During the 60s, while computers were still in an early stage of development, many new programming languages appeared. Among them, ALGOL 60, was developed as an alternative to FORTRAN but taking from it some concepts of structured programming which would later inspire most procedural languages, such as CPL and its succesors (like C++). ALGOL 68 also directly influenced the development of data types in C. Nevertheless ALGOL was an non-specific language and its abstraction made it impractical to solve most commercial tasks.
In 1963 the CPL (Combined Programming language) appeared with the idea of being more specific for concrete programming tasks of that time than ALGOL or FORTRAN. Nevertheless this same specificity made it a big language and, therefore, difficult to learn and implement.
In 1967, Martin Richards developed the BCPL (Basic Combined Programming Language), that signified a simplification of CPL but kept most important features the language offered. Although it too was an abstract and somewhat large language.
In 1970, Ken Thompson, immersed in the development of UNIX at Bell Labs, created the B language. It was a port of BCPL for a specific machine and system (DEC PDP-7 and UNIX), and was adapted to his particular taste and necessities. The final result was an even greater simplification of CPL, although dependent on the system. It had great limitations, like it did not compile to executable code but threaded-code, which generates slower code in execution, and therefore was inadequate for the development of an operating system. Therefore, from 1971, Dennis Ritchie, from the Bell Labs team, began the development of a B compiler which, among other things, was able to generate executable code directly. This "New B", finally called C, introduced in addition, some other new concepts to the language like data types (char).
In 1973, Dennis Ritchie, had developed the basis of C. The inclusion of types, its handling, as well as the improvement of arrays and pointers, along with the later demonstrated capacity of portability without becoming a high-level language, contributed to the expansion of the C language. It was established with the book "The C Programming Language" by Brian Kernighan and Dennis Ritchie, known as the White Book, and that served as de facto standard until the publication of formal ANSI standard (ANSI X3J11 committee) in 1989.
In 1980, Bjarne Stroustrup, from Bell labs, began the development of the C++ language, that would receive formally this name at the end of 1983, when its first manual was going to be published. In October 1985, the first commercial release of the language appeared as well as the first edition of the book "The C++ Programming Language" by Bjarne Stroustrup.
During the 80s, the C++ language was being refined until it became a language with its own personality. All that with very few losses of compatibility with the code with C, and without resigning to its most important characteristics. In fact, the ANSI standard for the C language published in 1989 took good part of the contributions of C++ to structured programming.
From 1990 on, ANSI committee X3J16 began the development of a specific standard for C++. In the period elapsed until the publication of the standard in 1998, C++ lived a great expansion in its use and today is the preferred language to develop professional applications on all platforms.
C++ has been evolving, and a new version of the standard, c++09, is being developed to be published before the end of 2009, with several new features.
HTTP//www.cplusplus.com
Sunday, June 21, 2009
Tuesday, June 16, 2009
HISTORY OF C LANG.
C Programming Language History
- Dennis Ritchie
What is or is not implemented in the kernel represents both a great responsibility and a great power. It is a soap-box platform on 'the way things should be done.' Even so, if 'the way' is too radical, no one will follow it. Every important decision was weighed carefully. Throughout, simplicity has been substituted for efficiency. Complex algorithms are used only if their complexity can be localized.
- Ken Thompson; UNIX Implementation; The Bell System Technical Journal; July - August 1978.
The development of Unix in the C language made it uniquely portable and improvable.
The first version of Unix was written in the low-level PDP-7 assembler language. Soon after, a language called TMG was developed for the PDP-7 by R. M. McClure. Using TMG to develop a FORTRAN compiler, Ken Thompson instead ended up developing a compiler for a new high-level language he called B, based on the earlier BCPL language developed by Martin Richard. Where it might take several pages of detailed PDP-7 assembly code to accomplish a given task, the same functionality could typically be expressed in a higher level language like B in just a few lines. B was thereafter used for further development of the Unix system, which made the work much faster and more convenient.
When the PDP-11 computer arrived at Bell Labs, Dennis Ritchie built on B to create a new language called C which inherited Thompson's taste for concise syntax, and had a powerful mix of high-level functionality and the detailed features required to program an operating system. Most of the components of Unix were eventually rewritten in C, culminating with the kernel itself in 1973. Because of its convenience and power, C went on to become the most popular programming language in the world over the next quarter century.
