Computer Connections for Gifted Children and Youth

DOCUMENT RESUME ED 209 889 EC 140 606

AUTHOP Namzaro, Jean N.,Ed. TITLE Computer Connections for Gifted Childrcz and Youth. INSTITUTION ERIC Clearinghouse on Handicapped and Gifted Children, Reston, Va. SPONS AGENCY National Inst. of Education (ED), Washington, D.C. PE?011** NO ISBN-0-96586-119-6 PUB DATE 81 GPANT 400-76-0119 NOT! 97p. AVAILABLE FROMERIC Clearinghouse or. Handicapped and Gifted Children, The Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091 ($1.CC).

EDPS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Computer Assisted Instruction; *Computers; Elementary Secondary Education; *Gifted; *Microcomputers; Program Descriptions; Programing; *Tal ent

ABSIPACT Written by computer specialists, teachers, parents, amid students, the 23 articles emphasize the role computers play in the development of thinking, problem solving, and creativity in gifted and talented students. Articles have the following titles and authors: "Computers and Computer Cultures" (S. Papert) ; "Classroom Computers-- Beyond the 3 R's" (F. Bell): "Reflections of a Computer Language Nut" (S. Bloch) ;"It Started with Gamps" (C. Karnes) ;"Two Programs from a Young Eighth Grader"(S. Bahcall, H. Nelson) : "Teaching Parents About Using Microcomputers"(T. Dwyer, M. Critchfield) ;"Children and Home ComputersSome Observations on the First Generation" (B. Banet) :"An Apple a Day Keeps a Kid Cccupied" (P. Buszta) ;"Microcomputers for Gifted Microtots"(A. Coorly) ;"Kids and ComputersThe Future Is Today" (S. Larsen) ;"Micros 'GOTO' School" (D. Piele) ;"The Hampton City Schools Computer Program" (N. Harkavv) ;"The Paducah Tilghman High School for Gifted StuderJ.s" (S. Davis, P. Frothingham): "Computers... pre All Dinosaurs read?" (D. Glover) ;"The Talcott Mountain Science Center" (D.Barstow) : "Computerorics--A Course in Computer Literacy" (P. Bird); "Bringing Microcomputers into Schools"(G. Ropes, H. Gaylord) ;"Statewide Educational Computer Systems--The Many Considerations" (K. Hausmann) ; "Var. Helps Schools Select the Eight Computer"(B. Staples) ;"Some Thoughts on Computers and Greatness in Teaching" (T. Dwyer) :"The Hacker Papers:" and "Educational Software"(D. Lubar). Lists of printed materials, vendors and manufacturers, and resources on using microcomputers in schools c.nd classrooms conclude the document. (SB)

*********************************************************************** Peproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has COMPUTER been reproduced as received from theperson or organization originating it Minor changes have been made to improve CONNECTIONS rebroduc boo quality

Points of view or opinions stated in this docu mere do riot necessardy represent official NIE position or policy FOR GifTEd ChildnEN ANd YOUTH

JEAN N. NAZZARO, EdiTOR

TFIE Council FOR ExcEpTioNAl CllildREN

A pRoducT of ski ERIC ClutainglIOUSE on HANdicAppEd ANd GlInd ChildREN Cover photograph by Gerald ATate

A product of the ERIC Clearinghouse onHandicapped and Gifted Children 22091 Published in 1981 by The Council for ExceptionalChildren, 1920 Association Drive. Reston, Virginia

Library of Congress Number 81-69423

ISBN 0-86586-119-6 US Department of This publication was prepared withfunding from the National Institute of Education, Education under contract no 400-76-0119Contractors undertaking such projects under government matters Prior . sponsorship are encouraged to expressfreely their judgment in professional and technical Children for critical review and deter- to publication the manuscript wassubmitted to The Council for Exceptional Points of view, however, do not mination of professional competenceTnis publication l)as met such standards Children, the National Institute necessarily represent the official view oropinions of either The Council for Exceptional of Education, or the Department of Education

Printed in the United States of America Contents

Foreword IV

1 Why Computer Experiences Are Needed Now Computers and Computer Cultures E Seymour Papert 3 Classroom Computers Beyond the 3 R's Fred Bell 9

2 Perspectives of Gifted Children and Youth Reflections of a Computer Language Nut Stephen Bloch 15 It Started with Games Christopher Karnes 18 Two Programs from a Young Eighth Grader El Safi Bahcall and Harold Nelson 19

3 Computers at Home Teaching Parents About Using Microcomputers Thomas A Dwyer and Margot Critchfield 25 Children and Home Computers Some Observations on the First Generation Bernard Benet 27 An Apple a Day Keeps a Kid Occupied Ron Buszta 28

4 Programs In Action Microcomputers for Gifted Microtots Ann Door ly 31 Kids and Computers The Future is Today Sally Greenwood Larsen 34 Micros "GOTO" School Donald T Prete 37 The Hampton City Schools Compiler Program Net.ra Harkavv 40 The Paducah Tilghman High School "Chernies" Program Steve Johnston 41 Computing at a New Public High School for Gifted Students Steve Das and Phyllis S Frothiogham 43 Computers Are All Dinosaurs Dead? Cl Douglas Glover 46 The Talcott Mountain Science Center Daniel Barstow 49 Computeronics A Course in Computer Literacy Pi-mien Bird 53

5 Getting Started Bringing Microcomputers into Schools George Ropei and Henry Gaylord 57 Statewide Educational Computer SystemsT ne Many ConsiderationsI Kevin Hausmann 60 Vail Helps Schools Select the Right Computer Detsy Staples 63

6 The Human Perspective Some Thoughts on Computers and Greatness in Teaching rThomas A Dwyer 71 The Hacker Papers 73

7 Resources Education& Software Fi David Lubar 83 Printed Materials 87 Vendors and Manufacturers 88 R & D Mini-List of Resources 90 4 Foreword

The launch of Sputnik in 1957 served to focus attention on our nation's need to provide special education for gifted and talented students The event was like an electrical shock in thatiZ served to jolt the education community into action with a resulting surge of programs, especially in science ano mathematics At that time, computers were very expensive, very large, and very limited in accessibility The thought of being able to provide computer experiences to youngsters in regular classrooms was unthinkable Nearly 25 years has elapsed since Sputnik's flight and advancements in computer technology have turned what was once unthinkable into something that is becoming commonplace Although more computers are showing up in classrooms every yeas , there is still a long way to go before they will be universally available Competition among world powers is as keen today as it was 25 years ago Although we haven't been jolted recently as we were with Sputnik there is no room for complacency Most people agree that computer literacy will be essential for survival in the 21st century Therefore, there is no time to waste It is urgent that our schools provide computer experiences for today's students, especially those who are gifted The articles in this book clearly reveal that experiences with computers drovide students with insight into the thinking process It is hoped that. after reading this book, educators and other individuals in decision-making positions will be motivated to do something about providing computer experiences for all students Articles written by computer specialists, teachers, parents, and students all emphasize the important role computers play in the development of thinking, problem solving, and creativity Model program strategies for getting started and information on the most current resources have been included tohelp administrators who are ready to make the computer connection for their students My sincere thanks to Russell E Adams who provided me with numerous articles forconsideration from his personal collection of computer magazines His advice and corroborationof my selections for this volume was greatly appreciated Jean N Nazzai o October 1981 1 Why Computer Experiences Are Needed Now

Computers and Computer Cultures by Seymour Papert and Classroom Computers Beyond the 3 R's by Fred Bell were chosen as the first sections in this book because they so clearly articulate the value of computers beyond computer-assisted instruction These articles emphasize that real learning comes about when students have the chance to experiment and program computers themselves. Papert comments.."in teaching the computer how to think, children embark on an exploration about how they themselves think. Thinking about thinking turns the child-r) an epistemologist, an experience not even shared by most adultsIf this happens with normal c,len, the insights gained by gifted youngsters may be even more profound. Papert, a mathematician and a student of Piaget, believes that computer experiences for young children will have a profound effect on the age at which they are able to shift from concrete to formal thinking Computer models provide concrete form to areas of knowledge that ordinarily are intangible and abstract. Furthermore, when children learn to program, the process of learning becomes active and self-directed The knowledge is acquired for a recognizable personal purpose. Computers give students some real control over what they learn and how they learn it and this is very motivating. Bell believes that computers can revolutionize learning in schools by teaching children how to function at higher cognitive levels When a student writes computer programs, the six steps of problem solving (posing the problem, precisely defining the problem, gathering information, developing a solution strategy, finding the solution, and checking the solution) must be carried out Children with these skills are capable of learning independently and of conducting the research and explorations that go into creating knowledge. It seems quite evident that children who have been involved in the kind of experiences Papert and Bell describe will have distinct advantages over those who have not, not only because they will be computer literate in an age where computers have become indispensable tools, but because they will understand and be able to control their own thTiking and problem-solving behavior.

1 Computers and Computer Cultures

Seymour Papert

construction of certain components of This material is a condensation (/' builders, children appropriate to their numerical and logical thinking. Children Chapter 1 ofMindstormsby Seymour own use materials they find about them, Papert. published in 1980 by Basic most saliently the models and metaphors learn to count; they learn that the result Books, Inc .of New York City at suggested by the surrounding culture. of counting is independent of order and Those who find themselves Piaget writes about the order in whi.-h special arrangement; they extend this 512 95 "conservation" tothinking about the stimulated by this presentation will find properties of liquids as they are poured it profitable to read the entire work and of solids which change their shape. Children develop these components of In most contemporary educational sit- thinkingpreconsciouslyand"spon- uations where children come into contact Many children are taneously," that is to say without delib- with computers the computer is used to held back in their erate teachingOther components of put children through their paces, to pro- knowledge, such as the skills involved in vide exercises of an appropriate level of learning because they doing permutations and combinations, difficulty, to provide feedback, and to have a model of develop more slowly, or do not develop dispense information. The computer pro- at all without formal schooling. gramming the child. In the LOGO envi- learning in which you The computer presence might have ronment the relationship is reversed: The have either more fundamental effects than did other child is in control: The child programs new technologies, including television the computer. And in teaching the com- "got it" or "got it wrong." and even printing. The metaphor of computer how to think, children embark on But when you learn to puter as a mathematics speaking entity an exploration about how they them- puts the learner in a qualitatively new selves think. Thinking about thinking program a computer kind of relationship to an important turns the child into an epistemologist, an you almost never get it domain of knowledge. Even the best of experience not even shared by most educational television is limited to offer- adults. right the first time. ing quantitative improvements inthe After five years of study with Jean kinds of learning that existed without it. Piaget in Geneva, I came away impressed Sesame Street might offer better and by his way of looking at children as the more engaging explanations t,n a child active builders of their own intellectual can get from some parents or nursery structures. To say that intellectual struc- the child develops different intellectual school teachers, but the child is still in tures are built by the learner rather than abilities. I give more weight than he does the bus ness of listening to explanations. taught by a teacher does not mean that to the influence of the materials a certain By contrast, when a child learns to pro- they are built from nothing. Like other cultureprovidesindeterminingthat gram, the process of learning is trans- Copyright PAO, Basic Books. Inc Used by Per- order. For example, our culture is very formed. It becomes more active and self mission rich in materials useful for the child's directed. The knowledge is acquired for

Adapted from Chapter 1 of M1NDSTORMS by Seymour Papert. Copyright c 1980 by Basic Books, Inc By permission of Basic Books, Inc., Publishers, New York. 3 a recognizable personal purpose. The more or less than four smaller pieces. For child does something with it. The new such problems our children acquire an knowledge is a source of power and is excellent intuitive sense of quantity. But oxpenenced as such from the moment It our culture is relatively poor in models of egins to form in the child's mind. systematicprocedures.Untilrecently I have spoken of mathematics being there was not even a name in popular learned in a new way. But much more is language for programming, let alone for affected than mathematics. Piaget distin- the ideas needed to do so successfully. guishes between "concrete" thinking and There is no word for "nested loops" and "formal" thinking. Concrete thinking is no word for the double counting bug. already well on is way by the time the Indeed, there are no words for the power- child enters first grade at age 6 and is ful ideas computerises refer to as "hug" consolidated inthe following several and "debugging." years. Formal thinking does not develop Without the incentive or the materials until the child is almost 12, give or take a to build powerful, concrete ways to think year or two, and some researchers have about problems involving systematicity, even suggested that many people never children are forced to approach such achieve fully formal thinking. I do not problems, in a groping, abstract fashion. fully accept Piaget's distinction, but I am constructing and executing a program, a Thus cultural factors can explain the dif- sure that it is close enough to reality to very common sort of program, in which ference in age at which children build help us make sense of the idea that the two loops are nested: Fix a first color and their intuitive knowledge of quantity and consequences for Intellectual develop- run through all possible second colors, of systematicity ment of one innovation could be qualita- then repeat until all possible first colors While still working in Geneva I had tively greater than the cumulative quan- have been run through For someone become sensitive to the way in which titative effects of a thousand others. My who is thoroughly used to computers and materials from the then very young com- conjecture is that the computer can con- programming there is nothing "formal" puter cultures were allowing psychol- cretize (and personalize) the formal. Seen or abstract about this task. For a child in ogists to develop new ways to think about in this light, it is not just another powerful a computer culture It would be as eon- thinking. In fact, my entry into the world educational tool. It is unique in providing of computers was motivated largely by us with the means for addressing what the idea that children could also benefit, Piaget and many others see as the ob- Our culture is perhaps even more than the psychologist, stacle which is overcome in the passage relatively poor in from the way in which computer models from child to adult thinking.Ibelieve seemed to he able to give concrete form that it can allow us to shift the boundary models of systematic to areas of knowledge that had pre- separating concrete and formal. Know- viouslyappeared sointangibleand ledge that was accessible only through procedures. abstract. formal processes can now he approached I began to see how children who had learned to program computers could use concretely And the real magic comes crete as matching up knives and forks at from the fat thatthis knowledge in- very concrete computer models to think the dinner table. Even the common "hug" about thinking and to learn about learn- cludes those elements one needs to be- of including some families twice (for come a formal thinker. ing and in doing so, enhance their powers example, red-blue and blue-red) would he as psychologists and as epistemologists. This description of the role of the com- well known. Our culture is rich in pairs, puter is rather abstract. I shall concretize For example, many children are held couples, and one to one correspondences it by looking at the effect of working with back in their learning becave they have of all sorts, and it is rich in language for a model of learning in which you have computers on two kinds of thinking talking about such things This richness Piaget associates with the formal stage of either "got it" or "got it wrong." But when provides both the incentive and a supply you learn to program a computer you intellectual development: combinatonal of models and tools for children to build thinking, where one has to reason in almost never getitright the first time. ways tothinkabout suchissuesas Learning to he a master programmer is terms of the set of all possible states of a whether three large pieces of candy are system, andselfreferentialthinking learning to become highly skilled at iso- about thinking itself. lating and correcting "hugs," the parts Ina typicalexperimentincom- that keep the program from working. binatorial thinking, children are asked to The question to ask about the program is form allthe possible combinations (or not whether it is right or wrong, but if it is "families") of beads of assorted colorsIt fixableIf this way of looking at Intellec- reallyisquiteremarkable that most tual products were generalized to how children are unable to do this system- the larger culture thinks about know- atically and accu-ately until they are in ledge and its acquisition, we might all he the fifth or sixth grades. Why should this less intimidated by our fears of "being be? Why does the task seem to he so wrongThis potential influence of the much more difficult than the intellectual computer on changing our notion of a feats accomplished by seven and eight black and white version of our successes year old children? Is its logical structure and failures is an example of using the essentially more complex? Can it possibly computer as an "object to think with It require a neurological mechanism that is obviously not necessary to work with does not mature until the approach of computers in order to acquire good strat- puberty" Ithink that a more likely ex- egies for learningSurely "debugging" planation is provided by looking at the strategies were developed by successful nature of the culture. The task of making learners lone before computers existed the families of heads can be looked at as 8 But thinking about learning by analogy

4 with developing a program is a powerful much Piagetian learning takes place as a active computer and of how taking the and accessible way to get started on be- child grows up If a person conceives of computer as a model can influence the coming more articulate about one's de- children's intellectual development tor, way we think about ourselves. In fact the bugging strategies and more deliberate for that matter, moral or social develop- work on LOGO to which I have devoted about improving them ment) as deriving chiefly from deliberate much of the past ten years consists pre- My discussion of a computer culture teaching, then such a person y,ould he cisely of developing such forces in posi- and its .mpact on thinking presupposes a likelytounderestimate thepotential tive directions. For example. the critic is massive penetration of powerful compu- effect that a massive presence of .ompu- horrified at the thought of a child Viz- ters into people's lives That this will hap- ters and other interactive objects might onotically held by a futuristic, computer- pen there can be no doubt. The calcu- have on children. ized super pinball machine In the LOGO lator, the electronic game. and the digital The critics, on the other hand, do think work we have invented versions of such watch were brought to us by a technical that the computer presence will make a machines in which powerful ideas from revolution that rapidly lowered prices for difference and are apprehensiveFor physics or mathematics or linguistics are electronics in a period when all others example,theyfearthatmore com- imbedded in such a way that permits the were rising withinflationThat same munication via computers might lead to player to learn them in a natural fashion, technological revolution, brought about less human association and resultin analogous to how a child learns to speak. by the integrated circuit, is now bringing social fragmentation. As knowing how to The computer's "holding power," so us the personal computer use a computer becomes increasingly feared by critics, becomes a useful educa- There really is no disagreement among necessary to effective social and nodal tool. Or take another, more pro- experts that the cost of computers will economic participation, the position of found example. The critic is afraid that fall to a level where they will enter every- the underprivileged could worsen, and childrenwill adoptthe computer as day life in vast numbers. Some will he the computer could exacerbate existing model and eventually come to "think there as computers proper, that is to say, class distinctions. As to thepolitical mechanically" themselves Following the programmable machines Others might effect computers will have, the critics' opposite tack, Ihave invented ways to appear as games of ever increasing com- concerns resonate with Orwellian images takeeducationaladvantageof the plexity and in automated supermarkets of a 1984 where home computers will opportunitiestomastertheartof where the shelves, maybe even the cans, form part of a complex system of sur"eil- deliberately thinking like a computer, ac- will talkThereis no doubt that the lance and thought control. Critics also cording. for example, to the stereotype of material surface of life will become very draw attention to potenti:il mental health a computer program that proceeds in a different for every one, perhaps most of hazards of computer penetration Some step-by-step, literal, mechanical fashion. all for childrenBut there has been a of these hazards are magnified forms of There are situations where this style of significant difference of opinion about problems already worrying many ob- thinking is appropriate and useful. Some the effects this computer presence will servers of contemporary life, others are children's difficulties in learning formal produceI would distinguish my thinking problems of an essentially new kind. A subjects such as grammar or mathematics from two trends of thinking which I refer typical example of the former kind is that derive from their inability to see the point to here as the "skeptical" and the "crit- our grave ignorance of the psychological of such a style ical." impact of television becomes even more A second educational advantage is in- Skeptics do not expect the computer serious when we contemplate an epoch direct but ultimately more important By presence to make much difference in of super TV The holding power and psy- deliberately learning to imitate mechan- how people learn and thinkI hive form- chological impact of the television scow ical thinking, the learner becomes able to ulated a number of possible explanations could he increased by varying the con- articulate what mechanical thinking is for why they think as they do. In some tent to suit the tastes of each individual and what it is not The exercise can lead cases I think the skeptics might conceive viewer, and by the show becoming in- to greater confidence about the ability to of education and the effect or computers teractive, dra Aang the viewer into the choose a cognitive style that suits the action. Cnncr already cite cases of stu- problem Analysis of "mechanical think- dents spending sleepless nights riveted to ing" and how itis different from other the computer terminal, coming t.; reglect kinds and practice with problem analysis both studies and social contact can result in a new degree of intellectual Inthe categoryof new problems, sophistication By providing a %cry con- Knowledge that was critics have pointed to the influence of crete, down to earth model of a partic- accessible only through the allegedly mec armed thought pro- ular style of thinking work with the com- cesses on how people thinkMarshall puter can make it easier to understand formal process can now MacLuhan's dictum 'hat "the medium is that there is such a thing as a "style of be approached the messagemight apply hereIf the thinking." And giving children the oppor- medium isan interactive system that unit) to choose one style or another pro- concretely. takes in words and speaks back like a vides an opportunity to develop the skill person, it is easy to get the message that necessary to choose between styles Thus machines -ire like people and that people instead of inducing mechanical thinking, are like machines. What this might do to contact with computers could turn out to the de% elopmer' of values and self image he the be%t conceivable antidote to it. on it too narrowly Instead of considering in growing children is hard to assess But And for me what is most important in this general cultural effects, they focus atten- it is not hard to see reasons for worry is that through these experiences these children would he serving their appren- tion on the use of the computer as , Despite these concern, I am essentially device for programmedinstruction ptimisticsome might say utopian ticeship as epistemologists. that is to say learning to think articulately about think- Skeptics then conclude that mule the ,+,,;fit theeffectsofcomputers on computer might produce some improve- societydo not dismiss the arguments of ing ments in school learning, it is not likely to 'he critics On the contrary, I too see the The intellectual ensironments offered lead to fundamental change. In a sense, omputer presence as a potent influence to children by today's c ulture% are poor in too, Ithink the skeptical view derives on the human mindI am very much opportunitiestobringtheirthinking from a failure to appreciate iust how aware of the floating power of an inter- about thinking into the open, to learn to

a 5 9 ta.'aboutitandtesttheir ideas by field of activity, ind by children who will is not a matter of a small and technical externalinng them AC, ess to vomputers have their own say in what they pick up choice between two teaching strategies can dramatically Change this situation and what they make of rtPeople often Itreflects a fundamental difference in Fsen the simplest 1 urtle work can open ask whether in the future children will educational philosophies, More to the new opportunities for sharpening one's program computers or bevome absorbed point, it reflects a difference in view on thinning about thinkingProgramming in pre-programmed activities I he the nature of childhoodI believe that the the turtle begins by making one reflect answer must he that some children will computer as writing instrument offers do the one, some the other, some both. children an opportunity to become more and sonic neitherBut which children. like adults, indeed like advanced profes- and mostimportantly,whichsocial sionals, in their relationship to their intel- cl,sses of vhddren, will tall into each cat- lectual prouucts and to themselves, In egory will he influenced by the kind of doing so, It comes into head-on collision computer a,tiv wes and he kind of ernd- with the many aspects of school whose In teaching ronments created around them effect,ifnotwhose intention,isto the computer how to As an c..imple, we vonsider an activity "infantiliz.e- the child which may not occur to most people W (rd processors ton make a child's think, children embark whentheythinkof computers and experience tit writing more like that of a on an exploration childrenthe use of the computer as a real w [-der But this can be undermined if writinginstrument Forme 55 ruing the adults surrounding the child fail to about how they means making a rough draft and refining appreciate what itis like to he a writer. themselves think, it over a considerable period of time My For example itis only too easy to imag- image of myself as a writer includes the ine adults, including teachers. expressing ewes. tation of an "unacceptable- first the view that editing and re- edit:ng a text draft that will develop with XULCCXXIX e is a waste of time i"W by don't you get on editinginto presentable torm But I tosomethingnew''"or "Youaren't would not be able to afford his image if I making it any better. why don't you ttx on how one does oneself what one would were a third grader 1 he physical as t of Your spellme) like the I urtl, to JoI hus teavb.m.: the writing would he slow and labor-isms I Turtle to act of tothink *van lec.i one to would have no secretaryFor most Chil relied or, one s (Ws n acti,ms and thinking dren rewriting a text is s' laborious that And as children move on. they program the first draft is the final copy, and the the vomputer to make more complex skill of rereading with a critical eye decisions and find themselves engages! in never developedI his Changes drama The critic is horrified at reflecting on more vomplex aspects tit tisalls when Children have access to vom- the thought of a their own thinking miters capable tit manipulating text The In short while the croft and 1 share the first draft is composed at the keyboard child hypnotically belie! that working with Computers van Corrections are made easily1 he c urrent held by a futuristic, have a pow ertul influence oil h( (V. pe( pie vopy is always neat and tidyI have seen thinkI have turned my attention to ex- Children tIltte fromitI,tiretests computerized super ploring howthismillions souls!be XX [MTV. tO an intense involvement pinball machine. turnedin positivethree irons las vompanied hs taped improvement of The ventral open auestions about the qualitywithin a few weeks of beginning ettevtofcomputers on children in the to writeX1/4 ith a vomputs'i F yenit ore Iwitis are theseNhivh people will he dramatic vhanges are Weil XX herthe auras fedh,the world of computers, hill has phi steal handle ars that make \s with st with MUSIC making. what talents will they bring, and what writing by hand more than usuallyLid- games of skill, vomplex giaphiLs, what- tastes and klesdos.;ies will they impose on try ult or even impossude everI he computer is not a chltute unto the growing computer vulture'I have I his use of vomputers Is rapidly being itselfbutit can serve isadvance very onserved Children m LOG() environ- adoptedYe herey Cr adultswritefora different Cultural ind phdosophivai out- ments engages! to snit-reteiennal (Ilse us- livingMost newspapers nowpt( kle looksI Of example,tlt s mid think of ms abouttheir own thinkingThis their staff with "word processing'e om- theI t,rtle as a devise is' trash elements s mid happen bevuse the LOGO lan- pilfer systems Many writers who work at (ilthe traditionalL um, ;dun), such as guage and the1 urtle were designed 11 home are acquiring their own computers IlttlIons Of Ingle, shape and coordinate people who emoy such discussion and and the vomputer terminal is steadily ills- systems And in !ay.,most teachers who worked hard to design a medium that pia,. mg the tv pew titer as the sec re tan's ...t/I1XLIII MC about Its use t e trslnt, It` use would encourage itOther designers of bask toolThe image of cluldien using Itin this way Of Course theI tulle Lan ,omputer systems have ditteren: istes the computer as a wrong Instrument is a help in the teas lung of tradimmal e n- and shtterent ideas abs (id what kinds of parIlLulark good example of my thesis its I hove thought of Itas a it try ittes are suitable for Children Which that whatis good totprole,sionals is setts for Plage'lan learning. which to designskillprevail. and inwhat sub- good for children But flits image of how is tettrIlital w11hs,Ut L. titIle llllllll ,.12'ur,awill not he decided by a simple thecompute] might L ()tumbrils' LI(' ate IllOxte who (Milk about creat- hureaue ran,. deosion made f ,r example ehildren s mastery of language is drama is a, 0 1)14'0:Ilan illt1111 or ri a government Department of F dui a- tieally opposed to the one that istail, ;',,igehan teaching niethoslkBut to its non or IttXI eve it,I rends root in most elementary ss. hook I h, wind these phrases Ind the activities they styleskillenlere:e fr 'iii o( vomputet r, seen as a tea, tal( e, 'pie sent ate e,mitaslit how, in terms I onlpicx Xeh of tlet_ Mon`, }Ix Itturbldlltnt., niIt gees Children prat tr. as .1,son- Xtte Plal!tel as the theorist of learning with- X4.1111 ,esoury es to support one or another mishrng between verbs an Irotor, outs Hinc uluni and the thrums! Of the designIA ,:orporations who may see a spelling,and in ansysi III Willie. kind of learning, that liaopens without de- marketby schoolsby individuals ,stn, C fluke( quesh5(ns Ohm; tli, tt liberate teaching1,, turn hint into the icy isle to make their ,t1Itt"in the new proses of text1.I ss " it, this till!, t, th theorist (,I a fleckurriculum is to stand

6 I( him on his nad QW ER FY keyboard QWERTY has santages of using Basic ark. insignificant. But 'teat hingwithoutL uroeulum" stayed despite the existence of other, Yet in most high schools, the language does not mean spontaneous, free lorm more "rational" systems On the other remains almost synonymous with pro- classrooms or simply "leasing the child hand, if you talk to people about the gramming, respite the existence of other alone It means supporting children as QWERTY arrangement they will justify computing languages that are demon- then build their own intellectual struc- it by "obiectise" criteria They will tell strably easier to learn and are richer in tures with materials drawn from the sur- you thatit "optimizes this" or It "mini- rounding cultureIn this model, educa- mize thatAlthough these justifications tional inter-sermon means changing the has e no rational foundation., they illus- culture, planting new construcnse ele- trate a process, a social process, of inth ments in it and eliminating noxious ones construction that allows us to timid a This is a more ambitious undertaking justification for pruninvity into any sys- Giving children the than introducing a curriculum change, tem I think we are well on the road to opportunity to choose but one which is feasible under condi- doing exactly the same thing with the tions now emerging computer We areinthe process of one style or another Suppose that thirty years ago an educa- digging ourselses into an anachronism by provides an opportunity tor had decided that the way to sok e the preserving practices that hose no rational problem of mathematics education was basis beyond their historical roots in an to develop the skill to arrange for a significant fraction of the earlier per.ad of technological and theo- necessary to choose population to become fluent in and en- retical development thusiastic abouti a new mathematical lan- The use of computers for drill and between styles. guage The idea might hase been grad in practiceisonly one exampleofthe principle, but in practice it would have QWERTY phenomenon in the computer been absurd No one had the power to domainAnother example occurs even implement itNow things are different. when attempts are made to allow stu- `tiny millions of people are learning pro- dents to learn to program the computer the intellectual benefits that can come gramming languagesfor reasonsthat Learning to program a computer insolves from learning them The situation is par- has e nothing to do with the education of learning a "programminglanguage adoxical The computer revolution has children Therefore, it becomes a practi- There are many such languagesfor scare ely begun, but it is already breeding cal proposition to influence the firm of example, Fortran, Pascal, Basic, Small- itsown consrsansmLooking more the languages they learn and the likeli- talk, and Lisp. and the lesser known lan- closely at Basic pros ides a window on hood thattheir children will pick up guage LOGO, which our group has used how a consersanse social system appro- these languages in most of our experiments with com- priates and tries to neutralize a poten- throughout the course of this chapter puters and children A powerful halls resolunonary instramert Ihase been talking about the was s in QWERTY phenomenonistoheex- Basic is to computation what whichchoices made hs educators. pected when we choose the language in QWLR rtis to ty ping. Many teachers foundations. gosernments, and prisate which children are to learn to program hase !earned Basic, many hooks has e melisiduals can affect the potentially rs- computers I shall argue in detail th it the been written about it, mans computers olunkmars changes in how children learn issue is consequential A programming ;lase been built in such a way that Basic is But making good choices is not alwoy language islike a natural, human lan- "hardwired" into them In the case of the easy, in part because past choices can guage in that it fas ors certain metaphors, typewriter, we noted how people insent often haunt us There is a tendency ft,, images, and ways of thinkingIt would "rationahz.ations to justify the status quo the first usable, but still prunitise, prod- seem to follow that educators interested In the case of Bask . the phenomenon has uct of a new technologs to dig itself inI inusing computers andsensitiveto gone much further, to the point where it hake Lolled this phenomenon the cultural intluentes would pay particular resembles ideology formation Complex ()AA f RTY phenomenon attention to the choice of language But arguments are ins ented to justify features Fh top row of alphabetic keys of the nothing of the sort has happened On the of Bac,c that were originally included be- standardtypewriterreads VA I Rif contrars, educators, too timid in techno- causetheprimal\ etechnologyde- For me this sy mbolues the ',Ad', in which logical matters or too ignorant to attempt manded them or because alternakives tee hnolosv, can all too often serse not as to influence the languages offeredhs were not well enough known at the time aforcefor progress butfor keeping computer manufacturers, hase accepted the language was designed things stuckDie QW FR Y arrange- certain programming languages in much An example of Basic ideology,s the ment has no rational explanation. only a the same way astheyacceptedthe argument that Basic is eas!iilearn be- historical oneIt was introduced in re- QWFR FY keyboard An infrmatise ex- e ause ttI as a sery small xocahulanIts sponse u. prohteni in the early days of ample is the way in which the program- small xo(abularx Lan he learned quickly the typewriter-The keys used to lam ming language Basic has established itself enough But using it is a different matter he ide.t was to annum/L. the collision as the obvious language to use in tea, h- Programs inBasle acquire so labytin prohlem hs separating those E.ss that mg Am enea hildren how to program throe a strut tuie thatins the most moti- followed one another frequentsJust a computersI he reles ant technical infor- ated and brilliantmothernathar, chil- trio scar, later general troproxements mation is this sers small Lomputcr dren t',1 learn to useitfor more than the teLhnol,,, remocd the ramming he made to understand Basic while other trix tat ends hut VA ERINstilt ktime languages demand mor., horn the e ompu t inn thwill ask \Os the teachers do not ad, tpted. it result 1in mans milhons of terI bus. in the earls (lass when compo- notu ethe 'Ilk ulo.thildien hasein p.-Araers .ind a method indeed a full rt: power was extremls espcnsis e theft ica Mine Bash_ I he answerissimple ni 1tor learning Hum! w,', tek.0111, reds,t; Hu the \,1,,ttea( hers do not expe1/4 thigh per 1 he st,Lial ,tt,. hinee if or ea/upit use 1 Basle partiL Marlsin se hools inanthunt most students, espLially putting the most used tress lion !her On wheic budgets were always tightI oda\ 1,1 a .1,unam of Nt rk that appears to he as the ixex hoard, mounted with the xestd and m last for ses cid] sears itowthe Illatit di and 'Iii pm, interestr..atd hs the fa, t that so mans (omputer memors has taller, the amming i bus thek u, lilt'sgeneral tin.ters now knem, Ionstofollowthe p,,int %OCR" an temaining ftt,,nt mut ad pc to option tot mathematies inaL Lessi-

1 -1 7 Compute( Cultures, continued... biz bolsters the maintenance of Basic, in education" is still at the stage of the which in turn confirms these perceptions. linear mix of old instructional methods Moreover, the teachers are not the only with new technologies. people whose assumptions and pred- We are at a point in the history of judices feed into the circuit that perpetu- education when radical change is possi- ates Basic. There are also the computer- ble, and the possibility for that change is ises, the people in the computer world directly tied to the impact of the compu- who make decisions about which lan- ter. Today what is offered in the educa- guages their computers will speak. These tional "market" is largely determined by people, generally engineers, find Basic what is acceptable to a sluggish and con- quite easy to learn, partly because they servative system. But this is where the are accustmed to learning such very tech- computer presence is in the process of nical systems and partly because Basic's creating an environmentfor change sort of simplicity appeals to their system Consider the conditions under which a of values. Thus, a particular subculture, new educational idea can be put into one dominated by computer engineers, is practice today and in the near future. Let influencing the world of education to us suppose that todayIhave an idea favor those school students who are most about how children could learn mathe- like that subculture The process is tacit, maticsmore effectively and more unintentionalIt has never been pub- humanely And let us suppose that I have tically articulated, let alone evaluated. In been able to persuade a million people all of these ways, the social embedding of that the idea is a good one. For many Basic has far more senous consequences products such a potential market would than the "digging in" of QWERTY. guarantee success. Yet in the world of There are many other ways in which the attributes of the subcultures involved with computers are being projected onto the world of education ''or example, the Basic is to computation idea of the computer as an instrument for drill and practice that appeals to teachers what QWERTY is because it resembles traditional teaching to typing. methods also appeals to the engineers who design computer systems- Drill and practiceapplicationsarepredictable, simple to describe, efficient in use of the machine's resources. So the best engi- education todaythis would have little neenng Hent goes int _) the development clout. A million people across the nation of computer systems that are biased to wouldstill mean a minority in every favor this kind of application The bias town's school system, so there might he operates subtly The machine designers no effective channel forthemillion do not actually decide what will he done voices to be exr.essed Thus, not only do inthe classrooms. That isdone by good educational ideas sit on the shelves, teachers and occasionally even by care- but the process of inventionisitself fullycontrolledresearch experimenes stymied This inhibition of invention in But there is an irony in these controlled turn influences the selection of people experiments. They are very good at tell- who get involved in education Very few ing whether the small effects seen in best withtheimagination, creativity, and scores are real or due to chance. But they drive to make great new inventions enter have no way to measure the undoubtedly the field. Most of those who do are soon real iand probably more massive) biases driven out in frustration. Conservatism in built into the machines the world of education has become a self- We have already noted that the conser- perpetuating social phenomenon. vative bias being built into the use of Fortunately, there is a weak link in the computers in education has also been vicious circle. Increasingly, the compu- built into other new technologies The ters of the near future will he the private first use of the new technology is quite properly of individuals, and this will grad- naturally to do in a slightly different way ually return to the individual the power what had been done before without itIt todeterminepatternsofeducation. took years before designers of auto- Fducation will become more of a private mobiles accepted the idea that they were act, and people with good ideas, different cars, not -horseless carriages." and the ideas, exciting ideas will no longer he precursors of modern motion pictures faced with a dilemma where they either were plays acted a). if before a live audi- have to "sell" their ideas to a conserva- ence but actually in front of a camera A tive bureaucracy or shelve them They whole generation was needed for the new w ill he able to offer them in an open art of motion pictures to emerge as some- market placedirectly to consumer.. thing quite different from a linear mix of There will be new opportunities for imag- theater plus photography Most of what ination and originality. There might he a has been done up to now in the name of renaissance of thinking about "..ducational technology" or "computers education

8 12 Classroom Computers: Beyond the 3 R's Fred Bell

The classroom computer should, and can, go far beyond rote computer-aided instruction by teaching the student to analyze, evaluate and develop complex skills. Perhaps, as a result,the long- awaited "revolution in education" will be here sooner than predicted.

