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Cursive Seemed to Go the Way of Quills and Parchment. Now It’s Coming Back. - The New York Times
"While cursive has been relegated to nearly extinct tasks like writing thank-you cards and signing checks, rumors of its death may be exaggerated.

The Common Core standards seemed to spell the end of the writing style in 2010 when they dropped requirements that the skill be taught in public elementary schools, but about two dozen states have reintroduced the practice since then.

Last year, elementary schools in Illinois were required to offer at least one class on cursive.

Last month, a law went into effect in Ohio providing funding for materials to help students learn cursive by fifth grade.

And beginning this fall, second graders in Texas will learn cursive, and will be required to know how to write it legibly by third grade.

Even as keyboards and screens have supplanted pencil and paper in schools, lawmakers and defenders of cursive have lobbied to re-establish this old-school writing pedagogy across the country, igniting a debate about American values and identity and exposing intergenerational fault lines.

When Anne Trubek, the author of “The History and Uncertain Future of Handwriting,” started studying the resurgence of cursive about a decade ago, reasons for teaching it focused on developing a civilized, well-mannered population.

“People were upset about the idea that you might not seem educated if you didn’t know cursive,” she said.

But in recent years, the reasoning for cursive became associated with “convention, tradition, conservatism,” she said, and tied to discussions about school uniforms and the Pledge of Allegiance.

Indeed, several Republican lawmakers have spearheaded campaigns to revive the writing style.

In 2016, lawmakers in Washington introduced a bill backing cursive after Pam Roach, then a Republican state senator, noted that a constituent had said her grandchild could not read a handwritten letter. The measure did not pass.

“Part of being an American is being able to read cursive writing,” Ms. Roach told King 5 News.

Lawmakers have also invoked the Declaration of Independence, which was marked by John Hancock’s flamboyant signature, as a reason for a script revival.

Andrew Brenner told the local news media in Ohio in December, when he was a state representative, that he had co-sponsored a bill requiring cursive instruction because studies show benefits for brain development and hand dexterity. He said it also taught students to read prominent historical texts.

“You can learn the founding documents from reading them directly,” Mr. Brenner, a Republican who now serves in the Ohio Senate, told The Fulton County Expositor.

Others have emphasized the importance of a signature.

“I think your cursive writing identifies you as much as your physical features do,” Dickie Drake, a Republican state representative in Alabama who introduced a bill requiring schools to provide cursive instruction by the end of third grade, told The New York Times in 2016.

Lawmakers in Louisiana supported an even broader measure, in part, because Magna Carta and the United States Constitution were written in cursive. State senators shouted “America!” when they unanimously approved it in 2016.

The history of society is intertwined with the history of script.

“When we want to embrace the past, when we get nostalgic for the past, when we think it was better, then we get all warm and fuzzy about handwriting,” Tamara Plakins Thornton, the author of “Handwriting in America,” said in an interview with NPR.

Cursive was also politicized during the Cold War, becoming a display of patriotism.

“Unbelievably, there were arguments that the fact that American kids couldn’t do cursive made us vulnerable to the Russian menace,” Dr. Thornton said.

Psychologists and neuroscientists say that handwriting positively affects brain development, motor skills, comprehension and memory. Cursive may be particularly helpful for those with developmental dysgraphia — motor-control difficulties in forming letters — and it may help prevent the reversal and inversion of letters, according to a 2012 report.

But some research has been taken out of context, or misrepresented, to further a pro-cursive agenda, said Kate Gladstone, who calls herself the Handwriting Repairwoman and runs an organization by the same name.

“The world of handwriting is very much the world of fake news and crooked elections,” she said.

In 2018, State Senator Jean Leising of Indiana was called out for citing a study that she claimed showed cursive writing “prepares students’ brains for reading and enhances their writing fluency and composition.” The researcher said the study made claims only about writing by hand.

There are also corporate interests at play. In 2013, Ms. Gladstone traced research that was used in bills in North and South Carolina to require cursive instruction in schools to a for-profit company that creates instructional materials to teach handwriting, Zaner-Bloser Publishing.

Kathleen Wright, a spokeswoman for the company’s handwriting division, said that it does not lobby for legislation, but that it does provide lawmakers with research “because we’re recognized as the gold standard of handwriting instruction,” she said.

But Ms. Wright acknowledged that some legislators “may have erroneously conflated studies showing the cognitive benefits of writing by hand to focus specifically on the benefits of writing in cursive.”

Sheila Lowe, the president of the American Handwriting Analysis Foundation, said that about 21 states had adopted some form of cursive requirement in schools since the Common Core standards were introduced.

“We’re not trying to replace electronics,” Ms. Lowe said. “Cursive is an important part of brain training.”

The foundation formed Campaign for Cursive, which works with legislators to craft measures supporting the practice and offers training courses for cursive coaches as well as an annual “Cursive Is Cool” competition.

Gayna Scott, a leader of the campaign, said cursive was a surprisingly charged topic, both emotionally and politically.

“You can get people worked up about it,” she said.

But the organization has been able to “change over quite a few states” by providing research to decision makers about the benefits, she added.

“There are a lot of people who think we’re as old as dinosaurs,” she said, but “it’s a lifelong skill that is part of a well-rounded education. Why leave it out?”

Some teachers say policymakers are out of touch with the realities of the modern classroom.

“I am here to build 21st-century learners,” said Heather Sox, a fifth-grade teacher in Greenville, S.C. “We should expose them, but I think you can do it in other ways that don’t involve ‘skill and drill.’”

A few years ago, after a new mandate was imposed, she had to “find time during the week” to teach cursive, she said. Although the students barely touched the new workbooks, she said, she still had to give them a handwriting grade.

Noelle Mapes, a third-grade teacher at a public school on the Lower East Side of Manhattan, said the agenda to include cursive classes “feels like a big nostalgia move.”

“I’m a millennial teacher, so it almost feels like a boomer effort,” she said.

The practice was helpful when teaching children with occupational therapy needs or fine motor skill needs. But requiring cursive is not a good use of time, she said, especially because schools and teachers face more urgent demands.

“Add typing skills, anti-racist pedagogy, add activism skills, add digital literacy,” she said. “There are so many other things.”"
cursive  handwriting  2019  education  schools  curriculum 
8 weeks ago by robertogreco
The tools matter and the tools don’t matter
"What I love about Gardner and Barry is that they believe that the tools you use do matter, but the point, for them, is finding the proper tools that get you to a certain way of working in which you can get your conscious, mechanical mind out of the way so that your dreaming can go on, undeterred.

You have to find the right tools to help your voice sing.

For Lynda, it was the paintbrush that allowed her to get to the point where she could basically take dictation—“to dream it out” without editing—but it could’ve been anything, really. (I should note that Lynda happily details the exact sumi-e brush and ink she used to make One! Hundred! Demons! in the back of the book.) While I don’t myself use a brush and legal paper to draft my work, I keep a page from the manuscript hanging in my bedroom to remind me of the importance of handwriting and slowing down."

