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titechnologies

THE ADVANTAGES AND DISADVANTAGES OF USING REACT NATIVE AS CROSS-PLATFORM APP DEVELOPMEN... - 0 views

www.titechglobal.com/cross-platform-app-development

shared by titechnologies on 09 Jan 19 - No Cached
  • titechnologies on 09 Jan 19
     
    The cross-platform app development is seemingly becoming popular as the stratum of competition is surpassing higher up the order. What's more, without any doubt, React Native has been distinguished as the most preferred cross-platform solution for the creation of both iOS and Android apps respectively. With React Native, you can work on two distinctive Operating Systems utilizing a single platform. React Native likewise demonstrates supportive in building attractive User Interfaces, which can't be recognized from a native app. The React Native might be a popular choice, however, it isn't the best decision as it has a few disadvantages also. Therefore, we would be highlighting the major advantages and disadvantages of the React Native, with the goal that you can a thought when to utilize the platform and when to maintain a strategic distance from it. Advantages of React Native Known for Optimal Performance Obviously, React Native is a genuine resource when it comes to enhancing the performances through native control and modules. The React Native gets associated with the native components for both the Operating Systems and generates a code to the native APIs upfront and freely. Presently the performance enhances because of the way that it makes utilization of a different thread from the native APIs and UI. Large Community of Developers The Fact that React Native is an open-source JavaScript platform where every developer is allowed to contribute to the framework and it's effectively accessible to all. In this way, you can take full advantage of the community-driven technology. The support of a large community is likewise valuable as it enables you to share your portfolios and experiences so that you can go for better coding. There is one platform GitHub React Native Community, which urges the developers to share their experiences at whenever point they learning something new about the React Native. They likewise get the feedback and reviews on the same establishi
Barbara Lindsey

My School, Meet MySpace: Social Networking at School | Edutopia - 1 views

www.edutopia.org/my-school-meet-myspace

21stcentury critical pedagogy education sla technology web2.0

shared by Barbara Lindsey on 11 Jul 08 - Cached
  • Months before the newly hired teachers at Philadelphia's Science Leadership Academy (SLA) started their jobs, they began the consuming work of creating the high school of their dreams -- without meeting face to face. They articulated a vision, planned curriculum, designed assessment rubrics, debated discipline policies, and even hammered out daily schedules using the sort of networking tools -- messaging, file swapping, idea sharing, and blogging -- kids love on sites such as MySpace.
  • hen, weeks before the first day of school, the incoming students jumped onboard -- or, more precisely, onto the Science Leadership Academy Web site -- to meet, talk with their teachers, and share their hopes for their education. So began a conversation that still perks along 24/7 in SLA classrooms and cyberspace. It's a bold experiment to redefine learning spaces, the roles and relationships of teachers and students, and the mission of the modern high school.
  • When I hear people say it's our job to create the twenty-first-century workforce, it scares the hell out of me," says Chris Lehmann, SLA's founding principal. "Our job is to create twenty-first-century citizens. We need workers, yes, but we also need scholars, activists, parents -- compassionate, engaged people. We're not reinventing schools to create a new version of a trade school. We're reinventing schools to help kids be adaptable in a world that is changing at a blinding rate."
  • ...11 more annotations...
  • It's the spirit of science rather than hardcore curriculum that permeates SLA. "In science education, inquiry-based learning is the foothold," Lehmann says. "We asked, 'What does it mean to build a school where everything is based on the core values of science: inquiry, research, collaboration, presentation, and reflection?'"
  • It means the first-year curriculum is built around essential questions: Who am I? What influences my identity? How do I interact with my world? In addition to science, math, and engineering, core courses include African American history, Spanish, English, and a basic how-to class in technology that also covers Internet safety and the ethical use of information and software. Classes focus less on facts to be memorized and more on skills and knowledge for students to master independently and incorporate into their lives. Students rarely take tests; they write reflections and do "culminating" projects. Learning doesn't merely cross disciplines -- it shatters outdated departmental divisions. Recently, for instance, kids studied atomic weights in biochemistry (itself a homegrown interdisciplinary course), did mole calculations in algebra, and created Dalton models (diagrams that illustrate molecular structures) in art.
  • This is Dewey for the digital age, old-fashioned progressive education with a technological twist.
  • computers and networking are central to learning at, and shaping the culture of, SLA. "
  • he zest to experiment -- and the determination to use technology to run a school not better, but altogether differently -- began with Lehmann and the teachers last spring when they planned SLA online. Their use of Moodle, an open source course-management system, proved so easy and inspired such productive collaboration that Lehmann adopted it as the school's platform. It's rare to see a dog-eared textbook or pad of paper at SLA; everybody works on iBooks. Students do research on the Internet, post assignments on class Moodle sites, and share information through forums, chat, bookmarks, and new software they seem to discover every day.
  • Teachers continue to use Moodle to plan, dream, and learn, to log attendance and student performance, and to talk about everything -- from the student who shows up each morning without a winter coat to cool new software for tagging research sources. There's also a schoolwide forum called SLA Talk, a combination bulletin board, assembly, PA system, and rap session.
  • Web technology, of course, can do more than get people talking with those they see every day; people can communicate with anyone anywhere. Students at SLA are learning how to use social-networking tools to forge intellectual connections.
  • In October, Lehmann noticed that students were sorting themselves by race in the lunchroom and some clubs. He felt disturbed and started a passionate thread on self-segregation.
  • "Having the conversation changed the way kids looked at themselves," he says.
  • "What I like best about this school is the sense of community," says student Hannah Feldman. "You're not just here to learn, even though you do learn a lot. It's more like a second home."
  • As part of the study of memoirs, for example, Alexa Dunn's English class read Funny in Farsi, Firoozeh Dumas's account of growing up Iranian in the United States -- yes, the students do read books -- and talked with the author in California via Skype. The students also wrote their own memoirs and uploaded them to SLA's network for the teacher and class to read and edit. Then, digital arts teacher Marcie Hull showed the students GarageBand, which they used to turn their memoirs into podcasts. These they posted on the education social-networking site EduSpaces (formerly Elgg); they also posted blogs about the memoirs.
Todd Finley