Since 1965. compi,er buffs, my-result in not learning some very useful computers, good computer applica- self included, have been promising aand important things. Consequently tions may increase in schools. Home- revolution ineducationbecause schools are useful in coercing stu- computing enthusiasts have already computers are going to school. Butdents, hopefully in a friendly andbegun to take learning out of the where is this revolution? Certainly Interesting way, into learning some schools and are putting some of it theye has been atleast a modestthings that are good for them which back into the home where it belongs. learning revolution; this is apparent may not be learned otherwise. Out-of-Conversely, as more and more per- from the many pe 31e who are school learning can be both good and sonal computers come to school, leaning about computers and usingbad, but so can in-school learning,teachers can bring some of this good intothe them to learn other things. !1 spite of which gets us to personal-computers "streetlearning"back the fact that some worthwhile appli- and the education revolution. schools for the benefit of all students. cations are being done with com- Only $500 remaining in an equipment - Personal Computers and Dollars and- supplies account at the end of puters in a few exemplary schools, the fiscal year can buy the first of tots learning revolution has yet to take One of thebigreasons why place in most schools. There has many personal computers for student personal computers may catalyze a and teacher use. been an evolution in school learningrevolution In our schools is that they History shows that many tech- (at least In many schools) that can beare relatively cheap and should gt attributed, in part, to computer technological innovations that could be even cheaper. Any family that cal. quite useful in promoting learning in nology, but no real revolution. afford two color TV sets can now Before considering the potential schools do not get much use in afford one color TV and a personalschools until after they are common revolutionaryeffectsofpersonal computer. Of course, any high school In homes and on the streets; for computers upon education, it is help-that could scrape up $10,000 per year ful to differentiate between school example, TV sets, audio recorders for each of 10 yea s from a 51,000,000and hand-held calculators. Now that learning and out-of-school learning. per year budget could have had nearly personal computersare "on the The two are not always the same. Weall of its students using a minicom-streets," we are beginning o see tend to learn things away from schoolputer since 1969. (See James Sun-them filtering into schools. But will when we want or need to learn themder,Mathematics Teacher,May, and we do so in our own way and at they be able to revolutionize educa- 1978, pp. 443-447.) Fortunately, ationin schools? TV sets,audio our own speed. This kind of learningfamily's decision- making processes has advantages and disadvantages. recorders, calculators, and even mini- in buying a personal computer arecomputers, while affecting what goes One advantage comes from higherless cumbersome than a sbhool's. motivation which encourages more on in schools, failed to revolutionize Unfortunately for school students, aseducation. Can we expect the per- inspired and efficient learning. On theDavid Lichtma' found (Creative Com- other hand, the tendency to avoid dif- sonal computer to become a revolu- puting, January, 1979,page48), tionary agent? Yes, I think we can. ficult or uninteresting tasks mayeducators are less enthusiastic about Fred sot. Professor of Mathematics Educa-the computer's role in society and its Personal Computers and Motivation tionUniversity of Pittsburgh, Division ofpotentialforimproving education Teacher Development, 4A01 Forbes Quad- than the general public. One of the most serious problems rangle, Pittsburgh, PA 15260 But now, with low-cost personalin schools is that of motivating stu)

From Creative Computing, Volume 5, Number 9, pages 68-70. Copyright I111 by Creative Computing. All rights reserved. Fleprinted wiM permission. 9 r Most people (including teachers and demonstratea, through many dramatic examples, that computers can be dents; tnat is, making them want tostudents) are impressed by good interactive computer games, simula- used in schools to help teach know- learn what teachers try to teach The ledge, understanding, and applica- motivation problem occurs because tions and tutorials, which provide sometimes teachers want to teach recognition and influence for their tions of various subjectsthings that creators Finally, messing around, in were being done fairly well without things (for good reasons) to students computers. This is the evolutionary who do not particularly care to learn at a meaningful way of course, with a hope for personal computer can be relaxing aspect of computes in education. the time Perha. the best thehigher-level motivating students to learn in school and enjoyable,inspite of many But what about minor, temporary frustrations and cognitive activities, those things that is to pay attention to the nature of out- we haven't been able to teach very of-school learning.It appears that aggravations. Therefore, we find that personal successfully in school? Herein lies people learn non-survival things away the true power of computers (espe- from school for several reasons: (1) computers ;n the hands of students in school can remove some of the artifi- cially personal computers) to really People learn to make things work revolutionize learning anteaching in (such as cars and computers) because cial constraints of typical classtoom schools. they like to have control over impres- environments and replace them with (2) People learn tosome ofthepersonalfreedoms Writing a computer program re- sive machines quires analysis and synthesis of the build model airplanes, radios, book- inherent in many non-school learning because they find satis- situations. subject under consideration as well cases, etc as the programitself. A student faction in creating something from cannot write a program totutor nothing, or next to nothing. (3) People Personal Computers and Learning others, play a game, simulate a situa- teeth classes, give speeches, and What is learned in school? Eng- write wiicles DeCaUSe they like to tion, or solve an exercise without lish,reading,writing,arithmetic, analyzing the topic being studied and share theii opinions and knowledgeFrench, history, etc ? Yes, these are synthesizing it into a coherent teach- with others and possibly influencesome of the subjects that are taught ing/learning program. The synthesis other people's opinions. Many things but students should learn many other requiredinwritingtheprogram are learned because people enjoy thethings that subsume allsubjects. property and the analysis in debug- recognition and approval of otherThat is, students need to study each ging it provides additional practice at people (5) Other activities that are not subject in a manner that permits them synthesizing and analyzing. Since necessary for survival are carried out to function at all of the following many non-tutorialcomputerpro- for relaxation, enjoyment, and self cognitive levels' grams are higher-lever applications of satisfaction topics, the student programmer must But why do so many students dis- knowledge like learning in school'? First, stu- understanding evaluate the approriateness of alter- application native approaches to the topic and the dents seldom have control over the program. When a studentwrites acaden :c machinery of schools; that analysis synthesis computer programs to extend and is, the classroom learning environ- evaluation clarify topics in school, the six steps ment Second, creating and building in problem-solving (posing the prob- tangible thinas occurs all to seldom problem solving knowing how to learn lem, precisely defining the problem, mss.Third, students' in most r' creating knowledge gathering information, developing a opinions _ e overshadowed by solution strategy, f;nding the solu- teachers' . sin many class- Schools are fairly good at impart- ing Knowledge (i.e., "George Wash- tion and checking the solution) must roomsFourth, many students get be carried out. On the other hand, low grades in school, which interferes ington was the first U.S. president") and understanding (i.e., "2 + 3 = 5most so-called "problems" in text- with their quest for recognition and books are realty exercises for practic- approval. Fifth, much of what stu- because 2 marbles together with 3 ing skills, which require only one of dents have to do in school is neither marbles is5 marbles"). However, the six steps of problem solving, relaxing, enjoyable, nor self-satis- schools are only moderately suc- namely, finding the answer. After fying cessful at teaching applications (out- several years of working with people But how can a few personal com- of-school uses for each subject), analysis (breaking a skill or concep- in Project Solo at the University of puters in a classroom solve these Pittsburgh, we found that many stu- motivational problems for students tual structure into its parts), synthe- dents and teachers could carry out and teachers'? Well, computers andsis (building complex skills or con- independent research of their own computer-enhanced learning are notceptualstructuresfromsimpler choosing in computer-enhanced educational panaceas, but they can things), and evaluation (comparing learning environments That is, these give students some real control over skills and structures and making people were creating knowledge and judgments about them). Schools and what they learn and how they learn it learning how to learn independent of Making a computer (an electronic teachers have even less success at people who were labeled as the teaching studentstheskillsand monster) do one's bidding is fun for teachers and rooms that were called many people, in spite of the fact that heuristic procedures of problem solv- classrooms it is, at times, tedious and frustrating ing, how to learn independently of teachers and courses, and ways of Now personalcomputerscan Writing a computer program and bring the Solo concept of high-level, making it do what it is supposed to doconducting the research and explora- self-motivated learning out of the iscreating something both a tions that go into creating knowledge physical and an intellectual creation During the past 15 years we have research - and development laboratory

10 I References and putitin the hands oflargehear of anyone dozingoffwhile numbers of students and '-iachers insitting in front of a personal com- Barstow, Daniel "Computers and Educa- tionSome OLestions of Values," Creative school classrooms. puter Computing 5 116-119 , Feoruary 1979 Carrying Out the Revolution For several years mathematics Bell, Frederick H "Why Is Computer-Re- teachers worried about whether kids lated Learning So Successful", Educational Even before the advent of personal should be allowed to use hand-held Technology 14 15-18, December 1974 the Bell, Frederick H "Can Computers Really computers (as early as 1972), calculators in school. The popularity Improve School Mathematics?", The Mathe- computer technology and courseware of calculators outside school quickly matics Teacher 71 428-33, May1978 existed for a revolution in teaching settled that issue. Nearly every family Dwyer, Thomas A "Soloworks Computer- and learning in schools. Now per-had a calculator. Pre-school children Based Laboratories for High School Mathe- sonal computers with their low costs, playedwiththemandstudents matics," School Science and Mathematics 75 93, January 1975 easy accessibility, total dedication tobrought them to school. Teachers Lichtman, David''Survey of Educator's the user, and person-on-the-street could not ignore calculators because Attitudes Toward Computers," Creative Com- popularity may provide thelong- it was impossible to keep them out of puting 5 48, January 1979 awaited catalyst that is needed to Molnar, Andrew R "The Next Great Crisis in school ;so now they are trying to American Education Computer Literacy," THE make some dramatic changes in how determine how best to incorporate Journal 5 35 -38, July/ August 1978 computers are used in schools. In acalculatorsandcalculator-related few years large numbers of stuoentsskills in'o the school mathematics entering high schoolwillbeas curric' M. Even if people try to keep ABZ GOMPUTE12 COuVeViz familiar with a computer as they are per&31 computers out of schools, now with a TV set, probably more so they are going to failIn a few years, since they will have activelypro- when they are more efficiently pack- 4 I tlI grammed a computer, in comparisonaged and even less expensive, per- to watching television passively. sonal computers can fill the "lunch- As a consequence of the popu- box-technology"voidcreatedby 1 larity of television, Americans areschool-lunch programs. Instead of a accused of having become spectators lunchbox, students will be carrying a ratherthan participantsin life PET or TRS-80 computer on a handle Personalcomputingcertainlyre- to school. When this time comes, an quires active intellectual participationApple for the teacher will really help a "MrAxtlbroad will see you now, sir on the part of the user.I have yet tokid get a better grade in school 0 Keep your seat CreatIve ComputIng

A If 11 2 Perspectivesof Gifted Children and Youth

Two of the three articles in this section were written especially for this book The twohigh school students who were invited to contribute were selected because their experiences with computers wereknown to have had a significant impact on their lives. Although their experiences differ in some respectsonehas his own personal computer at home, while the other has access to large mainframe computersboth kilow that their future lies in the field of computer technology. One of the authors, Stephen Bloch, a high school senior, recognizes the samequalities in computer experiences as do Papert and Bell. Bloch comments.

Teaching the skills, habits, and disciplines of computer programming improves a child's(or an adult's) ability to think, and these skills should be taught for the same reasonsthe so-called Great Books should. In computer programming, nothing can be glossed over, nothing can be left to cureitself, and everything must be accounted for. The invention of computers has caused irrevocable changes inhuman society, and within 40 years will bring about changes we cannot conceive of today.Even if it were desirable to eliminate them from our lives. we cannot reject them now without cripplingcivilization for decades. Obviously, therefore, we must adapt to them: learn why they work, learn how to use them, andtake advantage of their grc'h by learning from them. Computers are not "newfangled" things thatwill go out of style in 10 years. If we do not teach our kids to adapt to therapid changes the next 40 years will bring, we are making them maladjusted to theirworld frcm the start.

For Christopher Karnes, an 11th grade student, his computer has been like a magic carpetAs a result of his interest, he has participated in activities he probably never wouldhave engaged in otherwise. For example, Chris experienced the challenge of taking college courses and the pleasureof successful completion while still a high school sophomore. He designed a research studyusir.g his computer which earned him a first place trophy in the State Science Fair. Chris believes computerexperiences can be used s, ccessfully by all children and youthbecause computer programming is a fascinating, creative, and lit ellectual challenge. The final article in this section describes the computer experiences ofSafi Bahcall an 11-year-old eighth grade student. The article also presents two programs Safi has developed Hisintroduction to the world of computers is similar to that of Karnes in that they both have TRS-80personal computers. Safi's programs were inclJded to illustrate what level of accomplishmentis possible when children are turned loose with a computer

13 Reflections of A Computer LanguageNut

STEPHEN BLOCH

I joined an Explorer post in my area My introduction to computers came in learning to program and use a computer, whi,:h met every week at the Honeywell December 1979 There was a computer and every multi-user system I have building for 2 hours to learn about com- room in my high school, and throughits worked on has had an easily accessible puters, and found to my delight that their windows I had seen some friends of mine program to perform this message-send- computer ran LisP A friend in my CoM- typing away fevenshly at what I recog- ing function puter Science class mentioned a Ian- nized after some thought as computer guaged called FORTH, in which pro- terminals If took me about a week to find grams consisted entirely of wordsdefined enough nerve to knock at the door. Inter- in terms of each other, and this interested estingly enough, it was not the computer Exploring Computer Languages me All of these languages,collectively itself thatI was afraid ofI had read referred to as "high-level languages," enough about how computers were a During the first year of my computer use were based upon and defined in a ma- man-made invention completely con- I was restricted to BASIC, though I did chine language, which is fast, compact, trolled by humans to be interested, not use two of the dozens of different ver- and utterly unreadable. Then I started to frightened. by the prospect of controlling sions of itIn 11th grade I took the Com- wonder what such a low-level language them myselfI was afraid of the rites of puter Science II course and was intro- was really likeIn short, I went language passage intothe "computer clique," duced to FORTRAN, one of the oldest crazy, and I still am to some extent. which I envisioned as some sort of Pytha- computer languages, dating to the late When introduced to computers, most gorean mystical society Fingers crossed 1950'sI didn't like it, partially because people find some area of special interest behind my back, sweat dripping from my the nearest computer that ran it was a in which they, too, "go crazy," though not brow, I raised a fist to knock at the door different model that had more compli- many are language nuts as I am For ex- and was greeted with the anticlimactic cated commands and no documentation ample, one of my friends does only what math to explain how to use them Because of news that I would have to talk to a programming is required for class and teacher down the hall to obtain an ID en- this association, and the fact that it con- spends mostofhistimeimproving abling me to use the computer Oh Brave tained few features our version of BASIC lacked, I still dislike FORTRAN. However, and testing a homemade microcomputer, New Worlds which he has now built up to the level of The computer I was first introduced to the idea of the existence of languages a relatively cheap hand-held program- was a "mini" called the Hewlett-Packard other than BASIC, to which I had grown mable calculator, but which has far more 2000. It could communicate with up to 32 so accustomed thatI had almost for- capacity for expansion My Explorer post users at a time, most of whom were con- gotten it was an invented language to be- is divided into three groups,roughly nected by telephone cable from all over gin with, Intrigued me equivalent to patrolsin Boy or Girl the county This particular computer "un- I started trying to write my own lan- Scouts, which concern themselves re- derstood" only one of the many artificial guage, modestly called BLOCH (Branch- spectively with software, hardware, and languages on the market today, an edu- Loop Oriented Computer Handler) and simulations (programming a computer to cational language developed in1364 found that I could not write it efficiently act like a different type of computer or called BASIC BASIC is more readable without a language specifically deigned to understand a different language) and and hence easier for a beginner to under- for writinomputer languages There- although every Explorer does some pro- stand than FORTRAN, LisP, or machine fore, I started learning SPL, Systems Pro- gramming, we work mostly within our language However, its unstructured style gramming Language I had little success groups is responsible for most of the sloppy pro- writing in it, but its modular structure was One effect seen in people, especially,. gramming in the world today, because so quite different and far more logical than teenagers, who spend a lot of time with many programmerslikemyselffirst the linear structure of BASIC and FOR- computers is somewhat frightening. In learned BASIC Its greatest selling point TRAN Then Itried PASCAL, a similar some cases they forget how to commu- is that it is by far the most widelyknown modular instruction language my father nicate with everyday, illogical humans language for personal and small busi- told me aboutI visited my cousin at MIT The closest approach to this I have seen ness computers in the worldRegardless and found that his computer science myself is a tendency to semiconsciously of the language, however, the multi-user course used one of the oldest structured speak in jargonese and buzzwords ("trou- system was appropriate for a beginner languages, LisP (List Processing lan- ble utilizing the FOPEN intrinsic in an because there were always plenty of guage) I started trying to learn that, SPL sysdump program that breaks s VU- experienced people to talk to via a mes- which was difficult because I had no LisP rity by FCOPYing the low-memory end of sage-sending program built into the sys- instruction mar Jal, and of the two in exis- the working-directory RAM") with people tem The ability to call on more experi- tence, one was obsolete and the other who know tittle or nothing about comput- enced people for help is important in incomplete

15 ers This effect can be avoided if the per- practical value such skills will have in a In computer programming, nothing can son concerned works on computers less computer oriented world, both in lob -find- be glossed over, nothing can be left to than about four hours a day, but its exis- ing and in everyday life. However, a major cure itself, and everything must be ac- tence gives one pause goal of today's programmers is to make counted forIf seemingly insignificant computer programs more and more problems are ignored, they often man- "fnendiy" so computer training beyond ifest themselves in grandiose ways, com- the point of losing the fear of computers monly known as bugs or zarkas (A sim- The Attraction of Computers will have little practical everyday use ple example might be a chess program A more significant development, how- that, whenever you legally take one of its We have seen ;hat young people are of- ever, is the series of programs written in pieces, eliminates instead your corre- ten naturally attracted to computers for a the last 5 years, as program generators sponding piece ) As a result, program- variety of very basic reasons ("Ooh, look A person with little or no skill at pro- Li the pretty colors!" "I take the center mers, even if they communicate only with gramming can specify in everyday En- "friendly" computers in spoken English square "We'll show those Klingonsl glish what he or she wants a program to gradually learn to think more clearly and Ahead Warp Factor Four!" if I bishop to do, and a program generator such as The with greater comprehension of the ab- King's knightfive,he'llprobably Last One will writeit quickly The Last stract effects of their actions 'Where in the user-input routine do I want One works best for applications pro- the error-trap subroutine to return to' ") grams, those which serve a specific pur- Computers are virtually impossible to de- pose such as playing a game or predic- stroy or even mildly confuse without a long-term, conscious effort, and even ting the position of a spaceshr, but YACC (Yet Another Compiler Construc- Children and Computers witn oneI've +nee The most important tor) or something similar will quickly write requirement to iearning about or even If computer use and familiarity are indeed an interpreting program for almost any with computers is freeing oneself from to be taught widely, as I have suggested, language you can specify What all this hangups about robot revolutions and I believe they must be started early in life, means, according to many computer au- preferably in thelowerelementary looking foolish, so that one can concen- thorities, is that in 20 to 30 years there will gradesChildren have several advan- trate or learn ng from and teaching these be little need for human programmers at idiot-savant machines Now that you tages over adults in the process of learn- all know more or less how to learn about ing As I have already mentioned, they do The purpose of bringing up children not have a fear of looking foolish A child, computers, it might be nice to know why with computers may not, therefore, be to as well at least before adolescence, trying to prepare them for the abundant lobs of a learn a complex skill like computer pro- computer oriented world, such a world gramming often couldn't care less about would indeed have plentiful lobs in com- his or her reputation and simply wants to puter operation and programming A The Need for Computer Literacy learn more about these fascinating ma- technological advance cannot be consid- chines An adult not already experienced Over the past few years numerous rea- ered as having been truly accepted until it at computer work might spend hours sons toglorify computers have been becomes ludicrous to even talk about be- searching in his own mind for an answer found, so Eli skip briefly through the more ing "oriented" toward itOne might call while a bright 10-year old working on the obvious ones to one I feel is both more our society "television oriented" or even same problem will ponder for only a min- valid and more important for gifted chil- "automobile oriented," but only the most ute or two before asking someone more dren than all the rest combined The use preciseanthropologists wouldcallit knowledgeable for help of the computer as a teacher's aide de- "wheel orientedGranted, wheels have The danger of kids losing their social pends on optical-scanner forms, from been around for thousands of years, but skills by immersion in computerese may general ones a teacher can use for in view of the incredibly accelerating pace be averted, not aggravated, by an early multiple-choice tests to nationally sten, of technology in this century, I doubt that introduction This phenomenon is most dardized tests like the SRAATED, the computers will take over 50 years to common in teenagers who are new to PSAT,NMSOT, and the SAT Without reach the same level of acceptance and computers and still excited about them as black No 2 pencils to fillin the entire ignorability an end in themselves Children who grow circle but not lap outside it (see example As far as I can see, the greatest boon up with computers as a fact of life are less on your test booklet, back page), our col- of computer literacy is a fairly intangible likely to jump into them with the same leges and high schools would come to a one Teaching the skills, habits, and disci- all-consuming fervor I have occasionally screeching halt within a month or two! plines of computer programming im- witnessed and fallen victim to, but will be Many high schools and most colleges proves a child's (or an adult's) ability to more likely to simply accept computers have kept grading, scheduling, and atten- think, and these skills should be taught for what they are dance information on computer files 'or for the same reasons the so-called Great It is a well-known fact that children are years But a system in which teachers Books should. For example, Euclid's Ele- particularly adept at learning languages, use computers regularly and students not ments contains little factual knowledge and I suspect that thisability applies at all will clearly give young people the that has not been rehashed and then equally to logical thought patterns of the impression that computers are "urown-up taught in an easier fashion, not to men- sort one develops after a few hours of things' which they are not allowed to use tion its relative inapplicability to everyday playing chess, twisting a Rubik's cube, or Admittedly, the feeling of forbiddenness life, dealing as it does with a system that programming a computerIn any case, often adds a thrill of danger, but in this does not repnisent reality,as Euclid such computer languages as BASIC, case it also prevents students from ask- knew quite well The benefit of the Ele- PASCAL, and LisP certainly qualify as ir.4 their teach3rs for help ments is simply that it teaches the habits languages in the way they are learned, ')ne commonly cited reason for teach- of clear, rigorous thought in the same way though they may have smaller vocab- ing kids about computers is the immense computer programming does ularies and more logical (and hence more

16 18 easily learnable) grammars than do hu- Conclusion them learn why they work, learn how to man languagesChildren,therefore, use them, and take advantage of their The invention of computers has caused growth by learning from ihem Computers should have less trouble learning both the trrewcable changes in human society, are not "newfangled' things that will go techniques and the disciplines of com- and within 40 years willbring about puter use and programming than adults out of style in 10 years If we do not teach changes we cannot conceive of today wouldIn addition. they can more fully our kids to adapt to the rapid changes the Even if it were desirable to eliminate them internalize the logical thought patterns next 40 years will bring, we are making from our lives, we cannot reject them now them maladjusted to their world from the necessary for good programming, so without crippling civilization for decades start they benefit more from the' aining Obviously therefore, we must adapt to

r A 17 edge ofstatistics and research techniques, but gave me a first place trophy in the State Science Fair in the category of Behavioral and Social Sciences I wanted my final independent study It Started with Games project to be spectacular and challenging so I decided to develop my own applica- CHRISTOPHER KARNES tion language to be implemented on the TRS-80 The language was to be used to utilize fully the TR S-80's limited graphics capabilities and was to use many of My interest in computers began about 4 The next year, when I entered the tenth the best features of BASIC, PASCAL, years ago her meeting a graduate stu- grade, I already knew what my first inde- FORTRAN and COBOL The language dent who was working on his dissertation pendent study project was going to be I was to be called GRAPHIX and was to be He had acquired the use of a computer wanted to do something with a language divided into relocatable modules that terminal and invited me over to play some other than BASIC I chose FORTRAN a could be called upon whenever needed computer gamesI was fascinated by language that I had been introduced to at The project ran into some problems what the computer could do After that my the summer computer camp But just during the middle of the 9 weeks mainly interest in computers was sustained by learning FORTRAN wasn't enoughI had due to a major hardware malfunction and an occasional book or magazine from the f', nave something to show for 9 weeks of is currently in the process of completion university library In addition, my interest work So I decided to write a game in I am hoping 'o use this project as my in electronics was fostered by working FORTRAN The game was to be entitled 1982 Science Fair entry with several Radio Shack kits FANTASY and was to be based on the Currently, as of the summer of 1981, I Then, suddenly, from out of thin air, my popularrole-playing game Dungeons am assisting With a 2 week summer pro- parents gave me a model 1 TRS-80 mi- and Dragons grain for the gifted at Mississippi State crocomputer with level 1 BASIC and 4K Then the question arose as to what University in which 1 week is devoted to memory as a Christmas giftThis was type of resources should be used The working with computersI am also trying about 2 years ago and came as quite a university library had several books on to get FANTASY, along with several other surprise to me FORTRAN, but that wasn't enough for games written for the TRS-80, published For the next week, I practically locked me The best resource I could think of as well as completing GRAPHIXI am myself in my room and worked through was a university course I could learn now enrolled in two new courses at the the entire level 1 BASIC manualI had about FORTRAN and get college credit at University, one on COBOL and the other some previous experience with TR S-80's the same timeI decided to do it, and it on BASIC My primary interest now is so the first few chapters were relatively wasn't difficult at all Some of the con- computer graphics and I am saving mon- easy For the next couple of months, my cepts I used in my game program would ey to purchase a high quality computer time was spent writing BASIC game pro- later be taught in the FORTRAN course graphics board to interface my TR S-80 grams, and reading more about BASIC and some of the concepts taught in the which I recently upgraded by adding a and computers in general FORTRAN course I would later use in my variety of peripherals The computer even helped me in my program I've kept up an extensive computer li- school workI could write programs to At the end of the 9 weeks. I had a fan- brary which I have supplemented with quiz myself on spelling words and sci- tastic 1000 ,line game program to sub- subscriptions to Creative Computing and ence and history termsI even integrated mit as well as numerous programs com- 80-microcomputer,as wellas many the computer into an independent study pleted in my FORTRAN course, and I still books and textbooksI also make exten- project that was required in my school's had half of the fall semester to complete sive use of the university library which gifted program The topic of the project my FORTRAN course, which I did suc- carries many journals and magazines as was focused on teaching elementary cessfullyIt was one of the most chal- well as a large assortment of books school children TRS -80 level1 BASIC lenging experiences in my lifeIn addi- For undergraduate school, I plan to at- The project was completed with much tion, it helped me in many ways besides tend the University of Southern Missis- success just learning FORTRAN My grades in sippi or another university depending oil That summer I began to realize the lim- school rose to new heights. I developed SCtil larshipavailability For graduate itations of the compute' hardware I pos- better study habits, and my interest in study, the Harvard Institute of Computer sessed and how the hardwal t., was lim- computers was strengthened Graphics is a possibility iting my software production So, toward Ienjoyed my first college class so I look positively at a career in computer the end of the summer I upgraded my much that I enrolled in an advanced FOR- graphics which combines my interests in compu'er system's memory to 16K and TRAN course during the spring semester computers with my interests in the arts language capacity to level 2 BASIC This With the new course came two new inde- Computers can be used with great suc brought my computer system closer to pendent study projects The first was a cess by all of today's youth because com- the standards I desired study on whether the season of birth af- puter programming can be fascinating as During the same summer, I attended a fects f!ie level of a person's intelligence well as a great creative and intellectual computer camp on the University of For this project, I used a statistics pack- challenge Southern Mississippi campus This was age available on the University computer quite an experience botn educationally system The data were collected from and socially for it introduced me to some several school districts on children cur- Chi. topher J Karnes is a student at Hat- friends throughout the state that I still call rently enrolled n gifted programs This tiesburg High School and the University on when in need of programming ideas project not only gave me a strong knowl- of Southern Mississippi

18 40 Two Programs from a Young Eighth-Grader

SAFI BAHCALL Introduction by Harold Nelson

What would happen if young children tor) which allowed him to use the tele- there is a certain chance that it will make were given free access to a personal phone to tie into the Princeton University or miss the problem computer to use at their pleasurenot computer Safi has written another program to just to play games and run prepared pro- When he hooked up to the Princeton help his nine-year-old brother with his grams, but to use when and where they computer, he discovered that their termi- weekly spelling words But his biggestjob wanted for whatever purpose they saw nal program allowed him to input data but to date has been working for a person in fit? not to display it on his video terminal So, the Astronomy section of the Institute for The accompanying programs are one with a friend, he simply edited their termi- Advanced Study He wrote a fairly long example of what can happen and their nal program Now he can see what he is program that used the Monte Carlo meth- author represents the kind of young self- typing in Whenever he does tie into the od (a statistical technique) to test the vii taught computer scientist that can result Princeton system, he usually has some- la! theorem (a theory from the branch of For example, he Elevenyear-old Safi (a nickname for thing specific to do physics known as statistical mechanics) Assaf) Bahcall is in the eighth grade, hav- prepared the following programs and de- The person Safi was working with gave ing skipped fifth grade, at his local middle scriptions using the text-editing capabili- him the equations, but Safi devised the school in Princeton, New Jersey He is ties of the Princeton computer way to program them "I did it for him," he now completing tenth-grade geometry, There are two Apple computers at says proudly, and I got $120 from the already having completed Algebra IHe Safi's school, but he says they are mainly Institute for doing that one jobI am cur- says. 'I do well in math, even though sci- used for games He has, however, helped rently working on another version of the some teachers with programs for algebra ence is my favorite subjectHe likes program physics, though all areas of science inter- and science He has also written a pro- Safi is saving his money to get a print- gram for the TRS-80 called Dog Race est him er At present, he still has to go to the that helps his younger brother practice Ilike computers and have spent a lot Radio Shack store with tapes of his pro- addition The program of time with them," he admitsa lot of grams to get listings time in the past two years, that is He "asks you your name and how many peo- If you are wondering why a store would began working on computers by simply ple you want to play You can play against let a child come in and start using com- going into his local Radio Shack store the computer, and you can play against puter equipment, the reason might be 'everyafternoonandjustmessing whatever level of difficulty you want the that he helos sell computers For exam- around with the TRS-80 thereThis went computer to be Then what happens is, ple, when he went to get a listing of his on for some time while he taught himself on the screen, you see two dogs that be- Dog Race program, some people came BASIC from several TRS-80 books gin at the left edge and are labled Bran over and their children started trying out Safi s father (who is employed at the (or whatever your name happens to be) the game In fact, the children sat there Institute for -Advanced Study at Prince- and Computer, or Brian and Joe if two and played the game all the way through. ton) then got a Radio Shack TRS-80 Lev- people are playing Then the computer AI a result of this, the parents were inter- elI computer with 4 K bytes of memory asks the first person a problem and, if he ested in getting a personal computer of Safi, with advice from a frtenu of his fa- gets itright, his doy starts moving so their own ther corickl, added an expansion inter- many spaces toward the right edge of the When asked about his plans for the fu- faceincreased the memory to 16 K screer Next, the second person is asked ture, Safi says, "I've been thinking about bytes. and added Level II BASIC a different question and if he gets it right something with computers I've already He also added an RS-232C serial inter- his dog moves over, or if its the comput- made $250 (He has now published two face and modem (modulator demodula- er, depending on the level of difficulty, more programs )

21 From onCompueng, Volume 2, Number 3, pages 38-42 Copyright 4 1980 by onComputtng, Inc All rights reserved Reprinted with permission 19 Any Old Base Here is a once-in-a-lifetime oppor- digit in the 120 (1,2,0) stands for tunity to acquire a simple program acertainamountof acertain thatconvertsnumbers from one amount This means that this number mathematical base to another mathe- stands for 3 ones (0 x 100), 2 tens matical base My program converts a (2 x 1011, and 1 hundred (1 x 102/ In number expressed in any number base ten, you read the number from base from two thru ten to a decimal righttoleft,startingwiththe number (base ten) The first version amounts of 100(0), 101(2), 102(11, etc of my program in listing 1 converts an It's the same in other number bases, eight-characterbinary(basetwo) except that instead of the ten you use number into decimal form the other k..-ise number In the same Before going any further,itis way, you have in base five some necessarytounderstand howto number of 5°, 51, 52, etc Let's say calculatedecimalnumbersfrom you have a 131 in base fiveThat numbers in different bases and how means 1 one (1 x 50), 3 fries (3 x 51), to construct bases (not the military and 1 twenty-five (1 x52) Using your hind, but the kind you use in math/ If pocket calculator, you find that this is you are talking to someone and you 41 in decimal form say,"I bought 120 eggs," you're This is the explanation of the pro- referringto120,base tenEach gram in listing 1 There is just one in-

Listing 1 10 CLS 20 REM 30 REM BINARY TO DECIMAL, BY SAFI BAHCALL 40 REM CONVERTS AN 8 CHARACTER BINARY TO 50 REM DECIMAL. 60 REM 100INPUT"BINARY NUMBER ";A$ 110IF LEN (A$)< >8 THEN 100 120 FOR I=8 TO 1 STEP 1: T =T +1 130A(T)=VAL(MIDS(A$,I,1)) 140IF A(T) <0 OR A(T)>1 THEN 100 150 NEXT I 160 REM CALCULATE DECIMAL 0 170 FOR I= 0 TO 8 180 DEC= DEC+(A(I)*(21(I-1)) ) 190 NEXT I 200?"DECIMAL. = ";DEC 210 ?:?:INPUT"ANOTHER CONVERSION ";W$:IFLEFT (W$,1)="N"THEN END 220 END

'I Run of Listing 1 BINARY NUMBER 71111100i DECIMAL = 249

ANOTHER CONVERSION 7Y

BINARY NUMBER ?01011000 DECIMAL = 88

ANOTHER CONVERSION 7N READY >

20 22 put to the program and that is an the length you desire If you wanted a eight-character binary numeral (basenumber ten characters or more, you two) Theeight-characterbinary would have to DIMension array A to numeral is a string called AS. The your number. program stores each character of the All these changes plus another are AS string in an array called A Lines included in listing 2. In listing 2, the 110 thru 150 check to see that the input is the base and the number The number is in binary form and store program now checks whether or not the character in array A Lines 170 the number is within limits of the thru 190 calculate the decimal value. base The ,estrictions are that the The way the progy'am does this is by number he less than 100 characters multiplying the first character on the long and the base be two thru ten right by 2°, the second by 21, etc, then These are the main differences be- adding ti -e results The characters in tween listing1 and listing 2. V is the array are stored from right to left. assigned the lengn of your number Line 200 prints outthe decimal and B the base, all the other variables value Line 210 asks you another are the same as in listingiThe binary number calculational technique remains the There are many things you can same,but the 2 inline180 of vary You can change the length of listing 1 is replaced by the base (B) the binary numeral (which I made To sum it up, if you are a base eight in listing 1) by deleting line 110 fanatic or want toimpress your and changing the eight in line 170 to friends, use these programs

Listing 2 10 REM 20 REM PROGRAM BY SAFI BAHCALL TO TRANSFORM ANY 30 REM NUMBER IN BASES 2-10 TO DECIMAL. 40 REM 50 DIM A(100) 60 CLS 70 INPUT"BASE ";B 80IF B<2 OR B> 10 THEN 70 100INPUT"NUMBER '';A$ 110V =LEN(A$) 120 FOR I= V TO 1 STEP -1: T=T +1 130A(T) VAL(MIDVA$,I, 1 )) 140IF A(T)< 0 OR A(T) > =B THEN 100 150NEXT I 160 REM CALCULATIONS 170 FOR 1=0 TO V 180 DEC=DEC+( A(I)*(131 (I-1)) ) 190NEXT I 200 ?"DECIMAL EQUIVALENT = ";DEC 210 ?:?:INPUT"ANOTHER SIMULATION ";W$:IF LEFTVWS,1)="N" THEN END 220END

Run of Listing 2 BASE 7 3 NUMBER 7 22 DECIMAL EQUIVALENT = 8

ANOTHER SIMULATION 7 N READY

23 21 How Much Have You Lost or Gained?