"As for non-fiction writing, my friend Clive Thompson took the “pencil vs. typewriter” thing literally and researched when you should write with a pencil and when you should type on the keyboard.

What he discovered was that handwriting is great for coming up with ideas, for note-taking and big picture thinking. So, when you’re at lectures or in meetings or brainstorming ideas, it’s a good idea to scribble or doodle in your notebook. So always carry a pencil. (Clive got me into Palamino Blackwings.)

Typing, on the other hand, is great for producing writing for other people, say, writing an article. The faster you type, Clive said, the better your ideas will be. There’s a thing called “transcription fluency,” which boils down to: “when your fingers can’t move as fast as your thoughts, your ideas suffer.” If you help people increase their typing speed, their thoughts improve. (Learn to type faster!)

So, yes, the tools matter, but again, it’s all about what you are trying to achieve. So a question like, “What brand of pen do you use?” is not as good as “How do you get that thick line quality?” or “How do you dodge Writer’s Block?”"
austinkleon  tools  writing  howwework  2018  advice  art  lyndabarry  johngardner  clivethompson  typing  handwriting  ideas  notetaking 
february 2018 by robertogreco
FYS 2017: Living and Thinking in a Digital Age – Snakes and Ladders
"Instructor: Alan Jacobs

Office: Morrison 203.7

Email: alan [underscore] jacobs [at] baylor [dot] edu

This class is all about questions: How is the rise of digital technologies changing some of the fundamental practices of the intellectual life: reading, writing, and researching? How does writing on a computer differ from writing on a typewriter, or (still more) writing by hand? Has Google made information just too easy to find? Is the experience of reading on a Kindle or iPad significantly different from that of reading a paper codex? Moreover, how are these changes affecting the intellectual culture and communal practices of the Christian faith? We will explore these questions through a range of readings and conversational topics, and through trying out some interesting digital and analog tools.

But this is also a class in which we will reflect more generally on why you are here, in the Honors College of Baylor, and what you need to do (and be) to flourish. So we will also spend some time thinking about the character and purposes of liberal education, and I will explain to you why you need to buy earplugs and wash your hands regularly.

I have ordered two books for you to buy: Kevin Kelly, The Inevitable: Understanding the 12 Technological Forces that Will Shape the Future and David Sax, The Revenge of Analog: Real Things and Why They Matter. All other readings will be PDFs available in this Dropbox folder. [ ]


1. There will be frequent (pop!) quizzes on your readings; these will count a total of 25% of your grade.

2. You will choose a digital or analog tool with which to organize your academic life this semester, learn to use it well, and give an oral report on it to the class, along with a handout. 15%

3. You will write a 3500-word research essay on a topic of your choosing, subject to approval by me. I will work with you to choose a good topic and focus it properly, and will read and evaluate a draft of the essay before you hand in a final version. 40%

4. In lieu of a final exam, you will write a personal narrative identifying the most important things you leaned in this class; as part of that you’ll offer a final evaluation of your chosen organizational tool. 20%

5. Borderline grades will be decided by class participation.

Here’s a handy list of organizational tools you might try, starting with digital ones:

• emacs org-mode
• Evernote
• Google Keep
• OneNote
• Pinboard
• Trello
• Workflowy
• Zotero

And now analog (paper-based) ones:

• Bullet Journal
• Hipster PDA
• Noguchi filing system
• Personal Kanban
• Zettelkasten

Here’s a guide [ ] to helping you think through the options — keyed to the Getting Things Done system, which is fine, though it’s not the only useful system out there. The key to this assignment is that you choose a tool and seriously commit to it, for this semester, anyway. You are of course welcome to ditch it as soon as the term is over. But what I am asking for is a semester-long experiment, so that you will have detailed information to share with the rest of us. N.B.: All the options I am suggesting here are free — if you want to pay for an app or service, you are certainly welcome to, but I wouldn’t ask that of you.


My policies on attendance, grading, and pretty much everything else may be found here [ ]. You’ll find a good deal of other useful information on that site also.


This is a course on how the digital worlds we live in now — our technologies of knowledge and communication — will inevitably shape our experience as learners. So let’s begin by trying to get a grip on the digital tech that shapes our everyday lives:

8.22 Introduction to course (with handouts)
8.24 boyd, It’s Complicated, Introduction and Chapter 7
8.29 Wilmer, Sherman, and Chein, “Smartphones and Cognition”
8.31 Rosen, “My Little Sister Taught Me How to Snapchat”

But you’re not just smartphone users, you’re college students. So let’s try to get a better understanding of why we’re here — or why we might be:

9.5 Meilaender, “Who Needs a Liberal Education?“
9.7 Carr, “The Crisis in Higher Education”; Robbins, “Home College”

With some of the initial coordinates in place, let’s get some historical context:

9.12 Jacobs, “Christianity and the Book”
9.14 Blair, “Information Overload”

And now let’s take a deeper dive into the conditions of our moment, and of the near future:

9.19 Kelly, The Inevitable, Introduction and Chapters 1-4
9.21 Kelly, Chapters 5-8
9.26 Kelly, Chapters 9-12
9.28 Sax, The Revenge of Analog, Introduction and Part I
10.3 Sax, Part II
10.5 Concluding discussion of Kelly and Sax

We’ll spend a couple of days finding out how your experiments in organization have been going:

10.10 reports from half of you
10.12 reports from the rest of you

Now that we’re pretty well equipped to think more seriously about the technological and educational challenges facing us, we’ll spend the rest of the term learning some practical strategies for information management, and revisiting some of the key issues we’ve raised in light of our recently acquired knowledge. First, you’re going to get a break from reading:

10.17 Dr. J’s Handy Guide to Owning Your Online Turf, Part 1
10.19 Dr. J’s Handy Guide to Owning Your Online Turf, Part 2

So, back to reading:

10.24 Web Literacy for Student Fact-Checkers, Parts I-III
10.26 Web Literacy for Student Fact-Checkers, Parts IV-VI
10.31 further discussion of Web Literacy
11.2 Piper, “Out of Touch” and Clive Thompson, “Reading War and Peace on my Phone”
11.7 Mueller and Oppenheimer, “The Pen is Mightier than the Keyboard”; Hensher, “Why Handwriting Matters”; Trubek, “Handwriting Just Doesn’t Matter”
11.9 Zomorodi, “Bored and Brilliant”; draft of research essay due

And finally, we’ll put what we’ve learned to use in thinking about what kind of education we’re pursuing here in the Honors College at Baylor:

11.14 Jacobs, “Renewing the University”
11.16 writing day; research essay due 11.17
11.21 “Engaging the Future of Higher Education”
11.28 continued discussion of “Engaging the Future”
11.30 Wrapping up
12.5 Personal narrative due"
alanjacobs  syllabus  online  internet  tools  onlinetoolkit  reading  education  highered  highereducation  classideas  gtd  productivity  kevinkelly  davidsax  readinglists  technology  cognition  socialmedia  christianity  humanities  infooverload  webliteracy  wen  handwriting  notetaking  thewhy  digital  analog  digitalage  syllabi 
july 2017 by robertogreco
'Such freedom is unthinkable today' – my life making television with John Berger | Television & radio | The Guardian
"I still have all the versions of the four scripts for Ways of Seeing. Looking at them now, after 45 years, I’m struck and moved by two things. The first is how much John wrote and rewrote – either at home in Geneva or in a back room of his parents’ flat in London – right up to the moment of filming, and then further modified during the edit, when something wasn’t quite right or we thought of a better idea. The second is John’s beautifully fluid and legible handwriting, which is very revealing about the way he thought – tentative and exploratory, never dogmatic, just trying to get something clear in his mind. He always used a fountain pen, with black ink, and the pages are full of crossings out, with single words added or sentences rephrased and stuck on with Sellotape.

