There are many products on the market to help people with disabilities to communicate. Two of the products that I found are the Gus! Multimedia Speech Software which converts any Windows based personal computer into a communication device. The software allows individuals to communicate by entering keystrokes into the computer that are then converted into speech. This allows people with diseases such as ALS (Lou Gehrig's Disease) and people who have had strokes to communicate over the phone and to have a conversation with someone without that person having to read what the disabled person is typing. This Software retails for $695.00.
The other product I found is the Gus! Pocket communicator X51 which is useful to people with autism, stroke, cancer, and other conditions affecting speech. It has pages of words and phrases that the disabled person can poke on that are then converted to speech. It allows the person to carry on a normal life by being able to communicate with store clerks, pharmacists, etc. This product retails for $2095.00.
Monday, September 28, 2009
Sunday, September 20, 2009
Blog 5 Computer Terms
Processor frequency is the speed at which the processor operates. This frequency is determined by applying a clock multiplier to the front side bus (FSB) speed. If your processor is running at 1600MHz it has an 800MHz FSB. This means the internal clock multiplier setting is 2. The system bus frequency times the multiplier equals the processor frequency.
Word size is the number of bits a processor can process at one time. Bits are either a 0 or a 1. Eight bits equal one byte. A word is made up of a certain number of bytes. The processors that we use today us a word size of 32 bits (4 bytes) or 64 bits (8 bytes).
Overclocking is when a computer component like a CPU is made to operate beyond its intended performance levels. For example, if you decrease the amount of time it take the CPU to communicate with the North bridge, you will increase the FSB speed. Overclocking computer components can create an unstable system and can lead to problems such as overheating.
Data Path is the number of bits a processor can receive at one time. It is sometimes refered to as the external data path and is a part of the system bus that transports data into the processor. It transfers bits to the processor in a group such as 64 bits and then the processor processes the bits based on the word size it can handle. The data path and word size processing do not have to be the same size. The data path can be 64 bits but the processor can only handle 32 bit word size.
SRAM or static RAM is a small piece of memory that is much faster than regular DRAM or dynamic RAM. A processor is able to access the SRAM and do its computations much quicker because the SRAM temporarily stores recently accessed data in expectation of what the processor will do next. By accessing SRAM, the process is much faster because the processor doesn't have to search the DRAM.
Primary Cache is also known as Level 1 cache. It is the fastest memory and is built directly into the processor itself. This allows it to run at the same speed as the processor. This cache of memory is small, usually 8KB to 64 KB and holds recently used data and instructions from memory. This enables the processor to access this information quickly because it doesn't have to search the main memory.
External Cache is also known as Level 2 cache. This is a secondary cache to level 1 cache and is larger and slightly slower. It catches accesses to main memory that are not caught by level 1 cache. Level 2 cache is called external cache because it is usually found outside the processor microchip on the mother board or a daughter card on the mother board.
Memory cache is SRAM that is much faster than DRAM because SRAM does not need refreshing and can hold its data as long as the power is on. Regular RAM loses data rapidly and has to be refreshed.
Word size is the number of bits a processor can process at one time. Bits are either a 0 or a 1. Eight bits equal one byte. A word is made up of a certain number of bytes. The processors that we use today us a word size of 32 bits (4 bytes) or 64 bits (8 bytes).
Overclocking is when a computer component like a CPU is made to operate beyond its intended performance levels. For example, if you decrease the amount of time it take the CPU to communicate with the North bridge, you will increase the FSB speed. Overclocking computer components can create an unstable system and can lead to problems such as overheating.
Data Path is the number of bits a processor can receive at one time. It is sometimes refered to as the external data path and is a part of the system bus that transports data into the processor. It transfers bits to the processor in a group such as 64 bits and then the processor processes the bits based on the word size it can handle. The data path and word size processing do not have to be the same size. The data path can be 64 bits but the processor can only handle 32 bit word size.
SRAM or static RAM is a small piece of memory that is much faster than regular DRAM or dynamic RAM. A processor is able to access the SRAM and do its computations much quicker because the SRAM temporarily stores recently accessed data in expectation of what the processor will do next. By accessing SRAM, the process is much faster because the processor doesn't have to search the DRAM.
Primary Cache is also known as Level 1 cache. It is the fastest memory and is built directly into the processor itself. This allows it to run at the same speed as the processor. This cache of memory is small, usually 8KB to 64 KB and holds recently used data and instructions from memory. This enables the processor to access this information quickly because it doesn't have to search the main memory.
External Cache is also known as Level 2 cache. This is a secondary cache to level 1 cache and is larger and slightly slower. It catches accesses to main memory that are not caught by level 1 cache. Level 2 cache is called external cache because it is usually found outside the processor microchip on the mother board or a daughter card on the mother board.
Memory cache is SRAM that is much faster than DRAM because SRAM does not need refreshing and can hold its data as long as the power is on. Regular RAM loses data rapidly and has to be refreshed.
