Fluency with information technology (6th edition) free pdf download

Lawrence Snyder, University of Washington. If You're an Educator Download instructor resources Additional order info. Description For the introduction to Computer Science course Fluency with Information Technology: Skills, Concepts, and Capabilities equips readers who are already familiar with computers, the Internet, and the World Wide Web with a deeper understanding of the broad capabilities of technology.

Teaching and Learning Experience This program presents a better teaching and learning experience—for you and your students. Skills, Concepts, and Capabilities Promote Lifelong Learning: Three types of content prepare students to adapt to an ever-changing computing environment. Topics are Explained in Contemporary Terms Consistent with Student Experience: The text has been rewritten to accommodate how students encounter computation, positioning the presentation squarely in the second decade of the 21st century.

Engaging Features Encourage Students to become Fluent with Information Technology: Interesting hints, tips, exercises, and backgrounds are located throughout the text. Student and Instructor Resources Enhance Learning: Supplements are available to expand on the topics presented in the text. Skills, Concepts, and Capabilities Promote Lifelong Learning To make students immediately effective and launch them on the path of lifelong learning, they need to learn three types of knowledge: Skills, Concepts, and Capabilities.

Skills refers to proficiency with contemporary computer applications such as email, word processing, Web searches, and so forth. Concepts refers to the fundamental knowledge underpinning IT, such as computer functionality, digital representation of information, assessment of information authenticity, and so forth.

Concepts provide the principles on which students will build new understanding as IT evolves. Capabilities refers to higher-level thinking processes such as problem solving, reasoning, complexity management, and troubleshooting. Creativity is a key capability. Capabilities embody modes of thinking that are essential to exploiting IT, but they apply broadly. Reasoning, problem solving, and so forth are standard components of education; their significance in IT makes them topics of emphasis in the Fluency approach.

These affect how students use and perceive the fundamentals. NEW: Topics like crowd sourcing, privacy, security, phishing, AI, netiquette, copyright, and so forth evolve, and so they must be explained in contemporary terms consistent with student experience.

Other newly familiar terms have been similarly treated. NEW: Part 1 has undergone a complete makeover.

Chapter 22, the artificial intelligence chapter, has had its Watson discussion augmented by a new interview with David Ferrucci, the Watson project leader.

For example, in chapter 1 Defining Information Technology the lab explores the conflicting interests of searchable, interconnected information and privacy. It directs students to a variety of web-based resources that can help them understand what kinds of information they and their devices are sharing, which can be surprisingly personal and sometimes can even uniquely identify the user.

This book covers the basics of Microsoft Office suite and includes 14 comprehensive labs on Excel, Word, PowerPoint, and other topics. For more information, visit www. VideoNotes are step-by-step video tutorials specifically designed to enhance the programming concepts presented in Snyder, Fluency with Information Technology: Skills, Concepts, and Capabilities, 6e. Students can view the entire problem-solving process outside of the classroom—when they need help the most.

Go to www. A JavaScript reference card for handy fact checking. Explain why both copy and paste are considered copying information? Why was this a bad placeholder for Angel to use? Explain your answer in detail. Explain the touch metaphor in detail, and explain what changed about computing. Explain why the touch metaphor has not replaced the desktop metaphor. The desktop metaphor became the universal way most people thought of using a computer.

The computer became a virtual desktop on which one could store, view, and edit documents. Most people were familiar with desks but fewer understood command line programs, so the metaphor made the basic operations a computer could do simpler for people to understand and use.

Predictability helps both the user to use the program and the developer to build and maintain it. A program that did different things at different times for unclear or no reasons is virtually useless and impossible to fix or improve. To communicate with the user 4. The user needs to know whether the thing he asked a computer to do was understood, whether it has completed, and whether it was successful. Otherwise, he will not know whether it is safe or worthwhile to proceed. With digital media, all copies are identical since they are composed of discrete parts usually bits.

It is possible to quickly detect and correct any flaw in the reproduction. This is powerful because it means digital information may be disseminated broadly and easily. Both are copies of digital information. The temptation to replace the phrase with the faster-to-type acronym for now and use find and replace to expand it later is high. A new metaphor was introduced. The mouse needed to be reenvisioned, which included scrolling and navigation. More details will vary by student.

Desktop metaphor still has advantages in certain situations. Many possible answers.