This development of Unix in C had two important consequences:
• Portability. It made it much easier to port Unix to newly developed computers, because it eliminated the need to translate the entire operating system to the new assemble language by hand:
o First, write a C-to-assembly language compiler for the new machine.
o Then use the new compiler to automatically translate the Unix C language source code into the new machine's assembly language.
o Finally, write only a small amount of new code where absolutely required by hardware differences with the new machine.
• Improvability. It made Unix easy to customize and improve by any programmer that could learn the high-level C programming language. Many did learn C, and went on to experiment with modifications to the operating system, producing many useful new extensions and enhancements.
- Dennis Ritchie
What is or is not implemented in the kernel represents both a great responsibility and a great power. It is a soap-box platform on 'the way things should be done.' Even so, if 'the way' is too radical, no one will follow it. Every important decision was weighed carefully. Throughout, simplicity has been substituted for efficiency. Complex algorithms are used only if their complexity can be localized.
- Ken Thompson; UNIX Implementation; The Bell System Technical Journal; July - August 1978.
The development of Unix in the C language made it uniquely portable and improvable.
The first version of Unix was written in the low-level PDP-7 assembler language. Soon after, a language called TMG was developed for the PDP-7 by R. M. McClure. Using TMG to develop a FORTRAN compiler, Ken Thompson instead ended up developing a compiler for a new high-level language he called B, based on the earlier BCPL language developed by Martin Richard. Where it might take several pages of detailed PDP-7 assembly code to accomplish a given task, the same functionality could typically be expressed in a higher level language like B in just a few lines. B was thereafter used for further development of the Unix system, which made the work much faster and more convenient.
When the PDP-11 computer arrived at Bell Labs, Dennis Ritchie built on B to create a new language called C which inherited Thompson's taste for concise syntax, and had a powerful mix of high-level functionality and the detailed features required to program an operating system. Most of the components of Unix were eventually rewritten in C, culminating with the kernel itself in 1973. Because of its convenience and power, C went on to become the most popular programming language in the world over the next quarter century.
This development of Unix in C had two important consequences:
• Portability. It made it much easier to port Unix to newly developed computers, because it eliminated the need to translate the entire operating system to the new assemble language by hand:
o First, write a C-to-assembly language compiler for the new machine.
o Then use the new compiler to automatically translate the Unix C language source code into the new machine's assembly language.
o Finally, write only a small amount of new code where absolutely required by hardware differences with the new machine.
• Improvability. It made Unix easy to customize and improve by any programmer that could learn the high-level C programming language. Many did learn C, and went on to experiment with modifications to the operating system, producing many useful new extensions and enhancements.
Monday, June 15, 2009
FLOWCHART
OVERVIEW
• Quality Improvement Tool: Flow charts used specifically for a process.
• A flow chart is defined as a pictorial representation describing a process being studied or even used to plan stages of a project. Flow charts tend to provide people with a common language or reference point when dealing with a project or process.
• Four particular types of flow charts have proven useful when dealing with a process analysis: top-down flow chart, detailed flow chart, work flow diagrams, and a deployment chart. Each of the different types of flow charts tend to provide a different aspect to a process or a task. Flow charts provide an excellent form of documentation for a process, and quite often are useful when examining how various steps in a process work together.
• When dealing with a process flow chart, two separate stages of the process should be considered: the finished product and the making of the product. In order to analyze the finished product or how to operate the process, flow charts tend to use simple and easily recognizable symbols. The basic flow chart symbols below are used when analyzing how to operate a process.
In order to analyze the second condition for a flow process chart, one should use the ANSI standard symbols. The ANSI standard symbols used most often include the following:
Drive Nail, Cement, Type Letter.
Move Material by truck, conveyor, or hand.
Raw Material in bins, finished product on pallets, or filed documents.
Wait for elevator, papers waiting, material waiting
Read gages, read papers for information, or check quality of goods.
Any combination of two or more of these symbols show an understanding for a joint process.
| HISTORY | INSTRUCTIONS | INTERPRETATION | EXAMPLE | SOFTWARE | RELATED TOPICS |
________________________________________
HISTORY AND BACKGROUND
As a whole, flow charting has been around for a very long time. In fact, flow charts have been used for so long that no one individual is specified as the "father of the flow chart". The reason for this is obvious. A flow chart can be customized to fit any need or purpose. For this reason, flow charts can be recognized as a very unique quality improvement method.
| OVERVIEW | INSTRUCTIONS | INTERPRETATION | EXAMPLE | SOFTWARE | RELATED TOPICS |
________________________________________
INSTRUCTIONS
Step-by-Step process of how to develop a flow chart.
