One of the summer hits in schools a few years ago was one of "three", which many teachers (myself included) branded as ridiculous or terrifying.
Probably we are again. So we might as well do the math.
One of the three "i" was to science. Why should we fear it or find it ridiculous?
from this assumption, and here I say this because I do not want to be misunderstood: I think the major part of my profession as a teacher to mature some attitudes which are clearly cut across the subjects I teach, but that just means they can be acquired by students. I'm talking about things like criticism, curiosity about culture, self learning, consolidation of universal values, consistency in their behavior than those values, listening skills, collaboration, interaction, hierarchical ... Little things like that. And I used the word "dominant" to indicate that I am part of a school of thought that if a student comes to mature these attitudes but is unable to integrate a rational function, I'm happy anyway. Maybe I can not give an assessment is too high, but the student will still you have my respect.
Good. On this basis, it does not scare me the "i" of computer science? Effects are not convinced of the value of information technology in mathematics and physics are a bit 'conservative from this point of view. But I'm confident that it can use information technology to build critical attitude, curiosity about culture, and so on.
Paradoxically, sponsored forces in advanced information technology in schools is certainly leading to the prevalence of education technicality, contenutivi and work-oriented rather than personal development, but also its opposite. Quietly. As usual, reforms traveling with the legs of those who work in, the tools are ambivalent. If students do less hours of "culture", where teachers meet the righteous, but will most hours when the culture goes through more modern means. And perhaps even more students will be attracted.
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