Friday, August 14, 2009

cray supercomputer


Computers continue to increase in power while dropping in cost

At a dinner speech in Anchorage, Alaska a few years ago I heard Alan Kay (then a Fellow at Apple Computer) talk about how wonderful it is for students he works with to have access to a Cray supercomputer. A teacher sitting next to me said, "I don't even know why I am here -- I'll never have that much computing power in my classroom." I cautioned him: "Watch out for words like 'never'."

A 1980 model Cray supercomputer was the fastest machine of its day. It cost $12 million, weighed 10,000 lbs, consumed 150 kW of electricity -- and had only 8 MB of RAM and operated at a speed of 80 MHz.

You can't find personal computers that poorly equipped on the market now. A typical personal computer today has about twice the raw power of this $12 million Cray, and can be purchased for $2,500. This trend of increased power at lower cost is likely to continue well into the next century. The driving force for this change is the continued advancement in silicon chip technology.

future of internet searches


This is what I wish the internet search will be able to do with a mobile device in the NEAR future. Touch screen, built in camera, scanner, WiFi, google map (hopefully google earth), google search, image search… all in one device. Like this way, when you can see a building through it, it gives you the image search result right on the spot.
Choose a building and touch a floor and it tells you more details of the building.
Well, it doesn’t have to be a building, but it can be any object you see. You can use it when you want to know a car model, an insect name, what kind of food is served at a restaurant and how much, who built a bridge, etc. etc. But as a designer myself, I hope it’s able to tell me a name of a font of the type I see, the size, color (in RGB), and so on.

http://images.google.com/imgres?imgurl=http://petitinvention.files.wordpress.com/2008/05/future_search4-1_petitinvention.jpg&imgrefurl=http://petitinvention.wordpress.com/2008/02/10/future-of-internet-search-mobile-version/&usg=__agOozbk2vNpm7VlAkatw-vsmPC8=&h=500&w=500&sz=154&hl=en&start=4&um=1&tbnid=kyFZktFDcONqEM:&tbnh=130&tbnw=130&prev=/images%3Fq%3Dfuture%26hl%3Den%26rlz%3D1B2DVFB_enUS259US259%26um%3D1

Thursday, August 13, 2009

New Technology In the Classroom

cit011.jpg


At the ninth annual Instructional Technology Showcase, Duke faculty shared their successes using new technologies to teach classes in a wide variety of disciplines.

The event – which drew more than 200 attendees from across Duke and other local universities to Perkins/Bostock and the Link – included a series of presentations aimed at highlighting creative classroom uses of technology. Among the sessions:

-- Distance education using a virtual School of Nursing developed in Second Life.

-- A class project to develop a multimedia mapping kit for Duke Engage students.

-- The use of student-produced video to build language skills and cultural understanding in French cinematography.

-- An initiative that matched student writers with alumni and Duke staff to provide real-life feedback.

-- Emerging tools for capturing and delivering lectures online.

-- A Duke-developed computer simulation that trains students in international conflict resolution.

More ideas are forthcoming from faculty, according to organizers from theCenter for Instructional Technology (CIT). Through the Duke Digital Initiative (DDI) – a collaboration between CIT and Duke’s Office of Information Technology – they hope to inspire faculty and students to explore new ways of creating and sharing digital media.

No More Paper!


PAPER WASTE NO MORE

Ed Sherretta, department chairman of the business and computer science department at Hatboro- Horsham (Pennsylvania) High School, has led the effort there to create a paperless school. "It's easy to find something on the Web and hit the print button," said Sherretta. The effort to go paperless is designed to raise awareness, he said.

School officials estimated that each of the 20 classes at Hatboro-Horsham used nearly 500 sheets of paper a week.

The idea of a paperless school was first entertained at a tree-planting ceremony on the school grounds. The desire to save trees and the ecology prompted, in part, the push for eliminating paper from the classroom.

Sherretta said the paperless initiative began with basic awareness programs to promote ideas for the digital distribution of data. Students and teachers now use network folders to collect and distribute anything from tests to homework over the school's intranet. Teachers receive morning bulletins and important documents electronically.

Online attendance could be available in the future also, Sherretta said. He acknowledges, however, that security needs to be tighter for something like grades to be available over the public Internet.

wastebin.jpg

Future of Classrooms

2405_ClassroomFuture01HCGLA.JPG.jpg

Advanced Classroom:

Objective:

The advanced classroom will include all the technology of a basic classroom plus be

configurable as separate rooms (similar to Estrella Mountain’s Center for Teaching and

Learning). One of the smaller rooms will be setup for videotaping and direct access to

MCTV along with holographic display capabilities. The rooms will have tables, wireless

access and a large video screen. Each table will be wired for polling while be still being

movable.

The room will include a secure area capable of storing laptops for distribution to the

students. The room will be equipped to handle distance-learning classes with live video

broadcast capability and a wide variety of science classes. The room also will be used for

seminars, workshops and a wide variety of special events.


Equipment List:

Wireless Internet Access

Projection: Overhead Projector or Digital screen built into the wall for each

section of the room.

Computing System: Instructor Computer or Computer Docking station with all

the connections.