Gold is going up, silver is going fee (To changethepercentages, are limited to a gain or loss of down, and all the commodities are change the numbers inthese two '99,999 99 In case you do not own a jumping around If you have some- lines.) Line 160 assigns the difference Level II TRS-80, the question marks thing invested in commodities, this between the current value of your inthelistingareshorthandfor program will interest you. It works commodities and the purchase price "PRINT" statements. on a TRS-80 Level 11 computer, and of your commodities to DI Line 170 If you are a person who Just gives after you input how much money you branches off to another part of the your money to a company that can in- have invested, how many ounces (or program, depending on whether or vestitin any way the company whatever standard unit) you bought, not you have gained or lost money decides, or if you are Just curious and the going rate per unit for your Line 300 tells you how much money about how the money you have in- commodity, it will tell you thenet you have gained, line 180 tells you vested in commodities is doing, you amount you have gained or lostIn how much money you have lost You can find out using this program the net I include, for example, a three percent investment fee and a one per- Listing of Gains/Losses cent selling fee, so if you bought the commodity at the same rate at which 4 you sold it, you lost four percent. 5 PROGRAM BY SAFI BAHCALL TO The variables are A for amourt of 6 CALCULATE GAINS/LOSSES IN money invested, 0 for the amount of 7 COMMODITIES standard unit, and RATE for the cur- 8 10 CLEAR 500 E$="##### #/#" rent rate 207 STRING',(63,131)? TAB(17) COMMODITY CALCULATOR Lines 4 thru 100 are for decorative 307 STRING$(63,131) purposes only and are not necessary 100 If you cannot remember how much 110 INPUT"AMOUNT OF COMMODITY INVESTED (IN DOLLARS) ",A you spent on the commodity, only the 120 INPUT"AMOUNT (IN STANDARD UNIT) OF COMMODITY BOUGHT ",0 INPUT"CURRENT RATE OF COMMODITY (PER STANDARD UNIT) ",RAZE going rats that time and how many 130 140LET A= A1 03 ADD 3% INVESTMENT FEE units you bought, change line 110 to 150LET G=(RATE'0) 99 CALCULATE VALUE+ 1% SELLING FEE read 160LET DI= G-A CALCULATE DIFFERENCE 170IF DI =0 THEN 300 110 INPUT "RATE /PER STAN- 1807 ?"YOU LOST'', 7USINGE$,-DL 7" DOLLARS 190?"TAKING INTO ACCOUNT THE 3% INVESTMENT FEE,- DARD UNIT) AT WHICH YOU 1957"AND THE 1% SELLING FEE BOUGHT THE COM- 2007 INPUT"ANOTHEP SIMULATION ",W$ IFLEFT$(W$,1)="N" THEN END MODITIES", V 300? ?"YOU GAINED 7USINGE$,DI, 7" DOLLARS GOT0190 999 END Also, add line 135 to read

135 A = V'O Run of Gains/Losses

A, 'r this is completed, the computer COMMODITY CALCULATOR will ask you the rate at which you bought the commodity It will derive AMOUNT OF COMMODITIES INVESTED (IN DOLLARS) 216000 AMOUNT (IN STANDARD UNIT) OF COMMODITY BOUGHT ?40 how much money you spent by multi- CURRENT RATE OF COMMODITY (PER STANDARE UNIT) 2520 plying that rate times the number of standard units you obtained YOU GAINED 4112 00 DOLLARS Line 140 adds the three percent in- TAKING INTO ACCOUNT THE 3, o INVESTMENT FEE, vestment fee to the total amount you AND THE 1% SELLING FEE have spent. Line 150 calculates how ANOTHER SIMULATION? much your commodities are worth, and deducts the one percent selling

24 22 3 Computers at Home

This brief section highlights the value of providing computer experiences at home. In the first article, Teaching Parents About Using Microcomputers, Dwyer and Critchfield maintain that the fundamental prerequisite for involving children in creative programming is to have parents explore and be creative themselves. The article outlines sample topics for informal workshops in the art of personal computing The authors believe that schools should consider offering computer workshops for parentsso that they, in turn, can help strengthen the computer experiences of their children. In his article, Children and Home Computers: Some Observations on the First Generation, Bernard Banet, developmental psychologist, curriculum developer, and father of an 8-year-old, reflectson the present and future of home computers and their use with young children. This article was included as food for thought for parents who are making decisions on how to involve their children in activities using home computers The final article, An Apple a Day Keeps a Kid Occupied by Ron Buszta is a very short piece written by the father of a 41/2-year-old It was included in this collection to show that even very young children find computers stimulating, educational, and fun!

9 :- 4., ..)

23 Teaching Parents About Using Microcomputers

THOMAS A. DWYER MARGOT CRITCHFIELD University of Pittsburgh

Introduction The question is, can parents, without a from a passenger's seat, and moving up Most educators will readily admit the im- technicalbackground,learnenough front to do a few lazy eights around the portance of home learning experiences about programming (and about what the sky yourself for a child's intellectual development computer is and can do) to make this new Fully mastering personal computing at While schools can do a great deal, the intellectual tool effectivefor their chil- that level takes a while, of course, and a youngster whose parents use language dren? To say this another way, how do five or six week workshop should only he and mathematics with zest in their daily you master a machine that can be used labeled as a start But it's an important liveshasopportunitiesforincidental so many ways? Some are simple to deal start, and taking a cob approacheven learning that nourish the intellectJust with (for example, learning to play a pre- at the beginningis less difficult than how this mental diet is absorbed is a mys- programmed game on a microcomputer might be suspected tery, and trying to solve this mystery is is no problem) But getting this same ma- bound to give learning researchers Job chine to do things that go beyond the ap- security for some years to come Mean- plications shown in books takes both cre- Course Content while, much can be done ativity and know-how Three core questions seem to be upper- Most parents try to feed their children most in the minds of adult students (a) the seven basic food groups and fend off What are microcomputers? (b) How do I Junk food There is also some wisdom Short Courses for Adults choose one 1. Asely? and (c) How do I go accumulating regarding informal learning To explore the possibility that the "aver- about using it for the applications / have which can help them do something simi- age" adult could meet this kind of chal- in mindincluding learning in the home? lar for their children's minds (besides Just lenge and become an inventive computer turning off the TV set) We've translated theoe questions into user, we've recently been developing and Buying an encyclopedia or a set of The three main goals for the workshop The teaching a number of informal workshops first to help students develop some tech- World s Great Literature for Young Peo- in personal computing These have re- ple is a good start, but more is needed nical familiarity with the microcomputer vealed a range of talent and flexibility that Involving the young person in doing field, especially as it applies to personal is heartening The syllabus we have de- something creativesomething that re- and business computing The second is veloped as a result of working with these quires the use of the abstract symbols of toshare what we and others have adult beginners is quite broad, but we be- language and mathematicsis vitally im- learned about evaluating and buying a lieve that it is particularly relevant to the portant But it is not always easy to do personal computer system The third is parent who wishes to act as an informal this to explain (through concrete examples) teacher using a home computer The fun- how to use a microcomputer to its full damental prerequisite for involving your potential, Enter, the Computer child in creative programming is to do There are many specific topics sug- some exploring yourselfto be creative The significance of the home microcom- gested by these general goals, and a few puter for informal learning is that it pro- This means knowing a lot more than how new ones seem to surface each time we vides a whole new range of interesting to run a packaged CAI program teachthecourseWe'vetentatively things for young people to create with the Our workshops have, therefore, been grouped the topics of interest under sev- designed as an introduction to personal helpoftheir parentscomputer pro- en headings The headings and some of grams Making the computer do some- computing for persons without previous the topics they include are as follows thing can be a fascinating intellectual ac- experience in the field who revertheless tivity, not Just for the adult hobbyist who want to attack it creatively. To put it an- "pushes bits around." but for the young other way, the workshops are for anyone Group 1 The New Look in Computers child who creates a Simple picture on the who wants to get started on the fun and What is a computer? computer And the skills of reading. typ- satisfaction of "solo computing Using a personal microcomputer ing, arithmetic, logic, algebra, vocabu- Learning to go solo with a computer Inside microcomputers, he LSI break- lary, etc , which are brought into play dur- means learning to be in chargeto know through ing this activity provide a kind of practice not only what the computer can do, but But is personal computing a good idea? quite different from the workbook or drill how to make it happen It's the difference What to do until the computer arrives, lesson between admiring the wonders of let flight using time sharing

From NCC '79 Personal Computing Proceedings, pages 59-63. Copyright C 1979 by the American Federation of Information Processing Societies. Reprinted with permission 25 Group 2 The What and How of Micro- The hardware requirements of business table, especially in a field where the computer Systems systems glamour of hardware can be so enticing The application interests of students Microcomputer system terminology, Software requirements, computer files, disk extended BASIC have also been sampled at the beginning sample systems of each workshop in order to guide our Communicating with a microcomputer, Using off-the-shelf application software curriculum development These interests peripherals and I 0 The argument for customized software, vary, of course, but two areas that seem Computer central the CPU and memory, hiring a programmer, documentation to top the list are structured games with more on I 0 }argon and maintenance graphics and structured business ap- Mass memory the world of megabytes Guaranteeing success, the virtues of pa- plications To respond to these interests, The mix and match problem, customized tience, redundancy, and pessimism we're developing some new materials in versus packaged systems, examples both areas One (the BABYQ structured Group 7 Planning for the Future "quest" game) is turning out to be an ex- Group 3 Mind Over Machine Computer What changes are possible') Probable'? cellent way to transition from elementary Software Hardware updates, when to start over to advanced programming in a very short Kinds of software system versus applica- The futureofsoftware,phasingin time. It's fun, but it also includes experi- tion programs change ence with such mathematical ideas as An introduction to BASIC Keeping informed, sources and strat- probability,coordinate geometry,Eu- Extended BASIC egies clidean distance, and the use of data Structured programming designing and structures writing a longer program Other interesting structured programs (and the areas they promote learning in) These topics have been grouped in a Group 4 Selecting and Buying a Mi- which we've used are SALESLIP (busi- 'logical" order which is not necessarily crocomputer ness math), AIRPLANE (use of matrix the best one for teaching a class For ex- Developing a checklist of your needs, ex- transformations to rotate or translate pic- ample, most students prefer learning how amples tures on the screen), GAUSS (solving big to pro°. am in BASIC right away and find- Applying the checklist examples linear systems just like the pros), AR- ing out how computer hardware actually ROW (trajectory motion based on New- Shopping for a computer, what's avail- works later on There has also been a ton's Laws), MATHPLOT (painting pretty able grow'ng interest in learning to use all the Dealing with change upwaro expansion pictures on the screen that are derived features of extended BASIC Most people from classical math functions), and a vari- . of your system mputer professionals) (including some ety of smaller word, puzzle, and "story" have no idea of how powerful the next Group 5'sing Personal Computers games to exercise the use of vocabulary extended BASIC interpreter:. are They There's little doubt in our minds that Some short o °grams to try are particularly flabergasted at the many putting a computer to work in the home as Learning with the computer elegant things possible with the extended a "solo learning" tool is one of the most Computer graphics and games BASIC on the classroom demonstration exciting educational ideas to come along Data bases in computing, the computer computer we use (a TRS-80 with Micro- in years Helping parents learn how to dating example soft Level II BASIC) Students have been exploit this idea is something every edu- Home finance programs unanimous in agreement that this ex- cational institution ought to consider tended BASIC is not only more powerful Group 6 Microcomputer Business Sys- inits features, but far easier to "ma- tems nipulate" than the BASIC on a large Car a computer really help a small busi- time-shared computer they also use The ness" The pros and cons examples of lesson about the importance of good soft- business programs Ware gleaned from this experience is no-

26 Children and Home Computers: Some Observations on the First Generation

BERNARD BANET Director of Planning and Development High/Scope Educational Research Foundation Ypsilanti, Michigan

As a developmental psychologist, father 5 Computer-based activities,whether man resources rather than trying of an 8-year-old, and curnculum devel- games or programming, can be an oc- to emulate these when it cannot oper, 1 would like to otter the following casion for very positive parent-child effectively do so thoughts on the present and future of in- and child-child interaction Computer b Hardware/Software configurations teractive electronic learning systems in activities are not unique in this re- are friendlier to the user as: the home for preschoolers and children in spect, of course, but can be seen as Cassettes are replaced by mass the elementary grades. In the past two parallel to reading together, playing storage media that permit rapid years I have had the opportunity to par- board games, going on family ,outings, random access to a program li- ticipate in the development or informal working on home maintenance, cook- brary or data base and permit file- evaluation of a variety of home educa- ing, gardening cooperatively, etc. updating and record keeping in a tional applications of devices ranging 6. For young children, computer-based reasonable manner. from calculator-like game/drill units to activities of the first generation may be Software becomes more com- personal microcomputer and education- as important as a source of motivation patible or transportable across ally oriented time sharir.g systems. In out- to learn new concepts and skills as systems. line form, here are some conclusions I they are as direct sources of learning tentatively propose Random-access audio output for 7. The recreational potential ofr-fnicro- voice messages is feasible and 1 The capacity of interactive electronic processor-based devices can com- affordable. This is important for systems to be useful in home learning pete with, as well as support, use of children who do not yet read with for young children is currently best these devices for learning and prob- ease. It is hoped that the quality seen in instructional games and simu- lem-solving. A situation parallel to the of human speech can be pre- lations. "personal" use of books and television served in such systems better 2. Drill-and-practice applications, stnp- exists in this respect thanwithtoday's voicesyn- ped of gamelike elements, do not sur- 8. The usefulness of computer-based thesizers. Digital encoding of real vive for long in the home environment home learning systems will increase if speech (as on a videodisc or without parental insistence. It doesn't and when the following occur: Speak & Spell chip) may be the take more than a bit of ingenuity, how- a Effective applications software is answer ever, to add gamelike elements to developed and distributed: Such "extras" as lower case char- even the dullest drill. Software is sold in retail stores so acter generators, user oriented 3. The widely advertised potential of mi- that the consumer can sample on graphics languages, text editors, crocomputers to stimulate interest in the spot and buy off the shelf. printers, and communications incomputer literacy, programming, and terfaces become commonplace Learning software (or "course- hence in the wider world of math, sci- on home systems ence, and technology is also real, ware") is designed in intercon- nected sets as well as in discrete c. Softwareisdocumented,cata- even for young children, however, it is games and activities. logued, and critically reviewed. even more dependent on human support (from parents, siblings, friends, Programs are designed to adapt There is obviously yet much to be done to teachers) than the games and practice (underIger control and/or pro- make personal computing into the power- applications. grarr I) to the user's degree ful educational tool it can be for learners ,stery and familiarity of all ages. 4. Creative activities in art anu music on of at with a pal ocular program. home computers are still aesthetically crude but suggest exciting new me ores Learning software interfaces with of personal expression. audiovist.h.:1 media, print, and hu-

From NCC '79 Personal Computing Proceedings, pages 62-63.Copyright? 79 by the American Federation of Information Processing Societies. Reprinted with permission. 27 An Apple a Day Keeps a Kid Occupied

The sines of the father are visited on the son.

that I had confused the inner arrow would erase a letter that workings of his little brain and was pressed by mistake. that he would lose interest and After a couple of weeks, Jef- go back to watching Woody frey was typing CATALOG for a Woodpecker cartoons. As I sat list of all the programs on disk down to have myself a good (more for the Joy of hearing the game of Breakout, I heard him disk drive run and seeing the say, "Could you show me that pretty red light flash on than for again, Paddy?" al' the info going to the screen) He thought he could remem- and LIST so he could make all ber that whole sequence of those letters go up the screen. events and turn on the Apple He learned that while olaying himself' Realizing he is a very Dragon Maze, typing R, L, U and determined little boy, I didn't D would move the little squig- argue, but I proceeded to tell gly character to the right, to the him again how to communicate left, up or down in an effort to with the Apple After two or elude the dragon and gain ac- three more explanations, Jef- cess to the doorway he guard- edJust remembering what Ron Buszta when he wanted to play some of frey had it all but mastered Oakwood Dr those Apple programs. After the turn on the Apple, turn cn the those letters represented, I New Fairfield CT 06810 first couple of times he played monitor, press CTRL-B twice think, was a great accomplish- Dragon Maze and Breakout, he and type PR#7 A broad smile ment and well worth the price warned to push the diskette intocrossed his face when he heard of the Apple the drive by himself the pleasing whirr of the disk But the learning process for drive. Jeffrey and me did not stop Never didIthink, when I He next wanted to start up the bought my Apple II, that I Apple from scratch without any "Now what, Daduy?" he thereWhile I was learning would have to fight with my 41/2 assistance from me or from my asked I told him that he BASIC from listing programs and from reading the Apple year-old son for its useBut wife (he's a rather independent couldn't do much more since I documentation, Jeffrey was that's exactly what has hap- youngster')I explained that it he couldn't read, but that learning to recognize RIGHT, pened My son, Jeffrey, who is wasn't an easy procedurewould load and run whatever LEFT, DOWN, LIST, RUN and still in nursery school, has been you had to turn on the monitor, programs he wanted to play. inseparable from that machine press the CTRL key down and atWell, after I did that for a while, CATALOG. Jeffrey has lust turned five since I bought it last summer the same time press the letter B, naturally he wanted to run the years old, and I expect any time He doesn't read yet, but he repeat the pressing of CTRL and programs "R-U-N" I would say now that he'll be teaching me does recognize some words. B until the prompt (>) character to him to get a program to run about the SIN and COSINE such as Jeff, Mom and Dad I appeared and, finally, type PR07 It uidn't take long until he functions or how to write a pro- wrote his name on a diskette to tell the operating system that remembered how to spell RUN containing some graphics the disk was in slot number7. or that CTRL-C would stop a gram to produce the Fibonacci games so he could identify it I was thoroughly convinced program and that the backward sequence.

Material for this section was chosen to reflect the variety of programs operating in schools today. Children and youth of all ages are making computer connections in programs that range from total computer availability in the regular classroom to Saturday enrichment programs. Each of the programs described is different and each can serve as a model. There are possibilities here for every level of commitmentfrom districtwide, to single classroom, and from mainstream settings to specialized programs In Microccmputers for Gifted Microtots, Ann Door ly describes a mathematics enrichment program for gifted children in grades one through four. Because only one computer is available, 't is set up as part of an "interest center." Children learn how to key in programs in BASIC and how to solve programming problems. According to Door ly, "these learners not only possess the ability to apply the necessary logical thinking and mathematic skills to operate the computer but also understand the mechanics of what is taking place." Sally Greenwood Larsen works with gifted and talented third and fourth grade students She teaches BASIC programming as part of their mathematics class. Kids and Computers. The Future Is Today describes the step-by-step procedures Larsen uses to introduce the computer to her students Larsen, like Door ly, has only one computer in her classroom She finds that by scheduling children in pairs, everyone can have at least one practice period a week. Micros "GOTO" School by Dpnald T Pie le is a report of a pilot project in which an Apple II microcomputer was placed in a sixth grade classroom for 8 weeks for the purpose of developing logical thinking skills The article includes sample practice exercises in drawing color graphic designs. The Hampton City Schools Computer Program, under the direction of Nedra Harkavy. has been F.,, oviding computer experiences to its children at a district wide level for several yearsAmong the many uses, computers help students create poetry and solve simulated real-life problems The Paducah Tilghman High School "Chemics" Program by Steve Johnston provides a candid discussion of how a high school restructured its courses in chemistry, physics, and computer science to provide a comprehensive program for its advanced students. This article provides some practical insights into how a school can combine several courses to provide more challenging programs for gifted students Computing at a New Public High School for Gifted Students by Steve Davis and Phyllis S Froth- Ingham provides a detailed description of how computers are being used at the North Carolina School of Scit.:ice and Mathematics, a special public high school for 11th and 12th grade gifted and talented students. The school provides experiences with a variety of computers which are integrated into the total school program If it is not possible to develop computer capabilities at the public school level, there are other alterna- tives. The next two articles describe Saturday enrichment programs. Computers . .Are All Dinosaurs Dead' by Douglas Glover describes a program for youngsters from 8 to 18 years old at the University of South Alabama. He describes the program and then gives some advice about getting computer programs started. Another Saturday program for gifted and talented children is operated at the Talcott Mountain Science Center in Avon, Connecticut. The article by Daniel Barstow describes how students work on independent projects including satellite tracking, meteorology, geology, and chronooiology Students oftenbegin by using existing software and then advance to writing their own programs. At the TalcottMountain Science Center computers lave been an integral part of the program for ten years, they are an essential tool for exploration. The final article in this section, Computeronics. A Course in Computer Literacy by Pristen Bird, 30 29 describes a program developed by the Gifted Child Project in Tallahassee, Florida This program has been selected as an exemplary program by the Joint Dissemination Review Panel of the National Diffusion Network Division, U S. Department of Education and is listed in the 1981-1982 National Diffusion Network catalog. Computeronics is a 35 to 40 hour course in computer programming, problem solving, and literacy The course is divided into two modules: Problem Solving with Computers and Computers in Society. The project also provides inservice training

30 Microcomputers For Gifted Microtots

by Ann Door ly

OMPUTER USAGE PRO- them with the necessary time, space, vides excellent horizontal and resowces to assist them in the enrichment for primary development of their individual talents children who are gifted in mathematics and abilities. It presents them with the opportunity to Issues which should be addressed in apply the higher level cognitive skills computer science programs for gifted which they are able to grasp so readily. students are: Why is it a differentiated As computers continue to dominate ennchment experienceforprimary oursociety,computerliteracy, is gifted students? Which children qualify becoming the fourth "R" in education. If for participation in such programs? today's students are to be tomorrow's Whattypesof programs can be creativeproducers,it isour developedtoteachcomputer Tesponsibility as educators to provide programming to giftedstudents in grades one through four?

3°4

From Ci/CIT,--'--nber/Oclober, 1980, Number 14, pages 62-04. Reproduced with permission of GIC/T, P.O. Box 66854, MOM, AL OMI 31 Why should gifted primary \p()SLIIC Ill M1) Ill'SININCI) Students invoked inthe children be in%ol%ed in computer persisted until a student's parent who is omputer unit are firstthrough programming?I fic,,c< hitcheIi have a c omputer consultant offered to do afourthgraders who have been the ability to think abstrac tic and to ,Pitt', (Cl SOI1S with the children As recommended by a classroom

utilize the mental pi(Kesses assoc iated he 4 plainedthe proyramminqteacher or parent or who have with higherlevelsoflearningThe process. I realized it was as simple as demonstrated high mathematical c.octiptIteic 1, a blank slatewhich tirk (me hadpi( irnised Mc' aptitude and computational skills

felft,IiIe Spef. ' Iltilli,1,1,111 1.11'd on the Stanford Achievement Test. instrutitions organtzed into a plogratri 111(1t111(11S, at tl\., !ties, \kith Childrenwho donothavethe in order to tun. nun Gitteci lhlidren ate 11,411411 It f 1),111d the unit 14'1 ability and task commitment able to we this pruc ess as ,111111I of IIN of r u illy lose interest and <1,k to "droll ant' human mind and to erimluc the From a total district populationout" CHI& en are grouped al cording tc, gradelevelandthe-pull mit" necessarc rincal offive hundred and seventy-six n', and mat'lkimatic ai colic epts to childrenin grades K-4,almost elm( hment gr (,ups allocc the l hildren to inter act with peels mini other classes design scituttons to teal pi ()Hein, A twenty percent of the students ha%e tremend, ins .linuutit of task participatedineight week with stlenoths ITItctests SIM( c. 11)014' (1114' omputer net 1)4'1 computer programming unitsSi \ 1,1,i, (c1 tor mindi ,111(1 WI) ct Children and ocercurnethetedious tar ti( tpcited t)un \grade one, tccertc \.cui king\coil .1 at une time, much c< arlcing an; Nclaill; Rcu num grade iccotccetity 1ccut Horn imrpCI.111lt' VoIk is required on -,!'.(14'1115 .11 I(') 4 -. at III', point The glade thilq' rend hftc seen bunt (pcide Fee ,111(A\: more e.A.:mentarc,c' att.c. i ulum be( .illic's tow ha ci re( entk furl ho,o(1 \Aid\ lilt' 14111 (et till' I t,r1)C 1)1()yranuning more cncaniticinci as students apply the wont !nutlet TRS 80, fur ea( h ,tthe Midi en work in (incepts to citetching relec ant task clornentary s( hook and tccu odcl'hc cncil 1!1,!!, lass think' si 1 his makes it a soc Jai at tic itc and 1 lie cccr sat citccit the c crnputer allows nil roc, unipurcrs I(11 WO r111(1(11(.'!,( haul Acoc n ,tudcrlt :1, 1114 t(1(1 olmildesplot in kiwi-clip.) kA.iith plan 1,' c on(itt( t 7t. \d',.tduai it cteie-cts ith,iis able Io do.cirge at her llrllk,h(lpS kJ) th41 f teat I11111(1,1, Si" cic,,n( ct p)c cgtams( halieriipithe pc111111,(4)1'tie Cp)up .111(3 ( IntItAlll !wk.. and t, ric h oil na hr I then (0,11 f'!1«,toogcthe I141f.4' cc1or,111,7 ,f l('1, 4'4(1114'' 1',) .114 41', "0,11' pr. 711111,3 ,chor Cs, o (,, I fit' ,111,1 if--If ,f111( 0,111g Int. I, " s.1,1iff;,.('-. II 't 11)(11,,er! ill', tor',I Peifi,10", 't ( CI Ifle ff Pf( f(j1(1,11', \i11k IN., the t start ,Lift': ;ft( 0. (14 t:Iti 5...4 !Ito, t ,t Asst ( ,cites197 it 11,111,11es the 011(1,CIR (ik/tAtii )1)!IICItttt. ti',ptIT t'tanti H. N1,1,.1 triln1t10), WC 011'nI I,lillt ( 1. i.4' It t 11 hits! and , , f,.'4 r1 ;ate Odd XIII c. fee e" -1 'OH t11111 '1)11111Plc 41)111 ,0111 !,t,ith sl the I (Il 1!\,11.4!SII!! I' ' '!. ,ro cmcm/co s',,t("11 scitcls ' ' ,sit' ,11(11(11), IIIll( II, ,,Titost ft, S('4' 1,1.I11 it ,111 tf fIt' f" t' 1!.I :" 'i.1 I '1)('hnjhe Slsill(I III f Chilethe 11' /1,1 One specificschool -wide goal ,,f(1 11111U:11110H III Ilosk. fAkIC, should he to pre%ent -computer .I I(. (1:ll'11,} II,101 t ,,c", It( '(1(1(1IIII,1,4 1,t ,1'I he C1):!(1t c)I f 11( fk,' phobia ",from whichtoom

32 exec tii, what we program it to do We Pretest, Tl'en at the heginning of I heL otntriunitk, students,parents begin with simple Of Ithtlictic problems nfourth gradetostudents who had tedu lung stallsunik er sit(,personnel, todemonstrate howalgetkr au. completed the unit as third graders and I( luhs and oiganizahons are equations (good old new math number showed that retention is poor except in (ix( ellen(souk. eskJ!.willing human sentinces'i and k.ariables are used to cases where children had continuous resource, Usu,tlk u,ehen a person has represent number s We dek,elop a tlotk: access to a computer on which to use expertisc a glenarea,he is k nor., ti vat h program to organize the their programmingskills Since a enth'isiash(al!twillingtoshare it ullirnandsinto alogic al sequenc «nnrrehensKe re( lew is necessary, we al state,and(,liege'libraries, Ea, h step in the flow hart corresponds applythearithmeti«,perationsto « )(anon, gut nmentagencies, to a statement In the BASIC language arkiii, math and science problems andunRei suit's«inprovidean The statements are assigned numerical For example abasicmultiplication atinndani e of additional materials and addressesaidkeyedintothe program be modified to a'rate uric !nation Email', up, .11t ompletion computer.withthe childrentaking tunes nine equols distanceproblem the, Midis ptocith tshould be shared turns typing in the statements At this and t ) deter mine the speed at iioth iii appret lankitudienc e [1( IM t'kt :terr,t't't 1t, peakbut pUlrlt at a givt fl latitude uric iti,o(cr,I Wish ti) again stress inure task a, required to IN us rotatingIhis provides theappropriatenessof computer debugthepi ( "Arita' Ftle BASIC N.., and the dNI)11( ,ItiOn toI' cal gin( efun theseyoung mathema tri shoonhii ',fliesGhatand pit iti,em,"1,1 us ,1 highinterest nuons and scientists These learners

tier;, ' 4,1 locate ruts not onlk, possess the ability to apply the 1. ()Nei tmen. the frutitom Is I )4)%,4' III:414 ei I hl)pacethe essd, k,logo 01thinking and rtietH4i hIaidlen is goer( ki.i.linilness oil' time now become indthemat'tskills t( operatethe 'he ',.! Independentk, im.olk,ed in independent 'ill eStigatiOnS «imputeibutalso understand the t'Aer. i 101'(i!tiklent ka`,Cdontheirpar to lilarinterests mechanic s.of what is taking place The AIX."bi'1111to Ai Ilk Ines will go in as nlant' different appkt otion..., of the onto isolated K 4 I')( Kitt 'r k ( hdnglny dire( tic irisastiler(areturned on math concepts to a relevant endeavor He"4 an hi' c hddren One ( Hid may wish to TleI\ hal/eniie and exciternent to d ,n her it and builda ((impute!while thenelenher,tar -C houi experience .1-. another mak. cic(. tto .trite a program Ihey also gain a head start in prepay rig tin(! fi ina new +rineAtthis pointthe Ni otheiri ateers mom, of whit h are 1m, a( her assumes the ride (itmanager" sine to 'mike, omputers

r1 'di i" ' Thechildwillneed/1',`,1`,tail«'in nt .1't '1 .1 ti into a Ms Doc)t-lt, re«),itIL «n/iplettql U irk n.1-4)(t soli able probk prole( t her degree INthe !ht. nk3 n14. 0,1c-1 I hitea(, her t an C\i/k.'n tnil all led( hirut the f olented Pioqram at the data rpu' other k, timt cr itC'orpicc tic ut She use or nun t-Ninat d gniptk ,Ii1(1 11.4'1 hi.dOltill't «not/mutes utia tem he," 1,1 the SAGI-7 10. n 1,3nuT,q IC, /Shute('/Ay, o I1to(hired p(,111!- (IT (hi( ;thou) Ptovom In Nlari,,Itcld, CT whin( f",1 Ni Ic1 [1)1, 0r tit le is hur 111,4 t()? -r- (.4

33 Kids and Computers: The Future Is Today

Sally Greenwood Larsen

Computer dealers in Racine, Wis- V' letockart "Now ib Get a.. Ncte wrest A vn yCarter"at to consin aren't surprised any more when an eight year old in overalls, a striped T-shirt, and bumper tennis (3 cl__.!D- shoes strolls into the store, sits down at the keyboard of a TRS-80, and writes a computer program for the drive-up window of a McDonald's restaurant. Or a program to print out all the even numbers from 1 to 100, in four columns, with a half second delay in between. Or a graphics program for a birthday cake, complete with blinking candles. These third and fourth graders are students at the Jefferson Lighthouse School, a program for gifted and talentedchildren,where I teach puter-assisted drillwork, or playing computers.They need a mental BASIC programming as part of their guessing games. Children can easily picture of what goes on inside a mathematics classes. With an aver- learn to write their own programs. computer, and its purpose. age of 45 minutes a week of group However, the elementary teacher who instruction over the past year, stu- wants to teach programming to kids dents in these classes have mastered faces the problem of finding materials What Is a Computer? the concepts covered in introductory which take into account their concep- When a caveman had work to do, college courses in programming, and tual development and reading levels. he had no tools or machines to help have become adept in the use of the Finding relevant examples is also not him. He had to do it all by himself. school's microcomputer. In an area an easy task. Physics problems and Man has since invented many where a strong math background has checkbook balancing simply will not tools to help him with his work. been a customary prerequisite, itis do. Insteadof poundingwithhis amazing to realize that most of these I dealt with this problem by writing hands, he now uses a hammer. The children are lust learning to multiply my own materials,buildingthe hammer lets him pound harder and and divide! lessons on the following framework: longer than he could with his hands Our microcomputer is in use from alone. 1. What is a computer? Man invented the telescope so the minute school opens in the morn- A perspective on why coming until the last child leaves in the that he could see farther into space. puters came to be, what they He can now see stars he did not know afternoon, and the only games they are used for, and what kinds of play on the machine are those they jobs they are and are not existed before he had the telescope to have written themselves. It's exciting help his eyes. capable of doing. Using his brain, man can remem- to watch, and even more fun to teach. 2. How does a computer carry out For a society which will be computer- your instructions to get a job ber information and solve problems. ized beyond our imagination by the Man wanted to invent a tool so done? that he could extend the use of his time these children are adults, it is An explanation of simple linear brain,so he invented the COM- sad to see the majority of elementary logic, using flowcharts. PUTER. schools using their affordable, port- 3. How do you communicate your able microcomputers only for com- Just as a hammer can't do work Instructions to the computer? without a person to hold it, a com- The BASIC language. puter cannot do work without a 4. How do you put together a pro- oerson to run it, and tell it what to do. gram which is both efficient this person is called a PROGRAM- and creative? The author dose teaching,curriculum MER. development and consulting in the field of 5 What uses do we make of com- Even the best hammer cannot do Gifted Education Her specialties are math, puters? What new uses can we all the different things our hands can invent or forecast? science, and computer science do. Sally Greenwood Larsen, 1543 LaSalle St . Children have funny notions about And eventhebestcomputer Racine, WI 53404. Photos by Jon Bolton and cannot do everying our brains can do. David Ahl. machines in general, and especially