"The Future of Privacy: How Privacy Norms Can Inform Regulation" - 6 views

www.danah.org/...PrivacyGenerations.html

privacy web2.0

shared by Todd Finley on 01 Jan 11 - No Cached
  • Todd Finley on 01 Jan 11
     
    In online public spaces, interactions are public-by-default, private-through-effort, the exact opposite of what we experience offline.  There is no equivalent to the cafe where you can have a private conversation in public with a close friend without thinking about who might overhear. Your online conversations are easily overheard.  And they're often persistent, searchable, and easily spreadable. Online, we have to put effort into limiting how far information flows. We have to consciously act to curb visibility.  This runs counter to every experience we've ever had in unmediated environments.  When people participate online, they don't choose what to publicize.  They choose what to limit others from seeing.  Offline, it takes effort to get something to be seen.  Online, it takes effort for things to NOT be seen.  This is why it appears that more is public.  Because there's a lot of content out there that people don't care enough about to lock down.  I hear this from teens all the time.  "Public by default, privacy when necessary."  Teens turn to private messages or texting or other forms of communication for intimate interactions, but they don't care enough about certain information to put the effort into locking it down.  But this isn't because they don't care about privacy.  This is because they don't think that what they're saying really matters all that much to anyone.  Just like you don't care that your small talk during the conference breaks are overheard by anyone.  Of course, teens aren't aware of how their interactions in aggregate can be used to make serious assumptions about who they are, who they know, and what they might like in terms of advertising.  Just like you don't calculate who to talk to in the halls based on how a surveillance algorithm might interpret your social network.    
elliswhite5

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shared by elliswhite5 on 03 Aug 23 - No Cached
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arunaraayala

Priyanka Chopra talks tough on wage gap - Locality News - 0 views

www.localitynews.com/chopra-talks-tough-on-wage-gap

BOLLYWOOD NEWS PRIYANKA CHOPRA PURPLE PEBBLE PICTURES

shared by arunaraayala on 08 Nov 16 - No Cached
  • arunaraayala on 08 Nov 16
     
    Priyanka Chopra was talking to proficient website LinkedIn, for which she is just been publicized an influencer.
Hanna Wiszniewska

