a bit about me I’m mr. C and I founded the HACC lab here in Cambridge and we
the HACC lab here in Cambridge and we
the HACC lab here in Cambridge and we teach kids how to hack how to make
teach kids how to hack how to make
teach kids how to hack how to make things with tech how to produce things
things with tech how to produce things
things with tech how to produce things in the 21st century because we live in
in the 21st century because we live in
in the 21st century because we live in the 21st century but we have an
the 21st century but we have an
the 21st century but we have an education system that comes from the
education system that comes from the
education system that comes from the 19th century that’s two whole centuries
19th century that’s two whole centuries
19th century that’s two whole centuries ago these two quotes sum up my feelings
ago these two quotes sum up my feelings
ago these two quotes sum up my feelings about the education system today pretty
about the education system today pretty
about the education system today pretty succinctly Mark Twain first of all very
succinctly Mark Twain first of all very
succinctly Mark Twain first of all very famous author said that he never let
famous author said that he never let
famous author said that he never let school interfere with his education
school interfere with his education
school interfere with his education which I find to be quite apt and the
which I find to be quite apt and the
which I find to be quite apt and the second one is from my favorite cartoon
second one is from my favorite cartoon
second one is from my favorite cartoon ever
ever
ever it’s called Rick and Morty and the main
it’s called Rick and Morty and the main
it’s called Rick and Morty and the main character there says that school is not
character there says that school is not
character there says that school is not a place for smart people and I think
a place for smart people and I think
a place for smart people and I think that that’s becoming an issue in today’s
that that’s becoming an issue in today’s
that that’s becoming an issue in today’s society because we’re changing our
society because we’re changing our
society because we’re changing our society is innovating but our education
society is innovating but our education
society is innovating but our education system is beleaguered it’s in trouble
system is beleaguered it’s in trouble
system is beleaguered it’s in trouble teachers are working very very hard to
teachers are working very very hard to
teachers are working very very hard to try and do the things they’re being
try and do the things they’re being
try and do the things they’re being asked to do but the things everything
asked to do but the things everything
asked to do but the things everything else to do don’t fit what we need for
else to do don’t fit what we need for
else to do don’t fit what we need for tomorrow this was written at the time of
tomorrow this was written at the time of
tomorrow this was written at the time of the work houses Oliver Twist’s time 19th
the work houses Oliver Twist’s time 19th
the work houses Oliver Twist’s time 19th century and this is when formalized
century and this is when formalized
century and this is when formalized education began it started off in the
education began it started off in the
education began it started off in the work houses it was a way to educate all
work houses it was a way to educate all
work houses it was a way to educate all of the children in the workhouse
of the children in the workhouse
of the children in the workhouse efficiently quickly so that they could
efficiently quickly so that they could
efficiently quickly so that they could do what we needed them to do which was
do what we needed them to do which was
do what we needed them to do which was working factories add up their paycheck
working factories add up their paycheck
working factories add up their paycheck calculate their grocery bill and go home
calculate their grocery bill and go home
calculate their grocery bill and go home we didn’t have to have innovators and
we didn’t have to have innovators and
we didn’t have to have innovators and creators at this time we wanted people
creators at this time we wanted people
creators at this time we wanted people to fill our factories and do this work
to fill our factories and do this work
to fill our factories and do this work so the things that we taught them as you
so the things that we taught them as you
so the things that we taught them as you can see at the end of that quote say
can see at the end of that quote say
can see at the end of that quote say that we were teaching them for servitude
that we were teaching them for servitude
that we were teaching them for servitude not creativity this is what the
not creativity this is what the
not creativity this is what the classroom looked like in a workhouse and
classroom looked like in a workhouse and
classroom looked like in a workhouse and I’m sure most of us feel some sort of
I’m sure most of us feel some sort of
I’m sure most of us feel some sort of semblance to our own classrooms at
semblance to our own classrooms at
semblance to our own classrooms at school in that straight lines facing the
school in that straight lines facing the
school in that straight lines facing the front listening to me talk at you like
front listening to me talk at you like
front listening to me talk at you like this slightly different in this though
this slightly different in this though
this slightly different in this though because it was sit-down big quite do
because it was sit-down big quite do
because it was sit-down big quite do what you’re told on your own and at the
what you’re told on your own and at the
what you’re told on your own and at the end I will see how you have done Ken
end I will see how you have done Ken
end I will see how you have done Ken Robinson one of my personal heroes asked