• Gather information of how the process flows: use a)conservation, b)experience, or c)product development codes.
• Trial process flow.
• Allow other more familiar personnel to check for accuracy.
• Make changes if necessary.
• Compare final actual flow with best possible flow.
________________________________________
Note: Process should follow the flow of Step1, Step 2, ... , Step N.
Step N= End of Process
CONSTRUCTION/INTERPRETATION tip for a flow chart.
• Define the boundaries of the process clearly.
• Use the simplest symbols possible.
• Make sure every feedback loop has an escape.
• There is usually only one output arrow out of a process box. Otherwise, it may require a decision diamond.
| OVERVIEW | HISTORY | INTERPRETATION | EXAMPLE | SOFTWARE | RELATED TOPICS |
________________________________________
INTERPRETATION
• Analyze flow chart of actual process.
• Analyze flow chart of best process.
• Compare both charts, looking for areas where they are different. Most of the time, the stages where differences occur is considered to be the problem area or process.
• Take appropriate in-house steps to correct the differences between the two seperate flows.
| OVERVIEW | HISTORY | INSTRUCTIONS | EXAMPLE | SOFTWARE | RELATED TOPICS |
________________________________________
EXAMPLE
Process Flow Chart- Finding the best way home
This is a simple case of processes and decisions in finding the best route home at the end of the working day.
________________________________________
• Quality Improvement Tool: Flow charts used specifically for a process.
• A flow chart is defined as a pictorial representation describing a process being studied or even used to plan stages of a project. Flow charts tend to provide people with a common language or reference point when dealing with a project or process.
• Four particular types of flow charts have proven useful when dealing with a process analysis: top-down flow chart, detailed flow chart, work flow diagrams, and a deployment chart. Each of the different types of flow charts tend to provide a different aspect to a process or a task. Flow charts provide an excellent form of documentation for a process, and quite often are useful when examining how various steps in a process work together.
• When dealing with a process flow chart, two separate stages of the process should be considered: the finished product and the making of the product. In order to analyze the finished product or how to operate the process, flow charts tend to use simple and easily recognizable symbols. The basic flow chart symbols below are used when analyzing how to operate a process.
In order to analyze the second condition for a flow process chart, one should use the ANSI standard symbols. The ANSI standard symbols used most often include the following:
Drive Nail, Cement, Type Letter.
Move Material by truck, conveyor, or hand.
Raw Material in bins, finished product on pallets, or filed documents.
Wait for elevator, papers waiting, material waiting
Read gages, read papers for information, or check quality of goods.
Any combination of two or more of these symbols show an understanding for a joint process.
| HISTORY | INSTRUCTIONS | INTERPRETATION | EXAMPLE | SOFTWARE | RELATED TOPICS |
________________________________________
HISTORY AND BACKGROUND
As a whole, flow charting has been around for a very long time. In fact, flow charts have been used for so long that no one individual is specified as the "father of the flow chart". The reason for this is obvious. A flow chart can be customized to fit any need or purpose. For this reason, flow charts can be recognized as a very unique quality improvement method.
| OVERVIEW | INSTRUCTIONS | INTERPRETATION | EXAMPLE | SOFTWARE | RELATED TOPICS |
________________________________________
INSTRUCTIONS
Step-by-Step process of how to develop a flow chart.
• Gather information of how the process flows: use a)conservation, b)experience, or c)product development codes.
• Trial process flow.
• Allow other more familiar personnel to check for accuracy.
• Make changes if necessary.
• Compare final actual flow with best possible flow.
________________________________________
Note: Process should follow the flow of Step1, Step 2, ... , Step N.
Step N= End of Process
CONSTRUCTION/INTERPRETATION tip for a flow chart.
• Define the boundaries of the process clearly.
• Use the simplest symbols possible.
• Make sure every feedback loop has an escape.
• There is usually only one output arrow out of a process box. Otherwise, it may require a decision diamond.
| OVERVIEW | HISTORY | INTERPRETATION | EXAMPLE | SOFTWARE | RELATED TOPICS |
________________________________________
INTERPRETATION
• Analyze flow chart of actual process.