Sunday, September 13, 2009
HFD Series Power Supply
The power that you have in a residential outlet is usually 120V AC. When you plug your computer into an outlet in your home or office, the computer cannot run on pure AC power. The HFD series switching power supply takes the 120V AC power and reduces it with a transformer down to 5V or 12V AC. A process called rectification transforms this AC power into DC power. Your PC uses this DC power to function. The power supply adjusts the DC power based on the consumption of the device connected to it. When the PC isn't consuming a lot of power, the power supply readjusts itself to deliver less current, making the transformer and all other components dissipate less power which in turn generates less heat. Heat is a killer to PC components like the CPU and the hard drive. The less heat generated, the less wear and tear on your PC and its components. By converting the AC power to DC, smaller components such as transformers can be used instead of the much larger ones that would be required for reducing the AC to an acceptable level to run the computer.
The HFD series is a 145W Dual output switching power supply that converts 120AC to 5v and 12V. It can be purchased from Daitron, Inc. 568 E. Weddell Dr. Ste. #8 Sunnyvale, CA. This company is a subsidiary of Daito Electron Co., Ltd. of Japan where the power supplies are manufactured. The approximate cost is $188.00.
The HFD series is a 145W Dual output switching power supply that converts 120AC to 5v and 12V. It can be purchased from Daitron, Inc. 568 E. Weddell Dr. Ste. #8 Sunnyvale, CA. This company is a subsidiary of Daito Electron Co., Ltd. of Japan where the power supplies are manufactured. The approximate cost is $188.00.
Monday, September 7, 2009
What Does The Research Say About Technology's Impact on Education?
What Does the Research Say About Technology's Impact on Education?
Two research studies were done by the Department of Education and Apple Computers Inc. on the impact technology has had on education respectively.
In the U.S. Department of Education funded study of nine schools who used the latest technology, it was concluded that the use of technology resulted in educational gains for all students regardless of age, race, socio-economic standing or any other characteristics. The study found state test scores and student attendance improved. There was also increased student comprehension, motivation, attitude, strong study habits, parent and teacher support, improved retention of material, and improved placement in jobs.
Technology enhances student achievement in a variety of ways. Multi-media software allows teaching to a variety of learning styles. Video and audio technologies bring material to life. Instead of learning in a two dimensional classroom setting, students were able to interact with the materials by using sight and sound. Distance learning has been found to be at least as effective as traditional methods of instruction. The Internet and such things as CD-ROMS and DVDs have helped students learn to organize complex information, recognize patterns, draw inferences, and communicate findings. Technology has also allowed students to learn better organizational and problem solving skills. The studies found that students are motivated by technology. They like learning better through technology than more standard means. Technology has increased family involvement and improved teachers' skills. It has also improved School Administration and Management.
In the Apple Computer, Inc. 10 year study, the results of providing students with the latest technology enabled them to perform well on standardized tests but were also helping them develop a variety of skills not usually measured. Students explored and represented information in many forms. Their confidence and social awareness increased. They learned to communicate more effectively about complex processes and became independent learners and self starters. They became comfortable with their areas of expertise and were able to share this information with fellow students. One issue the project hoped to confront was the possibility of any negative effects from prolonged exposure to computers. Some critics have worried that students who use computers extensively will become "brain dead" or less social from looking at the computer screen all day. At the end of two years, these fears were found to be false. Children did not become social isolates. The students showed more evidence of spontaneous cooperative learning than did traditional classes. Children did not become bored by the technology over time. Instead, their desire to use it for their own purposes increased with use. Even young children had no problem becoming adept users of the keyboard. With very little training, second and third graders were typing 25 to 30 words per minute with 95% accuracy which is more than twice as fast as children of that age can actually write.
I found this interesting because I have two school age children. My youngest boy is entering seventh grade and types at lightning speed and knows most if not all the key short cuts to the keyboard. My oldest boy who is going to be a sophomore was tested on his typing skills and typed 125 wpm with no errors.
The Apple study showed the students wrote better and were able to complete units of study more rapidly than their peers. The classroom observers noticed students were taking more responsibility for their own learning and the teachers were working more as mentors and less as presenters of information. Twenty one freshman students from West High School in Columbus, Ohio were chosen at random and stayed with the program until their graduation four years later. All twenty one students graduated, whereas the student body as a whole had a 30% drop out rate. Nineteen of the twenty one students went on to college , only 15% of the students who were not in the study sought higher education. The students in the study routinely and without prompting employed inquiry, collaboration, and technological and problem-solving skills of the kind promoted by the school reform movement.
Both of these studies show the positive impact technology has had on education. Educational technology has demonstrated a significant positive effect on achievement. Positive effects have been found for all major subject areas, in preschool through higher education, and for both regular and special needs students. Evidence suggests that interactive video is especially effective when the skills concepts to be learned have a visual component and when the software incorporates a research-based instructional design. Education technology has been found to have positive effects on student attitudes toward learning and on student self-concept. Students felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem when using computer based instruction. Introducing technology into the learning environment has been shown to make learning more student-centered, to encourage cooperative learning, and to stimulate increased teacher/student interaction. Positive changes in the learning environment brought about by technology are more evolutionary than revolutionary. These changes occur over a period of years, as teachers become more experienced with technology.
