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takshilalearn

What is the Importance of Computer? History of Computers - 0 views

www.takshilalearning.com/importance-of-computer

ImportanceofComputer HistoryofComputers schoolonlineclasses liveonlineclasses

shared by takshilalearn on 10 Jun 22 - No Cached
  • takshilalearn on 10 Jun 22
     
    The computer is an advanced electronic device that takes raw data as an input from the user and processes it under the control of a set of instructions (called program), produces a result (output), and saves it for future use. This tutorial explains the foundational concepts of computer hardware, software, operating systems, peripherals, etc. along with how to get the most value and impact from computer technology.
Martin Burrett

Pica Pic | retro handheld games collection - 0 views

pica-pic.com

games retro computer history

shared by Martin Burrett on 12 Aug 11 - No Cached
  • Martin Burrett on 12 Aug 11
     
    This site has virtual versions of handheld computer games from the past. It makes me feel very old. Some of these should be in a museum. Great when looking at the history of computing. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Martin Burrett

Mobento - 0 views

www.mobento.com

videos science history maths computing

shared by Martin Burrett on 28 Aug 12 - No Cached
  • Martin Burrett on 28 Aug 12
     
    A good educational video site on topics including a wide range of science, history, maths, computing and more. Search using words that appear in the video. http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams
Giovanni Cerri

How to protect the privacy of your internet activity - 1 views

winclear.gu.ma

computers drivers registry

shared by Giovanni Cerri on 26 Dec 09 - Cached
  • Giovanni Cerri on 26 Dec 09
     
    Winclear is an Internet history eraser that protects your Internet privacy by cleaning up all tracks of your Internet and computer activity.
tom campbell

Site of the Week | Great Websites for Kids - 0 views

gws.ala.org

resources ala reference library

shared by tom campbell on 12 Feb 13 - No Cached
  • tom campbell on 12 Feb 13
     
    Sponsored by the ASSOCIATION FOR LIBRARY SERVICE TO CHILDREN A well curated collection: sections on animals. the arts. history and biography, literature and languages, math and computers, ref desk, sciences and social sciences.
Martin Burrett

Stack Exchange - 0 views

stackexchange.com

questions q&a knowledge answers cloud sourcing

shared by Martin Burrett on 28 Aug 12 - Cached
  • Martin Burrett on 28 Aug 12
     
    As you know, teachers know everything. But there are some mere mortals out there who still need to ask questions. This is a fabulous site with over 80 specialist areas to ask questions to the cloud. The community will then help you find an answer. The areas include English and other languages, computing, maths, science, history and much more. http://ictmagic.wikispaces.com/Cross+Curricular
Berylaube 00

Community Club Home Listen and Read - Non-fiction Read Along Activities Scholastic - 0 views

teacher.scholastic.com/...index.htm

stories non-fiction Free Technology for Teachers audio Text images

shared by Berylaube 00 on 16 Jul 12 - Cached
  • Berylaube 00 on 16 Jul 12
     
    From Richard Byrne Free Technology for teacher, quoted below:Listen and Read - Non-fiction Read Along Activities Listen and Read is a set of 54 non-fiction stories from Scholastic for K-2 students. The stories are feature pictures and short passages of text that students can read on their own or have read to them by each story's narrator. The collection of stories is divided into eight categories: social studies, science, plants and flowers, environmental stories, civics and government, animals, American history, and community. Applications for Education Listen and Read looks to be a great resource for social studies lessons and reading practice in general. At the end of each book there is a short review of the new words that students were introduced to in the book. Students can hear these words pronounced as many times as they like. Listen and Read books worked on my computer and on my Android tablet. Scholastic implies that the books also work on iPads and IWBs"
Mary Beth Messner

GPC Center for Teaching and Learning - Online Resources - 0 views

www.gpc.edu/...resources_online_resources.htm

Elearning Student Engagement Web 2.0 English ESL Accounting Nursing Dental Physics Computers Technology History Biology Psychology Humanities Business Math Sign Language Chemistry Economics

shared by Mary Beth Messner on 26 Oct 10 - No Cached
  • Online Resources   Here
  • a collection of Online Resources by Subject Area.  This list is NOT exhaustive, but is a great start for incorporating stimulating (online) exercises into your teaching
  • English
  • ...14 more annotations...
  • ACCOUNTING
  • HISTORY
  • BUSINESS LAW
  • English as a Second Language/Foreign Languag
  • ECONOMICS
  • Humanitie
  • Best Practices in Teaching Writing
  • Nursing/Dental Hygiene
  • PSYCHOLOGY
  • Biology
  • Chemistry
  • Mathematics
  • Sign Language & Interpreting Related Links
  • Computers and Technology
anonymous

how to disable private browsing on firefox - 13 views

www.justanswer.com/...-private-browsing-firefox.html

help computer private browsing browser remove disable technology

shared by anonymous on 03 Mar 11 - No Cached
  • anonymous on 03 Mar 11
     
    "Private Browsing" came in the 3.5 version update. It allows the user to browse without leaving any record behind - no history, no cookies, etc. This solution just removes the option from the tool menu. It can still be accessed with a keyboard shortcut.
sayedhok