• Analyze flow chart of best process.
• Compare both charts, looking for areas where they are different. Most of the time, the stages where differences occur is considered to be the problem area or process.
• Take appropriate in-house steps to correct the differences between the two seperate flows.
| OVERVIEW | HISTORY | INSTRUCTIONS | EXAMPLE | SOFTWARE | RELATED TOPICS |
________________________________________
EXAMPLE
Process Flow Chart- Finding the best way home
This is a simple case of processes and decisions in finding the best route home at the end of the working day.
________________________________________
Wednesday, April 15, 2009
The Making of a Mother
By the time the Lord made mothers, He was into the sixth day working overtime. An Angel appeared and said "Why are you spending so much time on this one?"
And the Lord answered and said, "Have you read the spec sheet on her? She has to be completely washable, but not elastic; have 200 movable parts, all replaceable; run on black coffee and leftovers; have a lap that can hold three children at one time and that disappears when she stands up; have a kiss that can cure anything from a scraped knee to a broken heart; and have six pairs of hands."
The Angel was astounded at the requirements for this one. "Six pairs of hands! No way!" said the Angel.
The Lord replied, "Oh, it's not the hands that are the problem. It's the three pairs of eyes that mothers must have!"
"And that's on the standard model?" the Angel asked.
The Lord nodded in agreement, "Yep, one pair of eyes are to see through the closed door as she asks her children what they are doing even though she already knows. Another pair in the back of her head are to see what she needs to know even though no one thinks she can. And the third pair are here in the front of her head. They are for looking at an errant child and saying that she understands and loves him or her without even saying a single word."
The Angel tried to stop the Lord "This is too much work for one day. Wait until tomorrow to finish."
"But I can't!" The Lord protested, "I am so close to finishing this creation that is so close to my own heart. She already heals herself when she is sick AND can feed a family of six on a pound of hamburger and can get a nine year old to stand in the shower."
The Angel moved closer and touched the woman, "But you have made her so soft, Lord."
"She is soft," the Lord agreed, "but I have also made her tough. You have no idea what she can endure or accomplish."
"Will she be able to think?" asked the Angel.
The Lord replied, "Not only will she be able to think, she will be able to reason, and negotiate."
The Angel then noticed something and reached out and touched the woman's cheek. "Oops, it looks like You have a leak with this model. I told You that You were trying to put too much into this one."
"That's not a leak." the Lord objected. "That's a tear!"
"What's the tear for?" the Angel asked.
The Lord said, "The tear is her way of expressing her joy, her sorrow, her disappointment, her pain, her loneliness, her grief, and her pride."
The Angel was impressed. "You are a genius, Lord. You thought of everything for this one. You even created the tear!"
The Lord looked at the Angel and smiled and said, "I'm afraid you are wrong again. I created the woman, but she created the tear!"
And the Lord answered and said, "Have you read the spec sheet on her? She has to be completely washable, but not elastic; have 200 movable parts, all replaceable; run on black coffee and leftovers; have a lap that can hold three children at one time and that disappears when she stands up; have a kiss that can cure anything from a scraped knee to a broken heart; and have six pairs of hands."
The Angel was astounded at the requirements for this one. "Six pairs of hands! No way!" said the Angel.
The Lord replied, "Oh, it's not the hands that are the problem. It's the three pairs of eyes that mothers must have!"
"And that's on the standard model?" the Angel asked.
The Lord nodded in agreement, "Yep, one pair of eyes are to see through the closed door as she asks her children what they are doing even though she already knows. Another pair in the back of her head are to see what she needs to know even though no one thinks she can. And the third pair are here in the front of her head. They are for looking at an errant child and saying that she understands and loves him or her without even saying a single word."
The Angel tried to stop the Lord "This is too much work for one day. Wait until tomorrow to finish."
"But I can't!" The Lord protested, "I am so close to finishing this creation that is so close to my own heart. She already heals herself when she is sick AND can feed a family of six on a pound of hamburger and can get a nine year old to stand in the shower."
The Angel moved closer and touched the woman, "But you have made her so soft, Lord."
"She is soft," the Lord agreed, "but I have also made her tough. You have no idea what she can endure or accomplish."
"Will she be able to think?" asked the Angel.
