Primo video del percorso di scoperta del computer e i suoi codici per la scuola primaria

Here, this is the first type of meeting

made by composing a simple circle

and asking many questions to the chidren.

Questions aimed at creating a link between the things

known to them in concrete life and these concepts

memory, google, computer, internet

that have substantially flattened

into a sort of russian salad.

At one point we pulled out an old computer that they were free to patrol

that they were free to patrol.

It got hot,
it was put on a table

and the objects came disassembled and commented

always with the same
philosophy of the questions.

Forms of spontaneous groups formed

that tended to deepen certain things.

After about an hour the children
they are invited

to get in a circle,

which they did promptly,
to my great amazement

because they were really enthusiastic
for what they did

and we proposed to do a survey.

They all offered to go to the blackboard

fortunately the teachers have chosen

because I would not have known how to do it

The survey was about their habits,
video games,

what computers do they use, tablets, etc.

In the next sequence, let's see
the second type of encounter

is offered to children
the four computers to be mounted

and the four cameras.

The children are divided into four groups
of four each

and the roles are assigned:

a child makes video recordings,
one writes the story,

one makes the drawing and one works;

builds the computer or will maneuver it
in the following phases.

Then the manufacture proceeds

and the meaning is explained to the children
of the various components.

Children build, write,
documenting,

and the approach, you see,
it's a slow approach.

We also offer
the use of the instruction booklet

that they must try to follow.

The booklet is written in English
but it is clearly illustrated.

This also allows us to discuss
on the meaning of some English words.

Then they are helped where they require it

but always according to a principle
of the minimum intrusion

just showing them

and then leaving
that they are to complete,

to actually do the job.

Always or almost always they have succeeded
intention

and with a concentration,
you see in this girl.

Collaboration is also very beautiful,
the hands that help each other

and not that collide, collaboration
in the various roles.

I do not hide that amazed me
deeply

the diligence of these children.

Nothing to do with that idea
that I had received from the public discourse

on rudeness, on restlessness,
superficiality.

I had the feeling that,
if respected as people

and offering them things that have a connection
with their reality,

they are also, from my point of view,
very, very disciplined.

The myth according to which digital natives
they refuse to use the instruction booklet

.. but it depends: if they are put
in condition to take advantage of it they use it

as an example
to solve the non-trivial operation

to attack correctly
the delicate plug

of the audio speaker
to the small computer card:

a delicate operation.

The roles have been managed
in a fluid way:

if a child gets tired, for example
of doing filming

and another asked,
how did this girl,

we let it do it.

Once the computer is mounted
time is over, that is to say at the end,

so you have to start the reading phase
of the works.

And I proposed, having been late,
to disassemble the computers.

The surprise was that instead
they are the children who asked

if they could take them apart.

And it is an operation that has made spectacular precision.

I found some of the boxes
- everyone has put everything in place

but some have remitted exactly
all things right

how they had found them,
with all the coiled threads

and all the components in the right place.

In the final stages they were read
the tales

the drawings were shown.

It is only in the next meeting that then
monitors were also connected.

Computers were built
faster

because the children were already a bit expert

and then the monitors were connected
and they could so

start exploring them

and they immediately found us a game,
Minecraft,

with which, of course,
they immediately started playing

and on that occasion it was left to them
freedom to play freely,

to find an engagement
with the world known to them.