On one script he wrote: “Dear Mike, here’s script No 2. Please remember all I said about it on the phone. Criticise, improvise, change, improve, cancel out, as much as you want or see how to. Or even we can begin again. All I would stand by is the essential idea …”

This exemplary approach to collaboration perfectly characterised our relationship on Ways of Seeing and on subsequent films together. That does not mean the process was always easy and free of tension – with John it was never like that – but the arguments when they arose were always open and equal (he never pulled rank), and ultimately resolved, not by theory, but by trying out an idea to see if it worked. And I often remember us laughing. John, I will miss you."
johnberger  2017  mikedibb  collaboration  writing  howwewrite  revision  criticism  relationships  handwriting  editing  clarity  howwethink  thinking 
january 2017 by robertogreco
Handwriting Just Doesn’t Matter - The New York Times
"Cursive has no more to do with patriotism than Gothic script did with barbarism, or the Palmer Method with Christianity. Debates over handwriting reveal what a society prizes and fears; they are not really about the virtues or literacy levels of children.

Finally, current cursive advocates often argue that students who don’t learn cursive won’t be able to read it — “they won’t be able to read the Declaration of Independence” — but that is misleading. Reading that 18th-century document in the original is difficult for most people who know cursive, as the script is now unfamiliar. A vast majority of historical manuscripts are illegible to anyone but experts, or are written in languages other than English.

In fact, the changes imposed by the digital age may be good for writers and writing. Because they achieve automaticity quicker on the keyboard, today’s third graders may well become better writers as handwriting takes up less of their education. Keyboards are a boon to students with fine motor learning disabilities, as well as students with poor handwriting, who are graded lower than those who write neatly, regardless of the content of their expressions. This is known as the “handwriting effect,” proved by Steve Graham at Arizona State, who found that “when teachers are asked to rate multiple versions of the same paper differing only in legibility, neatly written versions of the paper are assigned higher marks for overall quality of writing than are versions with poorer penmanship.” Typing levels the playing field.

Ours may be the most writing-happy age in human history. Most students and adults write far more in a given day than they did just 10 or 20 years ago, choosing to write to one another over social media or text message instead of talking on the phone or visiting. The more one writes, the better a writer one becomes. There is no evidence that “text speak” like LOL has entered academic writing, or that students make more errors as a result. Instead, there is evidence that college students are writing more rhetorically complex essays, and at double the length, than they did a generation ago. The kids will be all right.

Despite the recent backlash, handwriting will slowly become a smaller and smaller aspect of elementary school education. That will be a loss — I don’t deny it. The kinetic movement of pen across paper is pleasurable, and soothing in its familiarity. It is affecting to see the idiosyncratic loops and strokes of relatives from generations past.

But as a left-hander with terrible handwriting who watched my son struggle to master cursive — he had to stay inside during recess for much of third grade because he wrote his j’s backward — that is a loss I can weather. And history is replete with similar losses; consider how rarely people now carve words in stone, dip pens into ink or swipe platens of typewriters. There will be no loss to our children’s intelligence. The cultural values we project onto handwriting will alter as we do, as they have for the past 6,000 years."

[review of Trubek's book:

"How we write is delicately connected to what we write and why. Trubek suggests relegating cursive to art class, but removing it to the realm of the exceptional limits our expectations of experiencing beauty in the day-to-day. Today’s second graders, including my own, will learn to type — one day, my daughter might even out-key Stella Willins, who banged out 264 words per minute in 1926. But we can’t quantify the value in an ability to forge a rare harmony between utility and beauty, the handsomely scripted grocery list, the love letter, the diary I write just for myself.

“We will lose something as we print and write in cursive less and less, but loss is inevitable,” Trubek concludes. Though one technology often supplants another, that doesn’t necessitate concession. Considering its rich significance, instead of hustling handwriting off to the graveyard, perhaps what’s called for is resurrection." ]
handwriting  education  schools  la  us  annetrubek  2016  sfsh  pedagogy  literacy  typing  writing  howwewrite  cursive  penmanship 
august 2016 by robertogreco
Vik Muniz Pays Attention to the Other Side of the Painting
"Because people excel at finding new ways to waste other people’s time, a small but vocal faction of conservative educators and politicians have called on our schools to start teaching cursive again. Tamara Thornton, the author of the 1996 book Handwriting in America, sees the reactionary anxiety at the center of their argument: “Learning cursive has never been just about learning how to express yourself in writing … In the early twentieth century, it’s about following models and suppressing your individuality … We get very interested in cursive when we feel that our morals are in a state of decline, all hell is breaking loose, people are doing whatever they want … And I don’t think it’s that much of a stretch that the sort of people who believe in the standard model of the family get very nervous when we depart from the standard models of the cursive script. So there have been periodic bouts of hysteria about the decline of cursive. And it’s always when we feel that as a society, we’re going down the tubes.”"

[link: ]
cursive  handwriting  education  1996  tamarathornton  sfsh  via:austinkleon 
july 2016 by robertogreco
Why Handwriting Is Still Essential in the Keyboard Age - The New York Times
"Do children in a keyboard world need to learn old-fashioned handwriting?

There is a tendency to dismiss handwriting as a nonessential skill, even though researchers have warned that learning to write may be the key to, well, learning to write.

And beyond the emotional connection adults may feel to the way we learned to write, there is a growing body of research on what the normally developing brain learns by forming letters on the page, in printed or manuscript format as well as in cursive.

In an article this year in The Journal of Learning Disabilities, researchers looked at how oral and written language related to attention and what are called “executive function” skills (like planning) in children in grades four through nine, both with and without learning disabilities.

Virginia Berninger, a professor of educational psychology at the University of Washington and the lead author on the study, told me that evidence from this and other studies suggests that “handwriting — forming letters — engages the mind, and that can help children pay attention to written language.”

Last year in an article in The Journal of Early Childhood Literacy, Laura Dinehart, an associate professor of early childhood education at Florida International University, discussed several possible associations between good handwriting and academic achievement: Children with good handwriting may get better grades because their work is more pleasant for teachers to read; children who struggle with writing may find that too much of their attention is consumed by producing the letters, and the content suffers.

