ED 224 478

AUTHORTITLE

INSTI*TIONSPONS AtENCYPUB DATE.GRANTNOTEPUB TYPE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT.

This manual based on Menlo Park's e periences in 0

participating in a nationwide experimental computdr literdcy projectprovides guidelines for the development and manage ent of a

ComputerTown. This project, which as begun in September 1981 in the

Menlo Park, Public Library, concentrates on providing public access tomicrocomputers thrOugh hands-on computer experiences for the new tointermediate potential user, and assisting them in becoming

DOCUMENT RESUME

IR 010 537

Loop, Liza; And Others,ComputerTo*n. A Do-It-Yourself Community ComputerProject.People's Computer Co.!, Menlo Park, CA.National Science Foundation, Washington, D.C.82SED8015964112p. -

Guides - General (050)

MF01/PC05 Plus Postage.*Community Services; tComputer Literacy; *ComputerOriented Programs; Computer Programs; Innovation;*Microcomputers; Organization; *Planning; *ProgramImplementation 1California (Menlo Park)

41,

comfortable, aware, and informed about microcomputer technology.Advice on planning a'ComputerTown covers adMinisteative pgorsonnel,/computer access, and local newspaper contact. Ideas are piesented Porofferingintroductory events, special workshops, and working withvolunteet. Four typical events are profiled: a business night,

computers at the Learning Faire, a Word Processing Study Group, andthe ComputerTown Barrington (Illinois) Conference. Typical userquestions and advice on personal computer selection are included. Adescription.of courses and other learning activities includes uservalidation, games and programming, sample course titles andCurricula, ComputerTown Scrapbooks, peer teaching, host iRktitutions,'planning new ComputerTowns, and creating a formal organization.Appendices contain technical advice on hpndling resources, including'

phaical arrangenient, equipment handling, software storage and,.ca5loging, copyri6ht considerations, software security, and print .

materials. (LMM)

************************************************************************

* Reproductions supplied by EDRS are,the bedIE that can be maae ' *

from the original document.*****t**********'*******************************************************'

DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EINCATION

EDUCATIONAL RESOURCES INFORMAT154CENTER sERIC,

r They CIOCUmtnt has be reprodocol asmosnreol born the pes.o . c. onwtsratonattisargktnot changes have hetet made, to monorr

tivoon chttv

Po.nts of rrot p op,mans Vend .n ths (loco,m.rt so not risessahrptesent oTkuiltacsolon

,

ComouterTownA Do-It-Yourself Community Computer Project

Writte byLiza Loop, Julie Anton, and Ramon nmora

,dt

ComputerTown, USA! is a computer literacy project OfPeople's Computer Company, A non-pront educationalcorp9ration, P.O. Box E, Menlo Peek, CA 94025. Thismaterial is based upon work supported by.the Niti6nalScience Foundation underArent. No. SED8W964. Anyopinions, findings; and conclusions or recommendationsexpressed in this publication are,those of the authorsand do not necessarily reflect the views of the Na-,tional Science'Foundation. Copyright, 1982, People'sComputer Company;* all tights teserved.

2

,

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Ramon Zamnra

TO THE EDUCATIONAL RESOURCESINPORMATION CENTER (ERIC)."

vIr

Reprinted Materials

Portions of this document were taken in whole or.in part frompreiously lished materials and are reprinted here with the per-mission.of riginal author or publisher.

The sPecific sections to which reprint permissions apPly are:

"Why Do We Need ComputerTowns?", page 5, taken from the ComputerTown,UK! Guidelines by David Tebbutt, Human Skills, 7 Collins Dr., Eastcote,Paallesex, UK, HA4 9EL

"Computers At The Learning Faire", page 28-30, by David Thornburg,reprinted by permission from COMPUTE! Magazine, P.O. Box 5406,Greensboro, NC 27403,.(919)275-9809, copyright 1980, Small SystemsServices, Inc.

"Computers At A, Public Museum", page 59-60, by Liza Loop, reprintedfrom THE ATARI CONNECTION (um), Volume 1, No. 2, Summer 1981, withpermission of Atari, Inc. 4

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Table of Contents

1

1'

I

Preface

Chapter I. 'Welcome to ComputerTown111A. .What Is A ComputerTown?

What Constitutes Computer Literacy At'AComputerTown Stte?Who. Benefits From A ComputerTown?, 2

What Doe6 A CompUterTown Do? 3

Where Is A Typical ComputerTown Located? 4

Are There- Any ComputerTowns-Yet? 4

What.Is ComputerTown, USA! ,5

. W at Is ComputerTown International?. W y Do We Need ComputerTowns?

5.

B. The History of ComputerTown 7

C. Tec nology's Pioneers--Past, Present,a9d Future 9

Chapter II., Planning,Your ComputerTown 10

A. The ComputerTown Mayor 11

B. Two Mayoral Assistants 11

C. Access to One Computer 12

D. A Friendly Public Access Host: The"Town Hall" 12

E. Local Newspaper Contact 13

Chapter III. The Gentle Art of Offering Events 15*

A. Introductory Events 16

B. Special Workshops -" 18

C. Working with Volunteers 19

Chapter IV. Typical ComputerTown Events: Four Profiles 22

A. Profile 1: Business Night 22

B. Profile 2:.Computers at the Learning Faire 28

C. Profile 3: Word Processing Study Group 31

D. Profee 4: ComputerTown, Barrington Conference 34

E. Typical Questions at ComputerTown Events 37

F: How Do I Select a Personal Computer? 40

:Chapter V. Courses- and Other-Learning Activities 42A. .ComputerTown User Validation 42

Software:, Use of Games 44Beginning Step§ in Programming 46

r B. ComputerTown Courses 49

Sample Course Titles 49.

OUfricula . 50

'C. CoOrseware: ComputerTown Scrapbooks 50

- Using The Scrapbooks 51

. Sample Sbrapbooks ,51

D. Peer Teaching 54

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E. Computertown Mentor Project

Chapter VI. ComputerTown Host InstitutionsA. Computers at a Public MuseumB. Libraries

Micros in the MenIé Park LibsaryRules and PrOcedures

C. planting:New ComputerTownsComputers at the.Senior CenterCompdters 'at the Boys' Club

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.59

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626266

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ComputerTown-School Outreach Project 72Non-Facility Centered Groups 74'Neighborhood Computer Clubs 74Users' Groups 75

Chapter VII. Creating a Formal Organization 77ComputerTown Charters 77

B. Funding AP 82Cost Recovery Funding 82Grant Funding Strategy 82Writing The Proposal 87Funding From The Host Institution and

Other Funding Possibilities 89

Chapter VIII. Conclusion 91

AppendixI. Handling ComputerTown Resources 9?

A. The Physical Arrangement 92B. Handling ComputerTown Equipment- 94

) ,CTUSAi

' Inventory 95Equipment Maintenance 96Preliminary Troubleshooting 96Cleaning Tape Heads e 97Cassette Button Malfdnction 98Troubleshooting 'Tapes 98Preventing Keyboard Problems 98Sticky Keys 98FuseTrouble 94Problems Beyond Your Scope' 100Hardware Security 100

C. Software Storage: Selecting TheRight Medium 101

D. Cataloging Software 103E. Copyright Coniderations 104F. Software Secur ty 104G. Print Materials 104

p.

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'PREFACE

We llve in an era of accelerating change.Looking around.us, in the 1980's, we see the tools weMastered during childhood displayed as museum relics.Our books are outdated before we can,buy theM, muchless get them read. Word of events, both earth-shaking aria trivial, reaches us within seconds fromaflywher'e on the planet. Traditions develop in months.instead of deCqdés.

in spite of this, at least one philosophicalcornerstone remains untouched -- the,right ofevery individual to participate in the growth of ourworld. t

How do we insure that this right becomes apractrcaa opportunity and not merely empty rhetoric?How can we keep up with global changes, living as wedo in our own local communities? How can we promoteequal access to the tools of the future?

A ComputerTown is one answer,to this set ofquestions; one way of providing people within acommunity with information and access to computer-based technologies. The pages that follow present anallvm of s>erbal snapshots that chronicle thedevelopment'of many computer literacy activities.Most of the picture9 come from the ComputerTown inMenlo Park, California. A few show our triends fromaround the world. The subjects of the pictures areactivities, people, and resources.

We offer these experiences in this form so thatthe ComputerTown idea will grow.and sprdad worldwideas a(communfty of people.making technology availableto e0eryone. Within this book we extend our hand toyou and encourage you to start your own ComputerTownprojects. Why? Sokhat you, your neighbors and your'children will walk confidently with us into theinformation age. .

Few of the ideas in...this book are original to Elleauthors. For the most part, we have served asphotographers, capturing on paper the images of othersas they encounteret technology. We thank everyone whohas peen part of the evolution of this project andregret that we are unable to list all of yog by name.Instead,. we invite you to watch for people and Placesmentioned throughout the text. Each citatipn and eachinclusion in the r source list is an acknowledgementof our thanks, and, ppreciatlon.

Each person y o attended a ComputerTown event,

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workshop, or class has taught us something new. bachmember of an audience who has asked us questions aboutthe project add the technology has made a'contributionto this document.

A declaration'of'special appreciation goes out tothe hUndreds of volunteers at all the ComputerTown,sites who gave their time and knoW-how to do the realwork of each project =- carrying machides, mailing

, flyers,, assisting in classes, cleaning keyboards,soliciting donafions, and saying over and over again,"That's right; now press the key marked RETURN."

A ppecific recognition of contribution goes tothe people who have woiked as ComputerTown staffmembeft. advisors, and helping hands on the Menlo Parkproject. They are:

Julie AntonPat ClelandJeanne DuprauSue EldredgeBarbara HarvieFritzi LareauLiza Loop

STAFF

Michael MadajAnn MerChbergerNiels MortenonMartine Peyton-BootCheryl RhodesBill ScarvieClifford West

Ramon' Zamora

ADVISORS

Ludwig Braun Jane D. GawronskiBob Albrecht

HELPING HANDS AND CONTRIBUTORS

P

Holly AndersonMarlin OuversonMatt Lehmann

Pelton StewardDavid TebbuttDavid Thornburg

David Warren

MENLO PARK LIBRARY STAFF

Beata BartholomayDoreeg Cohen

Robbie 'T..IningKaren Frederickson

Dan HorneSue' Rocca-BUtlerMaryann Whiting

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Chapter I Welcome To ComputerTownill

4

Chapter IWelcome t6e5WitirTown111

Let's begin by exploring a few)of the basicconcepts which form the foundation of theComputerTown Project.

,

A. What is a ComputerTown?

A ComputerTown is any publko access computerliteracy project. It ts a group of individuals,adults and children, helping each other becomeinformed citizens of today's information society.

A ComputerTown's goal is to offer an informal(iducational opportunity for everyone in the communityto become "computer iterate".

What Constitutes Computer Literacy at aComputerTown Site?'

The word "literate" has traditionally referred toan educated person, one who can read and write thespoken word. Before the introduotion of the manymechanical and electronic tools of the last eightyyears, this d'efinition was adequate. It worked in thepre-technological culture of the n-ineteenth century.

Today, in the face of evolving.technolagies, abroader definition of literacy is necessary. Thisrequirement surfaces each time we address the use of amechanical or electronic tool. For example, a pevonwho drives a *car needs some reading pnd writing skillsin order to get a driver's license. The ".process" ofdrivtng, however, demands few reading and no writingabilities.

ComputerTown.concentrates on the public access ofmicrocomputers for people in the lower and middleporyions of.a broad spectrium of possible literacyactivities. ,Computer literacy at the ComputerTown,Menlo Park site focuses on proviaing hands-on computerexperiences for tlie new to intermediate potentialmicrocomputer user, assisting these people inbecoming comfortablelvaware, and informed about thistechnology.

Only a smSll fraction of a ComputerTown'sactivities involve "reading and-writing."ComputerToWn classes, workshops, and hands-onsituations are informal experiences facilitated by

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_knowledgeable, friendly "driver-trainers." The staffdeals primarily with "familiarity" and notproficiency" in their interactions during workshops

and courses. :When people are ready to "graduate" fromthe ComputerTown environment, the staff providesidvs, resources, and suggestions on where to turn formore information.

Who Benefits From a ComputerTown?

Anyone who wduld not otherwise hpve access to acdmputer or'computer know-how benefits from aComputerTown.

Children Meeting .microcomputgrs for the firsttime encounter a new tool for Solving problems andexpressing creativity. When a disadVantaged childdiscovers that he can program a computer, he issuddenly open to a whole new spectrum of educationaland vocational possibilities. Teenagers, many of whomare already computer literate, learn social andteaching skills. A ComputerTown provides asignificant leaining experience which broadens andsupplements what a child learns in school. ThisKnowledge is often passed on from child to pareq.

rnitial adult users with little experience oftenexhibit anxiety-and discomfort when they firstencounter the technology. An introductory set of'workshops, courses, and /hands-on experiences addressthese people's questions and concerns. The words"Computer Comfort" categorize this stage of the user'sinvestigations. The user looks for some way to relateto the technology, some way to get comfortable withit, and ComputerTown shows them how.

Once a sense of comfort is established, the userand his interaction with ComputerTown progressthrough a stagy labeled "Computer Awareness." Thefocus at this and the previous level is ot on"proficiency" (that is, on "reading and writing", lh-the traditional sense) but on "familiarity" 4ith thetechnology% Knowledge at the experiential level,gained by hands-on activities, takes precedence over"hard" learning objectives, such,as being able toprogram.

Once users are comfortable withlhe technologyand aware.of the computer's capabilities, they areoffered preliminary courses and workshoes in "ComputerTool Use." Some of these activities might includelearning to program the computer, experimenting withvarious computer-languages, or adapting softwarepackages for use within the home or small business.

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Chapter I Welcom'e To CpmputerTOwnlli Page [3]

At Compute own, Menlo Park, computer literacyactivities stop at this point. As mentioned earlier,

,the Menlo Pa'rk test site has concentrated on the mewto intermediate user of the technology.. 6omputerTownsneed not restrict their activities to these first,th5ee user stages. The impetus for CoMputerTown,however, came from the-disdovery of the-large numberof people who wanted access to microcomputets and hadno notion of where to begin their search. MostComputerTown sites find it adequate and a test (4/theirlesources to try and service this particular setof users exclusively.

The literacy approaches.outlined for kids don'tnecessarily follow those of the adults. As one personon the ComputerTown, USA! project has noted, "Youteach kids programming; you teach adults what to dowith'the machine, the applicatjons." Most kids appearto be comfortable with the technology. Some ki!cispossess an amazing awareness of microcomputers andtechnology in general. Kids perfer to learn,_asquickly as possible, how to control and direct themachine using the available programming languages.They also like to play games on the computer.

At ComputerTown, Menlo Park, courses for kidsinvolve the use of "games-with-a-purpose" and theteaching of the fundamentals of programming. "Games-with-a-purpose" are programs that combine implicitlearning actiOties within a gaming context. Coursesand workshops for kids are presented informally andemphasize exploration and experimentation.

ComputerTown offers adults a chance to take thefirst steps toward a career change, share, a skill Orhobby with others, or overcome shymiess in the face ofa new:technolOgy. For senior citizehs, thehandicapped, and, others, computer literacy can openthe way to fuller participation in today's world.

What Does a'ComputerTown Do?

Each lock]. ComputerTown determines its own9ctivities.

...In its first two years, the ComputerTown An MenloPark, California Yips run many classes, workshops,playdays, demonstrations, question and answersessions, special interest study groups, and lectures.

, Computers havetraveled,to the pizza parlor, thesenior center, economically disadvantaged sectors ofthe communitye and special education schools.ComputerTown, Menlo Park has also provided continuous

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Chapter I

CTUSAI

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%public access to microcomputers at tOe public library,and its."computer validation" project certified more'than 300 kids in the rudiments of microcomputeroperatiom over a twelve month period. Still moreprojects are in the idea stages at Menlo Park: rent-a-computer (to use at hfte), rent-a-computerkid (toeteach you how), tours of Computing facilities,neighborhood computer clubs, show and tell meetings,video game coqtestsa_programmable vehible rodeos, anda mentor progtam to find computer professionals whowill work with those whose grasp of computers becomes"advanced.

There are no specific requirements forComputerTown activities. They grow and developaccording to community need and interest.

Where Is a Typical ComputerTown Located?

A ComputerTown can be most anywhere. It is aninformal, learning environment, with all the variationthat ent,ails.

In one community, ComputerTown may be a coMmoninterest shared by independent people and groups whodecide to mak.qcomputers available for public use.Another ComputerTOwn could be'a formal organizationwhich has'officers, a well-defined program ofactivities, a plade of business, and equipment. SomeComputerTowns are located at libraries, recreationcenters, senior centers, or other public facilities.Others may promote computer literacy with the supportof private groups, computer stores, computerhobbyistclubs, or schools and colleges.

Someone sets up 4 computer where people can learnthrough hands-on experience, and suddenly you have aComputerTown.-

Are There'Any ComputerTowns Yet?

Quite a few exist already, and the list continuesto grow. ComputerTown, Menlo Park, located in thepublic library, has been promoting computer literacysince 1979. There is a ComputerTown in Florida, one inOklahoma; one in Illinois, several in the UnitedKingdom, and many others around the UnitedStates which share the spirit, if not the name, ofComputerTown.

A complete list of present ComputerTowns can befound under '"Resources" at the back of this book. Fosmore up-to-date information, write to ComputerTownInternational, P.O. Box E, Menlo Park, California

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What Is ComputerTown, USA?

. In September, 1981, CortiputerTown, USA! became a, nationwide Project of PeoPle's Computer Company,funded.by the National Science Foundation. Its job hagbeen to conduct an experimental computer literacyproject in.,the Menfo Park Public Library and toencourage the'development of new CdmputerTowns- byproviding support in three forms:

1) publication of a periodical called TheComputeiTown, USA! News Bulletin;

2)'development of an "Implementation Package"containing information on fiow to start and manage asuccessful ComputerTown;

3) creation of an information network among theComputerTown affiliates.

The funding'for ComputerTown, USA! extends to theend of 1983. In-Tesponse to public interest, the staffof ComputerTown4 USA! went on to form an offsprincjorganization called ComputerTown International.

What Is ComputerTown Interhatie,nal?

While ComputerTown,-USA! is a short-term,,experimental project of limited scope, ComputerTownInternational plans to extend the range of productsand 6ervices offeied to potential ComputerTownorganizers on a long term basis. Regional-CommunityCoordinators will locate human and:c6Mputer-basedresources to.facilitate the formation ofComputerTowns. In addition to its bi-montbly Bulletin,ComputerTown Interational is creating a series ofComputerTown books for beginners.

ComputerTown International-is a membershiporganization that accepts contributions. Funds areapplied to the support of computer literacy activitiesthrou4hout the world.

Why Do We Need ComputerTowns?

