The robot factory
Article Sidebar
Published
Jan 1, 2002
Main Article Content
Abstract
Children who build and program a visual environment.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Ackermann E. (1991), The “Agency” Model of Transactions: Toward an Understanding of Children’s Theory of Control, in Harel I. & Papert S. (eds), Constructionism, Ablex Publisher, Norwood, NJ.
Ackermann E. (2001), Constructivisme et constructionnisme: quelle difference?, in Actes du colloque “Constructivismes: usages et perspectives en education”, 4-8 Settembre 2000, Genève, Suisse, vol. 1, pp. 85-97.
Ackermann E. (2002), Ambienti di gioco programmabili: cos’è possibile per un bambino di quattro anni?, TD – Tecnologie Didattiche, n. 27, pp. 48-55.
Ananny M. (2001), Telling Tales: Supporting written literacy with computational toys, Unpublished Master Thesis, The MIT Media Laboratory, Cambridge, MA.
Askildsen T., Barchi P., Cagliari P., Chioccariello A., Giacopini E., Gustafsson B., Lindh J., Manca S., Rausch M., Sarti L. (2001a), Construction kits made of Atoms and Bits. Research findings & perspectives, CAB Del. 25, http://cab.itd.ge.cnr.it /public/papers.htm
Askildsen T., Chioccariello A., Manca S., Munch G., Rausch M., Sarti L. (2001b), A Cybernetic Construction Kit for Young Children, CAB Del. 22, http://cab.itd.ge. cnr.it/public/deliverables /del22.pdf
Barchi P., Cagliari P., Giacopini E. (2001), Encounters between children and robotics, in Askildsen T., Barchi P., Cagliari P., Chioccariello A., Giacopini E., Gustafsson B., Lindh J., Manca S., Rausch M., Sarti L., Construction kits made of Atoms and Bits. Research findings & perspectives, CAB Del. 25, http://cab.itd.ge.cnr.it/ public/deliverables/ booklet/booklet-CRE.pdf
Bers M., Urrea C. (2000), Technological Prayers: Parents and Children Working with Robotics and Values, in Druin A. & Hendler J. (eds), Robots for Kids: Exploring New Technologies for Learning Experiences, Morgan Kaufman Academic Press, San Francisco.
Brooks R. A. (1991), Intelligence without representation, Artificial Intelligence, vol. 47, pp. 139–159.
CRE (2000), Pedagogical results 2, CAB Del. 17.
CRE (2001), Final pedagogical report, CAB Del. 23, http://cab.itd.ge.cnr.it/public/ deliverables/del23.pdf
Dewey J. (1910), How we think, Health, Boston (tr. it., Come pensiamo, La Nuova Italia, Firenze, 1973).
Druin A. (1999), Cooperative Inquiry: Developing New Technologies for Children with Children, in Proceedings of CHI ‘99, ACM Press, New York, pp. 223- 230.
Druin A. (2002), The Role of Children in the Design of New Technology, Behaviour and Information Technology, 21(1), pp. 1-25.
Giordano E. (2002), Percorsi di apprendimento, TD – Tecnologie Didattiche, n. 27, pp. 21-28.
Gorbet M., Orth M., Ishii H. (1998), Triangles: Tangible Interface for Manipulation and Exploration of Digital Information Topography, in Proceedings on Human factors in Computing Systems Conference (CHI ‘98), April 18-23, 1998, Los Angeles, USA, pp. 49-56.
Greenbaum J., Kyng M. (eds) (1991), Design at work: Cooperative design of computer systems, Lawrence Erlbaum Associates, Hillsdale, NJ.
Gustafsson B., Lindh J. (2001), Swedish field test. Final report, CAB Del. 24, http://cab.itd.ge.cnr.it/ public/deliverables/del24 .pdf
Harel I., Papert S. (eds) (1991), Constructionism, Ablex Publishing, Norwood, NJ.
Malaguzzi L. (1995), La storia, le idee, la cultura, in Edwards C., Gandini L., Forman G. (eds), I cento linguaggi dei bambini. L’approccio di Reggio Emilia all’educazione dell’infanzia, Edizioni Junior, Bergamo.
Martin F., Mikhak B., Resnick M., Silverman B., Berg R. (2000), To Mindstorms and Beyond: Evolution of a Construction Kit for Magical Machines, in Druin A. & Hendler J. (eds), Robots for Kids: Exploring New Technologies for Learning Experiences, Morgan Kaufman Academic Press, San Francisco.