But can we actually stimulate children’s brains by helping them form letters with their hands? In a population of low-income children, Dr. Dinehart said, the ones who had good early fine-motor writing skills in prekindergarten did better later on in school. She called for more research on handwriting in the preschool years, and on ways to help young children develop the skills they need for “a complex task” that requires the coordination of cognitive, motor and neuromuscular processes.

“This myth that handwriting is just a motor skill is just plain wrong,” Dr. Berninger said. “We use motor parts of our brain, motor planning, motor control, but what’s very critical is a region of our brain where the visual and language come together, the fusiform gyrus, where visual stimuli actually become letters and written words.” You have to see letters in “the mind’s eye” in order to produce them on the page, she said. Brain imaging shows that the activation of this region is different in children who are having trouble with handwriting.

Functional brain scans of adults show a characteristic brain network that is activated when they read, and it includes areas that relate to motor processes. This suggested to scientists that the cognitive process of reading may be connected to the motor process of forming letters.

Karin James, a professor of psychological and brain sciences at Indiana University, did brain scans on children who did not yet know how to print. “Their brains don’t distinguish letters; they respond to letters the same as to a triangle,” she said.

After the children were taught to print, patterns of brain activation in response to letters showed increased activation of that reading network, including the fusiform gyrus, along with the inferior frontal gyrus and posterior parietal regions of the brain, which adults use for processing written language — even though the children were still at a very early level as writers.

“The letters they produce themselves are very messy and variable, and that’s actually good for how children learn things,” Dr. James said. “That seems to be one big benefit of handwriting.”

Handwriting experts have struggled with the question of whether cursive writing confers special skills and benefits, beyond the benefits that print writing might provide. Dr. Berninger cited a 2015 study that suggested that starting around fourth grade, cursive skills conferred advantages in both spelling and composing, perhaps because the connecting strokes helped children connect letters into words.

For typically developing young children, typing the letters doesn’t seem to generate the same brain activation. As we grow up, of course, most of us transition to keyboard writing, though like many who teach college students, I have struggled with the question of laptops in class, more because I worry about students’ attention wandering than to promote handwriting. Still, studies on note taking have suggested that “college students who are writing on a keyboard are less likely to remember and do well on the content than if writing it by hand,” Dr. Dinehart said.

Dr. Berninger said the research suggests that children need introductory training in printing, then two years of learning and practicing cursive, starting in grade three, and then some systematic attention to touch-typing.

Using a keyboard, and especially learning the positions of the letters without looking at the keys, she said, might well take advantage of the fibers that cross-communicate in the brain, since unlike with handwriting, children will use both hands to type.

“What we’re advocating is teaching children to be hybrid writers,” said Dr. Berninger, “manuscript first for reading — it transfers to better word recognition — then cursive for spelling and for composing. Then, starting in late elementary school, touch-typing.”

As a pediatrician, I think this may be another case where we should be careful that the lure of the digital world doesn’t take away significant experiences that can have real impacts on children’s rapidly developing brains. Mastering handwriting, messy letters and all, is a way of making written language your own, in some profound ways.

“My overarching research focuses on how learning and interacting with the world with our hands has a really significant effect on our cognition,” Dr. James said, “on how writing by hand changes brain function and can change brain development.”"
2016  handwriting  writing  education  schools  teaching  sfsh  executivefunction 
june 2016 by robertogreco
How the Ballpoint Pen Changed Handwriting - The Atlantic
"The ballpoint’s universal success has changed how most people experience ink. Its thicker ink was less likely to leak than that of its predecessors. For most purposes, this was a win—no more ink-stained shirts, no need for those stereotypically geeky pocket protectors. However, thicker ink also changes the physical experience of writing, not necessarily all for the better.

I wouldn’t have noticed the difference if it weren’t for my affection for unusual pens, which brought me to my first good fountain pen. A lifetime writing with the ballpoint and minor variations on the concept (gel pens, rollerballs) left me unprepared for how completely different a fountain pen would feel. Its thin ink immediately leaves a mark on paper with even the slightest, pressure-free touch to the surface. My writing suddenly grew extra lines, appearing between what used to be separate pen strokes. My hand, trained by the ballpoint, expected that lessening the pressure from the pen was enough to stop writing, but I found I had to lift it clear off the paper entirely. Once I started to adjust to this change, however, it felt like a godsend; a less-firm press on the page also meant less strain on my hand."
ink  handwriting  2015  ballpointpens  pens  writing  technology  joshgiesbrecht 
september 2015 by robertogreco
What's the Point of Handwriting? | Hazlitt Magazine
"Maybe handwriting is neither a lost art nor an anachronism; perhaps new technology will show there is some useful alchemy left in the way language, the body, and our sense of identity intertwine."

"Maybe the limitations of the body carry some hidden benefit: that in marking out ideas at a pace slower than typing, there is some link between neural and muscle memory."

"Unlike digital’s precision, writing is blurry individuality under a general system. But in addition to this, we all have our own personalized understanding of arrows, squiggles, double-underlines and so on—little personal codes we develop over time to “talk to ourselves.” To write by hand is to always foreground an inevitable uniqueness, visually marking out an identity in opposition to, say, this font you’re reading right now.'

"If one can draw over and annotate a web page and then send it to a friend, the web at least feels less hegemonic, recalling the kind of interactivity and freedom of expression once found in the now-broken dream of blog comment sections."

"For all that, though, what pens do offer is both practical and symbolic resistance to the pre-programmed nature of the modern web—its tendency to ask you to express yourself, however creatively and generatively, within the literal and figurative constraints of a small, pre-defined box. There is a charming potential in the pen for activity that works against the grain of those things: to mark out in one’s own hand the absurdities of some top ten list, or underlining some particularly poignant paragraph in a way that a highlight or newly popular screenshotting tool doesn’t quite capture. Perhaps it’s the visual nature of the transgression—the mark of a hand slashed across a page—that produces emblematically the desire for self-expression: not the witty tweet or status update, nor just the handwritten annotation, but the doubled, layered version of both, the very overlap put to one’s own, subjective ends. And then there is more simple pleasure: that you are, in both an actual and metaphorical sense, drawing outside the lines. If one can draw over and annotate a web page and then send it to a friend, for example, the web at least feels less hegemonic, recalling the kind of interactivity and freedom of expression once found in the now-broken dream of blog comment sections."

"Identity online is fraught. You could make the argument that our collected personas—the affected shots of Instagram; the too-earnest Facebook status updates; the sarcastic, bitter tweets—are all an attempt to form some approximation of who we believe ourselves to be: we perform ourselves to become more authentic versions of ourselves. I know I at least do something like this, and have made winding, verbose arguments that documenting ourselves into being is how we use social media to become more human.

Yet I have also, in the writings of those such as Rob Horning, found reason to be deeply skeptical of the economic and ideological motives behind that push. Now that the web is a place of data collection, of surveillance, and of that strange urge to perform one’s personal brand in the right way, such naive notions of performance are no longer tenable. And yet … we still do it: inscribing shards of the self upon screens, despite the fact that, in a variety of ways, we must see and build our identities through the prisms that are handed to us, shaping ourselves to the nature of the newly corporatized web."