David Tebbutt, who helped develop the BritishComputerTown network (ComputerTown, UK!), puts it this)way:

"We need a wide acceptance and familiarity withcomputets among the population at large. ComputerTownprovides a completely non-threatening and fun way of

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Chapter I, Welcorie -To mputerTown!!! page [6]

bringing this abaut. In the future, out.children will:be,thinking in ways that vie can't even-envision at themoment. The computer isproviding them mith anintellectual tool that they can drive and control toacyeve dental 'feats Which we would probably considerabsurd-if we knew what they were likely to be!approach t9 ComputerTown is intended to create,anenvironment in which this can-happen."

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Welcome to CompUltertown!!! Page,[7]

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B. The History bf Compdtertown

The first ComputerTown began in 1979 as*the localcommunity.experiment of Bob Pabrecht and Ramon Zamora,who were writing_books on elementary computerprpgramming. In order to observe ordinary peopleexplorihg computers for the first time, Bob and Ramon .brought microcomputers to plzza parlors, book stores,parks, and their local public library. What they sawnot only improved their manuscripts, but providedhours of pleasure to the kiils and adults who playedcomputer games and learned BASIC language commands.Soon the computers and their collection ofpreprogrammed game tapes found a permanent home in theMenlo Park Public Library. The dream of making MenloPark, California the first completely "computerf-literate" community began to take shape. They 6alledthe proteCt "ComputerTown, USA!"

Covutertown, USA! was by no means the firstppblic access'cbmputer literacy project. However, itsfriendly, informal approach attracted natiOnal presscoverage and the attention of the National Science -Foundation's (NSF) Development in Science EducationProject. Late in 1979, the project staft sent aninforMal proposal to the National Science Foundation .

requesting funding for activities. NSF requested amore formal proposal, and by 1980, ComputerTown wasofficially sponsored by the National ScienoeFoundation. Zamora had been awarded $224,000 to -

develop Computertown,'Menlo Park.into a demonstration/computer literacy project, to disseminate the MenloPark model to libraries and other institutions 'aswidely as possible, and to promote the formation ofother Computertown sites across the United States.

With the inception of ComputerTown, UK! in GreatBritain, the project surpassed its original goats tobecome an international computer literacy network. Thenew British ComputerTown affiliate was launched in theNovember, 1980 issue of Personal Computer Worldmagazine. Fifteen ComputerTown projects Mushroomedthroughout the United Kingdom in the first six months,and two existing computer.clubs became affiliated withComputertown.

Taking their lead from suggestions published inthe Computertown News,Bulletin, still other projectsbegan to appear. . r .

AThe Palo Alto (CalifOrnia) Junior Museum

presented a Month-long computer exhibit, and began to)1offer classes on computer literacy in conjunction with.71'

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Chapter I Welcome To ComOuterTown1)11 Page (8)

the-city's community services program.

"Computers for Senior Citizens," implemented byvolunteer Matt Lehmann in conjunction with Menlo park,Calfornia's Little House*Senikor,Ctnter, went on tojoin'torces with Joan Targ's'Palo AIto-baSed "ComputerTutor" program. As a result of this merger, youngpeople"began to work with the seniors oh a set of time-sharing terminals supplied with the aid of a localfoundati9n. Participating seniors could go on toJOecome full-fledged "Computer Tutois" themselves.

The,Herbert Hoower Boys' Club, also in MenloPark, received a Commodore computer, donated by BobAlbrecht, which proved so populaewith club membersthat ttie club obtained several more and offereddaily computer access as a regular'service. One youngman at the Boys' Club observed, "If they had computersi'wheh I was n school, I'd* Orgbably still be therd!"

Holly,Anderson of Barrington, Illinois, is aparent who began to promote computer literacy in herlocal school.system, and went on to foundComputerTown, Barrington. Nhe project's kickoff eventwas a conference for ever 500 teacherS-and educators.

LSeveral independently initiated'public accesstputer literacy projects share the spiriti if not

the name, of ComputeTown. One such project is basedat The Capital Children's Museum in Washingtqh, D.C.With the donation of thirty computers by Atari, Lnc.in 1981, the museum began to.use computers in itscommunication exhibits. It has also established acomputer literacy classroom for classes in programmiogand computer play,, and the museum staff also initiatedcomprehensive computer literacy classes for members ofCongress. Museum visitors may use the KidNetcomputerized message system, made possible by a grafrom Digital Esuipment Col-poration. "Superboots, hemuseum's softwIre deVelopment project, is'producing a,series of educational book/software packages which let'visitors take the spirit home.

By the summer ot 1982, the network ofComputerTowns and ComputerTown affiliates numberedover eighty Sitesthrovghout the world. In additionto those detailed above, this network includes theCenter for Aathematics Literacy at San Francisco StateUniversity, the San Bernad'ino, Californisi PublicLibrary, the Chicago Pubic Library, the Austin PublicLibrary, the Norman, Oklahoma Public Library(ComputerTowh, OK!), and others.

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sChapter I Welcome To ComputerToWn111 , Page [9]

C., Technologylts Pioneers -- Past, Present, Future-'

, this'activity stemmed from a rich heritage ofresearch and experimentation in educational_computingsponsored by many:natiOnal governments as well as theflowering computer industry.

Early projedts Of the 1960s and '70s includedreSearch by UNESCO and at Stanford Research Institute.University-based projects were undertaken by StanfordUniversity, Lawrence Hall of Science at U.C. Berkeley,the Huntington Pnoject of the State University of New-York, the Plato Project at the .University of Illinois,the LOGO Project'at Massachusetts Institute of-Technology, research at the Oregon Museum of Scienceand Industry, and Project Solo at Undversity ofPittsburg. Privately sponsored,projects includeactivities at the Boston 'Children's Museumx..the Mitre,Corporation's Ticcit Project,.and Several California-based projects, inclUding the Resource / Project 'inSan Francisco, the CommUnity Memory Project inBerkeley, the LO*OP Center in Sonoma County, the MarinComputer Center ip Marin County, and the CommunityComputer Center Yn Menlo Park.

T'ale the findings of these and other pioneerstudies, apply them in the context of today's easily-accessible, relatively,low-cost microcomputertechnology, mix well in an informal public access

' setting, and you have today's ComputerTown.

When ComputerTown's founders took their firstmachines to the pizza parlor, they discovered thatwhen people come together with computers in a'pomfortable, exploratory setting, new discoveries arebound to be made-=Tnot only about the fundamentals ofthe technology, but about all kinds of possibleapplications. In the decades since the first studiestook place on'theyole of computers in education, ourgeneral knowledge has measurably increaSed. It is not

.-all that unusual'these days to walk into.aComputerTown Site andfind a teen-aged programmer deep

.in thought and exploration. While he may only bewriting the simplest of programs, he is blazing atrail toward new technologies to shape ourfuturv world.

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Ch4t:er II Planning Your ComputerTown Page 4401

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Chapter IIPlannImg Your ComputerTown

The first CompUterTowns just began. The originalvolunteers did not Lnvest a lot of effort in planningor setting specific goals, since their purpose wasprimarily experimental. Now that the exploratory cycleis over,.however, ComputerTown International

' recommends a certain amount of planning beforeactivities begin.

Perhaps you are coMputer'literate, and decide toshAre your interest and knowledge with others by

Ndelkaoping a ComputerTawn project in your community.-71ou tio doubt have some,fideas to get you started; but

what, if you've never even touched a computer? You canstill take steps toward'establishing a computer

dliteracy project. Begin by gathering information.NIsit local computer clubs. Explore your town forlikely places to house a public access computerprojegt. FinA a partner to share ideas, tasks,knowledge, and resourCes. #Don',t let a lack oftechnical know-hpw slow you down. You wili becomemore expert as the project develops.

If you are computer literate with equipmentavailable for the,project's initial use, you may watto follow the lead of the first ComputerTowns byjumping right into an experimental operation. If youprefer a solid structure, lack experience, or needequipment and funds, devote a certain amount of timeto,planning. Do be'forwarned thet'due to their,Lpformal nature, ComputerTowns often take on a life oftheir owp. Plan what you would 1,ike to see happen andadjust the plans as things devellop.

' Five key elements evolved,

during ComputenTownexperiments in the.Menlo Park Library and otherlocal sites. If you intend to take a structured

, approach to the ComputerTown model, consider thefollowing ComputerTown ingredients in your plans:

o A ComputerTown Mayor*

o Two*Mayoral Assistants

o AcceSs to at Least,One Microcomputer

A .Friendly Public Access Host Instttution

o Local Newspaper Contact

Let's take a look at them individually.

MBA! Implementation Packige. 17 August' 82 :

Chapter II Planning your Coi4plierTown

A. The ComputerTown Mayor

Every ComputerTown needs-a "mayor" This is the-person in charge of it 'all, the person WItn "vision."It would be helPful if the_ComputerTown maypr werecomputer literate ftpm the outset, bu,t ifhe or ihe will quidkly learn. The onliimportantprerequisite for a CoMputerTown mayor is commitment.

The ComputerTown mayor is in charge of_administration and organization. With a finger on thepulse of all ComputerTown happenings, the mayor isalsb an ace communicator. "There will be aComputerTown Playday at Johnson School MultipurposeRoom on S.aturday, February 18th, from 10 a.m. to 3.

p-.m.," the mayor might andounce at a-Town Meeting."Call me for further details. Do we have any,volunteers?" When the big day arrives, the mayor makes'that-extra run to the hardware store to pick up theelectrical plug converter and later passes the hat fordonations. .

If Ehe Compu.terToWn has no permanentheadquarters., the Mayor's oWn home could be atemporary base ot operatibn. The mayor could installa-special telephone for interested. Cal.lers, or offer.his or her own existing number for the'.calls. Themayor might rent a post office box for theComputerTown mail, or ofker the garage for storage'.When the.group finds its permanent site, the mayortakes pharge of organizing operations.

Energetic, committed, willing.'to roIe.uptheir sleelies 'when there's work.to be done,ComputerTown mayors must also know how to delegaee14.responsibility among COffiputerTown citizens. -A goodworking r..or tween the mayor and other volunteersis very mportant specially as ComputerTown beginsto gro .

, B. Two Mayoral Assistan s

The ComputerTown mayor should ideally besupported by at least two "mayoral assistants." One orboth shoUld be computer literate andwilling to teach, especially if the mayor is stilllearning about the technology. At least one assistantshould have access to a computer and be willing totake it to ComputerTown activities.

The mayoral assistants (and anyone else whoindtructs or facilltotes at ComputerTown events) mustbe able'to operate a'computer.in a public sitqati.Fifteen kids' all jostling to play a game on one

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computer require someone with the skills oD adiplomatic_referee. Working with groups of peoi+ newto the,tedhnology often reqUires great tact andpatience.,The assistants must be.flexible enough toact as diplomats, arbitrators, and teachers in thepubli6 access setting:'

The computer literate as-sistant(s) should befamiliar enough mith the equipment to know whichpieces to bring to a ComPuterTown event, recognizeproblems with the hardware or software, and know whatto do if iiroblems occur. In the event of a completebreakdown, for example, the plucky assistant.may givea spontaneous lesson in beginning programming withoutthe use of a computer!

Especially if he or she is not computer literate,one assistant should be willing to serve as backup in

'any capacity. T is mar mean greeting people at thedoor to announce that .1 ht's ComputerTown meetinghas been cance ed b ause the computer is "down" withan undiagnosed aisea making and posting signs,rallying volun eers t the mayor's request, or"shushing" nois .venture plaYArs in the. libraryreading room.

Like those of the mayor and other volunteers, theassist4nt!s tasks may run from the glorious to the .

mundane. They must have energy, commitment, and a goodrapPort with their fellow volunteers.

1.

C. ,Access to Ode Computer_

Some computer literacy events can actually takeplace without a computer, but most people Will want tosee, touch, and operate the real thing forthemselves. If you start the project without acomputer, field trips to banks, computer stores,automated offices and school data processingdepartments can keep your new ComputerTown busy whileyou locatea microcomputer or time-share.terminal touse on an occasional basis. There is probably anindi41dual or two in your town who would be willing tobring a personal computer gor a show-and-tellmeeting. You can build from there. Meanwhile, theimportant thing is not to Wait'until your groupowns several computers. Start now. The rest will comein time.

D. A Friendly Public Access Host: The "Town Hall"

A ComputerTown "Town Hall" has two major .

unctions! as a contact point for information, and agathering place for activities.

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post office box or the address and phonenumber1of one of the members will serve admirably for

o your.rand new ComputerTown's information contactpoint. Irf you use a private address, try to findsomeone willing to provide mail and phone headquartersfor six months to a year. Be aware that calls andletters will continue to arrive there even after yourComputeryown has established its own permanent.address.

, A private residence would serA as an adequatesite of activities if nothing else.is available, but apublic facility would be much better. As you searchfor a suitable p blic access host site, examine thesort of events arjd activities you want to present.Evaluate traffi security, supervision; timeschedules, and any other appropriate considerations.Once you have carefully asdessed your needs, considerthe public access sites available in your community.Narrow the'choices down to those which seem bestsuited-4e ComputerTown's needs, and ask for permissionto conduct events there.

Chances are, you will find more than one suitableand willing ComputerTown host. If so, all the better!Some sites are more suited to certain groups andactivities, so don't hesitate to work with more thanone ComputerTown.host. Adult groups, for,tnstance, mai\

- function best in an auditoria; or seminar room. _

Children,need a friendly place to let off a littlesteam. Check your local laws and regulations on roomcapacity and responsible adult-to-child ratio. Theselawe vary from county to county. For small children,the elderly, or the handicapped, steep stairs might bea problem. Computers, of course, require many

s electrical outlets and relatively consistent power, so. that would be a prime consideration in any prospectiveComputerTown site. -

Be sure tO give the hosts full credit andpublicitY for theirvarticipatiod in any event.Distinguish between "joint events" and events put onby ComputerTown,at the host's facilities. Jointevents should have dual billing on posters,announcements and other publicity. Volunteers andstaff from both ComputerTown and the host will needAcknowledgement and thanks.for their efforts. Grateful

_recognition will, ensure that they 0411. loOk forward toPworktng 'with you again. ,

E. Local Newspaper. Contact

If people know that they are invited to learna

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about computers at your Computertown, they will come.Your best message carrier is the local events calendarof your home town newspaper. Plan your event two tothree weeks in advance and-call the newspaper with thepertinent information: what, where, when, who, for,whom. Computer literacy is hot news for the 1980's,so ask for top billing and you aie likely to get it.Additional publiCity through a few well-placed postersin book stores, computer stores, community centeis,SChools, and Vatioup-buIletin boarde:and kiosks aroundtown will more.than likely cause your meeting room tooverflow.

-Once you have finishgd the planning stage,there"S nothing to it but toarati

Each ComputerTown grows from thelresourcesaiiailable to its founders and responds,to itscommunity's needs. The following sections desCribeevents, activities, and projects successfullytindertaken -by Computertowns so far. As you read,choose a few that seem within your grasp, considering'the resources presently at hand. Starting with these,add new activities as your ComputerTown populktiongrows. .

No, matter how eager you may be to get Tolling/remember to take a sensible approach to.the amdunt ofstaff and effort your plans will require. there is noneed to start big. A few carefully scattered seedswill naturally grow. If you schedule one afternoonevent each quarter, for instance, your ComputerTownhas begun. Encourage those who attend your firstevent to help organize future activities. Almostbefore you know it, you will have a flourishingComputerTown.

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A ComputerTown event lasting one day or less isan ideal way to introduce the fundamentals oft computerliteracy to beginners. A one-day event has severalfunctions:

1) It provides many people with their first'introduction to computing and computer literacy.

2) It facilitates-this introduction in anon-threatening environment, and requires nc(furrthercommitment on anyone's parte.

. 3) It puts ComputerTown volunteers in contact'with others who would.like to learn, teach, ororganize future activities.

David Tebbutt, of Computer.Town, UK, offers theseinsights into the gentle-art of conducting an'introductory event:

"The important thing is tehave fun and not toforce the technology down people's throats. Let,thembecome familiar with the,machines by playing with themand talking to other people at ComputerTown. Ifanyone asks foi,more information, by all means talkthings through with them, but in my view the wholething Should be at the visitor's own pace. I

regularly give people a short introduction to theiprinciples of programming-and lend'them a self-instruction course so that they CTIT learn in their own'good time. Other members'of my group introduce -visitors to the principles of operating the machinesand after a suitable introduction will probablyrecommend appropriate reading for further information.

"You see, ComputerTown is a pretty,free and easyaffair witll the ifisitor learning at his own Pace. Wefind'that%child5len and adults are quite different intheieattitudes, with children being nappy to learn byexperimentation and discovery whereas adul.ts find thisprocess a little unnerving at first. Adults alsosometimes feel a-little embarrassed at participating-in ComputerTown activities when there are so many kids4round who are cldarly quite knowledgeable aboutcomputing. I dan only..suggest that if this is aproblem in ydur.cOmmunity then you should peihaps holdsome adult-only sessions,."

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A. Introductoiy Events

The following list of eVents held jointly byComputerTown,,Menlo Park andthe organizations .mentioned, illustratea a wide variety of scope andcontent; Feel free eo recreate them in your owncommunity,_ and don't be rel4ctant to try new ideas of

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your own.

o Herbert HoOver Boy's Club, East;MenloPark, California. ComputerTown Volunteerscarried machines into this lower-incomecommunity center and provided about fortyyouthayith hands-on access tomicrocomOuters.

o Sequoia School District, Menlo Park,Cdlifornia. ComputerToutn assisted with aMath/Science Day that'doubled as anAntegration event for two hundred and fifty-kids in grades ftve and 6ix. ComputerTownwas-the major source of equipment and'software for the event.

o Armstrong School, Ladera, California.ComputerTown carried microcomputers into aclassroom of eight kids at this school forthe learning disabled.

o Ormondale School, Portdra Valley,ComputerTown helped augment a

Media Center Computer Day for kids andparents, providing software and machines forover sixty visitors.

o Learning Faire, Peninsula School, Menlo-Park, California. For two years running,ComputerTown personnel helped set up anddesign a large hands-on microcomputer areaas part of the school's annual LearningFaire; Both years, approximately fivehundred,fatrgoers used the microcomputers;

o Street Pair, Men,lo Park, California. Thecity's,annual Street Fair included-aComputerTown table, offering ebout onehundred people a chance to use one of theaeveral different kinds of microcomputersprovided bY the project. Portions ofComputerTown's,activities that day werefilmed for the television program, "Don'tBother Me, I'm Learning."

In a six-month period, ComputerTown contacted

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nearly 1000 people at the events described above, plusadditional, hundreds at workshops, classes, and library

4open 4ccess'events. Yod, too, can reach out to a

,large number of people in your area. Start with a fewof these suggested events or create yodr own and letthe momentum that develops tell you what to donext.

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B. Special Workshops

Special worphops on specific themes will enhancethe scope and quality of Your computer literacyactivities. ComputerTown, Menlo Park supplemented itshands-on introductorY events with.the followingworkshops.

o Creativity Workshops: ComputerTown, MenloPark offered "Kid"s Creativity Workshops" at.the-library. These worskshops let kidsexplore the worlds of fantasy andimagination with or without the use of amicrqcomputer. They became experiments inalternative ways to integrate kids andcomputers into the library setting.

