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John Evans

Where Edtech Can Help: 10 Most Powerful Uses of Technology for Learning - InformED : - 2 views

www.opencolleges.edu.au/...ses-of-technology-for-learning

edtech learning uses technology

shared by John Evans on 02 Mar 15 - No Cached
  • John Evans on 02 Mar 15
     
    "Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy
usasmmcity24

Buy negative google reviews-Reviews will be ⭐ star... - 0 views

usasmmcity.com/...buy-negative-google-reviews

education technology learning resources ipad tools apps web2.0 classroom google reviews

shared by usasmmcity24 on 09 Mar 24 - No Cached
  • usasmmcity24 on 09 Mar 24
     
    Buy Negative Google Reviews In today's digital world, online review play a crucial role in shaping consumer decisions. Positive reviews can help businesses attract new customers and build a solid reputation, while negative reviews can have the opposite effect, potentially driving potential clients away. In an attempt to combat this, some businesses have resorted to unethical practices, such as buying negative Google reviews for their competitors. This devious strategy aims to tarnish a competitor's reputation and gain an unfair advantage in the market. In this article, we will delve into the controversial practice of buying negative Google reviews, exploring its implications for businesses and consumers alike, and discussing the ethical concerns surrounding this nefarious tactic. What are negative Google reviews? In today's digital age, online review have become an integral part of our decision-making process. Whether we're searching for a local restaurant, a reputable plumbing service, or a new product to buy, we often turn to platforms like Google to read what others have said about their experiences. Positive reviews reassure us, while negative ones raise concerns and prompt us to reconsider our options. Negative Google reviews are user-generated testimonials that reflect a poor experience or dissatisfaction with a particular business or service. These reviews typically express frustration, disappointment, or anger towards the company, its products, or its customer service. While some negative reviews are constructive and provide genuine feedback, others may be exaggerated or even fabricated. To understand negative Google reviews, it is important to recognize that they serve multiple purposes. First and foremost, they offer a means for customers to voice their opinions and share their experiences with others. For many people, leaving a negative review can be a form of catharsis or a way to warn others of potential pitfalls. It also holds businesses ac
John Evans

Kindergarten Makerspace Exploration | Expect the Miraculous - 5 views

expectmiraculous.com/...rgarten-makerspace-exploration

kindergarten makerspace exploration makered

shared by John Evans on 21 Jan 17 - No Cached
  • John Evans on 21 Jan 17
     
    "Every Tuesday and Thursday from 11-12:30, we have an open makerspace time for students to sign up to explore the world of making.  This time supports students from many of our grades, but it doesn't support all students.  In addition to weaving makerspace into projects, I've been trying to host times for grades who can't come at our normal makerspace hours to come and explore Kindergarten is one of these grades. The Kindergarten teachers came to a maker professional learning session I did in the new year, and they really wanted to work out times for small groups of students to come to makerspace. We made a plan to have a couple of days each week where 3 students from each class came for a 30-minute maker time.  That equals 12 students.  For now, the students are different each time until we see the students who really get hooked into some of the maker tools. That means I have to offer the same experience multiple times so that all students get to try it."
USA Yelp Accounts

Buy Google Map Reviews-(Google 5 Stars Cheap) - 0 views

usasmmcity.com/...buy-google-map-reviews

education classroom technology learning resources ipad tools google apps web2.0

shared by USA Yelp Accounts on 16 May 24 - No Cached
  • USA Yelp Accounts on 16 May 24
     
