By Bonnie Bryant
Stevie Lake is happening a category journey to manhattan urban. whereas Stevie has visions of putting out in Greenwich Village, her instructor has different ideas--long, uninteresting lectures and a try out. good, Stevie has her personal plans. She shakes her classmates and units off to discover big apple on her personal. She finally ends up on the carousel in primary Park, the place she meets not only humans, yet horses--including fastened policemen and riders from a close-by stable.
When Stevie's type wanders into the park, they don't have the sort of nice experience. in truth, they wander off. Now it's as much as Stevie and her new buddies to avoid wasting the category and forestall the varsity journey from becoming a catastrophe.
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Additional resources for Painted Horse (The Saddle Club, Book 75)
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.