A'typical workshop of this kind wouldbegin with one ot the nany versrons of"Adventure". Once the kids had a generalidea of how the game was played,facilitators would ask them to start thegame again, without outside help, sq thatthe kids could learn to use the com00ersindependently. As the play continued,facilitators would suggest that the playerscreate paper and pencil maps of locations,to encourage an awareness of the networkstructUre embedded in the game.

At ComputerTown, Menlo Park, these computergames were augmented, by verbal fantasy roleplaying games where the kids were encouragedto explore am alternate cave-likestructure. In the verbal games, they had torely on map mapping skills as well asdecipher a number of-verbal clueS.'

These fantasy games and activefantasy/imagination exercised-provided anatural bridge between standard library,programs, such as story hours, and the. -.--ComputerTown activities.

o Family Days:. While many.activitiesat the Menlo Park.test site were gearedtoward adults or children, special "FamilyDay" events were also Presented, in whichpeople of all ages were encouraged to ,

explore the technology together. "FamilyDay" events provided a unique setting inwhich the more adept Children had a rareopportunity to teach the grown-ups somethingabout computer technology.

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o C6mputer Workshops for Women andGirls: ComputerTown staff observed thatonly about fifteen percent of those who came'to the library site to use computers werefemale. In order'to encourage more women tobecome aware of the availability andpotentialsof the technology and get involvedwith the ComputerTown project, aispecialworkshop entitled "Cotputets for Women andGirls" was held at the Menlo Park abrary.With the help of a local women's resourcegroup, who pitched in with publicity andVolunteers, the w6rkshop was a success.Some fifty visitors, most of whom had noprevious experienCe with micrOcomputers,were relaxed and eager to learn in thenon-threatepins environment.'

C. Working with Volunteers

Volunteers are the backbode of a suCcessfulComputerTown and successful ComputerTown events.In every community, there are plenty of people -who are willing to give time to an excitingproject that provides community access tocomputers.,

Willing volunteers require a structure fortheir efforts. They also req0re positiveresults and feedback from their work. After all,success is their only payment!

Try to assign eachlaolunteer a jobapProprOte to his or hbill abil4ties. People withno computer experience can help organize, postnotices, or be hosts at.the events. They will

,pick up computer skills just by being aroudd, butyou can offer an orientation class to volunteersto speed,up the process. Beware_of the person

.who volunteers to attend classes about computersbut -frowns whên you ask for help with:clerical orother non-computing areas. Some "vol-unteers"are just looking for Eree job Eraining.

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If you expect cOmmitment from volunteers,clearly define your needs. Make.a list of taskswhich could be done by volunteers. Include the

, specific-skills required and the name of thestaff person in need of help. If at all possible,appoint one person to be volunteer,coordinator.This person can make introductions, rally people

, for one-time events, schedule.people for on-going functions, and make sure each volunteer is

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recognized and thankedfor his or-hercontribution.

, Be Specific when asking for heft): "I needpeople to a" as h6Sts,for newcomers at Family.Night next Tuesday, between 6:30 and 8:45 p.m.They will greet people at the door, show them -

where to-find-the computers, books, software, andsign-up sheet. They will also tell people aboutuppoming-activities and introduce them to theguost compbter'donsultant. You need not becomputer literateltd-handle this job. Please signup with the volunteer coordinator as soon a$possible, so we can finalize the schedule bk the

, first of he month."

Pea with computer experience have ong keyingredi "know-how." They can serve asconsulte3 tutors, mentors, maintenance crew,and source of contact with,commercialorganiza4 ns. let them know how valuable theyare to CoilputerTown.

Here are a few pitfalls to avoid whenworking with computer literate volunteers:

; 1) Hemember that micnocomputers are new,and'take a little,getting used,to if someone has onlyworked on large, or older', computing systems. Ifyou have miciocomputers at your ComputerTown,

'suggest that "mainframe" people spend a littletime with the manuals for each machine beforethey begin tcitteach. This will insure thee the,information they"Offer beginners JS accurateforlittle ccimputers.

2y Knowing how to do something is verydifferent from knowing how to teach rt-to-someoneelse. Try to identify the sensitive and naturalteachers, among your volunteers and use themeffectively. Don't be overly impressed bysomeone'Who knows" a lot but can't let,it across.This problem sometimes occurs when a person has amoderate grasp of computing techniques, but hastrouble handling group teaching Otuations.- Onesolution could be to team these individuals withmote experienced teachers.

One final note of caution: burn-Out'is acommon malady for both volunteers and staff. Trynot to take on projects which out-pace theavailable "people'power." Don't build an on-goingprojedt around a single 'volunteer withoutconsiderable forethought and diScussionn. Let

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major projects unfold slowly and build on the,enthusiasm in your community.

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Chapter IVTypic ar ComputerTown Events

ComputerTown events don't just happen. Arranginga meeting space, coliecting.yolunteers, deciding whatsort of activities,to' offer, rounding up equipment andmaking sure that it gets there and back in workingorder, dealing with electrical outlets, takrftg-care ofpublicity, and seeing that ff all runs smoothly 'whenthe big day- arrives--a myriad of details requirecareful planning, coordination, strong nerves, and acertain amount of mdscle.

For am' inside look at what goes into the processof planning and conducting a ComputerTown event,this section will profile volunteers' experiencesconducting four 'different presentations: a "'BusinessNight" event, i presentation at a community "LearningFaire," a word processing study group, and aConference on computer literacy.

Profile'l: Eusineis Night--Getting It AllTogether

While it was one of the most well-attendedworkshops put om by ComputerTown, Menlo Park, theBusiness Night workshop received minimaladvertising. A few 6(3c/est announcements went intolocal papers and $20.00 worth of flyers weredistributed about town:- The-large attendance came as asurprise to, both ComOuterTown and library staffmembers. No one Could remember a time when a brief,drop-in activity had drawn so many people to the MenloPark Public Library. One contributing factor was

cundoubtedly-itg timely subject matter.\Another factormakes this event especially worthy of a closer ,look:Business Night was.very c'arefully orchestrated,

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The folloying memorandum, passed among the staff'who'planned the.workshop, shows the kind of attentionto-detail which goes into the planning of a successfulComputerTown workshop. If you are planning aComputerTown event, use the points in the memo as,aModel for.an "Evdnt Checklist" of 'your own. Expand thechecklist as your ComputerTown grows. It will keepvolunteers sane in the face of threatening chaos, andserve as a guide to future generations of ComputerTownvolunteers. Copies of weitten memoranda such as this,tiled for,the benefit of.futUre ComputerTown members,will also make their work load a lot easier.

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Sample ComputerTown Event MemOrandum

To: ComputerTown VolunteersFrom: RalphRe: Business Night at the library

I've contacted several organizations with ,

very good results so fir ... IBM's General Systemsqvision will be delighted to attend. They'.11bring their desktop computee with a printer.They will have a CAI course on how to operate.the5120, and a payroll package.

A representatitie of the Radio Shack ComputerCenter in San Mateo will also attend with a TRS-80 II. He's not sure what software he willbring. Someone from Heathkit's Redwood City storewill come, with the H89 "all in one" machine witha printer. That will mike a great comparison tothe IBM 51201

The Digital Deli of Mountain View will bringthe Intertec Superbrain with a Spinwriter (their ownpackage 8995 deal).

Hewlett-Packard said they'd like to sendsomeone, but will have to get back to us. I

expect they will show up with one of theirdesktop machines. '1'intend to ask them to bring ,

a plotter if possible.

Ramon's Apple'with Visicalc giies us'six andprobably seven°systems from as many makers. A veryeducational variety!

It also means a few practical problemsA safe estimate is fifteen grounded ISlugi needingoutlets, from which they will draw as much as fiftyamps. To avoid any chance of an embarrassidg blownfuse, we ought to provide four 15-amp circuits...Howdo we get in touch with the Civic Center'selectrician?

We'll have seven exthbitors plus two or,three Of us. We should have nimetags which. will,'help the visitors know who.can answer a questionand who is just another looker.

Getting all the people and machinQs in the.room needs thought. Whae if Ve draw the wagemsin a circle with the systems facing outl.theattendees circling around the edges and theexhibitors in the center?'

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Give me a call if you need help with theadvertising. Should we invite the "Recorders' to-senda reporter? oust a reminder: we need to haye themedia invitations and press releases out by the 17th.Who will contact the business groups in the area? Andwhat about the electrical layout of,the library?Where will we get sufficient extension cords andsockets? We'll need to arrange for tables,and otherparaphenaila like names tags. -We will also need todeal with flyers and follow-up calls and letters toconfirm and inform exhibitors. Please drop me a memolisting any other points that will need to be covered.

Regards,

Ralph

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Business Nkght Continued--Working wall Guests

When inviting outside people to be *presenters*at a ComputerTown event, a personal phone call andinformal', f011ow-dp letter are appropriate. Theletter reOroduced below went to guest presenters whohad commiteed to attend .the Business Night event. Feelfree to use it as *boiler-plate* for your owninvitatrone.

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Memo to: Participants, Business Night at theMenlo Park Library,Sponsored by ComputerTownDay, Month, Year

Dear

Thanks for agreeing to participate in BusinessfNight. you'll find enclosed a'map and a copy ofthe flyer we've sent out to the business andprofessional people of Menlo Park. This memocoVers the points you should keep 5.6 mind whilepreparing your presentatibn

The aim of Business Night, as with alfComputerTown projects, is education--in this ecase, the education of the.Menlo park businesscommunity in the practical benefits thatcomputers could bring to their work. Educationis the essence of Computergown, but its spirithas always been the idea that computers are fun,so 'this won't be a heavy conference but a casualevening among friends.'

The event will take place in a conference roomthat is only about 16 by 22 feet in size. Since'this Is our fitst -such venture we didn't aim anyhigher; if we are overcrowded we'll be pleased,and will immediately-tesin planning a better shOWih bigger surroundings.

The physical limits do bring up twocons4derations. First, Vlan to bring only one g°compact system, and to have only'one person inattendance (although you will want to'have ahelper when setting up and tearing down). Theromwiil be ready at 6:00 pm; try to arriveabout that time. We all have to be out the doorby 8:59 sharp, so plan to begin tearing down at8:45 pm.

Electrical'Power may be in short supply. TheroonOs'ierved by-a single, 20-amp circuit. Wehopeth,is will be enough but we want to bep epared in case it is not. During set-up we .will assign systems,randomly to "A" and "B"groups. If the power is inadequate we'llalternate running the printers of the A and Bgroups each half-hour: If thve still aren'tenough watts then we will be f:orced to run thesystems themselves in half-hour turns, beginningat 6:45.

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We have some multi-socket e-xtension cords butmore could be useful. Do bring handouts orbrochures. Handing out compute'r-printed materialis a great idea, but keep.,the power problem inmind and print up a batch beforehand. There maybe a representative from the local press, so you -

might polish up your onenline answers to thequestion "what's a computer, really?'

Mith everyone's cooperation Business Night can bea great success and,lead to more of'the same.See you thgn..

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Regards,

blainp WilliamsEvent Coordinator

Business.Night brought over 20e people to theMenlo Park Library. A similar event, in your area, shouldbe equally well attended.

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r-i.B.' Profile 2: CompuEers at tile Learning Faire-1 )

Another successful ComputerTown, Menlo Park eventtook place at the Peninsula School's annual LearningFaire. In the following article, reprtnted with. rpermisssion from Compute Magazine, author andComputerTown volunteer David Thornburg,describes theevent'.

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Computers At The Learning Faire.-57

David Wornburg

Each year the Peninsula School in MenloPark, California conducts a "Learning Faire"for children, parents, teachers andneighbors. This year the Faire was held onMay 4 and was attended by moro than athousand people Oho came to enjoy the foodand music, learn about solar energy, riakekites and-candles, and to take part in -myriad other activities including playingwith computers. While the gomputer actimitywas a small part of the overall event,,itwas an enjoyable, if exhausting, task for .

those of us who put it together.

The computer activity was planned bythePeninsula School Computer Proaect,Compdtertown, USAF-and Iññöviión. Weiptended'to present a computer activity ",which was.smooihly integrated.in,spirit withother activities at the Faire including.leather work, face painting, and events-naturally suited.to a.fair conducted in asemi-rueal environment on a beautiful'sprtng day. The goal of the computeractivity was to 'provide, an opportunity forPeople of all ages to learn about computersand play games without feeling intimidatedby these machines.' This activtty 'Oas to beused by everyone from computer expertg topeople who had never before seen a co tauterof any kind.

There were.three major tasks whicK-faced us as planners of this event. First,*we needed to have enough hardware availableto give every interested person a chande touse the machines. Socond, we neededsoftware which was appealing to boys andlirls, young and old alike. Thirdl.we needed

, enough volunteers to help people with thecomputers and to keep eirerything in working

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Since we could only provide eightcomputers ourselves, we sought additional'suppprt from the outside. Through thegenerosity of Commodore, Ataril, and RadioShack we were able to have.more than twentyfive computers running at one time. Thisallowed us to run one program per machine--a blessing when one considers the time spentjust loading tapeso

The software 'included stimulating gamesof many types, with the eXception that no"arcade" type games were used. Curreluctance to use,arcade games was based'onseveral factors. First, the majority ofarcade games with which we were familiarwere sufficidntly "addictive" to certainchildren (primarily boys) that we,couldenvision problems in providing easy accessto the computers. More importantly, thegegames generally-require very littlecognitive activity on the part of the,player, and were thus-not consideredappropriate for incorporation in a"learning" fair. The most convincingargument against the use of these game,however, is that we were able to find atremendous number:oligames-which were fun,mentally stimulating, appealing to peoplewith little or no previous exposure tocomputers. This software included adventuregames like TAIPAN and QUEST, logic gameslike BUTTON BUTTON, BRAIN BUSTER, QWERT, andMOTIE, simulations like LEMONADE, word gameslike WORDSEARCH, and creative environmentslike DRAW, just to mention a few,of theprograms which were in,use that day.

We received tremendous assistance fromthe many volunteers who kept everythinggunning smoothly. Volunteers includedinterested parents and several localcomputer professionals who enjoy workingwith children: This support allowed us to ..set aside a few machines for visitors whowanted to learn a little about computerprogramming.- We also set aside twocomputers for the excluSive use of pre-schoolers. ,

in addition to the mixture of,Commodore, Atari', Apple, and Radio,Shack

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,computers, we had several. "outdoor" computeractivitied as well. Visitors to thecomputer area-mere treated to the beautifulsounds from two Alpha Syntauri computermusic slistems which Were set up on Applesout under the arching oak trees. Nearby,children played with several 4Big Trak"programmable toys which'were set up onspecial 'roadways outside the computersrooms. Several of,us have found that thesetoys (which behave similarly to a LOG*.*turtle") are very well suited for teachingprogramming concepts to. youngsters. (Incase you wondered,'.Big Trak is.a motorizeddevice with a keyboard that accepts programsup to sixteen steps long. Once the programis entered, the user presses GO and watchesthe machine move along a path defined by thep'rogram.)

Next to an information_booth, we hadcontinuous showings of "Don't Bother Me,Learning,". the film on the..use of computersin schools.

The smooth mixture of all theseactivities blended in with the leather work,crafts, muSic, food, and other,activitipe ofthe Levning Faire to create a truly magicalenvironmenh.

For your first activity, you may not wane tostart with something as big as participating in amajor community event, such as the one describedabove. Before chng so, carefully assees yourresources and pe6ple to see if you can handle theplanning and organization required. If you dotie into or help create a major communityopportunity for people to access computers, youwill get the advantages of touching base withlots of-peoplec quickly, and local mediaexposure. These items will help you tell peopleof your project and get things.off to a flyingstart.

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C. Profile 3: A Word 1:.(itasin Study Group

ComputerTown study groups o fer people-a chanceto explore areas of specific interest, such as wordprocessing or_othercomput r applications software,various types of games, o problems such as how tochoose a personal or smal business computer.

rComputerTown, Menlo Park offered its support andfacilities to a study group .on word procesqing,organized by Davi'd Warren. 'The study group had nodesignated teaCher. A general consensus among msmbersdetermined the course of study and exploration. ThefolloWing.report by David Warren reveals the sort oorganizational considerations study group participa tsmust take into account:

Word Processing Study Group .

Dav,td Warren

The purpose of the Menlo Park wordprocessing study group was to allowparticipants to help each other identifyquestions about word processing and findintelligent answers. The group began in\August, 1981, and met once a Month for thehext quarter year. Most participants wereinterested in getting into.electronic wordprOcessing b-ut "knew-Tittle About What Wesneeded in the way of haidware and software.Group members were by and large interestedin small-scale applications, such as home orsmall businest use'.

' The group found resources in thecommunity to help them come to sounddecisions on acquisition of hardware andsoftware. Individuals who were alreadyusing microcomputers for word processing aswell as local computer store owners andpersonnel seemed to welcome the opportunityto talk to the group about the many optiefisavailable. Whereas it certainly is possibleto talk with computer sales people by simplyvisiting one's neighborhood computer stores,there's something about getting the same,infOrmation as part,of a public group thattends to soften the impression of beingsubjected to a sales pitch. What might comeacross as a strong sales pitch to a loneindividual in a co:Outer store getspresented in a more neutral and objectiveway to kjcommunity group.

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Chapter IV Typical ComputerTown Events Page 132]

/

If you set up a similar group inanother community,'you will soon findnumerous potential,speakers. The computerstore connections are as close as youryellow pasas. Finding experienced wordplocessing users is a bit less"straight-forward, but in our experience,meeting notices in the newspaper andcontacts with computer, store personnelturned- up leads to writers, editors, andothers who were most happy to lend a hand.One contact would lead to another.

Speakers have ialked-about ordemonstrated Apple, Vector Graphics and S,.100'cOmponent.hardware systems as well.asths WordStar, Magic Wand, and Memorite IIIword processing progiams. They havedemonstrated NEC and Diablo printers andt'alked about-less expensive options.

-

-Whether such a study group can orshould be a stable and continuous activityis still an open question. Those who .participate in such a group will eventuallyeither ,become computer owners themselves,with no further reason to participate in anacquisition group, or possibly.lose interestfor one reason or another (they decide-against purchasing,a computer, forinstance). In either case, the normal courseof events is for the group to shrinlc, andunless some,stable method i6 found to bringnew people Into the -"front end," theactivity will disappear, possibly leavingnew generations of potential users out therein the commhnity asking themselves, "Which,computer-should I buy? And which wordprocessing program's?"

In this age of bureacracy, organizationssometimes spring up to fill a human need and thendevelop,an independent "right to life" which is notalways justified.

The members of the word processing study group,having met for four months, found that they hadfUlfilled their original need: to learn sabout wordprocessing. What a great success! Why spoil.tt by ,

turning the continuation of the group into a chore for'its original organizers?

Computing study gro4s, like the technology they

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study, are togis for people. They should be tlirned onand run as long as thoy are useful. When their job isdone, turn them offl - If we treat ComppterTown studygroups this way, we will each feel ffee to startoneewhenever it is needed. We learn what we canfroni our neighbors and disband when our knowledgehas been shared.

