Тетрис-это игра-головоломка с мозаикой, первоначально разработанная и запрограммированная советским российским инженером-программистом Алексеем Пажитновым. Первая играбельная версия была завершена 6 июня 1984 года, когда он работал в Вычислительном Центре имени Дородницына Академии наук Советского Союза в Москве. Он получил свое название от сочетания греческого числового префикса тетра - (падающие фигуры содержат 4 сегмента) и тенниса, любимого вида спорта Пажитнова. Название также используется в игре, чтобы обратиться к игре, где четыре линии очищаются сразу.
Тетрис был первой игрой, которая была экспортирована из Советского Союза в Соединенные Штаты, где она была опубликована Spectrum HoloByte для Commodore 64 и IBM PC. Игра представляет собой популярное использование тетромино, четырехэлементного корпуса полимино, которые использовались в популярных головоломках, по крайней мере, с 1907 года. (Название этим цифрам дал математик Соломон В. Голомб в 1953 году.)
Игра, или один из ее многочисленных вариантов, доступна практически для всех игровых консолей и компьютерных операционных систем, а также на таких устройствах, как графические калькуляторы, мобильные телефоны, портативные медиаплееры, КПК, сетевые музыкальные плееры и в качестве пасхального яйца на несредовых продуктах, таких как осциллографы. Он вдохновил Тетрис сервировки блюд, и он даже играл на сторонах различных зданий.
| | Источник |
|---|
| Acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails | ACRL |
| Actively seek performance feedback from people | International Society for Technology in Education |
| Analyze age-appropriate data | International Society for Technology in Education |
| Appropriation (the ability to meaningfully sample and remix media content) | Jenkins |
| Arranging personnel information into an organizational chart | ACRL |
| Articulate personal learning goals, select and manage appropriate technologies to achieve them | International Society for Technology in Education |
| Ask questions, suggest solutions, test ideas to solve problems | International Society for Technology in Education |
| Become familiar with age-appropriate criteria for evaluating digital content | International Society for Technology in Education |
| Begin to transfer their learning to different tools or learning environments | International Society for Technology in Education |
| Break a problem into parts and identify ways to solve the problem | International Society for Technology in Education |
| Break down problems into smaller parts, identify key information and propose solutions | International Society for Technology in Education |
| Break problems into component parts, identify key pieces and use that information to problem solve | International Society for Technology in Education |
| Build a network of experts and peers within school policy | International Society for Technology in Education |
| Build on the shared vision by collaboratively creating a strategic plan | International Society for Technology in Education |
| Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice | International Society for Technology in Education |
| Collaborate with a teacher to employ appropriate research techniques to locate digital resources | International Society for Technology in Education |
| Communicate complex ideas clearly using various digital tools | International Society for Technology in Education |
| Communicate effectively with stakeholders to gather input on the plan | International Society for Technology in Education |
| Create digital artifacts to communicate ideas visuall | International Society for Technology in Education |
| Create original works and learn strategies for remixing | International Society for Technology in Education |
| Create original works or responsibly repurpose other digital resources into new creative works | International Society for Technology in Education |
| Cultivate responsible online behavior | International Society for Technology in Education |
| Define different types of authority | ACRL |
| Demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems | International Society for Technology in Education |
| Demonstrate an understanding of how automation works | International Society for Technology in Education |
| Demonstrate an understanding of the role an online identity plays in the digital world | International Society for Technology in Education |
| Demonstrate an understanding of what personal data is | International Society for Technology in Education |
| Demonstrate an understanding of what personal data is and how to keep it private and secure | International Society for Technology in Education |
| Demonstrate an understanding that technology is all around them and the importance of keeping their information private | International Society for Technology in Education |
| Demonstrate and advocate for an understanding of intellectual property with both print and digital media | International Society for Technology in Education |
| Demonstrate and advocate for positive, safe, legal and ethical habits | International Society for Technology in Education |
| Demonstrate and encourage respect for intellectual property | International Society for Technology in Education |
| Demonstrate perseverance when working to complete a challenging task | International Society for Technology in Education |
| Demonstrate perseverance when working with open-ended problems | International Society for Technology in Education |
| Determine their role on a team to meet goals, based on their knowledge of technology and content | International Society for Technology in Education |
| Develop learning assessments that provide a personalized, actionable view of student progress in real time | International Society for Technology in Education |
| Develop learning goals in collaboration with an educator, select the technology tools to achieve them | International Society for Technology in Education |
| Develop the skills needed to lead and navigate change | International Society for Technology in Education |
| Empower educators to exercise professional agency | International Society for Technology in Education |
| Engage education stakeholders in developing and adopting a shared vision for using technology | International Society for Technology in Education |
| Engage in a cyclical design process to develop prototypes | International Society for Technology in Education |
| Engage in a design process and employ it to generate ideas | International Society for Technology in Education |
| Engage in a design process to develop, test and revise prototypes | International Society for Technology in Education |
| Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities | International Society for Technology in Education |
| Ensure all students have skilled teachers who actively use technology to meet student learning needs | International Society for Technology in Education |
| Ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand | International Society for Technology in Education |
| Establish partnerships that support the strategic vision, achieve learning priorities and improve operations | International Society for Technology in Education |
| Evaluate progress on the strategic plan | International Society for Technology in Education |
| Explore a variety of teacher-selected tools to organize information | International Society for Technology in Education |
| Explore a variety of technologies that will help them in their learning | International Society for Technology in Education |
