnick, Rusk, & Cooke, 1998). The Intel Computer Clubhouse network uses a radical constructionist model, advocating learning through working on personally meaningful projects (Harel & Papert, 1991).