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Reviewer: David Bellin

Computational participation, computational thinking, or computing skills__?__ Which is it that K-12 students should learn__?__ Emphatically the first, argue the authors of this text. Mindstorms [1] was perhaps the seminal text on computational mastery for the young. Papert argued over two decades ago that children not only could learn to master machines, but that it would both increase the way they interact, and expand the way they think about the world around them. This text follows Papert down that road, perhaps updated for more recent technologies. The flavor can be gleaned from the chapter titles: “The Comeback of Coding,” “Connected Learning,” “From Code to Applications,” “From Tools to Communities,” “From Scratch to Remix,” “From Screens to Tangibles,” “Connected Teaching,” and “Coding for All.” This is emphatically not a book on how to code, as it offers little on technical considerations or application design. That is not the point here. What is considered is the importance of computational thought and its potential spillover into what I might call life thinking. Essentially, it is about how to think, or more specifically, how to teach how to think and how to teach at all. The authors are proponents of participatory learning, group interaction, and instructors who are involved in moving their students from the video screen into the world. This book is highly recommended reading for all those who seek to travel the same road. There are 18 pages of notes, a detailed section of very specific and seemingly complete references, and an excellent index. More reviews about this item: Amazon Online Computing Reviews Service

Reviewer: Ramon Gonzalez

This book is as engaging as its catchy title suggests. It goes through an enthusiastic journey from the origins of computer-based education to the new possibilities of 3D computer-based education, that is, robotics and mechanical devices controlled through microprocessor-based technology, and the popular social networking sites. This journey not only remarks on the application of computer technology per se but also, and most interesting, the educational implications. A good example is the story behind the Scratch programming language, which is especially devoted to beginning programmers. In this context, the authors motivate the idea of the “do it yourself (DIY)” movement. One clear contribution of this book is that it envelops many examples of successful experiences that used computer-based technology for education purposes. The result, the teamwork spirit lifts up in its broad sense. What does it really mean__?__ Students understand the true meaning of decomposing a complex task into modules, coordination, and online and offline interaction, leading to more open-minded, creative, and efficient people. This monograph definitely demonstrates that coding is connected and much more! The book is well structured with plenty of appropriate references (especially welcome is the “Notes” section). It also includes many figures and examples that turn out in fairly readable text. My view is that this monograph is advisable not only for educators, but also for society in general; for example, I recommend this book to parents. More reviews about this item: Amazon Online Computing Reviews Service