Robinson one of my personal heroes asked
Robinson one of my personal heroes asked the question do schools kill creativity
the question do schools kill creativity
the question do schools kill creativity he says we educate children by their
he says we educate children by their
he says we educate children by their date of manufacture it’s not about what
date of manufacture it’s not about what
date of manufacture it’s not about what you can do or how good you are at
you can do or how good you are at
you can do or how good you are at something it’s about when you were born
something it’s about when you were born
something it’s about when you were born which seems backwards to start with
which seems backwards to start with
which seems backwards to start with and you can see at the end here our
and you can see at the end here our
and you can see at the end here our system is predicated on academic ability
system is predicated on academic ability
system is predicated on academic ability if you’re an alien and you thought the
if you’re an alien and you thought the
if you’re an alien and you thought the education system was for a purpose then
education system was for a purpose then
education system was for a purpose then you’d have to assume that purpose was
you’d have to assume that purpose was
you’d have to assume that purpose was making University Professors because
making University Professors because
making University Professors because according to the system those are the
according to the system those are the
according to the system those are the people who have made it to the top and
people who have made it to the top and
people who have made it to the top and that’s not what we need all of these
that’s not what we need all of these
that’s not what we need all of these companies some of the biggest and most
companies some of the biggest and most
companies some of the biggest and most powerful entities in the corporate world
powerful entities in the corporate world
powerful entities in the corporate world indeed the world at large all of the
indeed the world at large all of the
indeed the world at large all of the founders of these companies never
founders of these companies never
founders of these companies never graduated from university the founders
graduated from university the founders
graduated from university the founders of the two companies in the corner
of the two companies in the corner
of the two companies in the corner Disney ‘virgin they left school at 16
Disney ‘virgin they left school at 16
Disney ‘virgin they left school at 16 school is not a place for smart people
school is not a place for smart people
school is not a place for smart people sometimes kevin kelly the first editor
sometimes kevin kelly the first editor
sometimes kevin kelly the first editor of Wired magazine a futurist a man who
of Wired magazine a futurist a man who
of Wired magazine a futurist a man who knows where society is heading when it
knows where society is heading when it
knows where society is heading when it comes to digital technology said this on
comes to digital technology said this on
comes to digital technology said this on four economics that as soon as we had
four economics that as soon as we had
four economics that as soon as we had electricity you would have telephones
electricity you would have telephones
electricity you would have telephones that was inevitable that technology was
that was inevitable that technology was
that was inevitable that technology was going to happen we would work out how to
going to happen we would work out how to
going to happen we would work out how to communicate with electronics but it took
communicate with electronics but it took
communicate with electronics but it took a special mind to invent an iPhone it
a special mind to invent an iPhone it
a special mind to invent an iPhone it took a special mind to produce that
took a special mind to produce that
took a special mind to produce that design and the concept the marketing
design and the concept the marketing
design and the concept the marketing these are all unique skills that robots
these are all unique skills that robots
these are all unique skills that robots can’t do these are the things we should
can’t do these are the things we should
can’t do these are the things we should be teaching our people to be able to do
be teaching our people to be able to do
be teaching our people to be able to do because the work house is gone it’s
because the work house is gone it’s
because the work house is gone it’s being replaced with automation
this was the center this was the heart
this was the center this was the heart and the soul of home entertainment in
and the soul of home entertainment in
and the soul of home entertainment in the 1800’s the piano the amount of
the 1800’s the piano the amount of
the 1800’s the piano the amount of effort it required to entertain people
effort it required to entertain people
effort it required to entertain people on the piano was immense not only did
on the piano was immense not only did
on the piano was immense not only did somebody have to build this instrument
somebody have to build this instrument
somebody have to build this instrument which is a hugely skillful job but
which is a hugely skillful job but
which is a hugely skillful job but somebody else had to go and learn how to
somebody else had to go and learn how to
somebody else had to go and learn how to play the piano over many years of
play the piano over many years of
play the piano over many years of painstaking lesson and then you had to
painstaking lesson and then you had to
painstaking lesson and then you had to get all your friends around you take
get all your friends around you take
get all your friends around you take turns singing along playing the piano
turns singing along playing the piano
turns singing along playing the piano the piano is the number one thing sold
