W2) After watching Mitch Resnick's video /박채정, PARK CHAEJEONG
https://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code (Professor recommended)
In the video, Mitch Resnick says that getting used to something is different from getting used to it. Even if current digital tool is familiar to us, there is a limit to how we apply and express it. So he constantly studies new technologies not only to be 'familiar' but to be 'skilled'. Perhaps the reason why he created and developed a program called 'Scratch' is because he wants to deliver such a message to us in the end. Wouldn't it be to tell them to think in various ways, have the necessary posture, and have another idea, not just learn how to do it? In other words, I think we can experience more if we develop more than the conventional one.
This video reminded me of the professor's question. Is the university useful? Personally, I think it is useful in that I can learn what I want to learn in depth. No, I thought. As mentioned above, if we are only studying theory, we will only get used to the theoretical aspects.
So I don't think that university is useful yet. We should not be satisfied with learning theory, but we should develop further. I think there is a limit to producing the best results by theory alone. I mean that the experience gained through various trials and errors can produce better results. In this process, we will find out what is lacking and what needs to be supplemented. Therefore, in order to become a useful university student, I think we need to learn more by developing many variables that we meet. And shouldn't universities help and support students to have various experiences like this?
I could think a lot about your opinion that universities are not useful yet. Today, I think universities know that practice is more important than theory. In college, we practice expressing and sharing our opinions rather than simply reading them. Therefore, I think universities are useful. However, if it continues to develop into an education that values creativity.
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