Second Life (SL) is a virtual world developed by Linden Lab that launched on June 23, 2003 and is accessible via the Internet. A free client program called the Second Life Viewer enables its users, called Residents, to interact with each other through avatars. Residents can explore, meet other residents, socialize, participate in individual and group activities, and create and trade virtual property and services with one another, or travel throughout the world, which residents refer to as the grid. Second Life is for people aged 18 and over, while Teen Second Life is for people aged 13 to 17.
Built into the software is a three dimensional modeling tool based around simple geometric shapes that allows a resident to build virtual objects. This can be used in combination with the Linden Scripting language which can be used to add functionality to objects. More complex three dimensional Sculpted prims (colloquially known as sculptures), textures for clothing or other objects, and animations and gestures can be created using external software. The Second Life Terms of Service ensure that users retain copyright for any content they create, and the server and client provide simple digital rights management functions.
In 1999,Philip Rosedale (known as Philip Linden inworld) formed Linden Lab. His initial focus was on the development of hardware that would enable computer users to be fully immersed in a virtual world experience. In its earliest form, the company struggled to produce a commercial version of the hardware, known as "The Rig", which was realized in prototype form as a clunky steel contraption with several computer monitors that users could wear on their shoulders. That vision soon morphed into the software application Linden World, in which users could participate in task based games and socialization in a three dimensional online environment. That effort would eventually transform into the better known, user centered Second Life.Although he was familiar with the metavers of Neal Stephenson's novel Snow Crash, Rosedale has said that his vision of virtual worlds predates that book, and that he conducted some early virtual world experiments during his college years at the University of California San Diego, where he studied physics.
On December 11, 2007, Cory Ondrejka, who helped program Second Life, was forced to resign as chief technology officer .
In January 2008, residents (including bots used to simulate traffic for better search rankings) spent a total of 28,274,505 hours "in world", and, on average, 38,000 residents were logged in at any particular moment. The maximum concurrency (number of avatars inworld) recorded is 88,200 in the 1st qtr. 2009
On March 14, 2008, Rosedale announced plans to step down from his position as Linden Lab CEO and to become chairman of Linden Lab's board of directors. Rosedale announced Mark Kingdon as the new CEO effective May 15, 2008.
In September 2008, just over 15 million accounts were registered, although there are no reliable figures for actual long term consistent usage.
In 2008, Second Life was honored at the 59th Annual Technology & Engineering Emmy Awards for advancing the development of online sites with user-generated content. Rosedale accepted the award.
Saturday, September 5, 2009
VoIP Usage
VoIP technologies and implementations
Voice over IP has been implemented in various ways using both proprietary and open protocols and standards. Examples of technologies used to implement Voice over Internet Protocol include:
* H.323
* IMS
* SIP
* RTP
A notable proprietary implementation is the Skype network. Other examples of specific implementations and a comparison between them are available in comparison of VoIP.
Skype Trojan malware can secretly record VoIP calls
Security researchers have spotted attack code published on the web that could allow hackers to secretly record
audio and video sent over the Skype VoIP service. The Trojan malware called Skype.Peskyspy records Skype
calls and stores them as an mp3 file for later transmission.
The Trojan injects a dll component into a Skype process and then hooks the "send" and "recv" APIs in Skype to
the Trojan's own custom functions, according to web security firm Sophos.
"This allows the Trojan to extract and save the audio and video data and send it back to the attacker," wrote
SophosLabs researcher Richard Cohen on the company's blog.
Although Skype secures the data while it's being transmitted between callers, the Trojan can intercept the data at
the sender or receiver end.
"In this case, you yourself can be secured to the hilt, but if the person you're talking to on Skype has a Trojan
installed then it's still going to steal the words right out of your mouth," Cohen wrote.
The Trojan was discovered by a major internet security firm, which reported that the Trojan is being spread via
email links and social engineering attacks in spam emails and messages, according to the Tech Herald.
ADNFCR-1765-ID-19337585-ADNFCR
The must-have headset
Custom-built to work with Skype – at a price you can afford.
All subscriptions include voicemail so you'll never miss a call and an online number discount. To call mobiles and landlines that are not covered in your subscription simply buy some Skype Credit.
Voice over IP has been implemented in various ways using both proprietary and open protocols and standards. Examples of technologies used to implement Voice over Internet Protocol include:
* H.323
* IMS
* SIP
* RTP
A notable proprietary implementation is the Skype network. Other examples of specific implementations and a comparison between them are available in comparison of VoIP.
Skype Trojan malware can secretly record VoIP calls
Security researchers have spotted attack code published on the web that could allow hackers to secretly record
audio and video sent over the Skype VoIP service. The Trojan malware called Skype.Peskyspy records Skype
calls and stores them as an mp3 file for later transmission.
The Trojan injects a dll component into a Skype process and then hooks the "send" and "recv" APIs in Skype to
the Trojan's own custom functions, according to web security firm Sophos.