"Have you ever seen hand-drawn ink on a page, magnified? It is jagged and rough, full of an impossible number of imperfections. Zoom in far enough and even the most sophisticated digital algorithms would find it difficult to track the cartography of just one letter. There are simply too many undulations, too many indecipherable points to make sense of it. And perhaps this is what appeals with digital ink, too, as symbol, as metaphor—as just a fool’s hope: that in that discomfiting glide of a nib atop glass, there is still the human yearning to say, “I know who I am—here, let me show you.”"
navneetalang  handwriting  writing  2015  technology  slow  bodies  body  typing  memory  musclememory  digital  precision  annotation  uniqueness  individuality  microsoft  tablets  identity  robhorning 
july 2015 by robertogreco
Your Nostalgia Isn’t Helping Me Learn — The Synapse — Medium
[See also: ]

"These stories keep popping up, recycling the same studies and confirming someone’s intuition that the “good old-fashioned way” is better.

But contrary to these claims, I would not have made it through my years of university courses without the technology I use every day. And I don’t mean specific “assistive technology” designed with “disabilities” in mind. I’m talking here about the notes I make on my phone when I’m chatting with someone, which serve as an extension of my brain — the course project documents, folders of articles, collected syllabi, images, screenshots, and more that are always available on my laptop or anywhere through my synchronized folders.

I rely on the over 170 notebooks in Evernote where I practically wrote my entire MA thesis and where I track all current projects, personal and academic. I worked a full time job for much of my undergraduate education and part of my MA and was able to do this because of the ability to search through all 70,000+ email messages from the last 15 years, the ability to search inside a journal article, search a PDF of a book and copy/paste the text. This technology is assistive for me as a student very simply because all technology is assistive technology.

“Research Shows”

Surely we can agree then that all technology is assistive. But what about in the classroom? What’s missing from these popular articles when they claim technology is a distraction in the classroom? How do they conclude assistive technology is getting in the way of learning when so many students like myself rely on it? And what are the consequences of banning technology in the classroom?

I’ll start by taking that article from Vox and looking at some of the claims. After that, I’ll look at what’s happening in classrooms where technology is banned.

I. The Vox article defines learning as remembering information. That’s funny, because learning is not memorizing, and I think all educators would agree on that.

At the same time that many educators will tell us testing misses the mark in evaluating students and that learning isn’t about facts and figures but about critical thinking skills, articles like this are shared widely with the opposite message: learning is your “ability to remember information.” But it isn’t, it’s your ability to synthesize information, think critically, and evaluate claims.

II. This article claims the problem with taking notes on laptops is that students “usually just mindlessly type everything a professor says.” But this isn’t actually a claim about taking notes on laptops vs. paper notebooks, this is an issue of note taking skills. I wouldn’t conflate the Vox article with the study it cites here, but on this point what Vox reports matches the abstract of the study quite well. I don’t agree, instead I’d suggest that if you have good note taking skills you can take good notes in any format.

If you are taught to discern what matters in a lecture or discussion or while reading, you can learn to take useful notes about anything in any format. This problem they bring up of students acting as stenographers is an issues of learning to learn, learning to think critically and yes these are skills that students need. The fact that they don’t have them certainly isn’t the fault of laptops, in fact we should be grateful that we can see they don’t have them by how they are (mis)using the laptops. As educators do we really like the idea that students can only decide what matters because “they can’t write fast enough to get everything down”?

III. The article says students who use laptops “have something unrelated to class” on the screen about 40% of the time. So…. they’re actually talking about a failure to “learn” among students who aren’t using the technology to engage in the class at all? These students are chatting with friends, shopping, doing whatever. So, what does this have to do with the technology or taking notes on a laptop? What does this have to do with using a laptop to learn? Nothing. But still, we get this summary “Research shows students who use laptops perform more poorly in classes.”

IV. Of course, the whole argument is all summed up as common sense, validated by science! What could go wrong with that and with popular reporting about it? If science AND common sense are clear on this — well, it must be true for all students, or maybe not? It certainly isn’t true for me or for other students I’ve seen and spoken with.

I’m picking on this Vox article because it is precisely this kind of article that is shared on Facebook and Twitter and through email lists, without being carefully read, without being critically analyzed. And it winds up standing in for well thought out technology policy and pedagogy in classrooms. I think it’s pretty ironic that the same people who get so excited about the article’s title (“Why you should take notes by hand — not on a laptop”) because it validates their pre-existing distrust of “technology” (i.e. everything invented after they were born), these same people then fail to think critically about the argument in the article. Hmmm…. Maybe they’re actually the ones who have trouble thinking critically when using a laptop?"

"Classrooms on the Anti-Tech Bandwagon

I’m now seeing Professors jumping on this bandwagon and proudly banning technology in the classroom. And even those who don’t are giving students lectures in class about how we should ban e-books at the university library, and telling students who use laptops in class they should really be writing in a notebook, that is, if they really want to learn… Faculty are even adding notes to their syllabi …"

"The pressure to use “real books” and write in a notebook (preferably a moleskine, right?) has emerged as part of a growing anti-technology fetish among academics, and popular culture broadly. I get the appeal and I love books! I would love it if I could do that, I want all paper books, a room full of them, with ferns and armchairs and whisky and whatever — but it just isn’t how I learn. And it’s expensive, and you have to move them around. And you can’t search in them in the same way. The more precarious academic lives become the more a book collection is a luxury many can’t afford in terms of cost and other factors.

For students like me, technology use in the classroom comes down to a question of how we learn. I need to be able to search a book, copy and paste passages. I’m a scholar because I have technology that allows me to organize, sort, and synthesize information that I wouldn’t otherwise be able to work with. I didn’t learn to be a scholar with paper and pen, or with a typewriter. And I wouldn’t have been able to make it through my degree programs, and excel at my studies, write a thesis, publish papers — without being able to use this technology. I, and many students out there like me, rely on laptops, tablets, phones, and online software in the classroom because it is all assistive technology."
michaeloman-reagan  notes  notetaking  assistivetechnology  ableism  laptops  education  technology  notebooks  memorization  learning  howwelearn  engagement  thinking  howwethink  howweteach  media  2015  typing  handwriting  copying  summarizing  transcribing  sarahendren  commonsense 
march 2015 by robertogreco
Finland to remove cursive handwriting from education curriculum - Education News - Education - The Independent
"Cursive handwriting will be scrapped from the Finnish education curriculum and replaced by lessons in keyboard typing, it has been announced.

The country’s education board said that the change - set to take effect in 2016 - will reflect how typing skills are more relevant than handwriting. The move has sparked debate over the future of handwriting in the classroom.

Minna Harmanen from the National Board of Education told Finnish publication Savon Sanomat that "fluent typing skills are an important national competence".

In September 2013 cursive handwriting was removed as a compulsory skill in the US, where 43 states have adopted the standard as of last year.

