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The objective behind the introduction of Windows Experience Index was to facilitate users with a quick and easy feature to evaluate the performance of hardware components of any PC. It first appeared in Windows Vista. This rating score is displayed in System Properties window as shown in following screenshot:

"Using technology for learning makes sense. Technology creates access, transparency, and opportunity. Any smartphone or tablet is media incarnate-video, animation, eBooks, essays, blog posts, messages, music, games. The modalities of light, color, and sound all arranged just so to communicate a message or create an experience. But there is a difference, claims this graphic from teachbytes, between using technology and integrating it deeply into the learning experiences of students. This is, of course, what models like the SAMR model are based on-that idea of mere use to automate, to redefining what's possible."

"If you are going on a field trip, it is important to prepare your students by developing their visual literacy, and by integrating the trip actively into your curriculum. However, important as that is, it is not enough. The museum (and field trip) experience takes place in a very different environment from your classroom. That may seem obvious, but let's take a look at the differences, so that you can help your students maintain their focus to insure they have an engaging educational experience."

"Why use video games in the classroom as teaching tools? Let's be clear-we've come a long way from Asteroids and Space Invaders. The modern capabilities and designs of computer games provide endless opportunities for meaningful learning experiences. Used appropriately and effectively, technology can make a difference in students' lives and affect their attitude toward school in a positive way. So ditch the old stereotypes and misconceptions you may have about the ill effects of video games and reframe your perception in the light of using them to enhance learning. Gamification of classrooms isn't a new idea. The components of the gaming world lend themselves well to self-directed learning, because gaming taps into the variables which inherently motivate the desire for progress. In fact, using a set of constructs called game mechanics one could conceivably create situations that enhance learning by incorporating the kinds of motivating strategies found in today's best video games. Whether you choose to "gamify" your physical classroom all the way or only use video games as an occasional learning enhancement, making learning fun will positively reinforce students' experiences of school. Here are some suggestions on how to successfully use video games in the classroom."

"Virtual Reality is about to find it's way into schools and classrooms with a new layer of interactivity from ThingLink! ThingLink VR will allow educators to create an affordable interactive learning environment to immerse students in learning experiences like never before. ThingLink is evolving from image and video annotation to 360 content, which gives educators a larger canvas to create virtual learning experiences. "

"Kathy Perez has decades of experience as a classroom educator, with training in special education and teaching English language learners. She also has a dynamic style. Sitting through her workshop presentation with like being a student in her classroom. She presents on how to make the classroom engaging and motivating to all students, even the most reluctant learners, while modeling for her audience exactly how she would do it. The experience is a bit jarring because it's so different from the lectures that dominate big education conferences, but it's also refreshing and way more fun. Perez says when students are engaged, predicting answers, talking with one another and sharing with the class in ways that follow safe routines and practices, they not only achieve more but they also act out less. And everyone, including the teacher, has more fun. "If we don't have their attention, what's the point?" Perez asked an audience at a Learning and the Brain conference on mindsets. She's a big proponent of brain breaks and getting kids moving around frequently during the day. She reminded educators that most kids' attention spans are about as long in minutes as their age. So a third-grader can concentrate for about eight minutes before losing interest. It's a teacher's job to make sure there are lots of quick, effective brain breaks built into the lesson to give children a moment to recalibrate. Perez says teachers must be prepared for a diverse cross section of learners with a large toolkit of strategies for teaching in multiple modalities, with many entry points to participation and content."

"Teaching compassion, empathy, or knowing how to help someone is best learned through direct experience. Autism Discovery Tool, by Spectrum Idea Lab Inc. is one such app that promotes not only understanding, but also ways to help address an individual's needs, and gives kids and adults a chance to "walk a mile in someone's shoes". It was intended as a tool to help kids on the spectrum, their families and caretakers identify both sensory styles and compensatory techniques so that they could open up a dialogue to communicate and share experiences. This little app however, has a much more powerful impact and reach. I consider it an essential app for all classrooms and families who deal with sensory issues, and not limited to those on the autistic spectrum alone."

