By Jon Scieszka
During this moment booklet within the sequence, Frank Einstein (kid-genius scientist and inventor) and his ally, Watson, in addition to Klink (a self-assembled artificial-intelligence entity) and Klank (a in general self-assembled man made virtually intelligence entity), once more locate themselves in pageant with T. Edison, their classmate and archrival—this time within the quest to liberate the ability at the back of the technology of strength. Frank is operating on a made over model of 1 of Nikola Tesla's innovations, the "Electro-Finger," a tool which could faucet into strength anyplace and make allowance all of Midville to reside off the grid, with loose instant and solar power. yet this places Frank in direct clash with Edison's quest to regulate the entire energy and lightweight in Midville, monopolize its power assets, and get "rich wealthy rich." Time is operating out, and in simple terms Frank, Watson, Klink, and Klank can cease Edison and his sentient ape, Mr. Chimp!
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Extra info for Frank Einstein and the Electro-Finger (Frank Einstein, Book 2)
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.