DVD / CD / Cable TV access (through projection system)

Pad Camera

Laptops for each table (stored in a secure area for distribution)

Printer

Video cameras for TV based distance education programs

Holographic Display system (capable of 3D representations of people or objects

Tables and Chairs:

The tables and chairs will be movable for different types of collaboration. The

tables can be rectangular or circular in shape. The room can be divided into

several rooms or opened for large group interaction.


Thursday, August 6, 2009

Classes via Podcast?

Beth Ritter-Guth, Professor of English and Gender Studies at LehighCarbon Community College (LCCC), is the hippest prof on campus. Withevery class, she entices students to learn by employing a technologymany own and most admire: the iPod.
Ritter-Guth has implemented podcasting in all of her classes: Sherecords her lectures, then makes them available on iTunes and on herblogspot for students to download at a later time. "I see a need toprepare our students for future communication expectations," saysRitter-Guth. "These tools will be standard tools in the future."
Podcasts make excellent study tools and are used to disseminateextra information. "Podcasting also adds a new dimension to onlinelearning; it makes the online classroom more personal," saysRitter-Guth. LCCC is one of the only colleges in the area to includethis technology in its educational base.
In addition, Ritter-Guth hasteamed up with Dr. Jean-Claude Bradley of Drexel University,Philadelphia, to create an online cross-college program for sciencewriters. "The UsefulChem Writing Partners[www.inblogs.net/usefulchemwritingpartners/] is meant to help emergingtechnical writers work with and disseminate information aboutcomplicated scientific material," Ritter-Guth says. "We all can add tothe rich environment of knowledge by sharing our ways of telling thetale or painting the picture."

http://www.lccc.edu/about-lccc/press-releases/2007-press-releases/lccc-professor-advances-education-through-technology-ipods-not-just-for-tunes/

Visions for the Future of Education

As Yogi Berra once observed, "It's tough to make predictions, especially about the future." Even so, there are some clear trends in American society today that are likely to have long-term consequences. Since one of the major roles of education is to prepare students for life in the next century, an awareness of these trends by educators and policy makers is essential if our educational system is to achieve its objectives.

http://www.tcpd.org/thornburg/Handouts/2020visions.html

Although a lens to view the future is clouded, and must be filtered through the past and present, the ability to stand back and think about the impact

Although a lens to view the future is clouded, and must be filtered through the past and present, the ability to stand back and think about the impact of technologies on student learning will undergird research in technology for the education of children, youth, and adults with disabilities in the 21st century. We must view the coming changes, and they will be massive, from the perspective that technology provides access to learning but does not control it; that technologies are not the content of educationãrather, they provide a cornucopia of tools for learning.

http://www.wiu.edu/thecenter/articles/teched.html

Monday, July 27, 2009

ipen



i-pen Mouse is a pen-shaped mouse for PC that allows natural writing just like using a real pen. Utilizing the latest optical navigation technology, i-pen is lightweight, durable, and accurate. With i-pen Mouse, user can perform natural handwriting to do more creative work or special task that was previously impossible with a mouse. i-pen Mouse is designed to work in "mouse mode" for fast point-and-click action and also in "pen mode" for writing and drawing actions. Two modes can be changed manually with switch of the button. Especially, because it requires very small surface to write on, it is very ideal for laptop users and perfect for places where limited workspace is allowed


http://www.fingersystemusa.com/products/i-pen_mouse.php


Wednesday, July 15, 2009

Online Tutoring

The extra help that is sometimes needed is now available online. This may seem like a good thing, but it can also be harmful because anyone can tutor online. The following link discusses some of the advantages and disadvantages.
http://www.tutoring-services.com/online-program-tutoring.html

Second Life

Hundreds of leading universities and school systems around the world use Second Life as a vibrant part of their educational programs. Linden Lab works enthusiastically with education organizations to familiarize them with the benefits of virtual worlds, connect them with educational peers active in Second Life, and showcase their inworld projects and communities.

http://secondlifegrid.net/slfe/education-use-virtual-world

Monday, July 13, 2009

Online VS Classroom Education

Online VS Classroom Education

At first glance, online education might seem like an easy and undervalued way of obtaining your education. However, after years of testing and constant studies, online learning is gaining acceptance by the education industry as an acceptable and productive way of obtaining your education. One such study suggests that online learning is actually a more efficient and effective way for students to learn. Below are some of the pros and cons of online learning versus learning in a traditional classroom setting.

Online Learning

Pros

  • Allows for learning in in distant or disadvantaged locations

Online education is easy to access and provides a convenient way to obtain course materials such as homework, exam schedules, test scores and more. Most online learning environments are accessible from a standard internet connection and typically require average home computer system requirements.

  • Facilitates easy information transfer

    For most online schools, all course information is obtained by browsing the internet and sending/receiving email. This instant and secure transfer of information provides a convenient way for students to communicate with their instructors and fellow classmates. Some classes participate in chat sessions on a weekly or even more frequent basis. This provides a means for students to interact with each other while learning a particular subject thus enhancing the overall learning experience. Also visit Online Degrees for further detail regarding distance learning and training.

Cons

  • Changing technology may create barriers to accessing learning environments

As with new teaching methods, online learning has faced much criticism from many sources as they claim it has devalued post secondary education and will reduce the effectiveness of obtaining quality career positions by obtaining higher education. These skeptics claim many existing barriers to effectively learning complex subjects in an online-only setting. They also feel that it isolates the students from one another as well as their instructor reducing the overall value of taking the course.

