Dear Rose, Ohshima, Luna,
Thank you! thanks for the greate community supporting. I'll try my best to continue this work. I believe with squeak spreading in China, there will be more and more Chinese people join us. A team can do much more than an individual, so we hava a greate tomorrow!
To Rose, Thank you and Viewpoint Research! I'll try to make the Chinese translating pages consist with the original sources, both contents and style.
I watched some clips of "Squeaders" documentary film from www.squeakland.org. It's very wonderful. However, I doesn't find the DVD sold in China store. I'll ask my friends to help me seeking it in Japan, our neighbourhood country.
To Ohsima, I read your HP both in squeak pages and in T.I.Tech. You did not only port Squeak to many PDAs, but also help to develop the multilingualized Squeak. I happen to spend 2 years in T.I.Tech and know Janpanese language. So, I am very interesting in building a Chinese version Squeak. I believe I can learn a lot from you.
Best regards.
Yours, Liu
Dear Liu,
Regarding the "Squeakers" DVD -- you can find it distributed through Japan here: http://www.squeakland.org/sqmedia/movies/order.html The DVD is not sold in stores in any country -- only online. We would be happy to send you one at no cost if you provide a mailing address, but perhaps it is easier to obtain via Japan for you.
I believe your knowledge of Japanese will be very useful as our colleagues in Japan have done so much to improve Squeak, create projects for children, conduct workshops, etc.
By the way, several of us from Viewpoints travel to Japan two or three times a year...perhaps at some point we can meet you there. Our next trip is planned for June.
regards, Kim
At 9:47 PM +0800 4/8/06, Xinyu Liu wrote:
Dear Rose, Ohshima, Luna,
Thank you! thanks for the greate community supporting. I'll try my best to continue this work. I believe with squeak spreading in China, there will be more and more Chinese people join us. A team can do much more than an individual, so we hava a greate tomorrow!
To Rose, Thank you and Viewpoint Research! I'll try to make the Chinese translating pages consist with the original sources, both contents and style.
I watched some clips of "Squeaders" documentary film from http://www.squeakland.orgwww.squeakland.org. It's very wonderful. However, I doesn't find the DVD sold in China store. I'll ask my friends to help me seeking it in Japan, our neighbourhood country.
To Ohsima, I read your HP both in squeak pages and in T.I.Tech. You did not only port Squeak to many PDAs, but also help to develop the multilingualized Squeak. I happen to spend 2 years in T.I.Tech and know Janpanese language. So, I am very interesting in building a Chinese version Squeak. I believe I can learn a lot from you.
Best regards.
Yours, Liu
Kim Rose wrote:
The DVD is not sold in stores in any country -- only online. We would be happy to send you one at no cost if you provide a mailing address, but perhaps it is easier to obtain via Japan for you.
Would it be practical to make the DVD available as a bittorrent? I wouldn't mind seeding it indefinately for downloaders.
Whilst I'm very interested in Squeak, the school where I work (as a Science Technician) is basically indifferent to anything not Microsoft. I'm particularly excited in the idea of it being introduced to China. Now, where are our Indian friends?
Jim Ford
Hi Jim --
Squeak runs exactly the same on more than 25 platforms, including MS.
Cheers,
Alan
--------------
At 02:25 AM 4/9/2006, Jim Ford wrote:
Kim Rose wrote:
The DVD is not sold in stores in any country -- only online. We would be happy to send you one at no cost if you provide a mailing address, but perhaps it is easier to obtain via Japan for you.
Would it be practical to make the DVD available as a bittorrent? I wouldn't mind seeding it indefinately for downloaders.
Whilst I'm very interested in Squeak, the school where I work (as a Science Technician) is basically indifferent to anything not Microsoft. I'm particularly excited in the idea of it being introduced to China. Now, where are our Indian friends?
Jim Ford
Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Alan Kay wrote:
Hi Jim --
Squeak runs exactly the same on more than 25 platforms, including MS.
Hi Alan.
What I actually meant was MS apps. - Word, Excel, Powerpoint and I.E.. Most members of staff are scarcely aware that anything else exists, and have so little understanding of computers that they can't even imagine a need for anything else. I don't think this attitude is uncommon in U.K. secondary schools and is largely due to schools needing to 'deliver the curriculum', and pressure to perform well in published exam 'league tables'. It probably also helps explain why the U.K. continues to slide into seedy decline! If Britain wasn't a 'nation of shopkeepers' in Napoleon's day, then it certainly is now - factories being pulled down and supermarkets being built in their places!