the piano is the number one thing sold
the piano is the number one thing sold in house in the 19th century as soon as
in house in the 19th century as soon as
in house in the 19th century as soon as 1915 rolled around it was the phonograph
1915 rolled around it was the phonograph
1915 rolled around it was the phonograph we did a clip sales of the piano by over
we did a clip sales of the piano by over
we did a clip sales of the piano by over 5,000 percent everyone had a phonograph
5,000 percent everyone had a phonograph
5,000 percent everyone had a phonograph because you could get music from
because you could get music from
because you could get music from anywhere in the world in your house you
anywhere in the world in your house you
anywhere in the world in your house you could have an opera singer that you
could have an opera singer that you
could have an opera singer that you loved playing in your lounge room for
loved playing in your lounge room for
loved playing in your lounge room for all of your friends and then when you
all of your friends and then when you
all of your friends and then when you got sick of that you could put somebody
got sick of that you could put somebody
got sick of that you could put somebody else on the piano industry was destroyed
else on the piano industry was destroyed
else on the piano industry was destroyed but today in radio broadcasting alone
but today in radio broadcasting alone
but today in radio broadcasting alone there are more than half a million
there are more than half a million
there are more than half a million people in the u.s. working this is what
people in the u.s. working this is what
people in the u.s. working this is what we call creative destruction when the
we call creative destruction when the
we call creative destruction when the old system is pulled apart for something
old system is pulled apart for something
old system is pulled apart for something new it creates new opportunities and
new it creates new opportunities and
new it creates new opportunities and these are the things we need to be
these are the things we need to be
these are the things we need to be teaching our young people to seize this
teaching our young people to seize this
teaching our young people to seize this is a terrifying study Ken Robinson again
is a terrifying study Ken Robinson again
is a terrifying study Ken Robinson again quotes it I love showing this to
quotes it I love showing this to
quotes it I love showing this to teachers because they’ll say yep I
teachers because they’ll say yep I
teachers because they’ll say yep I totally see that this study was done in
totally see that this study was done in
totally see that this study was done in the early 90s
the early 90s
the early 90s it’s called breakpoint and Beyond and
it’s called breakpoint and Beyond and
it’s called breakpoint and Beyond and you can see here that when they tested
you can see here that when they tested
you can see here that when they tested these children at 4:00 and they gave
these children at 4:00 and they gave
these children at 4:00 and they gave them a test that said how many uses can
them a test that said how many uses can
them a test that said how many uses can you come up with for a brick see and
you come up with for a brick see and
you come up with for a brick see and grown-ups will say well you can build a
grown-ups will say well you can build a
grown-ups will say well you can build a house with it or I can use it to hold
house with it or I can use it to hold
house with it or I can use it to hold down pieces of paper children was how I
down pieces of paper children was how I
down pieces of paper children was how I can stand on it to reach things I can’t
can stand on it to reach things I can’t
can stand on it to reach things I can’t get okay I could whack somebody with it
get okay I could whack somebody with it
get okay I could whack somebody with it valid answer that is of it you could do
valid answer that is of it you could do
valid answer that is of it you could do that with a brick I don’t advise it but
that with a brick I don’t advise it but
that with a brick I don’t advise it but you could definitely do that with it
you could definitely do that with it
you could definitely do that with it it’s a correct answer
it’s a correct answer
it’s a correct answer ninety-eight percent of four-year-olds
ninety-eight percent of four-year-olds
ninety-eight percent of four-year-olds tested at genius level for creativity
tested at genius level for creativity
tested at genius level for creativity they tested the same children again at
they tested the same children again at
they tested the same children again at age 10 32 percent they test the same
age 10 32 percent they test the same
age 10 32 percent they test the same children again 8 percent they tested
children again 8 percent they tested
children again 8 percent they tested 280,000 adults that’s us less than 2% of
280,000 adults that’s us less than 2% of
280,000 adults that’s us less than 2% of us tested at the same level for creative
us tested at the same level for creative
us tested at the same level for creative genius we’ve had educated out of us
genius we’ve had educated out of us
genius we’ve had educated out of us because the system we have doesn’t want
because the system we have doesn’t want
because the system we have doesn’t want us to do that it’s not built it’s not
us to do that it’s not built it’s not
us to do that it’s not built it’s not designed to produce people that do that
designed to produce people that do that
designed to produce people that do that thing it’s a big issue that we’re facing
thing it’s a big issue that we’re facing
thing it’s a big issue that we’re facing so how do we change things what can we
so how do we change things what can we
so how do we change things what can we do automation is coming Bill Gates is
do automation is coming Bill Gates is
do automation is coming Bill Gates is already talking about giving robots