    Buy Google Map Reviews In today's digital age, Google Maps has become an essential tool for businesses of all sizes. It not only helps customers navigate and locate physical stores or establishments, but also serves as a platform for potential customers to gauge the quality and credibility of businesses. One way businesses can enhance their online presence and reputation on Google Maps is by purchasing reviews. While some might argue that buying reviews is unethical, others view it as a legitimate marketing strategy to boost their visibility and attract more customers. In this article, we will explore the concept of buying Google Map reviews, delve into its pros and cons, and discuss whether it should be considered as a viable option for businesses looking to thrive in the digital landscape. What are Google Map Reviews? A crucial component of the well-known navigational tool, Google Map evaluations let users express their ideas, insights, and opinions about a range of establishments and destinations. When someone is looking for advice, information, and insights before visiting a place, these reviews are a priceless resource. Google Map reviews give users a platform to score their experiences and write helpful remarks that can assist others make decisions, whether they're looking for a new restaurant to try, a hotel to book, or even a local destination to explore. Every Google Map review includes a written summary of the user's experience along with a star rating out of five, where five is the highest. Anyone utilizing Google Maps can read these reviews, making it an open and democratic forum for feedback sharing. In many cases, real-world instances and first-hand accounts from other travelers and clients are more dependable and credible than conventional commercials or official company websites. Google Map reviews ensure that consumers may make well-informed judgments based on trustworthy peer opinions and help users feel more connected to one another. The
John Evans

Teaching, Tech and Twitter: Gamifying Our STEM Lab. Leveling Up With Challenges, Digita... - 0 views

karlymoura.blogspot.ca/...g-our-stem-lab-challenges.html

teaching tech stem lab challenges badges display pages

shared by John Evans on 07 May 16 - No Cached
  • John Evans on 07 May 16
     
    "Our STEM Lab/Makerspace is a HUGE hit with our students. Since I oversee the lab and take the classes in I get bombarded by kids all day asking if it is their day to go to the STEM Lab. They are building, discovering, exploring, designing, problem solving, and having a blast doing it. However, as the kids continued to explore the STEM Lab we began to notice that they had moved past the exploration phase and wanted a bit more direction and challenge. We realized that we needed to up our game a bit to take our lab to the next level so we decided to gamify our STEM Lab with challenges and badges! It took some prep but once the challenge cards and badges were created we were ready to roll. We are happy to share our tips, tricks and resources so that you can gamify your STEM or STEAM Lab too."
John Evans

Minecraft Guide: Getting Started with Minecraft - 3 views

www.howtogeek.com/...lesson1

minecraft gaming getting started how-to guide makered

shared by John Evans on 06 Dec 15 - No Cached
  • John Evans on 06 Dec 15
     
    "Getting Started with Minecraft Improving Minecraft Performance on Old and New Computers Meet the Biomes of Minecraft Exploring Minecraft's Structures Meet the Mobs of Minecraft Exploring Minecraft Game Modes Surviving Your First Night In Survival Mode Your First Mine, Armor, and Further Exploration Advanced Mining and the Magic of Enchanting I'm a Farmer, You're a Farmer, We are Farmers All Engineering with Redstone Creating Custom Minecraft Maps Downloading and Installing Custom Maps Setting Up Local Multiplayer and Custom Player Skins Exploring Minecraft Multiplayer Servers"
glen gatin

ICT for Teachers - 126 views

Glen I am a teacher in Manitoba, using ICT as much as possible. Just wondering if the ICT for teachers course will be offered again. glen gatin wrote: > Hi John and group. I was pleased to stu...

started by glen gatin on 10 Oct 08 3 follow-ups, last by glen gatin on 31 Jan 09
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 7 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
John Evans

Great apps for all book lovers to explore! « Nerdy Book Club - 2 views

nerdybookclub.wordpress.com/...for-all-book-lovers-to-explore

great apps book lovers to explore

shared by John Evans on 28 May 12 - No Cached
  • John Evans on 28 May 12
     
    "Zip! Zap! Zoom! My library is anything BUT quiet during our recess time. Of course students are visiting and sharing about books they love. But they've also had a great time exploring iPads this year. Students read picture book apps, explore nonfiction book apps, and play math games to practice basic math facts."
John Evans

Explore and Document Wildlife with Project Noah - 0 views

www.fractuslearning.com/...wildlife-project-noah

document wildlife project noah science

shared by John Evans on 21 May 14 - No Cached
  • John Evans on 21 May 14
     
    "Grab your pith helmet, camera and let's go exploring with Project Noah. Project Noah is a web and mobile (iOS and Android) platform that helps students become "citizen scientists" by encouraging exploration and shared documentation of wildlife and flora. Students can discover wildlife from around the world or simply examine the living world in their own backyard. Teachers can join existing missions or create missions to build a community of explorers, who contribute content to their students' learning experiences."
John Evans