"This allows the Trojan to extract and save the audio and video data and send it back to the attacker," wrote
SophosLabs researcher Richard Cohen on the company's blog.
Although Skype secures the data while it's being transmitted between callers, the Trojan can intercept the data at
the sender or receiver end.
"In this case, you yourself can be secured to the hilt, but if the person you're talking to on Skype has a Trojan
installed then it's still going to steal the words right out of your mouth," Cohen wrote.
The Trojan was discovered by a major internet security firm, which reported that the Trojan is being spread via
email links and social engineering attacks in spam emails and messages, according to the Tech Herald.
ADNFCR-1765-ID-19337585-ADNFCR
The must-have headset
Custom-built to work with Skype – at a price you can afford.
All subscriptions include voicemail so you'll never miss a call and an online number discount. To call mobiles and landlines that are not covered in your subscription simply buy some Skype Credit.
Google Earth
Google Earth is a virtual globe, map and geographic information program that was originally called Earth Viewer, and was created by Keyhole,inc, a company acquired by Google in 2004. It maps the Earth by the superimposition of images obtained from satellite Imagery, aerial photography and GSI 3D. It is available under three different licenses:
: Google Earth, a free version with limited functionality; Google Earth Plus (discontinued), which included additional features; and Google Earth Pro ($495 per year), which is intended for commercial use.
The product, re-released as Google Earth in 2005, is currently available for use on personal computers running windows 2000 and above, Mac OSX 10.3.9 and above, Linux Kernel: 2.4 or later (released on June 12, 2006), and FreeBSD. Google Earth is also available as a browser plugin (released on June 2, 2008) for Firefox3, Safari3,IE6 and IE7. It was also made available on the iPhone OS on October 27, 2008, as a free download from the App Store. In addition to releasing an updated Keyhole based client, Google also added the imagery from the Earth database to their web based mapping software. The release of Google Earth in June 2005 to the public caused a more than tenfold increase in media coverage on virtual globes between 2005 and 2006,driving public interest in geospatial technologies and applications.
Google Earth displays satellite images of varying resolution of the Earth's surface, allowing users to visually see things like cities and houses looking perpendicularly down or at an oblique angle, with perspective (see also bird's eye view). The degree of resolution available is based somewhat on the points of interest and popularity, but most land (except for some islands) is covered in at least 15 meters of resolution. Melbourne, Victoria, Las Vegas, Nevada; and cambridge, Cambridgeshire include examples of the highest resolution, at 15 cm (6 inches). Google Earth allows users to search for addresses for some countries, enter coordinates, or simply use the mouse to browse to a location.
Google Earth has the capability to show 3D buildings and structures (such as bridges), which consist of users' submissions using SketchUp, a 3D modeling program. In prior versions of Google Earth (before Version 4), 3D buildings were limited to a few cities, and had poorer rendering with no textures. Many buildings and structures from around the world now have detailed 3D structures; including (but not limited to) those in the United States, Canada, Ireland, India, Japan, United Kingdom, Germany, Pakistan and the cities, Amsterdam and Alexandria. In August 2007, Hamburg became the first city entirely shown in 3D, including textures such as facades. The Irish town of Westport was added to Google Earth in 3D on January 16, 2008. Flight simulator
: Google Earth, a free version with limited functionality; Google Earth Plus (discontinued), which included additional features; and Google Earth Pro ($495 per year), which is intended for commercial use.
The product, re-released as Google Earth in 2005, is currently available for use on personal computers running windows 2000 and above, Mac OSX 10.3.9 and above, Linux Kernel: 2.4 or later (released on June 12, 2006), and FreeBSD. Google Earth is also available as a browser plugin (released on June 2, 2008) for Firefox3, Safari3,IE6 and IE7. It was also made available on the iPhone OS on October 27, 2008, as a free download from the App Store. In addition to releasing an updated Keyhole based client, Google also added the imagery from the Earth database to their web based mapping software. The release of Google Earth in June 2005 to the public caused a more than tenfold increase in media coverage on virtual globes between 2005 and 2006,driving public interest in geospatial technologies and applications.
Google Earth displays satellite images of varying resolution of the Earth's surface, allowing users to visually see things like cities and houses looking perpendicularly down or at an oblique angle, with perspective (see also bird's eye view). The degree of resolution available is based somewhat on the points of interest and popularity, but most land (except for some islands) is covered in at least 15 meters of resolution. Melbourne, Victoria, Las Vegas, Nevada; and cambridge, Cambridgeshire include examples of the highest resolution, at 15 cm (6 inches). Google Earth allows users to search for addresses for some countries, enter coordinates, or simply use the mouse to browse to a location.
Google Earth has the capability to show 3D buildings and structures (such as bridges), which consist of users' submissions using SketchUp, a 3D modeling program. In prior versions of Google Earth (before Version 4), 3D buildings were limited to a few cities, and had poorer rendering with no textures. Many buildings and structures from around the world now have detailed 3D structures; including (but not limited to) those in the United States, Canada, Ireland, India, Japan, United Kingdom, Germany, Pakistan and the cities, Amsterdam and Alexandria. In August 2007, Hamburg became the first city entirely shown in 3D, including textures such as facades. The Irish town of Westport was added to Google Earth in 3D on January 16, 2008. Flight simulator
WebQuest
What is a WebQuest ?