  • Limited understanding of effective teaching methods due to youth of online learning

    Due to the youth of online learning, there has been little research conducted to evaluate the teaching methods or the effectiveness of student comprehension through an online-only learning environment. Some programs also offer a combination of online and classroom style teaching for the same course. This allows for the benefits of both types of learning to be realized.

Classroom Learning

Pros

  • Provides interactive classroom setting that promotes the open exchange of ideas.

    Having numerous students learning in the same classroom has the added benefit of allowing students to exchange ideas and questions with one another providing another valuable learning medium that online envrionements cannot replicate. First-hand interaction with the educating professor also allows for ideas to be exchanged freely and without any communication barriers.

Cons

  • Encourage passive learning

    Depending on the level of interaction in the classroom setting, shy students may be allowed to attend classes without providing alternative ways to communicate ideas. Forcing students to learn by vocal exchange with a professor may limit their ability to learn.
  • Ignore individual learning differences between students

Classrooms environments tend to group students together in large number often making it difficult for instructors to isolate learning deficiencies and provide the necessary close attention that individuals may need to learn. Online classes allow for a more individual persepective from the professors standpoint due to most of the communication being easily handled through email and chat.

  • Neglect problem solving, critical thinking, and higher order learning skills

The classroom setting can also hinder ones ability to learn by allowing other, more vocal, students to dominate the bulk of the discussion environments. Quieter personalities are limited in their communication options for exchanging ideas and information.

Summary

The truth to the matter is that there are advantages and disadvantages to every type of learning environment. It is best to use the advantages that each method offers to their fullest extent. It appears from the initial studies, that a combination of online and classroom learning to convey subject matter to students will be the best teaching method. However, in some instances the inconvenience of maintaining a consistent school schedule prohibits potential students from furthering their education. Learning also highly depends on the individual's motivation to learn. So it still comes down to the effort that the students put into their education that ultimately determines how much they will retain and how beneficial the overall experience was to their future career.


http://www.technical-vocational-schools.com/online_classroom_learning.aspx

Sunday, July 12, 2009

Overhead Projectors

http://salestores.com/stores/images/images_747/XO003807146.jpg


An overhead projector typically consists of a large box containing a very bright lamp and a fan to cool it on top of which is a large lens that collimates the light. Above the box, typically on a long arm, is a mirror and lens that focuses and redirects the light forward instead of up. Transparencies are placed on top of the lens for display. The light from the lamp travels through the transparency and into the mirror where it is shone forward onto a screen for display. The mirror allows both the presenter and the audience to see the image at the same time, the presenter looking down at the transparency as if writing, the audience looking forward at the screen. The height of the mirror can be adjusted, to both focus the image and to make the image larger or smaller depending on how close the projector is to the screen.

Friday, July 10, 2009

Television In the Classroom Today




Cable in the Classroom (CIC) is the U.S. cable industry’s education foundation. Their mission is to foster the use of cable content and technology to expand and enhance learning for children and youth nationwide.
Working in partnership with and on behalf of the cable industry, CIC advocates for the visionary, sensible and effective use of media in homes, schools, and communities.

Cable in the Classroom (CIC) fosters the use of cable content and technology to expand and enhance learning for children and youth nationwide. Working in partnership with and on behalf of the cable industry, Cable in the Classroom advocates for the visionary, sensible, and effective use of media in homes, schools, and communities.

Calculators In Today's Classroom


CALCULATOR: a mechanical, electromechanical, or electronic device that performs arithmetic operations automatically.


Since the first hand-held electronic calculator appeared on the market nearly 30 years ago, individuals and special interest groups have voiced extremely strong opinion, both pro and con, regarding the use of calculators in the classroom. And the debate continues today. David Gelernter, professor of computer science at Yale University, believes calculators should be totally eliminated from the classroom. He feels that allowing children to use calculators produces adults who can't do basic arithmetic, doomed to wander through life in a numeric haze. In 1997, California legislation would prohibit the use of calculators in schools prior to the sixth grade. Whereas, the state of Virginia purchased 200,000 graphing calculators to be used by all middle school and high school math students.

Thursday, July 9, 2009

Powerpoint



Powerpoint is a great tool for teachers to use. It helps keep the children attentive, it provides pictures to help remember facts and dates, and its so much more fun than a chalkboard!



What's going on?

PowerPoint is a high-powered software tool used for presenting information in a dynamic slide show format. Text, charts, graphs, sound effects and video are just some of the elements PowerPoint can incorporate into your presentations with ease. Whether it's a classroom lesson, a parents' group meeting, a teachers' seminar or an unattended kiosk at the Science Fair - PowerPoint shows you how to make a powerful impression on your audience.

This fun, eight-unit tutorial shows K-12 teachers how to use PowerPoint to present many different forms of information. You'll learn the basics on using PowerPoint's toolbars, laying out your information, saving, moving your information to the place you'll be presenting it - and much more.

This tutorial is provided free of charge by ACT360 Media Ltd. If you are using this material for classroom use and would like to support future updates, please make a $1 donation by clicking the link below.