How to Check Your Vanilla Gift Card Balance: A Comprehensive Guide - 2 views

In today's financial environment, gift cards have gained immense popularity for personal use and gifting alike. Among these, Vanilla gift cards are particularly favored due to their flexibility and...

education web2.0 technology learning tools resources free science collaboration teaching

started by sayedhok on 15 Apr 25 no follow-up yet
Melissa Seifman

Virtual Business. Virtual History. Simulations for Education - Home - Knowledge Matters - 0 views

virtualbusiness.com

shared by Melissa Seifman on 12 Sep 08 - Cached
  • Melissa Seifman on 12 Sep 08
     
    Engage your students with a totally visual computer simulation that lets them learn and practice all the key personal financial skills they'll need to succeed in life. Virtual Business - Personal Finance will present your students with challenges around bank accounts, credit and debit cards, bills, credit scores, taxes, insurance, investing, and more.
  • Melissa Seifman on 12 Sep 08
     
    Also includes virtual business, sports, marketing and other..
Tero Toivanen

How To Define Web 3.0 | How To Split An Atom - 1 views

howtosplitanatom.com/...how-to-define-web-30-2

web3.0 web web2.0 technology social webdesign hz08 3.0

shared by Tero Toivanen on 12 Apr 09 - Cached
  • I think I have managed to explain Web 3.0 quite nicely, so without further ado. Definition: Highly specialized information silos, moderated by a cult of personality, validated by the community, and put into context with the inclusion of meta-data through widgets.
  • Web 3.0 will take this one step further. If you are searching for information on Cars, for example, you would use the search engine as you normally would, but your results would be more specialized subengines.
  • Web 2.0 brought us a change in the basic way that we search, tagging.
  • ...22 more annotations...
  • The strong algorithms that are currently used would be kept, but in addition some weight would be given to items that the community has flagged as interesting or voted on. Meme: Community built around search results.
  • You could type in what you were looking for, “conservative viewpoint on Darwin” for example and it would pull up results ordered by relevance (algorithms), tagging, and validation through user voting.
  • Seeking Validation
  • Seeking Entertainment
  • StumbleUpon may be the closest analogy to how we will be entertained in Web 3.0. You fill out a profile, define your tags and then flip the channel.
  • Meme: Relevance through user interaction.
  • Imagine a world where you could search a name and bring up that person, all the social networks they belong to, and produce a feed around them.
  • If I put a proper name into the search engine of Web 3.0 it would provide the running profile of my presence on the web; it would show everything in the webosphere that has been tagged as belonging to me, ordered by community validation and relevance.
  • In this Wikiality my page would contain both information that I have written about myself and information that has been written about me.
  • Meme: Everyone will have Page Rank.
  • Web 3.0 will see a more complete integration between devices like cell phones and the world wide web (does anything still use that term?) Posting pictures, videos and text from anywhere, anytime with as little hassle as possible.
  • Our pages will be little more than our personal interpretations of all the data available on the web, plugged into these pages through a growing array of widgets and shared with the world. Meme: The Widget Web
  • Summary Specialized Subengines for Search Social Networks replaced by People Search Your Online Presence Searchable, Taggable and Ordered by Relevance through Voting and Algorithms Increased Microblogging and more Powerful Widgets to allow you to place any of your feeds anywhere. Increased Integration between devices like cell phones and the web.
  • In ten years RSS and its related technologies will be seen as the single most important internet technology since Tim Berners-Lee and Robert Cailliau created the World Wide Web at CERN around 17 years ago.
  • If Web 3.0 is the Semantic Web, where computer agents read content like human beings do — then RSS will be its eyes (or at least its corrective lenses).
  • In this future, RSS will be extended to include a host of data-points it currently does not. Each blog post (or microblogging feed), every picture, every video clip will have searchable, taggable, XML based syndication around it.
  • Finally, RSS enables users to define their own contexts for information. Imagine a word where creating a mashup between Google maps and your Twitter account was no more difficult than sticking a few widgets together.
  • If you used a search engine, your results would be weighted based not only on the standard Web 3.0 metrics, but also on “what you care about” as defined by all your previous interactions with this particular search engine and all of this would be completely transparent.
  • Programs that surf the web for you will become more and more powerful. In a world where your personal profile containing your likes, dislikes and search history is as easy to upload as it is to add a feed to your RSS reader, it is no surprise that a major industry will be software that does your searching for you.
  • Microblogging will be the critical change in the way we write in Web 3.0. Imagine a world where your mobile phone, your email, and you television could all produce feedback that could easily be pushed to any or all blogging platforms. If you take a picture from your smart-phone, it would be automatically tagged, bagged and forwarded to your “lifestream”. If you rated a television show that you were watching, your review would be forwarded into the stream.
  • Fortunately, microblogging also opens up the world to new opportunities. Live blogging, a technique usually reserved for important events, would become common. If you can’t actually be at a conference, pictures, video and commentary could be pushed to you in real time. The entire world would become an Op-Ed piece.
  • In Web 3.0 search engines will need to have a better understanding of “context”. One way to accomplish this is to take a nod from directories and allow results to be tagged. These tags can be voted on by the community and would only be an addition to, not a replacement for, traditional sorting algorithms.
  • Tero Toivanen on 12 Apr 09
     