A stereotypical “WebQuest” sees a team of students accessing Web sites in order to produce a technology-enhanced group product.
A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. The model was developed by Bernie Dodge at San Diego State University in February, 1995 with early input from SDSU/Pacific Bell Fellow Tom March, the Educational Technology staff at San Diego Unified School District, and waves of participants each summer at the Teach the Teachers Consortium. Since those beginning days, tens of thousands of teachers have embraced WebQuests as a way to make good use of the internet while engaging their students in the kinds of thinking that the 21st century requires. The model has spread around the world, with special enthusiasm in Brazil, Spain, China, Australia and Holland
A stereotypical “WebQuest” sees a team of students accessing Web sites in order to produce a technology-enhanced group product.
A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. The model was developed by Bernie Dodge at San Diego State University in February, 1995 with early input from SDSU/Pacific Bell Fellow Tom March, the Educational Technology staff at San Diego Unified School District, and waves of participants each summer at the Teach the Teachers Consortium. Since those beginning days, tens of thousands of teachers have embraced WebQuests as a way to make good use of the internet while engaging their students in the kinds of thinking that the 21st century requires. The model has spread around the world, with special enthusiasm in Brazil, Spain, China, Australia and Holland
Quest Garden
QuestGarden is an online authoring tool, community and hosting service that is designed to make it easier and quicker to create a high quality WebQuest. No knowledge of web editing or uploading is required. Prompts, guides and examples are provided for each step of the process. Images, worksheets and other documents can easily be attached or embedded in the WebQuest, and users have complete control over the appearance of the final lesson.
QuestGarden is modeled after a community garden with all the resources needed to bring great WebQuests to life. Users are encouraged to comment on each others' work, to share links and images, and to build new WebQuests on existing ones. Rather than starting from scratch, users will soon be able to bring a WebQuest written by another member of the community into their workspace, modify the content or appearance to suit their needs, and use it with their own students. Attribution to the first author is maintained, and authors are notified when another member of the community makes an improved or modified version of their work. Powerpoint slides and a webcast about QuestGarden can be seen.
QuestGarden takes a little time to become familiar with, and we don't expect you to subscribe right away to something unknown. You can register for a free 30-day trial and get most of the benefits of QuestGarden at no cost to you. This makes it possible for teacher education programs or workshop leaders to introduce you to the site without adding a financial commitment
QuestGarden is modeled after a community garden with all the resources needed to bring great WebQuests to life. Users are encouraged to comment on each others' work, to share links and images, and to build new WebQuests on existing ones. Rather than starting from scratch, users will soon be able to bring a WebQuest written by another member of the community into their workspace, modify the content or appearance to suit their needs, and use it with their own students. Attribution to the first author is maintained, and authors are notified when another member of the community makes an improved or modified version of their work. Powerpoint slides and a webcast about QuestGarden can be seen.
QuestGarden takes a little time to become familiar with, and we don't expect you to subscribe right away to something unknown. You can register for a free 30-day trial and get most of the benefits of QuestGarden at no cost to you. This makes it possible for teacher education programs or workshop leaders to introduce you to the site without adding a financial commitment
Wikipedia
Wiki
A wiki is a website that uses wiki software, allowing the easy creation and editing of any number of interlinked Web pages, using a simplified markup language or a WYSIWYG editor, within the browser. Wikis are often used to create collaborative websites,to power community websites, and for note taking. The collaborative encyclopedia Wikipedia is one of the best-known wikis. Wikis are used in business to provide internet and knowledge management systems. Ward Cunningham, the developer of the first wiki software, WikiWikiWeb, originally described it as "the simplest online database that could possibly work."
Wikipedia began as a complementary project for Nupedia, a free online English- Language encyclopedia project whose articles were written by experts and reviewed under a formal process. Nupedia was founded on March 9, 2000, under the ownership of Bomis, Inc, a web portal company. Its main figures were Jimmy Wales, Bomis CEO, and Larry Sanger, editor-in chief for Nupedia and later Wikipedia.
Wikimedia Foundation and the Wikimedia chapters
Wikipedia is hosted and funded by the Wikimedia Foundation, a non-profit organization which also operates Wikipedia-related projects such as Wikibooks. The Wikimedia chapters, local associations of Wikipedia users, also participate in the promotion, the development, and the funding of the project.
Wikipedia has also spawned several sister projects, which are also run by the Wikimedia Foundation. The first, "In Memoriam: September 11 Wiki", created in October 2002, detailed the September 11 attacks; this project was closed in October 2006. Wiktionary, a dictionary project, was launched in December 2002; Wikiquote, a collection of quotations, a week after Wikimedia launched, and Wikibooks, a collection of collaboratively written free books. Wikimedia has since started a number of other projects, including Wikiversity, a project for the creation of free learning materials and the provision of online learning activities. None of these sister projects, however, has come to meet the success of Wikipedia.