Meet your hosts…

Join our wacky tutorial hosts Sue Special and Jim Jingle as they take you on a talk show tour of PowerPoint's unique features and abilities. Just to tweak your memory, the tutorial includes a quiz question at the end of each new section. You'll also get a kick out of the Cool For School page, which gives you extra tips and tricks for using PowerPoint in the classroom.


What do you think?

If you have anything to say about the tutorial, or if you'd like to share your own ideas about using PowerPoint, please visit our blog. We really appreciate any comments and suggestions you have to offer.

Wait! There's more...

Can we make this tutorial even better and easier to use? Believe it or not, we can! So check back often as we add these exciting new features.

Tutorials in Print
Send a copy of this online tutorial to your printer with just a couple of clicks. Here's how...

http://www.actden.com/PP/guide.htm

Blogs About Lesson Plans Using Technology

Friday, January 09, 2009

Technology lesson planning 101

First of all...On the excellent Doug Johnson Blue Skunk Blog, there are two recent articles well worth reading: one is Seven brilliant things teachers do with technology, in which I particularly like the idea that we should "use technology's engagement (not entertainment) power" [>> more].

The second is Seven stupid mistakes teachers make with technology, "stupid" being a word he uses with some reservation.

I've got the same reservations myself about "stupid". "Can I ask a stupid question?" people sometimes ask me in technology seminars, meaning a question that might seem stupid to experts, an idea that embarrasses the questioner. But the question never turns out to be stupid: "basic" is perhaps the word being sought.

As regards using technology, let's call it "silly", shall we? To my mind, the silliest mistake you can make as a teacher is not having a Plan B in case the technology goes wrong, as at some point it inevitably will.

"Silly" is a word I hear teachers use: they say, for example, "you just look silly in front of all your students when there's no Internet connection".

But that's the great thing about having a "Plan B": if you do, you won't look silly, on the contrary, you'll look slickly professional, which as a learner is how I like my teacher to look...

http://images.google.com/imgres?imgurl=http://www.ihes.com/bcn/tt/eltblog/blog/uploaded_images/tecnologia-780918-769329-743771.jpg&imgrefurl=http://www.ihes.com/bcn/tt/eltblog/blog/labels/Using%2520technology.html&usg=__lf6S8PfJHHFZ1n_RB82vttHfpTM=&h=300&w=400&sz=28&hl=en&start=7&um=1&tbnid=SaucwMzjPm4m5M:&tbnh=93&tbnw=124&prev=/images%3Fq%3Dtechnology%2Bin%2Bthe%2Bclassroom%26hl%3Den%26safe%3Doff%26rlz%3D1B2RNFA_en___US204%26um%3D1

Lesson Plans Using Technology

Task #3: A photograph of learning actually occurring

Follow the steps and the task isn't as impossible as it might look...


It is easy -- from the technical point of view. All you your learners have to do is point the camera and shoot, and then share it in some digital way (eg. on a blog, or as a PowerPoint presentation, as I suggested).

It is however more of a challenge. Can you actually photograph the actual instant learning occurs, and actually capture it on film? I've been trying for years and never really ever got close to it.

What your learners should aim for is a photograph in which they can then say "What we were trying to capture was...". The end-product is less important than the meaningful interaction that precedes it -- though it is also true that working towards producing an end-product makes that interaction meaningful.

And, as I suggested, discussing the subject of when learning takes place first, before taking out the camera, will make it slightly less of a challenge, as well as creating the opportunity for the interaction to occur.
http://images.google.com/imgres?imgurl=http://www.ihes.com/bcn/tt/eltblog/blog/uploaded_images/tecnologia-780918-769329-743771.jpg&imgrefurl=http://www.ihes.com/bcn/tt/eltblog/blog/labels/Using%2520technology.html&usg=__lf6S8PfJHHFZ1n_RB82vttHfpTM=&h=300&w=400&sz=28&hl=en&start=7&um=1&tbnid=SaucwMzjPm4m5M:&tbnh=93&tbnw=124&prev=/images%3Fq%3Dtechnology%2Bin%2Bthe%2Bclassroom%26hl%3Den%26safe%3Doff%26rlz%3D1B2RNFA_en___US204%26um%3D1

Voice recognition Software

Today, schools offer technologies that were unheard of twenty years ago. The typewriter is being replaced by voice recognition software, and the traditional classroom is now competing with two-way online distance learning classes. However, rather than try to describe the impact of technology as a whole, schools need to understand the purpose and usefulness of them.

Ilisten






http://www.associatedcontent.com/article/309346/using_technology_in_todays_classroom_pg2.html?cat=4

http://images.google.com/imgres?imgurl=http://bigpicture.typepad.com/photos/uncategorized/2007/08/21/ilisten.jpg&imgrefurl=http://bigpicture.typepad.com/comments/2007/08/voice-recogniti.html&usg=__bkjT2Scklv_isLbAtbttQa-ETZ8=&h=280&w=280&sz=17&hl=en&start=2&um=1&tbnid=whvi9O7QNCT7GM:&tbnh=114&tbnw=114&prev=/images%3Fq%3Dvoice%2Brecognition%2Bsoftware%26hl%3Den%26safe%3Doff%26rlz%3D1B2RNFA_en___US204%26sa%3DN%26um%3D1

Wednesday, July 8, 2009

Computers In the Classroom Today





Positive outcomes of computers in today's classrooms.