"Makerspace is a rapidly growing trend in schools across the country, but to be honest, I've never implemented one myself, and I can't quite picture the logistics of orchestrating a Makerspace. How do kids know what to do? How can you find out what they're learning? How do you make time for that with all the other tasks crammed into the school day? And how do you keep the Makerspace from turning into a chaotic mess? I wanted to get answers to these questions from teachers who have extensive Makerspace experience, and not just at the secondary level. So, I invited Cheryl Nelson and Wendy Goldfein of Get Caught Engineering to share how they've managed Makerspaces in their own classrooms and helped other elementary and middle school teachers get started, too. Thank you, Cheryl, for sharing your experiences below! "

"If you visit Lighthouse Community Charter classrooms this fall, you'll see kindergarteners using power tools, second graders doing logo programming, third graders building circuit blocks, sixth graders programming microcontrollers to respond to sensor inputs, eighth graders using hot-glue guns, and high school students building chairs, building and programming robots, and using a laser to cut out pieces of wood for prototypes. As we look across our school, we're pretty excited by two things. First, we're pleased to see making (broadly defined as using your hands, heart, and mind to create or improve things) happening as part of our students' core classroom experiences. And second, we're thrilled that our students - poor, urban students of color - have access to making, especially because our educational system so often provides them with experiences filled with seat time and back-to-basics instruction. Lighthouse operates two high-performing, K-12 public schools in Oakland: our flagship campus, Lighthouse, and our brand new campus, Lodestar (to open in East Oakland in the fall of 2016). Our mission is to prepare a diverse, K-12 student population for college and the career of their choice by equipping each student with the skills, knowledge, and tools to become a self-motivated, competent, lifelong learner."

"The theme that I chose to highlight with my infographic is the value of adding #MakerEd to your teacher toolbox. I wanted to recognize that many teachers already have numerous approaches and "tools" in their toolboxes that help them reach their students and make learning meaningful. I do not see the Maker Movement as something that can "rescue" education or solve all of its problems but I do believe that making is a powerful way for students to learn (Martinez & Stager, 2013, p. 3). Therefore, it is important for educators to consider adding making to their toolboxes because it can help give students access to many of the experiences that help them to experience deeper learning. Likewise, #MakerEd can assist students in developing skills and mindsets that will serve them not only in the classroom, but in their futures as they start their own careers or even design completely new jobs (A. 2014)."

"Jeremy and Brian are two Calgary teachers and leaders that believe in the power of Design Thinking as a vital tool for instructional design and learning. Their experiences have given them a diverse skill set as, between the two, they have taught from K-12 in both regular and specialized settings. As teachers, leaders, and program developers they have learned one thing about themselves: they have always believed in the power of making, tinkering, and design thinking in both education and in their personal lives. They are now seeking to share their understanding, gained through years of classroom experience, with other educators. "

"The "maker movement" can play an important role in getting kids interested in innovation and design, and littleBits-which makes easy-to-use electronic building blocks-is finding itself at the center of this movement. Until now, the company has focused mostly on the consumer market, but during a March 8 keynote session, littleBits founder and CEO Ayah Bdeir announced a new kit made specifically for schools. "We want to unleash the inventor in everyone," Bdeir said. In a conversation with Education Week, Bdeir said schools need to find ways to make science, technology, engineering, arts, and math (STEAM) education more fun, engaging, and accessible for students. "I studied engineering, and almost on a weekly basis I wanted to quit," she said. "We need to find ways of approaching STEAM education differently." Bdeir said her experience in learning engineering as an undergraduate was "completely hands-off; as a result, many other students and I were turned off to it." But when she arrived at the MIT Media Lab for her master's of science degree, "it was the exact opposite. Every week was a new project, a new learning challenge. It was very scary, but also exhilarating and engaging." That's the experience her company is trying to replicate for students at all levels with the new STEAM Student Set."

"As teachers, we all have assumptions -- and likely some opinions -- about teenagers and social media. But are those assumptions correct? Well, now we have research to help us find out. This week, Common Sense is releasing its latest research report, Social Media, Social Life: Teens Reveal Their Experiences, a deep dive into the social media habits of American teenagers. This research is the second wave in an ongoing study tracking teens' attitudes about social media; we released our original report in 2012. Back then, Snapchat was just a fledgling start-up, and Facebook was a top choice for teens. But how -- and how much -- teens use social media has evolved almost as quickly as the technology itself. This year's report doesn't just tell us about teens today; compared with our original data, it shows us just how much things have changed. It might seem like teens are using social media more than ever (it's true -- they are!). Teachers work with teens every day, so it makes sense that we have our own opinions and anecdotes about their social media use. But it's important to remember that our personal perceptions about social media might not always reflect what our students experience online. And that's why this research is so important. The results of this latest study help us question our assumptions and start addressing real issues that help our students. "

"October is National Bullying Prevention month. I like to focus on getting students to spread kindness and feel the benefits of being kind versus being mean to others. Many children play social games, such as Roblox and Fortnite, and experience cyberbullying much more than we did in the past. Many students have shared with me their experiences of others being mean, trash talking, or cursing at them during the games. Many of the children don't realize the impact of their reactions or words on others. To help students reflect more on how their words and actions impact others our objective this month is, "How to be kind online and offline!" Below are some resources and ideas related to this theme so you can challenge your students to choose to be kind online and offline."