Some subsets of Wikipedia's information have been developed, often with additional.When writing articles here:
- Use easy words and shorter sentences. This lets people who know little English read them.
- Write good pages. The best encyclopedia pages have useful, well written information.
- Use the pages to learn and teach. These pages can help people learn English. You can also use them to make a new Wikipedia to help other people.
- Simple does not mean little. Writing in Simple English means that simple words are used. It does not mean readers want simple information. Articles do not have to be short to be simple; expand articles, include a lot of information, but use basic vocabulary.
- Be bold! Your article does not have to be perfect, because other editors will fix it and make it better. And most importantly, do not be afraid to start and make articles better yourself.
About Wikipedia
This is the front page of the Simple English Wikipedia. Wikipedias are places where people work together to write encyclopedias in different languages. We use simple English words and grammar here. The Simple English Wikipedia is for everyone! That includes children and adults who are learning English.
There are 55,542 articles on the Simple English Wikipedia. All of the pages are free to use.
Google Calenda
Google Calendar
Google Calendar is a free time-management web application offered by Google. It became available on April 13, 2006, and exited the beta stage in July 2009. While users are not required to have a Gmail account, they are required to have a free Google Account in order to use the software.7 reasons to use Google Calendar
Organizing your schedule shouldn't be a burden. With Google Calendar, it's easy to keep track of life's important events all in one place.
1. Share your schedule
Let your co-workers, family, and friends see your calendar, and view schedules that others have shared with you. When you know when everyone is free or busy, scheduling is a snap.
2. Get your calendar on the go
With two-way syncing to your mobile phone's built-in calendar or a mobile version of Google Calendar that's made for the small screen, you can access your calendar while you're away from your desk.
3. Never forget another event again
Customizable reminders help you stay on schedule. You can choose to be notified by email or get a text message sent right to your mobile phone.
4. Send invitations and track RSVPs
Invite the people to events on your calendar. Guests can RSVP to your events by email or via Google Calendar.5. Sync with your desktop applications
Access your calendar however and whenever you want by syncing events with Microsoft, Microsoft Outlook, Apple iCal and Mozilla Sunbird.
6. Work offline
Know where you're supposed to be even when you don't have internet access. With offline access, you can view a read-only version of your calendar no matter where you are.
7. All this is free?
Yep.
In addition to offline access to Gmail while you're traveling or without a strong internet connection, you can now see your Google Calendar events when you're disconnected. Offline Calendar lets you view your existing schedule and events, but not edit them, so you don't have to print out calendars the night before a trip. This feature has been available to businesses and schools using Google Apps for about a month; we're now turning it on for everyone.Like Gmail, the offline feature of Calendar uses Gears, an open source browser extension that adds offline functionality directly to the browser.
To enable offline Calendar access, sign in to Google Calender and look for the "Offline Beta" link in the upper right-hand corner of your account, next to your user name. We've released this early and are still ironing out some kinks, so if you encounter any issues, be sure to let us know. If you access Calendar through the Premier or Education Editions of Google Apps, your domain administrator will first have to elect to turn on new features from the Domain Settings page of the Google Apps control panel.
There are multiple ways to see your calendar when you're away from your desk — in addition to offline mode, we offer two-way sync for iPhone, Android, Windows Mobile and Blackberry devices. So wherever you go, Google Calendar can be there with you.
Social Network Service
A social network service focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others. Most social network services are web based and provide a variety of ways for users to interact, such as e-mail and instant messaging services.
Social networking has encouraged new ways to communicate and share information. Social networking websites are being used regularly by millions of people.
While it could be said that email and websites have most of the essential elements of social network services, the idea of proprietary encapsulated services has gained popular uptake recently.
The main types of social networking services are those which contain category divisions (such as former school-year or classmates), means to connect with friends (usually with self-description pages) and a recommendation system linked to trust. Popular methods now combine many of these, with Facebook widely used worldwide; MySpace, Twitter and LinkedIn being the most widely used in North America; Nexopia (mostly in Canada); Bebo, Hi5, StudiVZ (mostly in Germany), Decayenne, Tagged, XING;, Badoo and Skyrock in parts of Europe; Orkut and Hi5 in South America and Central America;and Friendster, Mixi, Multiply, Orkut, Wretch, Xiaonei and Cyworld in Asia and the Pacific Islands.
There have been some attempts to standardize these services to avoid the need to duplicate entries of friends and interests (see the FOAF standard and the Open source Inititative, but this has led to some concerns about privacy.
Google Sites
http://sites.google.com [Main Sites]
The site can perform like other easy accessing blogs.
We can upload word files, photos, videos and powerpoints.
http://sites.google.com/site/g4919675/
http://sites.google.com/site/mayjudith69/
http://sites.google.com/site/buildingfishfarmsgroup/
The site can perform like other easy accessing blogs.