  1. 1. Children can use the program without asking for help

  2. 2. Children control the software's path and pace

  3. 3. The program provides opportunities for children to explore a variety of concepts on several levels.

  4. 4. Children receive quick feedback.

  5. 5. The program appeals to children's multisensory learning style by taking advantage of the capabilities offered by today's computers.

  6. The software is enjoyable - it encourages children to laugh and to use their imagination to explore.

  7. Children experience success and feel empowered by learning

The SMARTBOARD


What are Smartboards?SMARTBoard are interactive whiteboard that helps energize presentations and motivate learners. In 1991, it was the world's first interactive whiteboard. Today, it is the world's leading interactive whiteboard. Combining the simplicity of a whiteboard with the power of a computer, the SMART Board interactive whiteboard engages students and audiences around the world.How does it work?The touch-sensitive display connects to your computer and digital projector to show your computer image. You can then control computer applications directly from the display, write notes in digital ink and save your work to share later.Best of all, the full-featured SMART Board interactive whiteboard is incredibly easy to use. If you can use a computer, you can use a SMART Board interactive whiteboard.

Tuesday, June 23, 2009

Antique Copy Machines



Offices need more than one copy of a document in a number of situations. Typically they need a copy of outgoing correspondence for their records. Sometimes they want to circulate copies of documents they create to several interested parties. They may need hundreds of copies of circulars and form letters. During the final quarter of the 19th century a host of competing technologies were introduced to meet such needs. Indeed, one article at the time was entitled “Still Another Letter-Copying Process.” (Manufacturer and Builder, Feb. 1880.) The technologies that were most commonly used in 1895 to make copies of outgoing letters and of circulars and form letters are identified in an 1895 description of the New York Business College's course program: "All important letters or documents are copied in a letter-book or carbon copies [are] made, and instruction is also given in the use of the mimeograph and other labor-saving office devices." (The Stenographer, July 1895, p. 6) At other times offices want to make duplicates of incoming or old documents. Until the 20th century pen and ink, and eventually the typewriter, remained the only technologies for copying most incoming documents. In the late 20th century, all these needs were met by photocopying machines and by electronic storage, transmission and scanning.


In the nineteenth century, correspondence was principally by hand with pen and ink. Indeed, heavy reliance on calligraphy continued in offices for decades after the first practical typewriter was marketed by Remington in 1874. Until the late 18th century, if an office wanted to keep a copy of an outgoing letter, a clerk had to write out the copy by hand. This technology continued to be important through most of the nineteenth century. Offices employed copy clerks, also known as copyists, scribes, and scriveners, men who typically stood, or sat on high stools, while working at tall slant-top desks. Charles Dickens immortalized one such clerk, Bob Cratchit: “The door of Scrooge’s counting-house was open that he might keep his eye upon his clerk, who in a dismal little cell beyond, a sort of tank, was copying letters. Scrooge had a very small fire, but the clerk’s fire was so very much smaller that it looked like one coal." (A Christmas, 1843. Image of this scene to the right is from 1893.) Herman Melville's story Bartleby (1853) concerns a lawyer in New York City who employed three male scriveners to copy testimony and other documents. Yates reports that "the Du Pont Company continued to use hand copy books through at least 1857." (JoAnne Yates, Control through Communications, 1989, p. 206.)

History of the Chalkboard

Walk into just about any classroom and you will find one: A dark green board on the wall, lined with pieces of chalk and felt erasers. Chalkboards, also commonly known as blackboards, have long been a part of daily classroom life, but just what is the history of the chalkboard?The earliest blackboards cannot properly be called chalkboards, as there was no chalk involved. They were simply small pieces of slate, and instead of chalk children would use another, smaller piece of slate to write on the board. Marks would be erased with a simple rag in order for the student to move onto the next problem.

The earliest blackboards cannot properly be called chalkboards, as there was no chalk involved. They were simply small pieces of slate, and instead of chalk children would use another, smaller piece of slate to write on the board. Marks would be erased with a simple rag in order for the student to move onto the next problem.

In the late 18th and early 19th century, such "slateboards" were commonly used in schools in the United States and other countries. These small pieces of slate would be bound in a wooden frame to help strengthen the board and keep them from cracking. In those days paper was expensive and hard to come by, so these mini slate blackboards provided a good substitute.

In the past couple of decades, many schools are beginning to phase out use of chalkboards for whiteboards over fears of the hazardous effects of chalk dust. The principle, however, remains the same, and blackboards will continue to be used in schools for many years to come.

