Kids of the Digital Age: The Computer Clubhouse

The Thinking Behind the Computer Clubhouse: Learning Approach and New Directions

Natalie Rusk, Clubhouse Founder & MIT Media Lab, GSE '89
Leo Burd, Director of Young Activists & MIT Media Lab
Rachel Garber, Education Program Developer, Kennedy School of Government; GSE '96
Respondent: Milton Chen, HGSE Visiting Technology Fellow & Executive Director, George Lucas Educational Foundation

Friday October 3, 2003

When local kids started breaking into the Computer Museum to continue working with a Lego program, Natalie Rusk realized the need for kids to have a computer space of their own. Thus, the first Computer Clubhouse had its beginning.

A non-profit organization co-founded a decade ago by MIT Professor Mitch Resnick and Natalie Rusk, TIE '93, there are now over 100 locations worldwide. These Clubhouses bring together students and volunteer adult mentors to pursue creative projects, with the help of powerful technology. Resnick and Rusk conceived of four basic principles for the Computer Clubhouse: learning through design; following your own interest; building a supportive, ongoing community that includes adult mentors; and respect and trust.

Leo Burd, a Ph.D. student at MIT, helps implement the Young Activist Network component of the Clubhouses. As clubhouses have expanded to 100 all over the world, new challenges have emerged. To meet these, he said, the Computer Clubhouse blueprint must adapt not only to the local needs of diverse locations but also make use of the experiences of all the clubhouses.

The creation of the Young Activists Network illustrates Burd's concept that ideas should flow from side to side, not outward from Boston. One member of a Computer Clubhouse in India decided to use the Clubhouse's computer and scientific equipment to test the water quality of the river in his village. After he determined the water quality was poor, he mobilized fellow Clubhouse members to run a campaign to educate the local community about safe drinking water. Inspired by this example, the Young Activists Network seeks to support Clubhouse members in other locations who are organizing activities that help their local communities. Currently, ten Clubhouses in seven different countries are participating in the Young Activists Network.

Rachel Garber, TIE '96, explained that access to computer technology is not enough -- mentors are a key ingredient for Clubhouse members to develop and maintain confidence in their own skills and abilities. Through her current work as the Program Director of the Harvard affiliated COACH program, she was able to see students she had mentored in the Clubhouse in their school environment. Dismayed at the students' low levels of confidence and engagement in school, Garber now focuses on how mentors can help Clubhouse members reflect on what they are doing and transfer their skills and confidence back to the classroom.

Responding to the three presentations about the Computer Clubhouse, Milton Chen reflected on the differences between the Computer Clubhouse and schools. Drawing a comparison chart on the blackboard, Chen highlighted the differences between education that happens during school and learning that occurs after school in places such as the Computer Clubhouse. For example, in school, there is obligation; after school, there's choice. Education in school is rigid; learning after school is open-ended.

Chen used the chart as a springboard to talk about radically changing what we mean by education. Current definitions of education only include what happens behind classroom doors. Why should kids be put in the artificial environment of working only with their peers instead of working with learners of all ages and diverse backgrounds? Why can't schools be more like children's museums where kids can explore their own interests?

Praising the Computer Clubhouse for their innovative approach to learning, Chen had a few words of advice for the Clubhouse leaders: Make sure to document and research the outcomes and impact of the clubhouses, and try to connect the clubhouses more closely to schools so the clubhouses can benefit from public funding.

In a lively discussion, attendees raised questions ranging from learning theory to community engagement to recruiting computer whiz kids as mentors. The seminar ended at 2 pm, but enthusiastic informal discussion in small clusters went on for more than half an hour.

-- Katie Brown, with Francie Fries