The only 'legacy a,ComputerTown study group needleave.is'computer literate people. If some'choose toshare,their know-how with newcomers, fine. If not,move on-_..to something else;

0%.

(1

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Profile 4: A ComputerTowq Conference.

A well 'publicized ComputerTown conference islikely to bring out 200-500 people eager for cqmpUterinformation. Be forewarnedu a Conference of this sizeis a lot-of work, but it can be rewarding in terms ofexposure and income, if managed well.

Holli AnderSod, founder of ComptterTown,Barrington, kicked off her' computer literacy effortswith a conference. Here is Holly's'account-of herexperiences:

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.ComputerTown, Barrington! Conference,by

Holly Anderson

Barrington', Illinois

March 13, 1982

Over 500 people attended a conferenceon the classroom and home uses of smallcomputers at Barrington High School to hearnoteeauthor and educator LeRoy Finkel callfor the establishment of an IllinoisComputer-Usie Educators (I-CUE) group.

"Ihe Computer Challenge," as the eventwdA-billed, was designed as a means to

.......,erisseminate information about theavailability of hardware, software, andservices relating to the uses of smallcomputers. Although the conference wasprimarily designed for classroom educatorsand school administrators, about a gdarterof thermorkshop segslons were on topics ofgeneral interest to those who own or arecontemplating owning a microcomputer forpersonal use.

Following Mt. Finkel's talk, eachvisitor attended as many as four-cne-hoursessions conducted by some of the midwest''smost knowledgeable experts in the fields ofmicrocomputers for educdtional and personal.use. Dr. Woody Sparrow of the Scarsborough(Ontario, Canada) Department of Educationgave a very popular talk entitledk "An Applea Day May Make Johnny Sick,," discussingsome human considerations necessary forsuccessful classroom instruction withmicrocomputers. Other sessions coveredtopics ranging from Computer music,graphics, and educational software to wordprocessing and data base management. Withover forty subjects offered, many attendeesfound selection difficult. .

qesponse from conference attendees wasvery Positive. Many ideas were exchanged,and we are hdOeful that one result of theconference might be the formation of anIllinois ComputerUsing Educatorsorganization, such as eXist In other areasaround the Country. It is clear that themicrocomputer is'becoming an important part

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Chapter IV

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Typical ComputerTown Eyents Page (36)

of the educational process,in Northern

Nearly 100 pre-registrants had noaffiliation with schoOls, according to KathyHutchinson Registration Chairperson for theevent. MI; explained that,the content of'the conference was determined in part byinterests expresse& by those wbo,sent inregistration forms during the month prior tothe comference. ."Yes, we used a smallcomputer for registration management andOoodination," Mrs. Hutchinson confirmed."The entire event was planndd in less thanihree.months, and you.need all the help-youcan get to Accomplish that!"

Small computers such as the Apple IIplayed an important part in,the "behind,the.-scenes" planning of the event. They, wereused for word processing in developingannouncements, press releases, and letters;data base systems were used to keep track ofvolunteers and registrants; and theconference budget and other financial taskswere also,managed on computer.

Thd event was sponsored by ComputeeTownBarrington, A non-profit community serviceorganization formed to further the uses ofcomputers in schoolS and.bomes. HelpingComputerTown organizp the conference weretwo educational reseach and consulting,groups: Project Micro-/deas of Grenview andtile Institute for Educational ,Research.

'>

Even if your ComputerTown project is juststarting out, try your hand at an event or two, usingthe hints in this chapter as a guide. Perhaps the'members of /cpur ComputerTown project feel comfortable-with testing the water by putting oh one event this'year. Terrific! Plam it carefully, invite thecommunity, then sit back and see what happens. Chancesare, your CoMputerTown event will achteve even more,than .its primary goal: to introduce the community tocomputers. Don't be the least surprised if youdiscover, as ComputerTown, Menlo Park volunteers did,that a well-attended event is a terriffb magnet forprospective ComputerTown teachers, volunteers,students, and community resources to help your newproject grow.

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Chapter IV- _Typical CompueerTown Evenes page (37)

I ,

E. ,Typical-Quesiions-et ComputerTown Events'

Since the whole'point of e CompUterTown eVent islearning, it only stands to.reason thet a lot ofquestions will come up as-p4oPIe'explore computers forthe first.time. -The fol.lowing litsts containsquestions volunteers shoUld be prepared to answer atCOmputerTotm events.

-Try to form a brief answer to each question asyou read. If the answers come easily, you are wellprepared. If you have a difficult time getting throughthe list, see that your project-has access to someonewho can assist you daring question-and-answersessions.

The following questions were asked at aComputerTown'event attended by over seventy visitors.

* What is ComputerTown?

* Do you have anything for Wale?,

* Which of the small color computers should I get for'my kid as an educational toy?

* How many kinds of computers are there? How do I knowwhich one to buy?

* What is l6K1.32K, 48K? How do I know Which fi bestfor me?.".

,* When' I read about computers in magazines and books,I donrt understand the jargon. How can I learn the

rt

terminology?

* If I were entering the job market i is area,where would I go to get up to spee about coMputers?

* What career opportunities would be facilitatedby my knowing about computers?. 00W tO I go aboutexploring a career in.the field?

* What are computer languages and how do they work?What is the'difference between BASIC, Pascal, andlanguages I hear about? Which would be most usefu t

learn?

* -What is the job of a program? How does it work?Would it be difficult for me.to learn to program?

,* Are'there compilers for these madhines?

* What is an operating system?

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* Contrast the different machines' opetatingsy$tems.

* ,Can I lease or rent a machirk0

* What good is the machine beyorid playing games?

* Wbat does it cost rat to get a machine?

* How does the Atari 800 compare to other machined?HoW does Brand X compare to Brand Y?

* Can I set up a machine so that it will search theDow. files and extract data on the stocks in my portfolio?How much will it cost?.Will any machine let me tie intodata bases like the Dow?

* How does a machine store data? Where does it storeit?

* What is the difference between hardware andsoftware?

* What are the cost tradoffs in getting a coTputer?When do I know.I can:buy one.effectively?

k7When do I know that I:need to move something ontocomputer that I have been doing by hand?

* Why does a program take up spa5p in the computer?

* Will the niachines run Fortran, Cobol, and so,on?

* Why should i buy one now? Why not wait for the newermachineS?

* How can I justify spending XXX dollars for thecomputer, knowing that I will essentially throw itaway in a few years?

* What will be the resale values of these things in afew years?

* What about assemblers/linkers for these smallmachines? What about software development tools?

* Can I put my software into a circuit (EPROM) so .that

it becomes_part.of the machine?

* Kids are beginning to use these things. What'sgoing to happen to their education if they.srsidall their time on these devices?,

AP

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.Typical ComputerTown Events Page [39]

* How do I know I am getting good software?

*'Wh,o sells software?, .

** If I reid a magazine such,

as Byte, how can I tellfrom the advertisements what the software reaily does?

* Is there a beginner's'magazine orbook?

* 'Where, are the User's,Groupsin this area?

* Ifl have a complex problem in terms of puttinghardware and software together,. who can help me?

,

* Should I plan on doing my own programming, or can Iget by without knowing how to program? .

*. What is a "turnkey" system?

Will things become standardized in the future?

* How often do microcomputers break down?

,* Can I a broken machine fixed without difficulty?

r

%.

,

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Chapter IV Typical ComputerTown Events Page (40]

F. How Do I Select a Personal Computer?

Since ,many who attend yodr events 08.1 beinterested in buying a computer of their own, yourComputerTown staff will often be asked'for advice onchoosing Which one to buy. -Feel free to help peoplebut don't set yourself up as a free consultant underthe ComputerTown banner, and remember that ,ComputerTown does not endorse any specific_ brandnames.

In his article, "How to Select a PersonalComputer" ("Recreational Computing," July-August,1881), David Thornburg offers invaluable sugge'stionsto conswmprs in search of their dream machines:

"Hey! You know a lot about personal computers,which one should I buy?".

"If I had a nickel for each time I've heard thatquestion, I'd be able to buy another computer-myself,"comments Thornburg. In answer to this ever-popularquestion, he has improvised a step-by-step procedureaimed at finding the perfect computer to suit an '

individual's specific needs:

1) Take out a big /heet of paPer, labeled"Applications for My Dream Machine." List every singlefunction your would like your ideal computer to serve.Will you use it for playing games, education,electronic mail, access to news wire services,,personal finance, word processtng, programming,mathematics, hobbies, home management?

Whatever it is, list it here. 1

2) On your second sheet of paper, specify thefeatures your computer will require for eachapplication'you have selected in liSt number one. Besure to consider display, keyboard, joysticks,printers, phone connections, memory or floppy diskdrives, etc.

3).Stumped? Don't panic! Take your list in hand'and turnto4

CTUSAI

o Your local ComputerTown group

o Compuier fairs and expositions

.o Computer magazines

o Manufacturers''catalogs

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Chapter IV Typical ComputerTown,Evehts .Page [41]I

o Users,groups

o .Computer stores

It's MD accident that the,computer store rankslast on DaviaThornburg'd list. A given store willonly carry a.limited.line of computers. The wiseconsumer will begin the selection piocess with a farwider and less biased-bese of information.

4) Having.selected your dreai machine, the authorsuggests these finhl detailst "Be sure the pricequotation you receive includes everything you want--software and-hardware. Ask about help in gdtting thesystdm set up. Make sure thd dealer is willing tosupport your,purchase. Find out about Warrantees,local gervice charges, and anything else Which comesto

4

Thornburg'S erticle provides an excellentbackground for one of the most frequently askedquestions at ComputerTown events. Use what he hasoutlined as a model to organize tfle information,youwill need to answer these frequent inquiries. Youwill no doubt expand upon this outline as you lookabout your community for resources and materials onthe personal computer revolution.

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hapter V Courses And Other Learning Activities Page [42]

Chapter VCourses and Other Learning Activities.

A. CompoterTown User Vilidation

.Once word of your ComputerTown begins.tq getarodnd locally, your.hands miy be full with newcomerseager to learn to use the machines.- To give some ideaof what you might ekpect, an averOge of eightynewcomers appeared.at the Menlo Park Library test siteeach month. Kids were especially eager to get theirhands on'the new technology. Oftenrthey would rush in,sit breathlessy at a machine, and thout, "Hey, how do"you work one of these things?".

It soonl)ecame clear that an organized procedure%for introducing'eager visitors to the rudiments ofcomputer literacy was becoming very necessary. Theprocess came to be called "Computer Validation." Thenotes to follow, based on the needs and experiences ofComputerTown, Menlo Park, are geared toward thespecipl conditions of a library-based ComputerTown;however, they can easily be adapted to suit thevalidation needs of ComputerTown projects in most anysetting. *

While the ComputerTown philosophy isP:Led oninformal self-teaching, a first-time visitor will needto be taught the fundamentals from someone who is'experienced with the technology. These instructionsshould include how to turn the computers'on an4 off,load and.run software, clear the machines to make wayfor new programs, and understand commands. A visitor'sfirst introduction to the CompbterTown environment .

should also include an explanation of facilities andresources, as well as proceddres for using them.

A current card from any library and a willingnessto learn were the only requirements for validation atComputet1rown, Menlo Park. When visitors had beentaught the basics described above, the backs of theirlibrary cards would be stamped, "COMPUTERTOWNi USA!".From that point on, they were free to use theequipment and software on their own. Since validationwas not lipited to Menlo Park Library patrons,, theexperimental project validated library cards from Psfar away as Canada, New York, and North Carolina. As aresult, librarians from other lib-raries began tonotice the ComputerTown validation stamps and seekinformation on how to bring,ComputerTown to their ownfacilitiei.

The validation procedure at ComputerTown, MenloPark began with filling out a validation form. The

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'Page [43]

next step was learning to turn on the machide (in thiscase, a Commodore PET). A cassette tape with a shortloading time would_be selected'for loading. If thetape drive was of the ekternal Variety, it had to beconnected fo the back of the PET,,and novices werecautWned to connect or disbohnect the tape drive withcare/

Next came the actual LOADING process.'ComputerTown, Menlo Park trainers found it Ilelpful atthis point ,to explain the blinking "cursoe"and thenecessity Of hitting the RETURN-key. The users werethen prompted by the computer to press the PLAY button'an the tape dri'Ve.

The ensuing waiting. process, although relativelyshort, often seems'endless to youngsters eager tostart,slaying dragons and collecting trtasures.During this time, trainers.would explain the sequence"of steps the computer was performing, such aeSEARCHING, FOUND, LOADING and READY, to keep impatientminds busy during the slow LOADing process.

Before instructing visitors to type RUN inresponse to the READY prompt, instructors would stressthe importance of rewinding the tape, a necessaryprocedure which seemed to be dne of the most difficultfor new visitors to remember. Trainers added relevanceto the point by explaining that a tape stopped in themiddle is subject to fingerprints, which often causefrustrating load errors.

After several minutes of play, first-timevisitors stopped the program by hitting the RUN/STOPkey, and cleare0 the screen by pressing the SHIFT andCLR/HOME keys. By learning to LIST the program, theycould see that the game was still there,even, thoughthe screen was cleared. To convince.them evenfurther, they were asked to type RUN again, and their,game would appear. When they were ready to try a newgame, they would type NEW to erase the program alreadytn memory.,

The final.step would be to LOAD a different tapewithout prompting, if possible. When this wasAccomplished, cards would be stamped, and the newly-validated cmmputerusers would be free to use theComputerTown facilities whenever they wished.

Each ComputerTown site may need some form .ofvalidation procedure for first-time users. Theprocedure at each site is likely to vary to matcavailable equipment, resources, and the computerexperiences being offered. The validation process at

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Chapter IV Courses And Other Learning Activities Page [44]

the Menlo Pa,rk siee provides a starti-ng point that canbe altered to fit oEher local situations. Feel freeto modify what was done at Menlo' Park to fit the needsof your site.

Software: Use of Games

The kind of software your ComputerTownoffers will have a direct impact on the physicalenvironment, especially in the case of arcadegames. If you decide to offer these games atComputerTown, keeping the computers on which theyare played separate frdm other people andactivities is one solution to the inevitablenoise problem. This is especially important in alibrary setting. Scheduling a regular time forarcade games at ComputerTown will also help.This offers people a chance to play the games,while avoiding the disruptions that may occurwhen others nearby want to program, study, or doother activities which demand peace and quiet.

-

There is often a controversy about theeducational' value of computer games. ComputertownProject Director Ramon Zamora offers this response:

Many commercial game and simulation softwarepackages contain a rich set of implicit learningactivitiaS for younger children. To use thesoftware, the children have to master not onymotor skills but verbal', mathematical, visual,and problem-solving ski ls. Often, the skillacquisition occurs pat rally, as the kids playthe games.

For example, the large numbers of kidsplaying fantasy games, such as Dungions andDragons, nearly guarantees that several millionchildren will be able to spell the words:Strength, Intelligence, Wisdom, Constitution,Charisma, and Dexterity.

Using commercial packages, an educator can"mini" the package for learning opportunities andcoordinate explicit learning tasks with theimplicit learning content of the software. Thesoftware fosters periods of extended attentionspan on the part of the student; the educatorguides the process so that learning is

1 reinforced.

The crucial step on the part of the educatoris to "see" the hidden learning potential intoday's software. By looking beneath the "game"

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aspect of each software package, one can uncover:any number of ways to facilitate the learningprocess.

In some cases, this may require nothing morethan encouraging a child to use paper and pencilto make a map of'the maze or labyrinth beingtraversed. In other cases, especially for thosepackages that require coherent text responsesfrom the player, perhaps nothing needs to bedone. The child is already learning verb-nounrelationships and the correct spelling of severalhUndred word's.

The packages that best serve this dual rolecontain some common elements. The key\componentseems to be the use of fantasy. The children aredrawn tp games and simulations _that involve them'at a fantasy level. While working withfantasy-based material, a child seems capable ofabsorbing large amounts of data, relationships,content, and structure;

A second importaRt element appears to be theuse of graphics. Although a child will use a

A program withdut graphics (for example, any of the*Adventure" games from Adventure International or"ZORK" frOm Personal Software), preferences areexpressed for software with graphics. The imagesdo not have to be sophis icated. Crude, low-resolution qraphix displa s are totallyacceptable.

Hidden objects and treasures are anothercommon element of the kids' most-liked'programs.

There are other aspects of the popularpackages': multiple goals, ,conflict, use of soundand color, secret passages, puzzle solving,monsters, magic, And 'the use of unexpectedelements Are especially noteworthy. Takentogether, the key components describe softwarethdt is inherently complex from the viewpoint of

!

the, 'user. The complexity ay be expressed interms of elaborate logic4 puzzles that have tobe unraveled or simulate& vents-that requirestrategic planning on the player's part.

From the educator's perspective, thecomplexity affords aRple opportunities for tying

the software to specific principles and.content,

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ChaPter V Courses And Other Learning Activ4ies page (46]

Beginning Steps in Programming

Many visitors, both children and adults:,

will come to ComputerTown to learn aboutprogramming. Be prepared with sample programs,for beginners to type into the computers. Short,single-sheet programs are just right forfirst time users.

Scanning the different computer languagebooks will help you Locate programs that workwell for:the beginnth4 programmer's firstexperience. Educational cordputing, magazines,such as Popular Computing, will also haveprograms of simple activities such as Raking yourown name flash across the screen. This may seema bit simplistic to the accomplised programmer,but it is easy for newcomers to understand,brings quick gratification, and childrenespecially seemsto love it.

Here is a sample program recommended forbeginners:

10 PRINT "their n4mem;

20 Go To 10

This progra wdrks equally well on PETs, TRS-80s, and Atari cuaputers. Beginnexs can typetheir names .or a y combination of charactersbetween the quo e marks ("). Make certain theyput the semicolon(;) at the end of line 10. Thistiny program works wonders for young and oldalike. On PETs and Atarisl have them type groupsof graphic, characters between the quote marks tocreate "instant art."

Here is a second program that beginners cantry once they have'mastered the two-line..pxogramshown above. Do not have new users try thisecond program until they are successf 1 with thefirst one. The amountbf typing in th nextprogram can be difficult for first-tim users.When someOne attempts this secon'd pro am, workwith them until they achieve success fin runningthe program.

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*,

PET TRS-80

10 PRINT Ithtir name"; 10 PRINT "their name";

ATARI

10 PRINT "their name";

20 FOR I = 1 TO 200 20 FOR I = 1 to 200 20 FOR I.= 1 to 200

30 NEXT I 30 NEXT I.

30 NEXT I-

40 PRINT "[CLR1"; 40'CLS 40 PRINT "I"

50 FOR I = 1 TO 200,

.50 FOR I = 1 TO 200 50 FOA 4 = 1 TO 200

60 NEXT I 60 NEXT I r- 60 NEXT I

70 GO TO 10 70 GO TO 10 70 GO TO 10 .

v,

These programs cause the characters thatappear between the quote marks in linv 10 to"flash" in the upper lefst corner of tile screen.The only tricky part of the programs is the keysthe user has to pkess to get line 40 correct.For the various machines, here is what the user

, must type:

TRS -80:

ATARI:

On the PET, a "heart" will appeaf between "the quote marks. On the Atari, an "arrow" will'appear. You can see why this program may be a.bit complex for first-tiihe users.

