Browsing by Author "Moll, Ian"

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    Children’s use of iPads to document their own visible learning L’uso dell’iPad da parte dei bambini per documentare il proprio apprendimento visibile
    (2023) Phakathi, Nelisiwe; Moll, Ian
    This ethnographic study explores the use of iPads in the documentation of visible learning by children in a Reggio Emilia-inspired classroom. We report and draw on research conducted with nine- to ten-year olds in a Grade 3 class in the school, situated in Johannesburg, South Africa. “Visible learning” is a key theoretical concept in the Reggio Emilia approach to early childhood education. It envisages a collaborative pedagogy in which children, along with their teachers and parents, document and reflect on their own learning as it happens, thus maximizing its internalization by the children. The study investigates the affordances of iPads in actualizing the documentation of visible learning. The results show that iPads afford young learners with complex ways in which they can document their learning, also ensuring that the technology does not impose itself on them in an artificial manner. The article identifies an emerging language of description of the pedagogical affordances of iPads.
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    Debunking the myth of the Fourth Industrial Revolution
    (University of the Witwatersrand, Johannesburg, 2022) Moll, Ian
    The Fourth Industrial Revolution (4IR) is all the rage these days.1 In ideological terms, it appears to be hegemonic in its construal of our contemporary socioeconomic context, from our day-to-day interpersonal exchanges to the machinations of the global economic order. We often hear appeals to the supposed “magic”2 of the technology that goes with it, to resolve the economic, political and educational crises and problems of the world (and latterly, its health crises – WEF, 2020). Appeals to a 4IR usually go with a listing of a whole lot of ‘new’, ‘unprecedented’ technologies that sound smart, make us feel outdated, and leave us in awe of the future. Technologies like cyber systems, artificial intelligence, delivery drones, the internet of things, and fully autonomous killer robots.3 But it is around this misleading sense of awe – which I shall later refer to as an ideology – that my argument turns in this paper. None of these technologies necessarily warrants the claim that we are in a technological revolution, let alone a “Fourth Industrial Revolution”. I shall examine these and similar technologies, to establish my claim. The argument also runs deeper than that. An industrial revolution, properly conceived, encompasses a complex range of economic, social and cultural transformations, and there is very little evidence to suggest that we are living through a fourth one of these. A careful, deep analysis of the First, Second and Third Industrial Revolutions will make this quite clear. What we discover in these three revolutions, by way of fundamental social transformation, is not taking place in the current context of the digital, networked, information society.
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    The problem of content in the theory of formal operations: Piaget and Vygotskii in the South African context
    (1984) Moll, Ian
    This thesis explores the extent to which Piaget falsely ignores the socio-economic contents of cognition in his account of formal operational thought. His biological conception of the origins of knowledge leads him to emphasize the structures of cognition, but Vygotskii's dialectical materialist psychology challenges this. It denies Piaget's separation of content from structure and accuses him of losing sight of the social construction of cognition. The thesis attempts to clarify the resultant dispute (drawing particularly on Buck-Morss' charge that Piaget has a socio-economic bias) and goes on to examine a concrete instance of the problem in the attainment of formal operations across different South African communities. Piaget's tasks showed that rural children exhibit significantly less formal operational ability than their urban peers and that within the latter group, township children have less abstract cognitive ability than their middle-class counterparts. Interviews showed that these tendencies correspond in each case to more emphasis on concrete activities, and less on abstract activities, in the everyday lifestyle of the former grouping. But this is in itself not enough to demonstrate a weakness in Piaget's theory. On a more abstract level, the final part of the thesis argues that the epistemology of genetic epistemology is ·inadequate because it leaves the very social nature of knowledge out of the picture. Taken together with concrete cross-cultural differences, this establishes a serious problem of content - a social "blindness'' - in Piaget's theory of formal operations.
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    Scientific revolution, industrial revolution, technological revolution or revolutionary technology? a rejoinder to Marwala and Ntlatlapa
    (Academy of Science of South Africa, 2023-03) Moll, Ian
    No abstract available.
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    The paradox of “African psychology"
    (2008-02-21T06:27:36Z) Moll, Ian; ;
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    Why there is no technological revolution, let alone a ‘Fourth Industrial Revolution’
    (Academy of Science of South Africa, 2023-03) Moll, Ian
    We are told by the powerful that we live in, or are about to live in, a Fourth Industrial Revolution (4IR). Seemingly, this revolution is about deep-seated, rapid, digitally powered techno-scientific change. It is the age of smart machines; it is a new information technology (IT) revolution. However, in this article I suggest that examination of the history of technologies that are often held up to be proof of the 4IR, in fact shows that there is no contemporary technological revolution. The research methodology that I employ here is conceptual analysis and a focused review of literature on the history of particular technologies. An industrial revolution, as its three historical instances have demonstrated, is the fundamental transformation of every aspect of industrial society, including its geopolitical, cultural, macro-social, micro-social, economic and technological strata. It certainly entails a technological revolution, but it is more than just that. In this article, I am not concerned with the broader ensemble of socio-economic changes – it seems increasingly clear that the ‘brave new world’ of the 4IR is not really happening – but simply ask the question: is there currently a technological revolution? The answer seems to be that there is not.