>, by Creative Computing. All rights reserved. From CreatltroComputing,Volume 5, Number 9, pages58-60.Copyright1$79 34 Reprinted with permissiOn. 3 z) tion of the program, such as CLS, are helpful, especially when machine Kids, can't... BREAK, NEW, LIST, RUN and END, time per child Is limited. the children can do a surprising A computer cannot feel emotion. amount of experimentation with the COMPUTER PRACTICE It cannot feel happy or sad, as we cu. simple PRINT statement and its vari- 30 OCT. 78 A computer can't combine ideas ations. NAME like our brain can. It can't put two PRINT "My name is Jerry DeMaio. I ideas together and take the best parts Simulate these computer runs. Show love computers." your "printout" on the screen. of each one to make a brand new idea. PRINT "RIGHT" BUT...a computer can do some of PRINT "LEFT" 10 CLS the simpler Jobs our brains can do. PRINT 20 PRINT "BIG" And it can do some of them even PRINT "8-4" 30 PRINT faster than our brains can! PRINT 8-4 40 PRINT "YELLOW" A computer can remember many PRINT "*?&$#%)" 40 PRINT"BLUE" more things than most of us can with 60 END Just our brain, especially things like long lists of names or numbers. 10 CLS Information stored in a computer is 20 PRINT "THE ANSWER" called DATA. 30 PRINT 30'2 A computer can compare data, to 40 PRINT 30 +2 seeif one thingis bigger than 50 PRINT "30-2" another, or smaller, or the same. It 60 PRINT "THE END" can also put things in order. 70 END Acomputir can sort lots of pieces Here is a program and "printout." of information and put together the Find and fix the mistakes in the pro- things that are alike. grams so a run wilt produce what is And a computer can recall the It is essential to schedule all the shown on the screen. information a computer programmer children on the computer at least 10 CLS wants, and print it out for him on a once a week, so they practice what is video screen or a sheet of paper.' 20 PRINT 20 +6 learned in group instruction. Pairs of 30PRINT 30+ 4 Once the children have an over- children seem to work best, for one 35 PRINT view of the function of a computer,child alone gets "stuck" too often, 40 PRINT "60-3" they need to see graphically how a and three or more argue over who will 50 PRINT 10-10 computer program breaks down a type on the console. 60 PRINT "HELLO" task into small steps, and progresses Allowing the children, especially 70 END in linear fashion from one step to the youngest groups, to use prepared another. Simple flowcharts, showing game programs at this point is a 26 an activity with which the children are serious mistake. It kills their desire to 34 familiar, produce an easy to digestput in the effort required to learn 57 and sometimes hilarious picture: BASIC since canned programs are so 0 HELLO

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,tenkon,e r`..r. \ A/e b b Age 8

Now, the children are ready to see much less work. It is interesting to To build the complexity of their that the way in which we communi- note that when game tapes are made programs, the children now need to cate witha computer must be available to children who are already learn the concept of a variable, and standardized, and we need a particu- fluent programmers, they will typi- GOTO statements. Trying to teach lar language for this purpose, and acally play them once, LIST them and variables to children who have had no set of rules for typing In statements see If they can pick up any program- algebra frightens many teachers un- on the machine. After group instruc- ming trichs and then abandon them. necessarily. The simple picture of a tion in operating the keyboard, and Worksheets to check the chil- series of mailboxes, all labeled with a statements dealing with the execu- dren's progress and provide practice name or a letter, and holding different

36 35 Kids, cont.. The basic tools of the graphics some of the ways are awkward, or program, SET and RESET, along with have extraneous steps, or could be numbers as specified, works beauti- the other function statements approached better from a different fully. covered earlier, enable the children to view of the problem. As can be ima-

A 1 make their Own initials on the screen gined, It takes a great deal of work 1 before an elementary school pro- 7 .,--P.- I 5 i EFJ grammer reaches thispoint, and some never will until they become If the "mailboxes" are drawn on older. the chalkboard, a simulation of a The last portion of the teaching program can be traced carefully, and framework, looking at new uses for most children will have no trouble computers, can vary from collecting understanding how a memory works. information on existing systems and In this case, they have an advantage research, to inventing new systems of over the algebra student, in that eight their own. This is a natural place to year olds see nothing peculiar about discuss hardware and software, and the statement * form opinions on whether computers X = X + 1 can "think." Soon after the children are able tea With the addition of INPUT and write their own programs, prepare RND functions, the student now can yourseiffor the following events: produce quite a wide range of pro- 1. If you want to use your school's grams. To complete a beginner's computer, you'll need to make a course in text programs, the more reservation a week in advance. difficult IF-THEN and Fr`q-NEXT are 2. Parents will call you and want to taught in a very concrete lion. know why their child is suddenly The children picture ,.iemseives (always a big favorite), draw pictures speaking a foreign language, with as "traveling" throughtheir own of objects, and deiiign a myriad of words like "do-loop" and "glitch." program, doing each of the state- programs, using horizontal and verti- 3. Santa Claus will be having a few ments in turn, and imagining they see cal lines, as well as individual points. along choice words with you. this sight when they reach IF-THEN: Numbered graphpaper, I have found computer programming to be an exciting way of teaching thinking skills, mathematics, and problem solving. It is highly motivating for children whose abilities range from average to very bright, who have enough reading and number skills to operate the keyboard. It gives young children a viewintotheir future, while at the same time seeing the present in a new light.

with much practice on naming coor- Mr. IF will only let them pass to THEN dinates of a point, contribute to the if they meet his test. Otherwise they success of these programs. On a must proceed down the open branch system with color graphics, such as of the path. When deciding on the test the Apple, beginning with graphics to go on to THEN, they must figure programs, rather than starting with out who Mr. IF wants to go down his PRINT statements, is a natural. But path, or who he wishes to exclude. either approach works well. FOR-NEXT statements are best Once the children are able to write saved untillast, 2nd shown as a a program without consulting their I am anxiously awaiting the day shortcut method for accomplishing a notes for statement meanings, and when these kids are college fresh- more complex list of simpler state- are able to conceptualize a program men,andtheywalkintotheir ments. from beginning to end without the use computer science course with ten years of programming already under 5FOR X =1 TO 4 of written flowcharts, they are ready 5 X = 1 their belts at age eighteen. The impli- 10 PRINT X 10 PRINT X to evaluate their work under the head- 15 NEXTX ings of efficiency and creativity. The cations for their futures and ours 15 IFX=4 stagger the imagination. THEN GOTO 3020 END teacher must stress that there are many ways to write the same pro- 20X=X+1 from "The Apple CorpsAn Introduction to 25 GOTO 10 gram, just as there are many ways to the Apple II for Children," by Sally Greenwood 30 END express the same idea in English, but and Dr. Donald Piele.1978

38 37 Micros "GOTO" School

Donald T. Piele

Microcomputers can be used in willing to learn along with the kids if I 4 Evaluate eachpossibleap- the classroom for: instructional acti- was willing to provide a computer and proach for its correctness vities that we associate with CM the necessary instruction. 5. Reflect on successful solu- -(Computer Assisted Instruction) or The Center For The Application of tions and generalize CM, (Computer Managed Instruc- ComputersatUW-Parksidesup- Each of the following exercises tion); enrichment activities that we ported the idea and supplied an was designed to provide practice for associatewithsimulations and APPLE II microcomputer for the pro- these skills. They are samples taken games; making numerical calcula- ject. This was a fortunate choice for from a larger collection and are not tions for the purpose ofsolving us since the APPLE II system is easy contiguous lessons. mathematicalproblems;teaching to use: it is portable; it has a good students how to programprimarily keyboard; and most Important of all, Lesson ft in the BASIC language; and indivi- it has a very simple and natural set of Key Words : GR, COLOR, PLOT dual exploration of original problem- graphics commands that allow the solving. programmer to create pictures on a TV LIST EXPLANATION screen using 16 diffeiant colors. The 10 GA The computerIs ideasI wanted to emphasize about 20 COLOR = 9 putin GRaphics Each lesson consists of a computer programming would be mode. simple program with a considerably enhanced by a graphics 20 COLOR = &The COLOR is set display. The basic programming con- to orange. There short explanation of the struct of a loop, for example, could be are 16 different new statements, a sample visualized, and every problem to be colors to choose solved by the students could be from. run, and a series of simple represented by a single picture. 30 PLOT 10,15Theposition 10 program changes for the over, 15 down from student to do. Getting Started the upper left hand My objective for bringing a micro- corner is plotted. This article is focused on the latter computer into a sixth grade class- 100 END activity. it is a report of a pilot project :oom was to create an environment RUN in which a microcomputer was placed foractiveproblem-solving. The in a sixth grade classroom, for 8 weeks BASIC programming language statefor the purpose of developing logical ments, enhanced by the graphics of thinking skills. The students were the APPLE IImicrocomputer, form given instruction on how to program the logicalbuilding blocks.Each the APPLE II microcomputer to draw lesson consists of a simple program Programming the micro- color graphics designs. They were with a short explanation of the new computer was considered then given similar problems to solve statements, a sample run, and a usingthecommandsthey had series of simple program changes for by the sixth graders to be learned. the student to do. These activities highlymotivating.They allow the student to discover how the An Apple For The Teacher statements in the program effect its would rather spend their outcome. Also, problems are posed recess on it than go out- In the Spring of 1978, I contacted that require the student to combine Gordon Kunaschk, a sixthgrade statements insequential order to doors. teacher at Bose Elementary School in solve a problem. As a result of work- Kenosha, Wisconsin. He was recep- ing on these questions, the student tive to the idea of giving up two hours Your Turn (RUN the program after gets a working understanding of each change) a week of class time for eight weeks to practical problem-solving skills such let me teach his sixth graders how to as: 1. Change line 20 to ..20 COLOR = 3 program a microcomputer. lf nothinq Understand the problem,its 2. Change line 30 to ...30 PLOT 5,7 else, it would be a lesson in computer givens and goals 3. Add line 50 50 PLOT 5,5 literacy. Gordie had never program- 2 M Ike conjectures and probe 4. Add line 40 40 COLOR =6 med a computer before, but he was the problem by trial and error 5. Delete line 40 40 Don Nolo, University of Wisconsin-Parham., 3. Decide on a set of possible 6. Add a point that connects 5,7 Kenosha, Wi 53141. methods of attack with 5,5 60 PLOT ?,?

From Creative Computing, Volume 5, Number 9, pages 132-134. Copyrightz 1979 by Creative Computing All nghts reserved. Reprinted with permission. 38 37 School, con't... 2 Change 70 to 70 GOTO 30 The computer was the focus and 3 Change 70 to 70 GOTO 20 facilitator for cooperative problem- 4 Change 50 to 7 Add line 30 30 PLOT 39,39 50 IFX> 20 solving. 8 Add line 40 40 PLOT 40,40 THEN COLOR = 3 Student Reactions 9Delete line 40 40 5 Ado 55 55 IF Y > 20 THEN 10 Write a program that will display COLOR = 13 After eight weeks, the students the first letter of your first name 6Delete 55 .55 were asked to respond to the follow- in graphics 7. Change 50 50 IFX + Y> 40 ing questionnaire, using a scale of 1 THEN COLOR = 3 to 5 (1-strongly disagree, 5-strongly Lesson #5 8Adjust the program toplot4 agree), with responses from the 6th different colors in the four differ- grade class of 14 boys and 10 girls Key Words: FOR-NEXT ent corners of the screen recorded LIST EXPLANATION Tell & Run 10 GR Begin a loop with 20 FOR I = o TO 15 I = 0 and increase I In addition to the lessons, the by one each time students were given short problems until I = 15 to solve. They were asked to predict the output of a given program before 30 COLOR =I The color changes with they observed it run on the TV screen each pass This gave the students a chance to through the loop. test their ability to reason sequen- 40 PLOT 1,15 The position to be tially through the statements of a plotted changes program A few examples are given Reflections with each pass Only a small sample of the exer- below cises done by the students are pre- 50 NEXT I End of the loop #1 #2 sented in this article. An entire col- Go back to state- 10 GR 10 GR lection of problems was prepared for ment 20 ifIis less the 6th grade class to be used on the 20 FOR I =0 TO 10 20 FOR1= 10 to 20 than 15 Otherwise APPLE 11At the present time, good go to line 60 30 COLOR = 9 30 COLOR = I materials are not readily available. 100 END 40 PLOT 2,1 40 HLIN 0,39 AT I This presents a formidable obstacle RUN 50 NEXT I 50 NEXT I tothe inexperienced teacher who 60 END 60 END wants to use computers in the class- roomAs more classrooms begin Your Turn (RUN the program after using microcomputers and sharing each change ) The original purpose for their work with others, this problem will diminish. 1 Change line 40 to 40 PLOT I,10 doubling up was to provide 2. Change line 40 to .40 PLOT 20,1 Students in this sixth grade class 3 Change line 20 to 20 FOR, = 0 more computer time for the were very enthusiastic about working TO 39 class each week. Butit with a microcomputer. In contrast, 4 Change line 40 to 40 PLOT 1,1 students at a nearby high school who 5. Add line 45 45 PLOT 39-1,1 turned out to be valuable had not been exposed to computers 6. Change the program to draw + in for a completely different before were generally uninterested in graphics learning how to use them. Perhaps by reason - cooperation. this time, the older students have Lesson #10 abler activities that are more relevant. Also, in the sixth grade the survey Key Words: RND, IF -THEN Other activities reversed the process and presented a picture and shows that boys and girls are equally LIST EXPLANATION confident and interested in program- asked the student to write a program However,in 10 GR A random number that would Produce the same result ming the computer entries from 10th graders in an annual 20 COLOR = 9 is chosen from the Here are a few examples 30 X = RND (40) numbers 0 to 39 computer problem-solvingcontest and put in X held at UW-Parkside, the boys out- number the girls 9 to 1. A recent 40 Y = RND (40) Another random Computer As A Creative Tool number in chosen survey in Creative Computing Maga- and placed in Y The APPLE II micrccomputer was zine had a response with a distribu- left in the classroom during the week tion of 95.4% male and 4.2% female. 50 IF Y>20 THEN If is larger than to give the class time to experiment Pi ogramrr .ng the microcomputer COLOR = 3 20 then change the Students signed up in pairs to work was considered by the sixth graders color to blue(3) on the exercises together The origi- to be highly motivating. They would 60 PLOT X,Y Go to line 20 and nal purpose for doubling up was to rather spend their recess on it than go 70 GOTO 20 repeat provide more computer time for the outdoors. Students came early to 100 END class each week But it turned out to school and would hang around as be valuable for a completely different 'ong as they could after school. A RUN reason - cooperationThe students sign-up sheet became a necessity. helped each other figure out the effect With practice, some of the students of each new command The program- became resident 'experts' able and Your Turn (RUN the program after ming exercisesfacilitateddiscus- thrilled to help others - including the each change ) sions about the behavior of each new teacher Some of the sixth graders 1. Change 50 to .50 IF Y.10 statement New discoverieswere entered our annual computer pro- THEN COLOR = 3 shared with pride and enthusiasm gramming contest

38 3:3, Research Questions Conclusion . source. To use that resource as a mere delivery system for instruc- Thispilotproject suggests a Computers have been used in tion, but not to give a student number of possible topics for further educationprimarilyas a delivery instruction in how he/she might investigation and research: system for subject matter. This role use the resource, has been the 1.If students learn how to pro- will continue to be developed even chief failure of the CAI effort. gram a computer early,will What a loss of opportunity if the they maintain their enthusiasm Instead of the computer skill of computing were to be har- in later years? nessed for the purpose of turning 2.If students learn how to pro- programming the student, out masses of students who are gram a computer early, will the the student learns how to unable to use computing." interest and confidence level of girls, in later years, continue to program the computer. The computer as an instrument for match that of boys? ...... learning logical thinking and prob- 3 What factors influence the ac- further with microcomputers. How- lem-solving skills is only beginning to ceptance of microcomputers in ever, a new application is emerging be understood. However, with the the classroom/ Graphics? whichisfundamentallydifferent. rapid development of low cost micro- Games? Programming prob- Instead of the computer programming computers in the next few years, lems? the student, the student learns how to computers and hence computer 4. What fs the relationship be- program the computer. Arthur Lueh- problem-solving techniques will tween logical thinking skills man n describes it as follows become a fundamental intellectual and creative programming "Computing constitutes a new resource. skill? and fundamental intellectual re-

'16

39 The Hampton City Schools Computer Program

NEDRA 1 HARKAVY

Philosophers have long maintained that the sciences Computer-aided instruction puter, which can respond by printout or diversity is essential a well-rounded, has proved very successful as well as en- video tubeIt speaks their languageIt Productive Ian and in no area of life is this joyable to the students, who spend hours tells them "Right on!" "Groovyl" "You've need more urgent than in education A on the computer absorbed in what It has done it!" When the kids use four-letter mind given the proper amount of free- to offer The district is beginning to use words, it fells them "No, no " It "talks" di- dom and discipline, will expand to accept the computer for remedial work It's a fan- rectly to the child by name The computer new ideas This truth so well known yet tastic tool for both ends of the spectrum, also helps gifted students exploie ca- so often overlookedisrevolutionizing as it gives the child immediate reinforce- reers by responding to their interests with contemporary concepts of education ment descriptions of vocations, kinds of work Foremost among educational tools is By providing diversity, the computer involved, and training necessary to enter the computer Around 1971Hampton gives the students the opportunities and the field Jobs available locally are listed City Schools decided that learning to use the motivation for self-expression For a on the computer computers would be a valuable skill for creative writing program on haiku, the The Hampton City Schools computer gifted students The district tied into a computer presents the learner with nouns program provides an ongoing opportunity computer at the College of William and and adjectives with which to create a for lJdents to supplement and comple- Mary but the 35-mile distance meant ex- poem A science course programmed ment their regular educational curricu- pensive long-distance calls, and the dis- with local data enables students to deter- lumKnowledge about computers has trict could not set its own priorities for the mine effects of pollution on the James been the entrance to jobs for many stu- rented time With a 3-year Title IV-C grant River A program on the stock market, dents, including summer work during col- of $350 000 the district rented a large which simulates financial operations, en- legeWith everything so computerized computer foradministrative purposes courages the student to use deductive now, it has helped them in their studies of and for the gifted program Although thi reasoning to solve problems The pro- law, medicine, and business They have grant money has long since run out the grams are updated yerriy, some monthly never been sorry they learned itThis is district witl own the computer as of 1980 Computer instruc;ion is less expensive the age of technology The future is here and defray costs by renting time to other per child than textbooks Gifted children The computer is a "must" tool, especially systems are not happy learning from ,obsolete for the gifted and talented Gifted children zre often calledivory- texts An additional turn-on is that its so tower kidsThey 111.,] to work alone and current 'hey love to work a computer The Gifted high school students learn pro- younger they start the easier it is to !earn gramming and then design programs for For more information on the Hampton almost like learning another language elementary pupils By second or third City Schools program contactNedra

Students have been trained in the oper- grade, the children have learned ,:om- I Harkavy, Director, Program for the amn of computer terminals and use this puter literacy, by fifth or sixth grade they Gifted, Hampton CitySchools, 1306 knowi«dge to aid them in such varied are doing their own programming on a Thomas Street, Hampton, Virginia 4u ,tcr3 as rear nq mathematics and simple level Students type into the com- 23669

40 The Paducah Tilghman High School"Chemics" Program

STEVE JOHNSTON

The -Chemics" program atPaducah '/2 for Compute Science), has been a cess to hard copy So if at all possible, Tilghman High School was started in real advantage One problem with the get the disc drive and printer with the 1977 to satisfy the need in our curriculum 2-hour format is that great care must be computer for a course to challenge and stimulate taken in placement of the 2-hour block in We are extremely pleased with our Ap- gifted talented math and science stu- the master schedule Since the classes ple and have continued to add to our dents Our school system had previously these students take, such as Calculus, equipment each year Next year we will initiateda combined studies course, are not usually offered more than 1 hour have a total of five Apples with two disc American Studies, for gifted talented high a day, care must be taken to avoid con- drives each, two printers, a graphics ta- school juniors This course consisted of a flicts ble, and the ability to teach four program- 2-hour block of English and U S History Although we do not team teach, we do ming languagesBASIC, FORTRAN, We also had a math-science-English entry to see that course content is coordi- PILOT, and PASCAL richment programinthe elementary nated to integrate all three subjects We schools The need for more challenging have been particularly successful with The Lack of Educational Software courses at the high school level was rec- computer-generated dry lab simulatiois The one discouraging area in the conver- ognized and investigatedAfter much in the Chemistry and Physics courses sion to the microcomputer has been the study, we found that what we wanted was lack of educational software and course a combined studies course for seniors Choosing a Microcomputer material The manufacturers have done a with an emphasis on math and science After the first year, we found that the op- superb job in developing the machines, portunity for lab simulation with a com- but the development of usable educa- The Chemics Curriculum puter necessitated changing the method tional application materials is far behind The results of our efforts was a restruc- used to teach Computer Science For the This situation is apparently improving, turing of three courses that were already previous 6 years. we had two keypunch you do see more and more advertise- in the curriculum second year Chemistry, machines in the classroom and batch- ments for educational software, which is first year Physics, and first year Com- processed our computer programs at great except for the fact that the number puter Science The students soon coined Murray State UniversityThis arrange- of disreputable companies will also in- the name 'Chemics" for the course We ment had some advantages and dis- crease Almost all of the programs being used a 2-hour block of time, however, in- advantages We were abletoteach sold are really quite good, but we have stead of team teaching, the class of 30 FORTRAN, has hard copy for output, and bought a few that were worthless If at all students is divided into two groups We the students were exposed ,o program- possible, know what you are buying and use flexible scheduling with each group, ming under a punched card environment who you are buying it from Also, do not with three 2-hour labs and four 1-hour The drawback was a turnaround time of 2 be afraid to write your own software You lectures per week, and at least one lec- to 3 days will be surprised at what you and your ture with both groups together We found After researching timesharing, mini- students can turn out After the students we could get 3 to 4 hours of work done in computers, and microprocessorswe acquire the tools necessary forpro- the 2-hour labs because of the time decided that the best solution for our gramming, they can find challenge in the saved pitting up and taking down experi- situation was one of the microprocessor- area of application softwareApplying ments Sc-iedules normally run on a 2- based computers After looking at all of computer programming to what they are week sequence. but ran be altered to the available brands, we decided to pur- learning in Physics and Chemistry has conform to individual course needs or chase the Apple IIEven though it was been an important factor in motivating the school disruptions and holidays more expensive, the color graphics and students in all three areas Criteriaforstudentparticipationis the expandability seemed to best suit our based primarily on teacher recommenda- needs The purpose of this article is not to Information Resources tionSince the course includes second sell a particular brand of computer, but if year Chemistry we rely heavily on the you are in the process of buying one, try If you are lust starting to implement a pro- recommendations of the first year Chem- not to let cost be the primary factor gram involving a computer, or think you istry teachers The course has been very this is one educational area in which you might be interested in this area, there are popular and we have had no problem fili- really do get what you pay for We had to several things you can do to broaden your ng the class with qualified students One spread our oJrchase of equipment over background in this area First of all read reason is that the type of students we several years and were not able to get the There are many good monthly maga- want are very academically oriented and computer, disc drive, and printer at the zines available that specialize in the mi- usually have full schedules Being able to same timeItis extremely difficult to crocomputer The problem is that most of offer them 2' 1 credits in 2 class hours teach Computer Science with programs these are not available in newsstands lone each for Chemistry and Physics and stored on cassette tape and without au- The best source for these publications is

4a. 41 the computer storeIf you are fortunate Another resource is the local busir,ass also to enrich instruction and challenge enough to have one in your area, don't be community Ask your students if any of students in other subject areas afraid to talk to the salespersons about their parents work in a business that has your particular applicationI have found a microcomputer You will be surprised at most of these people knowledgeable and the number of small businesses that are For more information about the Chemics interested in all asfrocts of computer ap- using computers, and most of these peo- program contactSteve Johnston, Pa- plications While you are there, ask to try ple love to show off their hardware and ducah Tighlman High School, Paducah, out one of the machines Most of the share their ideas about computer literacy Kentucky 42001 manufacturers market a computer-as- Computers are not a cure-all for the ills sisted instruction program to acquaint the of education, but they are a valuable tool user with the machine and the program- that can and should be used, not only to ming at ge teach about computers themselves, but

4 itj

42 C Wing at a New Public High School for Gifted Students

I 1 i 44 From onComputing, Volume 2, Number 4, pops 72-75. Copyright 0 1981 by onComputing,Inc. All rights reserved. Reprinted wig permission. 44* We believe the responsibility of the satisfaction coming from in- DigitalEquipmentCorporation challenging talented students and dependent study VAX-11/750Thesefacilities, preparing them for tomorrow's Our third major use is as a topic together with our membership in World requires commitment and of study in its own right Such sub- NCE,CS, will give us a combination flexibility. Computing will be a jects as programming languages, providing students with access to a part of that future world and plays algorithms, business and scientific wide range of computing power a large role in the education of the applications, and the impact ofand virtually an unlimited number 150North CarolinaSchoolof computers on society are offered of potential projects ScienceandMathematics While these tops are treated in The planned acquisition of the ( NCSSM) students duringtheir other classes and in independent new VAX is made possible by a first year, a role which will in- projects, each student has an op- giftfrom a private corporation. crease as the school grows. The portunity to take a course whichThis is one of several gifts from successful integration of comput- addresses these broad areas in a private corporations which repre- ers and education will require a formal manner. sents aremarkable partnership commitment of funds, support by between the public and private thefaculty, and a well-defined sectors. The VAX provides an ex- philosophy toward the uses of the cellent base for the future growth computer. of the school In our-opinion, it of- We have made our first steps in fers effective interacts L e power each of these areas. It is difficult to We believe there is no substitute adequately express the excitement foraninteractiveenvironment of teaching talented students at a when working with young stu- time when microcomputers are dents. The bulk of our computing within the reach of most schools,I on the VAX will be in l', seal and in a location providing access to an C outstanding educational comput- Integrating the computer into The microcomputer is the cen- ing network, and where the sup- the total school program is a priori terpiece of this year's program and port of private industry will enable ty at NCSSM. Each graduate of the will he the major part of our pro- the school to purchase a minicom- two-year program will have used gram for the next several years puter with a 32-bit central process- the computer as a tool, will have Microcomputers such as the Apple ing unit (CPU). This articleis a an appreciation for the uses and IIand TRS-80 arc an excellent descriptionofourenthusiastic limitations of computers, and will source of graphics and BASIC The steps to implement this program have writtenseveralprograms graphics capability of the Apple -We use the computer, a par- Implementing th3 philosophy re- provides opportunities which we ticularly effective tool in educating quires the cooperation of the entire will pursue in the living/learning gifted students, in three important faculty and the availability of ex- atmosphere at NCSSM The resi- ways in the education of our high cellent computing facilitiesOur dentialaspectofour program school juniors Our most impor- first faculty is establishing a tradi- enables us to make efficient use of tant use is in the classroom We tionofabroad view toward our facilities-the computer room plan to involve the computer in the teaching and educat.on This ap- is open from 8 AM to10 PM classroom instruction of subjects proach-team teaching, coopera- Teachers can give an assignment such as American Studies, foreign tion between teachers of different involving the use of a microcom- languages, and music, as well asdisciplines, and the feeling of a puter to augment classroomin, the traditional uses in mathematics team working toward the same struction, knowing the necessary and science. This use is more char- goal-creates an atmosphere facilities are available to the stu- acteristic of the university than the where teachers encourage students dent high school to make use of technological ad- We believe microcomputers can The second principal use is in vances and which encourages the he used effeetiN elyto augment the areaof independent study testing of new approaches or the course work, especially in mathe- Since motivation is essential for inclusion of new topics matics and scienceStudents are successful independent study, the The computing facilities consist willing to spend more time -prob- natural inkiest computers arouse of microcomputers and terminals mg' into asubject whenitis in students is an immediate asset. accessing a minicomputer or large taught in conjunction with an out, Independentstudywas oncemainframe We have five Apple side-of-class interest The graphics viewed as useful only for the ex- Its, one TRS-80, and four terminals tapabilny of a microcomputer in- ceptional studenthowever, with connected to the Triangle Univer- terests most students and can bring the aid of the computer, many si tesComputation Center life to a textbook topic projects can he formulated and (IIP-2000, Amdahl V-8, IBM 370) The Apple Education Founda- successfullycompletedbystu- throughNorth CarolinaEduca- tion has given NCSSM the equip- dents from a broader ability range tionalComputingService ment to develop software for im- We intend to provide a high pro- INCECS) Next year we will add plementing our ideas Initially, we portion of our student body with two more Apples and purchase a will focus our efforts on the coor- 45 44 dilated use it the Appl( in math(' out the stateexert a molor ul usein many schools across the manesIno logy \A-1,21111,4r) dIld Iluencr on the dire,. non computing stateThe partnership ot govern- phsics The rliathellialics tear hers \\illtalc(' at our school Our cm ment and pm ate industry is en- v it! discuss the numerical apt)rox phasesonmicrocomputers and abling us to meet these importont 'motion ut experimental data run graphics is based in port on the goals simulations and allmA students to ,IV Iiiabtlit }'ot the equipment for explorethetop,. intelac ti% ek hoofs ac toss the state We are intakirly, extensic c use ot graphics! «unmated to sharing the results ot File tech, hers %A III then oureXperlellt 1. Itileducators North Carolina buildonthisexpel-1(1(e The throughoutthestatetorour School of Science Apple Vt. III he used to process data mutual benefitI hr., (oninntmcnt truth an experiment pertorm( d fix hill be translated mkt designing and Mathematics the students an ell iting use ot the materials %%Inc II are 0[1111(0111C Si Imo!of uicomput, s',11t...11.1e 111(1 111111 111eSe111111g '['he Carohrla was The re,corih laborat.,. tod,x summer progromstilttt ,i,h, is ,S1 lent e and a he mat rcs uses mat times, troth to di (lime and front dt ross the stateFor oui rust reeled ire I 111 10 N'orth the pro«,,, t xpennit 10,11 data 1 )t.t1 slimmer pr,,grain toi too, hen,.N.0 Carol? 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Iutitnlputers 1%111 hi u1111e .111 t qir'Witpit 1, /11)(// ithIt, 111 S1 isrld...;(h. 1,,Set'11 sIthit 1t if integral port ofr LISS' tt)111 1 lilt (I I lit .L'.1(1(101\ t,, 1111,Is tit,11,11''01 I (1,, 01 1 >O CI( 10011 Ill importanttors( hook, tote e1 11,)11 belle\ t .S(11101111,01 111 biro/litre tt Iis IHP4Iti ,eel.toy,. out du( (It'1,11 .11111 111,t ft,ti, monstrotethat iqvi Howled to I it) ea, It letil it It"..011111011(1t\'. el111142 hiders. hut rot rimputers t he used tor it ti/I/Oki/WW1 (1/111)1) pit 1 0/11 IIarid I 111, 7,f'Srt'I hut in 0 tar 1111111 than the tea. burg 111111 I, ell t uallk up to st lU n, e .end 111.1tht 111011t put, r programmingI he Integra Vi cif IIIgrad, 1, unpi.ri,int d reJll 'ionofinit Hu, n114)111,1,, into the I the hod corrie t ',II out t -Jot( I he si hoot IS it inip,rtdiffthat roothernotir sands, It Ilse 111 ,1111t1 yvtpw,urttti lit 11111m %%ill he 0 111,11tqto, us of to, 0 161 oft the Itrio lVidts 11(.1,4)1101 ,`').11(n)1 h. or tint s and that th the next seve,I vodi,, 1 othl Nur r lationslup tiltdist I he and support of Ow bum a ;:11 i,l res Inphasi/(,)Hie ,,,mputer o. 1th farsighted ,g4Acrni)rthe 1:11.01)/C of hillihni:s 811111 1)1111111m(.mitlik its rpplit otions Iii mon\ North Caudillo and the hard \cork 1)(1,141iiti,),1 Is )11'1, tri(ilc )0h I tr,)117 lturtiotlk pros kitnot 0111%t',1111111t., ottiltfi)untlin; faculty and (id 1111. t..(10pert1111111 at ruts, disc iplini ministration 11,15e combinedto it1141,,,The ...midi I11\ (0110 11()111 1,H111 but also opportunities to hirther roan' aIt'tlt 1111Ig ell\ Ifltlinit litat 10(11 t111(1 Illb<111(110(1\(111(1 101)10\011 if ,V11011 (..(11t51111(1 `, 100 (mollies knocc ledge in one 01 CA E11`.111I11 \ 111,4 NO,5N1 Ihdt 1, ideal tor de% clopur4 1110'115(1(1110\(1111(11 It.(1 5111111,1; '1.1.111 Ut'. It It1t'011 1let 11111114.; 111,111 Hell opproai hes and forhelpin,;

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IC 45 Computers....Are All Dinosaurs Dead?

Are all dinosaurs dead? Probably not, and the six to eight year olds stL dying this subject in the University of South Alabama's Saturday Program for Gifted children are using the Program's TRS-80 microcomputers to gain background knowledge in the subject. Not only are the youngsters learning more about one of their favorite topics through the use of an instructional game but also, as a byproduct, they are learning to operate the computer, an item of equipment that is being increasingly used in programs for G/C/T youth.