We can upload word files, photos, videos and powerpoints.
http://sites.google.com/site/g4919675/
http://sites.google.com/site/mayjudith69/
http://sites.google.com/site/buildingfishfarmsgroup/
Friday, September 4, 2009
Saturday, July 25, 2009
IT Educational News (02)
"Cyberplanet Plans IPO & English Parnership"
by Jirapan Boonnoon
The Nation
July 21, 2009
by Jirapan Boonnoon
The Nation
July 21, 2009
Thai software and computer games developer CyberPlance Interactive is planning to list its stock on the Market for Alternative Investment, with an initial public offering this year. Moreover, the firm is planning to join with a business partner in England.
CyberPlanet president Chanindej Vanijwongse said the firm had been preparing for the stock listing for several years. He said about 90% of the company's revenue came from Europe and the United States, with the rest coming from the domestic market. For this reason, CyberPlanet is negotiating to set up a sole distributor in England as a marketing arm to expand its customer base in Europe.
The company has also announced the formation of what it calls Genius Planet Centre tutorial schools for primary-level students in Thailand. The schools will be run by a subsidiary company called Informix Plus.
Managing director Sasivimol Kerdphol said that in a first phase, the centres would offer tutorial courses in English called English Monster, enabling students to learn and study English via edutainment programmes and Nintendo DS as an instructional medium.
Informix Plus plans to launch 50-100 tutorial schools within the next few years and franchise the system after that.
CyberPlanet is expecting to develop brain training, science and mathematics courses next year and aims to create edutainment programmes for secondary-school studetns in 2011.
"I think the education sector offers high potential business," Sasivimol said. "The English programme will help develop children's learning and thinking and also analyse their skills."
Chanindej said CyberPlanet generated revenue of Bt85 million last year. In the first half of this year, the company made Bt 40 million, and it expects full-years revenue of Bt 100 million to Bt 120 million.
CyberPlanet president Chanindej Vanijwongse said the firm had been preparing for the stock listing for several years. He said about 90% of the company's revenue came from Europe and the United States, with the rest coming from the domestic market. For this reason, CyberPlanet is negotiating to set up a sole distributor in England as a marketing arm to expand its customer base in Europe.
The company has also announced the formation of what it calls Genius Planet Centre tutorial schools for primary-level students in Thailand. The schools will be run by a subsidiary company called Informix Plus.
Managing director Sasivimol Kerdphol said that in a first phase, the centres would offer tutorial courses in English called English Monster, enabling students to learn and study English via edutainment programmes and Nintendo DS as an instructional medium.
Informix Plus plans to launch 50-100 tutorial schools within the next few years and franchise the system after that.
CyberPlanet is expecting to develop brain training, science and mathematics courses next year and aims to create edutainment programmes for secondary-school studetns in 2011.
"I think the education sector offers high potential business," Sasivimol said. "The English programme will help develop children's learning and thinking and also analyse their skills."
Chanindej said CyberPlanet generated revenue of Bt85 million last year. In the first half of this year, the company made Bt 40 million, and it expects full-years revenue of Bt 100 million to Bt 120 million.
IT Educational News (01)
"Local Software Boosts Learning Experience"
One Computer Handles as many as 50 Students
by Asina Pornwasin
The Nation
July 21, 2009
One Computer Handles as many as 50 Students
by Asina Pornwasin
The Nation
July 21, 2009
Sarut Pongkanissaraporn, a Prathom 3 student at Chanpradittharam Witthayakhom School on Phetkasem Road in Bangkok, enjoys his Enlish lessons. At first glance, though, the 9 years old seems to be playing a computer game with his classmates. In fact, he and his friends are practising their English with their teacher interactively, via a computer screen projected on to a whiteboard.
Sarut says he likes learning with his friends by using locally-developed computer software called MIcrosoft MultiPoint, and he is happy that his school will implement the technology in the coming semester. "This kind of technology helps us to learn more easily and to understand the subjects - especially maths. That is a tough subject for me. It also helps us to enjoy learning because it's like my friends and I are playing a game together and we get along with one another much better," he said.
A younger student at the same school, Mattunyu Jama, 8, is also quick to praise the new style of learning. Her favorite subjects are English and computer studies, and she believes Microsoft MultiPoint technology will make her studies more enjoyable, and she will learn better. "For me, science is a tough subject, but I think learning with our classmates, using Microsoft MultiPoint, will help us to understand it more easily," Mattunyu said.
Microsoft MultiPoint software was develped by Microsoft (Thailand). It allows large groups of students to take part in lessons at the same time, using the same electronic courseware on just one computer.
Currently, about 500 schools in 16 provinces run by the Office of the Basic Education Commission are using the technology. Microsoft (Thailand) is also extending the new learning experience to 340,000 students attending 435 primary schools run by the Education Department of the Bangkok Metropolitan Administration (BMA).
