An introduction to programming languages and logic

  1. What do we mean by literacy?

    Literacy for us is not just having the ability to read and write. The same skills needed for reading and writing are used for computer literacy, which begins with the ability to understand spoken words and decode written words along with the ability to use computers and related technology efficiently.

     

  2. How is learning a programming language the same and different as learning a human language? Both languages strongly distinguish between syntax and semantics, both of them serve the purpose of communication to explain what something is or what is to be done and both types of languages have a base composition. Imagine the human mind as a very advanced compiler for all the natural languages, but when your programming, a set of commands are given to a machine that takes everything literally.

     

  3. What value do you see in these recommendations?

    • Technology has been a part of the literacy process since Johannes Gutenberg invented the printing press. Yes, the advances that have been made by the use of technology/technical tools to assist educators, students and parents have shown to be very useful. But, without the drive, will and desire; the tools we have at our disposal are useless and have “no more value than a paper weight. “Technology by itself is not enough to motivate students, educators, teachers and parents. Having the technology is one thing, using the technology is another. The saying is that “you can lead a horse to water, but you can’t make him drink .”

     

    According to the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, Researchers have found that some teachers circumvent the need for students to read texts by adjusting their assignments or methods of presenting content, rather than helping students learn the discipline specific strategies needed for content-area work. Another researcher found that content-area teachers expressed resistance to the work of the high school reading specialists, whose job is to provide students with additional help outside their regular class structure. And still others have suggested that teachers who strive primarily to cover the content of their disciplines are unaware that by increasing students’ ability to read their assignments they could actually increase the depth and breadth of content that could be covered efficiently. A final barrier is that when schools actually institute programs to help struggling adolescent readers, they are housed within special education programs and thus serve only a small proportion of the students whom they could benefit.

    I don’t believe that there are any absolute answers to our literacy issues. What I do believe is that if the attitudes of teachers not wanting to teach outside the scope of their assign duties and parents not having the academic skills nor the desire to obtain any education, coming from a time when education wasn’t in high demand, but physical labor was. Teachers not realizing that without the ability to read and wright a person will have societal and financial complications. All in all, I think that there are great learning technological tools. My grand’s (12 & 8) uses “scratch and turtleblocks” in their computer coding classes and they love it. It keeps them interested and motivated.

     

    Student Motivation and Engagement in Literacy Learning

    By: U.S. Department of Education

Teachers can help students build confidence in their ability to comprehend content-area texts, by providing a supportive environment and offering information on how reading strategies can be modified to fit various tasks. Teachers should also make literacy experiences more relevant to students' interests, everyday life, or important current events.”

http://www.adlit.org/article/27759/

    • Gerald Ardito
      Gerald Ardito

      Kendall,

      You bring a different -- and needed -- perspective to this work, which I very much appreciate.

      Please continue to do so.

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