This session is designed to discuss further the actual and various applications of computers. Students will be introduced to the idea and purpose of programming languages, and they will be shown how a great deal of the everyday world around them has a foundation in computer use.
Brief History of Computers, Part II
Here we complete the brief walk-through of the history of computers, discussing the growing
inclusion of computers into offices, businesses, etc. From here we form a segue into the
following subjects, which deal with computer applications. Again, this conclusion to the
history lesson should be kept concise.
Programming Languages
A perfect parallel for this section is the comparison to the vast number of languages spoken
around the world. In a similar way, there are many programming languages which can be used
to tell a computer what to do. The difference is, on a very basic level all computers speak
one language (binary). Here we explain that the entire purpose of a developed programming
language is to assist the programmer, not the computer; the computer finds its binary
language much simpler than
does a human being. The programming language translates the programmer's commands into binary
so that the computer can understand and perform them. Here we can list and give examples of a
variety of programming languages.
Applications of Computers
Discussion for this section involves how computers have found their way into virtually every
aspect of life. Here we can introduce the term "automation", and an interactive group discussion
could involve students listing aloud what aspects of their own lives they know involve the use
of a computer.
Computers in the Classroom
Here we discuss the growing emphasis on placing computers in schools so that students can have
access. We can state that it is programs such as this very one that result, allowing students
to learn how to use computers well and ethically, so that their learning experiences can grow.
Some minor figures/statistics/numbers could be thrown out, showing how in the past few years the
number of classroom computers has grown. Examples of some educational programs/applications can
be introduced as well, perhaps even a "then-to-now" perspective, starting with the old "Oregon
Trail" and "Number Munchers" programs to more complex programs like "Derive", to current
applications.
Proper Use of Business and Classroom Computers
Having access to computers in the workplace or the classroom often leads to a great deal of
temptation to waste time by playing computer games or "netsurfing". Here we stress the importance
of using the computers for what they're intended. They are in the classrooms so that the
students have access to them for learning. If they use their computer time to play around instead
of paying attention and/or doing the work, they are not respecting their teachers, the computers,
or themselves. Similarly, computer use in the workplace should remain professional as well.
Group Discussion: During the section on Applications of Computers, have the students speak up with any examples they may have of computer use in some part of their everyday lives.
Programming: Using the language of your choice, have the students open up the editor and walk them through a simple program or two. [Ex: "Hello World".] Do not worry about explaining what each and every command represents; the purpose of this exercise is to show the students how a programming language uses phrases and commands to get a computer to do something.
Scenario Work: On a handout, present a scenario involving one or more instances of uncertainty about the proper use of a computer. For example, "Tom has a job at a law firm entering names and addresses on the computer. It is 4:00 and Tom gets off at 5:00. He has almost finished up the entire list of names, so Tom decides to take a break and use his remaining hour to play his new computer game. Is this okay?" Or, "I'm in class doing computer work the teacher assigned. We're supposed to be looking on the Internet for a site about science, but I notice that the student next to me is looking at sites about comic books instead. What should I do?" Hand the sheet out at the beginning of the session for them to fill out at home that night and bring the next day. Names and answers should not be revealed if you choose to discuss the answers; simply list some example answers and state what the "correct" answers should/may be.
Last updated 98/11/20
rainman@vt.edu