Last week, the company signed a memorandum of understanding with the BMA to allow its 435 schools to use Microsoft MultiPoint technology and courseware free of charge for the next three years. As a part of the package, called the Microsoft Education Alliance, teachers working in the BMA schools and the development of courseware specifically for the BMA system.
Bangkok Governor MR Sukhumbhand Paribatra said the BMA planned to introduce Microsoft MultiPoint in all of its 435 schools next semester and had set aside Bt 7 million to buy computer mouses for schools. Under the plan, each school will have one computer room equipped with Microsoft MultiPoint.
"We'll roll out this kind of technology in all eight main subjects - one by one unitl all subjects are covered," Sukhumbhand said.
Sarut says he likes learning with his friends by using locally-developed computer software called MIcrosoft MultiPoint, and he is happy that his school will implement the technology in the coming semester. "This kind of technology helps us to learn more easily and to understand the subjects - especially maths. That is a tough subject for me. It also helps us to enjoy learning because it's like my friends and I are playing a game together and we get along with one another much better," he said.
A younger student at the same school, Mattunyu Jama, 8, is also quick to praise the new style of learning. Her favorite subjects are English and computer studies, and she believes Microsoft MultiPoint technology will make her studies more enjoyable, and she will learn better. "For me, science is a tough subject, but I think learning with our classmates, using Microsoft MultiPoint, will help us to understand it more easily," Mattunyu said.
Microsoft MultiPoint software was develped by Microsoft (Thailand). It allows large groups of students to take part in lessons at the same time, using the same electronic courseware on just one computer.
Currently, about 500 schools in 16 provinces run by the Office of the Basic Education Commission are using the technology. Microsoft (Thailand) is also extending the new learning experience to 340,000 students attending 435 primary schools run by the Education Department of the Bangkok Metropolitan Administration (BMA).
Last week, the company signed a memorandum of understanding with the BMA to allow its 435 schools to use Microsoft MultiPoint technology and courseware free of charge for the next three years. As a part of the package, called the Microsoft Education Alliance, teachers working in the BMA schools and the development of courseware specifically for the BMA system.
Bangkok Governor MR Sukhumbhand Paribatra said the BMA planned to introduce Microsoft MultiPoint in all of its 435 schools next semester and had set aside Bt 7 million to buy computer mouses for schools. Under the plan, each school will have one computer room equipped with Microsoft MultiPoint.
"We'll roll out this kind of technology in all eight main subjects - one by one unitl all subjects are covered," Sukhumbhand said.
Wednesday, July 1, 2009
Five Social network accounts:
1) MySpace
Full Name: Nai Nai
email: burmacat@gmail.com
2) Live broadcasting
user name: http://stickam.com/g4919675
email: burmacat@gmail.com
3) Twitter
user name: greenfield99
link: http://twitter.com/greenfield99
4) Facebook
user name: burmacat@gmail.com
5) Skype
user name: whitycloud
by
Nai Nai (491 9675)
1 July 09
Full Name: Nai Nai
email: burmacat@gmail.com
2) Live broadcasting
user name: http://stickam.com/g4919675
email: burmacat@gmail.com
3) Twitter
user name: greenfield99
link: http://twitter.com/greenfield99
4) Facebook
user name: burmacat@gmail.com
5) Skype
user name: whitycloud
by
Nai Nai (491 9675)
1 July 09
Reflection on Social Media
Jennifer A. Jones reviewed on a book named "The Cult of the Amateur: How Today's Internet is Killing Our Culture" by Andrew Keen. She defended the Social Media by picking up the facts that gave the wrong impressions towards the roles of social media.
The author mainly criticized on how today democratic media provided the falsified information than the trustworthy news. He cited, 'With democratized media, we are creating a collective memory that is deeply flawed'. From his perspective, it seemed that he disliked allowing the free media, in stead of heavily scrutinized one, no matter he claimed for the sake of truth.
My argument is; democratized media is far better than undemocratic media. Under democratic media, citizens can raise issues through social media, especially, from their blogs. They pick up the issues, which are missed out by the main stream media, only to remind the social gaps and injustice. Such kind of social media can be named as citizen journalism, which stands not for the profession, but for steering the dynamic of society. Those social issues can be revealed only within the democratized media, not under non-democratized situation.
Of course, even the news or information appears from the main stream media, people should read or accept with their reasonable mind. The readers shouldn't receive the news blindly. The flaws are everywhere, and at anytime by anyone. But, it is not because of having a free social media, but because of some irresponsible persons or situations. By having the social media, people can participate more and have more options to receive the information. Besides, people can involve in the public forum for responding the current situation on everyday social problems, only on blogs or other kinds of public forum. Those are the advantages of having social media. We can't deny there are traps of giving too much freedom on circulating the information. Yet, we should establish how to develop the responsive free social media instead of blaming or restricting on it. To create a better and just world, the freedom of expression is a key stand as well as allowing the social media to practice with responsible.
by
Nai Nai (491 9675)The author mainly criticized on how today democratic media provided the falsified information than the trustworthy news. He cited, 'With democratized media, we are creating a collective memory that is deeply flawed'. From his perspective, it seemed that he disliked allowing the free media, in stead of heavily scrutinized one, no matter he claimed for the sake of truth.