The Lord replied, "Not only will she be able to think, she will be able to reason, and negotiate."
The Angel then noticed something and reached out and touched the woman's cheek. "Oops, it looks like You have a leak with this model. I told You that You were trying to put too much into this one."
"That's not a leak." the Lord objected. "That's a tear!"
"What's the tear for?" the Angel asked.
The Lord said, "The tear is her way of expressing her joy, her sorrow, her disappointment, her pain, her loneliness, her grief, and her pride."
The Angel was impressed. "You are a genius, Lord. You thought of everything for this one. You even created the tear!"
The Lord looked at the Angel and smiled and said, "I'm afraid you are wrong again. I created the woman, but she created the tear!"
Sunday, March 22, 2009
Why do I find it so easy not to cheat?
Maybe I'm not very attractive, so my options are limited. Maybe I'm too jaded to go for the cheating opportunities. Maybe I still have some mental wounds lingering from when my dad temporarily moved out because he had met another woman. Maybe I'm too afraid that I've reached my sin quotient and one more big sin will keep me out of heaven.
Cheating is not a caught in the moment thing if you are really into your significant other, you miss them when you are not with them, you don't look for a way to hurt or deceive them.
I am just now patching up a friendship with someone I was seeing while they had a boyfriend (that may make me a cheater). At different points she told me that she had broken up with her boyfriend, that they were back together, and that he was boring and I was fun. It was total confusion.
I told her she wasn't being fair to herself, me, or him.
Finally, she said, "you just don't understand, there are things you don't know." Thing is she's been cheating on him for a couple of years with different guys, and he keeps taking her back.
So, are cheaters born cheaters, or do certain situations cause people to cheat? Probably a little bit of both. Here are some situations that make people cheat:
1. Bored
I'd say this is the most common reason that people cheat.It's tough to keep that edge throughout a relationship. Things start off grand and then level off and then you both realize that it's still real life. When you meet someone else, that inaugural excitement of a new relationship kicks back in.
2. Dependence
At first glance, cheating seems like independent behavior. It could be interpreted as doing what you want, when you want. But I would argue that cheating is a dependent behavior. A cheater is dependent because they are not strong enough to break up with their significant other in order to get with the new person.
3. Confusion
Sometimes life or a particular situation can get to you. When the perfect storm of confusion is going on in your head, you make mistakes.
4. Because They Let You
If any girl ever cheated on me, I'd break up with her immediately. Forgiving a cheater is putting up with it, and starts a vicious cycle. That person who cheated may lose respect for you and might continue to cheat-because they know they can get away with it, because you'll continue to take them back.
5. Nurturing
If someone is mistreating you, then your first instinct is to get away from him or her. But sometimes it's not that simple-maybe you are raising kids together. If you feel trapped in a bad relationship, it's only natural that you will run to the open arms of a person who treats you well.
6. Revenge
This is quite simple- an eye for an eye. Cheat on them if they cheat on you. If they continuously hurt you or abuse you in some way, you do it to get them back.
7. Confirmation of Attractiveness
Sometimes when you're in a long relationship, or if your significant other is taking you for granted, you begin to wonder if you're still attractive. Perhaps, because you were out on the dating circuit, you felt more attractive when you were single. If you have an affair, you've proven that a new person can be attracted to you.
8. The Thrill
Some people just enjoy the thrill of cheating: running around secretly, risking getting caught, andcreating thrilling moments with a forbidden romance.
9. They Don't Consider It Cheating, Even Though You Might
Relationships have that grey area, usually right before you become exclusive. He thinks date #4 is when you're "together," and you think date #2 is when you're "together." If you haven't talked about exclusivity, someone may think they are well within their rights to see other people, even though the other person in the relationship may not.
I don't understand why people don't break up as soon as they have an urge to cheat. Is it natural to have temptation, or is temptation a sign that the relationship is losing its fire? What reasons would you add to this list, and do you disagree with any? If you've ever cheated, why did you do it? Could you forgive a cheater? If you are single, but seeing a person who is in a committed relationship, does that make you a cheater?
Cheating is not a caught in the moment thing if you are really into your significant other, you miss them when you are not with them, you don't look for a way to hurt or deceive them.
I am just now patching up a friendship with someone I was seeing while they had a boyfriend (that may make me a cheater). At different points she told me that she had broken up with her boyfriend, that they were back together, and that he was boring and I was fun. It was total confusion.
