Beginner’s Guide To The History Of The Internet

Have you ever wondered who actually invented the internet? I don’t think I know anyone anymore who doesn’t use it (even my Mom does, and so does my Grandma, so the numbers of non-users are seriously dwindling), and most people don’t give a whole lot of thought to who thought up this awesome information superhighway (bet you haven’t heard that term in awhile!).

Well, to start with, it wasn’t Al Gore. The handy video below takes a look at the history of the web – albeit fairly short and sweet. Who should get the credit? Is it a British geek in an underground Swiss lab? Clever Americans trying to help information survive a nuclear war? French Scientists? A big group of scientists who together brought us unlimited amounts of Cats and Wikipedia and Porn and YouTube and Business and Science? Maybe. Take a gander at the video below (its about 6 minutes long, so it won’t take up your whole evening and completely thwart your productivity like many of the shiny things on the procrastinator machine internet. It is funny, too, for those of you who spent too much time being serious today. Enjoy!

The History Of The Web In 6 Minutes

A few highlights…

• The internet: a whole bunch of connected computers
• The world wide web: a way of making it easier to share information using all of those aforementioned interconnected computers
• The internet as we know it today was at least 40 years in the making
• The first ‘internet’ wasn’t about sharing information, but more about optimizing processor usage. Computers were  linked together so that multiple items could be processed at one time, instead of one at a time
• Then, scientists began attacking the task of how to make communications between interconnected computers easier, and lots of different networks popped up
• Getting these different types of networks to be able to talk to one another was the next challenge, addressed by TCP IP, which labels packets of data and ensures that they get put back together at the end regardless of what route they take to get there
• Networks really began talking to one another in 1975
• E-mail was developed for Arpanet (basically, the progenitor of the internet we know now) around 1972
• By 1976, most internet traffic was e-mail
• A Brit named Tim Berners-Lee wrote the first web client server in 1990 using URL, HTML, and HTTP. His goal? To help ensure progress was being made among a large group of scientists at CERN who were trying to figure out what the universe is made from
• Around 1995 was when the internet became readily usable for the masses
• So what did Al Gore do? He pushed legislation that enabled more widespread use of the internet
• You could reasonably say that ‘communication’ quite generally was the goal of the internet

Post Source : http://www.edudemic.com/history-of-the-internet/

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How Digital Learning Devices Are Being Used In Education

By Katie Lepi

Classrooms going digital bring both the good and the bad. Smaller mounds of paperwork and easy document storage (no more ‘dog ate my homework!’ or equally ridiculous excuses) fall on the good side of things. The necessity of teaching things like digital citizenship, the plethora of distractions online or the expense of digital devices might fall on the other side of things. But all of this is moot if your students don’t have access to the digital devices you’d like to employ in your classroom.

The handy infographic below takes a look at the current state of access, and some examples of different options to improve access. Which model does your school use? Do you think it was/is the right choice? Weigh in by leaving a comment below, mentioning @Edudemic on Twitter or leaving your thoughts on our Facebook page.

Student Access to Digital Learning Devices

The quality of devices at schools is uneven and insufficient for today’s learning needs. Devices need to support high quality multimedia content, personalized online learning, and next generation assessments

At home and at work, access to a variety of devices varies. On the upper end, 88% of Americans have a personal cell phone. On the lower end, only 29% have an e-reader, and 57% have a laptop.

When you start talking about schools, 80% of schools say their broadband access is inadequate for what they want to do with it. Even worse, the ratio of students to computers with internet access in schools is 3:1. 

Three different models are being used to fund better access for students: The state/district model, the parent pay model, and a mixed model.

In the state/district model, the state, district (or school, in cases of private schools) pay for the technology.

In the parent pay model, parents either buy or lease the technology (and are required to).

In the mixed model, a combination of state funding, parent spending, and BYOD policies to get students the technology.

Post Source: http://www.edudemic.com/access-digital-learning-devices-infographic/

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Use Of Video In Education

By Katie Lepi

When I was a student, ‘using video in education’ mostly meant showing a movie in class. Which to me, as a student, was clearly much better than the alternative of a lecture. With so much interactive multimedia technology available to today’s students, ‘video in education’ means way more than it used to. The handy infographic below shows how to strategically adopt video technologies into your classroom to enhance both teaching and learning, and how to guide students in the development of their 21st century skills to prepare them for their role as global citizens. Keep reading to learn more. 

The Impact of Video In Education

• Video is becoming a preferred channel of communication
• Internet video accounts for 40% of all internet traffic in 2012
• By 2016, it is expected that number will jump to 62%
• Video helps students become actively engaged in their learning
• Video helps maximize school resources
• It increases engagement and excitement among students
• Video can help facilitate collaboration
• Video is appropriate for various learning styles
• It helps improve learning outcomes
• 68% of teachers believe that video content helps stimulate discussions
• 66% believe it helps increase student motivation
• 55% believe that it helps teachers be more creative
• 62% believe that it helps teachers be more effective
• 91% of UMASS students felt that using lecture capture helped them learn course material
• 44% of high school students in a study scored higher on their exams when material was presented in video format

Post Source : http://www.edudemic.com/use-video-education/

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Teaching About Sustainable Technology

Having a “greener” lifestyle is becoming more and more mainstream these days.  Recycling, minimizing things like single use plastics, and simply using less are on many more people’s radar than they used to be. Not too long ago, we shared some ideas on how to have a greener classroom (inspired by our friend Jon over at Green Lifestyle Changes).

There’s also lots of green technology out there. That is, technology devoted to alternative resource use, or items being designed to use as little energy and physical pieces as possible. But what about the materials that go into our beloved technology? And what about recycling them? Technology changes so rapidly these days. Our need and desire for the latest model sometimes cause us to quickly discard our once trusted devices for the next best thing or the newer model, leaving outdated gadgets with a shelf life in some cases of a matter of months.