My argument is; democratized media is far better than undemocratic media. Under democratic media, citizens can raise issues through social media, especially, from their blogs. They pick up the issues, which are missed out by the main stream media, only to remind the social gaps and injustice. Such kind of social media can be named as citizen journalism, which stands not for the profession, but for steering the dynamic of society. Those social issues can be revealed only within the democratized media, not under non-democratized situation.
Of course, even the news or information appears from the main stream media, people should read or accept with their reasonable mind. The readers shouldn't receive the news blindly. The flaws are everywhere, and at anytime by anyone. But, it is not because of having a free social media, but because of some irresponsible persons or situations. By having the social media, people can participate more and have more options to receive the information. Besides, people can involve in the public forum for responding the current situation on everyday social problems, only on blogs or other kinds of public forum. Those are the advantages of having social media. We can't deny there are traps of giving too much freedom on circulating the information. Yet, we should establish how to develop the responsive free social media instead of blaming or restricting on it. To create a better and just world, the freedom of expression is a key stand as well as allowing the social media to practice with responsible.
by
19 June 09
Saturday, June 27, 2009
Review of Reseach in Instructional Tech (07)
"Development and Use of an Instrument for Computer-Supported Learning Environments"
by Paul Newhouse
Abstract
by Paul Newhouse
Abstract
This article begins by constructing an argument from the literature to support the view that research into the use of computers in classrooms must consider the overall learning environment. This provides the rationale for the development and use of the New Classroom Environment Instrument (NCEI) in research conducted into the use of portable computers in a school. This study particularly focused on the impact of the computers on classroom learning environments. An example is given of the use of the instrument to investigate the use of the portable computers with classes of 13-year-old students. The intention of the article is not to present the results of the study but to demonstrate the use of the instrument and encourage others to use such instruments in educational computing research.
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
Review of Reseach in Instructional Tech (06)
"Technology Integration and the Classroom Learning Environment : Research for Action"
by Sharon H. Harwell, Shannon Gunter, Sandra Montgomery, Cheryl Shelton and Deborah West
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
by Sharon H. Harwell, Shannon Gunter, Sandra Montgomery, Cheryl Shelton and Deborah West
Abstract
This article describes initial results of a collaborative action research endeavor between a regional university and a local school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded no significant changes in student perceptions of the classroom learning environment over the duration of the academic year. Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom learning environment into closer alignment with a constructivist perspective for teaching and learning.
This article describes initial results of a collaborative action research endeavor between a regional university and a local school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded no significant changes in student perceptions of the classroom learning environment over the duration of the academic year. Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom learning environment into closer alignment with a constructivist perspective for teaching and learning.
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
Review of Reseach in Instructional Tech (05)
"English for Academic Purposes on Israel: Perceptions of E-Learning from the Perspectives of Learners and Teachers"
by Bella Rubin and Helen Sarid
Abstract
by Bella Rubin and Helen Sarid
Abstract
This exploratory study investigates, from the perspectives of learners and teachers, how e-learning is implemented in the domain of English for Academic Purposes (EAP), particularly in the teaching of reading and writing skills in universities and colleges in Israel. The study adapts Ben Shneiderman’s [1] view that learner-centered measures should be used to evaluate educational progress. The study was conducted in a natural setting, using a grounded approach and qualitative interpretation of data. Teachers who used e-learning responded to open-ended questions about their practices. Their students responded to open-ended questions which explored their perceptions of learning outcomes in academic language courses. To elicit in-depth reflection, volunteer students and teachers were interviewed. The findings may lay the groundwork for future studies exploring how e-learning affects students’ learning strategies, teacher/student relationships, the very nature of the classroom, to name but a few theoretical and pedagogical issues encountered.
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
Review of Reseach in Instructional Tech (04)
"Students' Attitudes Towards Novel Interfaces in E-Learning"
by Margit Pohl, Ilona Herbst, Franz Reichl and Sylvia Wiltner
by Margit Pohl, Ilona Herbst, Franz Reichl and Sylvia Wiltner
Abstract
There is still very little research about students’ attitudes about e-learning. Such information seems to be necessary for a successful implementation of e-learning. Current research indicates that main advantages of e-learning are its flexibility and the provision of online learning material. A major drawback, as perceived by the students, is the lack of personal relationships. We conducted two focus groups to clarify these issues (N=54). The study supported the results from the literature. In addition, we found a few controversial issues as, e.g., preference for lectures/textbooks and tight schedules vs. preference for online learning and few deadlines. Another controversial issue was electronic assessment.
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
There is still very little research about students’ attitudes about e-learning. Such information seems to be necessary for a successful implementation of e-learning. Current research indicates that main advantages of e-learning are its flexibility and the provision of online learning material. A major drawback, as perceived by the students, is the lack of personal relationships. We conducted two focus groups to clarify these issues (N=54). The study supported the results from the literature. In addition, we found a few controversial issues as, e.g., preference for lectures/textbooks and tight schedules vs. preference for online learning and few deadlines. Another controversial issue was electronic assessment.
