“Many schools are now introducing computers into the educational curriculum. Within 10 years it is predicted that computers will play a significant role in every classroom in North America. The question is, how will they be used? Many educators have been focusing on the use of computers for drill and programmed instruction—to provide individualized practice and instruction in the usual curriculum areas. There is another use for computers in education which some educators, myself included, find more exciting. These involve using the computer:
• to provide an environment in which learning can be intrinsically motivating and fun.
• to allow children to discover, explore and create knowledge.
• to help develop skills of thinking and problem solving.
• to make some of the most powerful ideas of the burgeoning computer culture accessible and tangible to children at an early age.
If you have ever watched a child playing good video games or if you play them yourself, then you know the powerful motivation that graphics displays can create. As I’ve watched children play these games, every bit of their attention focused on the screen, I’ve often thought how wonderful it would be to harness this motivation and channel it toward intellectual growth and learning…”

— Michael Friendly

Michael Friendly. Advanced Logo: A Language for Learning. Lawrence Erlbaum Associates, Inc. 1988. Preface

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Michael Friendly 3

American psychologist 1945

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“I may be a huge computer nerd, but even so I don't think education should be about computers. Not as a subject, and not as a classroom resource either.”

Linus Torvalds (1969) Finnish-American software engineer and hacker

Sam Varghese, iTWire interview, 2014-09-15, 2018-07-20 https://www.itwire.com/business-it-news/open-source/65402-torvalds-says-he-has-no-strong-opinions-on-systemd,
2010s, 2014

“In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Introduction
Mindstorms: Children, Computers, and Powerful Ideas (1980)

“A programming language is like a natural, human language in that it favors certain metaphors, images, and ways of thinking. The language used strongly colors the computer culture. It would seem to follow that educators interested in using computers and sensitive to cultural influences would pay particular attention to the choice of language. But nothing of the sort has happened. On the contrary, educators… have accepted certain programming languages in much the same way as they accepted the QWERTY keyboard. An informative example is the way in which the programming language BASIC has established itself as the obvious language to use in teaching children how to program computers… Today, and in fact for several years now, the cost of computer memory has fallen to the point where any remaining economic advantages of using BASIC are insignificant. Yet in most high schools, the language remains almost synonymous with programming, despite the existence of other computer languages that are demonstrably easier to learn and are richer in the intellectual benefits that can come from learning them. The situation is paradoxical. The computer revolution has scarcely begun, but is already breeding its own conservatism.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 1, Computers and Computer Cultures

“In 1936 the notion of a computable function was clarified by Turing, and he showed the existence of universal computers that, with an appropriate program, could compute anything computed by any other computer. […] In some subconscious sense even the sales departments of computer manufacturers are aware of this, and they do not advertise magic instructions that cannot be simulated on competitors machines, but only that their machines are faster, cheaper, have more memory, or are easier to program.”

John McCarthy (1927–2011) American computer scientist and cognitive scientist

" Towards a Mathematical Science of Computation http://www-formal.stanford.edu/jmc/towards.html", Information Processing 1962: Proceedings of IFIP Congress 62, ed. Cicely M. Popplewell (Amsterdam, 1963), pp. 21–28
1960s

“Whether computers are used for engineering design, medical data processing, composing music, or other purposes, the structure of computing is much the same. We are extremely short of talented people in this field, and so we need departments, curricula, and research and degree programs in computer science… I think of the Computer Science Department as eventually including experts in Programming, Numerical Analysis, Automata Theory, Data Processing, Business Games, Adaptive Systems, Information Theory, Information Retrieval, Recursive Function Theory, Computer Linguistics, etc., as these fields emerge in structure… Universities must respond [to the computer revolution] with far reaching changes in the educational structure.”

George Forsythe (1917–1972) Stanford University computer scientist

As cited in Donald Knuth (1972). "George Forsythe and the Development of Computer Science" http://www.stanford.edu/dept/ICME/docs/history/forsythe_knuth.pdf. Comms. ACM.
"Educational implications of the computer revolution," 1963

“Let us change our traditional attitude to the construction of programs: Instead of imagining that our main task is to instruct a computer what to do, let us concentrate rather on explaining to human beings what we want a computer to do.”

Donald Ervin Knuth Literate Programming

"Literate Programming", The Computer Journal 27 (1984), p. 97. (Reprinted in Literate Programming, 1992, p. 99.)
Literate Programming (1984)

“If one wants to make a machine mimic the behaviour of the human computer in some complex operation one has to ask him how it is done, and then translate the answer into the form of an instruction table. Constructing instruction tables is usually described as "programming."”

Alan Turing Computing Machinery and Intelligence

Computing Machinery and Intelligence (1950)

“The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important…”

Ivan Illich (1926–2002) austrian philosopher and theologist

We the People interview (1996)
Context: The latent function of schooling, that is, the hidden curriculum, which forms individuals into needy people who know that they have now satisfied a little bit of their needs for education, is much more important... The idea that people are born with needs, that needs can be translated into rights, that these rights can be translated into entitlements, is a development of the modem world and it's reasonable, it's acceptable, it's obvious only for people who have had some of their educational needs awakened or created, then satisfied, and then learned that they have less than others. Schooling, which we engage in and which supposedly creates equal opportunities, has become the unique, never-before-attempted way of dividing the whole society into classes. Everybody knows at which level of his twelve or sixteen years of schooling he has dropped out, and in addition knows what price tag is attached to the higher schooling he has gotten. It's a history of degrading the majority of people.

“Computer-aided design also is not automatic programming, although automatic programming techniques must necessarily play an important role in computer-aided design.”

Douglas T. Ross (1929–2007) American computer scientist

Source: Computer-Aided Design: A Statement of Objectives (1960), p. 2.

“What effect will all this have on education? First of all, teaching computer skill will be more important - much more important - than teaching children lists of facts. The computer will become the child's memory.”

Owain Owain (1929–1993) Welsh novelist, short story writer and poet

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