Misty Adoniou, senior lecturer of Language, Literacy and TESL at the University of Canberra, told The Independent: "I think they [Finland] have made a sensible decision, and it has probably come about from a sensible curriculum review.

"Cursive writing is a reflection of a time when we used a fountain pen and ink - a writing technology.

"Nobody is arguing that children shouldn't learn to write by hand. However writing technologies have continued to evolve and most of us use a keyboard of some kind to most of our written communication, so it does make sense to spend some time at school ensuring children have those keyboard skills.""
handwriting  cursive  finland  2015  curriculum  schools  education  learning  keyboarding 
march 2015 by robertogreco
Michael Oman-Reagan on Twitter: "In which I point out some issues w/ a "you learn better without a laptop!" article. #ableism"
[Update: This has now been expanded into an article: ]

"In which I point out some issues w/ a "you learn better without a laptop!" article. #ableism "

[In response to “To Remember More, Take Notes by Hand — Not on a Laptop: ” ]

"Or not, depending on how you learn, think, act, what media you're engaging with, etc. @calestous @SallieHanAnthro"

"While we're on it - let's look at what's going on in this article about taking notes in writing vs typing: "

"First: They define learning as remembering information. Huh? Learning =/= memorizing. "

"Second: They aren't talking abt laptops vs notebooks, they're talking abt note taking skills. "

"Third: They're talking abt students who aren't using tech to be engaged in the class at all. "

"And finally, of course, it's common sense, validated by science. What could go wrong... "

"Of course what's wrong is they are ignoring fact that the tech is assistive for students who know how to use it. "

"So the key is to teach people how to use the tech. Not use those who take useless notes and shop as excuse. "
michaeloman-reagan  notes  notetaking  assistivetechnology  ableism  laptops  education  technology  notebooks  memorization  learning  howwelearn  engagement  thinking  howwethink  howweteach  media  2015  typing  handwriting  copying  summarizing  transcribing 
march 2015 by robertogreco
Handwriting v. Laptops? Why People Ask the Wrong Question (and Why Think Pair Share Rules Yet Again) | HASTAC
"You wouldn't learn to play golf by attending a lecture about how to play golf. Of course. But there are other things that are important to your life that you have to just memorize and lectures don't work there either: You would not prepare for the written portion of your driver's test from a lecture. You would not prepare for a written citizenship test by attending a lecture about citizenship. The Kaplan people don't charge $$$ to help you prep for standardized college entrance tests by lecturing at you--and if they did, you would demand your money back.

Think about that. You know how you learn important things that you need in your daily life and it isn't from a lecture. If you had to take a test and you needed to retain content for a test that really mattered in your life, you would not choose to do it by sitting in someone's lecture about the content and taking notes (not notes by laptop, not notes by longhand). You would read the booklet or the website, you might take practice tests, you would see what you got right and what you got wrong, you would retake the practice tests, and on and on.

Now, if you teach at a university where you have hundreds of students in a class, you might think you have to lecture. Perhaps. But there are low cost ways of engaging students even in a large lecture hall. There's been a lot of talk about the "flipped classroom," where students watch a video of a lecture, read the material, and then come in and, instead of a lecture, there's a Socratic form of the dialogic question and answer session. Law schools have operated that way for decades.

But even better is the method called Think-Pair-Share. It's done low cost, with index cards, and you can read about it in detail here, "Single Best Way to Transform Classrooms of Any Size" I learned this method from a second-grade teacher. At any point in a class (in school or I do it in every lecture I give to a general audience too), you have students write the answer to a question you pose on an index card. I typically have them write three things. 90 seconds. Tops. Quick is best. Then I have them turn to another person, compare their six things, and together decide on the one best answer they want to present ("share") with the group as a whole where, of course, there will be other answers also arrived at through a similar dialogic process. When they share their answer with the larger group, they hear it in a new way, in a context of other answers. Sometimes we'll even have a "redo" after the general presentation, starting with three things, a discussion with one other partner, and then sharing--rarely do we hear the same things on the redo. This is brilliant method and structure for introverts, because somehow writing down on a card first makes it less painful to then discuss it with someone else and offer an idea out of seemingly nowhere. It tames that too-extroverted student who usually dominates class time. It makes for a far more diverse set of ideas and a richer experience.

Plus, unlike the binary of handwriting down a lecture versus typing down lecture notes, which persists with the same model of learning that we know is least effective for retention, applicability, and improvement, this turns content into process, dialogue, requires active engagement. And it is practical. One prof in the comment section on the blog cited above has her students sign their cards and turn them in: attendance, pop quiz, AND great learning exercise all at once."
education  learning  technology  laptops  handwriting  lectures  typing  2014  memorization  testing 
august 2014 by robertogreco
The Joy of Typing — The Message — Medium
"The truth, of course, is that the cognitive styles of handwriting and keyboard are both invaluable. In an ideal world, we should be fluent in both modes, so we can flit between the two — which, frankly, is how most white-collar people work and think all day long. (Me, I’ve been working on my handwriting. Three years ago I became so appalled at its quality that I bought a book to help me fix it.)

It’s also true, as Steve Graham points out to me, that the educational culture-wars over handwriting-versus-typing are somewhat overwrought. So long as kids — and adults — can move fast enough to fluidly get their ideas out, they’ll perform reasonably well, he notes. As you can probably tell by now, I’m a rabid advocate for superfast typing. (This entire essay is totally self-flattering, because I’ve been touch typing since middle school.) If I had my way — and infinite educational budgets — kids wouldn’t be allowed to graduate high school until they could type 70 WPM. But the science doesn’t completely support my lunatic enthusiasm, nor does everyday experience. I know plenty of novelists, academics, business folks and journalists who produce thoughtful, incisive work while moseying along with a hunt-and-peck style of perhaps 15 words a minute.

These days, I’m wondering how our cognition will be affected by the next great shifts in compositional technologies: The rise of voice dictation and heavily-AI-assisted full-sentence autocompletion technology.

Now that’ll be fun to argue about."
2014  clivethompson  education  productivity  typing  writing  handwriting  thinking  howwethink  concentration  creativity  learning  howwelearn  notetaking  cognition 
june 2014 by robertogreco
BIC - Universal Typeface Experiment
"Unifying the world’s handwriting into a universal typeface. Explore existing contributions, or add your own writing to the experiment."

[via: ]
crowdsourcing  typography  bic  fonts  typefaces  2014  handwriting  averages 
june 2014 by robertogreco
How Did We Get Into This Mess?: Handwriting with Tears; Don't cry for cursive.
"Handwriting is going away. Not scribbling quick notes on pads, but the era of formal cursive handwriting, the very form of handwriting that seems to most provide these neurological benefits, is coming to an end.