Jim Ford
Oh,.... well, we have the same problem in the US at very deep levels ....
Cheers,
Alan
-------------
.At 08:12 AM 4/9/2006, Jim Ford wrote:
Alan Kay wrote:
Hi Jim --
Squeak runs exactly the same on more than 25 platforms, including MS.
Hi Alan.
What I actually meant was MS apps. - Word, Excel, Powerpoint and I.E.. Most members of staff are scarcely aware that anything else exists, and have so little understanding of computers that they can't even imagine a need for anything else. I don't think this attitude is uncommon in U.K. secondary schools and is largely due to schools needing to 'deliver the curriculum', and pressure to perform well in published exam 'league tables'. It probably also helps explain why the U.K. continues to slide into seedy decline! If Britain wasn't a 'nation of shopkeepers' in Napoleon's day, then it certainly is now - factories being pulled down and supermarkets being built in their places!
Jim Ford
On 2006 April 9 11:12, Jim Ford wrote:
Alan Kay wrote:
Hi Jim --
Squeak runs exactly the same on more than 25 platforms, including MS.
Hi Alan.
What I actually meant was MS apps. - Word, Excel, Powerpoint and I.E.. Most members of staff are scarcely aware that anything else exists, and have so little understanding of computers that they can't even imagine a need for anything else. I don't think this attitude is uncommon in U.K. secondary schools and is largely due to schools needing to 'deliver the curriculum', and pressure to perform well in published exam 'league tables'.
From my limited observation, this is similar what we have in Canada, Ontario
as well. My daughters are in grade 9, and while the high school's program is quite involved in computer-related classes (there are various forms of business classes, accounting, publishing, "computer science", networking and probably more), it is all centered around learning MS Office, sort of MS Office training for the kid's first job. This is even more ironic due to the fact that the Ontario government spent good millions of dollars on buying StarOffice, (and of course everyone can install OO), the school system simply does not seem to use it at all in the courses. Not that OO would be a big step up from MS Office, but the rest of the world can eventually save in that format (notion of which escapes many of our professional developer colleagues, so why should school teachers be asked to be aware).
It is as if high school education would be a caterer to business. I do not think it is the teachers' fault, I am imagining a reaction of a parent who's child is being taught something like OO instead: "Why don't you teach them MS Office, .net or Java, they will not use this stuff in their job, and they wil be able to get $XYZ an hour doing Java .. or happily create an Access database for the boss ... or something like that :(".
BTW, for computer science class in the high school, it is Java and VB. A friend of ours kids go to school in Vienna and they teach them Java as well, so I suppose the ordeal is world - wide. Last year I wrote to one of the teachers suggesting to volunteer a extra-curriculum class using Squeak but did not get an answer, I suppose they did not know what it was (altough I tried to explain).
Also, on your note about 'delivering a curriculum', it seems that with more pressure to "standardize" and "measure", any interest to focus on creativity is disappearing, what is interesting is that it math and science classes seem to be suffering the most.
Milan
It probably also helps explain why the U.K. continues to slide into seedy decline! If Britain wasn't a 'nation of shopkeepers' in Napoleon's day, then it certainly is now - factories being pulled down and supermarkets being built in their places!
Jim Ford _______________________________________________ Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Hi Milan --
Yes, what you describe is what I've called the "driver's ed" (DE) view of computing -- and this goes back at least as far as the "Nation At Risk" manifesto in (I think) 1983. It's the simplest way for school people and parents to feel they are doing something modern and relevant with computing.
The kind of computing that Seymour and (a few years later) I have been espousing since the 60s is in the same epistemological camp as real math and real science -- and most school people and parents don't understand what these are and why they are important.
I think people who are interested in Seymour's insights will have a simpler time if they just lump real math, real science and "Seymour Computing" (I'll call this s-comp) into one composite subject that is not associated with DE-computing. My generic term for this would be "real science" -- the reason for this is that "school math" has been aimed at simple arithmetic (the "driver's ed" of math) and there are now huge schooling standards and testing for this, just as with DE-computing.
Science is a little more vague for most people (and a little scary for others) so there is much less force behind standards and testing right now. This allows much more of the real stuff to be done (and combined with r-math and s-comp) if we could get parents and teachers to understand it better.