already talking about giving robots
already talking about giving robots income-tax sounds like a silly idea but
income-tax sounds like a silly idea but
income-tax sounds like a silly idea but when you consider that if you’re
when you consider that if you’re
when you consider that if you’re replacing a factory worker in say a car
replacing a factory worker in say a car
replacing a factory worker in say a car factory in the Midlands with a robot
factory in the Midlands with a robot
factory in the Midlands with a robot that person has now displaced from work
that person has now displaced from work
that person has now displaced from work used to pay income tax and national
used to pay income tax and national
used to pay income tax and national insurance all of those things are now
insurance all of those things are now
insurance all of those things are now not going to the state they’re going to
not going to the state they’re going to
not going to the state they’re going to the company who’s saving the money on
the company who’s saving the money on
the company who’s saving the money on your wage the problem we have there is
your wage the problem we have there is
your wage the problem we have there is that companies are lining their own
that companies are lining their own
that companies are lining their own pockets at the expense of ours and our
pockets at the expense of ours and our
pockets at the expense of ours and our lifestyle so Bill Gates is calling for
lifestyle so Bill Gates is calling for
lifestyle so Bill Gates is calling for tax and income tax on robots which makes
tax and income tax on robots which makes
tax and income tax on robots which makes sense but what does that do for our work
sense but what does that do for our work
sense but what does that do for our work is when we can just place them and we
is when we can just place them and we
is when we can just place them and we can even claim the tax back on
we teach a kid to 21st century skills
we teach a kid to 21st century skills and these are things that have been
and these are things that have been
and these are things that have been agreed upon a bunch amongst a bunch of
agreed upon a bunch amongst a bunch of
agreed upon a bunch amongst a bunch of educators around the world these four
educators around the world these four
educators around the world these four things are the things that we need to
things are the things that we need to
things are the things that we need to teach children out things that would
teach children out things that would
teach children out things that would take us forward because we have
take us forward because we have
take us forward because we have computers to do our adding up
computers to do our adding up
computers to do our adding up we have forklifts to do our heavy
we have forklifts to do our heavy
we have forklifts to do our heavy lifting we don’t need you to do those
lifting we don’t need you to do those
lifting we don’t need you to do those things anymore how do we teach these
things anymore how do we teach these
things anymore how do we teach these things in the classroom with these
things in the classroom with these
things in the classroom with these there’s a whole bunch of things that we
there’s a whole bunch of things that we
there’s a whole bunch of things that we can talk about with video games that are
can talk about with video games that are
can talk about with video games that are positive at the moment they have a
positive at the moment they have a
positive at the moment they have a really bad rap but the things that I’m
really bad rap but the things that I’m
really bad rap but the things that I’m about to talk to you about can change
about to talk to you about can change
about to talk to you about can change the face of Education if we let them if
the face of Education if we let them if
the face of Education if we let them if we can get the corporations that need
we can get the corporations that need
we can get the corporations that need these workers to fund this idea because
these workers to fund this idea because
these workers to fund this idea because right now the government can’t afford it
right now the government can’t afford it
right now the government can’t afford it schools are already pressed for time
schools are already pressed for time
schools are already pressed for time press for energy all those sorts of
press for energy all those sorts of
press for energy all those sorts of things
things
things corporations are asking for workers that
corporations are asking for workers that
corporations are asking for workers that can do these things then why are they
can do these things then why are they
can do these things then why are they not investing in that future so using
not investing in that future so using
not investing in that future so using video games in the classroom addresses a
video games in the classroom addresses a
video games in the classroom addresses a number of things first of all assessment
number of things first of all assessment
number of things first of all assessment the assessment that we have the
the assessment that we have the
the assessment that we have the standardized test we saw thousands of
standardized test we saw thousands of
standardized test we saw thousands of parents pull their children out of
parents pull their children out of
parents pull their children out of school and the days that SATs were
school and the days that SATs were
school and the days that SATs were mandated last year they didn’t want
mandated last year they didn’t want
mandated last year they didn’t want their kids sitting these standardized
their kids sitting these standardized
their kids sitting these standardized box-ticking tests that put them in a
box-ticking tests that put them in a
box-ticking tests that put them in a pigeonhole and says this is how we feel
pigeonhole and says this is how we feel