Using play to build the brain - Gooeybrains - 4 views

gooeybrains.com/...using-play-to-build-the-brain

brain development play

shared by John Evans on 23 May 17 - No Cached
  • John Evans on 23 May 17
     
    "Did you know that more than just about any other activity, play is what promotes the healthy development of your child! The most important thing to remember about play is that it should be pleasurable.  That means that if your child is having fun, then you are doing it right!  Play can use the mind, body or even props.  It engages the imagination and exercises the muscles, and it also allows our children to practice new skills. All children are curious beings.  They like to explore and play, and these behaviours usually come quite naturally to them.  Play that allows for exploration provides a sense of discovery and learning.  This discovery and learning are actually a valuable source of pleasure to the child.  They find exploring and learning fun."
John Evans

Free Technology for Teachers: Ecosystem Explorer - Activities for Learning About Predat... - 2 views

www.freetech4teachers.com/...m-explorer-activities-for.html

free technology teachers ecosystem explorer activities learning predators science

shared by John Evans on 15 Feb 15 - No Cached
  • John Evans on 15 Feb 15
     
    "Ecosystem Explorer, produced by PBS Learning Media, is a nice collection videos, images, and games designed to help students learn about the roles of predators and scavengers in ecosystems. Three animals are featured in Ecosystem Explorer: wolves, sharks, and vultures."
John Evans

10 More Digital Citizenship Resources: The Web in the Classroom…Part 4 | 21 s... - 0 views

21centuryedtech.wordpress.com/...the-web-in-the-classroompart-4

digitalcitizenship digital citizenship resources

shared by John Evans on 07 Dec 15 - No Cached
  • John Evans on 07 Dec 15
     
    "In the last three posts I have been providing  ideas and reflection regarding the use of the internet in the classroom. You can explore these posts in the links that follow this paragraph. As promised I have ten more digital citizenship resources to add to the ten that were included in the last post. I do hope you find these links beneficial for student of all ages. If the facilitation of digital citizenship is not part of your district or schools curriculum… now is the time to include it. It really is a great way to assist students as they discover the wealth of learning experiences available on the worldwide web.   Enjoy exploring and sharing all of the resources, and come back for the next post providing even more! Also, feel free to explore the past three posts of this series in the immediate links below. "
John Evans

3 Reasons to Take the Next ThingLink Teacher Summer Challenge - 4 views

thinglinkblog.com/...glink-teacher-summer-challenge

ThingLink summer teacher challenge

shared by John Evans on 20 Jun 15 - No Cached
  • John Evans on 20 Jun 15
     
    "The ThingLink Summer Teacher Challenge is a free, self-paced, online professional development opportunity designed to help teachers explore the powerful possibilities of using ThingLink for teaching and learning. This 5 week challenge invites teachers to have fun learning to use interactive images, slideshow channels and interactive video to power up your pedagogy and redefine learning in the classroom. Throughout the challenge, we will use the ThingLink flexible suite of interactive tools for schools to create media rich, customized resources for use in your classroom. The weekly challenge activities are designed to be beneficial to educators who are new to ThingLink and also to experienced users. We will explore all the flexible features of ThingLink and discover the tremendous potential for using this amazing tool. Here are 3 reasons to take the ThingLink Summer Teacher Challenge."
John Evans