Numerous articles have been written computers seldom seem to exercise protocol made itless tha., optimal, todescribeongoing compJter these equipments effectively In many particularly tot the youn- r children

oriented programs and the: suc programs one finds the computer (8-9 year olds) in the cl --, Even this cesses, yet none has provided the used for a relatively few students to first foray into comp, g verified the "How To.' information for an inter learnprogramming techniques or high level of interest among the SGP ested educator to initiate and manage computer design The computer may students Approximately seventy such programs in his herown be infrequently used by an additional percent of those who had participated environment In keeping with G C 'Ts segment of the student population for in the Spring programming course and intent to provide usable information to simulations or games that are related later enrolled for a second year of the those involved with the G C T child, to political science, history of buss SaturdayProgram,also chose a this articlewill be directed toward nessIn other schools one finds the second course in computer program- informingthereader how computerusedexclusively asa ming as one of their Fall Quarter microcomputers can be reasonably "teaching machine", most frequently courses Still,thecomplexityof introduced into an existing program for teaching younger children reading, working with the IBM system caused for G C T children math or perhaps a foreign language some consternation. The computer is a flexible, dynamic teaching aid which should be utilized One might easily relate the traditional its In the Fall of 1977, The Tandy Cor- large scale computer in the pre college across the entire spectrum of capabilityIt is time to pause and take poration'sRadioShackDivision educational enviornment to the dino- an arm's length look at the computer announced the availability of its TRS saur its dominance in the educational and its role in the school environment Thisself realm is on the wane The reason for 80 microcomputer contained,completely assembled this situation is the development of the microprocessora computer on a microcomputer appeared to be the The University of South Alabama exact answer to our needs Using the single integrated circuit This device, Saturday Program for Gifted Children as the heartof a microcomputer, state-of the art Z-80 microprocessor, (SGP) beganofferingcomputer thissystem is - omposedofa offers computing power equivalent to programming for its students in the computer/keyboard, video monitor computers costing in the five to six spring of 1977 using the University's and cassette recorder, at a total cost digit range only a few years ago IBM Model 370, 145 This was at least of $599 00 The Saturday Program had a step in the right direction However, been looking for a microcomputer to Even those schools which are using the complexity of dealing with such a use but sevel a; problemshad microcomputers or the larger mini large system and its uncompromising precluded the acquisition of systems

From G /C /T, September/October, 1978, Number 4, pages 16-17, 46-50. Reproduced with permission of G/C/T, P 0 Box 66654, 46Mobile, AL 36660. (I"i prior to the entry of the TRS-80 of learning to program, a post test has Teachers should consider using the First, most reasonably priced (under been introduced on which a score of microcomputerto add spice and $1800) microcomputer systems, that 90% must be achieved in order for the motivation in their courses in much were available in the Fall of 1977, were student to select a subsequent pro the same way as other audio-visual sold in kit form This required the grammingcourse If a program equipment can be used Beyond the buyer to assemble and test the system intends to offer computer time to rudimentary machine functions which learn (it prior to putting it into service Due to studentsbeyond anintroductory any other computer user must takes approximately five minutes to the electronicsbackgroundand level, the participants must he guided teach anyone), the computer does the sophisticated test equipment required and challenged just as with any other to accomplish this task,it was an course for G C T youth The SGP rest of the work Programs should be written in a fully interactive mode (i e insurmountableobstacleformost present modus operandi is to have the schools Second, repair and mainten advanced programming students self prompting and error correcting) ante service for the existing systems identify one or more objectives which so that the time wasted by instructions from the teacher will be minimized An was either unavailable or prohibitively they will work toward during the ofsuch a program With Radio Shack's quarter These objectives might con example expensive article This nationwide system of repair facilities, centrate on improving their skills in accompanic.this program, "Dinosaurs", is written in these roadblocks were overcome graphics techniques or in the develop Tandy has established a separate ment of programs for home use The Radio Shack Level I BASIC and was developed for use with a course (or six division, Tandy Compiiters, which will students work independently on their most probably event .ally direct the projects, using their instructor as a to eight year olds entitled, "Are All read7"Thistypeof corporation'scomputer related resource person for advice or and Dinosaurs program is easily developed and can activities, however, the TRS-80 is now assistance as required be expanded or reduced depending a standard "off the shelf" item at most upon the capabilities of the micro- Radio Shack stores Usingtheindependentstudy computeravailableThe example approach to advanced programming program requires the TRS-80 with students can reap other benefits for In November, ihe Saturday Program 16K of user memory With very little both the program and the student effort the program could be reduced in ordered four TRS 80's They were no The student may elect to develop one more difficult to set up and operate scope to fit the smaller TRS-80 with 4 or more programsrelevant to his K of user memory (The reader should thana simplecomponentstereo activities in another of his subjects not be inghtened off because of a little systemPlugging in three A C line Such a student could be of valuable technical jargon such as 4K or 16K of plugsandthreeinterconnecting assistance to a teacher who wishes to user memory Within an hour, she/he cables is all that is required to make include some computer related the system operational. All connec willfindthe terms coming quite activities in his her course naturally ) tions are clearly marked The manual providedwithth':microcomputer assumes that the user has no prior Beyond the student directed indepen- association with computers and thus dent study, these advanced program What are the hard facts an interested takes the reader from initial equip- mers could be encouraged to do G/ Cif teacher must have tosell onsuch a ment setup through all the program specific developmental tasks related his/her administration project') How should the program be ming techniquesavailableinthe to theadministration, planning or implemented and how much willit computer'sresidentBASICLan curriculumoftheprogramitself guage The manual is writte n in a step There are an almost unlimited number cost2 Many G/C 'T programs which instruction ofsoftwareitemsthatcould be offer courses in computer program by step, programmed call approach which will permit its use developed by these programmers ming might more appropriately either as a resource book for the which might make a significant contri- these courses "Introduction to Computers" because the kids get little teacher or as a student text bution to the direction in which the program grows or no opportunity to havehands-on experience with the computer GC T The primary use of the SGP micrc kids have little interest in watching The student programmers' growth others operate equipmentiThey must computersistoteach computer and development are simply functions programming to students in the age be actively involved The Saturday oftheteacher's own creativityin Program has found that the most range of 8 to 18 who elect this subject keepingthemchallenged Ifthe desirableratio of studentst.,the During their first quarter of program teacherfollowstheguildelines taught the computer input/ output (I/O) device is ming, the students are described above, she he can keep two to one for classes on program computer language BASIC The these more capable students deeply mingThe I/O device might be a objective is to familiarize the student involved in their own research and printer or video terminal in alarge with the computer and how it can be developmentactivitieswhile the computer time sharing system,while made to work for him/her Some majority of classroom time could be the microcomputer such as the TRS simulations and computer games are devoted to beginning programmers or 80 has its keyboard and videodisplay used as motivators during the quarter those who are having difficulty master It became apparent that many of the integral to the microcomputer system mg programming concepts The rationale for the two to one ratio kids would take this course repeatedly has evolved over several quarters of forthesimulations/gamesalone, without ever mastering BASIC i o Now what about students who are operationDue to the usual time enure their concentration on the task notin programming courses') constraint of one hour per class, three

,1 47 or more students per L'O device will language to problem solving situations The terminal cost only includes the notallow eachstudenttohave often causes even the most dedicated equipment (hardware) and does not sufficienthands on opportunityto "lone wolf" to seek association with include such items as installation and work v 'h the programming tech his peers to accomplish a task One line lease fees for the terminals The niques being taught Hands on activity night view this interactive environ microcomputerhasnoadditional is the key to continued interest and rrient as one of the major advantages costs!From a costeffectiveness achievement in this subject area The to teaching computer programming in standpoint, the TRS 80 wins hands SGP violatedits own ruleinthis this manner down A program can purchase three regard one quarter with disasterous complete microcomputer systems for results Because of the large number The number of systems a G C T the cost of two Lear Sigler, ADM 3A of applicants for programming, the program is to acquire will be a function videoterminals,or FIVE micro classes were set up with a three to one oftheeducator'screativenessin computer systemsforthe ratio with the result that students who locating funds and or his her persua approximate cost of only two DEC participated in these larger classes did siveness with the local school Writer Its not have sufficient applications time to administrationIf there is absolutely no computer equipment on site, an learn the programming techniques The arguments are strongly in favor of initialinvestmentinone or two Many of them became disenchanted the microcomputer from virtually all systems could get things started An with the whole idea because of their points of view The microcomputer is conipention to get a share of compu- individual adept at proposal writing More cost effective tertimeThose who were more certainly should seek outside Dedicated to exclusive student use persevering made the best of the resources and try for a larger number (The G C T program doesn't have unfortunate situation and they signed of systems to be concerned with being pre up for a sec and opportunity to learn emoted by some prionti; task, an thefollowing An interesting cost comparison can be thematerialduring experience one cannot escape as a shown between the relative merits of quarter N?edless to say the ratio of time sharing customer on a large adding printers or video terminals to students to I 0 deuce is hack to the computer) existing large computers available to a proven two to one A more effective system to teach schoolsystem or beginning from programming because of its simple "scratch" by purchasing an indepen One might logo al,y ask,it two to one city of operation Consider the is good, wht, wouldn't one to one he dent microcomputer More easilyrepaired and main Ironically enough, even cost of two of the more common I 0, even bettei kilned terminal equioments itthereis an1 0 device for each A system which can he utilized anct student in the Beginner's Program Lear Sigler, ADM 3A, taught to children by personnel who mingClasses,duringtheinitial video terminal $895 ate not computer professionals' learning im,es-tigato_e stage,the or students will gravitate toward working Digital Equipment Corp in pairs to soi,e programming tasks DEC Writer The computer has prop en itself to he a Learning ki computer languageis printer terminal $1495 00 power ful education devi( e With the mui learning in.foreign is advent of the FRS 80 microcomputer, language Fhe c orrl-iinani in of learning Radio Shat k FRS MO, itis well within the reach of every !he ang..1,1(le and applinqthe rnir(1( ()mower $599 00 program for G C F children

48 PP"

The Talcott Mountain Science Center

DANIEL. BARSTOW

Every Saturday childrri from a number of connected from several other rooms at telescopes, they've done a "lost on the towns throughout Connecticut travel by the center simply by plugging the termi- moon" activity, and they've created mod- bus to the top of Talcott Mountain They nals into special outlets Terminals can els of lunar craters in the classroom. have been selected by their elementary also be connected to the PDP-11 by tele- Then they finish with their own lunar land- and secondary schools as students with phone (several st'ols rant computer ingIt's a yen; exciting thing, they really special interests or abilities in science. time from the center) are piloting the lunar module at that point They are participating in a unique and The Apple IIis a single-user micro- The visual images are important to help exciting program at the Ta Icor! Mountain computer It is small and portable enough the computer's printout come alive." _ Science Center to be carried from room to room, or even Another instructional program is Situated at the top of Talcott Mountain to schools served by the Science Center WEATHERWISE It was written by Dan- ridge in Avon CT, the Talcott Mountain The Apple II has a cassette tape recorder 161son to help students learn how to inter- Science Center is a regicnal center for and a floppy disk drive (5 inch diskette) pret weather data Several individuals or science educationIt has a cluster of sci- for auxiliary memory The sound and col- teams may play Each team must pilot a ence laboratones and classrooms, a staff or graphics capabilities are special fea- ship across the Atlantic Ocean from New of specialists, and a wealth of materials tures of the Apple The center also has a York to Iceland As they trace their pro- for science exploration Students go to Heathkit H11 microcomputer, and two grams on maps, students tell the com- the Science Center to learn by doingto digital logic labs With these facilities, a puter in which direction they would like to become involved in real scientific investi- wide variety of computer-related activ- travel for the next four hours The com- gation ities can take place puter calculates the new locations, and In the Saturday program for gifted and also reports the local weather conditions talented children, most of the students Tne students must use this information Games and Simulations are working on independent projects and apply their knowledge of weather Some students are building electronic Many students begin their use of the maps to avoid the storms over the Atlan- gadgets in the radio-electronics lab, or computers byexploringthevarious ticMore than one ship and crew has tracking the OSCAR satellite for amateur games and simulations available on the been lost at sea over the years radio communication fromthe ham computers With a brief introduction to For more advanced meteorology stu- shackIn the evening, astronomy stu- the procedures for running programs, dents, there is a program to simulate dents are using the Science Center's students are soon Independently (and cloud seeding Students input control fac- telescopes and developing astrophoto- enthusiastically) playing games and sim- tors such as rain droplet diameter and graphs in the darkroom For meteorolog- ulations such as ASTRO (a simulated lu- concentration, and cloud thickness The ical research the center has a complete nar landing), POLLUTE (a water pollution computer calculates the amount of rain weather station, receives weather data by experiment), and ANIMAL (in which the produced over a given period of time The Teletype, and affords a 360° panoramic computer uses logical thought to guess students must try to determine the opti- view of weather conditions throughout which animal the user is thinking of) mum conditions for cloud seeding. John central ConnecticutThe woods and These programs have been selected or Porter, a staff meteorologist, is revising ponds around the center proviue several developed at the center specifically for the program to include the effects of up- different ecosystems to explore. In the their value in science education,- and the drafts and downdrafts He also would like alternative energy lab, students experi- students clearly enjoy their use. to use Apple high-resolution graphics to ment with solar cells, or build windmills to Many of these programs are used in show the formation of the clouds and the generate electricity Of special interest to the context of other Science Center act v- falling rain readers of onComputing, students inter- ines Bill Danielson is Assistant Director Computer games and simulations en- ested in computers use the Science Cen- of the center, and is in charge of the gifted able students to "experiment" with sci- ter s PDP-11 minicomputer and Apple II and talented program He is also the staff entific processes that othervvise might be microcomputer member with primary responsibiliiy for impossible to experience in real life Ge- The PDP-'11 10(DigitalEquipment the computer resources. Though his ology students use a program that simu- Corporation) is a minicomputer capable background is in astronomy and mete- lates radioactive decay rates for selected of serving six independent users at the orology, he has been involved with the materials (certainly safer than experi- same time Users can select from over center's use of various computers since mentation), and run a program that com- 100 programs available in the program 1969 Danielson describes the use of the presses geological time into one year library or can write and store their own lunar landing program. "Before they play Ecology students learn about biological programs Though the mainframe of the ASTRO, many of the students have seen mutation rates with a program that simu- PDP-11 is located in a corner of the Com- our videotapes of the Apollo flights, lates fruit fly (Drosophila) reproduction puter Sciences room, terminals can be they ve observed the moon through our This is often done along with experiments

From onComputing, Volume 1, Number 3, pages 34-46 Copyright , 44197nComputing, Inc All rights reservedReprinted with permission 49 with hying fruit flies The computer simu- som in annual rhythms, the human men- matical calculations such as area and lation can compress the months needed strual cycle is approximately twenty-eight average, graphic manipulations, word for several generations into the brief peri- days (Chronobiology should not be con- quizzes, a coin toss simulation, and con- od of time needed to run the program fused with the pseudoscience of "bio- versions such as Fahrenheit to Celsius It The staff of the Talcott Mountain Sci- rhythms ") Science Center students use a takes just a few weeks of practice for stu- ence Center has also had to learn how to range of equipment to study rhythms in dents to feel comfortable writing pro- use these programs The center employs plants, animals, and humans The com- grams in BASIC about fifteen full-time science teachers puter is an essential tool for this study As students begin to work on longer Only a few of them had any experience Dr Donald P LaSalle, Director of the programs, the staff has found it important with computers before starting at the cen- Tatott Mountain Science Center, has to teach structured programming tech- ter They are specialists in other fields of been a pioneer in educating children to niques (Structured programming refers science, and have learned about comput- use biological measurements to learn to a particular approach, and techniques, ers on the lob Experience has shown about their own circadian (daily) rhythms for writing programs that are logically'- that it is easy for teachers to learn how to LaSalle comments, "Tne computer is to ganized and clear to understandhu- use both the PDP-11 and the Apple II chronobiology as the telescope was to man readability is as important as com- computersIt has also been found that astronomy Galileo's telescope enabled puter readabilityStudents are shown the individual staff members acquire dif- him to see detail precise enough to rec- how to use a lop-down design," which ferent levels of computer literacy, accord- ognize the true nature of the solar sys- involves breaking the overall program de- ing to their own needs and interests By tem The computer enables us to study sign into smaller, more manageable sec- now, all staff members at least know how large enough amounts of biological data tions These sections can serve as the to run programs appropriate to their par- torecognize subtle changesBefore basis for "block-structured" programs ticular fields of science Some of the staff computers, sophisticated chronobiologic- REMarks are used to indicate the flow of also know how to wnte programs in BA- al research was virtua", impossible With control in the programs, and explain the SIC, and have worked on programs to computers, even elementary school chil- operations of sections that might be con- serve particular instructional needs The dren can take their own biological mea- fusing or unclear A heading is required three staff members who do most of the surements and rm the data analysis on all student programs to indicate the teaching about computers haveha', programs "This information can help stu- name of the program, the author, and a more extensive experience with comput- dents recognize their own daily rhythms, "save until" date (student programs are ers (mostly at the Science Center) In any and understand how these rhythms affect periodicallypurged) Preferablythe case, there is a sharing of expertise their daily lives heading also includes a list of variables among the staff members, and the com- and a brief description of what the pro- puters are used to some extent in all gram does. There are some limitations on Student Programs areas the use of "true" structured programming After a few sessions working with the techniques, because BASIC lacks certain computers, most students are eager to control structures such as WHILE and Data Analysis learn how to write their own programs In UNTIL loops Nevertheless, the staff has Several of the Science Center's instruc- the Saturday program, students may found it essential to specifically teach a tional activities take advantage of the chooso to participate in a six to twelve Jove' approach to program design Oth- computers' abilities to analyze dataIn week session on computer programming erwise student programming projects be- onesuchactivity,studentslaunch The emphasis is on applying the comput- come confusing and unmanageable helium-filled balloons to determine wind ers to the students' work at the center Many of the students' programs are re- speed and direction They use a theodo- BASIC is the programming language lated to other areas of interest. A student lite and stopwatch to accurately measure used for both the PDP-11 and the Apple who has had some experience flying air- the changes in balloon positions over II (some of the more advanced students planes is presently writing a game pro- time The students run a special program opt to learn machine language as well) gram which involves a simulation of the on the PDP-11 to analyze this data and Though BASIC has some limitations, stu- airplane's controls Various different sce- calculate the observed wind conr,itions dents find it easy to learn and apply narios can take place, and a successful One group of students used balloon The staff has found it helpful to use a flight requires careful calculation of flight launch data from several locations to "read-modify-write" sequence to teach direction, wind speed, fuel consumption, study pollution dangers associated with a particular commands. inthe case of and altitude proposed interstate highway The study FOR-NEXT loops [a loop is a type of An ecology student, who had been became one of the factors used in a deci- computer language structure in which the studying about the predator-prey rela- sion to relocate the highway away from a computer repeatedly cycles through a se- tionship of rabbits and foxes, recently group of water reservoirs ries of instructions), for examnlestu- made a computerized model of a forest The center has solar prominence and dents first read a simple program which The program calculated the total popu- sunspot telescopes, as well as a solar contains a FOR-NEXT loop, while the lations of rabbits and foxes, based on spectrometer Variousprogramsare teacher demonstrates its use Next, they such factors as initial populations, food used to analyze sunspot activity and cal- observe the effects of modifications in the available in the forest, rainfall, and natural culate solar temperatures Programs like program, such as moving the NEXT disastersDefining these interrelatibn- these help students interpret and under- statementFinally, the students write ships in mathematical terms became the stand research data their own programs using FOR-NEXT focal point for a careful ecological anal- Chronobiology is the study of biological loops This sequence can be applied to ysis process as they rhythmically change any command, andhelpsstudents Lisa Barnhart, a high school student, with time For examplo. temperature in progress from the concrete to the ab- used the computer to study 'he correla- human bodies varies according to regular stract tion between crime and weather She patterns throughout the day, plants bios- Some early programs include mathe- based her study on crime statistics from

1--1 50 Jt the Hartford police, the state police, and at the Science Center is providing suf- hope to use my computer to synthesize the FBI, along with weather data for *five ficient computer access time to the stu- music, control remote equipment, and, year period Quoting from her sumn)ary dents In spite of the availability of six above all, as a general-purpose home report "The temperature had the greest PDP-11 terminals, the Apple II, and a few computer influence on crime It had its largest effect other computer resources, demand for The Saturday program is certainly the on larceny, then in descending order, on computer time is higher than the supply most intensive experience students have aggravated assault, burglal-y, and rob- There are several aspects to the solution, with computers at the Science Center bery Precipitation, strangely enough, none of which completely alleviate the Yet it should not be thought that only the had a great effect on two crimes robb9ry problemThe computer programming "gifted and talented" can learn how to use and burglaryI had anticipated a lower class has a tower student capacity than computersThroughout the week the crime rate when there was more precip- some of the other classestwenty stu- center offers numerous other computer- itation dents (with two teachers) is a maximum related services to educational institu- MichaelDowling,another Science With the Apple, and four or five terminals tions at all levels(It is important to keep Center student, is working on a program to the PDP -1 1 (some terminals are usu- in mind that the computer is just one of which will calculate the orbits of planets, ally used by other classes), this provides many instructional and investigative tools comets, asteroids, and other orbiting ob- a studenVcomputer ratio of about four tc used at the Science Center.) jects. using the Laplacian method The one Sometimes students work in groups, calculations are based on position data and there is a sign-up procedure to take Computer Literacy from three precise observations through turns The center also uses student tutors Some schools contract the center to the center's 32-centimeter reflector tele- to help answer questions, both between teach basic computer literacy, either in turns and at the terminals It's important scope the schools or at the center The purpose to remember that the off -line time is also A geology student wrote a program to is to expose students to the capabilities of vital to the program development pro- identify rocks based on descriptive data computers, and to provide some experi- cess Students need to study the problem By asking questions about rock charac- ence in their use The minimum is a three and design the program before sitting at teristics, the program is able to identify session sequence, which includes an in- several types of rocks The classification the terminal. Also, corrections and im- troduction to computers, a chance to play provements can often be seen more scheme underwent severat revisions as some computer games and simulations, clearly when the programmer gets away the student learned more about rock clas- and some introductory experiences with from the immediacy of the keyboard and sification systems BASIC. Several schools rent computer The color graphics of the Apple II offer printout time from the center, with the benefit of powerful capabilities that the students en- access to its wealth of science-related joy exploring In some cases the students Hardware Projects programs The Board of Education in experiment with kinetic art, manipulating Southington CT recently purchased an the graphic images under program con- "We definitely are software oriented," re- Apple computer, and has contracted the "It's clearly easier for trol One group of students used the Ap- ports Danielson services of the Science Center to help ple to display a graphic image of the sun students to write their own programs than them learn how to use it in their schools and indicate the placement of sunspots to design hardware construction projects Staff member John Porter travels twice a according to daily observationsTheir However, a number of our students have week to Southington to teach students program attempted to duplicate the cor- gotten involved with hardware design and and teachers how to use the Apple and rect motion of the sunspots use our electronics lab to build computing how to program in BASIC He also offers A project not yet completed is the stor- machines suggestions on how to apply the comput- The Science Center has a few com- age of star position data in the Apple II er, especially in science education Por- Users will be able to specify particular mercial digital logic labs, which help intro- ter enjoys using the computers, and his duce students to the theory and practice areas of the sky, :did the Apple II will use enthusiasm is an important factor in turn- high-resolution graphics to plot the ap- of digital design The center's first micro- ing kinds on to computers propriate stars in their correct positions computer was a Heathkit H11, a kit built by a group of students Other students When it is completed, the Apple II can be Research easily carried to the center's observatory have built computer kits for personal use to facilitate stargazing With the help of Bob Judd and Al Vitiello, For several years the center has been Though some of these programs may the center's electronics specialists, some involved with research on solar energy seem fairly sophisticated, few of the st students have designed and built their Two of the buildings at the center have dents had any experience with comput- own computers. solar panels providing some of their ener- ers before going to the Talcott Mountain Tom Birdsall is a high school student gy needs The new "Solar-heated Chro- Science Center Once students are famil- from Andover CT He describes his ex- nobiology and Appropriate Technology iar watt a programming language such as periences with "homebrew" computers Laboratory" has several banks of active BASIC, writing programs is not a difficult "Two and a half years ago Ifelt that I solar collectors on its roof They provide process The focus of their work usually is wanted to learn how computers worked all of the hot water and 50% of the space on designing the algorithms, or proce- by building a microcomputernot from a heating energy resources In addition to dures, which form the basis for the pro- kit, but from scratch My computer is collecting information about the efficiency gram Thus the emphasis is primarily on based on an 8080 microprocessor, and of these panels, the center also operates scientific understanding of the problem has 1 kilobyte of programmable memory solar instruments that measure direct and Actually writing the program (and imple- The first version was built on a proto- diffuse sunlight throughout each day The menting.testing, and debugging)in- board My second version features a data from these measurements is being volves time and work, but is rarely too case and a switch register for input/out- collected and analyzed by computer to difficult for the student to handle put Though it is currently limited to math- help determine the potential for solar en- The major problem with computer use ematicrl manipulations, in the futureI ergy in this area

te-; 51 Other agencies have contracted the BASIC There may also be classes in dig- grams applicable to its needs are best use of the Science Center's computer for ital logic for those interested in hardware developed by the staff analysis of research data The American experimentation Bob Judd, head of the ham radio sta- Radio Relay League conducted a study Since many publ:r schools are also tion, is writing a program to use the Apple of its members (amateur radio operators) buying microcomputers, the center will be II's speaker for a Morse code drill Anoth- I to determine their interests, activities, providing special training courses for er staff member is writing a program to and purchases related to ham radio Over teachers to learn how to use computers display various electronic circuits and a 3000 responses tothe questionnaire This will include demonstrations of the chart of calculated values at different were received, and analyzed at the cen- computer's applications in science edu- points in the circuits. This is in response ter by fte PDP-11 The PDP-11 is used cation Most of the science related pro- to some student confusion related to volt- Staff mem- for most of the research because of the grams developed at the center can be age and current in circuits large capacity of its two hard disk drives used in other schools, even if they do not bers are also working on a program to i2 4 megabytes of information oer disk) have the extensive resources available at plot data from weather stations on a the center computer-generated map of the United Administrative Applications Some hardware acquisitions are likely States (based on map generation pro- A light pen, bit pad, or other graphic input grams in BYTE magazine, May and June There also are administrative uses for the device would facilitate the use of Apple 1979) Tha computer has even been pro- computers The mailing list for the cen- graphics The Apple's existing 16 kilobyte grammed to perform magic, as part of an ter s news bulletins has been computer- capacity of programmable memory is evening course on "Science and Magic" ized This certainly speeds up prepara- inadequate for some applications, so an- (See "Magic for Your Micro" in the Fall tion of address labelsIt also enables other memory card will probably be pur- 1979 onComputing ed] selected notices to be Sent to specific chased to expand capacity to 32 kilo- The computer is definitely having an people, such as elementary school prin- bytes Since a number of the center's impact on science education At the Tal- cipals or science department chairper- instruments are analog devices, analog- cott Mountain Science Center, comput- sons The computer is also being used to to-digital (AD) converters are needed to ers have been used for ten years, and keep track of the center's inventory of interface these instruments with either have become an integral part of the way materials Danielson is working on a staff the PDP-11 or the Apple II (Analog refers science is taught The computer is a pow- scheduling module, which should allevi- to continuous change, such as a moving erful, multipurpose tool that expands the ate some of the problems involved in the second hand on a clock Digital refers to intellectual reach ,,. both students and complicated process of matching school counting by specific numerical incre- teachers To quote Dr LaSalle, "The ba- needs. staff abilities. and Science Center ments, such as the changing time in digi- sic philosophy of the Science Center is to resources These administrative applica- tal watch displays Most computers can involve students in scientific exploration tions are run for the most part at times process data only in digital form ) The We have found the computer to be an when students are not using the comput- center may also explore the use of essential tool in this exploration ers speech generation and speech recognition devices The Future The most important aspect of im- What about thefuture') TheTalcott proving the educational uses of the com- Dan Barstow was a teacher at the Talcott A fluent Mountain Science Center is always ex- puters is new software Some programs MountainScienceCenter is ploring new areas of science education will be purchased. especially since the speaker ofSpanish, he currently Because personal computers are be- boom in microcomputer use is motivating Protect Director for a bilingual gifted and coming more popular, the center is likely software companies to make available talented program in Hartford He also to offer evening classes on the use of more programs However it has been the masquerades as Merlyn the magician, microcomputers and how to program in Science Center s experience that pro- performing feats of prestidigitation

,....."- ),1 ' 4,0

52 Computeronics: A Course in Computer Literacy

PRISTEN BIRD

Computer education is now considered a computer langauge, how to write pro- tery approach remains an essential part priority in education for all students, es- grams, end how to use the computer as a of the course. pecially for the gifted and talented The problem solving tool. BASIC was chosen National Council of Teachers of Mathe- as the language because it is easy to Teacher Roles and Training matics surveyed educators, parents, and learn and is also widely used. Therefore, The management system built into stu- community members to determine prior- the course is easily adaptable to many dent lesson books, activities, and mas- itiesforschool mathematicsinthe different computer systems. tery answer book allows students to Students use the computer to apply 1980's The majority said that the curricu- move at their own pace. Teachers can be their programming skills in solving word lum should emphasize problem solving, directive, facilitative, or both. One teacher while 90% said that the types of problems problems They spend as much as 80% commented, "My summer school class taught should be those that can be solved of their time reading, completing activ- contains fifth through twelfth graders. by computer Development of computer ities, and writing computer programs at They're all working at different levels, but literacy was outranked only by mathe- their desks or at typewriters. The remain- they can move through the course Some matical applications. This emphasis is ing time .s spent in hands-on activities at need almost no help; others require a lot particularly pertinent for the 2.5 million the computer. of my support Sidetrips, gifted and talented students in the United a book of over 40 brain To adopt the course, teachers need the States. In addition, the increasing avail- teasers and problems, provides addi- teacher materials and two days of In- ability of computersparticularly of mi- tional activities for students who finish service training They are trained to use early The activities require that students crocomputersin homes and schools is the course as teachers and as students. apply their programming skills to problem encouraging educators to find ways of They work through the lessons and activ- maximizing their use in the classroom. situations. Students first determine if a ities, experiencing the joys and frustra- computer is needed to solve the problem, In 1974, the Gifted Child Project in Tal- Goons of a successful RUN or a nagging lahassee, Florida, was federally funded then they go on to devise solutions A 'fSyntax Error." After completing the in- given program may need debugging or by an ESEA Title IV-C grant to create service, one teacher remarked, "I figured innovative instruction Between mid-1974 may require skills in graphics which stu- if my sixth graders can learn this,I can dents have not yet learned. Or, students and 1981, the Gifted Child Project devel- too.I was exhausted afterwards, but I may be asked to study and decode a pro- oped two courses for gifted and high walkedaboutthreeinchesoffthe achievingsixthandseventhgrade gram to determine its purpose studentsThinkology and Computeron- ics This article will focus on the Comput- Conclusion eronics program Computers in Society Computeronics was developed to pro- As of mid-1981, Computeronics is the The goals of this module focus on infor- only computer project that is officially ap- vide students with a perspective about mation rather than en skillsStudents proved by the US Office of Education to computersto learn a simple program- learn about the history of computers, their ming language, to use computers to join the National Diffusion Network. The present and future uses, and computer- purpose of the Network is to support the solve problems, and to have an accurate related careers. Computer View, the stu- conception of the role of computers within distribution of projects that have proven dent text, employs a magazine format their effectiveness Computeronics will heir lives and in society in general Fully that includes articles, photographs, ad- evaluated. federally supported, and ap- continue to provide three important ser- vertisements, puzzles, a glossary, and a vices (a) inservice training for teachers, proved by the US Office of Education, feature section on computer history This Computeronict is a 35 to 40 hour course (b) cost-effective materials, and (c) assis- module consists of approximately 15 tance to schools to meet local needs and in computer programming, problem solv- hours of class time. ing, and literacy To meet the goals of the statelfederai mandates Computeronics was developedLy project. the course was divided into two teachers, instructional designers, com- modules Problem Solving with Comput- puter experts, and students From the be- ers and Computers in Society ginning, students pilot tested the materials They practiced skills, took mastery For more information about Comput- Problem Solving with Computers tests, and checked their work, and, if suc- eronics contactPnsten Bird, Director, This module consists of approximately 24 cessful, continued If not, they tried a sec- Gifted Child Project, 2757 W. Pensacola hours of class time Students learn a ond version of the mastery test The mas- Street, Tallahassee, Florida 32304 54 53 5 Getting Started

A school, a d.stnct, or a state may be convinced that computers are needed in the system but no one is really sure how to select appropriate equipment, determine an adequate budget, or evaluate the needs of the children and teaching Vt. The articles in this section describe some possible approaches. in Bringing Microcomputers Into Schools, George Ropes and Henry Gaylord discuss how to get funding, where to look for software, what equipment to buy, and how to start a microcomptiter curriculum. Statewide Educational Computer Systems: T h e Many Considerations by Kevin He . ann describes the Minnesota Educational Computing Consortium's plan for statewide support and acquisition for educe- t:onal microcomputers A list of microcomputer systems and minimum specifications used to evaluate them is included. There are many questions a school system must ask when it first heings to c Insider the purchase of a small computer. In Van Helps Schools Select the Right Computer, BetsySta .1 provides a systematic approach to evaluating needs. The Pennsylvania Department of Education 'seequipped a van wits ai. array cf audiovisual paraphernalia and a media specialist. The van travels,round the state helping districts evaluate their needs. A sample checklist and a serves of 17 questions to ask about a computer are included

55 Bringing Microcomputers Into Schools

How to get funding and whore to look for software, what equipment to buy, how to start a microcomputer curricule,n? These are some of the questions addressed in this article.