Through my own research and observations I have found the access to information through the use of computers, the Internet, cell phones, GPS, etc. has greatly impacted education. What took volumes of encyclopedias, many hours upon hours of research in library book stacks can be accomplished in a matter of seconds with modern technology. I saw for the first time, my youngest son brought home his algebra book on a CD instead of an actual book. Parents and students can access student assignments and grades on the Internet to get a better handle of what the student is getting done and what areas need to be worked on. Technology is advancing students learning by leaps and bounds. It will be scary and intriguing to see what the future holds.
"Technology's Impact on Learning". NSBA. 09/07/2009.
Two research studies were done by the Department of Education and Apple Computers Inc. on the impact technology has had on education respectively.
In the U.S. Department of Education funded study of nine schools who used the latest technology, it was concluded that the use of technology resulted in educational gains for all students regardless of age, race, socio-economic standing or any other characteristics. The study found state test scores and student attendance improved. There was also increased student comprehension, motivation, attitude, strong study habits, parent and teacher support, improved retention of material, and improved placement in jobs.
Technology enhances student achievement in a variety of ways. Multi-media software allows teaching to a variety of learning styles. Video and audio technologies bring material to life. Instead of learning in a two dimensional classroom setting, students were able to interact with the materials by using sight and sound. Distance learning has been found to be at least as effective as traditional methods of instruction. The Internet and such things as CD-ROMS and DVDs have helped students learn to organize complex information, recognize patterns, draw inferences, and communicate findings. Technology has also allowed students to learn better organizational and problem solving skills. The studies found that students are motivated by technology. They like learning better through technology than more standard means. Technology has increased family involvement and improved teachers' skills. It has also improved School Administration and Management.
In the Apple Computer, Inc. 10 year study, the results of providing students with the latest technology enabled them to perform well on standardized tests but were also helping them develop a variety of skills not usually measured. Students explored and represented information in many forms. Their confidence and social awareness increased. They learned to communicate more effectively about complex processes and became independent learners and self starters. They became comfortable with their areas of expertise and were able to share this information with fellow students. One issue the project hoped to confront was the possibility of any negative effects from prolonged exposure to computers. Some critics have worried that students who use computers extensively will become "brain dead" or less social from looking at the computer screen all day. At the end of two years, these fears were found to be false. Children did not become social isolates. The students showed more evidence of spontaneous cooperative learning than did traditional classes. Children did not become bored by the technology over time. Instead, their desire to use it for their own purposes increased with use. Even young children had no problem becoming adept users of the keyboard. With very little training, second and third graders were typing 25 to 30 words per minute with 95% accuracy which is more than twice as fast as children of that age can actually write.
I found this interesting because I have two school age children. My youngest boy is entering seventh grade and types at lightning speed and knows most if not all the key short cuts to the keyboard. My oldest boy who is going to be a sophomore was tested on his typing skills and typed 125 wpm with no errors.
The Apple study showed the students wrote better and were able to complete units of study more rapidly than their peers. The classroom observers noticed students were taking more responsibility for their own learning and the teachers were working more as mentors and less as presenters of information. Twenty one freshman students from West High School in Columbus, Ohio were chosen at random and stayed with the program until their graduation four years later. All twenty one students graduated, whereas the student body as a whole had a 30% drop out rate. Nineteen of the twenty one students went on to college , only 15% of the students who were not in the study sought higher education. The students in the study routinely and without prompting employed inquiry, collaboration, and technological and problem-solving skills of the kind promoted by the school reform movement.
Both of these studies show the positive impact technology has had on education. Educational technology has demonstrated a significant positive effect on achievement. Positive effects have been found for all major subject areas, in preschool through higher education, and for both regular and special needs students. Evidence suggests that interactive video is especially effective when the skills concepts to be learned have a visual component and when the software incorporates a research-based instructional design. Education technology has been found to have positive effects on student attitudes toward learning and on student self-concept. Students felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem when using computer based instruction. Introducing technology into the learning environment has been shown to make learning more student-centered, to encourage cooperative learning, and to stimulate increased teacher/student interaction. Positive changes in the learning environment brought about by technology are more evolutionary than revolutionary. These changes occur over a period of years, as teachers become more experienced with technology.
Through my own research and observations I have found the access to information through the use of computers, the Internet, cell phones, GPS, etc. has greatly impacted education. What took volumes of encyclopedias, many hours upon hours of research in library book stacks can be accomplished in a matter of seconds with modern technology. I saw for the first time, my youngest son brought home his algebra book on a CD instead of an actual book. Parents and students can access student assignments and grades on the Internet to get a better handle of what the student is getting done and what areas need to be worked on. Technology is advancing students learning by leaps and bounds. It will be scary and intriguing to see what the future holds.
"Technology's Impact on Learning". NSBA. 09/07/2009
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