Ideas and Thoughts from an EdTech » Blog Archive » Stuff we talk about but do... - 0 views

ideasandthoughts.org/...tuff-we-talk-about-but-dont-do

shared by Hanna Wiszniewska on 30 Jan 09 - Cached
  • Hanna Wiszniewska on 30 Jan 09
     
    Today at our Saskatchewan Curriculum Renewal workshops we were introduced to many of the new concepts and philosophies of the new curriculum. The intent of the curriculum is to reduce outcomes, provide common language for all curricula, focus more on learning than on teaching and focus on depth of understanding instead of only breadth. There was a lot of talk of big picture thinking and encouraging teachers to reflect on why they teach what they teach. Early on someone mentioned the goals of education. With some recent discussions on the purpose of education, I thought it pertinent to look up the 9 goals of education for students in Saskatchewan.
diggiweb

Digital publishing software & digital magazines to market your business - DiggiWeb - 0 views

diggiweb.com/azines-to-market-your-business

Digital publishing Digital publishing software

shared by diggiweb on 22 Apr 21 - No Cached
  • diggiweb on 22 Apr 21
     
    This article talks about digital publishing software. Further, it talks about how you can use online magazines to promote your business.
zebrians

The Talk Room - 0 views

www.thetalk-room.com/lets-talk.php

personality development communication skills english

shared by zebrians on 09 Dec 21 - No Cached
  • zebrians on 09 Dec 21
     
    Check the rules for the choice of topic and other criteria here. 1. Any student, young professional or employee, aged between 13 to 30 years of age is eligible to participate. 2. The Topics chosen must be non-political in nature, avoiding any use of vulgar slangs or any kind of offensive language. 3. The Content must be intriguing, preferably relevant to the current scenarios in the world or the society at large and must be spoken from a neutral point of view, backed by facts and statistics instead of mere opinions. 4. A time slot of maximum 9 minutes is available for each speaker. 5. A panel of 3 judges will be adjudging the participants based on the following criteria- Content, Expression, Body Language and Grammar. 6. In the Second Round, the selected candidates will be required to visit the main office for their video to be shot while speaking. 7. The best out of the selected participants will be chosen based on the engagement received on their respective videos, in addition to the aforementioned criteria. 8. The Best Speaker will be awarded. The candidates selected in the second round also get a chance to work with the entire Let's Talk team for future events and projects. Break a leg! For any queries, contact- 7409468668 You may also drop a mail at- thetalkroom13@gmail.com
elliswhite5

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shared by elliswhite5 on 02 Aug 23 - No Cached
  • wallaceclient56 on 02 Aug 23
     
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Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
Dianne Rees liked it
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
  • ...18 more annotations...
  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
zebrians

Personality Development - 0 views

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started by zebrians on 01 Jan 22 no follow-up yet
Oliviya Williemion

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shared by Oliviya Williemion on 23 Jun 16 - No Cached
  • Oliviya Williemion on 23 Jun 16
     
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Dennis OConnor

Five Forms of Filtering « Innovation Leadership Network - 11 views

timkastelle.org/...five-forms-of-filtering

filtering infotention knowledge management information fluency web 2.0

shared by Dennis OConnor on 01 Dec 11 - Cached
  • We create economic value out of information when we figure out an effective strategy that includes aggregating, filtering and connecting.
  • So, the real question is, how do we design filters that let us find our way through this particular abundance of information? And, you know, my answer to that question has been: the only group that can catalog everything is everybody. One of the reasons you see this enormous move towards social filters, as with Digg, as with del.icio.us, as with Google Reader, in a way, is simply that the scale of the problem has exceeded what professional catalogers can do. But, you know, you never hear twenty-year-olds talking about information overload because they understand the filters they’re given. You only hear, you know, forty- and fifty-year-olds taking about it, sixty-year-olds talking about because we grew up in the world of card catalogs and TV Guide. And now, all the filters we’re used to are broken and we’d like to blame it on the environment instead of admitting that we’re just, you know, we just don’t understand what’s going on.
  • The five forms of filtering break into two categories: judgement-based, or mechanical.
  • ...7 more annotations...
  • Judgement-based filtering is what people do.
  • As we gain skills and knowledge, the amount of information we can process increases. If we invest enough time in learning something, we can reach filter like an expert.
  • However, even experts can’t deal with all of the information available on the subjects that interest them – that’s why they end up specialising.
  • There can also be expert networks – in some sense that is what the original search engines were, and what mahalo.com is trying now. The problem that the original search engines encountered is that the amount of information available on the web expanded so quickly that it outstripped the ability of the network to keep up with it. This led to the development of google’s search algorithm – an example of one of the versions of mechanical filtering: algorithmic.
  • heingold also provides a pretty good description of the other form of mechanical filtering, heuristic, in his piece on crap detection. Heuristic filtering is based on a set of rules or routines that people can follow to help them sort through the information available to them.
  • Filtering by itself is important, but it only creates value when you combine it with aggregating and connecting. As Rheingold puts it:
  • The important part, as I stressed at the beginning, is in your head. It really doesn’t do any good to multiply the amount of information flowing in, and even filtering that information so that only the best gets to you, if you don’t have a mental cognitive and social strategy for how you’re going to deploy your attention. (emphasis added)
  • Dennis OConnor on 01 Dec 11
     
