By Beverly Cleary, Louis Darling
Ellen Tebbits has a mystery that she'll by no means percentage with somebody. that's, until eventually she meets Austine—and discovers that Austine has a similar mystery! quickly the ladies are top acquaintances who do every thing together—attending dance classification, horseback driving, and dodging pesky Otis Spofford. yet then Ellen does whatever bad, and now Austine isn't chatting with her. Will Ellen be capable to turn out how sorry she really is?
I formatted this myself, utilizing a primary version as reference, and further the unique (and better) illustrations through Louis Darling.
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Additional info for Ellen Tebbits (Ellen & Otis, Book 1)
An interactive videodisc system typically consists of a computer (including a disk drive and keyboard) which is linked to (interfaced with) a videodisc player and a colour monitor. Often the system can be operated by a light pen, a mouse, a concept keyboard, a bar-code reader or a tracer ball, as well as the keyboard. Users of IV can control or ‘interact’ with the system to choose their own sequence of video, sound, text, computer graphics or even still pictures. IV can provide a combination of images, sounds and computer-generated text and diagrams which, at its inception, was perhaps unique in a learning situation.
IT is commonplace in work and in homes, growing numbers of people have access to multimedia and are linking up to the Internet. What impact will these changes have on the future curriculum? The questions we have raised in this summary underpin the discussions in the following chapters. Chapters 3, 4 and 5 focus in particular on learners and software, Chapters 6 and 7 consider teachers and institutions. The final chapter provides an overview of the book and explicitly addresses the critical questions we have raised here.
Learners and reading 37 However, whenever children use a computer with adult help, the language experience will be enriched, and so on the occasions when an adult was available, the interchange of language was much enhanced by different aspects of questioning and checking the children’s understanding. (Burns 1995:18) Her account of the discussion generated about the characters and their antics in Naughty Stories is in sharp contrast to the slightly stilted readings we observed when children were working without adult intervention.