Student: The instructor in another course said something about antimatter. What is antimatter? Where could I read about that?
Me: Well, you could go to Wikipedia. I am sure the page on anti-matter has a nice summary.
Student: Wikipedia??? Really? I thought all faculty hated Wikipedia. We were told it’s not a good thing to use.
Interesting. What do faculty think about students using Wikipedia? I have this unjustified feeling that it is a fairly straightforward source for basic information. Let me take a look at a few pages:
Looking at this sample, how accurate are these pages? The antimatter page seems to have a good summary of the topic with no obvious errors.
Apparently, there isn’t a Wikipedia page on the Momentum Principle. I thought that was odd. Well, the page on Impulse (physics) seems to be essentially the same as the momentum principle. It isn’t exactly what I would write, but it isn’t wrong either. Of course, I could probably say the same complaint about many of the physics textbooks. Finally, the Rhett Allain page is brief — but again not wrong.
Is Wikipedia evil? I don’t think so. Wikipedia is a tool, just like a lot of other things. It can be abused or it can be used for the good of mankind. Really, it isn’t much different than the information you would find in a textbook. Perhaps in the early days of Wikipedia, there was some unreliable stuff in there. However, I think that Wikipedia has matured enough that you won’t find too many seriously wrong things in there. You still find incorrect things in textbooks, so … not much different.
Then can students use Wikipedia? I think the problem some faculty have is that they don’t want students to use Wikipedia because it makes the assignment too easy. My feeling on this is that perhaps there should be a different assignment. Really, it depends on the learning goals. If the goal is to process and synthesize information, I think Wikipedia should be included in that process. If the goal is to learn how to find things in a library, then clearly Wikipedia shouldn’t be used.
Wikipedia is like a calculator in math classes. What if there was a math assignment where students were to do long division? Would it be wrong for the students to use a calculator? I think it depends. Why are they doing long division? In the past, long division was taught in schools so that students could divide numbers. But if the goal is to divide stuff, a calculator would make more sense.
There is another reason to teach long division: to give insight into how division works and what place value means. If this is the goal, the calculator actually doesn’t help. It just skips the whole processes, so it would be a bad-thing.
I need to make another post about long division. You know what is cool about long division? Doing long division with binary numbers.

















![crookedindifference:
Ethiopian kids hack OLPCs in 5 months with zero instruction
What happens if you give a thousand Motorola Zoom tablet PCs to Ethiopian kids who have never even seen a printed word? Within five months, they’ll start teaching themselves English while circumventing the security on your OS to customize settings and activate disabled hardware.
The One Laptop Per Child project started as a way of delivering technology and resources to schools in countries with little or no education infrastructure, using inexpensive computers to improve traditional curricula. What the OLPC Project has realized over the last five or six years, though, is that teaching kids stuff is really not that valuable. Yes, knowing all your state capitols how to spell “neighborhood” properly and whatnot isn’t a bad thing, but memorizing facts and procedures isn’t going to inspire kids to go out and learn by teaching themselves, which is the key to a good education. Instead, OLPC is trying to figure out a way to teach kids to learn, which is what this experiment is all about.
Rather than give out laptops (they’re actually Motorola Zoom tablets plus solar chargers running custom software) to kids in schools with teachers, the OLPC Project decided to try something completely different: it delivered some boxes of tablets to two villages in Ethiopia, taped shut, with no instructions whatsoever.
They just left the boxes there, sealed up, containing one tablet for every kid in each of the villages (nearly a thousand tablets in total), pre-loaded with a custom English-language operating system and SD cards with tracking software on them to record how the tablets were used. Here’s how it went down, as related by OLPC founder Nicholas Negroponte at MIT Technology Review’s EmTech conference last week:
“We left the boxes in the village. Closed. Taped shut. No instruction, no human being. Within four minutes, one kid not only opened the box, but found the on/off switch. He’d never seen an on/off switch. He powered it up. Within five days, they were using 47 apps per child per day. Within two weeks, they were singing ABC songs [in English] in the village. And within five months, they had hacked Android. Some idiot in our organization or in the Media Lab had disabled the camera! And they figured out it had a camera, and they hacked Android.”](http://25.media.tumblr.com/tumblr_mctg8cApze1qzy0ygo1_500.jpg)
