great resources - thanks rob<br><br>yes, I want to be part of this discussion group, when and if it is set up :-)<br><br>alan kay's material complements the turkle quote - she focuses on social relations being embedded in simulations; he focuses on how they are embedded in the user interface<br>
<br>insofar as we conceptualise computers as "mere tools" then they will continue to be used poorly in schools IMO - better to see them as interactive medium which either molds the user in its image (eg. an application or a GUI) or the user molds the machine, expresses themselves through the medium, including the ability to modify and develop aspects of the medium <br>
<br>-- <br>Bill Kerr<br><a href="http://billkerr2.blogspot.com/">http://billkerr2.blogspot.com/</a><br><br><div class="gmail_quote">On Tue, Mar 25, 2008 at 12:00 PM, Costello, Rob R <<a href="mailto:Costello.Rob.R@edumail.vic.gov.au">Costello.Rob.R@edumail.vic.gov.au</a>> wrote:<br>
<blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
<div link="blue" vlink="purple" lang="EN-AU">
<div>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">I sent something through yesterday re Kent's
questions about girls in IT. </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">It hasn't appeared maybe because I added a
largish attachment </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">Anyway, here's another link I found yesterday that
might be of interest - </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">paper is sub titled : "Using the Storytelling
Alice programming environment to create computer-animated movies inspires
middle school girls' interest in learning to program computers." </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"><a href="http://www.thinkingcurriculum.com/alice.pdf" target="_blank">www.thinkingcurriculum.com/alice.pdf</a></span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">(having a student login at a uni opens up amazing journal resources
over the web seems nearly all journals have been digitised back
issues and all </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">Be worth schools having an account) </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">it talks about the overlap between animation and programming
and the appeal in this approach appeals to me as well ! </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">also a copy and paste of whats I sent yesterday : </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">Sherry Turkle did some pioneering work on
computer cultures, gender, etc </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">I think it would be fair to describe her
as a feminist orientated scholar; </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">She has some powerful arguments in favour
of programming; and critiques of its general removal from school curriculum
over the last 20 years</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">Here's an excerpt from the 20<sup>th</sup>
anniversary edition of the "Second Self : Computers and the human
spirit"</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">(in other work with Papert, they looked at
how gender interacted with programming style and knowledge construction </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">I worked in a girls school for quite a
while and agree with Rachel's observations about preferred activities</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">But seems pretty crucial to me that we
offer programming in accessible forms and styles as well</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">(while I'm on that here's
a review of introductory programming languages -</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">"Lowering the Barriers to
Programming: A Taxonomy of Programming Environments and Languages for
Novice Programmers" </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">looks at about 200 of them </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"><a href="http://www.thinkingcurriculum.com/lowerbarrier.pdf" target="_blank">http://www.thinkingcurriculum.com/lowerbarrier.pdf</a>
</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;">Turkle : </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">In </span></font><i><font face="StoneSerif-Italic"><span style="font-family: StoneSerif-Italic; font-style: italic;">The Second Self </span></font></i><font face="StoneSerif"><span style="font-family: StoneSerif;">I report on my studies of
children learning Logo. Their</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">styles of programming were varied and revealing. The
computer, as I have</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">said, served as a Rorschach, and programming was one of
the most powerful</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">manifestations of its projective power. Twenty years
later, programming</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">is no longer taught much in standard classrooms,
relegated for the</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">most part to special after-school computer clubs. These
days, educators</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">most often think of computer literacy as the ability to
use the computer</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">as an information appliance for such purposes as word
processing, running</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">simulations, accessing educational CD-ROMs, navigating
the Internet, and</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">using presentation software such as PowerPoint. But the
question remains</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">whether mastery of these skills should be the goal of
computer education.</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">Do they constitute computer literacy?</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">One unhappy seventh-grade teacher concurred,</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">"It's not my job to instruct children in
the use of an appliance and then</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">to leave it at that." These teachers were
struggling toward an argument for</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">a certain kind of "computational
exceptionalism." It takes as a given that</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">people once knew how their cars, televisions, or
telephones worked and</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">don't know this any more, but that in the case of
mechanical technology,</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">such losses are acceptable. It insists, however, that
ignorance about the fundamentals</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">of computation comes at too high a price. One teacher
put it</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">this way: "Children know that the telephone is a
mechanism and that they</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">control it. But it's not enough to have that kind
of understanding about</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">the computer. You have to know how a simulation works.
You have to</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">know what an algorithm is."</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;"> </span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">In the nearly ten years since I recorded these
conversations, educational</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">advocates for computational transparency have, in large
measure, lost their</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">battle. Educators who want to demystify the computer
face a new generation</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">of children that no longer finds enough mystery in the
machine to</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">care what an algorithm is. It is a generation that has
made a transition</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">from the transparency of algorithm to the opacity of
simulation. This generation</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">takes overland journeys along a simulated Oregon Trail and when</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">it plays </span></font><i><font face="StoneSerif-Italic"><span style="font-family: StoneSerif-Italic; font-style: italic;">The Sims </span></font></i><font face="StoneSerif"><span style="font-family: StoneSerif;">or </span></font><i><font face="StoneSerif-Italic"><span style="font-family: StoneSerif-Italic; font-style: italic;">The Sims Online</span></font></i><font face="StoneSerif"><span style="font-family: StoneSerif;">, it designs houses, personal histories,</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">and social engagements for the virtual citizenry. In </span></font><i><font face="StoneSerif-Italic"><span style="font-family: StoneSerif-Italic; font-style: italic;">The Second Self</span></font></i><font face="StoneSerif"><span style="font-family: StoneSerif;">, when</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">I wrote of the "computer as Rorschach," it
was programming that served</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">as the projective screen for personal and cultural differences.
