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The Logo Foundation's collection of papers includes reports by
teachers about classroom projects, workshop notes, Logo tools, and
writings on a variety of interesting topics. These documents are
distributed with permission (and encouragement) to reproduce them
for educational purposes provided that you do not charge for copies,
and that you include the Logo Foundation copyright notice on them.
Here's what we currently have available:
African Textiles or The Weaving
Turtle
by Orlando Mihich
A group of junior high school students used Logo as an expressive
medium in the context of a study of African textiles which integrated
mathematics, art, and social studies. This paper includes reproductions
of many of the textile designs, some in color, and a detailed description
of the Logo techniques used to create them. 1993
Cityscapes
by Laura Allen
How can a teacher develop a Logo project that is well connected
to students' experiences? Based on observations of the surrounding
New York City landscape, each sixth grade student wrote a program
to draw a building. Using classmates' designs along with their own,
the students created cityscapes. Because of the need to scale buildings
to fit into a particular scene, the project also provided a good
vehicle for learning about variables. 1993
Conversations with Logo
by Michael Tempel
Do you wonder why setpos doesn't like [random 80 random 80]
as input? Does the arithmetic quiz you wrote in Logo keep telling
you that you are wrong when you type "4" as the answer to "How much
is 2 + 2"? Do you find yourself arguing with your computer? In this
paper Logo talks back and answers some questions about grammar.
1989
Creating a Logo Tool Box
by Brian Silverman & Michael Tempel
If Logo doesn't have a particular primitive procedure you want,
you can write it in Logo. Here are some tips on how to do it. The
process of tool building leads to a discussion about the structure
of Logo and about programming in Logo. 1988
Easy as 1 1 2 2 3
by Michael Tempel
An article in the New York Times was the inspiration for
this exploration of an interesting number series discovered by John
Conway. Logo provides the environment in which you can play with
the Fibonacci-like series and record information about it. 1988
Egyptian Hieroglyphics
and LogoWriter
by Thomas F. Trocco
Fifth grade students began by studying the history of ancient Egypt
in Social Studies class. They saw a connection between the hieroglyphic
shapes and turtle shapes in Logo. The project that emerged included
making the required shapes, writing coded messages, and developing
a Logo program to translate English into hieroglyphics. 1992
Event Programming
by Michael Tempel
During the first two weeks of July, 1994 the author taught two workshops
in Event Programming at the Omar Dengo Foundation in Costa Rica.
This style of Logo programming emphasizes turtles in action and
interactions between them and background objects. This paper includes
articles about these workshops, workshop notes, and sample programs.
1995
From Polygons to Functions
to Orbits to Fractals
by Eadie Adamson
A mathematically gifted fourth grade student spent a year working
with Logo as a substitute for his regular mathematics class. This
is a report on learning in the "fast forward" mode. 1993
A Full-Screen LogoWriter
PrintShape Procedure
by Thomas F. Trocco
A group of junior high school students used Logo as an expressive
medium in the context of a study of African textiles which integrated
mathematics, art, and social studies. This paper includes reproductions
of many of the textile designs, some in color, and a detailed description
of the Logo techniques used to create them. 1993
Fuzzy Logo
by Brian Silverman & Michael Tempel
By introducing some randomness into the world of Turtle Geometry,
we create a fuzzy turtle that is a vehicle for exploring feedback,
probability, and statistics. We also touch on the relationship between
the relative (Turtle) and absolute (Cartesian) geometries built
into Logo. 1985
Logo and Telecommunications
by Michael Tempel
This is a report on a two-year experience maintaining a Logo-based
telecommunications bulletin board and electronic mail system. It
describes the workings of the system, and the teacher and student
activities that occurred on line. Possibilities for future work
in Logo and telecommunications are explored. 1991
Logo Animals
by Helen Kraft
The Animals Project was done with a class of first graders in St.
Paul, Minnesota during the mid 1980s. It integrated language arts,
biology, and geometry. For many students, this was their first writing
experience. 1997
Logo Music Tools
by Michael Tempel
Many versions of Logo have a sound making primitive, but using it
to make music can be tedious. These music tools make the job easier
by providing procedures for five octaves of notes, time values,
and tempo settings. 1992
Logo Overnight
by Mitchel Resnick
Some very interesting Logo projects require many hours of computing
time, yet are not necessarily more complex or difficult than those
that run quickly. You might not want to tie up a computer during
the school day, but what are those machines doing after 3:00 pm?
Here's a collection of Logo activities that will put your computers
to work on the night shift. 1993
Logo Summer Institutes
by Michael Tempel
Summer Institutes have long been a cornerstone of teacher education
in Logo. These extended workshops, held during the relaxed time
when immediate classroom concerns are distant, provide the ideal
environment in which teachers may learn Logo. This paper, presented
at the Sixth International Logo Congress in Caracas, Venezuela,
describes three Logo Institutes held during the summer of 1993 at
three different school districts. 1993
A LogoWriter Ecology Simulation
by Thomas F. Trocco
This paper describes simulations developed by a New York City teacher
and his students that explore interactions between plants and animals
in a pond. 1993
Research on Logo: Effects and Efficacy
by Douglas H. Clements and Julie S. Meredith
Does working with Logo enhance learning? This paper provides an
overview and discussion of the large body of research on Logo and
includes dozens of references. 1992
Symbolic Programming vs. the A.P.
Curriculum
by Brian Harvey
What is the goal of high school computer science? Behind the advanced
placement curriculum is a philosophy of training future members
of large software engineering teams. An alternative view emphasizes
symbolic computations, interactive program development, and a kind
of intellectual apprenticeship. Each view has its favorite programming
languages (Pascal or C for the software engineers, LISP or Logo
for symbolic computing), but that choice is secondary to the educational
goals. 1990
Teaching A Turtle
How To Spell
by Savalai Vaikakul
Children's intuition about the grammar of their language is a resource
which children can use to leverage understanding of formal grammatical
concepts. I used computer programming to provide a meaningful context
in which these concepts were introduced to children through the
engagement and mobilization of their linguistic intuition. 2000
Teaching Programming with Music
by Mark Guzdial
Teaching music with Logo is an interesting and exciting way to learn
music, and almost incidentally, Logo. This paper describes the activities
and experiences of students in a Saturday morning course. Sample
programs are provided and suggestions are made for using them with
middle elementary and older students. 1989
ToonTalk and Logo
by Ken Kahn
Is ToonTalk a colleague, competitor, successor, sibling, or child
of Logo? The answer is all of these. ToonTalk is a colleague because
it shares with Logo so many goals and ways of thinking (so nicely
described in Papert's book Mindstorms). It is a competitor
because teachers and learners have a limited amount of time to devote
to such things. It can be argued that ToonTalk is a successor to
Logo because it is built upon more advanced and modern ideas of
computation and interfaces. ToonTalk is like Logo's little sister
- looking up to her big brother while striving to outdo him. And
ToonTalk is a child of Logo in that it grew out of experiences of
what worked well and what didn't in using Logo. 2001
Very Logo Way
by Pavel Boytchev
It is said that one can use any programming langauge to solve a
particular problem. But what is the Logo way of programming, and
what is the very Logo way? 2002
Why Are We Doing This?
by Michael Tempel
Here is a brief report on the Book Using Educators (BUE), a little
known educational technology organization. 1988
Logo Foundation
250 West 85th Street, Suite 4D
New York NY 10024
telephone: 212 579 8028
fax: 212 579 8013
email: michaelt@media.mit.edu
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