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.,Chapter y.

CTUSA4

: I.

Courses And Other Learning-Activities

FrOm this sarting point, people can beencouraged to work with self-,teaching materials,to take a'class or workshop on pro ramming, or toexplore on their own,Additional pr grams ofabout'the same length ofterwfacilit te furtherexploratijon.

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-Courses And Other Learning Activitiese '

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B. ComputerTown Coursed

Once a week, or once a tonth, offer an,openFadily Night. Although this is not strictly a clasS,one or more project staff members should be on hahd atthe ComputerTown site for abodt two hourd on aregular, scheduled basis to-answer guestions, givetips on how to use the machines, and provide 'a pointof contactbetween the public and ComputerTown. Thestructure ot Family Night can be very informal. Itcan incluae talking with,people from the media,meeting with small gtoups of interested adults and/orkids, or just working with those who comes in to usethe computers.

-Page 't49)

As time goes on, you'Might wish to offerintroductory or assistance classes on specificsoftware--how to use Visicalc, for example, or what aword_processor can:doi_for You.

For the purpose of this discussiomi-the_ term_"course," will mean a series of class meetings with",several students and,a teacher.,,Courses ate by nomeand mandatory for'CoMputerTown,projects, but seem tobe very popular whenever offered in a community. Hereare some of the forms ComputerTown courses can,take:

o Short term ComputerTown courses might meetonce a week for two or tgree weeks, with atotal__class time_of_three.to nine hours- _

o More extensive ComputerTown courses couldlost six to twelve weeks. Their schedulesmight coincide with Wool school calendars.

o Workshops on specific subjects couldt meetfor one,day, or over a single weekend.

o A study group Would be supported byComputerTown,. Out initiated and run bystudents learning together.

o Mentor,programs and peer teachihg wouldinvolve one-on-one instruction.

,Sample Course Tit/es

ComputerTown,:Menlo Park has offered coursesentitled:

1

o *Computer Comfort"-(for ,adults) or;"ComputerPlayshop" (Eor kids)#yalidation inateriald were

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Chapter V Courses And Other Learning Activities Page [50)

presented in thege class formats.

o 'Computer Tool Use"

o ,"IntrodUction to BASIC"

o "Beginn+pg, Novice, Intermediate,and/or Advanced BASIC"

o "Software Evaluation" (for adults)or'"Computer Games" (for kids).

All these above subjects are taught under theumbrella of Computer Literacy. .

CUrricula

Some ComputerTown teachers plan a structuredcurriculum and determine specific courseobjectives. Others spend part o the initial classmeeting,choosing what the grodp will, study.

At ComputerTown, Menlo Park, for example, a groupof adults, rainging in age from 31 to 78, completed at -series of classes designed to-intrOduce-them to-a--spectrum of microcomputers, increase each person'sability to communicate about the techriology, and helpthem develop software-evaluating skills.

Wotking with educational, business,recreational, and personal softwar4 packages, theclass ev-aluated.e-acW---proj-ect-r using-aw-eleven-pointSoftware Evaluation Form, prepared especially for theclass. The,group rated each product acCording to easeof use, quality of program instructions,originality/creativity, error handling, educationalvalue, written documentation, function,presentation/polish, use of graphics, challenge (forgames) and overall iralue.

-

Experiment with different course offerings andworkshops at-your CemputerTOwn. Get people inexisting courses to tell you %/Wet further courses-andworkshops they would like to see develop. You can,also find people willing to teach about specificsubjects, and invite them to use your facilities forthe courses.

C. Courseware: ComputerTown Scrapbooks-The recent, fast-paced changes in personal

computer tedhnology make it difficult to providetimely information to' the growing number of people insearch,of that data.

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'The new Consumer in this field has to dig througha bewildering array of machines, printed literature,jargon.rladen advertising, technical stores, andcomputer programs to begin to get his or her initialquestions answered. Textbooks are outdated almost assoon as theY Are printed. Severalmonthly magazines,with readerships exceeding 100,000, now targetmaterial for a single computer.

The ComputerTown scrapbOoks provide one possiblesolution to the tasks of:

o Collecting and organizing current computerinformation

o Presenting that information to a diverse groupof begimning computer users/consumers

At the Menlo Park Library site, the scrapboOkshave been used as both resource and text material bythe general library patron. The books could be foundnear the table wherp the computers were located.People were encouraged to browse through thes_cxApbook_s,especially the_one_on "Computer Comfort,"when they had questions or wanted information about'the technology.

The scrapbook concept provides a starting pointfor delivering information on microcomputers tointerested indi iduals. Once the process is underway,the scrapbooks p (vide a_general framework forupditinTand grow ng Ehe information base.

Each Compute Town using the scrapbook.conceptis encouraged to build its own book's, based on theneeds of its patrons and locale, and the availabilityof new information. The initial scrapbooks willevolve differently at each site. How the materialsare updated, what is chosen for inclusio.n orexClusion, and what additional scrapbooks are to bestarted, will vary from site to site. 'Please shareyour original scrapbook creations with ComputerTownInternational!

Using hp Scrapbooks

6 Scrapbooks are designed to be "created" and"recreated" by their first users. For exampler thefirst step in using the sample scrapbook outline isfor someone to locate and make copies of articles,and materials that fall into the scrapbook,categories.

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In some cases, the scrapbook itself, onceassembled, Can serVe as the *text" for introductbryworkshops on what each site'has to offer or beginning

.courses in "Computer Comfort."

Again, the Idea is that each site will use andadapt the scrapbook based on the way it chooses topresent computers to beginners.;

Sample Scrapbook Outline

At ComputerTown, Menlo Park, five scrapbooks areunder development for use within the,library setting.The first, "Computer Comfort," presents a set ofmaterials and course suggestions for people with nocomputer experience. "Computer Comfort" forms thecore of the sample scrapbook presented at the end ofthis section.

The second scrapbook picks up from "ComputerComfort" and addresses the needs of the individualwith,some computer knowledge, limited hands-onexperience with the devices, and often, an expandedset of questions about the technology. This scrapbookis called *Computer Awareness.'

The next scrapbook focuses on a person's concernsfor the'uses of the computer as a tool. Called'"Computer Tool Use,* the third scrapbook provides aset of structured, hands-on bpportunities for theperson wanting to explore the use of a computer.

Tlie-io-LiFilFidfifib-66}CdiarsVirtri thebeginning proficiency in the use of a computer."Computer Programming for Beginners" initiates anexploration of programming and'programming languages.The course emphasizes elf-teadhing, hands-onintroductions to programming concepts for.beginningusers of the technology.

The final scrapbook contains materials on how toperform routine maintenance of the site's computers.It outlines maitnenance procedures for use byCotputerTown site personnel dr selected vOlunteers.This scraphook,.like the others, dpes not require ahigh level of sophistication on the part of the user.In public access situations, the largest number ofihquirips comes from people with little exposure tothe tedhnology. They need the organization andresource aggregation the scrapbooks van provide,expressed in simple, non-technkcal terms.

The "Computer Comfort" scrapbook follows thestructure outlined below:

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Computer Comfort Scrapbook

1. Prefacelk

Essential VOcabulary

III. Selected Readings

IV. Course Ideas

V. Site Resources

A. Books (Copy of all card catalog entries)

B. Magazines

C. Available Software

D. A/V Materials

E. Hands-on Materials (for use at computers)

VI. Suggested Bibliography

'A. Books (Indicate which are on site)

B. Magazines (IndiCate which are on site)

C. Newsletters

,VII. Local Resources

A. People

B. Places

ç. Classes

VIII. Other Resources/Information

*-This outline merely suggests how you could go

about the organization of a scrapbook. At yourlocation, use the outline as a guide and add or deleteitems as needed to provide the kind of beginningComputer experience that you want to give to people:

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Peer Teaching

Computer know-how is developed by.immeisingoneself*in the computer environment. Oftepsignificant expertise is achieved by ten to fourteenyear old people. S6cial maturity develops accordingto an entirely different time schedule than physicalmaturity.

ComputerTown, Menlo Park conducted manyexperiments in which young people with a good grasp ofthe technology were allowed*to teach others in. their

age group. As long as young people are not thrown It

into situations they are unequipped to handle,,peerteaching is a marvelous way to spread computerliteracy. At ComputerTown, Menlo Park, beginnin§children have successfully taught each other, theirparents, and other adults. Beginning-adults gainedconfidence by 'learning with their friends.

Who are "peers" exactly? They can be people ofthe same approximate age, or of different ages withsimilar abilities. The peer teaching relationshipworks best when the teacher"and learner are very closein=know-how. By showing someone else how to follow anew procedure, the teacher learns a lot himself. Atthe same time, the learner seeS that there isn't toofar to go.

If teacher and learner are age-mates but diversein their abilities, a peer teaching arrangement is ,

much less likely to work than if they are close inability. The teacher may go too fast or choosematerial that is too advanced, and the learner isshort changed. Peer teaching seems to work best whenthe teacher is just a little ahead of the student.

The Palo Alto (California) Unified SchoolDistrict's "Computer Tutors" program, directed by JoanTarg, has implemented peer teaching among seventh andeighth grade students at Jordan Middle School. In itgfirst three years, approximately 40Østudents took theprogram's beginning class in BASIC. Selected studentswho wished to learn more paid their advanced cotorse"dues" by teaching the fundamentals they had justlearned to the next generation of beginners. Withthis approach to peer teaching, "Computer Tutors" hasbecome a self-sustaining learning pyramid, withminimal adult participation.

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E. ComputerTown Mentor Pro ect .10

"He's learned everything they have,on computersat school, and now he spends his,evenings pouring overmanuals at home. But he needs some guidance and achance to practice. How can we help him?". This is aproblem faced by many people who,have caught thecomputer "bug."

One_solution is to form a ComputerTown MentorProject to match self-motivated learners with moreexperienced computer hobbyists and professionals whoare willing to share their knowledge.

How can you establish a mentor .project throughyour ComputerTown?) First, hold a ComputerTown ,meeting. Invite kids and adults who would like tofind a mentor. Invite adults and older kids who wouldlike to volunteer for the-honor. Whoever coordinatesthe mentor project shOuld be computer literate inotder to evaluate the practical knowledge of potentialmentors.

Your meeting agenda could go something like this:

1) Ipvite people to come in and sit'in acircle.

Briefly introduce the Computer Town mentor-project.

3) Start round table introductions. Giveyour own name, ocCupation, and favorite computer-related topic, then invite others to do thesame.

4) Have forms available for exchange ofnames and phone numbers. Explain the forms, and

set them out on the table. Also, offer "contr'act"forms such as the one below:

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toMputerTown, Anywhere Mentor Project

Mentor's Name

Address

Phone

1.work/go to. school at

I would like to teach

am,

I have these computing resources available:

could be available at these times:

'Student's Name.

Address

Phone

I work/go to school at

f would like to learn

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5) Open the meeting for discussion.

6) Have two or three show and tell demosavailable.'

7.) Offer juice, coffee, tea, cookies, orwhatever sounds tasty.

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8) Let informal associations form.

This should get your mentor,project off to a goodstart. If only students in search of mentors show up,

- organize them into a mentor-finding committee. Ifonly potential mentors appear, discuss the meaning ofthe mentor role, 4nd compile a.list of volunteermentors to be distributed to schools in the community.

In the brochure, "Mentorship for the Eighties",Kendra R. Bonnett offers the following insights on thevalue of the mentor concept:

*-Todaymore-than-any other time in recenthistory, children have been cut off from the adultworld. With legislation such as child labor lawslimiting the employment of youth and protecting themfrom harsh working conditiona, the greatest part ofyoung people's time is spent in school in the companyof their peers. Even in the home, children usuallyhave their own space, separate from adults Cut offas they are, young people today are often unpreparedfor the responsibilities facing them as adults. Theyare'confused as to the relationship of theiradolescent activities to their adult life, and atworst they afe disaffected, alienated, and drawntoward delinquency.

"During theii growth to adulthood,-youngpeople require advisors and role models otherthan their peers, positions that in the Oastparents, relatives, teachers, and mastersfulfilled. Today most of that reaponsibilityfalls to the teachers, who are hot only ill-prepared to satisfy all of youths' needs, butalso lack the time to give sufficient peraonalattention to each student, Although formaleducation can neither replace missing parentalguidance nor change the eConomic and culturalfeatures of society that.have separated parentfrom child, it can perhaps suggest the means toameliorate the ill effects. The school can serveas the medium for introducing, of,rather.reintroducing, the concept of mentorship...

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mentorship relationship are clear'. Mentorship hasthe potentkal to improve interpersonal skills andself-confidence, demonstrate the importance.andapplication qlf classroom learning for solvingreal problems, and provide firsthandunderstanding of the nature of particularoccupations and of adult working life. But thementor benefits as well. An adult gainssatisfaction from knoWing she or he has acceptedresponsibility for the future by giving guidanceto a person. It is the knoWledge that somethinggood has been put back into society."

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i.Chapter VIComputerTown Host Institutions

Whether a ComputerTown is located in a publiclibrary,, a senior center, a museum, 'school, or otherpublic access site, the fundamental philosophy andapproach to.computer literacy remains constant. There

,are, however, certain characteristic needs andconditions which make each kind of host unique. Thissection will codsider some special traits of specific

1ComputerTown hosts.A. Computers at a Public Museum

The public museum can be an ideal setting forhands-on exploration, structured demonstrations,-andcomputer literacy classes. Although hundreds ofchildren take this opportunity to get close to acomputer, their enthusiasm is well matched by theadults who are delighted to learn along withetheirkids in these non-threatening environments. ,

Museums typically offer three kinds of experienc-e-e----the'unattended exhibit, the guided demonstration,and scheduled courses in typical classroom settings.Introducing microcomputers into any of the three willgive it a whole new dimensiOn.

What hardware and software is appropriate for amuseum exhibit? Nothing fancy: off-the-shelf hardwareand software.may seem a trifle dull if you have beenexperi enting with it-for a year or so, but to the 1,

comput r neophyte it's all new and exciting. A -

comput r such as the Atari 400 with the Video Easelcartri ge inserted.and one joy stick, or a TexasIns ments 99/4 with an ecrucational game cartridge .

will almost make a complete exhibit in itself. Add acopy of the instruction booklet protected by clear,self-adhesive shelf paper and you are in business.Whenever possible, cover switches and latches withplexiglas panels so that visitors don't open or&is-connect-the equipment-by-mistake-.

The Palo Alto Junior Museum im Palo Alto,California, held a computer exhibit during March andApril, 1981. Local retailers and manufacturers were

0able to lend systems for this short period of time.Commodore, Radio shack, Atari, Texas Instruments,Hewlett Packard,.and the lodal school district wereall represented.

Software Was loaded in the Morning- when theJunior Museum exhibit opened and usually had to bereloaded several times during the day. Many visitors

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already knew h6w to clear the computer's memory,although they had to be taught to load from cassettetape. Because of the delay experienced when loadingtapes, cartrOge software was preferred. Each machineran only one program for several days. This encouragedpeople to spend a little time at each computer andthen move on,so that another visitor could have aturn.

Favorite software among the young museum visi orsincluded Atari's "Video Easel" and "States andCapitals;" "Fire" and "Hurkle" from CreativePublications for the Radio Shack TRS-80; and"Lemonade Stand"\for the Commodore PET. Also p pularwere the disk-base math games developed by SbienceResearch Associatee.

Visitors with some c Liter experien delightedin, clearing out the taped-ba software,iánd writingtheir own small BASIC programs. Althoul this activityhad not been included in the original plan, it worked-out rather well and soon became the custom for

Vide6 games such as"Space Invaders" and "Star Raiders",:were specificallyabsent from the exhibit. They are So engrossing forsome visitors that the museum would not have been ableto handle the competition, for machines.

The Coyote Point Museum, located on the SanFrancisco Say in San Mateo County, California, is an '

environmental museum built on four descendinglevels.. The permanent exhibition, "The Place CalledSan Mateo," leads visitors along a series of rampssymbolizing the eastward floW of water from the crestof the Santa Cruz Mountains down to the San FranciscoBay, .and its westward flow to the pacific Ocean.Each computer system is enclosed in a box on a woodenpedistal,,with'only keyboard and screen exposed. Theprograms were developed for the museum by localprogrammers.

'What do people learn in a free access computerexhibit at a public museum, or any other public accesssetting?

First, they discover that computers don't bite--they don't explode and spit fire like the sciencefiction portrayal, they don't attempt to take controlof 'the world or even to order the hapless beginneraround.

Second, they begin to see the versatilityinherent in computer technology. By experiencing ,games, simulations, and rudimentary BASIC programming,

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adult visitors to the,Junior Museum began to formulatetheir own answers to the question, "how coulii I usecomputer?

Third, by actually pressing keys and operating''the machines themselves, people gain practicalknoWledge of how to use a computer. Once a minimalthreshold of confidence and interest is crossed, manypeople choose to take short classes in computerprogramming or thedse of application software orcomputer-assisted instructional packages. -

Fourth, in every real computer environment,people ee some examples of machine failure and manyexamples of apparent machine failure whickusualayt out to be User generated. Visitors discover;thatev yone makes mistakes, even computer experts, that'.ma nes are usually reliable but not infallible, andth each of us can learn to use computers if we keepan exploratory attitude and don't quit.

The following.museums &remong the many whichincorporate microcomputer tech ology into theirexhibits:

.9 Boston Children's Museum, Museum Wharf,'Boston, Massachusefts (617) 426-6500; 426-8855

cirusAl

o Capital Children's Museum, 800 3id Street,N.E.,.WaShington, D.C. (202) 543-8600

o 'doyote Point MUSbuti, Cliqrate-Po4nt-Dr.', San-Mateo, California (415) 573=2595

o The Franklin Institute, 20th & BenjaminFranklin Parkway (215) 448-1000Philadelphia, PA

o Lawrence Hall of Sciente, Centennial Dr.Berkeley, California (415) 513-2415

o Oregon Museum of Science and Industry,4015 S.W. Canyon Rd., Portland, Oregon(503) 222-2828

o Pacific Science Center, 200 2nd North,Seattle, Washington ;206) 625-9333

o Seiame Place, 100 Sesame Rd. Langhorne,Pennsylvania (215) 757-1100

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B. LibtarieS

If a public ibrary is. your ComputerTown host,'take.pains to develop a good rapport with members ofthe library staff. While'not all will take an activerole in ComputerTown, the jobs and working environmentof everyone on the library staff will'be affected in

.some way. Pay close attention to their feedback andsuggestions.

'You may arrange to bring in a new staff member tomonitor the project during library hours, or'you mayagree to appoint one member of the existing librarystaff. Whatever the arrangement, erryone invalvedmust recognize that monitoring ComMaterTown activitiesin the library is a considerable, amount of work. It

'should not be added nonchalantly to an already fullworking schedule.Micros in the Menlo,Park Library--An AssessMent

The experimental ComputerTown_at the Menlo ParkLibrary'site was intentionally informal,'.Computerswere simply brought into the library settihg in-order,to dbserve response and behavior. The resultg weremixed, as the fallowing,report based om librarians'comment's will show.

