In 2018 we are all living in a world where almost everything is becoming connected, whether it’s the power grid, network, phone system, our cars, or the appliances that heat our home or chill our food. As this Internet of Things (IoT) continues to proliferate. This growing class of cloud-connected devices – 9 billion of which ship every year – run tiny MCU chips that will power everything from kitchen appliances and toys to industrial equipment on factory floors. This next wave of connected devices is in increasingly intelligent and connected. They will improve daily life in countless ways, but if they’re not secure, they will make people, communities and countries vulnerable to attack in more ways than ever before.
As s result of this the Threat and security risks expand exponentially. At this year RSA conference in San Francisco, Microsoft announced new offerings to take security more squarely to where it needs to go and where it has not effectively gone before – the edge.
The Azure Sphere Services are a new services and features that will better harden not only our intelligent cloud but also the billions of connected devices that live on its edge.
Safer Internet Day SID is an annual, global campaign that promotes a healthy Internet for everyone. Organized by Insafe and co-founded by the European Union, Safer Internet Day encourages the responsible use of online technologies and services. This year’s theme, “Let’s create a better Internet together,” reminds us that we all have an active role to play in helping to protect our families, information, and devices.
Microsoft continues its commitment to help make the Internet safer for people of all ages and abilities through investments in family safety technology, key partnerships, and consumer education and guidance.
To mark SID, we are launching an interactive website—Microsoft.com/SaferOnline—where people can #Do1Thing to stay safer online and create a better Internet, learn what others around the world are doing to avoid risks, and raise Microsoft dollars for TechSoup Global, a nonprofit organization using technology to solve global problems & foster social change.
There are a couple dozen ways to ‘use’ technology in education. There are also a couple dozen ways to integrate technology in education. Think those two things are the same? Think that throwing a few iPads and a few Edudemic blog posts into a classroom is the best way to launch a 1:1 initiative? In case you couldn’t guess, it’s not. So here’s a hypothetical to clear up my rhetorical questions even more:
Should teachers use social media? What are the best practices for flipped classrooms? How are educators in other countries using computers and networks?
These were but a few of the 400 session topics at the 68th annual meeting of the ASCD this past weekend in Chicago, where technology‘s impact on teachers, students and institutions dominated much of the discussion. This year, the nonprofit’s three-day conference and exhibit drew more than 10,000 educators and administrators, as well as hundreds of vendors.
But technology isn’t a panacea, said ASCD speakers and attendees.
“We must think through how to help students use technology as a tool rather than having that tool rule our lives,” Freeman A. Hrabowski III, president of the University of Maryland, declared during his keynote in the first general session Saturday. Rather than focus on tech skills per se, Hrabowski said, “the key skill every student should have coming to college, other than reading, is the ability to ask good questions.”
Technology is changing at a rapid pace, so much so that it’s challenging to grasp.
While there is little uniformity in technology, there are some trends worth noting that have spurred tangent innovation, including speed (a shift from dial-up top broad band), size (from huge computers to small handheld devices), and connectivity (through always-on apps and social media).
In fact, we have some to expect nearly instant obsolescence—smartphone contracts that last a mere 24 months seem like ages. Whether this is a matter of trend or function is a matter of perspective, but it’s true that technology is changing—and not just as a matter of power, but tone.
In 2013, technology has become not just a tool, but a standard and matter of credibility. While learning by no means requires technology, to design learning without technology is an exercise in spite—proving a point at the cost of potential. And it’s difficult to forget how new this is.
Fifteen years ago, a current high school sophomore was born.
Image via CrunchBaseInteresting post over at ZDNet regarding Twitter in education.More than the content of the post I think it’s useful in reminding practitioners (and IT managers) that technology is not, in and of itself, good or bad, it’s how we…
Image via CrunchBase Google has released a browser security handbook covering all sorts of threats to your computer from browser exploits.This is the sort of background reading anyone doing a web programming unit should know about.Main – browserse…
Image by confusedvision via FlickrIt was clear during our workshops on the future of computing that everyone knew exactly where the problem lay and, of course, it was never with us, the practitioners. It seems right, therefore, that I start this s…
Image by confusedvision via FlickrIt was clear during our workshops on the future of computing that everyone knew exactly where the problem lay and, of course, it was never with us, the practitioners. It seems right, therefore, that I start this short series by addressing an area where we as practitioners can change.
The flexibility of courses offered by colleges is intimately bound to the skills and competencies of the staff. Too often, however, the provision of courses is hindered by the lack of available skills and the unwillingness of practitioners to expand their skill base.
The apotheosis of this is the situation, all too common throughout the country, where practitioners have ‘their subjects’ or, at the extreme, where practitioners keep the same timetable for several years.
This is not to say that practitioners should not have their specialist subjects. Computing is too broad to allow an in depth knowledge of all aspects of computing. It is vital, that to fully address the ongoing challenges facing Computing, practitioners become, and remain, as flexible as possible.
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