Protractor

In geometry, a protractor is a circular or semicircular tool for measuring and angle or a cirlce. The units of measurment utalized are usually degrees. Some protractors are simple half-discs; these have existed since ancient times. More advanced protractors, such as the Bevel Protractor have one or two swinging arms, which can be used to help measure the angle.

http://www.copernicusproject.ucr.edu/ssi/2007PhysicsRes/protractor.gif

Pens

Hand-held implement for writing. Pens have existed since ancient Egyptian times. Quill pens were developed by the Romans, and the technology remained unchanged until the 18th-century development of the steel nib. The fountain pen, which ensured a steady supply of ink, was invented in the 1880s. Today the dominant types of pen are the ballpoint, which became widespread in the 1940s and 1950s, and the felt-tip pen, dating from the 1960s.

http://www.mjcompany.com.gh/images/stationery/Multi_Function_Pen.jpg

CHALK

Blackboard chalk is calcium carbonate and is used for the manufacture of putty, plaster, cement, and of course, blackboard chalk. Calcium carbonate is made up of Foraminifera, shells of little dead marine animals. It is found in the earth’s crust during all geological periods and is usually formed in thick deposits around marine, or formerly marine areas. There are other types of naturally occurring chalk, including black chalk and red chalk. Chalk, in its natural state, was used by early man in prehistoric times for cave paintings.


http://www.navdeepakcorp.com/yahoo_site_admin/assets/images/CHALK_BOX.26142954_std.jpg

The electronic slide rule

HP-35

The HP-35 was the world's first pocket electronic scientific calculator.

It was introduced in January 1972 by Hewlett-Packard and had the equivalent of 30,000 transistors. It sold for $395.

Hewlett-Packard sold over 100,000 of the HP-35s the first year.

The introduction of the HP-35 and other electronic calculators that followed marked the end of the mechanical slide-rule as a primary problem solving device.

The HP-35 was known as the "electronic slide rule."

The Slide Rule

http://www.sciencemusings.com/blog/images/sliderule.jpg

This is a slide rule. This was used before the invention of a calculator. It could do almost all math function, it just took a very long time to complete.

Friday, June 19, 2009

Reasons to Use Tenchonology in The Classroom

According to a survey done by the university of Maryland, there are many reasons to integrate technology into your classroom. Some of the following ideas came from www.edtechpolicy.org/Presentations/
Motivation
Gaining learner attention
Engaging the learner through production work
Increasing perceptions of control (intrinsic motivation)
Unique instructional capabilities
Linking learners to information sources
Helping learners visualize problems and solutions
Tracking learner progress
Linking learners to learning tools
Support for new instructional approaches
Cooperative learning
Shared Intelligence
Problem solving and higher-level skills
Increased teacher productivity
Freeing time to work with students by helping with production and record keeping tasks
Providing more accurate information more quickly
Allowing teachers to produce better-looking more “student-friendly” materials more quickly
Required skills for an information age
Technology literacy
Information literacy
Visual literacy.


The also posted a list of current trends in the classroom from K - 12. I find this very helpful when i look for lesson plans for my students.
PD activity ends with a teacher developed lesson plan
Lesson Plan “databases” for others to use
Make use of other “on-line” activities
Implementing educational software into daily activities
PowerPoint, Excel, Kid Pix, Inspiration, Kidspiration, StoryWeaver, etc.
Selected Internet activities
WebQuests, Scavenger Hunts, Treasure Hunts, etc.
Problem-Solving Courseware
Educational “Games”, Simulations, Case Studies
E-Learning
New Equipment Developments
Graphic Calculators and Probes
Handheld Devices & E-Books
Wireless & Wearable Computers
Group Activities
Assessment through Electronic Portfolios.

There are great websites these days geared directly towards children and their educational needs, but that let the children have fun and keep thier interests.
http://www.cybersurfari.org/

Tuesday, June 16, 2009

first personal computer

IBM System/23 Datamaster
Model:5322
Announced:1979
Released:July 1981
Price:US$9,830 with printer
Weight:95 pounds
CPU:Intel 8085
RAM:64K max
Display:80 X 24 text

green phosphor display
Expansion:six internal slots
Storage:dual 8-inch floppy drives
Ports:current-loop serial port

printer port
OS:BASIC built-in









Please, stand at attention in the presence of the (horns sound - "ta da!") - IBM System/23 Datamaster!

This large, extremely heavy (95 lbs/43 kg) all-in-one desktop computer system, was designed to be taken out of the carton, set up, checked out and operated by first-time users.

The Datamaster combined word processing and data processing in a single machine to give small businesses the big benefits of information processing.


The same engineers who design the Datamaster went on to help designed the IBM PC, the computer system which started the PC revolution which exists today.


The power supply and motherboard both pull-out from the back of the system for easy access. This can be done whether or not the system cover has been removed.

As you can see, the 8-inch floppy drives are very large, with several heavy-duty components. These large and heavy drives are rather uncommon for 1981 - most other computer systems had switched to 5 1/4-inch drives by this time.


Seen to the left is a memory board which plugs into the motherboard.

It is very unusual, with all of the chips piggy-backed with an identical one.

This is either to double the memory capacity, or to add redundancy, as early RAM chips apparently failed (open) prematurely, and doubling them up greatly increased the lifespan of the memory board.