George Ropes vide effective. individualized review and Choice of Equipment Henry Gaylord practice, with immediate feedback on per- Deciding on which microcomputer or mi- Box 533 formance Learning about microcomputers crocomputers to purchase is important, but Goldens Bridge NY 10526 and how to use them may be the most valu- not necessarily criticalThere are differ- able part of a student's schooling ences between micros as there are between A school contemplating a microcomput automobiles, but with each of the popular Schools are on he threshold of the er program should set its sights on accom makes you can expect years of dependable microcomputer age Not only high plishing at least one of the following goals service schools, but also junior highs and elemen- Increasing students' cor ;outer literacy You shouldn't put off purchasing a micro tary schools can share in the many benefits Teaching students to write programs in the hope that a sharp price decrease is microcomputers bring to education Educa- Providing opportunities for learning through just around the corner Few people believe tors are asking what they can do, what they simulations and games that microcompuler prices will corne down should do, to make microcomputing capac- Teaching subject matter, such as mathe- the way calculator prices fell over the last ity available to their students This article matics, science, social studies few years You can expect the next round of provides the information and procedures Building skills in vocabulary, spelling, com- microcomputer models to have greater ca- educators need to leave "ground zero" and putation, shape recognition pabilities at or near current pricesIf you join the ranks of those who have already boll and practice nn basics want your students to start getting to know found how much a few microcomputers, or The broader the scope and objectives and use micros, the time to begin is now' even a single micro mean to a schoo! you have in mind, the more thorough the For most schools, v;ia feel that decisions preparations and training should be Once on equipment should favor the solution that Objectives you have an idea of the direction to take, accommodates the largest number of stu- Those who have worked with microcom- two considerations have priority sources of dents The experience of sitting down at the puters are strongly of the opinion that no funds and choice of microcomputer keyboard and operating the micrjcomputer other single piece of equipment can do as is crucial to learning much for education The nearly unanimous Obtaining Funding We recommend that you have at least 8K conclusion isthat micros motivate stu- Schools have found a number of different (approximately 8000 characters) of address- dents to a remarkable extent answers to the problem of funding Some able memory. You will do well to have a rela- They are unexcelled at teaching logical boards of education have put money for mi- tively full version of BASIC, the language thinking They provide frequent opportuni crocomputers into their budgets Some used by virtually every microcomputer Your ties for students to demonstrate their cre- school districts have applied for and ob- micro should be able to handle decimal ativity They are valuable in all curricular tained federal grants under Title IV-C sec- numbers, not just integers Choose color areas, not just in mathematics They pro- tions authorizing funds for career training capabilityifprograms involving designs or for gifted and talented students Others and patterns are important to you have convinced the local Parent-Teacher Current (April 1980) prices for the three Henry ,aye;S ass slant head Coidua School Bedford ociatior to appropriate money for one best selling models are approximately as NY He nes taught corepkaer programming throughout the yonoo,for Mercy awage and for the Chappaqua Adult o nore microcomputers When the cost-ef- follows School fectiveness of a microcomputer is com- $850Radio Shack TRS-80 LevelII 16K (The TRS-80 Level I 4K costs $499 If this is George mopes - consultant on math for the gifted Put pared to that of a color television, videotape NimNorthern Westchester BOCES adjunct professor equipment or even to a district's service the only one you can afford, plan to spend at FaOe,gh Dickinson Uni.(40511y Teaneck NJ and elemen vehicles, funding problems are seen in bet- $250 to $350 to upgrade it to Level II ) tact math coordinator EAgernorn School Distract Scars $530 Commodore PET 8K (Based on cur- dale NY ter perspective 5 From Microcomputing, June 1980, pages 104-106 Copyright t 1980 byKilobaud Microcomputing All rights re.:3,ved Reprinted with permission. 57 rent3 tor-2 offerto schools "=,.1 tape get Hands on BASIC with a PET by Herbert finished recorder included D Peckham McGraw Hill For those using Programs on cassette tapes are referred $1195 Apple II with Integer BASIC or Ap BASIC on an Apple II computer. the manu to assoftwareThe amount of software plesoft BASIC lbK iNo lape r order or f act urer's Apple BASIC Programming Man available for use in schools is growing, new monitor included ual is the answer tapes are coming on the market every Check out the micros available at nearby But whatever microcomputer you have monthUnfortunately program quality outlets Check on the experience of other and whatever manual you use best results vanes, some tapes contain programs that schools in your vicinity A knowledgeable come from sitting down at the computer are excellent, some are fair, some poor It is and interested person at a ocal store can and working tb'ough the material page by not easy to get responsible opinions about be a valuable aid to your microcomputinq page Just as in most other learning expert software in advance of purchase program ences you learn fastest and best by doing Among the types of educational pro This is n-_,t to denigrate courses that teach grams available are computer programming Demonstrations of math processes Learning the Language We have taught hundreds of students of IQ building with synon ms, antonyms Atte, considering funding and the micro all ages and have found that the greatest Work with foreign languages computer model you should examine how amount of learning takes place when a Spelling. vocabulary to use the microcomputertsi in your school student practices what he learns on the Games requiring logical thinking At least one person should be familiar with computer in the days between class meet Simulations the BASIC language which consists of ings Fortunately for teachers microcom Recognition of shapes letters about 30 words, a dozen symbols two puters are portableThey can be easily Arithmetic drill and practice dozen functions punctuation marks and a transported from classroom to c'essroom Graphic designs few rules for w-,ting staterrants or taken home From time to time, this magazine and Mastery of BASIC takes lots of time and Does ever: teacher at a school need to others in the field publish programs that practice However the ability to write a sim know BASIC? Certainly not The more who can be used or adapted for use in schools It pie program in BASIC or to understand un do learn BASIC the better but microcom pays to keep abreast of developments by complicated programs written by others outer use can be extenyve in classrooms subscribing to two or three of the leading Can be acquired relatively quickly Knowl edge of BASIC is valuable for introducing the language to students and making minor modificationsincommercially available Creative Competing, Box 7$.M, Morristown NJ 07960 programs It is often useful to change a pro Hayden Souk 04.50 Essex St Rocha% Park NJ 01662 instant Sawa/Line , Peterborough NM 03456 gram so it easier more difficult or more Micro Leanings/ant Box 2134, Mankato MN 56001 appropriate for a given student or group of Minnesota Educatiopal Computing Consortium, 2520 Broadway Dr. Lauderdale MN 55113 National Coordinating Center for Curriculum Development, State University at Stony Brook, Stony Brook NY students 117,1 If someone in your school already knows Program Design, Inc . 1t Ma Court, Greenwich CT 06630 BASIC you re well on your way to micro- Programme intemationat, Inc. 400 Wilshire Blvd., Los Angeles CA 00010 TM Program Store, 4200 Wtsterain Ms , N W. Washington DC 20016 computer capability However there are mi Ousue, 5 Chop* Mfd Dr , Fairfield CT 06432 nor differences between BASIC as imple Radio Shack (contact nearest storel mented on time sharing terminals and the Software Exchange, 6 South Street, Milford NM 03056 BASIC of microcomputers, as well as be- Table 1. Sources of cassette tapes in the educational field tween the versions of BASIC on various makeS of microcomputers Start up and editing procedures differ slightly also Some functions are called by where teachers know nothing of the Ian periodicals The computer departments of a different names the ENTER key on one ma quage few universities have stated to make avail chine might be RETURN on a other Gener Every teacher must know how to operate able information about educational pro ally a tittle practice and a few references to the microcomputer and how to load pro grams at all levels as have education de the manual are allit takes to smooth the grams into it from cassette tapes Inciden partments in a few states transition tally the teacher need never fear that micro Table 1lists companies and organize To earn BASIC from scratch is not a computers will eventually 'take overthe tions that distribute educational software mountainous undertaking First you must classroom Actually, the more computers The listing is representative only, It does obtain a good manual The best manual on the more important the teacher becomes not purport to include every company that the market is BASIC Computer Language offers programs you might use Programs on Cassettes by David A LienItis published by Radio Be sure any programs you order are for Shack anapplies specificaily to the ver You can connect each microcomputer to your particular microcomputer Programs son of BASIC used on the TRS 80 Level I a standard cassette player which is used to are not interchangeable bet ween makes of Thy; version of BASIC does not include provide long-term storage of programs The computers A TRS 80 Level I program can some of the commands and statements process of entering programs via the cas not he used on Level II Similarly programs foi,nd the Level II version of BASIC How Bette player is comparable in difficulty to for Apple H with Integer BASIC don t work ever .n a separate volume Learning Level it running afilmprotectorAftera few on Apple II with Apptesott BASIC trip,author minutes instruction and an hour s prai,fir e The demand for educationally based mi vides all the ohanges--line by line and page the task becomes routineIt involves post crocomputer programs is such fhaf new by ()age to convert the earlier manual into honing the tape to the start of a partici;lar programs originated at your ,,chool may be one that teaches iou Level II BASIC on the program typing a 'load' command on tne usefullo many other schuui systems TRS 80 keyboard playing the cassette and waiting Someone on your staff or among your stu I' you are using a PET microcomputer until the computer indicates that loading is dents may develop better programs than C' r.) I AO some of inuse that exist today signed to one micro at one time, experience their students The high school student can has shown that they work well by them teach BASIC or act as a reso2rce person for Ut IlLut ton selves a computer club Parents with some Given a school with one or more micro Another common procedure is to use an background in computing can be of assis- computers given one or more teachers who audiovisual cart to move a microcomputer tance at all levels Information on special know BASIC and given a set of good pro from room to room on a scheduled basis programs or counsel on long-range objec- grams what is the best way to deploy these This allows the teacher to use the computer tives may often be obtained from a consul- resources? How is capability transferred in to demonstrate a-given lesson or to assign tant in the field to day to-day operation? There are several students 10 or 15 minutes each on the com- possible procedures puter Different students can work with dif The Future Microcomputers may be placed in a giver' ferent programs Students, even as young Each school needs to work out the proce- location where ciasse3 can be scheduled as second-graders, quickly learn how to in dure or combination of procedures for mi for specific computer programming les sert and run tapes crocomputer implementation that best sons Individuals can come to that location A network controller for the TRS-80 di- suits its particular needs Whatever the for specified periods of time, usually on a rects the loading of program; into as many neects are today, itis safe to predict 'hat sign up in advance basis as 16 microcomputers in a Dingle class- they will be different and greater tomorrow Must someone be presAnt at all times to room Such a setup permits working with a the numbers of students who are turned on tiupervise students? Some scnools have class as a unit and also lets each class by microcomputing wilt convince you to get made arrangements for such supervision member interact individually more micros and expand your program until but many have found It unnecessary Micro Junior high and elementary schools have the majority of students acquire the com- computers arerelativelyfoolproofPro to'indIt advantageous to have a knowl puter capabi ity that will virtually be a sine vided no more man two students are as edgeable high school student work with qua non fclife in the 21st century

59 Statewide Educational Computer Systems The Many Considerations

t Kevin Hausmann "

"limiting rules" needed on central Many educators view the micro- systems. computer as a panacea for a variety of The potential of microcomputer educational ills resulting in expecta- applications' has attracted the atten- tions which are greater than system tion of hundreds of vendors rangingcapabilities. In many Cases, the use from garage hobbyiststomajorof systems will be impeded by a lack This article describes the Minne- mainframe companies as evidenced of hardware or software features. In sota Educational Computing Consor- by theattendee's at personal addition, applications software de- Cum's (MECC) planfor statewide computing fairs and National Com-velopment and instructional support support and acquisition for educa- will not keep pace with the initial tional microcomputers and focuses Microcomputers will also movement to microcomputer usage. on the need, development and imple- In order to meet the needs and mentation of a plan. follow the paths of other address the problems defined above, Although the utilization of micro- new technologies, mean- MECC set up a special task force to computers in education is relatively accomplish the following : new, within the next few years we can ing, many of the current 1. To conduct a survey for as- expect an exponential increase in the microcomputer manufac- sessing the current and future number of microcomputers sold to microcomputa uses and educational institutiGns. The growth turersmay go outof needs of MECC users. Is being spawned by a number of business within a year or 2. To determine the strengths and factors including the decreasing cost weaknesses of microcomputer of microcomputers coupled with their so. utilization in various instruc- increasing capabilities and the rapid tional computing modes and outing Conferences. The resulting environments. growth of their use in a varilty of number of different systems makes it fields throughout the country. An- very difficult to stay abreast of current 3. To provide demonstrations of useforin- other important factor is the micro- developments. Microcomputers will microcomputer computers'independence froma also follow the paths of other new structional urposes. mainframe system which increases 4. To coordinate and disseminate technologies, meaning, many of the informationregardingpilot . its portability and eliminates many currentmicrocomputermanufac- programsusingmicrocom- communications-relatedproblems, turers may go out of business within a as well as the elimination of the year or so, making it very important puters 5. To prepare recommendations for microcomputer purchasers to be potentialfor Kevin Hausmann, instructional Coordinator, aware of manufacturer and vendor regardingthe Minnesota Educational Computing Consor- largescaleacquisition and tium, 2520 Broadway Dr , $t Paul, MN 58113 stability. 5) From Creative Computing, Volume 5, Number 9, pages 82-85 Copyright ,' 1979 by Creative Computing All rights reserved 80 Reprinted with permission. types of usage: Computer Science/ guage features, and those which Statewide, con't... programming and applications/pro- tested performance BASIC features gramming. scripts included sequential file hand- utilization of microcomputers The computer science/program- ling, random access file handling, and the appropriate roles and ming classification was defined as chaining, time function, string func- responsibilities for MECC the use of a microcomputer system to tions, matrix operations, and format- To begin addressing these objec- meet the needs of secondary and ted output. The BASIC performance tives, the task force divided the tasks post-secondarycomputerscience scripts included time requiredto into three components. hardware, instruction involving such topics as complete computation(calculate systems software, and applicationsadvanced programming,operating number of primes from 1to 2000), software Several Minnesota vendors systems, compilers and assembly number of mathematical functions were contacted and asked to supply languages. This is a system used pri- available; andtimerequiredto systems for examination, evaluation marily by those who are intere3ted in generate and sort 100 numbers. and experimentation Fourteen sys- studying the computer system itself, In looking at hardware, some 40 tems were evaluated by the task force thereforesoftware flexibility is featureswere definedandeach Microcomputer Systems Evaluated important system was ratedagainstthese. ALTAIR ATTACHE The applications / programming Some of the typical features included ALTAIR 88-1301 classificationincludesusingthe were:K-bytes of RAM, ROM, or ALTAIR MULTI-USER PROM; available user memory; chip ASTRAL 2000 The applications/program- type; add time; availability of RS-232 IMSAI VDF - 80/1000 interface and a real-time clock. NCR 7200 mingclassification in- In additiontoworkingwith OLIVETTI P6060 cludes using the micro- vendors, the task force evaluation of PET 2001 systems included a user survey which POLYMORPAICS 8813 computer for running ap- was developed and administered to PPOCESSOP-TFCH SOL plication programs as well teachers in the state who were using RADIO SHACK TRS-80 microcomputersintheirclasses. APPLE II (Integer BASIC) as writingand running Questions dealt with types of usage, TEKTRONIX 4051 simple BASIC programs featuresofthemicrocomputers TERAK RT-11 which were particularly desirable, and forproblemsolvingin problems which were encountered 'c a starting point, the task force with their systems The major weak- de`med a minimal educational elementary and secondary The minimal educational nesses of microcomputer systems system schools. currently in use seems to be the avail- system must have microcomputer for running applica- ability of CAI languages, ability to a) A microprocessor perform repetitive calculations, and b) I/O device(s) The system must tion programs as well as writing and running simple BASIC programs for the storage and movement of large include an ASCII keyboard and data filesHowever, the majority of printer and/or monitor problem solving in elementary and secondary schoolsThis mode re- instructional computing can be ac- ci A permanent file storage de- complished quite well using micro- vice This can be of the form quires the capability to run programs computers floppy disk. hard disk etc which generally range from 8 to 32K in d) A vendor supplied operating core requirements Since this system system would also be used to run programs The major weaknesses of e) The BASIC programming lan- similar to the library programs on the guage must be supported existing timeshare system, down- microcomputer systems f)At least 12K of user memory loading capability is highly desirable, currently in use seems to must be availableThisex- if not essential cludes memory space required In trying to evaluate microcom- be the availability of CAI for the operating system and puters against these classifications languages, ability to per- the language processor(s) of use, each feature was given a rating formrepetitivecalcula- g)All components, software and of essential, desirable, or no! neces- hardware must be docu- sary for the two classifications as tions, and the storage and mented This must include in- def r.ed above Each microcomputer structions on the operating was given a yes or no score on each movement oflarge data system,a language manual software feature By combining the files. and setup and maintenance in- importance scores with the yes-no structions of the system scores. it was possible to give each Once done with defining needs, Only those systems which met microcomputera softwarefeature collectingdata on microcomputer thesespecificationswereconsi- score for both classifications of use systems, and surveyingcurrent dered This definition also helped Since BASIC is the most often microcomputer users the task force vendors identify which features are used languagethe task force also made thefollowing recommenda- required in a system for educational attempted to evaluate the microcom- tions regarding microcomputers purposes puter's BASIC language features and #1 State Contract In looking at software features capabilities which they deemed im- One specificmicrocomputer thetask forceconsideredboth portantTest scripts were prepared system should be available to whether or not a system had a partic- and run on each ofthefourteen allMinnesota educationally- ular feature as well as how important systems relatedagen,_ testhrough a that feature was to users Over fifty Ten scripts were preparedThe state contract Software features wore Identified and scripts were divided into two cata #2 Support Classified as to importance for two gores, those that tested BASIC Ian- Instructionalservice support GI, 61 Statewide, con't... they are to cope with the fast-growing and programming languages. microcomputer industry Thereis 3. Acquisition, conversion,development, maintenance, doc- for selected microcomputers absolutelynoindicationofthis should bedefined andin- growth trend slowing down The fear umentation and dissemination creased to the same level as is that service agencies will no longer be of applications packages. currently availableforlarge needed is totally unfounded Users 4 Response to questions, prob- timeshare systems will still need the software support lems, and requests regarding #3 Microcomputer Technology that they have in the past However, microcomputers. MECC shouldcontinueto service agencies will hive to redefine Itis hoped that the comments analyze and evaluate micro- what they call "service" or "support " related here will be of help to agencies computer hardware and soft- There are four major areas of micro- faced with the problem of servicing ware technology, and dissemi- computer support that must be con- microcomputers nate information to the Minne- sidered Note A task force report was printed by MECC, and contains the Task Force research, evalua- 1 Purchase, installation, main- sota educational community tion, recommendation and the invitation for Bid On October 15, 1978, MECC and tenance, and documentation of for microcomputer systems A second revision APPLE Com,:uter, Inc signed a con- the system of this report will be available soon Contact tractfor APPLE's 32K. disc-based 2Training in system operations, MECC, 2520 Broadway Drive,Lauderdale, Applesoftmicrocomputer system use of application packages Minnesota 55113 for more information1 MECC offers avariety of services to consortium Educational computing mmnesota Educatnai Computing members A technical staf I operates the largest iltAECCI was created or +972 Out of o' Minnesota s computers dedicated toin service agencies must de- t'ee'n pr the governor and legislature that struct onal computing a Control pale CYBER edu-wtonai computing needed a Central Souri-e 73 t,ne sharing system The MECC Trmeshare i:iblinatiOn tor panning and a mechan.Trn System is Currently configured for 375 user velop plans early if they are 1'00interactive o ^sure that aO ectuCatonal nstItut ani ^ the Portsandservesabout slate would bare equal opPortun ty of access to terrnmais locatedinsChools and Colleges to cope with thefast- i'mburing Services 'or both instructional and across the stateA large multiplexing com- a,,,,,,suat,ve programsThe Cohsortwe- s munications network provides the route by growing microcomputer eimbeSn p inciudes 'he University of -one whim MECC users access the Timeshare System whether they are a few mites from the su.a i-iiempuSestThe Minnesota State Un Industry. .ers,. stem l7 campuses' the Minnesota Mn .-eapolis Si Paul computer center or bun td campuSeSI thy. ,reds of m es awe near the Ca-Pa- bone' lyoiiegeSysiri The MECC User Services star 0' instructional tyt,riesora Department Education i'epee about400-500 ators helps users learn to make better MECC anticipates se, the states 436 independentsi hoo, units to be sold by APPLE through S" ^,S and ire M one Department,r use ot the Computer by visiting school and Minnesota .5 the Sate -at'eges Psconducfinq wurkeh.,P1pro MECC to educational users in Minne- Ou,'y having a r-enta' Jroa, y lingover the phonebrinsulting Servit e (lot shing newsletters and crOdui wroten sota during the current year J_ '1 -tat ng crriu Q 3c' tor programsinroe MECC eeiS eidu-at fat-o, computingservice SS a esha,. System s re,tre d,ar, Educational k4Er, , a, agencies mus develop plans earlyif

62 Van Help/ fchoolf felect The Right Computer

Betsy Staples

Nhlch is the best computer' V., huh das course is entitled "Alic roe omputers Once the uses hale been defined, the sottv.are should we bus A1 hat can we and assists participant ui des eloping the people who voll use the machine are asked actualls do with a cotnputer ' Nov. can sae ritenia and purchase specifications to consider such criteria as cost, flexibility, teach people to use itX hi, will 11x it when mentioned in the booklets It otters hands- mainframe interfacekeyboardlayout, It breaks' on xperienee asoceil as discussion and execution and loading speed, memory These are only a tew ot the questions demonstrations capabilitysystem expansion and many that contront a school ss stem when it first In "1 (runic toMicrocomputers othersA tally,sheetlists17 of these begins to consider the purchase of d small prospectise purchasers are urged to criteria,the prospectise user assigns a computer ur LiiillpUICrs for classroom use .dentifs the specitic uses to %shit. h the Tit:w number between one and ten to indicate Sometimes the questions ale neser computer will he put A list ot 'Projected how important he or she considers each answered adequate's. 'sometimes teachers ses" (Figure 11 serve, as a guide luring featureIfthe school plans to use the and students are unhapps with computer this initial phase of the selection rt oi.es computer in more than one area, or for hardssare and software chosen in d haphaiard tashron N hat seemst.)he neededisa sstematic approach to the selection ot hardware and ,ottv.are for classroom use thyPennsslsania Department of Educa- tion otters just such an approach to almost PROJECI ED k.::ES 500 schools in the ommonv.ealth in the Corm ot the Multi Media !raining fan a sehicle w hich pros ides mtormation and I Initially determine curriculumareas of use and ,osIble other lines trainingin esersthing from writing to Subje_IA Areas Other Uses photographsto computers I heSall Len guidance stalledb% ledid Speildlist Shirley Douglas trasels around the state sorting library scien, serious school districts which has': soi s sr udl e media requestedits sers ices I heproject is current's a num effort ot the Perinss Rama earth management Department of I ducation and a I itle I-( industrial arts computer literacy protectatthe( °Ionia!'Northampton hoMe eC,aoltl,s other Intermediatet nit NafarethPA I Ire program is coordinated through the state s reading Intermediate Init Instructional \laterials languige arts Sersice department In addition to the normal arras ot foreign language audio-nisual paraphernaliathe train rig business educar ion san carries d Bell and Howell Apple aII physical edu at ion 99 4 and a I RS-SO k hen a school witem decidesto:11estigatethebenefitsot other computers in the classroom teat hers and administrators mas request copies of "A If the microtomputer I. to he used se an instructional rootii r (,,,,de math, art, music, etc ) the next step i to determine the el, r,,- (1111d_ to Microcomputers- and omputer' utilization bytheclasrocm teacher and the tudent toInstructional'slicrocomputer'son- v.areboth complied bs %Is Douglas and Classroom Teacher Application Student Application (jars \eights ( oordinator ot the Instruc- curriculum discoverylearning tional Materials Sersice Programs, in the (sub)ect area teaching) problem reolut ton stateI hese hook lets proside information computer operation and on computerliteracy and guidancein progralMaing graphic« developmen' des eloping purchaseintent oMputer literacy musical exploration the district mas also request one nt instruct .00 computer prugramming knitted f-) the-1n-Ners Le Programs teat Ina 'shirks in the canIle! ,ritrodui_tors halt- omputraidreneas classroom management __ (teaaer's record keeping) nuns.. 11 nit and gulden, xt other other ",,, -pr,,ng an a IL 7,rtrncr, I

From Creeve Computing, Volume 7, Number 3, pages106-108,110(,)142Copyright1981 by Creative Computing All rights reserved Reprinted with permission 63 more than one application, all prospective users should assign "importance factors" based on their Indic ;dual needs iii it the staro,mliputer to to be used beyond that of an Instructional tool, the following apps I cat ion* should be coneide red When importance factors hase been assigned,indisidual t puters can be Media Library consideredBased on promotional liter- pr, gram development instruction ature, information provided bysales people,or experience with one of the inventory book lam, at ion machines in the san, a "Comment Sheet" util tag t ion and card file can he completedhgure 2 shows a maintenance records inventory comment sheet for the my thical Spacetron uudget 007 budget On the finaltall Lsheet, users are

ci rzulat ice cont 1 asked to consider again the 17 criteria and circulation control other assign a salve between one and lice for the 1141i-agenerat ion computer in question "It the cost is high.

1 iseasily movable and Other goe ita Itit compact then flexibility mat he a 5 I hese "single rankings" ere then filled in on the Manogomen t Sluet Services tails sheet and multiplied by the impor- at tender., word process ing tance factors to produce a rating for each

letter tile teacher assignment criterion (See Figure 3When the ratings are totalled, r' MN"has d number which lass registration student assignment can he compared to the totals for other st,Jent v,hedu.ing other machines or for the same machine in other While ohs mush notin- bus rout frig departments fallible. this technique presides a method Iis as and cudget ,ont rs of quantity ing what might otherwise he left

ontrul to someone's gut feelingthe instructions conclude by cautioning "Color of the case, .tier Li /thee CS .dfl Curds I , thesalespersonis personalitL should not affect t ht. choice But Idig_10 and ,11,

sr udent t ra, king security Software Selection

cuts. [Jr select I ol maintenance 401,d,,,+ Once the computer S stem ha'. been

sele.tion .eat orI selected the p! ohlem of which soitxcare to purchase mac he occtuhelming erL teLL ,nt Ident id, st udenr files -t her manulacturcis arc stilling to send sample er plograms and it11.o,tic dit!iLuit to find educational softccalc in the local computer

stoic Here comes the flagain t,,r varied uses inditaved, Mire than one mi,rocomEuter 1, single copies of ad. nts-.411 11e potential 1 o, at lone of these systems wi I.] Shirleypurchases sons ider and [hue determine the quant t a- add i ,na ' _t rt educational programs from manydifferent stern nereesary to meet t h. potential needs I mi, r Jet sendors and makes them asailable m the \ an to educators oho cant to consider them for adoptionIt a teacher decides to adopt a wen program or package. It must erma eat 1,, at fun he purchased through his or her school

a: +1 mt,bi ir ',etween Sasvn tee district'soltuarc carried in the san ma not he copied

. I 'ad' iamb, r need, d I he softuare esaluation Corm (Figure p i11.4f14- t 4tfound in "A (tuide to Instructional

e,ar, d Microcomputer 'solo...arc." is designed to assist in the selection of soltuare hest an ier instructionalohiec use must he stated Inertthe ohtectiveis competed to the features of the program v.ith regard to

1 "17 i grad levcivalidation, correlation with tee:instructional strategies and instruc- ,dt tional design features Italso includes room for a dtscription of the program and

, an overall evaluation Alterharduare and soltuare are camelet rats n hit chosen teachers mac acall themselc es of a Lt coin!In- service program which deals \kith "Mk oc (impute!lassroom Applica- tions During the full -des course. partumants learn to operate the computer, run progiams and ccen mitt a short plogranl in Basic

64 f-Tran, continued...

Questions to Ask About a Computer System

I Cost: This is a factor to be considered Micros generally Input and Output Devices: As specified for purchase range from $500 to $3.000 to establish a system This what input and output devices are included in the cost is to be with all peripherals needed to operate package, i e., cassette. disk. TV monitor. printer, plotter. graphics tablet. light pen, voice synthesiser'' 2Flexibility:(Size.portability. cords andmodules. environment) Depending upon needs can the unit be II Software: Are there sufficient manuals, reference and readily moved' Is it necessary for the unit to be moved'' program material available to support the micro- Is it sturdy-and reliable to survive moving around" Has it computer" Are there programs suited to the user's needs" been tested for d irability' How much does it weigh" Is it Gave outside companies (other than the original necessary to be near an outlet or telephone lines" Do the designer) make additional software programs" Is there learners have to be brought to the unit or does the unit enough software available to ft' needs.' Can have to be taken to the learners" Can the unit be accessed programs be made to fulfill the user's needs" Have the other than being right at the microcomputer itself' How programs been validated (field tested with students)" man% cords necessary to operate the micro" Is there a Cost of prepared programs" Ease of sell-generated need Ior special environmental controls. i e. tempera- programs" ture. humidity. dust'' ( Protection from exterior electrical 12 Graphics/Characters: Is the unit capable of low or high interference.i e other computers,staticcharges. resolution graphics'' How many characters per line are another electromagnetic field) ay ailahle on the micro" How many Imes on the CR I are 3 Mainframe Interface: Does the unit have the ability to visible'' What is the screen size" Graphics tablet' I ight interface with available mainframe computers to pen'' function as a smart terminal" 1,3 (- olor: Is color necessary for your operations' II color is 4 Keyboard layout: Most micros come with a standard necessary, does the CRT monitor hay c to he a special typewriter layoutIf the unit does not. will it tit your monitor" needs' Does ithave a calculator layout on it'Is a calculator layout necessaryor can the standard 14 Voice command and voice generation: Does the unit has eoice sy nthesirers. to generate owe does it hay e or typewriter numbers fulfill the calculation needs'' can it be adapted to accept voice commands'

5Additional Ports: Can other peripheral devices he 15 Music Generation: h there music capability.' Does it connected to the unit. i e . printers. plotters, phone lines, have an internal speaker or separate speaker system for disks. etc '' Are there sufficient ports to substantiate y our sound" operational needs" Do these ports use memory (RA Al) 16 Servicing: What are the warranties available'' Can the that would otherwise he available' unit he serviced at its home base' Is on-site seiyu. mg 6IF xecution time and loading speed: How long does it take necessary" Ca n local technicians make necessary repair the micri,computcr to execute an operation" How fast For additional cost will the unit be updated for the next can information he loaded into the unit" Is the execution Year as new developments are made" Length of time for time. problem. operation or loading of a program too service including transportation to and from service long for student attention spans" facility" Service cost including transportation" 7 Memory capability: How much ROM memory is the 17 User Training:Willvendorspros ideon-siteuser unit capable of How much RAM memory can be taped" training" At what cost' How many hours' For how RAM is found in varying forms It strictly for running of many people" prepackaged materials then usually 16K will suffice but generally self-generated programs will take more bytes of memory (RAM) S System Expansion: Can the system be expanded easily" What are the limit of the expansion" What peripherals are available'' Are peripherals needed"' With the current state of advances new items for purchase are always being developed. such as light pens. graphics. tablets, voice synthesisers. etc Maybe even keys for the blind or some other new advances are in the making athis pamphlet goes to publication 9 Frilling: ('an editing take place immediately as mistakes occur' Is editing simple' After the program is completed can editing be done" Can changes in the program to suit needs be done' Will the unit identify specific program errors' Instructional Materials Service Technicians learn I., service and repair the Bell and Howell Apple

64 65 When eveluatina microcomputer, use the comment Mown.Write notes about that particular modal and brand.to better evaluate the computer, use the criterion rattetioes 1-16 on Pages 10 and 11. The notes on the comment sheet will be translated fete nuisbers on the tally shalt COMM WILT

IlLUD SM.".e...4rori BRAID ICIDIL CATEGORY 1.01314. 001 415 -11.I. 9,11 - MI. 1 COST- -TOTAL r* Bawer eater ca......

2 FLEXIIIILITY wearmmtaht.,toirai

3. MAINFRAME" kIITERFACE rOnE-

4 XEYSOARD LAYOUT 51tedoe-cl WI cokulahr 15ports 5 ADDITIONAL KARTS Want NAM L5 Diu. 6 EXECUTION TIM a LOADING SPIED 1 Ltd, t T

7. MIMORT CAPABILITY 413k 8. SYSTDI MANSION

rrer5E... 9. EDITING OrLAre...-, ,p10911147 10. INPUT AND OUTPUT DEVICES cist, 5pwrywo ,wwl.w., freteLmLis 11 SOFTWARE. by, fEsowrior, 12 GPAPH1CS/CIARA EIS 14 co/LreTV ~Jur 13.COLD' .erp.nd

14 VOICE COMMAND AND VOICE GENDATION /IL, /1 CI 15 MUSIC GENERATION

16.SERVICING none 11013e 17. USER TRAINING NG N/A 18 TOTALS

On the tally sheet using scale ranking (1-5) Mien a rank value for each category from the comment sheet If the cost is high give It a 1 IfItis easily movable and compact than flexibility 'my be a 5 If no service is available category (16) Is assigned0, etc When all ctegories have been assigned scale ranking, multiply than by the importance factor you original ly assigned.The end multi, are added together The highest total (le) will Indicate the microcomputer beer suited for your uses and merleBo as 11111.1r as possible to get an unbiased evaluationColor of the tee., unnecwary extras or the sleYperson personality should not affect the choice

TALLY SHUT

TAKE RIANITWCE1163.3 _CATEGORY PALMS SCALE RIMING RATING

1 COST--TC"AL

2 FLEXIBILITY 5 _ 10 0 0 3 MAINFRAME INTERFACE

A. XET110AID LAYOUT 3 5 15 40 5 ADDITIONAL PORTS 10

6 EXECUTION TIME & LOADING SPEED 10 ____. _.., 34 7_ 2.0 7. MEMORY CAPABILITY IQ 5 90 B SYSTEM EXPANSION C) 9 EDITING 0 21 10 INPUT AND OUTPUT DEVICES

11 SOFTWARE Z0

12.GMPHICS/CHARACTERS 5 5 z5 II COLOR

14 VOICE COIDANO AND VOICE GENERATION o 0 15 MUSIC GENERATION 0 0 16. SERVICING 10 I() 17 USER TRAINING Z 18 _I:gas I?

66 IIICSOCONFUTI1 LIIIITIWLILONAL SOITVAILI EVAIIISX1011 IOW

lostructiaftel Objective Desired.

tt.$,Title Dogtrot wsainKtroftel Node trabacer Get

A Objective(above/ Objectives Mat Tett go Cooteat. Good Vail root

II G. 114 Credo Level

C Vali/et/go CIkon. of Time Teetet lumber of Time taste.4 Studaate Teat*/ Number Grate Level

D Correst Teat to Les Corre:ated Sift

Ilaetrectiona: S.:retest.. Needed Instructions) Stretigle Implored Drill mad Practice Drill sad Practice Sioaltion Gemini Sialatios/Ceaaiel Inquiry .ad Dialogue Inquiry .ad Dilugurr ?toe len Solving ?coaled. Salvias Laformtioe fiettieval Information liettiel Tutorial Tutor ial .aetracTialui Design restate. Iraotructionel Design F.11(1.1, ire Student natruct Tate Student learructioaa to _Sr t too Audio _Wr it tea i ,lock /lock T.11 _starer ______Itancning _ItaDcwitt Stu4set ?tope.. Student 111..v _0.1.1161/v* _Cuauleii,e ttt c t iptios or tiotasvork 5 wit. the pr,grea P,,, it. ,v aaleatynt or 4ev...op nOsnenrk ' Tee no __Tee Dectistloe of Ina ?twos lecomeader1 for ( laclude 'rule .vel. CCUT sad stalest oilit lave.) Overall tvelast toe _Uruccept able _racilat Cood _Fait _Poor itgure

Other Services which Bell and Howell Apple personnel trained approximately 20 of the state's The san staff has taken special care to InstructionalMaterials Sersice Tech- reach administrators, since they are most nicians to repair their computer Negoti- frequently m decision-making positions ations are underway with seseral other The Microcomputer Administrators Days computer manufacturers to proyide Workshops, in which administrators get similar sessions an osersiew of small computers in Shirley points out the participants in education as well as specific mfurmation these and other courses andseryices on hardware specifications and f .aluatton prosided by the san are expected to he and software naluation, have reached "multipliersKey personnel are trained to over 501'iof the school district admin- train others in the school or districtthe istrators in the state. van enables one person and a few pieces of Perhaps the most innosative program audio-yisual and computer equipment to 11 this innosatiye program was the repair serve manspeople and many school seminar conductedin March19g0,in districts all riser the state 0

BC 67 6 TheHuman Perspective

embraced at any In the event that the reader has becomeconvinced that computer technology should be articles have cost even at the expense of substitutingmachines for human resources, the fo:lowing two been included. Both serve to remind usof the value of human relationships. "...we In Some Thoughts on Computers andGreatness in Teaching, Thomas A. Dwyer comments, education if it didn't also would be suspicious of an overoptimisticprognosis for the future of computing in technology, the address the importance of developing greatnessin teachers." Because of computer backup teacher is freed to become a codiscovererof truth with the student. Dwyer views computing as a teacher education. The system that can induce greatnessin teaching but requires a new approach to author calls for a return to greatnessin teaching. computer The Hacker Papers are a collection ofcommunications among college students and other problems associated specialists. As their electronic mail unfolds,the reader gains insight into some of the interactions with computers with being a Hacker or a computerspecialist whose interests are limited to and other computer specialists. purchasing a This article should be required readingespecially for parents who are considering computers should personal computer. Forewarned isforearmed. There is little question that home be aware of probably be made available whenever possiblebut parents and students themselves shou!cl make a con- the potential consuming attraction inherent incomputer experiences. There is a need to individual scious effort to encourage or engagein activities that will insure a well-rounded

