Seymour Papert

In his classsic book, Mindstorms: Children, Computers, and powerful Ideas, Seymour Papert set out a vision of how computers could change school. In The Children's Machine he now looks back over a decade during which American schools acquired more than three million computers and assesses progress and resistance to progress.

Rethinking School In The Age Of The Computer

The Children's Machine

Discusses the advantages and pitfalls of using computers in childhood education, and suggests ways parents can help children who are more computer-literate than they

Bridging the Digital Generation Gap

The Connected Family

Marvin Lee Minsky

Computing Methodologies -- Artificial Intelligence.

An Introduction to Computational Geometry

Perceptrons

Marvin Minsky

Perceptrons; an Introduction to Computational Geometry

Out Of Print

Describes learning environments which allow children to master mathematical concepts through the use of computer assisted instruction.

Mindstorms

Robert McNaughton

A particular class of finite-state automata, christened by the authors "counter-free," is shown here to behave like a good actor: it can drape itself so thoroughly in the notational guise and embed itself so deeply in the conceptual character of several quite different approaches to automata theory that on the surface it is hard to believe that all these roles are being assumed by the same class. This is one of the reasons it has been chosen for study here. The authors write that they "became impressed with the richness of its mathematical complexity" and that "a sure sign of gold is when profound mathematical theory interacts with problems that arise independently. And indeed it is noteworthy that the class of automata we shall discuss was defined more or less explicitly by several people working from very different directions and using very different concepts. The remarkable happening was that these definitions could not be recognized as equivalent until algebraic tools of analysis were brought to the field in the works of Schutzenberger and in the works of Krohn and Rhodes." The theme of the monograph is the utility and equivalence of these different definitions of counter-free automata. Its organization follows the plan of taking up, one by one, each of a number of different conceptualizations: the historically important "nerve net" approach; the algebraic approach, in which automata are treated as semigroups; the "classical" theory based on state transition diagrams; the "linguistic" approach based on the concept of regular expressions; and the "behavioral" descriptions using symbolic logic. In each of these conceptual areas, the class of automata under study is found in a new guise. Each time it appears as yet another special case. The authors' burden is to show that all these definitions are in fact equivalent. Care has been taken so that this research monograph can be used as a self-sufficient text. Notations have been defined carefully and always in the context of the discussion. Most of the chapters end with a substantial number of exercises. It is self-contained in that all concepts are defined, and all theorems used are, with one exception, either fully proved or safely left as exercises for the student.

Counter-free Automata

Shows readers how to integrate the computer into all areas of the school curriculum instead of making it a specialized course or just another gadget

Idit Harel

In 1985 the Media Lab was created at MIT to advance the idea that computation would give rise to a new science of expressive media. Within the media lab, the Epistemology and Learning group extends the traditional definition of media by treating as expressive media materials with which children play and learn. The Group's work follows a paradigm for learning research called Constructionism. Several of the chapters directly address the theoretical formulation of Constructionism, and others describe experimental studies which enrich and confirm different aspects of the idea. Thus this volume can be taken as the most extensive and definitive statement to date of this approach to media and education research and practice. This book is structured around four major themes: learning through designing and programming; epistemological styles in constructionist learning, children and cybernetics; and video as a research tool for exploring and documenting constructionist environments.

Seymour Papert

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