So I would advise focusing on r-science as a way to help teach children thinking (and debugging of thinking) and powerful ideas and ways to represent them (including r-math and its sibling s-comp).
Cheers
Alan
---------------
At 06:29 PM 4/22/2006, Milan Zimmermann wrote:
On 2006 April 9 11:12, Jim Ford wrote:
Alan Kay wrote:
Hi Jim --
Squeak runs exactly the same on more than 25 platforms, including MS.
Hi Alan.
What I actually meant was MS apps. - Word, Excel, Powerpoint and I.E.. Most members of staff are scarcely aware that anything else exists, and have so little understanding of computers that they can't even imagine a need for anything else. I don't think this attitude is uncommon in U.K. secondary schools and is largely due to schools needing to 'deliver the curriculum', and pressure to perform well in published exam 'league tables'.
From my limited observation, this is similar what we have in Canada,
Ontario as well. My daughters are in grade 9, and while the high school's program is quite involved in computer-related classes (there are various forms of business classes, accounting, publishing, "computer science", networking and probably more), it is all centered around learning MS Office, sort of MS Office training for the kid's first job. This is even more ironic due to the fact that the Ontario government spent good millions of dollars on buying StarOffice, (and of course everyone can install OO), the school system simply does not seem to use it at all in the courses. Not that OO would be a big step up from MS Office, but the rest of the world can eventually save in that format (notion of which escapes many of our professional developer colleagues, so why should school teachers be asked to be aware).
It is as if high school education would be a caterer to business. I do not think it is the teachers' fault, I am imagining a reaction of a parent who's child is being taught something like OO instead: "Why don't you teach them MS Office, .net or Java, they will not use this stuff in their job, and they wil be able to get $XYZ an hour doing Java .. or happily create an Access database for the boss ... or something like that :(".
BTW, for computer science class in the high school, it is Java and VB. A friend of ours kids go to school in Vienna and they teach them Java as well, so I suppose the ordeal is world - wide. Last year I wrote to one of the teachers suggesting to volunteer a extra-curriculum class using Squeak but did not get an answer, I suppose they did not know what it was (altough I tried to explain).
Also, on your note about 'delivering a curriculum', it seems that with more pressure to "standardize" and "measure", any interest to focus on creativity is disappearing, what is interesting is that it math and science classes seem to be suffering the most.
Milan
It probably also helps explain why the U.K. continues to slide into seedy decline! If Britain wasn't a 'nation of shopkeepers' in Napoleon's day, then it certainly is now - factories being pulled down and supermarkets being built in their places!
Jim Ford _______________________________________________ Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Is anyone in the Squeak community developing tools for language literacy. I have developed a children's dictionary (http://www.wordsmyth.net) and am working on an early literacy dictionary. In particular, I'm interested in the intersection of tools for programming with variants of controlled English, and tools for teaching reading and writing. Teaching the "debugging of thinking" would be easier if we started with the core tool - language. I'm reminded of one of the first Apple II programs for children - Rocky's boots. It involved creation of a logic circuit for distinguishing shapes and colors. Too bad it wasn't developed further to find other areas for applying core logical concepts in the context of analogical reasoning. Bob
Hi Milan --
Yes, what you describe is what I've called the "driver's ed" (DE) view of computing -- and this goes back at least as far as the "Nation At Risk" manifesto in (I think) 1983. It's the simplest way for school people and parents to feel they are doing something modern and relevant with computing.
The kind of computing that Seymour and (a few years later) I have been espousing since the 60s is in the same epistemological camp as real math and real science -- and most school people and parents don't understand what these are and why they are important.
I think people who are interested in Seymour's insights will have a simpler time if they just lump real math, real science and "Seymour Computing" (I'll call this s-comp) into one composite subject that is not associated with DE-computing. My generic term for this would be "real science" -- the reason for this is that "school math" has been aimed at simple arithmetic (the "driver's ed" of math) and there are now huge schooling standards and testing for this, just as with DE-computing.
Science is a little more vague for most people (and a little scary for others) so there is much less force behind standards and testing right now. This allows much more of the real stuff to be done (and combined with r-math and s-comp) if we could get parents and teachers to understand it better.
So I would advise focusing on r-science as a way to help teach children thinking (and debugging of thinking) and powerful ideas and ways to represent them (including r-math and its sibling s-comp).