69 Some Thoughts onComputers and Greatness in Teaching

THOMAS A. DWYER Project Solo University of Pittsburgh Pittsburgh, Pennsylvania 15260

and the results they obtain, display a In a paper entitled "The Computer and truism that there have been, and always freshness that suggests that they have the Fourth Revolution," Molnar(1973) will be, inspirational teachers The know- personally discovered a secret that tran- gave a panoramic view of recent efforts to how with which they have practiced their harness the potential of the computer for art has remained pretty much of an un- scends the art of any one great teacher Their secret, put simply, is to use corn- education. He concluded that "computing tapped resource, however The classical is so compelling a tool that it cannotbe pipeline" model of educational R&D (ed- outer technology to build an environment ucational product shipped to end users in which learning mathematics is both stoppedOur own experiences, both at natural and exciting Because their work Project Solo and through numerous con- after development) makes no attempt to is predicated on the belief that the stu- tacts with oth ys, confirm this conclusion, tap his resource How, it would be ar- dent alone must (ultimately) control what and in fact suggest an even stronger one gued, could as ill-defined a concept as is done with the technology, such usehas We have found that computing, placed in 'great teaching" ever be encapsulated called"solo-mode"computing the hands of well-supported teachers and and shared in a mass education system? been Because the technology students, can be an agent for catalyzing More to the point, how could a word like 1974) educational excitement and growth of a greatness ever characterize the efforts of provides a world of experiences to be lived in by both teacher and student, the kind that is without precedent We believe the majority of teachers who are (by defi- resulting environment has been affec- that there has simply been no other tool nition) "average" educators? tionately dubbed "mathland" (Papert, like it in the history of education It has been tempting to respond to these questions by proposing that the art 1972) Great Teaching In the Mass of the great educator be captured and On the negative side, it should be clear that environmental solo learning, devoid Education System disseminated through the medium of "computer assistedinstruction One of guidance and support, can lead to Our enthusiasm is tempered by a grow- early worker in CAI went so far as to pre- harm as well as good. A person who lives ing respect for the importance of human dict that "millions of school children will in the wrong part of France can learn bad relationships in education In particular, have access to what Philip of Macedon's French, South American babies who we would be suspicious of an overopti- son, Alexander, enjoyed as a royal pre- learn to swim by falling off the family mistic prognosis for the future of comput- rogative the personal services of a tutor houseraft don't always survive Like most ing in education ifit didn't also address as well informed and responsive as Aris- good ideas, environmental solo learning the importance of developing greatness totle" (Suppes,1966)CAI is also based needs to be coupled with other factors in teachers on a pipeline model The years have veri- before it reaches its full potential. computer-relatedin- Developers of fied that what comes out of the pipe, even I believe that the strength of teacher structional systems seldom make explic- when a computer is at the other end, and student-controlled computing is that itly negative statements about the role of bears little resemblance to the charisma It automatically provides many of these teachers However there have been un- of an Aristotle CAI has its virtues, but factors, because the students are re- fortunate implications that computers are reproducing the mystery of person-to- sponsible for what the computer does, important because they can make educa- person teaching is not one of them there is a kind of self-validation in stu- tion "teacher-proofThis is not only an dent-controlled computingOf course Incorrect attitude, it cuts off the real power Solo-Mode Computing such computing is an exceptionally rich of the computing tool, namely the poten- sourceof solo-modeenvironmental tial to multiply the effectiveness of the us- There is another use of computer-related learning ers of that tool The most important users technology, however, that is triggering We have recently been experimentin3* are not research and development peo- originality and depth in student work, as with all kinds of other rich environments, ple, but "teacher student people Put well as such personal qualities as en- simply, I believe that computers in educe- thusiasm and zest, particularly in the area Lon are revolutionary because they make of math educationIt is doing this, not so much by reproducing pedagogical in a subtle way clever technology ,,an alsore- possible great teaching in a system-fed- produce some of the talent of the Inventor 18 g Pa- cated to mass education They make this greatness, but rather by inducing such per! s Turtle), and in this way transmit certain aspects possible by supporting the awesome greatnessIt is a use of technology that of great teaching works its magic by freeing teacher/stu- mystery of person-to-person educational 'These experiments are part of a project called Solo- influence, not by replacing it dent groups from the restricted format of works which is concerned with developing com- To see the consequences of this last drill in facts and formulas Teacher and puter-based math lab environmentsthis work is statement for teacher education in the student become, instead, codiscoverers supported in pa-t by NSF grant EC-38063 Aprotect computer age, let's back up a bitIt is a of truths The methods they learn to use, newsletter is available from the author

6S 71 aria itis becoming increasingly clear to Thus, supporting backup is the es- good departmental physical facilities will that the general-purpose computer be- sence of reality, when it is backup that understand the significance of this re- -ongs at the heart of such environments also induces unique greatness in teach- mark sometimeslustconceptually) Solo- er student work (as does locally con- mode computing properly supported is trolled computing). then it deserves being Conclusion undoubfediythe component parex- called acompelling educational phe- A good way to summarize these remarks cei ance to an experiental educational nomenon is to say that I believe computer tech- t. nology has brought us the capability of thething that pleases us most about Teacher Education Preparation making a very fundamental change in ed- nrs dri,cifiery is thatrt supports aro- for "Greatness" ucation The change is a return to great- man. +:i'ew of education that is aiqo em- A consequence of viewing computing as ness in teachingIt is a change that es- rec.-practicalIn tactitis downright a backup system that can induce great- chews the use of technology to automate `-aet nosed in its reiation to reality This is ness in teaching is that one a new pedagogy On the contrary,it 's a view necause t makes contact with the endur- view of teacher education inder- that starts out by recognizing the extra- nq eaii'-y of education today (and for a stands, for example, that iti ;try im- ordinary power of human relationships It ,ong me 'c :ornei with the fundamental por:ant to prepare teachers to use such believes that teachers are important be- peope u^.1of a large educational sys- supportive backup' systems creatively, cause they are the proper focus of such -arnelv 'he teacher st dclant group and to help them think ab. ut the im- relationships in educationIt sees tech- portance of getting their students b do nology as a compe, force in education Corrtputrs as Backup Sys .s the sameI use the word creatively to because it has the power to melt away the reaisti_ Sian ! et.:u-,.ation admits ttm. ggest that teachers should be edu- real-world constraints that manacle even hutran teacrong can uneven and cated with the view that they are life-long the best of teachers In a very real sense, sometimes veil soppy but it ::so under- researchers, not technicians who imple- it is a view that says we are now able to the ifiationshtps involved be- ment other people s ideas Another differ- back off from the frightening dead-end of 'weer s.,,dentSar tie reach far tran ence would be to immerse teachers in school systems without belief in their own scene; the,ogicof even the fanciest very rich technological environments as power to teach, and to support the mete- flowchart A realistic hiew part of their education, again with the ob- ods that we knew to be right all along sees stu-nts ana teachers as deserving ;ective of making them fluent at extending cf 'ne nep and encouragement they (rather than Just imitating) ways of using References a^ get as they wrestle with some very similar supporting systems 8'a educationA conversationwith 'otign problems They are people working The overall goal of teacher education Jerome BrunerPsychology Today. re'' an outdated set of tools ;r1 a system should be to give teachers status bused )970 prior,ties do not recognize toe im- on expertiseto help them mastor *lie art Dwyer, T Heuristic strategies for using .peeance of educationally oriented sup of molding themselves and their students computers to enrich educationInter- DO There is an innate genius nto very strong personal units within the nationalJournalofMan-Machine 'earner student grours but the flour- large impersonal systems that arise in Studies, 1974, 6, 137-154 ,sh,ng of .his genius is next to impossible mass education Of course such strength Molnar, A The computer and the fourth wo,nt.'sophisticatedbackup, Bruner will not come easily.itwill have to be revolution Paper presented at the As- :1._ diti,t1 the need emphatically earned One of the real contributions of a sociation for Educational Data Sys- locally controlled computer system is to tems conference, New Orleans, 197' facilitate the kind of accomplishment that -at- - ' dhr,e,C0 ',11-n Harvard Paper., S The computer as super-toy will earn respect and status for both ArAi .0- j, .tie ntt,S I taught Paper nresented at SJCC, 1972 teacher, and students Such a system rla, t " arrf tI3Ch tc rry ottrce ex Suppes. P The uses of computers in ed- re re'Shad to prepare can also have a protective function, insu- ucationScientificAmerican,1966, hn(),* that are, you lating teacher student groups from the 215(3), 206 220 *Jr fe- r e .Derxi energy the' 'att:1 erosive forces of noneducational con- Are i, . , At t r t the line Hoy* s,t,A --P supAxiding NYC. cerns found in a big school system Any teacher who' worked in a school with

72 TVIE HECKER PAPERS

1:;

They were among the brightest computer-science students at Stanford. They spent their days a id nights in the concrete-and-glass computer center playing harmless games and mock-vicious "wheel wars" on the terminals. Then, one night, a hacker (computer addict) whose code name was Gandalf sat down and tapped out a cri de coeur: in their F int.:le-mindedness, he and his fellow hackers were losing touch with the human race.Quickly the issue was joined. The complete printout follows. (For a glossary of hacker terminology, turn to page 79 .) 70 From Psychology Today Magazine, August 1980, Volume 14, Number 3, pages 62-69. Copyright 4 1980 by Zit-DavisPublishing Company. Reprinted with permission. 73 STANFORD UNIVERSITY LOW OVERHEAD TIME-SHARING SYSTEM (LOTS) FROM: G GANOALF TO: BULLETIN BOARO $USJECT: ECSAY ON HACKING

Des...cated to all my friends at LOTS who will live their lives in an alien culture surrounded by humane.,, and to Ernest, who was too human for it

As much as an eccay, this is a story It is a true story of people paying $9,000 a year Lo lose elements of their humanity It is a story of both seen and unseen games It is a story of the breaking of wills and of people It is a story of addictions, and of misplaced values In a large part, it is my story. There is no one field in particular in academia that has a monopoly on production of single- interest people, and this practice can exist almost anywhere There is the political -power seeker: all-consumed by climbing up the bureaucratic rungs There is the stereotyped premed, ignoring all but his MCAT scores There is the compulsive artist or writer, forever Inst in his work Narrowness is widespread But there is one field that seems to be more consistent in this practice This essay, rooted in personal and painful experience, is about the people in computer science In the middle of Stanford University there is a large concrete-and-glass building filled with computer terminals. When one entars this budding through the glass doors, one steps into a different culture Fifty people stare at terminal screens Fifty faces connected to 50 bodies, connected to 50 sets of fingers that pound on 50 kJyboards ultimately linked to a comp. 1:er If you go farther inside, you can discover the true addicts the members of the Establish- I. ment These are the people who spend their lives with computers and fellow "hackers These are the members of a subculture so foreign to most outsiders that it not only walls itself off but is walled off, in turn, by those who cannot understand it The wall is built from both sides at once. These people deserve a description In very few ways do they seem average First, they are all bright, so bright, in fact, that they experienced social problems even before they became interested in computers Second, t. ley are self-contained Their entire social existence usually center s around one another Very, very few remain dose to their families. Very, very few associate much with anyone who is not at least partially a member of the hacking group While they do sometimes enjoy entertainment unrelated to their field, it is almost always with fellow hackers Third, all aspects of their existence reinforce one another They go to school in order to learn about computers, they work at jobs in programming and computer maintenance, and they lead their social lives with hackers Academically, socially, and in the world of cash, computers are the focus of their existence The hacker will probably not strongly disagree with what has been said so far But he will ask the question, "So what" The answer is in creating a subculture and isolating it, we are destroying the chance that computers might be used wisely as an integral part of our society. We are precluding the human values so necessary for the wise application of this technological achievement The most brilliant young minds at our top universities are learning how to play with multimillion-dollar toys first, arid how to utilize them con- structively second Even if we ignore the costs to society as a whole, we have to look at the costs to the people involved The computer is a modifier of personalities It is highly addictive People who gain this addiction for a period of several months tend never to give it up And the symptoms are very sad The first thing to go is other aLauemic interests Basically what occurs is that the hackers motivation to challenge themselves in any field not directly linked to computers gradually disintegrates On the level of grades, straight-A students tacitly accept C's in noncomputer courses On the level of actual learning, the same students shut of outside subjects even more completely than their grades would indicate This is common in many

'7I

74 THE HACKER PAPERS

incredible consumption of computer- 1111/ areas of specialization, but nothing compares with the science students for computer-science courses, andtheir nonchalant attitude toward every other class The second thing to go is a normal living pattern Eating and sleeping arecompletely rearranged to fit the addiction The typical hacker thinks nothing of eating onemeal a day and subsisting on junk food, or of sleeping from 4 a m to noon almost everyday of the week Families t.,P soon disregarded, to an extent uncommon eyen when oneconsiders the separation that ienerally occurs in collegeft is simply that the narents of hackers are ignorant of the subculture and cannot relate The third thing to go is a balanced social life The hackers' narrownessand strange schedule simply compound the social problems they experienced beforehackerdom Soon, no one except a hacker has the capability to understandother hackers No one except a hacker will go out with other hackers No one except a hacker cantalk to another hacker The fourth ano final thing that happens is also the saddest The pe-sonalityof the hacker shifts, in orler to permanently adjust to the new social conditionsEmotions rlways have hurt before. sc they are effectively isolated Relations with nonhackersbecome strained, so why force the effort2 It is so much easier just to accept social rejectionand isolation, and to do it with a spirit of camaraderie that's shared by the restof the subculture An essay should make an attempt to Pesolve the problem it points outIn this case, the poinorg may be enough, or at least enough to ,J whatever canbe done I know from person& experience what a trauma it can beI was one of the top 10 among several thousand LOTS users last spring for the amount of time I spent hereI have watched people close to me undergo the transformationI narrowly escaped it The tragedy is that I am so involved in piecing my personalityand social life back together that I think I have learned very little about how to prevent this fromhappening in the first placeI am lucky I will go on to some sort of a balanced life (althouy...ly hacker friends will laugh at me, since, to them, my involvement was never seriousenough to make me one of them) Weak-willed people people with unstable sociallives, people in formative stages of their lives, should not become involved in computer science Itshould be left until they are truly able to make decisions and be aware of all the consequencesComputers are most often used by people who start,hen they are immature This is what causes the single- minded addiction This is what takes some of the brightest and mostcapable minds in college today and turns them to narrowness

FROM: E ERNEST TO: G GANDALF SUBJECT: REPLY TO "ESSAY ON HACKING"

As the human to whom Gandalf essay was in partdedicated, I feel I have a responsibility to ^eply Obviously, his essay is going to provoke a certain amountof defensiveness from the hackers, on the other hand, he has made a number of pointswhich are indeed very valid became rather disi'iusioned with LOTS last spring because Ifound that the attitudes of the people whom I had made my friends were becoming moreand more machine-oriented and less and less human-oriented I began to spend less time here,and see the people less often It was partly the so-ce:;:ed narrowness to whichGandalf referred-, but it was also a simple lack of genu'ne..nan caring on the part of these people thatI left I m not concerned about their social lives physics majors,premeds, law students, the regulars at Ault le s church socialall behave inroughly the same way Nor am I concerned about their grades, for the same reason that not concerned about anybody's grades, including my own, if they choose to get hassled evergrades. they'll do so, and they'll make them if they want themI AM concerned about the narrow-mindednessthat comes from losing interest in such outside things as the draft or thesocial sciences, or all the ,carious and sundry things that Stanford has tooffer This place should be a broadening experience, to fail to take advantage of that is a wasteof $9,000 Furthermore, narrow- mindedness and xenophobia have started more wars than any other cause

Avw 75 THE HACKER PAPERS

More than anything else, I'm concerned about the hackert shortage of respect for others and a lack of sympathy for their problems, because he considers the problem of whether or not he wants a HRROI or a STI in a certain place to be more fun than people are(If I get a lot of mail telling me that that's a ridiculous example and no one could p'ssibly mistake a HRROI for a STI, it will only prove my point.) By and large, the hackers are consultants, and as consultants they owe it to the users to be patient, pleasant, and, above all, sympathetic A large number of people in introductory computer-science courses are not cut out for computer work the thought processes it requires have long ago been squashed by indoc- trination and training They are confused, frustrated, and upset We do the best we can for them by teaching them PA3CAL and giving them an interactive system with a forgiving exec which holds their hands at every turn But there is nothing like human comfort to make people feel better about it Gentian problem was in attributing these faults to the computer The machine itself is not responsible for it. the attitudes of the others toward the machine are to blame After having spent a summer doing data processing, I know that not all computers have this fascination Look at JO , Vic. Sean, or Karl They don't demonstrate these attitudes They know that, fascinating as it may be, the computer is a tool and not a toy The fault lies in the attitude of the individual What is to be done') Nothing is to be done The hackers know who they are, running around and having "wheel wars" late at night, yakking and yakking while someone stands and waits 411 for them in front of the consultant's terminal We may only hope that they grow out of it Gandalf is wrong It isn't a permanent alteration in their characterit is. hopefully, a short lived immaturity of people on their way to becoming programmers and computer scientists

FROM: K KANEF TO E ERNEST SUBJECT: IN REPLY TO REPLY TXT

In your opinion, the two problems that LOTS hackers have developed are a loss of touch with . their humanity and an immature attitude about the purpose of the computer Until recently, I would have disagreed with the first assertion I'm no longer so sure that it's not true I have even stronger feelings about the other claim that you make about hackers that they 411 have an immature view of the ry irpose of the computer You assume that childishness IF, a 411 thing to be avoided You encourage people to throw away the things that are :,ci hard to retain in growing up tne sense of wonder in new wonderful things, theabil.'4 to PLAY When I compare my attitude to that of Vic and the others you mention as hay.,ig a more mature view of the curnauting world, I find that I like mine better I don't want to be like them' I see the computer as a toy as well as a tool And as I pointed out to Gandalf latt week, this attitude is not limited to hackers There were many people in my dorm last year w lose only knowledge of computers was how to play games and send mail, and they enjoyed using the computer as much as I didI was one of the few people in that group who was interested enough in the field of computer programming to also take an intro course in PASCAL 0 I hope that I will always be as fascinated by my work as I am now Unfortunately. I know that this is not likely to happen, all too often people become bored with their professions You're right in saying that the childishness of LOTS hackers is short-livedand isn't it a shame

FROM: E ERNEST TO: K KANEF SUBJECT: THE COMPUTER AS TOY

I am impressed by your skeptical intelligence, and I appreciate your -replyI am sorry that you became aware of the diminution of simple humanitarian caring on the part of hackers the hard way. but pleased that you know of its existence As regards play, you pres,....nt a very convincing argument, but I would like to add a qualif ,er

721_,

76 THE HACKER PAPERS

To me, as one matures, the highest forms of play cease to be consumptive and begin to be productive Sure, we all need to play, and there is nothi,ig wrong with consumptive play in an appropriate setting and appropriate circumstances. Middle-aged adults enjoyGreat Amer- ica, and this to me seems to be a perfectly healthy and appropriateform of consumptive play Nonetheless, I don't believe it is the highest form of play that they should be capable of Computer games are tolerable and serve their purpose; even they help to acquaint new users with the computer and to show that it is not a thing to befrightened of or confused by. But programs that type You lose" when you type "sigh" to the exec don't serve any productive purpose at all, they are vaguely amusing and they take up disk space, and an entire page for six lines of code, at that Likewise, the wheel war isneither educational nor productive, it is nothing more than consumptive play, and it can be annoying

FROM: M MRC TO: G GANOALF, E ERNEST SUBJECT: NONE GIVEN

Most of the behavior you described is more or less typical of an undergraduate-aged person and less typical of hackers as they get older Rather than demeaning it, we shouldsimply recognize it as normal for somebody that ageIn a high school kid, it is actually a sign of maturity to be at that stage so quickly In a graduate student, it's regressive Don't be misled by those who postulate the "compulsive" (and hence parasitic) programmer versus the "professional" programmerI know of no programmerwho does not con- s,der the computer as a toy first You really do have to enjoy this work to be good at itI know of no hacker who does not consider the computer as a toy first What changes are the ways that s/he plays with the toy There isn't all that much difference, in termsof the pleasure derived, between writing a new display hack or a clever access-control program,except that the former is something derided as being "hacking" and the latter is"responsible programming I guess my point is that it's al! a part of the irresponsibility that collegeundergraduates normally have, and it shouldn't be begrudged them, it's the last chance they are ever going to have in their lives to be that free

FROM: A ANONYMOUS TO: E ERNEST, K KANEF CC: G GANOALF SUBJECT: THE HACKER CHRONICLES

We are dealing with an infinitely malleable tool People who choose to develop and use that tool, whether for work, play, or both, have that choice and cannot be denied it A person who chooses to be a musician must devote hours and hours to gain adequate expertiseBut would you consider the computer hacker any less creative than such a person'? I certainly wouldn't The computer serves not only as a workhorse, but also as an easel for exercising one creative abilities Therefore, in my ooinion, the hacker has notlimited himself at all Rather, he has expanded his intellectual horizon because now he has the infinite tool As for the charge that it disrupts one's social life,I would tend to agree with this to a point But it depends on how controlled the individual is At any time, he can withdraw to a more normal schedule Why doesn't he'? The reason is obvious The infinite tool that knows few boundaries is accessible to a much higher degree, and thus he can devote more time to It Why is this wrong'? I think it is definitely a bonus, F.nce the usual restraints of 9-to-5 are el.minated and the person is allowed to expand beyond boundaries to do what he wants Now we come to the human versus the machine factor Gandalf stresses the necessity cf human interaction and the inherent evil of the machine Would you stress the evil of the instruments in an orchestra, or the instruments in a laboratory or the typewriter of an author'? All of these occupations demand extraordinary amounts of time for excellence But I 7

77 ME HACKER PAPERS

see no greater human inters '-Lion in these fields than in computersI feel that people who disparage computers for a ::eemingly decreased human interaction are not at all familiar with the true import of the compoter Not only G it the infinite tool, it is also an extremely fluid medium of communication

FROM: K KUOOLES TO: G GANOALF S SUBJECT: HACKING ANO THE REAL WORLD

I don't want to turn this into a personal defense or anything like that, but as I've said before, people have always found me strangeI have always worn my hair long because I felt it was comfortable for me I prefer clothes that are comfortable and perhaps a bit scroungy For this, and being human, and getting excited, I have gotten pretty bashed As a matter of persona! history it was nice for me to get away from a smog-hole of a city, where the mayor said aloud on TV once that the "black problem" existed because the "blacks weren't disci- plined properly" I spent time in an ad agency where people were not only truncated and anesthetized, but positively deformed in personality They viewed people as real, honest-to- goodness objects of $$ and/or pieces of meat They'd promise you anything, but split with your portfolio Working with computers has been the only thing tolerable I have done in quite a whileIt does have its drawbacks, and you can get into just doing that and not trying anything else Part of it derives, I think, from a strange version of the American work ethic The thing I find sad is when hacking comes before people, and it does sometimes for me, usually where $$$ and all this financial-survival crap is concerned But it is saddest when someone will not take time out from hacking to be with people at allI mean when people get angry because someone sends them a message asking them what they are up to, and the other person gets all freaked-out and sends nasty notes back The problem is that the social structure of LOTS rewards people who hack well but don t interface well with people if you look at who gets most rewarded at LOTS and for what, you find it is the people who do programs and little maintenance tasks Very seldom do people who get along with others and relate well to them get highly rewarded

111 FROM: G GANOALF Tl: A ANONYMOUS SUBJECT: A REPLY

You base much of your argiment on comparisons to g , with musicians)I agree with you in that I specifically pointed out that many people besides computer-science majors are very narrow This is no justification, however As the son of an artist, I think I can say that such creative outlets are essential, but they do not and should not make up the totality of one's existence Secondly, you accuse me of stressing the evils of the machine work' This is an interpreta- tion of my essay that is purely yo irsI attempted to make clear that I thought comp ters could be highly useful tools, but' lot much of their valuable potential was being lost due to the narrow approach to them It is a HUMAN failure and not a mechanical one

FROM: E ERNEST TO: G GROG, W WOODY. H HIMA, B BERLIN 0 07, K KOA, Y YOUJ. S SQUASH J O. JOHNSON SUBJECT: THE HACKER PAPERS 4) Dear Sir or Madam, You have contributed NOTHING, repeat NOTHING, to the Hacker Papers As a hacker, it

78 THE HACKER PAPERS

is your responsibility to defend yourself against this vicious attack on your wayof life Do you Intend to stand idly by while mealy-mouthed, bleeding-heart, fuzzy-studies majors shredyou9 Surely not' Voice your opinion' Stand up for your right to enjoy not enough sleep, not enough terminals, and not enough core' What people do with consenting computers in private is their business'

FROM:J 0 JOHNSON TO:E ERNEST SUBJECT:THE HACKER PAPERS

What, pray tell, are the "HackerA workPapers by MargaretHacker9A lurid tale of ax murder9A discussion of the psychology of computernonprogramming9If the last, I have nothing to add, and am not sure I appreciate being addressed as a hacker, I'll have you know that I AM a "mealy-mouthed, bleeding-heart, fuzzy-studies major," since my degree is in political science, which (next to An is the fizziest of studies My feelings are aptly summarized in Joseph Weizenbaum's Computer oower andHuman Reason, where he talks about hacke"s who become so obsessed intinkering with their grandiose programs that they lose sight of the problem to be solved. Though I disagree with his ultimate conclus'on that the computer cannot be taught to reason likehuman beings, I tend to agree with his diagnosis of the effect they have on people's ability to reasonI most heartily recommend the book for your consideration n

HACKER GLOSSARY

Hacker: A person who makes constant small and Al: Artificial Intelligence, the study of how comput- unimportant modific.abons to a computer program ers can be programmed to simulate various intellec- for onjoyment rather than to improve the program tual processes of human beings, such as language use Hecker display/Display hack: An alteration in a computer program. done slopprly, and, often, for Joseph Weizenbaum: A well-known M researcher fun The kind of program involved is for display of at MIT who condemned hackers in his book, COT- information on a terminal screen puler Power and Human Reason Compulsive programming, Weizenbaum wrote, "represents a psy- PASCAL: A relatively new computer language (like chopathology that is far less ambiguous than, say, BASIC or FORTRAN). the milder forms of schizophrenia or paranoia

Wheel Wen,: Wheels are computer users who ob- HRROL STI: Esoteric machine instructions used tain special privileges Their wars are games played mainly by wheels and computer repair people on computers n which they do ..anus things to one another, like blocking other wheats' access to the Exec: The executive command processor, the pro- terminals or trying to confuse and frustrate them gram that tames out the user's orders 411 (The wars occur only dunng late night hours or iii summer, when they won't interfere with the work of Core: The work space available in the computer, its other programmers ) internal memory capeoility

Most of the contnbutors to The Hacker Papers" are either still Stanford undergraduates or are working as computer specialists In order of their messages, they include Kenneth Peter (GGANDALF). Ernest Adams (E ERNEST), Robert Kanefsky (K KANEF), Mark Cnspon (M MRC), Steve Kudlac (K KUDDLES), and John 0 Johnson (J 0 JOHNSON) A ANONYMOUS stands for a hacker who did not wish to be identified Credit for discovering the papers goes to psychologist Phihp Zimbardo, whose commentary fc.lows

79 ll'

7 Resources

In this final section an attempt has been made to provide information about various types of resources that may be useful in getting programs started and keeping up to date on new developments. Popular magazines and newsletters have been listed as well as a selected list of books Names and addresses of software vendors and microcomputer manufacturers are included. An article on educational software by David Lubar reviews programs from seven software vendors The information presented is useful in selecting software appropriate for gifted and talented programs Finally, a list of organizations that help educators use microcomputers in teaching and learning is provided This document was prepared by The Resource and Referral Service, National Center for Research ,n Vocational Education. In all, 10 organizations are described. Included are their address, telephone number, and the name of the person to contact

'7 ,,

81 Educational Software

David Lubar have vanished If he succeeds, the next set and the ability to judge spatial relations of letters remains on the screen for a "Perception r concerns lengths of lines shorter period of timeIf he is wrong, the and gives a choice of 5 tests In each, a line Almost any use of the computer can time of display increac,. At the end, the must be matched to a specific, illustrated be educational, even when instr on is time of display is shon, as well as the lengthThe lineiscontrolled with the not the main intent of the prog This number of letters per second for both the paddles The options include two vertical tends to turn areviewof ed onal start and end of the segmentThis lines on the floor of a room and two software into a complex task of se ction informationhelpstheuser gauge his crossing horizontal and vertical lines on (in itself an educational experience) To progress the rear wall of a room Anyone who is narrow the field, the following types of "Compu-Read II" uses words instead familiar with optical illusions will realize programs will be considered 1 Those of random letters At this stage, the skills that finding a match is not always easy labeled "Educational" bytheirotanu- developed in the first program are called the program responds to the user's guess facturers 2 Those which,whileno into service Skills related to recognition with the percentage of error in the labeled "Educational," do provide the user are also emphasized and strengthened in estimate with new concepts new information, or this exercise "Compu-Read 111"display sa "PerceptionII" deals with shapes new approaches to problem solving With word on the left and four words on the Again, there are a large variety of options right One of the four is either a synonym Basically, a shape with from three to eight or antonym for the word on the left Once vertices (user selects this number) is shown Almost any use of the again, the words do not remain on the in sections as a window scrolls past it The computer can be educa- screen for long The must type the player must pick a matching shapeIn correct synonym or antonym!his "Perception III" the match must be made tional, even when in- ..,1% es both recognition of the words and on the basis of SI7C The player selects from comprehension of their relationships I he a choice of seeing the shape on a blank struction is not the main system can train a person to absorb and intent of the program. analyze data in a rapid manner "Compu-Read IV" presents a sen- Anyonefamiliarwith tence. then asks the reader a question optical illusions will these criteria established, but not inflexibly concerning the sentence The question is fixed, we'll look at a variety of educational always about either the subject or object. realize that finding a software for home computers thus training the user to scan quickly fur match is not always easy. information This technique can greatly !du -1k are increasereading speedThe next two Mu-Pak I from Edu-Ware ($39 95) is programs are file builders which allow the screen or against a scale which allows a disk for the 481( Apple II and Apple II- creation of new word lists for the second comparison He also chooses from three plus, requiring Applesoft in ROM The and third programs The seriesis well ways of seeing the master and test shapes disk containsfive programs "Compu- developed and seems designed to build up I he number of vertices in the shape and the Read," "Perception (three programs) reading skill in discrete segments There time itis displayed are also controlled by and "'statistics Each program allows for are options to specify the number of trials the user several options and variations, thus and the length of time for display I hese programs develop not only creating a large software library on d single ( omplete statistics are given after a round, spatial perceptions but concentra- disk breaking the performance into several tion And they are fun With all the options "Compu-Read," designed to improve factors such as percent correct, display andvariations, anyone couldusethe a reader's speed and retention, begins with time of first word, display time of last word "Perception" 'cries for a long time without a choice of six different programs and rate of leti, rs per second tiring of It "Compu-ReadI"places three random Next on the disk is the "Perception" 1 helastselection on the diskis letters on the screen for a brief moment seriesThese three programs,inhigh- "Statistics I his contains six programs, I he user must type these letters after they resolution graphics, test visua perception including "Chi Square Distribution,"

From Creative Computing, Volume 6. Number 9. pages 64-72 Copyright 1980 by Creative Computing All rights reserved Reprinted with permission 83 'Mean1 at idflLeand Sti.mdardDesi- Another cassette,I() 4 Lame price how many men and dogs to bring, and how _Won and I I est and Lontigurationa,ID 3),contain, much food and fuel to take along Daily I he disk IN NeildOilt ac h program is "( ornputa-Doodle" and "Simulated reports are given as the players pick their menu drisen and ('hies with complete Computer" "( omputa-Domile," as the routes toward the pole Aside !roma rather instructionsA lot of thought went into title suggests, is a graphics utilityI he lent, long wait while data is being displayed, the Liu-Pak IIt would make an eseellent right, up and doss n army., control a cursor game is fun More varied and complex is addition to the sottssare librars of any which draws lines An arrow followed bs a "AtlantisHere, the player must decide on sc nool and ,ould he used hs students of number voll gore a longer line Left amiss a course of action to save this mythical almost am agethe programs mentioned tollossed bs "9,- for example Kill muse the island from impending doom He can try chose are all, d,..111dhIC on line nine spaces to the left, plus one for the to build d dome for protection against the cassette and diskF du-54 are has mans muse registered with the initial press ot the volcano, work toward evacuation, or try it her educational program, tarsKell a, amissThe "Q" "54,"A,- and "S" keys orieof several other approaches Many some simulation programs) on the market alloss diagonalmuses,Kithnumbers decisions are involved, with many possible and under des elopment and is also following to gise the degree of slope Once outcomesI his is a nice simulation working on nests sersions of present a diagonal has been started. the slope can Then there are the educational programsI hi, process of res ision insure, he changed jusths pressing a different programs "Country Guess" has the player a ds mimic productI hes combine talented number Thi, alloy., smooth curses to he 'housea countr), I heI RS-80 asks programmingKithskillededucational drawn(here is also a command sshich questionsuntilitis ahle to name the techniques the result, are good displays the numbers that represent the country Phis requires the player to know graphics in memory, anda command for learn) a fair amount of Geography, sshich mow, the entire drawing on the otherwise he won't be able to answer Steketee Educational Software screen 'Computa-Doodle"isssellde- correctl, "Math I..hle Drill- allows the assette TO t for theI 61S.I RS-s0 signed and eass to use user to select the number he wishes to 59 9c 5, 1)0 pikhi from Steketee's /Jilt "Simulated ( omputer- is esLellent study 1 he computer than presents .1)fl,dInS programs / sericN two programItturn, theI RS -SOinto a problems a) basic arithmetic which Involve %Inch can he INed both the classroom microprocessor I ssentsmcmors loca- th, ,cumberI his could be a good way to and at home "Piot 'and 'Guess the Rule tion, thole boxes) are displayed on th- practice multiplication tables"Spellim7. "Pfot- alloys-- the graphing of single or screen along ssith hoses for input, output, Drill- flashes a word on the screen, then simultaneous equation,Ans thing vothin accumulator, program counter andin- waits for the user to spell the word Any struction registerA group of three digit mistake will Immediately end the attempt, command, for such functions as -add but another chance will he given "Spelling Both beginners and old "subtract.- anti,kip" IS used to program Re sew' allows die user to enter his own list of words for rec,ewThere arc three this simulation -ita computer Once a pros will be fascinated by program is enteredhe operation tit this Iecelseach presenting the word for a theinternal view of a "central processing unit"is graphicalk d.;:crent period of time displased .i, the user sees memory content, roiosm I also contains data-base computer in action. change and as input and output appear in type programs such as "I lowering House- the hoses I her.' are also modes for plants"('alories-1 twal and "l atones- slowing the program and tor running in Ingredients,- a,wellas programs for the IT athematical Lapahilits of theI RS- step, I he programisagreat ha la sung chec khooks and checking so tram a simple 1 --A-2 to a complex single introduction to the concept of a rincrt,- rumorsAt this priceitis a worthwhile n nheused \n proLcssorRoth beginner, and old pro, purchase Included wits ithe cassettes is a cquati.in entered hs hung placed in will he fascinated hs this internal stew at a 4 page booklet winch gis es detailed rule, Mer-10,9 as hne 40) Nse_ond eutiatran can computer action "Simulated( orn- for the games and background on the ne a, cOoita graphist nserted line puteC 1, a good lint step on the was to educati(nal programs i hetapesand sirnultaneou- equation, IN desired si_inc understanding a /-SO or ahcii.-2ruiLro- booklet are attlactiseispackagedina these equa+ become part of the Prosessor sturdy plastic hinder programI RS4,0 Lonsentions for math ssmbols must he tollovtedOnce an Steketee program, conic ssizh good equation 1, entered the user ha, a choice of documentation,including completein Educational Acosities, Inc. either ( arte'ian orI rig coordinatesa, structions and suggestion, for using Olt I his compass mar kets sesetal pro- Kell as a choi,eot an, desired endpoints II programsI he programs arc .sill designed gram, for the PII and I RS SO Apple II- the selected endpoint, arc trio smallthe Jr L.11t..iiiof CT11; .1nJ Rhin% plus sersions arc also thc vtork,, %/mini; ',ne won't appear on the scresmItthis riot transI hill cassette c, d,:imt,h. he S29 9Si can he used hs a student nappen,larger boundaries are needed .n the Indisi,i uscr-sitti a, with lit) help from a teacher, the instruc- N:ter the 'ur,tion graphedit can he ilia twosthistar,: \ ' ,a, , tions are clear and simpleAs in "klath replotted with d,rletent endpoint, sorest to can heorifcrcd (111 n table Drill" (see abuse) problems are t,, ,omis.r:d ss irk " uation dditi, iiiS' 01) presentedwithone missing factor _ . mernors ['lot h101 t-9 and the user hats to suppo, the, ti ,1. ,,PresePT.C.in \ And ir.e ,o,thi he missing number After a correct answer, figsics and Beyond, Inc, the whole problemisdisplayed again When the guess is incorrect, three chances (r R Ile ,omri,:,r 111, 'ismI for theI eselIIlitds ie c,,, an I RS-so (519 951Lontatns thtrts programs are given before the computer pros ides the on ht. a' ties' he program, rang( f answer \ 11\ I games and simulations toutilities and I la.li Spelling 1514 9S) presents 'net` V1'1 ts tts educationalaids I he games arerift( %studs one letter at a time in large script _.t.s "- though some are reminiscent of preciousIL I he whole word ',Andras on the screen for published ones Several of the games (ral an instant, the n Lanishes At this point, the no [Li he considered educational "'south Pole" user must «,rreLtIL spell the word While