pigeonhole and says this is how we feel you are doing video games don’t have
you are doing video games don’t have
you are doing video games don’t have that they don’t have a do you know the
that they don’t have a do you know the
that they don’t have a do you know the answer as opposed to can you solve this
answer as opposed to can you solve this
answer as opposed to can you solve this problem
problem
problem those are fundamentally different things
those are fundamentally different things
those are fundamentally different things to ask a kid this one sets you up on a
to ask a kid this one sets you up on a
to ask a kid this one sets you up on a loop for failure if you get it wrong
loop for failure if you get it wrong
loop for failure if you get it wrong this one allows you to be creative and
this one allows you to be creative and
this one allows you to be creative and have a hundred goes at trying to fix
have a hundred goes at trying to fix
have a hundred goes at trying to fix this thing before you get it right and
this thing before you get it right and
this thing before you get it right and that’s what we should be thinking about
that’s genius it’s not you recut I’ve
that’s genius it’s not you recut I’ve found the answer
found the answer
found the answer science is progressed by people saying
science is progressed by people saying
science is progressed by people saying hang on a minute that’s weird and
hang on a minute that’s weird and
hang on a minute that’s weird and looking into that problem coming up with
looking into that problem coming up with
looking into that problem coming up with solutions understanding how things work
solutions understanding how things work
solutions understanding how things work nobody comes to the answer the first
nobody comes to the answer the first
nobody comes to the answer the first time nobody and if they do they cheated
time nobody and if they do they cheated
time nobody and if they do they cheated or they borrowed from somebody else at
or they borrowed from somebody else at
or they borrowed from somebody else at the moment our system sets up a fear of
the moment our system sets up a fear of
the moment our system sets up a fear of failure in children you walk into a
failure in children you walk into a
failure in children you walk into a course or an exam and you feel like you
course or an exam and you feel like you
course or an exam and you feel like you have a hundred percent when you walk
have a hundred percent when you walk
have a hundred percent when you walk through that door the only way to go
through that door the only way to go
through that door the only way to go from there is down you get a wrong
from there is down you get a wrong
from there is down you get a wrong answer you lose marks another wrong
answer you lose marks another wrong
answer you lose marks another wrong answer lose marks it’s a negative cycle
answer lose marks it’s a negative cycle
answer lose marks it’s a negative cycle and it teaches our kids to fear having a
and it teaches our kids to fear having a
and it teaches our kids to fear having a go at stuff and to be okay with getting
go at stuff and to be okay with getting
go at stuff and to be okay with getting it wrong video games don’t do that they
it wrong video games don’t do that they
it wrong video games don’t do that they give you a thousand opportunities to try
give you a thousand opportunities to try
give you a thousand opportunities to try and get it right we’ve all played Super
and get it right we’ve all played Super
and get it right we’ve all played Super Mario we all know how good it feels to
Mario we all know how good it feels to
Mario we all know how good it feels to get every coin in that level what if we
get every coin in that level what if we
get every coin in that level what if we could apply this to school what if we
could apply this to school what if we
could apply this to school what if we could apply that idea the thing that
could apply that idea the thing that
could apply that idea the thing that makes it come back to Super Mario over
makes it come back to Super Mario over
makes it come back to Super Mario over over over again what if we could apply
over over again what if we could apply
over over again what if we could apply that to school and get our kids coming
that to school and get our kids coming
that to school and get our kids coming back over and over again we could also
back over and over again we could also
back over and over again we could also add things into our classroom like
add things into our classroom like
add things into our classroom like bonuses okay that would provide things
bonuses okay that would provide things
bonuses okay that would provide things like agency because agency is the
like agency because agency is the
like agency because agency is the ability to make choices about your own
ability to make choices about your own
ability to make choices about your own life do you have the power over your own
life do you have the power over your own
life do you have the power over your own life the education system today doesn’t
life the education system today doesn’t
life the education system today doesn’t really allow kids that power to choose
really allow kids that power to choose
really allow kids that power to choose what they want to learn where they would
what they want to learn where they would
what they want to learn where they would like to study they have set boxes that
like to study they have set boxes that
like to study they have set boxes that you need to take in order to get to a
you need to take in order to get to a
you need to take in order to get to a certain place what if we could give kids
certain place what if we could give kids
certain place what if we could give kids the agency to say all of your choices
the agency to say all of your choices
the agency to say all of your choices make a difference everything you do in