These days,</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">computation offers far more immediate projective media:
one can create</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">multiple avatars in online communities and play with
relationships, quite</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">literally using one's "second (or third, or
fourth, of fifth) self."</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">I have suggested, in talking about Deborah, that on the
level of the individual</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">child, something interesting has been lost in the move
away from</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">authorship of the programs that underlie one's
own game. On a societal</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">level, there is an analogous loss. The aesthetic of
transparency (common</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">to the Logo movement and the early generations of
personal computer</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">hobbyists) carried with it a political aesthetic that
was tied both to authorship</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">and to knowing how things worked on a level of
considerable detail.</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">This is a kind of understanding that is not
communicated by playing</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">off-the-shelf simulations.</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;"> </span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">On one level, high school sophomores playing </span></font><i><font face="StoneSerif-Italic"><span style="font-family: StoneSerif-Italic; font-style: italic;">SimCity </span></font></i><font face="StoneSerif"><span style="font-family: StoneSerif;">for two hours</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">may learn more about urban planning than they would
from a textbook,</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">but on another level, they may not know how to think
about what they</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">are doing. They "play" simulations but
don't have a clear way to discriminate</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">between the rules of the game and those that operate in
a real city.</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">Most have never programmed a computer or constructed
their own simulations.</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">They do not have a language for talking about how one
might</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">rewrite the rules of their games. So, for example, </span></font><i><font face="StoneSerif-Italic"><span style="font-family: StoneSerif-Italic; font-style: italic;">SimCity </span></font></i><font face="StoneSerif"><span style="font-family: StoneSerif;">often gives players</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">the impression that raising taxes will lead to riots.
But, of course, there is</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">a way to write the game so that increased taxes lead to
an increase in health</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">services, productivity, and social harmony. In my view,
citizenship in a</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">culture of simulation requires that you know how to
rewrite the rules. You</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">need tools to measure, criticize, and judge every
simulation. Today's</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">teenagers are comfortable as inhabitants of simulated
worlds, but most</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">often, they are there as consumers rather than as
citizens. To achieve full</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">citizenship, our children need to work with simulations
that teach about</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">the nature of simulation itself.</span></font></p>
<p><font color="navy" face="Arial" size="3"><span style="font-size: 12pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">Tim, who did not know how to program, worked in a
complex system built by</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">others. Tim played his simulation software as though it
were a video game,</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">moment to moment, with no understanding of the rules.
Deborah was</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">nurtured by transparency; Tim's skill set was
centered on the artful navigation</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">of opacity. His philosophy of play: "Don't
let it bother you if you</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">don't understand. I just say to myself that I
probably won't be able to</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">understand the whole game any time soon. So I just play
it."6</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">Tim's method enabled him to accomplish a great
deal in simulation</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">space. His comfort in his virtual world might serve him
(not well, but adequately)</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">in the many possible careers that lay before him,
careers in architecture,</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">law, business, medicine, or history. In all of these
fields, dealing</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">with information increasingly entails the navigation of
simulations of</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">other people's creation. However, as I meet
professionals in all of these</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">fields who move easily within their computational
systems and yet feel</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">constrained by them, trapped by their systems'
unseen limitations and</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">unknown assumptions, I feel continued concern. Are the
new generations</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">of simulation consumers reminiscent of people who can
pronounce the</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">words in a book but don't understand what they
mean? We come to</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">written text with centuries-long habits of readership.
At the very least, we</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">have learned to begin with the journalist's
traditional questions: Who,</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">what, when, where, why, and how? Who wrote these words,
what is their</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">message, why were they written, and how are they
situated in time and</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">place, politically and socially? The dramatic changes
in computer education</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">over the past decades leave us with serious questions
about how we</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">can teach our children to interrogate simulations in
much the same spirit.</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">The specific questions may be different, but the intent
needs to be the</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">same: to develop habits of readership appropriate to a
culture of simulation.</span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;">These habits of readership are central </span></font><font face="StoneSerif" size="1"><span style="font-size: 9pt; font-family: StoneSerif;">to
computer literacy and social</span></font></p>
<p><font face="StoneSerif" size="1"><span style="font-size: 9pt; font-family: StoneSerif;">responsibility in the twenty-first century.</span></font><font face="StoneSerif" size="2"><span style="font-size: 10pt; font-family: StoneSerif;"></span></font></p>
<p><font face="StoneSerif" size="3"><span style="font-size: 12pt; font-family: StoneSerif;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"><a href="http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=10515&mode=toc" target="_blank">http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=10515&mode=toc</a></span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">(I've uploaded a few of these files sharing illustrate
the amazing resources which are hidden from google just a little sample
sharing of what's out there with journals and electronic access to a uni
library - but I guess I will take them pretty soon ) </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">More Turkle / Papert </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"><a href="http://www.thinkingcurriculum.com/turklePapert.pdf" target="_blank">http://www.thinkingcurriculum.com/turklePapert.pdf</a></span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">(no copyright here I would think there are various
versions of this paper online in fact Paperts classic book MindStorms
can be downloaded for free here </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"><a href="http://portal.acm.org/toc.cfm?id=SERIES11430&type=series&coll=ACM&dl=ACM" target="_blank">http://portal.acm.org/toc.cfm?id=SERIES11430&type=series&coll=ACM&dl=ACM</a></span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">needs a free web registration but then gives you the whole
book ) </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">I'm in the middle of researching stuff this is
the tip of the iceberg of whats out there </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">Cheers </span></font></p>
<p><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;"> </span></font></p>
<p><i><i><font face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial;">Rob </span></font></i></i></p>
<p><font face="Times New Roman" size="3"><span style="font-size: 12pt;"> </span></font></p>
<p><font face="Times New Roman" size="3"><span style="font-size: 12pt;"> </span></font></p>
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