Monday, June 15, 2009

1651 - John Dury Invents the Modern LibraryFrom: Dury John (1651). The Reformed School and the Reformed Library Keeper, Menston, Yorks.: Scolar Press, 1972. In his letters to Samuel Hartlib in 1651, John Dury presented his ideas on how the job of the university library keeper (librarian) could be enhanced to better serve the University (Oxford). At that time in England, libraries were not open to the public. In Dury's first letter we learn that the library keeper's only responsibility was to safeguard the collection. To do this, a man (note: not a women) did not need to be particularly well educated. The pay was low, commensurate with the skill-level required for the job. Dury describes the service provided by "factors and traders," educated men who profited by traveling throughout Europe searching for books suitable for various collections. Dury faults that system because he believed that the "factors and traders" were more interested in profit-making than in learning. (He then kindly defends these men by pointing out that, after all, they have to make a living.) His idea was to enhance the job of the library-keeper to include the role of the trader. In order to do this, the position of library-keeper would have to provide enough pay to attract educated men. If the library wanted men who were broadly educated and interested in the advancement of learning, Dury suggested the pay skill, which then ranged between 50 and 100 Pounds a year, be raised to 200 Pounds. He recommended that potential employees be tested in order to prove they are familiar enough with the various disciplines of the day to accurately maintain the library catalog. Dury felt that having trained library keepers was essential if libraries were to be made open to the public. The library-keeper's job would be extended to include recommending and annually defending additions to the collection before the faculty of the University. The library-keeper was to correspond with experts in every science throughout Europe (expenses to be paid by the University). The library keeper was also to be the reference person regarding the collection, in order to assist scholars. In addition he was to continue the role of safeguarding the collection, which, in a public library, meant overseeing collection use and maintaining the library catalog. Dury notes that the catalog would need to be created first, however. He suggested that the catalog be arranged by subject matter, then divided by language. The catalog he had in mind would also contain a pointer to the physical position of the book within the library. That system would be designed well enough to allow for the growth of the collection. Moreover, an annual list of additions to the collection would be printed. The entire catalog would be printed and circulated to other libraries in Europe every three years (or more often if the library grows faster than expected). He also proposed that the University keep books that the library has acquired, by gifts or purchase, even if the faculty couldn't use them, as; "there is seldom any book that does not contain something useful." He suggested keeping them in a separate collection and creating a list that was indexed by subject and arranged alphabetically by author. Dury's second letter offers an argument to be used in defending the cost of establishing his proposed library before the British Parliament, which he thought should supply the necessary funding. He bases his argument on Christian moral grounds, reminding us that in his day the separation of church and state was not a popular idea. Dury saw the library as a place that would nourish the spirits of men. He criticizes private libraries as serving those that "pride themselves in the possession of that which others have not," men who "covetously obstruct the fountains of life and comfort." He complains that this "dilates the light of knowledge and the love of the grace and goodness in the hearts of all men." He argues that library should be "communicating all good things freely to others." He goes on to argue that the university library, by proving useful to scholars in other nations, would encourage them to adopt similar policies for their own libraries, thus bringing honor to England. Finally, he warns that if the library is administered without relation to Christ's teachings, the endeavor is likely to lead to strife, confusion, and pride.

Works cited: Dury John (1651). The Reformed School and the Reformed Library Keeper, Menston, Yorks.: Scolar Press, 1972.

Blackboard Technology and Chalkboard History Advances

The blackboard revolutionized education. In our present age of continually evolving desktop, laptop and palm computers, photocopy equipment, PowerPoint presentations, video displays, interactive whiteboards, and internet access, it's startling to realize that the "technology" to first influence education was the invention of these black slate writing boards (also known as chalkboards).
Teaching could be a tedious and challenging business for American teachers before the chalkboard was a teaching tool. Whether they were in eastern academies or schoolrooms on the prairies, prior to 1801, teachers and schools had no means of visually presenting information to a roomful of students all at once, no means of presenting large concept and historical overviews for the entire class to view, grasp and discuss.
Blackboards, easels, corkboards and contemporary whiteboards may seem to us to have always been standard equipment in schoolrooms as well as business boardrooms, but none of these basic tools even existed in classrooms prior to 1801.
Supplies of pencils and paper were often in short supply or unaffordable for families. Without a means of making mass copies, hand outs, too, were a rarity since the teachers would have to hand a set for each of their students.
Students sat in schoolrooms with handheld slates upon which to write assignments. These were usually made of a wood board painted over with black grit, though some were made of porcelain imported from the United Kingdom. Teachers would then have to go from student to student copying, for example, a math problem onto each student's individual slate. Some weren't so fortunate.
When Mrs. Olive M. Isbell opened the first school in California school in 1846 she lacked slate, blackboard and paper, and so wrote the alphabet on the back of her pupils hands.
The expense of materials and the individual attention required by such presentation methods, caused small class enrollment and slowed instruction.