make a difference everything you do in
make a difference everything you do in your life don’t have that candy bar
your life don’t have that candy bar
your life don’t have that candy bar today for lunch because if you do that a
today for lunch because if you do that a
today for lunch because if you do that a thousand times you’re degrading your
thousand times you’re degrading your
thousand times you’re degrading your health we see this in videogames all the
health we see this in videogames all the
health we see this in videogames all the time there’s a very short cycle of
time there’s a very short cycle of
time there’s a very short cycle of iteration you see your mistakes quickly
iteration you see your mistakes quickly
iteration you see your mistakes quickly you get another go we can apply that to
you get another go we can apply that to
you get another go we can apply that to school work one of my favorite examples
school work one of my favorite examples
school work one of my favorite examples of that is super meatboy this game it
of that is super meatboy this game it
of that is super meatboy this game it sounds very silly but it is genius if
sounds very silly but it is genius if
sounds very silly but it is genius if you haven’t played it have a go it is a
you haven’t played it have a go it is a
you haven’t played it have a go it is a masterwork of game design it is the
masterwork of game design it is the
masterwork of game design it is the simplest game you can conceive of and
simplest game you can conceive of and
simplest game you can conceive of and yet it is the most addictive and fun
yet it is the most addictive and fun
yet it is the most addictive and fun thing ever it’s like Super Mario on
thing ever it’s like Super Mario on
thing ever it’s like Super Mario on nitrous it’s insane okay I’m going to
nitrous it’s insane okay I’m going to
nitrous it’s insane okay I’m going to show you a video of some of the plays so
show you a video of some of the plays so
show you a video of some of the plays so this is me playing the other night
this is me playing the other night
this is me playing the other night and watch how this game teaches you
and watch how this game teaches you
and watch how this game teaches you your mistakes because as you see you’ll
your mistakes because as you see you’ll
your mistakes because as you see you’ll see every opportunity I took in the game
see every opportunity I took in the game
see every opportunity I took in the game at the beginning and as I get it wrong
at the beginning and as I get it wrong
at the beginning and as I get it wrong they will Pete it down until the one guy
they will Pete it down until the one guy
they will Pete it down until the one guy who wins so you can see all my meat boys
who wins so you can see all my meat boys
who wins so you can see all my meat boys and as they start to get it wrong they
and as they start to get it wrong they
and as they start to get it wrong they fade out more of them dying getting
fade out more of them dying getting
fade out more of them dying getting squished and you can see I start
squished and you can see I start
squished and you can see I start iterating my mistakes as we get more and
iterating my mistakes as we get more and
iterating my mistakes as we get more and more through the level until I’m down to
more through the level until I’m down to
more through the level until I’m down to two the first guy blazes through the
two the first guy blazes through the
two the first guy blazes through the problem dies and I choose to wait
problem dies and I choose to wait
problem dies and I choose to wait because even in video games choosing to
because even in video games choosing to
because even in video games choosing to do nothing is an active choice all of
do nothing is an active choice all of
do nothing is an active choice all of your choices mattering video games
your choices mattering video games
your choices mattering video games that’s agency the idea that you can look
that’s agency the idea that you can look
that’s agency the idea that you can look at a problem and say ok let’s try it
at a problem and say ok let’s try it
at a problem and say ok let’s try it again with minimal consequence why we’re
again with minimal consequence why we’re
again with minimal consequence why we’re not applying this to schoolwork why
not applying this to schoolwork why
not applying this to schoolwork why we’re giving kids is terrified nature of
we’re giving kids is terrified nature of
we’re giving kids is terrified nature of getting things right all the time Edward
getting things right all the time Edward
getting things right all the time Edward de Bono lateral thinking genius the guy
de Bono lateral thinking genius the guy
de Bono lateral thinking genius the guy who came up with the six hats coined the
who came up with the six hats coined the
who came up with the six hats coined the term natural thinking gave us this quote
term natural thinking gave us this quote
term natural thinking gave us this quote children are way more creative than us
children are way more creative than us
children are way more creative than us because they haven’t been told this is
because they haven’t been told this is
because they haven’t been told this is the answer this is the way you do stuff
the answer this is the way you do stuff
the answer this is the way you do stuff they come up with it on the fly they try
they come up with it on the fly they try
they come up with it on the fly they try things and if it gets wrong okay just do
things and if it gets wrong okay just do
things and if it gets wrong okay just do it differently no problem we don’t have
it differently no problem we don’t have
it differently no problem we don’t have that and I’m pretty sure all of us can
that and I’m pretty sure all of us can
that and I’m pretty sure all of us can relate to that feeling that fear of
relate to that feeling that fear of