I told her she wasn't being fair to herself, me, or him.
Finally, she said, "you just don't understand, there are things you don't know." Thing is she's been cheating on him for a couple of years with different guys, and he keeps taking her back.
So, are cheaters born cheaters, or do certain situations cause people to cheat? Probably a little bit of both. Here are some situations that make people cheat:
1. Bored
I'd say this is the most common reason that people cheat.It's tough to keep that edge throughout a relationship. Things start off grand and then level off and then you both realize that it's still real life. When you meet someone else, that inaugural excitement of a new relationship kicks back in.
2. Dependence
At first glance, cheating seems like independent behavior. It could be interpreted as doing what you want, when you want. But I would argue that cheating is a dependent behavior. A cheater is dependent because they are not strong enough to break up with their significant other in order to get with the new person.
3. Confusion
Sometimes life or a particular situation can get to you. When the perfect storm of confusion is going on in your head, you make mistakes.
4. Because They Let You
If any girl ever cheated on me, I'd break up with her immediately. Forgiving a cheater is putting up with it, and starts a vicious cycle. That person who cheated may lose respect for you and might continue to cheat-because they know they can get away with it, because you'll continue to take them back.
5. Nurturing
If someone is mistreating you, then your first instinct is to get away from him or her. But sometimes it's not that simple-maybe you are raising kids together. If you feel trapped in a bad relationship, it's only natural that you will run to the open arms of a person who treats you well.
6. Revenge
This is quite simple- an eye for an eye. Cheat on them if they cheat on you. If they continuously hurt you or abuse you in some way, you do it to get them back.
7. Confirmation of Attractiveness
Sometimes when you're in a long relationship, or if your significant other is taking you for granted, you begin to wonder if you're still attractive. Perhaps, because you were out on the dating circuit, you felt more attractive when you were single. If you have an affair, you've proven that a new person can be attracted to you.
8. The Thrill
Some people just enjoy the thrill of cheating: running around secretly, risking getting caught, andcreating thrilling moments with a forbidden romance.
9. They Don't Consider It Cheating, Even Though You Might
Relationships have that grey area, usually right before you become exclusive. He thinks date #4 is when you're "together," and you think date #2 is when you're "together." If you haven't talked about exclusivity, someone may think they are well within their rights to see other people, even though the other person in the relationship may not.
I don't understand why people don't break up as soon as they have an urge to cheat. Is it natural to have temptation, or is temptation a sign that the relationship is losing its fire? What reasons would you add to this list, and do you disagree with any? If you've ever cheated, why did you do it? Could you forgive a cheater? If you are single, but seeing a person who is in a committed relationship, does that make you a cheater?
Friday, February 20, 2009
useful sites for teachers and students
www.iknowthat.com/com/L3?Area=Science%20Lab and www.edutopia.org
Is a good website for elementary grade especially early stage of child in school nursery because the site give more impasses on how they create their animation for the children to learn. The children of today’s generation for me I think is more on visual intelligence, they can learn more on visual rather than the traditional methods of teaching.. these are site that can be use for teachers
edublogs.com and 4techers.org
Is a good for high school and college students and those students who want to have degree just staying at home especially students who are interest in computer. They have a links site where to look for other things the students want to look into. Another thing is that students are allowed to create their own blog. These are the site can use by teacher for the classroom teaching to enhance the ability of the students in computer and other areas.
Is a good website for elementary grade especially early stage of child in school nursery because the site give more impasses on how they create their animation for the children to learn. The children of today’s generation for me I think is more on visual intelligence, they can learn more on visual rather than the traditional methods of teaching.. these are site that can be use for teachers
edublogs.com and 4techers.org
Is a good for high school and college students and those students who want to have degree just staying at home especially students who are interest in computer. They have a links site where to look for other things the students want to look into. Another thing is that students are allowed to create their own blog. These are the site can use by teacher for the classroom teaching to enhance the ability of the students in computer and other areas.
Saturday, January 24, 2009
“Factors that will help teachers in integrating IT in their teaching practices”
A proper training for the teachers on the role of IT in education today and the trend of the education in today’s generations and training on how to use the different IT tools.
Apply the computer environment both for teachers and students. Giving probably an assignment, quiz or activity thru online or a discussion of lectures thru chatting. Assignment that will be access and submitted thru internet.