When. microcompUters had been in the Menlo parkPublic Library for nearly two years, ComputerTownevaluators Sat down with two members of the librarystaff who had been on the'site while the computerswere in use. The object of the meeting was to recordtheir candid comments about microcomputers in thelibrary setting,. 'Their observations kell into severalgeneric categoeies. The following notes cOyer adescription of concerns, comments by the libtarians,ahd the ComputerTown staff, suggestions for ,t

improvement. .

'o Software

, Areas of-Concern: The ComputerTown, Menlo parktest site provided public access to softWare from'the_beginning. Residing on casaette tapes, the bulk of the'software involved.what the project referred to as"games with a purpose'," that is,,games and simulations

4 .involving'some implicit learnihg,activity. Initially,the caisettes.were Olacid-by themaChines, and used at

Problems'arose (detailed,below) that requiredcloser monitoring-of the saftware and its usage...,

Ith :Librarians' Comments: Game tapes weee a problem

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'Oecause they increased the 'noise and.physical activityin the librarS,. High activity,game'tapes shoUld,beused in a more appropriate placevsuch as &separateroom.in the'llptar,, or a recreation center.

Because of staff limitationS, tape circulationwas a problem in thi4 library. It might have beenbetter to limit the total number of tapes and proVidesoftware thatAs explicitly education4.

Also, when a tape would not load for some reason,we did notknow what to do. ,

SoWtions: Most libraries have no problem servingas a source of books for recreational reading; butwhen the recreation involves non-book medfa, thefunction of the library is called into question.Candid discusion of the'library's role at a staffmeeting should help to establish the relationship tochildren's recreation'this library wishes tomaintiin. If computer games are acceptable to *thestaff, include them. If not, other kinds of softwareare plentiful. ComputerTOwn is not a mandate to turn aquiet library into a-Iiideo game parlor.

Each library has its own standards on thequestion of noise and physical activity. Althoughinbreased use of the library will necessarily createsome increase in commotion, the introduction of thecomputer need not change the Whole character of yourlibrary.

Ths problems with tape circulatiOn at Menlo'Parkrevolves around several factors: computers,were oftenin poor repair, tapes wore out, and no formal .

circulation system existed. Careful planning andtraining of the library staff would eliMinate theseproblems. _

.

o, Space

Areas ofsConsern: The children's section of theMenlo Park Library is not large.-Narrow aislesseparate packed books selves'. The computer area was,next to the study tables, in the only available openarea., Until the situation was alleviated., as many asfive microcomputers'might be in use at a time. It wasnot unusual to, see two or three kids per machine, withadditional kids at the study tables awaiting theirtUrns.

- Librarians' Comments:sIt Vas definitely quieterbefore the,computers camel

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Solutions: The librarians themselves suggestedthe following solutions. The set-up should be limited'to one or two machines, with one or two kids permachine. The area was not,originally designed forthat kind of use, and the computers sometimesinterfered when other visitors wanted to study at thetables nearby. A separate room would have been a goodsolution.

Cbmputers seem to cause new kinds of usagepatterns, and each library has unique spaceconsiderations. The computers should fitappropriately into each environment. Designers offuture libraries need to integrate the Placement ofmachines into the library so that they will notdisrupt other activities.

:3 Babysitting4

Areas of Concern: When word gets out thatcomputers are in_the library, crowds may begin toappear after School. Some schools in Menlo Park letout as early as'2:00 p.m. Many kids had to wait fortwo or three hours before working parents could takethem home. When this after sbhool crowd discoveredthe computers, librarians really had their hands full.

Librarians'' Comments: We are not babysitters. Wehave made that clear. In fact, we have writtenletters to the.schools to alert the parents of,ourfeelings about this situation. The computers were notat faulti we seemed to have a local communitysituation that the computers attracted to thelibrary.

Solutions: At, the time of this conversation,librarians did not consider computers to be anintegral part of the library services. Normalafternoon traffic was light. The introdubtion of anoverflow crowd would have been disruptive wtiether the ekids were Using books, magazines, records, orcomputers. In analyzing difficulties, it's necessaryto resist the temptation to associate a new problemwith a new zechnology. Often, the relationship iscoincidental, not causative.

In this case, the babysitting problem was due tothe library's proximity to a school, and predated theintrdduction of computers: -It -was made worse because

ta there'was no one in the computer area willing to dealappropriately with this'age group. An approach thatincluded contact with,the school, rearranging thecomputers, and limiting the arcade game softwaresolved the problem.

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Areas of Concern: The librarians were asked what,in their estimation, would consititute succedsful useof computers in the library setting.

Librarians' Commentd: Successful use ofcomputers in the library means that the computers mustfunction as an integral part of the librar'yenvironment. The computers neea to be integreted intothe kinds of services we normally provide.. In ouropinion, this means educational activities. Providingplenty of books and magazines on computers is also abig help, because it fosters the self-teachingexperience and keeps questions at a minimum.

Any time the computers aee available, thereshould be a monitor to answer questiqns, supervise,and handle problems that may occur with hardware,software, scheduling, check-out, and all the otherdetails that go along with having cOmputers in thelibrary. Our first priority would be coverage at thecirculation desk, then handling the computers.

>

Solutions:'The librarians' attitude towardsuccess was that the computers would not interfere, orchange the library in any significant way.ComputerTown.staff thinks in terms of successful useof computers in a public access setting. An.integration has to occur in librarians' attitudestoward this technology before it will be embodied inthe institution: Books are one medium for thepresentation of concepts, computers are another.ComputeeTown adticipates-that-both.will find acomfortable niche in- the publiC library settthg:*--

_-

The staff of ComputerTown, USA! is grateful tothe staff of the Menlo Park Library for theopportunity to explore the growing paktis6 which takeplace when a new medium enters an existinginstitution.

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Rules and Procedures

Even if your ComputerTown has a veryinformal structure, a few established rules an0procedUres will probably'be necessary. Thesimplest Way to inform,-visitors of ComrioterTownrules is to post them near the compUters. Thefollowing list was posted( at the Menlo'Park testsite:

ComputerTown, Menlo ParkComputer Tiril

1. ,You must have a current library cardfr9m any library and a validation stamp onback, signed and dated by a ComrluterTownstaff member.

the

2. Fill out, the sign-up sheet completely.Enter your full name and the starting andfinishing times in the columns under the nameand number of the computer you will be using.

3. There is a half hour limit an yourcomputer time if other people are waiting.

4. Two-people (not thiee) may sign uptogether--one for the first half hour and theother for the last half hour and actually havea full hour together.

5. You get one half hour session per dayunless there is no one waiting to use thecomputer.

6. Please, take care of the computers andlibrary facilities--no food gum, drinks, orlittering are allowed in the library or nearthe computers. ESPECIALLY DRINKS!

7. Always rewind and return tapes to thetape box.

8. Pay attention to aides and librarians--penalties can include loss of computer time.

'In addition Eo the posted rules,ComputerTown, Menlo Park kept a pad of paperavailable for-visitors to jot down suggestionsfor further information, resources, events, andservices they wOuld like to see at theComputerTown.site.

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Some special prOlems can occur when kidsuse computers at a ComputerTown. They often losetrack of time spent at the computers, and mayhave-to be reminded that their-time is up andsomeone else would like a turn.'Since kids tendto Orowd around the computers, there may be anoise and congestion problem. Kids sometimes needassistance with loading tapes; tapes and theircovers may get mixed-up.

.. ,,

These problems can be eased by separatingthe childern's computers from the adults, andproviding an adult Comthe kids' section to answer questions, solvedisputes, and generally supervise activities.Although an age-limit policy may not be necessaryat your site, the Menlo Park library resen:ledtwo computers for kids age two through nine,when accompanied by a parent. Unsupervised useof computers by kids under nine was restricted to -

those who could pass the validation tests.

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Evolve your own set of rules and proceduresbased on your experiences in working with thepublic and whatever it takes to make yourComputerTown run smoothly.

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C, Plantirig New ComputerTowns

Judging froM -COmputerTown experiences inCalifornia, some of your events and activities willplant ComputerTown seeds in neighboring areas or.hostinstitutions.. ,

Don't be surprised if people you have beenworking with decide to strike out on a ComputerTownproject of their own. During this period of explosivegrowth in computing, there is a corresponding need formire public access computer literacy projects.ompu er own Internat ona encourages the ormatlon o

autonomous computer literacy projects, as long as thereare people anxious to learn.,The ComputerTownIntgrnational network willKep, communication linesopen between the projects.

Many existing organizations'are particularlyfertile soil for ComputerTowns. Senior centers, Boyvsand Girls' Clubs, YM/YWCAs, day care centers, centersfor the mentally and physically handicapped, and othercommunity facilities are ideal. Groups such-as the,American Association of University Women,.the Leagueof Women Voters, and various service clubs in yourcommunity could also be open to sponsoringComputerTowns. Since many are linked through nationalorganizations, word of,one chapter's computer literacyactivities will likely spread through those channels,and still more ComputerTownS will eMerge.

Several institutions in the Menlo Park areahosted ComputerTown workshops and went on to developComputerTown projects of their own. The followingnotes describe what happened.

Computers at the Senior Center

Before it became computer literacy project inits own right, Menlo Park's Little House Senior CenterWas the site of an event presented by ComputerTown,USA!

CompdterTown staff brought computers to the lunchroom of .the Center during the noon hour. About 120seniors attended lunch th4 day, and as they finishedeating, they began eo ,come forward to ask questionsand use the machines. The seniors were eager to learnand explore what the computers could do for them.Inquirtes went all the way from, "What are thesethings?" ,to "How can I use this to monitor my real .estate and financial portfolio transactions?" Peoplewere interested in art, music, writing, and generalhome management tasks.that,could be assisted

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Matt Lehmann, an active member of LittleHouse, decided to develop a Tull-fledgedComputerTown at the senior center. The LittleHouse projAct began with one "seed computer" onloan from 'lebmputerTown, USA! Palo Alto,alifornia's "Computer Tutors" program laterdonated a new set of'time-sharng terminal6 tothe project, purchased with the aid of a localfoundation.

'The home cOmputer Is hecoming so much apart of our daily life that a comfortableaCquaintance with this new appliance is essentialfor everyone," Matt says. "Although much hasbeen accomplished in making the younger membersof society comfortable with computers and theiruse, the elder citizen has been neglected. In aneffort to rectify this error, Little House hasinitiated a class in computer demystification anduse. This makes it possible.for the seniors tostudy and work in a familiar and.comfortable,non-competitive atmosphere. They study withpeople in their own'age group So they do not feelthat they will be made to look foolish whentrying to absorb some of the complexities ofcomputer language."

Computers at the Boys' Club ,

In January, 1981, ComputerTown, USA! held anevent at the Herbert Hoover Boys' Club in Menlo park,California. During the day more than forty kids,several parents, a-few interested adults, and 4 newsreporter got their hands on the.computers. The staffspent a busy two hours providing -information, loadingsoftware, working with the kids, and.answering thereporter's inquiries. 'As they packed.to leave, one ofthe girls who attended,the event typed the followingmessage on the computer screen:

BRING ME 'ONE FOR CHRISTMAS!

An enthusiastic article in the local paper andanother in Recreational domputing magazine Combinedwith Word of mouth to bring a flood pf communityresponse. Sav With.the help of a Commodore computerdonated by Bob Albrecht, the Boys' Club began an on-going Computer science training program. "Since then,the computer project.has been in full swing and greatdemand," reports-Boys' Club president Margo Ritter.-At present, the club has three computers, an Atari, a

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PET, and a TRS-80, with open access hours from four toeight p.m. daily. Plans are in the making for thebuilding of a special computer room in the club.

Pelton Steward, who facilitates the project, isintroducing computers to Bsys' Clubs all around thearea, including the San Francisco Bpys' Club whichplayed a supportive role in hii own formative years.A special *traveling computer* is devoted to thetask.

_-Severaitdëhtä1 differences between the,projects described above and the Menlo Park LibraryComputerTown test site are worthy of note.

The Herbert Hoover Memoral Boys' Club andthe Little House Senior Center focused on anarrowly defined user base. A library mustservice a great.number of people withdiverse inte'rests and needs. Its primarypurpose is to provide information, whereasthese other facilities provide educationalor vocational opportunities and activities.

o In an activity-oriented setting, there isa chance for synergy between theComputerTown and other activities at thesite. At the Little Hpuse Senior Center, forexample, the shop classes got involved bybuilding housing,for the machines. This kindof integration did not take place at thelibrary.

o The Herbert Hoover Boys' Club and theLittle House Senior Center each had one keyperson, committed to seeing the projecthappen. ComputerS were "introduced* to theMenlo Park Librarrfrom an outside source;no member of the library staff had initiatedthe projects"

o Finally, these sites set aside a particulararea for the computers. The library computerswere placed within the existing physicalarrangements.

These factors made considerable difference in thegrowth and success of the different ComputerTowns in,the Menlo Park areas After conducting a fewintroductory events hand seeding one or two computers,the role of ComputerTown, USA! diminished, leaving theBoys' Club and the Little House Senior Center tothrive by themselves. These projects were especiallysuccessful in that they.were self-starting, self-

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generating, and did not require a great deal ofoutside support. Interestingly enough, none of theseprojects had a highly technical volunteer on staff.

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ComputerTown School_Outreach Project

Schools, at elemetary, secondary, college, andcontinuing education levels, wrote the majority of the'letters requesting help from ComputerTown,USAI/ComputerTown International. But schoolclassrooms rarely provide "public access" in the sameway that libraries, museums, community centers andBoys' Clubs do. The purpose of the ComputerTownSchool Outreach Project was to create a synergybetween the schools' need for expertise in thecomputer field to enhance their curricular program fortheir students and ComputerTown's mandate to improvecomputer,access and knowledge for the generalpopulation. Through developing the School Outreach.Project, ComputerTown hopelto'benefit both schoolsand-thelt surrounding commaities.

The School Outreach Project is quite simple.ComputerTown, USN! and ComputerTown Internationalhave expertise ineaching computer literacy andsetting up successfdl computer literacy programs aswell as knowledge about equipment, software,-and keypeople in the field. The staff can advise schoolson setting up their own classroom-based computerliteracy projects if the school can, in turn, helpComputerTown reach more members of the community. Theschool can make any arrangement'it chooses to promotecomputer literacy outside the classroom and no effortis considered too small. One Saturday per semester

, might be set aside for computer students to teachtheir family, friends, and neighbors the same materialthey have been learning in class.

SChools-'wanting more public involvement liavenumber of addititonal options. For instance, theschool's computer eqUipment might be made'avaiiable toscouting and other youth groups after school hours.The students could arrange with Rotary or other6usiness groups to give demonstrations. Visitingprograms could be arranged with schools that do notyet have computer literacy projects. Students couldbe assigned to teach two other people who would notnormally have had-access tn this equipment, for two orthree hours per semester. -Teachers might beencouraged to give after-school classes sponsored bythe city's adult or continuing education programs or .the recreation department. In some districts,arrangements might be made to move the school'scomputers to a nearby public library for use overweekends and vacations.

Community colleges and other colleges with

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extension divisions have their own outreach programs.Someone at your ComputerTown should learn aboutcomputer literacy curricula available to the publicand publish this information.through a bulletin boardat your site ot a frequently updated flyer. Mostcolleges have a few courses in programming,microprocessors and business computing which areappropriate for beginners. It Is not necessary tooffer the same classes at your site-unless thecolleges are remote,'over-enrolled, or closed tochildren.

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Non-facility Centered CodputerTown Groups

So far, we have discussed ComputerTownactivities which are associated withinstitutions. But the ComputerTown spirit canwork just as well in your neighborhood or At yourhouse--especially as the number of personalcomputers grows. You will need the same key 1

ingredients necessary for any ComputerTown--aperson with know-how who is ready to share, someothers who want o learriv and one computer. Youcan even start without a computer and set yourfirst goal to raise enough money to buy one.

Neighborhood Computer Clubs

If the idea of a neighborhood ComputerTowngroup sounds likg it would suit your needs, hereis a,list of suggestions:

1),Set up a structure for your neighborhoodgroup's first goal: this might be to obtainA computer and software. Discuss thedetails, set up a stategy, and then go toIt! Be'spre to look into the possibility ofa discount from the dealer for a "buyingpool", and before you buy the computer ofyour choice, be sure to'determine eachmember's share of expense and access to thenew computer.

2) The same considerations go for softwareas well as the computer. Your nei§hborhoodgroup will need to divide the software costand circulation among its members. Youmight even consider a "rentAl-based" systemof software circulation.

3) To finance your neighborhood computerclub, you might want to offer a ComputerTownneighborhood garage dale--or even several ofthem, going on simultaneously. When youadvertise the'day on flyers, newspaperannouncements, and so forth, you will.alsobe letting the public know about your plansfor a neighborhood ComputerTown. With anapproach like this, you can earn funds andgain new neighborhood participants at thesame time.

4) If your club would- rather skip theequipment issue all together, field tripsare another way to increase your computer

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literacy and have a lot of family fun. You-can visit the bank, the grocery store, the .newspaper, the police station, and, ofcourse, your loca,l computer store,,to namejust a few. Call ahead to each site and askif a representative cyan Meet with you toexplain how computers are used there. Thesetrips will make great sbhool reports forkids!

5).The goal of your group will of course bedetermined by the individuals who compriseit, Out they will Rresumably be somethingalong the lines of4haring ideas,experience, and knowledge about computers.A loose, relaxed structure is most Eittingfor your neighborhood ComputerTown. Meetingscan take place once a week (less often ifyou choose, of course) at the house ofwhichever member is currently keeping thecomputer and software (if youp+group hasany). Activities can include- informalpresentations, lectures, discussions,brainstorming sessions, or problem solvingget-togethers.

6) The neighborhood ComputerTown organizersshould be responsible for guidance anddirection of the group as a whole. Theyshould consider how to publicize thegroups's existence and activities, how tohandle organizational details, and either beable to take on teaching responsibilitiesthemselves, or have-ready access to someonewh6

7) The inembers' responsibilities wouldinclude a democratic participation in majordecisions, helping to determine the group'sdirectior and objectives and taking apersonal responsibility to-see that theirown goals are realized through the-group's

Users' Groups

A usersi group isan association of peoplewho share a commbn interest in a specific pieceof technology. Also called a hobby club, suchorganizations usually focus on a particularmanufacturer, Digital Equipment Corporation, orSinclair, for example. Sometimes they are,oriented toward software, perhaps the CPMoperating system or,LOGO language. As a user's

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-Iroup grows, it mayAevelop subsections, calledSIGs (special interest,groups). By the early1980s there were usefs' groups for almost everycoinputer in most major U.S. cities and manyaround theworld.

