Lawrence Snyder - Fluency with Information Technology, 7/e

Skills, Concepts, & Capabilities

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Library of Congress Cataloging-in-Publication Data

Names: Snyder, Lawrence, author.

Title: Fluency with information technology : skills, concepts, & capabilities / Lawrence Snyder, University of Washington.

Description: Seventh [edition]. | New Jersey : Pearson Higher Education, 2017. | Includes bibliographical references and index.

Identifiers: LCCN 2016046498 | ISBN 9780134448725 (alk. paper)

Subjects: LCSH: Information technology. | Computer literacy.

Classification: LCC T58.5 .S645 2017 | DDC 004dc22 LC record available at https://lccn.loc.gov/2016046498

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ISBN 10: 0-13-444872-3

ISBN 13: 978-0-13-444872-5

to the Seventh Edition of Fluency with Information Technology: Skills, Concepts, & Capabilities. This book teaches the foundational ideas of computing. Todays students, having grown up in a world in which computers are ubiquitous, know how to use them as an integrated part of their daily lives. But use is not understanding. More than ever, todays students belong to a world that requires them to be computational thinkers, able to conceptualize where and how computation can be used effectively. While not all students will work as programmers, most will be faced with processes to implement or problems to solve where they will need to apply computation skills. To be effective at these tasks, they must understand the fundamental ideas of computing. This is their book.

The seventh edition, like its predecessors, illustrates a fundamental point about Fluency: Though the concepts are constant, their practical manifestations change at warp speed. While the seventh edition retains the fundamental ideas that underlie the Fluency vision, this text has incorporated changes that accommodate how students encounter computation in their daily lives: advances in smartphones, HTML5, CSS3, cloud technology, web accessibility, and more. These affect how students use and perceive the fundamentals. Topics like privacy, security, phishing, AI, copyright, and so forth evolve, and so they must be explained in terms consistent with students current experiences.

The four parts of Fluency have been updated as follows:

• Throughout the book, additional Fluency BITs and TryIT exercises have been added, as well as additional glossary terms, supporting both new and existing material.

• Web Search to align with current standards.

• also has a new interview, and its with one of 2016s Presidential Medal of Freedom recipients, computer scientist and systems engineer Margaret Hamilton.

• In lists resources for students interested in trying programming with Python.

• In Privacy and Security have been updated to include recent examples of the social benefits and costs of IT, as well as a discussion of two-factor authentication. The Spreadsheets chapters have been revised to use relative cell references where appropriate.

• Finally, in adds AlphaGos recent achievements to our discussion of Artificial Intelligence.

Further resources are listed below.

The vision of Being Fluent with Information Technology (see below) is to introduce fundamental computational concepts to college students; implementing that vision was the original purpose of this book. The Computer Science Principles vision is virtually identical, but for high school students. Think of a college Fluency course as the class that successful Advanced Placement (AP) CS Principles students get credit for. It follows that Fluency is a suitable text for CS Principles.

Depending on specific choices of the instructor, the two curricula overlap about 8590 percent in terms of concepts and ideas. Both cover algorithms, digital data and metadata, programming, Internet fundamentals, security and privacy, AI, and so on. The difference is more on emphasis than with content. The courses have been described as

• Fluency introduces computing ideas to enhance students ability to apply computation and

• CS Principles introduces computing ideas for their scientific richness.

Both are important (and not mutually exclusive) goals; Fluency fulfills both.

To illustrate, recall that the Computer Science Principles curriculum is guided by the Seven Big Ideas [www.csprinciples.org]. The content of Fluencys chapters (sections or possibly the entire chapter) aligns with the big ideas as follows:

• Creativity4, 5, 6, 10, 16, 18, 19, 20, 21

• Abstraction1, 4, 10, 17, 18, 19, 20, 21

• Data7, 8, 13, 14, 15, 16, 17, 22