Learning and Sharing with Ms. Lirenman: Learning By Design in a Primary Classroom - 5 views

learningandsharingwithmsl.blogspot.ca/...sign-in-primary-classroom.html

learning sharing design primary classroom makered @klirenman

shared by John Evans on 08 Nov 15 - No Cached
  • John Evans on 08 Nov 15
     
    " I have incredible students who love to explore, create and design.  I've spent a lot of time watching them do this and have been trying to find ways to make our new curriculum fit with their passions, instead of in spite of their passions.  So this week we began to explore design challenges. The challenges themselves are quite simple but the beauty of them is that they are using tools my students love to learn with, they were co-created with the students, and the criteria for success was determined by the students.  I provided the opportunity for them to learn this way, but they came up with the purpose.  Along the way they learned that they have to collaborate to be successful. That sometimes, even with the best laid out plans, that they aren't successful. That mistakes just lead to new learning. That perseverance is a skill, and some of us need to work hard to have some, and for some of us it comes naturally.  But above all they learned, once again, that learning is and can be student centered and fun! So what exactly were our challenges this week? The first was "The Contraption Lab""
John Evans

Sketchpad Explorer for iPad on the iTunes App Store - 3 views

itunes.apple.com/...id452811793

app sketchpad iPad math concepts MY SY

shared by John Evans on 16 Aug 11 - No Cached
  • John Evans on 16 Aug 11
     
    Drag, manipulate and animate visual mathematics to develop and generalize your understanding of fundamental concepts across elementary math, geometry, algebra, trigonometry, calculus, and beyond. Based on the award-winning software The Geometer's Sketchpad®, the Sketchpad Explorer app allows you to interact with, and investigate, any document created in Sketchpad. With a simple, powerful multitouch interface, Sketchpad Explorer puts mathematical comprehension at your fingertips.
John Evans

Two Guys and Some iPads: 10 iPhone Apps to Explore Virtual Reality with Google Cardboard - 0 views

www.twoguysandsomeipads.com/...e-apps-to-explore-virtual.html

iphone apps google cardboard

shared by John Evans on 15 Feb 16 - No Cached
  • John Evans on 15 Feb 16
     
    "Cardboard puts virtual reality on your iPhone. The Google Cardboard app helps you set up a Cardboard viewer and includes a few experiences to get you started: Explorer: Explore exciting environments. Exhibit: View 3D objects from a museum collection. Urban Hike: Take a hike through iconic cities around the world. Kaleidoscope: Enjoy a fun stereoscopic take on the old classic."
John Evans

Cutting Edge-ucation: Dissecting The Un-Makerspace: Recycled Learning - 1 views

cuttingedge-ucation.blogspot.ca/...ng-un-makerspace-recycled.html

recycled learning unmakerspace makerspace

shared by John Evans on 25 Sep 14 - No Cached
  • John Evans on 25 Sep 14
     
    "My journey into exploring the power of making continues for a 3rd year with two added goals. First,I plan to expand the depth of learning that goes with "making" by creating Maker Connection Logs where students write, take photos, and record short videos to show their thinking while making connections between curriculum areas and their creations. The goal of the "Maker Logs" is for students to be able to give me insight into their creative process, thinking and provide a way for reflecting with the hopes of improving the future process of "making." IMG_3496.JPG My second goal, which I recently accomplished, is to create an "Un-Maker Space." Simply put, a space where kids can take things apart. So many of the creative geniuses I met at the Bay Area Maker Faire two years ago spoke of taking things apart when they were kids. Watching my 3 year old son recently take apart his toy vacuum really solidified this idea for me. We all have this inner drive to create an understanding of the world around us. This is founded in the desire to answer all the "why" and "how" questions in our thoughts. Why did that little wheel spin when I pushed the play button on that cassette player? How did the electricity get from the cord into the monitor and then create a picture? How can I take this apart? So my students will have a space to dissect all the discarded and unwanted items and to ask those questions. In this un-maker space they'll have the chance to explore the possible answers."
tech vedic

How to disable built-in spell-checker in Internet Explorer 10? - 0 views

techvedic.livejournal.com/19532.html

spell checker Internet Explorer help support ie disable in techvedic

shared by tech vedic on 11 Jun 13 - No Cached
  • tech vedic on 11 Jun 13
     
    The release of Microsoft's latest OS Windows 8 is coming with a new version of Internet Explorer. This version is Internet Explorer 10 which also has a built-in spell checker tool. This tool automatically checks and corrects spelling and grammar in webpages. But, many users want to disable this feature permanently. Go through the Techvedic's present tutorial.
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