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The author when he was quite young 60 years ago programmed his mind to think like a computer in machine language. He made his thinking patterns in terms mostly in reasoning to be binary. This manual shows how he did it and has many pages by other scholars showing how to do it. Exercises for teaching children to do the same are included. He sold accounting computers after graduate school for what is now Unisys. When learning COBOL he pointed out Y2K the first day of instruction in 1969 to his zone manager. He has a number of books on amazon,barnesandnoble.com,nimcoinc.com and nationalschoolproducts.com. His website is www.novamediainc.com and has his resume plus art, military,political and publishing background.
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
An introduction to computer engineering for babies. Learn basic logic gates with hands on examples of buttons and an output LED.
"Introduces principles of computational thinking, illustrating high-level computer science concepts, the motivation behind them, and their application in a non-computer fairy tale domain."--Amazon.com.
In 1971, Cynthia Solomon and Seymour Papert published Twenty Things to Do with a Computer, a revolutionary document that would set the course of education for the next fifty years and beyond. This book, Twenty Things to Do with a Computer Forward 50, is a celebration of the vision set forth by Papert and Solomon a half-century ago. Four dozen experts from around the world invite us to consider the original provocations, reflect on their implementation, and chart a course for the future through personal recollections, learning stories, and imaginative scenarios. Twenty Things to Do with a Computer Forward 50 can inspire parents, educators, and aspiring teachers to make the world a better place for learning. The impact of Twenty Things is all around us. In 1971, Solomon and Papert predicted 1:1 personal computing, the maker movement, the rise of computational thinking, children programming computers, robotic construction kits, computer science for all, and integrating computing across the curriculum. All of this, years, or even decades, before such notions became more commonplace. In fewer than thirty pages, Twenty Things to Do with a Computer introduced readers to an exciting world in which children use computers they own to create, solve problems, control their world, and bring powerful ideas to life across subject areas. More importantly, Twenty Things situates the ideals of progressive education in a modern context. Papert and Solomon demonstrated how computing could be creative, humane, whimsical, childlike, and a way to learn "everything else," even ideas at the frontiers of mathematics and science. Contributors to this book include scholars and tech pioneers who worked with Papert and Solomon in the 1970s, phenomenal classroom teachers, inventors, researchers, school administrators, university professors, and educational technology leaders. Essays in this collection offer multiple pathways for school reform. Authors include Cynthia Solomon, Sugata Mitra, Conrad Wolfram, Audrey Watters, David Thornburg, Yasmin Kafai, Dale Dougherty, Nettrice Gaskins, Dan Lynn Watt, Molly Lynn Watt, Gary Stager, Artemis Papert, Stephen Heppell, along with forty other brilliant thinkers and legendary educators. Twenty Things to Do with a Computer Forward 50 is an effort to preserve a historical document and share it with future of generations seeking a more creative, personal, empowering, and meaningful educational experience for young people. This book is a must-read for: Educators School leaders Preservice teachers Policymakers Technology developers Parents
“If you’ve got a good idea, and you know it’s going to work, go ahead and do it.” The inspiring story of Grace Hopper—the boundary-breaking woman who revolutionized computer science—is told told in an engaging picture book biography. Who was Grace Hopper? A software tester, workplace jester, cherished mentor, ace inventor, avid reader, naval leader—AND rule breaker, chance taker, and troublemaker. Acclaimed picture book author Laurie Wallmark (Ada Byron Lovelace and the Thinking Machine) once again tells the riveting story of a trailblazing woman. Grace Hopper coined the term “computer bug” and taught computers to “speak English.” Throughout her life, Hopper succeeded in doing what no one had ever done before. Delighting in difficult ideas and in defying expectations, the insatiably curious Hopper truly was “Amazing Grace” . . . and a role model for science- and math-minded girls and boys. With a wealth of witty quotes, and richly detailed illustrations, this book brings Hopper's incredible accomplishments to life.
Why children should be taught coding not as a technical skill but as a new literacy—a way to express themselves and engage with the world. Today, schools are introducing STEM education and robotics to children in ever-lower grades. In Beyond Coding, Marina Umaschi Bers lays out a pedagogical roadmap for teaching code that encompasses the cultivation of character along with technical knowledge and skills. Presenting code as a universal language, she shows how children discover new ways of thinking, relating, and behaving through creative coding activities. Today’s children will undoubtedly have the technical knowledge to change the world. But cultivating strength of character, socioeconomic maturity, and a moral compass alongside that knowledge, says Bers, is crucial. Bers, a leading proponent of teaching computational thinking and coding as early as preschool and kindergarten, presents examples of children and teachers using the Scratch Jr. and Kibo robotics platforms to make explicit some of the positive values implicit in the process of learning computer science. If we are to do right by our children, our approach to coding must incorporate the elements of a moral education: the use of narrative to explore identity and values, the development of logical thinking to think critically and solve technical and ethical problems, and experiences in the community to enable personal relationships. Through learning the language of programming, says Bers, it is possible for diverse cultural and religious groups to find points of connection, put assumptions and stereotypes behind them, and work together toward a common goal.
Coding as a Playground, Second Edition focuses on how young children (aged 7 and under) can engage in computational thinking and be taught to become computer programmers, a process that can increase both their cognitive and social-emotional skills. Learn how coding can engage children as producers—and not merely consumers—of technology in a playful way. You will come away from this groundbreaking work with an understanding of how coding promotes developmentally appropriate experiences such as problem-solving, imagination, cognitive challenges, social interactions, motor skills development, emotional exploration, and making different choices. Featuring all-new case studies, vignettes, and projects, as well as an expanded focus on teaching coding as a new literacy, this second edition helps you learn how to integrate coding into different curricular areas to promote literacy, math, science, engineering, and the arts through a project-based approach and a positive attitude to learning.
In this stimulating and readable book, educators--most of whom have long been involved in computer-based literacy research efforts--provide up-to-date information on computer-based activities in reading and language arts. These experts offer valuable goals and strategies for integrating computer technology into the reading/language arts curriculum, including suggestions for activities that should and should not be used. They also address the basics of developing, evaluating, and using computer-based reading instruction programs. The unique benefits of computer technology to teach English as a second language, writing skills, and the reading process to early readers are thoroughly explored. Innovative Uses of the Computer in the Language Arts Classroom Computerized readability assessment Reinforcement and instructional objectives Student interest profiles Class book files This exciting book--in a broader sense--corrects the failure by many to consider the literacy issues that invariably surround and govern computer use. While the types of computer-literacy environments differ, the literacy requirements are still the same--the computer and the user must communicate through text. Thus, The Computer in Reading and Language Arts provides essential understanding of the literacy requirements and environments involved in computer use.