Your Drawing Area App is a perfect example for how to provide cognitive adaptation and support.
Karen Kilbane

I wrote this article in part because I wanted to show how my theories on sense-making and your theories on information-processing can be applied by teachers in the classroom. Please feel free to use Drawing Area as an example in your writing. I’m hoping to share a few more examples as soon as possible.

When I first started to work on Drawing Area, I was at a loss because I have spatial sense and there is no way I can picture what students who don’t have the same spatial sense see. But like you said, it’s simply a matter of observing and working with students closely, trying to see what they see and understand what they think. Drawing Area is not designed to help all students. Our brains are different, and there will be students who will look at Drawing Area and see gobbledygook. As a teacher, it is my responsibility to work with those students and come up with something that works for their brains. That’s what personal education means. The key, as you said, is diversity. In Mindstorms, Seymour Papert argued that we need an environment rich in materials so all students can find the precise materials they need to make sense. Unfortunately, there is a sameness to most of the learning materials we have today. They tend to fit students that think most like teachers. That’s not good enough.

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