Cheers
Alan
At 06:29 PM 4/22/2006, Milan Zimmermann wrote:
On 2006 April 9 11:12, Jim Ford wrote:
Alan Kay wrote:
Hi Jim --
Squeak runs exactly the same on more than 25 platforms, including MS.
Hi Alan.
What I actually meant was MS apps. - Word, Excel, Powerpoint and I.E.. Most members of staff are scarcely aware that anything else exists, and have so little understanding of computers that they can't even imagine a need for anything else. I don't think this attitude is uncommon in U.K. secondary schools and is largely due to schools needing to 'deliver the curriculum', and pressure to perform well in published exam 'league tables'.
From my limited observation, this is similar what we have in Canada,
Ontario as well. My daughters are in grade 9, and while the high school's program is quite involved in computer-related classes (there are various forms of business classes, accounting, publishing, "computer science", networking and probably more), it is all centered around learning MS Office, sort of MS Office training for the kid's first job. This is even more ironic due to the fact that the Ontario government spent good millions of dollars on buying StarOffice, (and of course everyone can install OO), the school system simply does not seem to use it at all in the courses. Not that OO would be a big step up from MS Office, but the rest of the world can eventually save in that format (notion of which escapes many of our professional developer colleagues, so why should school teachers be asked to be aware).
It is as if high school education would be a caterer to business. I do not think it is the teachers' fault, I am imagining a reaction of a parent who's child is being taught something like OO instead: "Why don't you teach them MS Office, .net or Java, they will not use this stuff in their job, and they wil be able to get $XYZ an hour doing Java .. or happily create an Access database for the boss ... or something like that :(".
BTW, for computer science class in the high school, it is Java and VB. A friend of ours kids go to school in Vienna and they teach them Java as well, so I suppose the ordeal is world - wide. Last year I wrote to one of the teachers suggesting to volunteer a extra-curriculum class using Squeak but did not get an answer, I suppose they did not know what it was (altough I tried to explain).
Also, on your note about 'delivering a curriculum', it seems that with more pressure to "standardize" and "measure", any interest to focus on creativity is disappearing, what is interesting is that it math and science classes seem to be suffering the most.
Milan
It probably also helps explain why the U.K. continues to slide into seedy decline! If Britain wasn't a 'nation of shopkeepers' in Napoleon's day, then it certainly is now - factories being pulled down and supermarkets being built in their places!
Jim Ford _______________________________________________ Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Hi Bob --
At 08:38 AM 4/23/2006, Robert Parks wrote:
Is anyone in the Squeak community developing tools for language literacy.
We should be. One of the more interesting and early attempts at this was an Apple II program designed by Chris Cerf (son of Bennett, working with Sesame Street at the time). It was a sentence maker for young children and each sentence was then carried out by animated figures. We thought a little about this when we designed the scripting language for Etoys, but never got around to making the very young child's version. This has come up again wrt to the 100$ laptop (where it would be a very useful part of "scripting as math".
I have developed a children's dictionary (http://www.wordsmyth.net) and am working on an early literacy dictionary. In particular, I'm interested in the intersection of tools for programming with variants of controlled English, and tools for teaching reading and writing.
Any good sources for "controlled English for children"?
Teaching the "debugging of thinking" would be easier if we started with the core tool - language.
More like vice versa. Human language is wrapped in metaphor and allegory, and it has been shown that most people have as little sense of how imprecise they are in language as they do of what grammatical components they are using. One of the reasons math notation moved away from attempts at careful use of language (for a good example of the "before" see Newton's Principia which is pre-algebraic) was that the way meaning has to be inferred from math is quite different that ordinary use of language. Scripting is somewhere in between. Many people tried to use Hypertalk in an imprecise way (like their normal use of language), but there was some anecdotal evidence that they learned to get more precise in both Hypertalk and normal language as they did more scripting.
I'm reminded of one of the first Apple II programs for children - Rocky's boots.
One of my favorites of all time.
It involved creation of a logic circuit for distinguishing shapes and colors. Too bad it wasn't developed further to find other areas for applying core logical concepts in the context of analogical reasoning.
Actually it was, in it's follow on "Robot Odyssey".
More is needed here.
Cheers,
Alan
Bob
Hi Milan --
Yes, what you describe is what I've called the "driver's ed" (DE) view of computing -- and this goes back at least as far as the "Nation At Risk" manifesto in (I think) 1983. It's the simplest way for school people and parents to feel they are doing something modern and relevant with computing.