McNerney T. S. (1999), Tangible Programming Bricks: An Approach to Making Programming Accessible to Everyone, Master’s thesis, MIT, Cambridge, MA.
Montemayor J., Druin A., Farber A., Simms S., Churaman W., D’Amour A. (2002), Physical programming: Designing tools for children to create physical interactive environments, in Proceedings of the SIGCHI conference on Human factors in computing systems: Changing our world, changing ourselves (CHI 2002), ACM Press, pp. 299-306.
Nardi B. (1993), A Small Matter of Programming: Perspectives on End User Computing, The MIT Press, Cambridge, MA.
Papert S. (1980), Mindstorms: Children, Computers, and Powerful Ideas, Basic Books, New York (tr. it., Mindstorms. Bambini, computers e creatività, Emme, Milano, 1984).
Papert S. (1993), The Children’s Machine: Rethinking School in the Age of the Computer, Basic Books, New York (tr. it., I bambini e il computer, Rizzoli, Milano, 1994).
Piaget J. (1975), L’Equilibration des structures cognitives, Puf, Paris (tr. it., L’equilibrazione delle strutture cognitive. Problema centrale dello sviluppo, Boringhieri, Torino, 1981).
Pontecorvo C., Ajello A. M., Zucchermaglio C. (eds) (1995), I contesti sociali dell’apprendimento, LED - Edizioni Universitarie di Lettere Economia Diritto, Milano.
Resnick M. (1991), MultiLogo: A Study of Children and Concurrent Programming, Interactive Learning Environments, vol. 1, n. 3, pp. 153-170.
Resnick M. (1996), Distributed Constructionism, in Proceedings of the International Conference on the Learning Sciences, July 1996, Evanston, USA.
Resnick M., Berg R., Eisenberg M. (2000), Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation, Journal of the Learning Sciences, vol. 9, n. 1, pp. 7- 30 (tr. it. in questo numero).
Resnick M., Martin F., Sargent R., Silverman B. (1996), Programmable Bricks: Toys to think with, IBM Systems Journal, vol. 35, n. 3/4.
Resnick M., Ocko S. (1991), LEGO/Logo: Learning Through and About Design, in Harel I. & Papert S. (eds), Constructionism, Ablex Publisher, Norwood, NJ.
Rinaldi C. (1995), La costruzione del progetto educativo, in Edwards C., Gandini L., Forman G. (eds), I cento linguaggi dei bambini. L’approccio di Reggio Emilia all’educazione dell’infanzia, Edizioni Junior, Bergamo.
Salomon G. (ed) (1993), Distributed cognition: Psychological and educational considerations, Cambridge University Press, Cambridge, UK.
Scaife M., Rogers Y. (1999), Kids As Informants: Telling Us What We Didn’t Know or Confirming What We Knew Already, in Druin A. (ed), The Design of Children’s Technology, Morgan Kaufman Academic Press, San Francisco.
Schuler D., Namioka A. (eds) (1993), Participatory design: Principles and practices, Lawrence Erlbaum Associates, Hillsdale, NJ.
Suzuki H., Kato H. (1995), Interaction-Level Support for Collaborative Learning: AlgoBlock – An Open Programming Language, in Proceedings of CSCL’95, pp. 349-355.
Turkle S. (1984), The Second Self: Computers and the Human Spirit, Simon and Schuster, New York.
Turkle S. (1995), Life on the Screen: Identity in the Age of the Internet, Simon and Schuster, New York (tr. it. La vita sullo schermo. Nuove identità e relazioni sociali nell’epoca di Internet, Apogeo, Milano, 1997).
Turkle S., Papert S. (1992), Epistemological pluralism and the revaluation of the concrete, Journal of Mathematical Behaviour, vol. 11, n. 1, pp. 3-33.
Vygotskij L. S. (1978), Mind in Society, Harvard University Press, Cambridge, MA (tr. it., Il processo cognitivo, Boringhieri, Torino, 1980).
Wood D., Bruner J., Ross G. (1976), The role of tutoring in problem solving, Journal of child Psychology and Psychiatry, 17, pp. 89-100.
