Typing a password into your smartphone might be a reasonable way to access the sensitive information it holds, but a startup called EyeVerify thinks it would be easier—and more secure—to just look into the phone’s camera lens and move your eyes to the side.
EyeVerify’s software identifies you by your “eyeprints,” the pattern of veins in the whites of your eyes. Everybody has four eyeprints, two in each eye on either side of the iris. The company claims that its method is as accurate as a fingerprint or iris scan, without requiring any special hardware
Rush says the software can tell the difference between a real person and an image of a person. It randomly challenges the smartphone’s camera to adjust settings such as focus, exposure, and white balance and checks whether it receives an appropriate response from the object it’s focused on.
The look of the veins in your eyes changes over time, and you might burst a blood vessel one day. But Rush says long-term changes would be slow enough that EyeVerify could “age” its template to adjust. And the software only needs one proper eyeprint to authenticate you, so unless you bloody up both eyes, you should be able to use EyeVerify after a bar fight
Indeed, EyeVerify still needs to do more to prove that. Rush says that in tests of 96 people, the eyeprint system was 99.97 percent accurate. The company is working with Purdue University researchers to judge the accuracy of its software on 250 subjects—or another 500 eyes.
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Sunday, September 16, 2012 1:45 pm, Posted by Jeff Dunn
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6 Videos On Globalization And Technology That Will Blow Your Mind
The laptops might help breach the economic barrier to school success. Silvernail found that on statewide writing exams, economically disadvantaged students using laptops did outperform advantaged students who didn’t use their computers.
Still, the laptop program has faced setbacks. Maine wanted to expand its laptop program to all high schools four years ago, but state budget cuts have prevented that.
“What we need to look at is the broader impact on student improvement,” said Timothy Magner, the director of the Office of Education Technology, a branch of the U.S. Department of Education. “One of the key metrics is test scores. We’re keenly interested in that.”
They are keenly intrested in ... test scores! What a suprise! You would think this initative would have the backing of the US government and all its Allies! But no, we are worried about test scores...
Some schools’ programs around the country have faced widespread computer glitches, teachers not knowing how to teach with laptops — and to a much lesser degree, yet way more publicized — the issue of students using the Web to cyberslack, cheat and view porn.
yep, this is the down side. Kids mishandle internet or tech devices. or a pencil, or a book...nothing very new here...constant monitoring/good filter systme should be used
spawning original ideas.
But whether its program can measure up to the federal government’s key yardstick — improvement in standardized test scores — is another question.
opportunity for concrete, contextually meaningful experience through which they
can search for patterns, raise their own questions, and construct their own
models.
engage in activity, discourse, and reflection
take on more ownership of the ideas, and to pursue autonomy, mutual reciprocity
of social relations, and empowerment to be the goals.
"knowledge proceeds neither solely from the experience of objects nor from an
innate programming
but from successive constructions."
and the effect of social interaction, language, and culture on learning.
This movement occurs in the so-called "zone of proximal development" as a result
of social interaction.
disappointed with the overwhelming control of environment over human behavior
that is represented in behaviorism.
recognized two
internalization
basic processes operating continuously at every level of human activity
internalization and externalization
complex mental function is first an interaction between people
becomes a process within individuals
This transformation involves the mastery of external means of thinking and
learning to use symbols to control and regulate one's thinking.
the claim is that mental processes can be understood only if we understand the
tools and signs that mediate them
the gesture of pointing could not have been established as a sign without the
reaction of the other person.
Bruner's key concepts
mode of representing past events through appropriate motor responses
which enables
perceiver to "summarize events by organization of percepts and of images
symbol system which represents things by design features that can be arbitrary
and remote, e.g. language
Bruner's influence on instruction
Translating material into children's modes of thought:
enable learners to develop cognitive growth: questioning, prompting
discovery as" all forms of obtaining knowledge for oneself by the use of one's
own mind
Interpersonal interaction
Discovery learning:
Spiral Curriculum:
promote concept discovery, the teacher presents the set of instances that will
best help learners to develop an appropriate model of the concept.
cognitive
constructivists
sociocultural constructivists
focusing on the individual cognitive construction of mental structures;
emphasizing the social interaction and cultural practice on the construction of
knowledge
Promote discovery in the exercise of problem solving
Variables in instruction: nature of knowledge, nature of the knower, and
nature of the knowledge-getting process
Feedback must be provided in a mode that is both meaningful and within the
information-processing capacity of the learner.
Intrinsic pleasure of discovery promote a sense of self-reward
Knowledge cannot exist independently from the knower;
Learning is viewed as self-regulatory process
Cognitive constructivists focus on the active mental construction struggling
with the conflict between existing personal models of the world, and incoming
information in the environment.
Sociocultural constructivists emphasis
in which learners construct their models of reality as a meaning-making
undertaking with culturally developed tools and symbols
and negotiate such meaning thorough cooperative social activity, discourse and
debate (
Learners are active in making sense of things instead of responding to stimuli.
learners " make tentative interpretations of experience
requires invention and self-organization
Errors need to be perceived as a result of learners' conceptions and therefore
not minimized or avoided.
the learners are responsible for defending, proving, justifying, and
communicating their ideas to the classroom community.
humans seek to organize and generalize across experiences
According to TIP's
Theory Into Practice
Spiral organization:
Going beyond the information given:
Readiness:
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
that learning is an active process in which learners construct new ideas or
concepts based upon their current/past knowledge.
Instruction must be structured so that it can be easily grasped by the student
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
Bruner's major theoretical framework is that learning is an active process in
which learners construct new ideas or concepts based upon their current/past
knowledge.