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I visited McBeth’s eleventh and twelfth grade classes, which were both working on prototypes for projects they had approached through design thinking. One was a revitalization scheme for Toronto’s waterfront, and the other was creating an indoor agriculture system. The students were producing all sorts of creative solutions, from elaborate models of their waterfront developments to fish farms where the fish’s own waste would fertilize the plants that cleaned the water. It was loud, messy work. At one point, three girls were hand-sawing a piece of lumber balanced between two desks, and sawdust quickly coated their preppy uniforms and hair. With a few exceptions, all the students said they preferred to work without computers on this type of project. They felt they had more creative freedom, were less distracted, could be more accurate to their vision, and gained a better understanding of the scale and materials involved. It also seemed more fun. The groups building models and contraptions around the room were laughing and joking as they glued and taped and cut and broke things. The only ones working on computers were two girls who gave up on a model and decided to make an app instead. They sat side by side, quietly checking out the pricing options on various app-building websites, flipping over to Facebook whenever McBeth was out
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