-> You appear to know quite a lot about computer technology.
Uh, well ... some, anyway.
-> Do you have any ideas about how computers can be used in the primary
-> school classroom.
I teach at the secondary level, so I am not a good resource for ideas on
primary ed.
-> Should they be used only to enable students to word process their
-> writing or as a reward for students to play on when they have
-> finished early?????
I have a problem with using computers for "playing on" in school. And
what of using them as "rewards" for students who have finished their
work early. There are then some kids who will never get a chance to use
the computer at all, since some kids will never finish their work early
(my 10 year old son most likely being one of them!).
I would not announce to the class that the computers are to be used for
any types of games, although you might have some "game" software that
teaches or reinforces important skills. I would call it "enrichment" and
make sure that I could identify what skills I was expecting the students
to get from such software. I would also be careful that all children in
the class have a chance to get some time on the computer.
To use the computer in a classroom as _only_ a word processing device is
a misuse of the machine, IMO. It is capable of so much more, and is
being underutilized if its use is so restricted.
Just my opinions, since you asked...
Sheila
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-> SK>This reminds me of the program I wrote recently to model the game
-> of SK>"Life" as played out on a computer.
......
-> SK>I am considering assigning this as a programming problem to my
-> class SK>this year. Are you familiar with the game? I had seen it
-> before, but SK>never programmed it until last week.
-> I'm familiar with the game, I haven't attempted to program
-> it myself; is it a difficult process?
Not really. I managed the program in a couple of hours. The logic is
fairly simple. It's the details of input/output, correctly counting
loops, etc.. that can mess you up (one of those looping problems had me
going for a while).
-> I'd be inclined to think that it might involve filling a 2
-> dimensional matrix
-> with a repeating pattern, doubling the number of interations
-> on each pass?
Far simpler than that. I used two 2-dimensional matrices, one for the
current generation, one for the upcoming generation. For each cell in
the matrix of the current generation you do a count of the number of
living vs. dead(or empty) surrounding cells (as this is the criterion
that determines whether the particular cell under investigation will
live or die in the succeeding generation), and then mark the cell under
investigation appropriately in the succeeding generation matrix. No
doubling or iterations or recursion or anything like that.
-> Then you map the patterns on the screen matrix in random fashion?
-> Are you planning on including
-> attrition (or consumption) to complicate the doubling
-> process?
Maybe I should have explained the rules of the game first. There is no
"doubling" process in the game in the way you are thinking of (sounds to
me like the typical "exponential growth" taught as an
application/example in high school math classes).
If you're interested in the specific rules, let me know. I'll look them
up and post them here.
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