The kind of computing that Seymour and (a few years later) I have been espousing since the 60s is in the same epistemological camp as real math and real science -- and most school people and parents don't understand what these are and why they are important.
I think people who are interested in Seymour's insights will have a simpler time if they just lump real math, real science and "Seymour Computing" (I'll call this s-comp) into one composite subject that is not associated with DE-computing. My generic term for this would be "real science" -- the reason for this is that "school math" has been aimed at simple arithmetic (the "driver's ed" of math) and there are now huge schooling standards and testing for this, just as with DE-computing.
Science is a little more vague for most people (and a little scary for others) so there is much less force behind standards and testing right now. This allows much more of the real stuff to be done (and combined with r-math and s-comp) if we could get parents and teachers to understand it better.
So I would advise focusing on r-science as a way to help teach children thinking (and debugging of thinking) and powerful ideas and ways to represent them (including r-math and its sibling s-comp).
Cheers
Alan
At 06:29 PM 4/22/2006, Milan Zimmermann wrote:
On 2006 April 9 11:12, Jim Ford wrote:
Alan Kay wrote:
Hi Jim --
Squeak runs exactly the same on more than 25 platforms, including MS.
Hi Alan.
What I actually meant was MS apps. - Word, Excel, Powerpoint and I.E.. Most members of staff are scarcely aware that anything else exists, and have so little understanding of computers that they can't even imagine a need for anything else. I don't think this attitude is uncommon in U.K. secondary schools and is largely due to schools needing to 'deliver the curriculum', and pressure to perform well in published exam 'league tables'.
From my limited observation, this is similar what we have in Canada,
Ontario as well. My daughters are in grade 9, and while the high school's program is quite involved in computer-related classes (there are various forms of business classes, accounting, publishing, "computer science", networking and probably more), it is all centered around learning MS Office, sort of MS Office training for the kid's first job. This is even more ironic due to the fact that the Ontario government spent good millions of dollars on buying StarOffice, (and of course everyone can install OO), the school system simply does not seem to use it at all in the courses. Not that OO would be a big step up from MS Office, but the rest of the world can eventually save in that format (notion of which escapes many of our professional developer colleagues, so why should school teachers be asked to be aware).
It is as if high school education would be a caterer to business. I do not think it is the teachers' fault, I am imagining a reaction of a parent who's child is being taught something like OO instead: "Why don't you teach them MS Office, .net or Java, they will not use this stuff in their job, and they wil be able to get $XYZ an hour doing Java .. or happily create an Access database for the boss ... or something like that :(".
BTW, for computer science class in the high school, it is Java and VB. A friend of ours kids go to school in Vienna and they teach them Java as well, so I suppose the ordeal is world - wide. Last year I wrote to one of the teachers suggesting to volunteer a extra-curriculum class using Squeak but did not get an answer, I suppose they did not know what it was (altough I tried to explain).
Also, on your note about 'delivering a curriculum', it seems that with more pressure to "standardize" and "measure", any interest to focus on creativity is disappearing, what is interesting is that it math and science classes seem to be suffering the most.
Milan
It probably also helps explain why the U.K. continues to slide into seedy decline! If Britain wasn't a 'nation of shopkeepers' in Napoleon's day, then it certainly is now - factories being pulled down and supermarkets being built in their places!
Jim Ford _______________________________________________ Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Hi Alan,
Perhaps part of the difficullty to introduce s-comp in schools lies right at the computing industry doorstep - the prevalence of HTTP protocol, HTML/JSP/otherSP manufacturing, seems to show the industry is stuck deeply in "driver's ed" view and do not exactly show that the industry has the mental capacity to invest in creating something better, so it seems hard to ask any better of education. Maybe the "driver's ed-comp education" just follows what "driver's ed-comp industry" is asking for...
However, as you said (if I understood correctly), the best path may be to take a new cross-field approach "science and math by computation" that would not threaten the established, and provide fun, experimental approach, and help developing creativity, show building process rather than result, and hands on deep understanding in all three.
I am not a teacher or educator, but I think in all this one has to remember the importance of personal example and motivation some teachers provide (although it must be very hard if teachers are to be judged only by immediate results of their students following a predefined curriculum). My physics teacher in grade 7 and 8 and math teacher in grade 9 provided me with more motivation than any teacher after that, but it was not "measurable" that year (although, looking back, to some degree it was). Thanks for your comments,
Milan
On 2006 April 23 06:09, Alan Kay wrote:
Hi Milan --
Yes, what you describe is what I've called the "driver's ed" (DE) view of computing -- and this goes back at least as far as the "Nation At Risk" manifesto in (I think) 1983. It's the simplest way for school people and parents to feel they are doing something modern and relevant with computing.