Wyeth P., Wyeth G. (2001), Electronic Blocks: Tangible Programming Elements for Preschoolers, in Proceedings of the Eighth IFIP TC13 Conference on Human-Computer Interaction (Interact 2001), Tokyo, Japan, July 9-13, 2001
Ackermann E. (2001), Constructivisme et constructionnisme: quelle difference?, in Actes du colloque “Constructivismes: usages et perspectives en education”, 4-8 Settembre 2000, Genève, Suisse, vol. 1, pp. 85-97.
Ackermann E. (2002), Ambienti di gioco programmabili: cos’è possibile per un bambino di quattro anni?, TD – Tecnologie Didattiche, n. 27, pp. 48-55.
Ananny M. (2001), Telling Tales: Supporting written literacy with computational toys, Unpublished Master Thesis, The MIT Media Laboratory, Cambridge, MA.
Askildsen T., Barchi P., Cagliari P., Chioccariello A., Giacopini E., Gustafsson B., Lindh J., Manca S., Rausch M., Sarti L. (2001a), Construction kits made of Atoms and Bits. Research findings & perspectives, CAB Del. 25, http://cab.itd.ge.cnr.it /public/papers.htm
Askildsen T., Chioccariello A., Manca S., Munch G., Rausch M., Sarti L. (2001b), A Cybernetic Construction Kit for Young Children, CAB Del. 22, http://cab.itd.ge. cnr.it/public/deliverables /del22.pdf
Barchi P., Cagliari P., Giacopini E. (2001), Encounters between children and robotics, in Askildsen T., Barchi P., Cagliari P., Chioccariello A., Giacopini E., Gustafsson B., Lindh J., Manca S., Rausch M., Sarti L., Construction kits made of Atoms and Bits. Research findings & perspectives, CAB Del. 25, http://cab.itd.ge.cnr.it/ public/deliverables/ booklet/booklet-CRE.pdf
Bers M., Urrea C. (2000), Technological Prayers: Parents and Children Working with Robotics and Values, in Druin A. & Hendler J. (eds), Robots for Kids: Exploring New Technologies for Learning Experiences, Morgan Kaufman Academic Press, San Francisco.
Brooks R. A. (1991), Intelligence without representation, Artificial Intelligence, vol. 47, pp. 139–159.
CRE (2000), Pedagogical results 2, CAB Del. 17.
CRE (2001), Final pedagogical report, CAB Del. 23, http://cab.itd.ge.cnr.it/public/ deliverables/del23.pdf
Dewey J. (1910), How we think, Health, Boston (tr. it., Come pensiamo, La Nuova Italia, Firenze, 1973).
Druin A. (1999), Cooperative Inquiry: Developing New Technologies for Children with Children, in Proceedings of CHI ‘99, ACM Press, New York, pp. 223- 230.
Druin A. (2002), The Role of Children in the Design of New Technology, Behaviour and Information Technology, 21(1), pp. 1-25.
Giordano E. (2002), Percorsi di apprendimento, TD – Tecnologie Didattiche, n. 27, pp. 21-28.
Gorbet M., Orth M., Ishii H. (1998), Triangles: Tangible Interface for Manipulation and Exploration of Digital Information Topography, in Proceedings on Human factors in Computing Systems Conference (CHI ‘98), April 18-23, 1998, Los Angeles, USA, pp. 49-56.
Greenbaum J., Kyng M. (eds) (1991), Design at work: Cooperative design of computer systems, Lawrence Erlbaum Associates, Hillsdale, NJ.
Gustafsson B., Lindh J. (2001), Swedish field test. Final report, CAB Del. 24, http://cab.itd.ge.cnr.it/ public/deliverables/del24 .pdf
Harel I., Papert S. (eds) (1991), Constructionism, Ablex Publishing, Norwood, NJ.
Malaguzzi L. (1995), La storia, le idee, la cultura, in Edwards C., Gandini L., Forman G. (eds), I cento linguaggi dei bambini. L’approccio di Reggio Emilia all’educazione dell’infanzia, Edizioni Junior, Bergamo.
Martin F., Mikhak B., Resnick M., Silverman B., Berg R. (2000), To Mindstorms and Beyond: Evolution of a Construction Kit for Magical Machines, in Druin A. & Hendler J. (eds), Robots for Kids: Exploring New Technologies for Learning Experiences, Morgan Kaufman Academic Press, San Francisco.