The handy infographic below takes a look at how our love of technology is affecting our environment and why is it important we alter our recycling habits.

Sustainable Technology

Rare Earth Elements

• Rare earth elements are key to maintaining our current lifestyle and technology
• There are 17 rare earth elements
• While more abundant than other minerals, they are not concentrated enough to make them easily exploitable economically
• The US was once self-reliant on REEs, but now imports 100%, mostly from China – due to labor cost issues
• China is facing a number of issues with its supply of REEs. 2/3 have been mined already, and the remaining are of lower quality that will be more expensive to extract

How Do We Use Rare Earth Elements?

So why do REEs matter? They are used for so many pieces of technology, such as:

• Vibration functions in mobile devices
• Amplification
• GPS
• Color display
• Rechargeable batteries
• Making items smaller and lighter
• NFC
• Hard drives
• Camera lenses
• Spindle motors
• Cinematic projections
• Magneto-optic recording
• Hybrid cars
• Hydro energy
• Water treatment
• Fuel cells
• CFL bulbs
• Catalytic converters
• Solar energy
• Wind turbines
• Fuel cells
• A huge host of military defense technologies
• Satellite communications
• Fiber optic cables
• MRI
• XRay
• Lasers
• Neutron radiotherapy
• Drug therapies

Recycling

Companies in Japan are leading the way with REE recycling programs – Honda and Hitachi are just two

• Recycling REEs poses several problems:
• It is expensive
• Very little REEs are harvested from each product
• It is difficult to retrieve the REEs from products

Despite these issues it is still hugely important to recycle your electronics, due to the very low volume of new REEs around the globe.

Post Source : http://www.edudemic.com/sustainable-technology/

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Integrate The Real World Into Digital Classrooms

                             

By Beth Holland

This post was co-authored by Greg Kulowiec (@gregkulowiec) & Beth Holland (@brholland).

Lately, when talking with teachers about bringing mobile devices into their classrooms, a common concern has surfaced – that connections to the physical world are being sacrificed by over-emphasizing the digital. These thoughtful educators have raised excellent questions about screen time, losing tangible developmental opportunities, and the need to encourage face to face interaction. While the dichotomy between the physical and digital seemed more obvious when working between a classroom and computer lab, the lines have blurred as iPads, Chromebooks, and other mobile devices entered classrooms.

As George Couros (@gcouros) stated in his keynote at last week’s Leading Future Learningconference, “Technology is not meant to replace face-to-face interaction, but to enhance it.” While it may be enticing to completely transition to digital creation when mobile devices are introduced into our classrooms, there is immense value in continuing to have students create in the real world. The device may allow for editing, remixing, improving and publishing, but the physical world plays no less of a significant role.

Dominoes + Books + Devices in Elementary Classrooms

In Kristen Wideen’s (@mrswideen) elementary class, using familiar, physical objects allows students to explain their thinking while working with mobile devices.

For example, to reinforce the abstract concept of units of measure and size comparison, Kristen has students measure books with dominoes, take pictures of their problem solving, and then record their thinking using Explain Everything (a screencasting app that works on iPad or Android).

Though this activity could be completed without technology, integrating iPads allows her students to make their thinking visible, articulate their strategies, and describe their understanding through audio, images, and video. The students can work independently in a station while Kristen supports other students, and yet she can still have a record of their thinking. Additionally, upon completion, students upload their screencasts to their blogs, providing them with an authentic audience as well as the opportunity to gain feedback from others – extending the learning context beyond the walls of the classroom.

Twizzlers + Legos + Stop Action Animation in Science Classes

Science teachers have always embraced the physical world with labs and hands-on experiments, but as Jason Heim (@JasonJ1507) and Jodie Deinhammer (@jdeinhammer) prove, digital tools extend learning opportunities – especially when providing students with tangible means to illustrate complex concepts.

Jason’s 8th grade science students used legos, sticky notes, and stop motion animation to illustrate the difference between elements, compounds, and mixtures. In order to create these videos, students had to work in the real world to script, define, and illustrate their concepts, giving a concrete representation to an abstract idea.

Similarly, Jodie’s high school seniors demonstrate neuron structure and function with a combination of stop motion animation, leftover Halloween candy, neon markers, and any other object that they could find in the physical world. In addition to being tasked with describing the science, students also determined the best way to capture their explanations – including the construction of their own tripods for filming.

Neurons in MotionBGJJS

“My favorite part of this assignment really is how much fun they have with it. It is something outside of the normal routine, and while they are using technology, they aren’t focused on it. The technology is just there to capture what they are doing on the table with candy and neon Expo markers.” – Jodie Deinhammer

While these projects were created with iPads, any tablet, smart phone, or laptop with a camera could have been used to capture the physical world and then publish the final product.

Tangible Play

In February, at the EdTechTeacher iPad Summit in San Diego, we met the fantastic team fromTangible Play. Drawn to their vendor table because the stacks of wood pieces, pens, and paper, we learned that Tangible Play allows students to interact with real world content in order to then manipulate their iPad interface to solve tangrams, construct small machines to manipulate falling balls, or decode word problem games by moving small letter tiles, allowing the physical to manipulate the digital world.

As iPads, Chromebooks, and other devices continue to proliferate classrooms, lets continue to have students create in the real world with pens, Play-do, Legos and paper, and use our devices to capture and share the process.

Greg and Beth will be further exploring this concept during a number of EdTechTeacher Summer Workshops as well as at the Learning Futures Summit in Chicago this July.

Post Source : http://www.edudemic.com/integrate-real-world-digital-classrooms/

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