When you start your ComputeiTown, be sure tovisit the users' groups nekrby and 'enllst,theirhelp., Users' grOup 'members are among your richestsOurces of,informatiod And know-how. Mosthobbyi'sts are eagee to explain their latestcomputer gadget and will'talk well into the nightto any interested listeners', and many will behappy to bring their owngeguipment to the eVentsyou plan. 0

Page (76)

Remember that COmputerTown is,grassroots,informal learning. No matter where yourProject's base of operatiOns might be,-no matterhow structured or easy-going rt-s- activitiesv.theall-important'ingredient that'really' makes aComputerTown is *people helAjng people learnabout computers."

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Chapter VII.Creating a Formal Organization

Since each local ComputerTown.it autonomous,there are no limits to the variety of organizationalstructures which can develop. Some projects have begunas isolated events, exhibits, demonstrations,workshops or playdays that were so popular a regularschedule ,developed. For'convenienceethe project mayjoin with ex-isting institutions which aleeady havemeeting rooms, equipment storage, and administrativefacilities. Libraries, museumt, youth clubs, schools-and community centers around the world are adoptingcomputer literacy projects which originate outside thew'AnStitution. Computing organizations Such as hobbyclubs and professional societies oftem_add theComputerTown concept af public education to theirother activities. Alternatively, the governing boardsof many public and private organizations are choosingto offer computing as an integral part of theirregularly supported*services.

The organizational structure of a ComputerTown .reflects the needs of the people who plan and presentthe activities. Some have no formal structure. Theyjust seem to happen-. This was true of the originalComputerTown in Menlo Park. HoWesier,,when aCompUterTown existi within a host.non-profitorganization such'as a library, museum, school, orcivic club it is normal o take on the host's way afdoing things. The,same is true if the host is a "forprofit" company, a store or manufacturer, for example,,which is supporting the ComputerTown as a publicservice gesture. Of course, your ComputerTown might becompletely independent, functioning as an associationof individuals or a non-profit corporation.

However you choose to set up your ComputerTown,don't wait for it to be perfect. Just start. yourorganizational needs will make themselves known as youexplore and experiment with the ComputerTownexperience in your own particular setting.

A. ComputerTown Charters4

Whether a ComputerTown exists independently orunder the umbrella of another institgtion, a concisestatement of the project's purpose and activities willkeep communicationchannels openabetween volunteers,visitors, and the community. !The sample ComputerTownCharter below might be appropriate tor an kndependent.ComputerTown. ,It might also work if you-areafiliated with another loosely organized group.However, many exlsting organizations arreadY0ave

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regulations under which the ComputerTown project mayfall. To eioid potential conflict, ctleck this witthoroughly. The sample charter may be copied ormodified to describe the purpose and function of anycommunity-based ComputerTown project. Algot, have aLmrerreview your charter to insure that it is consistentwithlocal, state, and national laws.

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Sample Charter: ComputerTown, Anywhere

1) Purpose

Page (79Y

ComputerToWn4 Anywhere is a voluntaryassociation of individuals who come togetherfrom timg to tite for edUctional and socialpurposes. The specific interests ofComputer/own, Anywhere members are: .

o To become "computer literage",by learning to use and to programcomputers;

o To tpcplore the varied uses ofcomputers and their impact on society;

o To provide public access tocomputers, free of charge, and to helpother

interested individuals,become'computerliterate.

2) Function

ComputerTown, Anywhere may engage in,but is not limited to, the followingactivities:

o Holding mee pgs;

o Conducting class7s;

o Disseminating information through thepublication of a newsletter or obtainingcoverage in local news media;

o Maintaining a library of printed andelectronic material for use,by membersand the/public;.e

o Maintaining.a public-access cOmputerfacility on-premises obtained for thispurpose or with the cooperation of anexisting host institution; ,

o Raising funds to cover Operatingexpenes and to purchase equipment;

'o Accepting donations of money,equipment, and professional services tofurther the project's activities andservices;

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D Arranging the purchase of goodsand/or services in order to obtainvolume discountsfor members;

Membership

MembershliS in ComputerTown, Anywhere iso.pen to any individuali adult or child, whoshares the interests stated in this charterand would like to participate inComputerTown, Anywhere's activigties.

No membership fee may be'assessed'toover general expenses incurred by

CamputerTown, Anywhere. However, specificactivities may require a fee from eachparticipant Sufficient to defray the costsof that activity. No funds may be collectedor distributedl.purchases made, or chargesincurred for the benefit Of any individualmember. -ComputerTown, Anywhere funds maynot be distributed for the personal profitor gain of any private individual.

Membership is not available to1?usinesses dr other groups. If suchorganizations wish to be,informed of theComputerTown, Anywhere's activities, atleast one individual from that group mustbecome a member of ComputerTown, Anywhere.This person may then act as liaison for hisor her organization.

Businesses or other commercial ,

organitations may become "sponsors" ofComputerTown, Anywhere. Sponsorsmayldonate goods or services to the'ComputerTown, Anywhere membershiporganization in return for promotional ,

consideration. A sponsoring organization mayrequire no further Obligation frgm theComputerTown group as,a whole or itsindiVidaal members.

'Should ComputerTown, Anywhere dissolveor discontinue activities, any assebs heldby the organization will be sold and theproceeds distributed equally among Itscurrent members, or donated to a non-profitorganiiation.

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Be sure to deal with three potential.legal issues1)in your charter:

4

1) Who or what legal entiti owns any-assets(cash, equiPment, books, software, or othersupplies) which may be donated to or earned byyour project?

2) Who will carry liability insurance to.protect -your staff; volunteersflond the public.in theevent of an accident?

#

3) What, iT any, are the tax consequences of the_ organization, and its activities?

Consult with your accountants and attorneys onthese issues.

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B. Funding

There are many Vays to bind youn ComputerTowm.Three of the most common funding strategies arethrough cost-recovering activities, grants, or thehost institution's operating budget.

Cost-Recovery Funding

A cost-recovery system involves a-charge to eachparticipant for activities add services provided byComputerTown. Some events are specifically designedas fund raisers. Other activities, crasses orworkshops, for instance, -usually set prices just highenough to cover expenses. This helps fulfill theComputertown ideal of low-cost or free public access,t.o computing. Robin Hood has been known to visitComputerTowns, however; an,activity may be offered-with a sizeable price tag at one time, and no chargeat another.

Speakers and teachers donate their services, themeeting-room isliopefully free, equipment is loaned.Aftendees are asked for a'Aonation at the door, and agood tipe is had by all. ComputerTown puts the moneyin the-bank to be spent.on equipment, software,salaries, supplieg, and whatever it takes to promotecomputer literacy.

/

'0Grant Funding Strategy.

The groundwork involved in acquitring money fromfunding agencies falls- into three basic-task areeS.First, there is the research,into and idantifigationof likely funding sources; second, planning' 4neffective funding strategy for yout needs; the thirdstep is to write the proposal.

Developing a funding strategy for.yourprganization requires a substantial amount of researchand planning prior tb the 'writing and submissiod ofyour proposal. The sucess of your fuddingastretegies-depends on how.well the goals and objectives of yourproposed projebt are defined in terms that areunderstandable, meaningful, and realistic. What doesyour organiiation need to do in o'rder to effectivelyimplemen your project, and why? .Aisessing yourproject in this way will provide you with theinformation you needtto match Your project with afunding agency with similar interests, and.finally todevelop your formal proposal.

Thorough retearch into-the funding agencies will

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help narraw it down to one cr two appropriate targetagencies. The three types of fun4ing sources toconsider are government agency grants, foundationgrants, and business/industry grants. Severalcriteria are used to select the target agencies,including its geographical limitations, fundingpriorities or special fields of interest, average sizeof grants; types of grants, (e.g. seed money,operating support, or matching funds), and theagencies' funding cycles. For example, there may be-a

'community foundation in your area that fundseducational projects of non- profit oganizations inyour county, but wiilnot fund staff salaries.

InformatiOn on the various grant-makingagencies can usually be found in a large publiclibrary. Ask the refefence librarian for help inlocating them. The following books contain usefulinformation:

For governmental programs:

o Catalog of Federal DomesticAssistance (dubbed the Sears-RoebuQk ofgovernment-grants)

o United States Government Manual(emphasizes activities of various agenciesand addresses for requesting grantinformation)

o Federal Regiater (includes announcementsof new-grant p-rograms; published'daily)

For foUNttion research:

o The Foundation Directory (gives basicinformation of 2,818 foundations)

o The Foundation Grants'Index (indexedby state,, foundation name.and subject)

o The Foundation Center Nationali DataBook .(identifies smaller foundations notincluded in the above directory)

o Foundation Center Source Book Profiles(detalled.information on500,major foundations and listings of Oastgrant repipients)

For bu$iness/industry research:

dteOrpdrate Foundation profi es_

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(details 500 corporations and can beaccessed by subject, type of support, andgeographical region)

The Foundation Directory, Foundation GrantsIndex, and the Federal Register are availablm on-linethrough DIALOG, a computerized information retrieval

'system ayailable in some libraries.

Several foundations and aorporations are-interested in supporting projects that focus oneducation and technology. Read through the CorporateFoundation Profiles and the Foundation Center"SourceBook Profiles. Both these resources will givedetailed information on the major foundations andcorporations, and their funding priorities. Checethevarious foundations and corporations in your state orarea. Often, their gifts are restrictedgeographically and you may have the advantage if theyare located in your vicinity.

Other useful resources for researching foundationsand corporations include:

o Lilly EndoWment

o L.J. Skaggs

o Aifred P. Sloan

o Bell and Howell

o Zellerbach Family Fund

o Charle's F. Kettering

o D. finger-McMahon

o evi Strauss

o andy Corporation

o Ex on Educatioh Foundation

Cont ol Data Corporation

o IBM Co oration

o Apple Foundation

o Atari Institute

W.K. Kellog FoundationV'

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o Spencer. Foundation

o Rockefeller Family Fund

Begin by looking up these foundations in thevarious directories. Write for their proposalguidelines, and formulate your presentet)ion. Thereare other foundations that will fund edudationalprojects-'-this list is /not exhaustive. With thoroughresearch, you may find a private endowment inyour area to help You.

Additional resources and idead for funding sourcesinclude:

o Grant Money and How to Get It: AHandbook for Librarians, by Richard W. Boss

Funding Report for Microcomputers, afree booklet published by Bell & gowell

o Federal Funding Guide and ProposalDevelophent Handbook for Educators,published by Radio) Shack

-7

o "Funding Sources for Microcomputers"in Instructional Innovator, September,

At leadt three popular midrocomputermanufacturers have established grant programs.

Radio Shack, a division of Tandy Corporation, %

comMit,ted $500,000 worth of TRS-80 computer equipmentto a grant program designed to encourage andsupport the successful application of microcomputertechnology in q.S;'education institutions. The TandyTRS-80 Educational Grints Program awards TRS-80hardware, software, courseware,-and related projects .to,indiViduals or non-profit educationar insitutionswhose propösals are selected as providingthe greatestbeneht to the American educational community. Animpartial Educational Grants Review Board/has beenestablished to ievfew submitted proposals and make,recommendations'for equipment allocations. Aninformation packet containing a cover letter, TRS-8,0brochure, catalog, submission information and aproposal cover Atet will be forwarded on request.For more infordOWbri contact Tandy TRS-80 Educational

' Grants Program, Aadio Shack Education Division, 400Tandy Atrium, Fort Worth, TX 76102.

The Atari Institute for,Educational ActionResearch fosters the innovative, yet practical, use of

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personal computers in education. The Instituteprovides grants of Atari computer products and/or cashstipends to selected institutions, individuals ororganizations able to develop and promulgate new usesfor computers in educa,tion,_ whether it takes place inestablished institutions, community programs; or inthe home. Applicants are requested to present awritten abstract of their projectg and interests, ---,,

fbcusing on objectives, methods of implementation, andespecially, proposed methods of evaluation anddissemination of results. For further details onpreparing am Atari Grant Prdposal, write to Ted M.Kahn, Executive Director, Atari Institute, 1265Borregas Ave., P.O. Box 427, Sunnyvale, CA 94086.

The Foundation for the Advancement of Computer-Aided Education (formerly the Apple EducationFoundation) offers grants to organizations andindividuals for projects aimed at creating innovativemethods'of learning through low-cost technology. Aninformative brochure may be obtained by writing to theFoundation at 20863 Stevens Creek Blvd., Bldg. B-2,Suite A-1, Cupertino CA 95014.

During the initial research and planning stagesof your-proposal, several other tasks should be takeninto consideration. One is to establish a base ofcommunity support. Statistics, endorsements andquotes need to be gathered /for inclusion in yourproposal. Concrete examples and quantifiableassessments of need will help justify your project.Another task to consider is developing contacts andcultivating the support of your board of directors ortrustees.

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Writing the Proposal

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Having completed your research and selected atarget funding agency, you are ready to start theapplication' procedure. Some, agencies have specificprocedures, forms, or deadlines. Send a letter to theagency oefpundaticn to inquirb about these proceduresand establish your intentions. This initial contactletter shouldbe brief, no longer than two pages.Identify your organization ag a potential applicant,describing succinctly your needs, anticipatedaccomplishments and impacts, and the natdre, timeframe, and total dollar amount of your proposedprogram. Address the letter to the foundation manageror principal officer (your research will have providedthis information), not "towhom it may concetn."

In a few weeks, the foundation or agency willprobably inform your organization of any decisionsthey may have made. The letter may politely statethat your project does not conform to their currentpriorities, or it may ask yoU to submit a longer; moreformal proposal. The specific agency to which youhave applied may havee,its own fcrm or guidelines;however, all proposals generally follow the same-format and require the same general information. Theorganizational assessment and pLanning you have doneduring the-research phase provides an 'efficientoutline for this next step. Your formal proposalshould include the following components: summary,introduction, needs assessment, goals/objectives,methodology, evaluation, future funding, budget, andattachments. Let's take a look'at them one by one.

Summary: The summary, is usually the first, andsometimes the only, part teed by the foundationofficer, and it should be/gripping. A clear andconcise summary should:

1) identify the applicant and include a phraseor two about the applicant's ciedibility;

2) include the reason for the request and theObjectives to be met through this funding;

3) briefly describe the activities that willbe conducted to accomplish the objectives;

4) specify thetotal cost of the project,'andthe amount requested in the proposal.

Introduction: The/introduction establishes yourorganization's qualifi6ations or credibiity. It mightinclude a bri2thistory of your organization, prior

0

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and current activities, acccimplishments and impact,size an.d characteristics of your clientele, quotes orlettersrof support, important publications, and otherrelevant infornation.

Needs Assessment: The needs assessment sectionfocuses on some need or problem 'of your clientele andshould.clearly relate to the your.ComputerTown's goalsand objectives. Supporting evidence such as (

statistics, authoritative statements, and clients'requests is instrumental in justifying your needs.

. Goals and Objectives: The most difficult aspectof proposal writing is differentiating betweengoals/objectives.and methodology. Objectives of yourpropOsed program are the outcome of the activitiesadd not the activities or methods themselves. Programobjectives should define in numerical terms who andhow many will be served by your project, what you hope.to accoMplish'in what time frame, Sand how you plan tomeasure your'success.

Methodology,: Once needs and objectives have beenmade clear, the next step is to describe the methodson activities that will be used to achieve the desiredresults. Activities shOuld be clearly-defined andjustifiable. The sequence of proposed activities, theproject's proposed staffing, and the intendedclientele should be described. The-scope of'activities. should be reasonably attainable within theallotted time.

5val,uations: This section describes methods thatwill be used to evaluate your program'sefftctiveness. It.presents a plan fordetermining the degree to which the Objectives are met'and the Methods to be followed. The plan should coverthe process of data collection and analysis, defineevaluation criteria, and describe the production'ofevaluation reports.

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Fundinq, From the HoSt InstitutionAnd ot er PosirgiTTEres .

Writing grants for your computer projects can beboth rewarding and time consuming. When tijç js acritical factor, alternatives to grant wri g canproduce more immediate results. The.easiest way.toobtain funaing is to ask your %Town Halle hostinstitution to take ComputerTown under its budgetary-wing. The ho t insitution's managerial staff will beable to fil you-in on any required procedures. .

Creat ng alternatIve sources,of support can be aseasy as approaching Some of the regular library users,members of your library commission or board oftrustees, and teachers in your-local school district.They can refer.you.to a vastoleetwork,of potential.support. Contact y'our itate library association tofind/out about youe'state's.Library Services andConstruction.Act. Several libraries have receivedLSCA funds to set up computer literacy piojects.

.

Sppport may'come'from co.rporatione.in your areawilling to donate-equipment or funds in exchange forservices which would benefit theie employees.Managers of local computer stores may donate equipment

'Pif it can be justified in terms ot lic relationsand,generation of potential business: 4embers ofltcal computer oser groups are a good sburce ofvolunteers who 'may be willing to'supply your projectwith equipment, software, or_teaching support forspecial events. ManYlibraries and museumS have

,

"Friends" groups which may provide a-ready,source oLfunds for furniture or equipment.

Fund raisingdevoted specifically towardpurchasing a computer cen include a variety ofactivities. portions of thesprotds from a bo(ok;fair%sale Can be eppropriated:toward e.purchase ok(a@.microcomputer. A "fun run" can e Staged as part:ofyour'activittes during National 1Library Week.

Yout project CanT:be sustai ed by fees reCeiVed'from 'offering inaductOry clas es on.microcomputers.You may also deciae to install/a coin operatingdevice in order to '"rent" time on your cOmpdter. Therecreation depa-rtmant in.S/our city pould/start acOmputer club and use your fa ilities for a modestcharge. 'Local schools may b 'interested in holdingcomputer literacy classes in your library, pjaying or.

the_serviges rather than pu hasing several -

microcomputers for the scho

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'Yip might also consider approaching your projectfrom 3.1nigue angle. Why not set ,up/a microcomputercenter'for.sepiortcitizens, provide .reading literacyprograms via microcomputer, or offer special accespto computers for the deaf or handicapPed? Providingservices for specific groups will often make,fundingeasier, since you can approath foundations that -..

specialize in funding prograltis for certain fargetorganizations'.

InnoVative funding strategies can take manydifferent forms. Le.t your creativity soar:

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Chapter \Ulf Conclusion-- Page (91]

Chapter VIII.Conclusion

. Now that you have reached the end of this'book, we trust that you are insptred to startyour own ComputerTown.

If you now live in an area where there areno computer literacy activities, perhaps you willbe the person to start.a few. If you are alreadyinvolved in computer literacy projects, you mayhave already invented a new approach or two. If

you are part,of a techno-ghetto, you might 'haveneighbors who share your interests and dreams.If you, once thought that the computer, age wasavailable only to younger people, prhaps now youwil/ reconsider.

ComputerTown is a cultural movement that weinvite you to join. What action you decide totalee is, 9f courser up to you. By the time youread this document, many new. ComputerTown /-activities will have taken place and a number ofnew CompurTown sites will have formed. Theinvitation is for you, to become part of thisexciting and rewarding adventure in bringingcomputers to the public.

(In the fdture, as we, our children, and

/'1

.their flaxen uSe computers regularly, perhapsthere ill ndt be a need for ComputerTowns.Right now, thOugh, a need dbes exist to givepeople information and\access to microcomputersand ComputerTowns can assist-with this task byplacing microcomputers in public enviroMents.