"How can you place learning goals front and center in a tech-rich classroom? Let the phrase "tasks before apps" be your reminder to focus on technology's purpose for learning, even when bright and shiny digital tools grab your attention. As a teacher in a one-to-one iPad classroom, I strove to make the most of the tablets in my students' hands. From screencasting and moviemaking to reading activities and skill practice, these devices elevated and energized my students' learning experiences. Digital platforms can give children access to learning experiences that meet their individual needs, such as when a student uses the free Microsoft Learning Tool Immersive Reader to hear a passage read aloud. Digital tools can open up the world to students, such as virtual-reality videos from the New York Times that showcase a place they may never have the chance to visit. In my current role as a professional development facilitator, I spend time in other teachers' classrooms in schools across the country. The phrase "tasks before apps" was born out of my coaching conversations and presentations to educators. It is a reminder that, even as we consider how technology helps students do new and amazing things with their learning, we must always place learning goals at the forefront. Here are four strategies to make the most of technology and embrace a "tasks before apps" mindset this school year."

Blueback is a beautiful metaphor for life and particularly of the life we live in schools. When looked at close up, with an eye on the details, the experience of school is one of passing and recurring cycles. When looked at from a distance, with an eye on the whole, there are elements of constancy, the throughlines which bring meaning to our experience and which have as their consequence the residuals of education. 

"Rather than the maker experiences being an after school program, an add on activity, or an activity that is implemented when students have done their regular lessons work, it should be part of the regular, day-to-day curriculum. As noted in USC Rossier Online, "In order for your school and students to be fully invested in maker education, it has to be integrated into your curriculum, not squeezed in" (https://rossieronline.usc.edu/maker-education/sync-with-curriculum/).  Ayah Bdeir, who invented and runs littleBits, had this to say about integrating maker education into the curriculum: It's time for maker ed to move into the mainstream. Making should not be relegated to the times spent outside of class, e.g. lunch or after school. Nor should it only flourish in private schools, which don't have to teach to standards. We need to work to show how making is a rigorous process that leads to valuable new technologies, products and experiences. Specifically, we need to tie maker projects to standards-based curriculum and show clearly the kinds of knowledge, skills and practices students learn as part of making (https://www.edsurge.com/news/2015-09-24-building-connections-between-maker-ed-and-standards) Albemarle County Public School District is very intentional in their implementation of maker projects: Maker projects can be created to support just about any subject area, from science to history to language arts. Maker education can be a tool for teaching the curriculum that you already have, At a glance, maker projects may appear disconnected from the curriculum. What may look like an arts and crafts activity, or just a bunch of kids playing with Legos, is actually a way to teach about ancient Rome or how to write a persuasive essay. (https://www.edutopia.org/practice/maker-education-reaching-all-learners) "

"Jazzy, one of our high school seniors, already has experience building homes for others. After taking specialized construction and carpentry classes through Milton Hershey School's Career and Technical Education program, she learned how to install flooring and doors, sand and paint drywall, and adjust electrical and plumbing systems. For students like Jazzy, gaining experience in the trades can lead to future success. According to The Bureau of Labor and Statistics, construction careers, along with healthcare and personal care, will account for more than 5.3 million new jobs by 2022. While the trade industry's growing demand is encouraging for students who don't plan to attend college, many students choose to pursue careers in the trades based on their interest in designing, producing, problem-solving and creating."

"As a school librarian, I always thought of the notion of collection as expansive. Collections might include any of the experiences we discover, as well as any of the people we meet who might enhance learning for our communities. Among those experiences are virtual field trips. Opportunities now abound for connections to curriculum and student interests. And easier strategies for video conferencing, combined with new types of interactions, make virtual field trips even more affordable and engaging. You don't risk weather conditions or losing any wandering kiddos who can't find their way back to the bus. You can ignore issues of distance relating to both space and time. And these escapes from daily classroom routine can result in very sticky learning."