\ Nt orl` ail,,w s one or two players to Iry to reach there might seem to he no challenge in the pole and returnI he players decide spelling a word that has lust been on the

84 screen, the benefit of this program is that it software for itImage has brought out a There are times when something is reinforces learning By seeing the word one nicecassette,Skill Builder 1 1$19 95) used because it is available, not because it letter at a time. the student is more likely to containing two educational programs for is the best thing to use This could be the remember the correct spelling younger persons Running on either the case with the Great Classics selection of the 800 or 400, "Number Hunt" has the player Talk and Teach seriesEach storyis move from the center to the edges of a presented in synopsis :,.n a style reminis- "South Pole" allows one three-by-threegrid,trying tofind the cent of Classics Illustrated The program number that matches the answer to a pauses to ask questions, insuring that the or two players to try to problem shown atthe bottom ofthe reader grasps the plot line, but that isn't reach the pole and return. screenAt first, the problems are very enough. The value of literature comes not =11I simpleIf the player does well, the from the plots, which are often ancient and problems become more difficult A single borrowed, but from the way words are put Sc rambled Letters ($14 95) is for two player can use the program, or two players together None of the works in this sixteen- players, who take turns trying to solve can coiopete, trying to be the first to find story collection, from Julius Caesar to A jumbled words If a player is correct, his the number In the two player version, each Tale of Two Cities, can be viewed as opponent gets a new word, on an incorrect player has his own gridI he control is anything but story line Each work is a guess, the other placer gets a shot at the through ioysticks classic because of The style and art of the same wordIf they both miss twice, the I he same cassette also contains writer These tapes are pale images of the program shows them the wordExtra "Bingo DuelIn this game. numbers must classics If they interest a student enough to points are given for speed in this contest be found on a file -by -five gridrwo get him to read the originals, fine, but that There is only one small problem Some players can compete, each getting a doesn't seem likely words sue h as "ocean," hale anagrams A different level of problems but using the Also from Atari is States and Capitols player who responded to "aceno" with the same grid, or the game can he used by a ($14.95) A high-resolution map of the answer "canoewould be told he was single playerBoth games re well USA is displayed One at a time, the states wrong Aside from this the program is well explained in the booklet aecon iy mg the are outlined The player has to guess the designed cassettes These programs could he used by stateIf he is wrong, the program will tell Introduition tIathematics on the children w no are te.rning their numbers or him the answer After that, he has to guess Computer ($29 951 is a marvelous, wide- who are learning elementary addition and the capitol Again, the correct information ranging programIt presents the student subtractionOlder children might also provided after each guess The game is ill problems at a specific selected with n enlos the competitive aspects of the games nicely designed, but would be best used Ina lesel of difficultyIt the student does well, classroom, since individuals who used It thelevelincreases The value ofthe would quickly learn the states and have no program becomes apparent when the more need of the program student makes a mistakeAfter several Atari tries, if the answer hasn't been found, the I he la'.4 dnd lea.h programs from mac hine restates the question as a word Atari represent a good concept which has Creative Computing problem Insteadotusing "5+3,"for produced fair to exc 'lent applications (Sensational Software Division) exampleit says. "May he this way would [sing theEducational 'systemMaster This review would not he compl 're he easier for youItI had 3 pencils and you Cartridge, the machine comes on with without mention of sonic of the newer gage me 5 more. how many pencils would I simplenstructions for loading the cassette After the program is in memorY, educational programs from Creative the computer controls the tape, which ComputingFirst,for the IRS-80,is Ecological Simulations - 2 ($14 95) This Programs from Atari rep- gives audio output through the television to supplement the information on the contains four programs "Pollute," "Rats," resent a good concept "Rats," the screen For some applications this is a nice "Malaria," and "Diet In player tries to control a population of rats. which has produced fair idea The Sociologyset,withsixteen us, rig various poisons He can select the programs on four tapes. Is well done The to excellent applications. length of time between reports. as well as firstprogram introduces the topic, the length of each application and weight explains what will be covered, and begins is also extremely of the poison Trying different methods. have I he program to gise a background ot basic concepts As patient w hen using to get answers to text is displayed on the screen, a narrator the player !earns the results of combination ses no questions during the mita I set-up repeats the material Since speech can he programs using varying amounts of poisons I h.sIN a nice touch and shows the earn faster than reading. the voice is able to give that went int, the package extra information "Malaria" is a varied and interesting MustottheF A programs make Throughout the program the tape programThe player must select from extensiveuseoflarge-sueletters f he stops and a question appears on the screen. sex eral measures designed to limitthe documentation consists of only an insert in along with two or three possible answers It spread ot a malaria epidemicAttention the cassettes but it provides information the wrong answer is selected, there is a roust be split between presentative and on changing the data bases for the spelling burr A hen the right one is found, the tape curative measures At the end of a round, games and advice on what to do when continues, often making a comment about the player is given an evaluation of his problems are encounteredBesides, the the answer programs contain es erythingtheuser In the same series is a set of History would need to knowI hese tapes could he tapesI hese begin with the Greeks and ot value in the classroom, and could also he mos e chronologically forwardI he The value of literature used hs students who want to learn on their history lessons stress a cause-and-effect comes not from the plots, own orwhoneedextrahelpuithasubleer approach Ohs musty the tapes took the I his is definitely a qua Ms product line which are often ancient efforts of three professionals, a programmer. an educator and a trained speaker and borrowed, but from Image ( omputer Products I he lessons are put together with great care the way words are put Now that the Atari mime computer for detail. accuracy and interest 1 he use of has beenn the marker fora while, other text and graphics is well done, and learning together. companies sire hcgirining hi produce from these tapes is a painless endeavor

s 85 work, showing how effective each of his When using the system for composition, the entries for that student are finishedIt measures wasdit by bit, it is possible to each note Is played as it is entered Notes seems that this cassette could create more deselop a strategy which makes the most are coded using a simple method A C work than it saves eftectice use of the ya nous measures This below middle C is entered as C i o go an The Apple II Gradebool, ($24 95) game quickly becomes absorbing octave higher, the composer would use from Creative Computing is a disk-based "Pollute" takes the user's selection of CC There is a range C below middle C to C utility that allows teachers to set up files water temperature, kind of waste, rate of three octaves above middle C Along with containing the names of students and their dumping, and treatment method, then the program is a data tape containing a scores The user first establishes a roster by shows the effects on a body of waterIt Bach composition The program encour- entering the names of the students More contains good error traps and other aids ages students to learn musical notation so than one class can be held on a disk Once a In entering the amount of waste, a reply they can transpose their favorite scores roster is on file, It can be accessed to add that's way too large will result in the from sheet music into computer data This new scores, change scores, change existing comment Nev. York City has a rate ot only package ofters a nice variety of programs, information, or add information 12 parts per million per day The display and would be worth the price for the music A lot of thought seems to have been graphs oxygen against waste in the water routines alone devoted to making this program easy for This program. too, is a good learning tool Mocing away from educational the user After a name has been entered, The final simulation, "Diet," allows software, we get to those programs that are the computer shows the name (h. ..le screen expenmentation with carious weekly diets. Intended as aids for teachers Generally, and asks if it is correct (jetting a "yes," the withouttheriskentailedfrom actual such programs are concerned with or- name isput on fileItthe name isn't experiment A player can learn what a ganiring data. and with saving time First, correct, the computer asks for another week ot milkshakes would do to him, or a two cassettes from Educational Associ- entryThis method should virtually week of sprcuts and other c egc tables The ates, one cery good, one fairly disappoint- eliminate user errors ing The good cassette. Readahilat Index output tells how much weight would be With names and scores on file,itis gained or lost on this diet, as v.ell as the ($9 95), can be useful not just to teachers possible to get various statistics from the nutritional makeup ot the food but also to those who work in children's system, such as scores and averages for literature, especially literature for the high- In these programs, a reply of "1" as each student, as well as his deviation from input is used whenever the player needs interest lov.-readability fieldReadabilitc the mean Another nice touch the names gives a guideline for determining what help in answering a questionThe docu- can be entered in any order When they are material can he comprehendee by yvhat mentation includes detailed explanations sent to disk, they will he stored alpha- gradleyelIn the EA program, the user of all parameters andal-tables, as well as beticallyThis system is very easy to use enters three paragraphs, the first, one from exe ,es to get the user started and advice Anyone who can type can have the luxury the middle, and the lastI l _ program then for classroom actiy 'ties with the program of a computer grade hookI he documen- gives word count, sentence count, the kisoincluded is information on the tationco\ersuseofthe system and number of letters, the average length of a assumptions made in the simulation1 he recovery from any problems that might be word, the percentage of the words that are manual itself can ben educational tool encountered (such as accidentally hitting on the Dale readability index, and the reset) Another tape from &cant e Comput- readability levelThe Dale long list ing. Is tor aI 6K Apple II (SII 951 contains words that are in the vocabulary As should be obvious by now, there is withIntegerBasic Itcontainsthree a lot of educational software out there, and ot readers at certain ages The percentage programs designed for computer-assisted the quality seems to he getting better every given isan estimatean actual check instruction "European Maps" begins with against the list would take too much time month With careful shopping, any school a high-resolution display ot Europe The or individual should be able to fill all Along with the printoutisa chart for player is given the choice of naming either finding the grade level that is appropriate software needs for a reasonable price countries and capitols or lust countries, as to the readability This program is useful well as the option of just entering the first and well set up for ease of operation letter of the name ot the country During Considering the overall quality of EA Vendor Addresses the game, a dot in the center of one of the soft,' their Grade Averager ($9 95) is a countries will begin to flashThe player Atari Inc. disapp,ntment The program allows entry must name this countryIf he is v. rung, he 1265 Borregas Ave. of grades, either letter or numeric, foreach will be given the same country twice more P.O. Box 9027 student in a class When all the grades have at other times during the game This use ,s1 Sunnyvale, CA 94086 graphics for visual learning is nice, and been entered for a student, an average score and letter equivalent are given At the Basics & Beyond, Inc. should produce good results end of the program, a summary ofall Box 10 "Meteor 'vlafh," for beginning and names and averages is furnished So far, no Amwalk, Nr_10501 intermediate students of math takes the problem But the program does have flaws pain outof arithmeticI he playeris Creative Computing informedofa meteor whichistailing P.O. Box 789-M toward Earth He must destroy the meteor A player can learn what a Morristown, NJ 07960 with his laser cannon But he has to answer Educational A:tivities, Inc. mat h problems correctly before he can tire week of milkshakes P.O. Box 392 the cannon:ttakes a lot of shots to Freeport, NY 11520 destroy the meteorItthe student does would do to him, or a well, the level ot difficulty of the problems weekofsproutsand Edu-Ware Services, Inc. 22035 Burbank Blvd. #223 IncreasesThisisa nicely- designed other vegetables. package v. hich makes tid use of graphics Woodland Hills, CA 91367 in presenting math problems, Image Computer Products.Inc The tape also contains "Music First, once a grade is entered, it is there for 615 Academy Drive Composing Aid," which allow s the entry of good There is no way to edit mistakes Northbrook, IL 60062 iotes, 1,ne replay of the notes or of other Any change wouldentailredoing the Steketee Educational Software saved/scores, and the editing of composi- whole file for that student Also, a wrong 4639 Spruce St. tioqg inc music, coming from the Apple's entry that is a letter other than "A," "B," Philadelphia, PA 19139 oyA speaker, sounds like an alto recorder "C," "I)," or "F" is taken as a signal that

86 Printed Materials

Magazinss/Nswskittors Computersin Education Resource Morsund, David. School Administrator's Handbook, 1976 Department of Com- Introduction to Instructional Use of Apple Education News, P 0 Box 20485, puter Science, University of Oregon, ComputersInternational Council for San Jose CA 95160 Eugene 97403. Computers in Education, c/o Comput- Byte, 70 Main Street, Peterborough NH Dertouzos, Michael L , and Moses, Joel ing Center, Eastern Oregon State Col- 03458 (Eds )The Computer Age A Twenty- lege, La Grande OR 97850 Computer-Using Educators,Mountain Year View, 1979 The MIT Press, Cam- Morsund,David.Teacher's Guide to View High School, Mountain View CA bridge MA 02139 Computers in the Elementary School 94041 Doeer, Christine Microcomputers and International Council for Computers in The Computing Teacher, cio Computer the 3R's A Guide for Teachers, 1978 Education,c/oComputingCenter, Center, Eastern Oregon State College, Hayder Book Co ,Inc ,50 Essex Eastern Oregon State College, La La Qrande OR 97850 Street, Rochelle Park NJ 07662 Grande OR 97850 Creative Computing, P 0 Box 789-M, Dwyer, Thomas, and Critchfield, Margot Nelson, Ted Computer Lib/Dream Ma- Morristown NJ 07960 Basic and the Personal Computer, chines. The Distributors, 702 South EDU, Educational Products Group, Digi- 1978 Addison-Wesley, Reading MA Michigan, South Bend IN 46618. tal Equipment Corp , M15M40, May- 01867 Papert, Seymour. Mindstorms: Children, nard MA 01754 Edwards, Judith B .Ellis, Antoinette S , Computers, andPowerfulIdeas, Educational Technology,140 Sylvan Richardson, Duane, E ,Holznagel, 1980 Basic Books, 10 E 53rd. St., Ave , Englewood Cliffs NJ 07632 Donald, and Klassen, Daniel Com- New York NY 10022 Kilobaud Microcomputing, Pine Street, puter Applications inInstruction- A Poirot, James L Computers and Educa- Peterborough NH 03458 Teacher's Guide to Selection and Use, tion.Sterling Swift Publishing Com- Recreational Computing, P 0 Box E, 1978 Time Share Corp , Hanover NH pany, P 0 Box 188, Manchaca TX 1263 El Camino Real, Menlo Park CA 03755 78652 94025 Frederick,Franz JGuide to Micro- Ricketts, Dick (Project Director) Course Teaching Computer Programming, 1112 computers, 1980 Association for Ed- Goals in Computer Education K-12, Glacial Drive, Minot ND 50701 ucational Communications and 1979 Commercial Educational Distrib- T H E Journal, Information Synergy Inc , Technology, 1126 16th Street, N W , uting Services, P 0. Box 8723 Port- P 0 Box 992, Acton MA 01720 Washington DC 20036 land OR 97201 Graham, Neil The Mind Tool Computers Taylor, Robert P (Ed) )The Computer in Books and Their Impact on Society (2nd Ed ), the School Tutor, Tool, Tutee, 1980 1980 West Publishing Company, St Teachers College Press, 1234 Am- Ahl, David H (Ed) )102 Basic Games, Paul MN sterdam Avenue, New York NY 10027 1978 Creative Computing Press, Mor- Hams, Diana (Ed) )Proceedings of the Thomas, James L Microcomputersdi nstown NJ 07960 National Educational Computing Con- the Schools, 1981 The Oryx Press, Ahl,David H More Basic Computer tirence, 1979 Weeg Computing Cen- Suite 106, 2214 North Central at En- Games,1980Creative Computing ter, University of Iowa, Iowa City IA canto, Phoenix AZ 85004 Press. Morristown NJ 07960 52240 Weizenbaum, Joseph Computer Power Ball, Marton & Chase, Sylvia Be a Com- IllinoisSeries on Educational Appli- and Human Reason,1976 W. H puter Literate, 1977 Creative Com- cationsof Computers: Computing- Freeman, 660 Market St , San Fran- puting Press, Mornstown NJ 07960 Teacher Education Papers, 1979 De- cisco CA 94104 Billings, Karen. and Morsund, David Are partment of Secondary Education, 396 Willis, JerryPeanut Butter and Jelly You a Computer Literate? 1979 Dili- Education Building, University of Illi- Guide to Computers, 1978 Dilithium thium Press, P 0 Box 92, Dept CT, nois, Urbana 61820 Press, Forest Grove OR 97116 Forest Grove OR 97116 Kosel, Marge, and Caristrom, Geraldine Computer-Based Education The Best of Elementary, My Dew Computer, 1978 ERIC, June 1976August 1980 Keith MinnesotaEducationalComputing A Hall, Syracuse University Printing, Consortium, 2520 -.BroadwayDrive, 125 CollegePlace,Syracuse NY Lauderdale MI 55113 13210

8j 87 Vendors and Manufacturers

Software Vondors Curser Magazine War, Box 550 256 North Washington Street Are. n Softwar? Products In( Goleta CA 93017 Fails, Church VA 22046 Ca!pilna AveS E Edo-Ware Services 1,1c Med Systems Software Wasntrigton DC 22035 Burbank Boulevard, #223 P 0 Bcx 2674 Am* Compute, Inc Woodland Hills CA 9;367 Chapel Hill NC 27514 '0280 Banc0.3y Dove Educational Activities Inc Micro Gnome ',,,f:dne CA 95014 1937 Grand Avenue 5843 Montgomery Road A;Joe ,a*q_p)s BalJwin NY 11510 Elkndge MD 21227 i'65 WeE,even M,ie RISte 103 Educational Software ProfLtd M cro Learning Ware ,,r,f,F.mf 480'r' 38347 Grand River Box 2134 seoar-,, .nc Framington 48018 North Mankato MN 56001 4" Wes" N.4cf.-aw Educational Programs Micro Power and Light Co ~=ea'oe Am 98'1'4 P 0 Box ?345 1108 Keystone B t)id ti 'nr 'West Lafayette IN 47960 13773 North Central Expressway 4st 3r1 George Earl Dallas TX 75243 Atr;i^do"e MI 49192 1302 South Gen McMullen Microcomputer Workshops B aice4, -vp San Antonio TX 78237 10 Elizabeth Place Li,- wers.',, Awe, Hartley Software Armonk NY 10504 3268 Coach Lane #A Microphys Programs F3-"or- Sne Kentwood MI 49508 2048 Ford Street Hayden Book Company Brooklyn NY 11229 wt IA 30033 50 Essex Street Minnesota Educational Computing stems Rochelle Park NJ 07662 Consortium So'oef Ideatech Company 2520 Broadway Drive "a,ef C P 0 Box 62451, Department 7220 Lauderdale MN 55113 e, M ??"`' Sunnyvale CA 94088 Monument Computer Service 4 CA"'1-if,f^r, Instant Software \tillage Data Center Box 603 Joshua Tree CA 92284 .?,?:1 4's 80 Pine Street Peterborough NH 03458 Muse Software Interactive Education 330 North Charles Street x 2306 Winters Drive Dept 16D Baltimore MD 21201 -"'LU'er - Kalamazoo MI 49002 Oregon Software J & S Software 2340 SW Canyon Road D,C....4C CA 92' 2; 140 Reid Avenue Portland OR 97201 ?oto'ori' on& ,r1(_ Port Washington NY 11050 Personal Software Inc 44 Avenue 592 Weddell Drive KrokSoftware er N,' "J-824 Sunnyvale CA 94086 21 MO Brook Dove Bu- MP Stony Brook NY 11 79r1 The Pet Program Exchange ew Soee. Box 516 tie v. ?," 'IR Kvde Tyme Proleci Montgomeryville Pt 18936 Ted Perry Program Design Inc 2331 St Mark; Way But 388 11 :dar Court Sacramento CA 95825 Greenwich CT 06830 Level IV Proc icts Inc Pro,--Arnmer International Inc 322238 Schoolcraft Suite F4 ' F D, 34 ./ilshire Boulevard L ivonia MI 48154 M1',j '_L,T, ?A = 'U' ',r? Los Angeles CA 90090 Life Software Ltd Bei, C orrpu'a,c; Programs fcLearning Inc P Brix 946 Van Home Avenue P 0 Box 954 Willowcale Ontario Canada M2J 2T `Marls' NYIll.:IC New Milford CT 06776 ..fea!tve COrnVuttng Malibu Microcomputing Programme' Software Exchange P O E3,ix 89 M ?3910A De Ville Way 2110 North Second Street, POB 199 c,i'iwn rv.1 r17160 Malibu CA 90265 Cabot AR 72023

83 Radio Shack Department Atari Motorola Cnia-81010161 800 or 400 5005 East McDowell 1300 One Tandy Center 1265 Borregas Avenue Phoenix AZ 85008 Department C Fort Worth TX 76102 North Star Sunnyvale CA 94086 Shwa Enterprises Horizon II P 0 Box 7266 Commodore Pet 1440-4th Street Hampton VA 23665 950 Rittenhouse Road Berkeley CA 94710 Norristown PA 19401 Steketee Educational Software Ohio Scientific 4639 Spruce Street Compucolor Challenger Series Philadelphia PA 19139 Compucolor II Renaissance Machine 1333 South Chillocothe Aurora OH 44202 Staring Swift Puorishing Co P 0 Box 569 Norcross GA 30091 P 0 Box 188 RadioTRads80 Manchaca TX 78652 Cromemco Inc 280 Bernardo Avenue Thesis 1300 One Tandy Center P 0 Box '4' Mountain View CA 94043 Fort Worth IX 76192 Garden GIN MI 48135 Exidy Sorcerer Sinclair Research Corporation

969 Maude Avenue Sinclair Microcomputer _ TI Source !Texas Instrument,,) 80 P 0 Box 191 Sunnyvale CA 94086 50 Stantiord Street Rye NY 10580 Heath Company Suite 800 Heathkit Bostu MA 02114 TYC Software Benton Harbor MI 49022 40 Stuyvesant Manor Smoke Signal Broadcasting 31336 Via Colinas Geneseo NY 14454 Hewlett-Packard Company HP-85 Inquinec Manager Westlake Village CA 91362 1507 Page Mil, Road Southwest Technical Products Palo Alto CA 9 :,04 SWT PC 3800 Microcomputer Manufacturers Intelligent Systems Corporation 219 West Rhapsody (See Compucolor) San Antonio TX 78216 APF Electronics Inc Intecolor Drive Synertek Imagination Machine 225 Technology Park 3001 Slender Way 444 Madison Avenue Atlanta-Norcross GA 30092 Santa Clara CA 95051 New York NY 1002? Mattel! Texas Instruments Apple Computer Inc Intelhvision TI 994 10260 Band ley Drive 5150 Rosecrans Avenue 12501 North Central Expressway Cupertino CA 95014 Hawthorne CA 90250 Dallas TX 75222

89 nul- ORGANIZATIONS HELP EDUCATORS 11111%CislIR s bowies ttliitntn and uan agt m USE 1111CROCOMPUTERS 111c put posts of\I)( IS include ad- IN TEACHING AND LEARNING \ ant mg the investigation and mill/a- Lac h is Lie of I du,ittonal lic41) Rep,n1 non vt computet-based instruction and features aintimlist- of resources hour management piomoting and lacilitot- the Resource and Refet cal scir.lcc at mg the intercha:Ige of Infon ton, the National Center for Researchai progtains and materials reducing te- Vocanonal f duration Onto Slat( Um- dundant efton among de\ elopcts, and ( nitsflu, issue focuses on lesonrce, spec ifs mg icquirements and priorities lot 1 inicrowmputrs in schools of hard \\ ,ite ancl sort \\ ale de\ clop- and classrooms mem \dctional information on this top', 1 he AP( 1\ 'Vex\ is a bili1011l1111' MINI -LIST OF tan be obtained from the regional IICIA sten cr mailed to all members A educational laborator\ III yout area or scholatit publication, iht Anernal ft( tit the Resource and Refet la! Scr ,,mpurt r-13ased Ins!! utironIS ptiblisheci RESOURCES ar the address beim\ lour times a \ car thee to AU(-IS membeis, $12 to noninti.mhers) ADCIS Association for Computing operates se\ (1,11 special Interest groups Machinery (ACM) in( !rling ones tot Plat() users, num ! Ao.er.u.. ()! the \ in211,1, microcomputer users, elententatN \c\\ Nork, N 1 10036 secondary and junior college per SIMI- ( oritactMember Sertices 11(1, and 111(1111(11.1a11 Lin (shell uI I he 212 265-6300 Interact c Instructional S stem Pies- is dssociation ti(1- compute! (Illation and Authont \ Membership In -(ciertists business , stern spccialtsts Al)( IS is S 30 a year for iti(11\ tduals anal\ sts and social scientists interested \\ ho are affiliatco \\ ith an institutional in computing and data processingI he orisso( late incinher and i(40 fur those pr pose of the organiLation is to ad- \\ ho aie not \ ;Ince the silence and di( of ptocc )(sing, including computing Association for Educational Data I et. fin,ques and appropriate language Systems (AEDS) for gear1,11 infot matlim and processing 1201 1601 ST N W storage renter, al transmu,ston Washington, DC. 20016 communication, and s1111111dIlOil ()I ( ontactShine\ Lastct \\ (rod data e\ectiti\ t ditectoi \( AI has produced d publication or 202 83 -4100 if computers 1J\ schools titled the Liu Al-US is a professional orgainiation fur and vnhuhr 1 cit,hatta)t for hero those mutested III the use of (nn- '))1,ty1 (Order No 812810 /tters in education A/ 1)S produce's S' for mentbets, .S10 for Iv8i 92 pp three quartetpublications the 11-f/s nonmembers) I can be purchased Rti//enn whic h to( uses on interchapic r from the ACM (mkt 1)epartmeint PO (ommunications and meeting an- Bo\ 64145, Baltimore MI) 2I2()4All noun«iments 0,7 a year , the AI P orders must be prepaid )1mtar \\Inch contains short, timely ankles on ctil lent (firc't_Iiiills in edu- Association for Development of cational data ,\ sterns ($15 a \ ear), and Computer-based Instructional thr.."11D furna/ \\111t_11 feattnes am- Systems (ADCIS) ( les illtoa rating the latest de\ elopments Al)Cls Headquarters in the application of computer t«li- Computer ( enter nolog\ to all areas of education (S25 a Vestern kVashington Um\ coat \ ear ) Bellingham, VA 98225 An111(11 )(trial nicrubcishri, (5,35)1:1- ()matCairdon Ha\ es, (Act till\ Resource and Referral Service (111r1t, subsorimorts to dll rim e 1)111,11- sec recd (awns i he special I all 1979 issue of National Center for Research 206 676-286) in Vocational Education the / lournal to\ crud Mu To- Ohio State Universit ADC'S is an international nonprofit ( omputersi heir Sch.( non and Appli- 1960 Kenn \ Road (srganization representing tit mentar\ (anon in I dui anonsingle coo, s can Columbus, Off 43210 and secondary a hoof s stems, ()!Ieges he purchased bit S 10

90 A Additional ac mines include an annual international com,cnnon special seminars and workshops that provid, opportunities to examine and discus the latest des elopmc its un educational technolop and a computei programming contest for students In grades 7 through 12

Com putertown, USA! Pt)Eolc E Menlo Park CA 1025 ContactRamon Zamora, director 415 32--0541 Computcrtown USA' is a computer hterac% protect ((f the people of Menlo Park, the Menlo Park librarc, and the Peoples Computer Companv a nonprofit education corporation in Menlo Park The goal, of this National Science Foundation n-led project are to develop test and c saluate a set ol course materials and (»crating procedures for a transportable microcomputer-based communitc licerao program The rroject ImInhasitcs the use of local commund resources The courseware is based on a series of sic-week .lasses children and adults dealing with introductory materials 0ASIC programming, and project-based cm:es Courseware includes student workbooks teacher guides, handouts. and lists of recommended software inat oniplement the class activities These items be available for dissemination in late 1983 A tree ItelASIenCr, eanrputerlOteu Aett'N Bullamis published monthly To obtain a subscription, write to the abuse address

CONDUIT P.O Box 388 (Inners:Iv of Iowa Iowa Gill, IA 52244 'intactHarold Peters associate director 319 353-5789 ONDUIT is a source for computer- . ascd abtrucnonal materials that are reviewed, documented, programmed for ti:,e of transfer, and continually updated Programs are writtc BASIC and FORTRAN Materials programmed in BASIC will run on most minkomputt r ,%,t( Ills and some nu- intended tor ,(hool administrators ,1,1 a, a (1 'arilightruse for nihrocomputer ( ro.omputer ()the; 11N1)1:11 ,(hool hoard mernhers tt ho 1h-1(e had h -12 in,ir U. tional soh Nv arc uitornta- material, an h( ing translated lo tint on Trull eperien«. « ith «miputer,I he uou The (learinghothe !muse, both the more popular nunhomputers booklet pro( ides a sera', of question, on establishing effe(ti(e proLedures for v11,;0(or11pirter inaterial, He(tlr- 1I RI aboutthe ui,tnunonal the (Ole( noir, e(altiation, and dis- rentlt a% ailabli HI hiolog( (lierrihm use()I die frotrnual fit seminati)n of materials .111(1 informa- ph( IndalcHiants and ,tabs( t, 01(11 1111 III s(11()O3s/he kadlet s (7110(' tion, and on fifm 'ding user support and technical assistance Additional in- ih% Ind 'at "log\ ( On/riders In the i-/CMCW,Iti '11//tYl (all Materials are a% JILIN(' ti)r Hsu oil the (1(111(111dr% ,,(11001 1,1,1111 formation is a( ailable through I1t- PEI 2001 Apple II, and 1 R')-80 101Illdi «ffliputer training to gain it.`Sti-7 elt'sd (111,11lelh, ne(1,,letter To 1 Ince I\ pc., of intormational mate- anIIM1,11 le% ti ut (011111111e1 hrola«.(i on the .11hrc\117 rial, are also aailable from it h booklet «),I, $2 50 prepaid inflist(111IC 11) the di)()%(' general information about the the of quautit( .11,(ount. andhlt, to; or mote (Tie, of the same title r (orriptitt r. rn higher edu(ation aids for Society for Applied Leerning autlt (1t, anti(it.'1(1(4)(1,, of (0111plIll'I- 1,0,10101ml booklet. on oilier topic, of interest to ,(11eis are being prepared Technology (SALT) k1W(1 .-11H1 re- Culpepper St p)r-fs, On ( (0\10-ITre% IA (.(1 and ittenton, 2.2[86 ( (r \I)1 rt Pip,11,1c ISIS Minnesota Education Computing tsted material, Cont,i( Ramond I o, president MI 1,, a Hai publkalion Consortium (MECC) 703 347-00S) aturing Rita, tor use in higher .(itha- 2S 20 1-twads% ,1\ Dm(' ti,n and winplelc dr,tription-, of S:Palll1,1% 55113 4,111 h a nonprofit organ, 'anon to, I r4I)t 11latest re( 1(' ed and t( sted outdoI \C ( ;or prote..1..11,11, in the area of insink- mat( nal, Aid, .13,3ilabl( for .1(eloping 612"f)-112.2 tional tett-m.11.)g(nieriher.hip, 52(1 a ((11111)111111 111.1tellak (can (( ran organiiatioll ( reared to \I)1 /I111111. r, (Arm, VIerrik 1, re( el(the quarter!,\ eh's- coordinate and J )1( \ id(' Hillltil(1 %Al \ i ,,r,st' afr Other publuation, in(lude the 14) (till . )1 Hal kI jilt a WI 16.11)It "ICth '1 (animal administrator, in ,%111111(h)ta 11 1-4 1\1( 0+ 2 "SO .1cat for Inernhr,, `sS Iacar 1`)-S $101 anti (\ ' i:1:.h pr( sent apprormatel( 2 000 01,11. 1.1: it)! Ilo11i111 lilbCr,t,111,r0LOMpitc7, :1/ ,P)-9 `510) filltril(.111()11 MIL(' pifict [el-mural, and 2 SOO !limo- )\ 1'1 11II, atilmq (1979 S 3M and (op( tr(er t ompuit rs aft,1 ; caurni1 11..ir- ,1( I i r'..1)1_1111,1,i, IQ( rill? \ 1)(R 11111( ( CHI(( '11,11\(,, pi( ;In Ill( d "ii(ro,o'npur. ,,,',7/7,1/1,1.2.1,,,1 /T.,/ I .lre../H.'rt ham- 3111,11,1( rim 11111,11.11,1k ldlli2,111'..! 4111,1(linl, for arithor..,1111}1. in ilt)St) 440) hot?! pellOtik FIC1,,I,II(1,, 10M- ,,i1,1(c1111, tinder .1( N( HEIM ,01,11 ()Ile!a l,tan(c 111 1,1,1'1(11, 1111)1('111(111I1114 k.1)1111111.(11.1m.' In III( Technical Education Research hils-1,10111 1,1111(111011\ n. V11Clit Cents r% (TERC) InternatumaI Council for (J11(li R\ ,D.,i11.111( tilsk(14., onin Ii(I RcNotilk Computers in Education (ICEE) III 11 h( used ((it!) the \ppit 11 S1111)1 Si

oi I ,111,i f)lR hookl( for !hes.' ,ihkett. ,11111,1idt;,'`.IA (1213,X `tit !RC uul plos.;13mmuly R 11.I+ nt C WW1- 'Au (lit g(t1, llak1 \011-MII1I1Cm)1,1 (,11,,(011,t'n, ,,I7 547-3;391) Ic,,:c )R'/74(13 11,1\ ilalgt 1(10)1(1 OIL ( ( III((o1,1lx1ic r1,1,,,(1111((( ((I,Z( Hint I ,,i)( (and,\ ( ( Ill( (IIIffi( ii IL S0 3 686-11(1S 43()IIII\/ 11,1ItiV,11( ',o11,1d1 (III Ilk. Old Mid ,1111)11,c1 himmithl \II II( ,..%,,Icrict ( ( (l'l hill. al 1311/)!lllalioll(0. 10 Ire ltIp)11 ft till( (1:1(.1Iloll II(I I11, a iron (till( orgmiration tIl .11 (R(111,11111,1UP. 11.1IL Northwest Regional Educational pith 1, (..11.(t, and c(aluate, ,1 unpro(111(.; lilt Laboratory ma. 11111..p.(111.( du( anorial Is( 0,(11111,111( r, if,yr Microcomputer Software and and house, a 111,1a1( (.1 1.1,11..1 csi _1 Sit for mat( per teary Information for Teachers ..11 and L'Iliil,oual 1tri1111( anon, //dl;,/, journal ;or p( ()pl.int( uhted iiOh (Mk roSIFT) itistrihn,,n,11 ih of 11)1111)111( 11 01the 1, an ot.,1,1.111,11 n. \.( r Olaf IN 300 sikfi, Ake hi upon Pt(1.1)11, IC% CI lit 011\ Portland OR 972111 ( R( also.ondu.I, one and is( 0 .1,1( oil 11(.1 1111. Onthe oiilat ou14,dtli In s(,111..shop, oT1 edit. annualIlse,'I ntI 12(11( 111 [1111111 503 2-1X 6$014 (Ai137 01,111- ro.oinput, 1 7 R( and onla(i till ,,11lie 1,,1'," 1,1)k t()4IFI pnvi I()1 NolI133.3t.slR. '11. N.'« I ngland an InNt,t?,ticfr7,1!I e f s2jwidl l du( ol, 914I1,11,()1,114)1% TL 1111( (101 101 ,1111.111100,11101001,111011

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