    I've been seeking a way to explain why I introduce Diigo along with Information fluency skills in the E-Learning for Educators Course. This article quickly draws the big picture.  Folks seeking to become online teachers are pursuing a specialized teaching skill that requires an information filtering strategy as well as what Rheingold calls "a mental cognitive and social strategy for how you're going to deploy your attention."
Ashley Haseman

Effects of Technology on Classrooms and Students - 0 views

www2.ed.gov/...effectsstudents.html

education technology learning resources

shared by Ashley Haseman on 04 Sep 13 - Cached
  • Ashley Haseman on 04 Sep 13
     
    I like this website because it talks about how technology has helped the students with motivation and self-esteem. It also talks about the changes of student and teacher roles.
Clif Mims

Twemes.com - 0 views

twemes.com

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shared by Clif Mims on 02 Mar 09 - Cached
  • Clif Mims on 02 Mar 09
     
    Twitter memes. Global tags for Twitter. Twemes.com follows Twitter.com tweets (messages) that have embedded tags that start with a # character. These are sometimes called hashtags but we like to use the term twemes. Through the use of twemes, we can all view what people are talking about across the whole Twitter universe. In some sense, this can be thought of as an adhoc chatroom. We also pull in recent public photos from Flickr and public bookmarks from Del.icio.us. Twemes.com is particularly useful for keeping up on the real-time activities associated with a live event such as a conference.
Donna W

Microblogging: Tiny social objects. On the future of participatory media - 0 views

www.slideshare.net/...-future-of-participatory-media

2.0 jaiku microblogging twitter web

shared by Donna W on 24 Jul 08 - Cached
  • Donna W on 24 Jul 08
     
    Slides of talk given at Reboot 9.0 and at Mobile Monday Amsterdam on 4 June 2007
Telannia Norfar

Voki Home - 0 views

www.voki.com

animation audio avatar blog tools voki web2.0

shared by Telannia Norfar on 30 Jul 08 - Cached
  • Telannia Norfar on 30 Jul 08
     
    A way to make your avatar talk
  • Telannia Norfar on 30 Jul 08
     
    This is a great way to connect with your students on any web page. I think this is especially useful for non-English speaking students. They really need audio as much as possible.
Clif Mims

fring - 0 views

www.fring.com

2.0 Telecommunication Free

shared by Clif Mims on 26 Dec 08 - Cached
  • Clif Mims on 26 Dec 08
     
    Make free mobile calls, and Instant Message with Skype, MSN Messenger, ICQ, Google Talk™, SIP & Twitter, AIM® & Yahoo!™
Rhondda Powling

Presentation Zen: Lessons from the art of storyboarding - 2 views

www.presentationzen.com/...-the-art-of-storyboarding.html

design blog graphics visualization video art elearning communication presentation digitalstorytelling film storytelling development digital_storytelling filmmaking storyboarding planning storyboard

shared by Rhondda Powling on 05 Feb 09 - Cached
  • Rhondda Powling on 05 Feb 09
     
    An article about story boarding and how it relates to a modern presentation such as the TED style talks. Very good embedded video about Walt Disney and the development and use of story boarding in animation.
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