McNerney T. S. (1999), Tangible Programming Bricks: An Approach to Making Programming Accessible to Everyone, Master’s thesis, MIT, Cambridge, MA.
Montemayor J., Druin A., Farber A., Simms S., Churaman W., D’Amour A. (2002), Physical programming: Designing tools for children to create physical interactive environments, in Proceedings of the SIGCHI conference on Human factors in computing systems: Changing our world, changing ourselves (CHI 2002), ACM Press, pp. 299-306.
Nardi B. (1993), A Small Matter of Programming: Perspectives on End User Computing, The MIT Press, Cambridge, MA.
Papert S. (1980), Mindstorms: Children, Computers, and Powerful Ideas, Basic Books, New York (tr. it., Mindstorms. Bambini, computers e creatività, Emme, Milano, 1984).
Papert S. (1993), The Children’s Machine: Rethinking School in the Age of the Computer, Basic Books, New York (tr. it., I bambini e il computer, Rizzoli, Milano, 1994).
Piaget J. (1975), L’Equilibration des structures cognitives, Puf, Paris (tr. it., L’equilibrazione delle strutture cognitive. Problema centrale dello sviluppo, Boringhieri, Torino, 1981).
Pontecorvo C., Ajello A. M., Zucchermaglio C. (eds) (1995), I contesti sociali dell’apprendimento, LED - Edizioni Universitarie di Lettere Economia Diritto, Milano.
Resnick M. (1991), MultiLogo: A Study of Children and Concurrent Programming, Interactive Learning Environments, vol. 1, n. 3, pp. 153-170.
Resnick M. (1996), Distributed Constructionism, in Proceedings of the International Conference on the Learning Sciences, July 1996, Evanston, USA.
Resnick M., Berg R., Eisenberg M. (2000), Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation, Journal of the Learning Sciences, vol. 9, n. 1, pp. 7- 30 (tr. it. in questo numero).
Resnick M., Martin F., Sargent R., Silverman B. (1996), Programmable Bricks: Toys to think with, IBM Systems Journal, vol. 35, n. 3/4.
Resnick M., Ocko S. (1991), LEGO/Logo: Learning Through and About Design, in Harel I. & Papert S. (eds), Constructionism, Ablex Publisher, Norwood, NJ.
Rinaldi C. (1995), La costruzione del progetto educativo, in Edwards C., Gandini L., Forman G. (eds), I cento linguaggi dei bambini. L’approccio di Reggio Emilia all’educazione dell’infanzia, Edizioni Junior, Bergamo.
Salomon G. (ed) (1993), Distributed cognition: Psychological and educational considerations, Cambridge University Press, Cambridge, UK.
Scaife M., Rogers Y. (1999), Kids As Informants: Telling Us What We Didn’t Know or Confirming What We Knew Already, in Druin A. (ed), The Design of Children’s Technology, Morgan Kaufman Academic Press, San Francisco.
Schuler D., Namioka A. (eds) (1993), Participatory design: Principles and practices, Lawrence Erlbaum Associates, Hillsdale, NJ.
Suzuki H., Kato H. (1995), Interaction-Level Support for Collaborative Learning: AlgoBlock – An Open Programming Language, in Proceedings of CSCL’95, pp. 349-355.
Turkle S. (1984), The Second Self: Computers and the Human Spirit, Simon and Schuster, New York.
Turkle S. (1995), Life on the Screen: Identity in the Age of the Internet, Simon and Schuster, New York (tr. it. La vita sullo schermo. Nuove identità e relazioni sociali nell’epoca di Internet, Apogeo, Milano, 1997).
Turkle S., Papert S. (1992), Epistemological pluralism and the revaluation of the concrete, Journal of Mathematical Behaviour, vol. 11, n. 1, pp. 3-33.
Vygotskij L. S. (1978), Mind in Society, Harvard University Press, Cambridge, MA (tr. it., Il processo cognitivo, Boringhieri, Torino, 1980).
Wood D., Bruner J., Ross G. (1976), The role of tutoring in problem solving, Journal of child Psychology and Psychiatry, 17, pp. 89-100.
Wyeth P., Wyeth G. (2001), Electronic Blocks: Tangible Programming Elements for Preschoolers, in Proceedings of the Eighth IFIP TC13 Conference on Human-Computer Interaction (Interact 2001), Tokyo, Japan, July 9-13, 2001