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When were chalkboards first used for instruction? James Pillans, Headmaster of the Old High School of Edinburgh, Scotland, is widely credited for inventing the blackboard and colored chalk which he used to teach geography.
Mr. George Baron, an instructor at West Point Military Academy, is considered to be the first American instructor to incorporate the use of a large black chalk board into the presentation of his math lessons in 1801. However, it's probable that a few other schools had access to it, also.
Thanks to such "out of the box" thinking on the part of a few instructors, the benefits of chalk and blackboards became clearly apparent.
Schoolhouses across America that could afford the slate material adopted the medium because it saved teachers re-writing and allowed them to educate larger numbers of students easily. Large-size slabs of slate boards were ordered and shipped across America via the ever-expanding railroad systems.
Even single-room schoolhouses in far rural areas of the country began enjoying the use of this innovative teaching tool. By the mid-1800s, a blackboard was to be found in almost every school and had become the single most important educational tool. Chalk boards remained the primary all-around educational fixture in schoolrooms and businesses for almost 200 years. Even the corkboard wasn't invented for presentations until 1891.
These boards became equally important in business offices. Blackboards soon became equally important in business organizations, as well as in the fields of math and science, long before the materials were even invented from which whiteboards could be manufactured. Thanks to the chalk board, not only were large amounts of people in the same room able to be presented with the same material all at once, but these boards also became a method of working out long strings of problems and "brain storming" new concepts among several people at once.
Some people, like the famous fellow at right, were known to do some of their best work on black boards!
Albert Einstein
It was not until the 1960s that the slate blackboard began to give way to boards manufactured with steel boards coated with porcelain enamel. At that point, green colored boards began gaining popularity as they also allowed rooms to have a less stark appearance compared to the typical black color, and the erased chalk powder was less obvious on this green colored board. The use of the term "chalkboard" gained increasing general popularity once black was no longer the only standard color.
Presentation media continues to evolve. Whiteboards (a.k.a. marker boards, or dry erase boards) did not begin to appear in business organizations until the mid-1980s, and 21% of all U.S. schools had converted from blackboards to whiteboards by the late 1990s.

The chalk board still has plenty of benefits today despite the relatively recent advance of white boards:
No longer made from the original slate as they were in the early 1800s, chalkboards are built stronger, more resilient, and many are also built to act as effective "projection screens." These boards continue to be just as capable "teacher and business aids" as they've always been!
Chalk boards are available in a variety of sizes and styles, can be mobile, mounted to walls, or hand-held.
Many educators assert that the grit texture of the chalkboard surface adds just enough resistance help children when write on the boards. The effect of the slickness of whiteboards for young writers, on the other hand, has caused some concern.
Chalk (and dust-free chalk) is now available in a variety of colors, so you're able to make your presentations bold and bright.
The invention of "dust-free" chalk plus test results proving that even standard board chalk is free of toxic substances (scroll down for more information) eliminates major concerns about using chalk.
Chalk generally lasts longer, doesn't dry out, and is less expensive to restock (easier on your budget) than whiteboard markers, particularly for high velocity users.
Chalk can be washed out of clothes and off skin much easier than dry-erase markers.
Chalk writing boards are easy to clean with just a damp sponge, so chemical cleansers aren't necessary.
Despite the industry and marketing pressure to transition to whiteboards, the chalk presentation board continues to be a favorite tool in schools, universities, and homes. Many teachers believe the "resistance" offered by a blackboard aids young new writers far better than the easy slip boards. Chalk also lasts longer than dry erase pens which dry out very quickly if left uncapped.
There have been three primary concerns about the continued use of chalkboards:
First, concerns that chalk might contain asbestos or "transitional fibers" were laid to rest in October 2002. A report issued by the U.S. Consumer Product Safety Commission found no such harmful materials in chalk after extensive test sampling from the five major manufacturers (Crayola, Prang, Pentech, Curiousity Kits, and Sketch & Scribble). Neither is chalk manufactured with talc, which has the potential to "bind" with asbestos and other transitional fibers. CPSC noted they would continue to monitor the materials to ensure safety, and no issue has yet arisen.
Allergies are a second concern. This may certainly be a problem for some percentage of people who have an allergy to such things as dust particles, though non-dust chalks have been developed that may solve that problem for many.
With the increasing presence of computers in classrooms, the potential impact of chalk dust has been a stated concern. Dust can damage computers, and chalk is, essentially, compressed dust. Yet this appears to be less of an issue with many than it sounds. As Nancy Myers, an Indiana school planner whose firm works with educational institutions, noted in a CNN "News for Students" interview (June 2, 2002), "The truth is, unless the computers are sitting right on top of the chalkboards, there isn't going to be an issue."

works cited: http://www.ergoindemand.com/about_chalkboards.htm

Monday, June 8, 2009

Abacus

A Primitive Calculator

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A Primitive Calculator:

Meanwhile in Asia, the Chinese were becoming very involved in commerce with the Japanese, Indians, and Koreans. Businessmen needed a way to tally accounts and bills. Somehow, out of this need, the abacus was born. The abacus is the first true precursor to the adding machines and computers which would follow. It worked somewhat like this:

The value assigned to each pebble (or bead, shell, or stick) is determined not by its shape but by its position: one pebble on a particular line or one bead on a particular wire has the value of 1; two together have the value of 2. A pebble on the next line, however, might have the value of 10, and a pebble on the third line would have the value of 100. Therefore, three properly placed pebbles--two with values of 1 and one with the value of 10--could signify 12, and the addition of a fourth pebble with the value of 100 could signify 112, using a place-value notational system with multiples of 10.

Thus, the abacus works on the principle of place-value notation: the location of the bead determines its value. In this way, relatively few beads are required to depict large numbers. The beads are counted, or given numerical values, by shifting them in one direction. The values are erased (freeing the counters for reuse) by shifting the beads in the other direction. An abacus is really a memory aid for the user making mental calculations, as opposed to the true mechanical calculating machines which were still to come.


Works Cited: http://lecture.eingang.org/abacus.html