Tuesday April 29 1997, Mary Zeait writes to Vern Pero:
 MZ> Hi! Vern.
Hello, Mary...
 MZ> I was looking through and I found a message that you sent to somebody,
 MZ> which I was impressed by, because I think you may be able to help me.
I'm humbled... ;-}
 MZ> I am
 MZ> in need of anything that might assist students in a classroom situation 
to
 MZ> learn about computers. (i.e the hardware compnents and software). Maybe 
if
 MZ> you know of computer games that will grab their interest,
I'm not a big fan of games.  I think children will play and use those without 
being encouraged, and, while I have no reason to reject them, I don't think 
they add much to their understanding of the technology, either.
 MZ>  while still
 MZ> learning about computer technology.
Learning about the USE of the technology, or about the hardware itself?
 MZ>  Maybe you could tell me if you think
 MZ> opening an old computer up for students to see, would be beneficial for
 MZ> them and interesting.
There's not much to see inside the boxes... just a bunch of cards and cables.
I think showing children some of the practical things computers DO in their 
lives would mean more.  How many computers do you use each day, without 
really thinking about it?  In your car?  Your radio or tv?  At the market?
 MZ>  I would appreciate anything at all, no matter how
 MZ> irrelevant you may think it might be. Thanks, Mary.
Much of what I say and do is regarded that way, even by me.
But if using a spreadsheet to create a model of a situation experienced in a 
science lab helps the child understand both the science and the application 
program's utility, that's not irrelevant, is it?
--- GoldED 2.40
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