For the first decades of computing, the term “algorithm” wasn’t much mentioned. But as computer science departments began sprouting across campuses in the 60s, the term acquired a new cachet. Its vogue was the product of status anxiety. Programmers, especially in the academy, were anxious to show that they weren’t mere technicians. They began to describe their work as algorithmic, in part because it tied them to one of the greatest of all mathematicians – the Persian polymath Muhammad ibn Musa al-Khwarizmi, or as he was known in Latin, Algoritmi. During the 12th century, translations of al-Khwarizmi introduced Arabic numerals to the west; his treatises pioneered algebra and trigonometry. By describing the algorithm as the fundamental element of programming, the computer scientists were attaching themselves to a grand history. It was a savvy piece of name-dropping: See, we’re not arriviste, we’re working with abstractions and theories, just like the mathematicians!
John Pearce on 30 Oct 13"Technology has evolved at a neck-snapping pace. We see it every day as we all learn about new web tools, apps, startups, and ideas in the education technology arena. We have bright eyes staring toward the horizon and we're all hoping for a bright future for our students. But it's important to look back. I've found you never truly know where you're headed until you understand where you've been. In terms of education technology (emphasis on technology), we've come so far. Let's look at an interesting image that I came across whilst browsing the ol' Pinterest:"