The kind of computing that Seymour and (a few years later) I have been espousing since the 60s is in the same epistemological camp as real math and real science -- and most school people and parents don't understand what these are and why they are important.
I think people who are interested in Seymour's insights will have a simpler time if they just lump real math, real science and "Seymour Computing" (I'll call this s-comp) into one composite subject that is not associated with DE-computing. My generic term for this would be "real science" -- the reason for this is that "school math" has been aimed at simple arithmetic (the "driver's ed" of math) and there are now huge schooling standards and testing for this, just as with DE-computing.
Science is a little more vague for most people (and a little scary for others) so there is much less force behind standards and testing right now. This allows much more of the real stuff to be done (and combined with r-math and s-comp) if we could get parents and teachers to understand it better.
So I would advise focusing on r-science as a way to help teach children thinking (and debugging of thinking) and powerful ideas and ways to represent them (including r-math and its sibling s-comp).
Cheers
Alan
At 06:29 PM 4/22/2006, Milan Zimmermann wrote:
On 2006 April 9 11:12, Jim Ford wrote:
Alan Kay wrote:
Hi Jim --
Squeak runs exactly the same on more than 25 platforms, including MS.
Hi Alan.
What I actually meant was MS apps. - Word, Excel, Powerpoint and I.E.. Most members of staff are scarcely aware that anything else exists, and have so little understanding of computers that they can't even imagine a need for anything else. I don't think this attitude is uncommon in U.K. secondary schools and is largely due to schools needing to 'deliver the curriculum', and pressure to perform well in published exam 'league tables'.
From my limited observation, this is similar what we have in Canada,
Ontario as well. My daughters are in grade 9, and while the high school's program is quite involved in computer-related classes (there are various forms of business classes, accounting, publishing, "computer science", networking and probably more), it is all centered around learning MS Office, sort of MS Office training for the kid's first job. This is even more ironic due to the fact that the Ontario government spent good millions of dollars on buying StarOffice, (and of course everyone can install OO), the school system simply does not seem to use it at all in the courses. Not that OO would be a big step up from MS Office, but the rest of the world can eventually save in that format (notion of which escapes many of our professional developer colleagues, so why should school teachers be asked to be aware).
It is as if high school education would be a caterer to business. I do not think it is the teachers' fault, I am imagining a reaction of a parent who's child is being taught something like OO instead: "Why don't you teach them MS Office, .net or Java, they will not use this stuff in their job, and they wil be able to get $XYZ an hour doing Java .. or happily create an Access database for the boss ... or something like that :(".
BTW, for computer science class in the high school, it is Java and VB. A friend of ours kids go to school in Vienna and they teach them Java as well, so I suppose the ordeal is world - wide. Last year I wrote to one of the teachers suggesting to volunteer a extra-curriculum class using Squeak but did not get an answer, I suppose they did not know what it was (altough I tried to explain).
Also, on your note about 'delivering a curriculum', it seems that with more pressure to "standardize" and "measure", any interest to focus on creativity is disappearing, what is interesting is that it math and science classes seem to be suffering the most.
Milan
It probably also helps explain why the U.K. continues to slide into seedy decline! If Britain wasn't a 'nation of shopkeepers' in Napoleon's day, then it certainly is now - factories being pulled down and supermarkets being built in their places!
Jim Ford _______________________________________________ Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Squeakland mailing list Squeakland@squeakland.org http://squeakland.org/mailman/listinfo/squeakland
Hello, Xinyu,
To Ohsima, I read your HP both in squeak pages and in T.I.Tech. You did not only port Squeak to many PDAs, but also help to develop the multilingualized Squeak. I happen to spend 2 years in T.I.Tech and know Janpanese language. So, I am very interesting in building a Chinese version Squeak. I believe I can learn a lot from you.
Wow. That is surprising (good) news. Supporting Chinese is high priority task for me, but I have higher ones^^; Hope I can soon get back to you on this!
-- Yoshiki
squeakland@lists.squeakfoundation.org
-
Alan Kay -
Jim Ford -
Kim Rose -
Milan Zimmermann -
Robert Parks -
Xinyu Liu -
Yoshiki Ohshima