The solution is not to lament the loss of cursive and not to force kids to learn cursive anyway, despite its lack of utility, but rather to find other means to stimulate related neurological processes. Is it art? Is it rock climbing? Is it baking bread? I don't know, but let's not confuse means with outcome."
assistivetechnology  dyslexia  handwriting  ableism  davidperry  rickgodden  cursive  via:ablerism 
june 2014 by robertogreco
To Remember a Lecture Better, Take Notes by Hand - Robinson Meyer - The Atlantic
"Students watched the video, completed difficult mental tasks for 30 minutes, then took a quiz on the content. In this group, longhand-notetakers outperformed laptop-notetakers on the quiz. Analysis of student notes showed that laptop-notetakers tended to transcribe a lot of the speaker’s words verbatim. Mueller and Oppenheimer suspected that this was because those who typed notes were inclined to transcribe lectures, rather than process them. This makes sense: If you can type quickly enough, word-for-word transcription is possible, whereas writing by hand usually rules out capturing every word.

So students in the second group were given a warning. Before the laptop-users watched the lecture or took any notes on it, the study administrator told some of them:
People who take class notes on laptops when they expect to be tested on the material later tend to transcribe what they’re hearing without thinking about it much. Please try not to do this as you take notes today. Take notes in your own words and don’t just write down word-for-word what the speaker is saying.

The warning seemed to have no effect. The quiz showed that longhand-notetakers still remembered lecture content better than laptop-notetakers. And analyzing the notes that laptop-using students took, the two authors admit: “The instruction to not take verbatim notes was completely ineffective at reducing verbatim content.”

The final group of students took the quiz a full week after watching a recorded lecture. Some of these students were allowed to study their notes for 10 minutes before taking the quiz. In this last group, longhand-notetakers who had time to study outperformed everyone else. Longhand-notetakers of any sort, in fact, did better on the quiz than laptop-notetakers.

What’s more, if someone took verbatim notes on their laptop, then studying seemed more likely to hinder their performance on the quiz.

In other words, taking notes on a laptop seems to lead to verbatim notes, which make it tough to study well. And you can’t successfully warn someone to keep them from taking verbatim notes if they’re using a laptop.

“We don’t write longhand as fast as we type these days, but people who were typing just tended to transcribe large parts of lecture content verbatim,” Mueller told me. “The people who were taking notes on the laptops don’t have to be judicious in what they write down.”

She thinks this might be the key to their findings: Take notes by hand, and you have to process information as well as write it down. That initial selectivity leads to long-term comprehension. “I don’t think we’re gonna get more people to go back to notebooks necessarily,” Mueller said. “Tablets might be the best of both worlds—you have to choose what to write down, but then you have the electronic copy.”"
memory  transcription  notetaking  typing  handwriting  2014  recall  robinsonmeyer 
may 2014 by robertogreco
The President's Hand-Written Response to the Gettysburg Address - Robinson Meyer - The Atlantic
"President Obama didn’t go to Gettysburg today, which some critics, well, criticized him for. But, this evening, he did release a little, hand-written essay about the address. The speech’s solemn nature, its multiplicity of forms, seemed to demand something more than an electronic press release from him. It demanded hand-writing, which, in a digital age, underlines the sincerity of a message.

In an age of pretty fonts and easy publishing, the image of hand-writing gets about as close to speech as a text can get.

The President’s manuscript is below, followed by my transcription of it.

Whether or not he wrote it (I think it’s written by him), it is a little ode on the nature of language: the famous language of the speech, the commanding language of the law, and the language which makes action possible."
handwriting  robinsonmeyer  barackobama  2013  gettysburgaddress  abrahamlincoln 
november 2013 by robertogreco
Early American Handwriting
"Handwritten colonial documents provide a wealth of information. For colonists, the way a person wrote conveyed not only social status, but also revealed one's gender and occupation.

The goal of this game is to decode the explicit messages of handwritten documents. Through the game you will learn to recognize some commonly confused letters. When you are done with this game return to the general Handwriting menu, and you can practice reading longer passages from colonial manuscripts and learn more about the implicit messages colonists were sending.

To practice identifying individual letters, begin the game and then drag the manuscript letters* on top of the print letters to which you believe they correspond. To see the answer for a single letter, hover your mouse over the letter and press SHIFT on your keyboard. To see the answers for all the letters click on SHOW ANSWERS at the top right of the screen. Click on the link below to begin!"
via:robinsonmeyer  handwriting  games  history  colonists  english  communication  writing 
january 2013 by robertogreco
Evernote & Moleskine Merge Paper & Pixels in "Smart Notebook"
"Evernote signed a treaty with Moleskine Friday at the Evernote Trunk Conference, formally declaring a truce in its war on paper. It announced the Evernote Smart Notebook from Moleskine, along with a new version of Evernote for iOS that will bridge the gap that's familiar to anyone with an urgent need to capture ideas.

Despite Evernote’s efforts to move people to go paperless, Moleskine’s fancy journals are still a booming business. But according to the presentation at the Evernote Trunk Conference, 60% of Moleskine owners also use digital notes. While Evernote has long had optical character recognition built in, so stored photos of printed text are searchable on your computers, there’s still a big divide between our hand-written and digital outboard brains.

Today’s update to Evernote for iOS adds a new mode called Page Camera, which is optimized for bringing handwritten pages into Evernote. It fixes the contrast and shadows, so the handwriting is more visibile…"

[More from Evernote: ]
2012  handwriting  notebooks  smartnotebooks  ocr  scanning  papernet  paper  notetaking  moleskine  evernote  johnmitchell 
august 2012 by robertogreco
Handwriting Is History - Miller-McCune
"Writing words by hand is a technology that’s just too slow for our times, and our minds."

"I transferred him to a private school where he was allowed to dictate his writing assignments. For his fourth-grade assignments, I sat at the computer, my laptop on the dining room table, as he paced the dining room, wildly gesticulating, sometimes stopping to put his hand on his chin in thought, but mainly speaking without stopping. I am a fast typist, but I could not keep up; I had to break his train of words. He spoke aloud in full clauses and paragraphs. What would have taken him about three or four hours (I am not exaggerating) by hand took him about four minutes by mouth."

"The moral of the story is that what we want from writing — what Simon wants and what the Sumerians wanted — is cognitive automaticity, the ability to think as fast as possible, freed as much as can be from the strictures of whichever technology we must use to record our thoughts."
handwriting  future  communication  writing  education  history  neuroscience  schooling  2011  annetrubek  learning  unschooling  deschooling  efficiency  typing  speed  cognitiveautomacity 
july 2011 by robertogreco
*the* menu at Sora Margherita | Flickr - Photo Sharing!
"Sora Margherita has one in 1 handwritten list that gets passed around to all of the tables with items crossed off as they run out."
soramargherita  menus  restaurants  design  italy  italia  food  simplicity  slow  slowfood  slowness  sustainability  handwriting 
may 2011 by robertogreco
So, What About Handwriting? «
"I definitely want to continue this conversation and, while I often write with a view or a position, I am really writing this with less of an opinion and with more of a question today.

I do come to the conversation with my own biases.  I don’t know how to handwrite.   I was slow to learn how to print and given how messy it was — and still is — I never really took to handwriting.  I don’t think I’ve missed out on not knowing how to handwrite. I can read handwritten work, sign my name but, beyond that, it has been a life of printing and, more recently, keyboarding.