Use IT as visual aid in teaching especially for those subject that needs of visual animation for the student can understand it well. Subjects like sciences, according to the study that student can learn faster in using an animation visual aid rather than the traditional one.
Integration of IT not only in the classroom teaching but especially in the curriculum.
Apply the computer environment both for teachers and students. Giving probably an assignment, quiz or activity thru online or a discussion of lectures thru chatting. Assignment that will be access and submitted thru internet.
Use IT as visual aid in teaching especially for those subject that needs of visual animation for the student can understand it well. Subjects like sciences, according to the study that student can learn faster in using an animation visual aid rather than the traditional one.
Integration of IT not only in the classroom teaching but especially in the curriculum.
Monday, January 19, 2009
Effects of Technology on Classrooms and Students
1. In your experience, what section/s of this write-up is/are not applicable to our students and/or educational setup?
Answer:
All of the write-ups are applicable to our student but NOT to all educational setup in the Philippines especially in the urban places and some schools have difficulties in acquiring this kind of tools because of the budget constraint especially with the economy that with have today. Like in Jolo example, most of the high schools do not have a computer subject in the curriculum and some of the teachers are not expose to this kind of technology, as a tool for classroom teaching.
2. Change in student’s and teacher’s roles was seen as a positive effect brought about by technology. But how do you reach the kind of level (of change) described here (teacher becoming a facilitator, students are in the position of defining their goals)?
Answer:
Well it depends on how the teachers accept his/her role in the class and the availability of the technology in their educational setup. But with this setup that we have, it’s hard to change the student’s and teacher’s roles in the classroom. Especially the lack of facilities and skills of the teachers to apply these kind of tools as medium of instruction.
3. Technology is a two-edged sword, its effects on classrooms and students could be both positive and negative. Under ‘more collaboration with peers’, the author talks only of the positive impacts of technology. What could be the negative impacts under this section?
Answer:
The negative effect I see on this kind of teaching is that the students’ critical thinking as well as the abstract are narrowed down by the technologies, most students prefer to rely on internet rather than read, and analyze on their own. Because today’s generation almost everything are available in the internet so the students will just browse and download it what they need for school requirements.
4. For you, what is the most positive impact of technology on classroom and students? Why?
Answer:
The positive impact about these technologies it will broaden their knowledge, it would be easy them to access all the resources they need and it will make the teachers more creative presentations for their lectures. Because internet is the window to the world, there is no limit of what we can have because almost everything can be browse and have it.
Answer:
All of the write-ups are applicable to our student but NOT to all educational setup in the Philippines especially in the urban places and some schools have difficulties in acquiring this kind of tools because of the budget constraint especially with the economy that with have today. Like in Jolo example, most of the high schools do not have a computer subject in the curriculum and some of the teachers are not expose to this kind of technology, as a tool for classroom teaching.
2. Change in student’s and teacher’s roles was seen as a positive effect brought about by technology. But how do you reach the kind of level (of change) described here (teacher becoming a facilitator, students are in the position of defining their goals)?
Answer:
Well it depends on how the teachers accept his/her role in the class and the availability of the technology in their educational setup. But with this setup that we have, it’s hard to change the student’s and teacher’s roles in the classroom. Especially the lack of facilities and skills of the teachers to apply these kind of tools as medium of instruction.
3. Technology is a two-edged sword, its effects on classrooms and students could be both positive and negative. Under ‘more collaboration with peers’, the author talks only of the positive impacts of technology. What could be the negative impacts under this section?
Answer:
The negative effect I see on this kind of teaching is that the students’ critical thinking as well as the abstract are narrowed down by the technologies, most students prefer to rely on internet rather than read, and analyze on their own. Because today’s generation almost everything are available in the internet so the students will just browse and download it what they need for school requirements.
4. For you, what is the most positive impact of technology on classroom and students? Why?
Answer:
The positive impact about these technologies it will broaden their knowledge, it would be easy them to access all the resources they need and it will make the teachers more creative presentations for their lectures. Because internet is the window to the world, there is no limit of what we can have because almost everything can be browse and have it.
Saturday, January 10, 2009
Genebra to be in the Semi
The Genebra to be in the semi-Final inspite of all the injuries it is because of the heart and do-or-die attitude
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