relate to that feeling that fear of failure of getting the wrong answer or
failure of getting the wrong answer or
failure of getting the wrong answer or putting your hand up in a meeting and
putting your hand up in a meeting and
putting your hand up in a meeting and saying something that is wrong or
saying something that is wrong or
saying something that is wrong or somebody else has already said that’s
somebody else has already said that’s
somebody else has already said that’s crazy that is not how we innovate that’s
crazy that is not how we innovate that’s
crazy that is not how we innovate that’s not how we move forward games also
not how we move forward games also
not how we move forward games also provide responsive learning now that’s a
provide responsive learning now that’s a
provide responsive learning now that’s a teacher a buzzword and what it really
teacher a buzzword and what it really
teacher a buzzword and what it really means is that it allows me to find my
means is that it allows me to find my
means is that it allows me to find my students and get to their problem
students and get to their problem
students and get to their problem quickly to provide a solution or some
quickly to provide a solution or some
quickly to provide a solution or some scaffolding that will support them to
scaffolding that will support them to
scaffolding that will support them to move forward in the things that they are
move forward in the things that they are
move forward in the things that they are doing video games provide this all the
doing video games provide this all the
doing video games provide this all the time we can even change the difficulty
time we can even change the difficulty
time we can even change the difficulty level of video games to make things
level of video games to make things
level of video games to make things easier for our kids if they’re not
easier for our kids if they’re not
easier for our kids if they’re not succeeding all the time we can give them
succeeding all the time we can give them
succeeding all the time we can give them that success and make them feel good
that success and make them feel good
that success and make them feel good about what they are doing if we have an
about what they are doing if we have an
about what they are doing if we have an education system that starts at zero and
education system that starts at zero and
education system that starts at zero and only moves forward and you can go up
only moves forward and you can go up
only moves forward and you can go up levels like video games to become a more
levels like video games to become a more
levels like video games to become a more powerful learner and more powerfull
powerful learner and more powerfull
powerful learner and more powerfull citizen what are we going to start
citizen what are we going to start
citizen what are we going to start seeing in changes in mindset in our
seeing in changes in mindset in our
seeing in changes in mindset in our students how are they going to start
students how are they going to start
students how are they going to start thinking about society as a whole extra
thinking about society as a whole extra
thinking about society as a whole extra credits
credits
credits another thing I’ll recommend to you go
another thing I’ll recommend to you go
another thing I’ll recommend to you go and see extra credit if you like
and see extra credit if you like
and see extra credit if you like interested in education these guys are
interested in education these guys are
interested in education these guys are exceptional and they say that video
exceptional and they say that video
exceptional and they say that video games will allow us to produce a system
games will allow us to produce a system
games will allow us to produce a system that will be responsive and dynamic that
that will be responsive and dynamic that
that will be responsive and dynamic that it will be able to tailor to individual
it will be able to tailor to individual
it will be able to tailor to individual students needs at the point of need we
students needs at the point of need we
students needs at the point of need we can build collaboration creativity
can build collaboration creativity
can build collaboration creativity critical thinking into all of our
critical thinking into all of our
critical thinking into all of our teaching just by its very nature it will
teaching just by its very nature it will
teaching just by its very nature it will be baked in video games are the way
be baked in video games are the way
be baked in video games are the way forward in education and we need to
forward in education and we need to
forward in education and we need to start seeing people understanding that
start seeing people understanding that
start seeing people understanding that video games are not just a waste of time
video games are not just a waste of time
video games are not just a waste of time it’s not just an escapist act we can
it’s not just an escapist act we can
it’s not just an escapist act we can harness the power of what makes video
harness the power of what makes video
harness the power of what makes video games incredibly addictive and powerful
games incredibly addictive and powerful
games incredibly addictive and powerful and put it to good use because we need
and put it to good use because we need
and put it to good use because we need to support our teachers because these
to support our teachers because these
to support our teachers because these guys are drowning they’re having more
guys are drowning they’re having more
guys are drowning they’re having more and more things dumped on them all the
and more things dumped on them all the
and more things dumped on them all the time and they can’t succeed at doing it
time and they can’t succeed at doing it
time and they can’t succeed at doing it thank you
thank you
thank you [Applause]
”
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