The ComputerTowns we build today arainvestments that will help us cope with theaccelerating changes 4.rought on by the use of thetechnology. They are investments in our ownfuture, So, make your CompUterTown strong andlunctional. Use,our models and sugges,tions orinvent your own expression of the concept.. ,

Remember, in your community, ComputerTown is, whatever you declare it to be. .Bring forth yourComputerTown by telling the world that you existand that you are ready to be the person who is"bringing computer literacy to their entirecommunity."

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Appendix I Handling ComputerTown'Resourcet

iPPENDIX IHandling.ComputerTown Resources

Pageq921

An important'part of any ComputerTown site is theorganization of site resources and services: physicalenvironment, hardware, software., printed materials,people, classes, workshops, special programs; and ofcourse, funding. This section will.serve as achecklist of the detailed, aspects_of conducting'aComputerTown. ' It will covers among other things:p

The Physical Space . InventoryMaintenance TroubreshootingSoftware Storage Security

Use of Print Materials

A. The physical AtrangementcOnce youi ComputerTown begins to take root in its

public,access "Town Hall" facility, it id:a good ideato design a physical arrangement to 'serve the needs ofComputerTown patrons and accomodate those who Mayvdsit the host imstitution for other reasons.

In the Menlo Park library, for Lastance, otheractivities were sometimes disrupted by eOuberantyoungsters at the terminals. Four or five computersin a ery small space resulted in a'lot of close,physical contact, including occasional fights.Facilitators determined that the noise and rowdiness

'problem could'be eased by rearranging ttie environment.

It was decided that each computer shoul d..hage as much surrounding space as possible. No morethan two computers.should be used for playing games.Two computers were moved into the adult librarysection aul kids Unattended by a parent werediscouraged from using these machines.

The Little 'House Senior Citizens) Center'in MenloPark experienced similar noise and congestionproblems in ',its Co4uterTown.dite. The problem waseased when special'area was designated for computeruse with some individually designed enclosures tohouse ihe equipment.

Don't be reluctant to look at new ways to loc teand house the computers. For example, here Is a ftproposed design for a qcrocomputer installation that

will conserve 'space and limit noise:

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%This design includeg 'a partition, 6-7 feet high,made 'of acoustical tiles or other mateeials, whichisolates small groupb of two or.three from-othergroups of the eame size. The design is compact.in

4teas of 6ace uSage. Tie central.secEion could house'a disk unit to'senvice all fou'r maaines.

1

' A fureher design alternative,mig ht be todesignate specific mactiines for certatn activities:

Computer #1 could be reserved for learning to program.In the evqnt of heavy demand, ttme limitscould be imposed,on each user.

Computer #2 could be reserved for education al game§,such as STATES AND CAPITALS, INtERACTIVESTORIES, SPANISH, and so on.

A-Computer #3 could be for play,ing Adventure games.

Computer #4 could be for oPen activities, such aslearning to write programs, wordprocesein4 financial calculations, anddata base manalement.

There are as many posskble designs for thephystcal space as'there are(xooms in your'facility.Spend some time brainstorming ideas with'people fromthe host site and your own staff on how.to best'configure'your Computertown's physical

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environment. 4

'B. Handling ComputerTown Equipment

Whenever groups of people work with equipmentover an extended periOd of time, several commonproblems occtir. The main causes for concern includeequipment inventory, maintenance, 1-epair, andreplacement.

At ComputerTown, 'Menlo Park and CoMputertown,USA! a variety of approaches to.these problems weretried. At first, Computertown, Menlo Park operatedwith.borrowed computers only.' Each owner'took Chargeof,hde or hermachine and personally placed .4 im thehands of a friend when he'waS not attending the event.Owners maintained their equipment and arranged forextra peripherals such as printers or large sceeenswhen needed. Owners also provided whatever softwarethey chose. Later, a box of ca sette tapes withprogramgs were put near the com ueers for use byanyone. Occasionally voluçit pee would review the box,reorganize it, and replae1damaged tapes.

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After the first computers were donated to.theMenlo Park Library, more formal plans had to be made.For the fiTs year, While the ComputerTownlUSAI modelwas under development, Barbara Harvie, ComputerTown'sLibrary Liaison, spent.ever aftgrhoon at the library:Her duties included*teaching, validating librarycards, checking out software tapes (which she keptorganised and in working.order), cleaning keyboards,

, and performing ether routine maintenance tasks. AsLibrary Liaison, she also'collected data on libfaryuse of computers and made observations cil ComputerTownvisitor characteristics, such as,sex, background,level of experience upon first visit, speed of .

progress, and software preferences.

Duing the second year of.the project, no staffperson was regularly assigned to the Menlo ParkLibrary and several computers were brought back toproject headquarters a few blocks away. A simpleinventory and check-out system was instituted.so thatanyone on staff could tell at a glance what equipmentthe project 'had, where each individual piece offequipment was at that moment, when it had lastreceived maintenance, and its current state of repair.Please feel free to use the following model for yourown inventory system.

I

Inventory

To set up the inventory system you.need labelsand a box of 5" x 7" cards. Label each piece ofhafdware with a designated number. It is important tonumber cartriftes and switch boxes .as well as

I-- computers and monitors. A good rule of thumb is: if

it could become separated, lost, or left behind, giveit a number. Each numbikered item,should be representedby a card in your file box. At ComputerTown

.. International, the cards look like this:

* BRAND ITEM NUMBER -

Serial Number': ,Owner:%

Date Taken From Taken To By Date Returned-,--

.

3/1/81 Office Jr. Museum Liza 3/2/81.

.

3/6/81 Office CDC Repair Ann 3/9/810

v ,Notes on each item:s State of repair can be added

free form. Since a computer system is Often comprisedof several inventory items, clip cards together to

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. speed up the process of checking out whole zystems. Doresist the temptation to ppt several items on a singlecard, or you will have to make a whole new card eachtime you replace a connector cable. Handling separatecards al§o makes you less likely to forget small itemswheh picking up or returning equipment.

Most of the time an,inventory system may seem'like an'unnecessary hassle. However, it will pay offif anything eVer does 'turn Up missing. You. will alsofind the information collected by this system Willhelp you decide on future equipment acquisition.

Equipment Maintenance

Computers, even little Ones, ace complex -

electronic gadgets. They will serve yOu well ifgiven proper care, but they do have their frailties,and each 'will one'day cross the threshold of being nolonger,worth repair.

It is a good idea to have a rotating machinemaintenance scbedule, taking one compdter at a time toyOpr local dealer for routine tune up.- This need-notbe too frequent if you can manage pinor repairsyourself. There is nothing you can do at the keyboardto actually break a computer, although spontaneousinternal.problems could occur while you happened to beusing one. If you suspect something is wrong withyour machine, explore the following points beforerushing lit to the dealer for repair:

A

Preliminary Trouble-Shouting Routine

How to Figure.Out W t's Wrong: , ,

1) Check all_cords and connectors.

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o Isstherit power to each part of the system?

o Are connectors plugged in all the way?

.o Are theWrong sockets connected together?

2) Check the monftor or TV.

o Is it lit?

o Is.it turned on?

o Is it plugged in?

o Is the TV tbned to the.correct channel?

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o Has someone been fiddling with the TV controls?(Check br.ightness, horizonal/vertical hold.)

o Check the fuses.

3) Check tape recorders.

o Try different tapes.

o Check volume if applicable.

o Clean tape heads (see below).

4) Check cartridge slots if you have them.

o Are they dustY?

o Is cartridge firmly seated in its slot?

o Are the edge conneciors on the cartridge dirty?If so, wipe them, clean and then polish themwith a pencil eraset.

5) Check your computer's temperature. If it is<hotter to the,touch than usual, turn it off andlet it cool. Many microcomputers will not functionreliably in rooms warmer than 85o Farenheit.Even if the room seems cool to you, it ismuch hotter inside the machine.

Cleaning Tape Heads

The most Fommon equipment problem encounEered atComputerTown, Menlo Park was cauged by the cassettetape players on Commodore PETs and Radio Shack TRS-

80s. Cleaning the tape heads regularly is goodprevenive maintenance.

The tape heads becope coated with residues from

the magnetic tape when'the-casset4,players areheavily used. ,If the heads are not cleaned regularly,the tapes will.flot load correctly. The computer 'will

respond with a LOAD ERROR message and the tape must be

reloeded. To fix this, you will need:

o Cotton swabs

o Alcohol

.Remove the cassette. Press the PLAY button andclean the protruding metal-heads by rubbing them'gently with a cotton.swab diOped in alcohol. Tryloading a,tape again.

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Cassette Contrc4, Button Malfunction

Page (98) ,

Cas'Sette control buttons.(FAST-VORWARD, REWIND,ahd so on) can become.loose in time. In order torewind properly, you have to keep your finger presseddown on the button.. If this problem occurs, take therecorder.to,the repair shop.

Troubleshooting Tapes

Sometimes it is not the,tape player, but the tapeitself whiph causes a problem. The tape surfacewe5rs out over time and should eventually bediscarded. Watch out for fingerprints on therecording surface..0The cure for fingerprints on theprogram section of the tape is to require.that eachperson rewind the tape before temoving it from thetape player. In this way, they handle only the leaderon the front of the tape.preventing Keyboara Trouble

Keyboards can really take 'a beating in the publicaccess environment. You can protect the top of eachkey hy coating it with clea-r fingernail polish.

Sticking Key/s

Residue sometimes accumulates within the keymechanism and prevents contact from taking place.Press each.key several times. If you have to applyundue pressure to make the letter appear on the screenthere is prohably too much residue to allow thecontact to take place. Note how many timesthe key sticks or tile letter fails to appear on thescreen.

The PETs in use at the Menlo Park Library neededkeyboard cleaning once a month. The tools requiredfor keyboard maintenance are:

o scre4driver

o Tiny jeWeller''s screwdriver

o Cotton swabs

o Alcohol

Unplug the computer. Unscrew the hoOd of the'pET,With the Phillips screwdriver and prop it up much like

:you would the hood of a car. Using the jeweller's -

screwdriver, remove all the tiny screws which'hold thecontact board to the keyboard. Be careful not to losehe screws. Lift the contact board away from the

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keyboa9d while keeping the wires intact. Holding'thecontagt board in one hand, take a cotton swab dippedin alpohol and rub-the contact board. You canactually see the residue (fine, off- white powder).If the board is particularly,dirty, you may want toclean it again with a new cotton swab.. Clean the -underside'of ;the keyboard which is still attached tothe hood. Clean inside the'round.indentations.Replace the contact board with the tiny screws. Thisprocess takes 15-20 minutes.

On computek with full-stroke keyboards, oftenthe key tops can be popOed off with a knife orsciewdriver exposing the key contact below. Check-with your computer dealer or repair person to makesure you have this type of keyboard. If so, cleanwith cotton swabs and.alcohol.

Fuse Trouble

Another source of maCIpe malfunction andpotential shock to the user involves the fuse.

On the PET, the fuse is located next tcithetoggle switch that turns on tlib machine. It is housedin a round plastic holder protruding from the back ofthe machine._ Children often find this confusingbecause it resembles an "on/off" switch. As a result,the fuse 8ften becomes loose, and simply needs to beplaced in its holder and tightened. Be sure to unplug.the machine before doing this!

With repeated misuse, the plastic casingsurrounding the fuse may crack, making it difficult toseat the fuse properly. A temporary measure would beto secure the fuse cap with electrical tape until themachine can no longer function. By that time, youwill want to,take your machine down to your dealer forfactory maintenance.

Other brands have fuses too but they may notibeeasily accessible. Check your User'b Guide orreference manual for details.

Of course, your building has fuses or circuitbreakers also. If all the machines go off at once,check the building power. Another building powerproblem may:be causeclby other appliances (arefrigerator, for example) which generate electrical

This,is passed along the power lines to eachcomputer and may show up as distortion on eachcomputer display. The cuee for this is to buy a "linefilter" for each'computer or for the offendingappliance. Plugged between the wall, and the-,,

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appliance, the filter may solve the problem.

Problems Beyond Your Scope

Every once in a While you may real,ly have a sickcomputer which needs expert diagnosis and repair. If

you can't set any response at all from your computer,if it fi/ls its screen with gibberish, if it totallyignores the keyboard, gives you constant LOAI5 ERRORmessages, or just stops running every few minutes,don't waste too-much time trying to fix it yourself.Call your dealer and make arrangements' for repair.Repaacing one small chip or resoldering a wire may beall that is needed.

Hardware Security,t2

There was no problem with stolen Computers at the.Menlo Park test site. If theft is a problem in your 4

area, a locking pad can secure the computers totables at a cost of about $70.00 each. Several times,fuseswere lost.from the PET cdmputers and machineswere disabled. Wi,th a minor adjustment, the fuseswere pladed on the inside, which made theminaccessible to the average user.

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C. Sbftware Storage: Selecting the Right Medium

Previous sectfons of this book have givenadvice on selecting and obtaining c6Mputers foryour project. Not,only will you have to choosewhich computei(s) to add to your ComputerTownrésourdes, but alSo what kind, of storage mediumto Ilse: cassette; ROM-cartri4ge, floppy disketteor hard disk.i,

.Cassettes can create complications at apublic access ComputerTown site. The cassetteloading process reguires.two to three minutes pergame. Also, since they fit so easily into apocket, cassettes may tend to,disaPpear.-Cassettes are also fragile, especially when usedby newtoters who do not know how to handle anddare far them properly^. _These potential,complications can be handled best by, appointingfoneMember of the project to make sure cassettesare being loaded and cared for properly by theusers, and that they are in working order at alltimes.

The floppy diskette system,is better forComputerTown use because several games or otheractivities may be stored on one diskette,allowing visitors to simply type in a cataabglist and select an activity. .Th4 takes lesstime than required to load a _cassette. Sincethe diskette contains several programs the jobsof maintenance,,cataloging, and circulation areeasier to perform.

Rpm cartridges have an extra convenience inthatethey are not as dellcate.as diskettes ortapes and are every bit as easy to use. Ofthe three storage media, cartridges are thesimplest to maintain and repair. Considering theamount of use your CotputerTown re4ources willreceive,:that's a strong.point in favor *of- -

cartridges if the computers you have or want to -

obtain can uSe cartridges. Not all computers aredesigned for cartridge softwaree

'Hard disks can be added to many of thefficrocomputers now available; allowing you tostore a large program library on this singlemedium. All har.d disks are expensive whencompared-to the other,storage media but thq maypay off for you because of their.speed, ease ofuse, and,reliability.

Networking several stall'computers together

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so that they may share several floppy disk drives's.or a hard disk drive is also an excellentstrategy. Many educational projects do thii verysucc4sfully when there is a,permanent facilityfor equipment.

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Figure 1Program Title: name

cif program

Copy number: "C.2" tells how manyidentical copies of the prograriare inthelape file (i.e. C.1, C.2).

Tape devices: used to tell what kind offeatures are in the program or specialloading directions. /

Computer: identifies the machine thatthe program will run on.

Volume: set'volume to given nuMberbefore attempting to loed theCassette.

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D. Caaloging Softitare

Cataloging system will be necessary toavoid chaos, especially aS your software'colle tion grows in size and scope. The followingsystn, used at ComputerTown, ;Menlo park wasdeve aped by teenage volunteer Niels Mor enson.It 14 user-oriented and,deals ot-Ily with &assettematerials, sipce that was the only storage mediumused!at the Menlo-Park site. The system provides,the information one needs to know about theprogram'when sitting down at the computer.Although it was designed for tapes used with theTRS-80, itscan be easily modified for tapes usedon other'computers.

Each tape is labeled eStin Figure 1.

5.e.42. e.tii-ot 0 ..c5

There are a number of codes available_under"Tape Devices"; they are:

(N) No devices. This means that no specialdevices are needed, and there are no special .loading instructions.

(S) Sound. This means that the program hassound, so plug the AUX plug from the computerinto a small amplifier to hear the sound.

(I) Instructions. This means that there is,

a sheet of directions for running/playing theprogram or game. Ask an aide for theinstructions.

(0) "System" dot. The program is a "machinelanguage" program and mdst be loaded under the r"SYStem" command.

4

All Olis information was coded on Dennisonfile folder.labels- which were attached to boththe cassette and Jts storige box.. Usingdifferent colored labels allowed theComputer/tapes to be color coded by computersystem. The codes were listed in a mastercatalog available to patrons. A sheet .ofinstructions reminded patrons to Tewind tapes,replace them in their storage boxes, and return

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Handling ComputerTown Resources Pa4e [104]

them exactly where they were foupd.

While a cataloging &ystem is helpftl and'necessary; don't be surprised,if some of the,chaos.remains if you aro using cassettes in 4public access setting. Cassettes present aunique set of problems for cataloging andmaintenance, especially when you are dealing witha variety of machines. Not only do you havedifferent kinds of machines, but variations ,

within one gategory: two PETs may not be exactlyalike, foi example. Problems of this sort can begreatly eased by using diskettes or cartridgesinstead of cassettes. When disks or cartridges ,

becomedisorganized with use, they can moreeasily be sorted.

-E. Copyright Considerations

Software is copy protected material.According to copyright laws, software should notbe copied except for the personal use of thepurchaser. This medns that ComputerTown risitorssthould not take your software home to copy, norshould they make copies at ComputerTown. Youcan,.however), make copies for your own use forbackup and dirculation within your own group.

F. Software Security4

When cassette loss became a problem for atime at the Menld Park test site, ComputerTownstaff soon learned not to keep the master tapesaccessible to the public. The masters were neededto produce backup copies. The,staff alsodiscovered the problem of disappearing tapescould be all but aqeviated if the patrons wererequired io led\re something of value, such as adriver's license, in exchipge for the tape.Precautions of this sort are good practice4 nomatter what storage medium your ComputerTownuses.

G. Print Materials

Your most visible piece of ComputerTown.courseware should be a simple, step-by-step setof materials on "How to Use This Computer," .

geared toward the absolute novice. After goingthrough the validation process, visitors can turnto this bOoklet to'begin their self-instruction.The "How to..." booklet, 'and other fundamentalprint materials, should be shelved close to thecomputers for easy reference. ,

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Handlcng Computerown Resources' Page (105)

Books about computers and computing,especially those of interest to beginners, arealso valuable reference materials. Since eachmicrocomputer has its own BASIC language, it isimportant to have thej-ight programming books foryur particular machines. These books will be inhigh demand, especia/ly when'the machines areused to learn programming. One permanentreference'copy of each volume could be keptknea; .the appropriate computer, and two or threea'aditional copies of each could be offered forcirculation.

Resource lists are also very helpful in aself-teaching environment. lesources miY bedivided acsording to category of interest(classroom:uses, business, hObbies, buying yourown computer, and so forthf. TheY can befurther cataloged by format (newsletterg,magazines,' books, places, courses) . While contentdescriptions are helpf6l, they.need not beevaluative. You might consider offering erintedcopies of the most frequently used resource listsfor public disgemination. e--/

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