I recently discussed this with several teachers in our district who suggested that handwriting is a huge hang-up — particularly for boys — and creates a level of stress that interferes with their learning.

The instruction of cursive writing is not simply teachers clinging to past practices, it is part of the curriculum."
writing  handwriting  cursive  tcsnmy  education  teaching  schools  curriculum  boys  learning 
february 2011 by robertogreco
Thinking About Cursive | The Principal of Change
"The more education a child had been allowed to have before his/her handwriting was changed over to cursive — in other words, the fewer months and years s/he had spent learning/using cursive — the larger his or her vocabulary was (as measured by the number of different words used in the student’s writing over the course of a year). The differences were huge — the kids who’d been required to do the least cursive had vocabularies THREE TIMES the size of those who’d been required to do the most cursive…"
cursive  thinking  handwriting  education  learning  vocabulary  writing  tradition  teaching  tcsnmy  schools  policy  curriculum  language  wastedtime 
february 2011 by robertogreco
masahiko sato: 'the definition of self' exhibition at 21_21 design sight
"The exhibition 'the definition of self' takes a look at the issue of identity through a variety of cutting-edge technologies - a fully interactive and thought-provoking experience. curated by communication designer masahiko sato, professor at tokyo university of the arts, the show has translated the essence of complicated ideas to simple and intimate forms through new methods of expression. it aimed to create an opportunity for the visitors to identify their undeniable 'self.'

the exhibition searched for a new perspective on what makes us 'us'. visitors could explore 'intrinsic attributes of ourselves' through a number of hands-on installations, a blend of scientific technologies and art works - starting off with euclid’s ‘pool of fingerprints’ (viewers scanned in their fingerprints)."
fingerprints  identity  interactive  self  exhibitions  masahikosato  technology  society  biometrics  phantomlimbs  handwriting  self-knowledge  self-defintion 
january 2011 by robertogreco
How US Public School almost killed an Entreprenuer | The Do Village ["10 things that were constantly reinforced during my 12 years of public school in America that had to be unlearned as an adult desiring to be an entrepreneur."]
"10 things that were constantly reinforced during my 12 years of public school in America that had to be unlearned as an adult desiring to be an entrepreneur.

1. Fit in instead of be original

2. Follow the rules instead of questioning why they exist

3. Helping others is cheating despite the fact that everything you do as a successful adult is a team effort

4. Have good handwriting instead of teaching me to type

5. Do it because the teacher said so, instead of teaching me to understand why doing it is important

6. Don’t challenge authority instead of teaching me that I deserve respect too

7. Get good grades in all my classes, even though I will never do trigonometry ever in life. (Sine these nuts. lol)

8. Don’t fail instead of teaching me to value trial and error

9. Debating and arguing with friends is a bad thing, instead of encouraging independent thought and self confidence

10. Be a generalist and learn things I hate, instead of developing my genius at things that i like.

More Dumbshit that I still dont understand.

*Getting to school late will be punished by making you stay home for 3 days…WTF

*Memorize stuff that now can be looked up on Google.

*Learn to do calculus by hand, despite being required to purchase a $200 calculator.

*Appearing smart is more important than being effective…. REALLY?

These are all that I can think of now. Feel free to add dumbshit you learned in the comments section."
education  tcsnmy  rules  handwriting  typing  cheating  collaboration  helping  respect  authority  schools  schooliness  backwards  confidence  self-confidence  arguing  debate  generalists  specialists  doing  making  do  via:cervus  lcproject  unschooling  deschooling  teaching  learning  entrepreneurship  unlearning  rote  math  mathematics  trialanderror  failure  risk  risktaking  toshare  topost  manifesto  specialization  manifestos  rotelearning 
july 2010 by robertogreco
"Did you ever wish you could send a messages that would reflect you mood or let you express the more creative side of your personality?

[via: ]
fonts  generator  handmade  handwriting  interactive  graphics  typography  type  drawing  free  software  tools  webdesign  webdev 
july 2010 by robertogreco
Culture & Society Articles | Miller-McCune Research Essay — Handwriting Is History | Miller-McCune Online Magazine
"typing in school has a democratizing effect, as did the typewriter. It levels the look of prose to allow expression of ideas, not the rendering of letters, to take center stage … Does having good handwriting signal intelligence? No, not any more than it reveals one's religiosity. … assuming access, a standard font & printer paper, typing levels the playing field. … what we want from writing … is cognitive automaticity, the ability to think as fast as possible, freed as much as can be from the strictures of whichever technology we must use to record our thoughts. … This is what typing does for millions. It allows us to go faster, not because we want everything faster … but for the opposite reason: We want more time to think. … Handwriting has always been both a way to express thoughts & an art, & preserving the artistic aspects, be it through calligraphy or mastering comic book lettering, is worthy. In schools, we might transition to teaching handwriting as we do other arts".
via:preoccupations  handwriting  tcsnmy  education  arts  teaching  creativity  writing  schools  culture  communication  typing  books  history  technology  intelligence  rote  individuality  rotelearning 
december 2009 by robertogreco
Software Garden Products: Dan Bricklin's Note Taker App
"Dan Bricklin's® Note Taker App (a Software Garden® product) is an app for the Apple iPhone and iPod touch.
iphone  applications  notes  notetaking  handwriting  ios 
december 2009 by robertogreco
Writing off cursive at Joanne Jacobs
"Cursive is important for cognitive development, writes Education Gadfly. . . . "it requires “fluid movement, eye-hand coordination, and fine motor skill development,” explains Frances van Tassell, an associate professor at University of North Texas."" Weak argument. Kids can get develop eye-hand coordination and fine motor skill development through art. Another handwriting article here:
handwriting  schools  education  teaching  cursive  bullshit 
january 2009 by robertogreco
iPhone Graffiti - HWPen brings handwriting recognition -
"Many folks come from Palm OS handsets, and have fallen in love with their graffiti handwriting recognition, and miss that when they come to the iPhone. HWPen, while still in early stages, could fill that gap as well for the people who just can't live wit
iphone  handwriting  input 
april 2008 by robertogreco
Is this the end of cursive writing? |
"In today's schools, the keyboard is king. But studies suggests that penmanship still matters."
handwriting  keyboarding  schools  education  learning  research  computers  typing 
november 2007 by robertogreco
apophenia: my long lost handwriting
"My handwriting skills have decayed. My ability to communicate without editing has decayed. My patience for creating text at a rate slower than I think has decayed. Typing is fast, handwriting is slow. So is handwriting all that important?"
danahboyd  handwriting  penmanship  skills  technology  education  internet  typing  keyboarding 
november 2007 by robertogreco
Is the pen still mighty in the computer age? | CNET
"Your grandchildren may use a stylus on a tablet PC instead of a Bic on tablet paper, but they will continue to write."
writing  handwriting  penmanship  communication  schools  children  curriculum  keyboarding  notetaking  cursive  instruction  teaching  learning  future  time  generations  change  development 
april 2007 by robertogreco

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