    How To Define Web 3.0 | How To Split An Atom
Philippe Scheimann

Six Reasons Why I'm Not On Facebook, By Wired UK's Editor | Epicenter | Wired... - 33 views

www.wired.com/...ed-uks-editor-isnt-on-facebook

facebook not-on-fb

shared by Philippe Scheimann on 19 Sep 10 - No Cached
  • Private companies aren’t motivated by your best interests
  • They make it harder to reinvent yourself
  • Information you supply for one purpose will invariably be used for another …
  • ...5 more annotations...
  • … and there’s a good chance it will be used against you
  • Call me uncool — but that’s a trend I’m happy to share with my friends. In person.
  • And besides, why should we let businesses privatize our social discourse?
  • People screw up, and give away more than they realise
  • Phone up to buy a pizza, and the order-taker’s computer gives her access to your voting record, employment history, library loans — all “just wired into the system” for your convenience. She’ll suggest a tofu pizza as she knows about your 42-inch waist, she’ll add a delivery surcharge because a nearby robbery yesterday puts you in “an orange zone” — and she’ll be on her guard because you’ve checked out the library book Dealing With Depression. This is where the American Council for Civil Liberties sees consumerism going — watch its pizza video online — and it’s not to hard to believe
  • Philippe Scheimann on 19 Sep 10
     
    good reasons - share and spread
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Steve Ransom

Website Survey: 'Mac vs PC' stereotypes broadly true | MacNN - 25 views

www.macnn.com/...from.mars.mac.users.from.venus

mac apple PC windows comparison compare

shared by Steve Ransom on 26 Apr 11 - No Cached
  • Mac owners broadly knew: that they see themselves as hip, liberal, verbally-oriented, more adventurous and more creative, while PC people see themselves as very mainstream, conservative (in the general sense of the term, not just politically), math-oriented and less comfortable overall with computers and technology.
  • Mac users can seem trendy, shallow, arrogant or pretentious -- the favourite soft drink picked by Mac users was San Pellegrino Limonata, while the PC users chose Pepsi -- and from a Mac person's view, PC users tend to be rigid, close-minded, conformist and boring.
  • Mac users are 80 percent more likely to be vegetarian; PC users prefer Harleys to Vespas by 70 percent; PC users love the cute captioned cats of I Can Haz Cheezburger, while Mac users get their smiles from Boing Boing
  • ...2 more annotations...
  • Mac users are better educated (67 percent of Mac users completed a four-year degree, while only 54 percent of PC users did so), more liberal (58 versus 36 percent), more urban (52 percent said they live in a city while PC users tended to live in rural or suburban areas) and younger (18-34 demographic) than their PC counterparts (who tended to be more in the 35-49 demographic).
  • PC users, the survey found, like fitting in over "making their own mark" (twice as often as Mac users); prefer staying at home to "partying"; enjoy mainstream TV shows (such as "The Tonight Show") and TV channels (The History Channel, Syfy, USA) much more than Mac users (who tend towards edgier shows like "Parks and Recreation" and channels like Bravo, Showtime and HBO); they prefer to be "later adopters" of technology and are twice as likely to find it a "struggle" that's akin to learning a foreign language, and PC users tend to stick with well-established brands in everything from restaurants to painters, while Mac users bent towards the newer, more fashionable trends.
  • Steve Ransom on 26 Apr 11
     
    Who's hipper? Mac folks, of course - more educated, too!
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