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
Review of Reseach in Instructional Tech (03)
"Designing an E-Learning System for Language Learning: A Case Study"
by Gerhard B van Huyssteen
Abstract
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
by Gerhard B van Huyssteen
Abstract
Within the South African context, e-learning provides various opportunities to contribute towards a multilingual society. This paper describes a new project, ICALLESAL (Intelligent Computer-Assisted Language Learning for Eleven South African Languages), where an e-learning system is being developed for the acquisition of the official South African languages. The paper commences by defining computer-assisted language learning (CALL) and intelligent computer-assisted language learning (ICALL) within the context of e-learning. The benefits of CALL within the South African context are discussed, with specific focus on how it could promote a culture of multilingualism, and also help towards bridging the Digital Divide in South Africa. In the subsequent section, the ICALLESAL system is discussed in more detail by presenting various technologies, content objects, and features of the system.
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
Review of Reseach in Instructional Tech (02)
"Experiences in a Large-Scale School IT Project Processes, Outcomes and Issues"
by John Barrett, Nadia Hing-Wah Ng and Kathy Edwards
Abstract
This paper proceeds from the products, processes, and experiences associated with developing customised courseware, learning tools, and Web sites for a large-scale educational multimedia project to discuss issues of likely concern to others engaged in achieving educational innovation and support through IT development. The two and a half year project — a cooperative venture between two Hong Kong secondary schools to promote the use of IT for teaching and learning by providing the necessary technology, educational materials, and support environment - was supported with expertise from the City University of Hong Kong and conducted under the Hong Kong Government’s Quality Education Fund scheme. What were the outcomes of such extensive activity? How were the development processes conducted? Are there any significant general issues that need consideration by future developers, educational administrators and teachers, funding bodies, and governments?
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
by John Barrett, Nadia Hing-Wah Ng and Kathy Edwards
Abstract
This paper proceeds from the products, processes, and experiences associated with developing customised courseware, learning tools, and Web sites for a large-scale educational multimedia project to discuss issues of likely concern to others engaged in achieving educational innovation and support through IT development. The two and a half year project — a cooperative venture between two Hong Kong secondary schools to promote the use of IT for teaching and learning by providing the necessary technology, educational materials, and support environment - was supported with expertise from the City University of Hong Kong and conducted under the Hong Kong Government’s Quality Education Fund scheme. What were the outcomes of such extensive activity? How were the development processes conducted? Are there any significant general issues that need consideration by future developers, educational administrators and teachers, funding bodies, and governments?
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
Review of Reseach in Instructional Tech (01)
"Design and Development of an E-learning Tool for Children to Learn How to Write the Chinese Words"
by Yan Liu, Ketao Liu, G. Scott Owen and Rajshekhar Sunderraman
Abstract
How to make learning the Chinese language fun and interesting for young children is a non-trivial challenge to educators and/or institutions. At the China-America Language and Culture Exchange Center (CALCEC), an integrated education system (IES) is currently under development for teaching Chinese to children. This paper presents the design and development of a Chinese word-writing tool, one of the interactive e‐learning tools developed at CALCEC as part of its IES. The Internet is chosen as the conveyance tool for the e‐ learning system. A website www.kidchinese.com has been built to deliver the interactive learning system to students. The preliminary survey results indicate that the interactive e‐learning tool helps to keep and increase students’ interests in learning the Chinese language.
submitted by - Nai Nai (491 9675)
reading on - 27th June 09
Source - SpringerLink
Monday, June 8, 2009
Opening my Blog
Class Code - C.I. 6116
Name - Modern Technology for Learning
Starts - 1/ June/ 09 [Monday]
Venue - E-5
Classmate - Mr. Guo Hai [from China]
Ms. Kay Thwae Tun [from Burma]
1) Open the blog in http://www.blogger.com/
2) Customize the template from http://www.finalsense.com/
3) Blog's Traffic rank at www.alexa.com
To Do list:
i) Put up IT educational news at least 14 times [any news about modern tech. news]
ii) 10 Abstracts related to the technology for teaching-&-learning
iii) To read 2 Portfolio Handbooks before submitting the individual blog
by
Nai Nai
8/ June/ 09
Name - Modern Technology for Learning
Starts - 1/ June/ 09 [Monday]
Venue - E-5
Classmate - Mr. Guo Hai [from China]
Ms. Kay Thwae Tun [from Burma]
1) Open the blog in http://www.blogger.com/
2) Customize the template from http://www.finalsense.com/
3) Blog's Traffic rank at www.alexa.com
To Do list:
i) Put up IT educational news at least 14 times [any news about modern tech. news]
ii) 10 Abstracts related to the technology for teaching-&-learning
iii) To read 2 Portfolio Handbooks before submitting the individual blog
by
Nai Nai
8/ June/ 09
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