A Quote by Tobias Lutke

It is my strong belief that computer literacy should be part of our educational system's core curriculum. — © Tobias Lutke
It is my strong belief that computer literacy should be part of our educational system's core curriculum.
Let's be clear about what Common Core is. It spells out what students should know at the end of each grade. The goal is to ensure that our students are sound in math and literacy and that our schools have some basic consistency nationwide. But the standards do not dictate a national curriculum, and teachers are not told how or what to teach.
Sometimes people hold a core belief that is very strong. When they are presented with evidence that works against that belief, the new evidence cannot be accepted. It would create a feeling that is extremely uncomfortable, called cognitive dissonance. And because it is so important to protect the core belief, they will rationalize, ignore and even deny anything that doesn't fit in with the core belief.
Computer science needs to be part of the core curriculum - like algebra, biology, physics, or chemistry. We need all schools to teach it, not just 10%.
I've heard from pre-K and kindergarten teachers alike that the Common Core is inappropriately pushing written literacy standards when the focus should be on the development of oral literacy skills. And that's actually delaying the development of literacy.
All of us here in Los Angeles, because we've had some success as a result of our life in the arts, need to get on board with helping L.A. Unified, the public school system, really reach the mandate to make arts part of the Common Core curriculum.
We need to have making, including computer science, shop, etc. as part of the core curriculum from the beginning, not just an optional afterschool thing. Things like First Robotics and all of those great programs need to become mainstream.
It's not computer literacy that we should be working on, but sort of human-literacy. Computers have to become human-literate.
Scientific literacy is one of the underpinnings of everything I do. It's why I work with schools. It's why I teach at university. I do a lot of outreach to try and improve general scientific literacy, but the core of all scientific literacy is just literacy.
It's pretty much how we get anything added to the curriculum. When parents said children needed to be computer literate, the schools started responding. The same thing is true of basic financial literacy.
One of the problems we've had is that the ICT curriculum in the past has been written for a subject that is changing all the time. I think that what we should have is computer science in the future - and how it fits in to the curriculum is something we need to be talking to scientists, to experts in coding and to young people about.
Here are my strong reservations about the wave of computer networks. They isolate us from one another and cheapen the meaning of actual experience. They work against literacy and creativity. They undercut our schools and libraries.
Any fitness expert will tell you that a strong core is the start to a strong and healthy body. The same is true with our identities. It's about strengthening our core, which requires digging past all of the surface identities that crowd our nametags and remembering that at the deepest level we are God's masterpiece. The stronger our knowledge of the core of who we are, the better we'll be able to deflect the old names and false identities that try to own us.
I am not saying people should not be free to join whichever reason they choose but should we be forced to live our lives around a belief system that originated somewhere around the fourth or fifth century BC. I cannot see any more reason to base a belief system around Christianity, Judaism or Islam than I can around Lord of the Rings.
I remain committed to improving education in our state. The best way to fulfill this basic promise is a strong public educational system.
I think my deepest criticism of the educational system . . . is that it's all based upon a distrust of the student. Don't trust him to follow his own leads; guide him; tell him what to do; tell him what he should think; tell him what he should learn. Consequently at the very age when he should be developing adult characteristics of choice and decision making, when he should be trusted on some of those things, trusted to make mistakes and to learn from those mistakes, he is, instead, regimented and shoved into a curriculum, whether it fits him or not.
It's not enough to be a woman. You have to care about women's issues. And women's issues here in Iowa are that we have a strong economy. We have jobs that our sons and daughters can go off to someday. We have a great educational system. And women want strong national defense. We want to know that our families are going to be safe.
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