Gmail, Google's popular free e-mail service, was inaccessible to many of its 36 million users Tuesday afternoon, causing widespread chatter on Twitter and other social networks. The breakdown in the server lasted for about 2 hours without knowing the cause of the break down. However the problem was fixed later that day. Gmail had almost 37 million users in June, according to ComScore, a company that measures Internet use. Gmail remains the third-most popular Web-based e-mail service, after Yahoo! Mail and Microsoft's Hotmail http://edition.cnn.com/2009/TECH/09/01/gmail.outage/index.html
A national survey of teachers on their perceptions, challenges, and uses of information and communication technology by Hutchison, Amy Carter,
This study had five main purposes: (a) to investigate the extent to which literacy teachers nationwide integrate information and communication technologies (ICTs) into literacy instruction; (b) to investigate the extent to which ICTs are utilized in ways that promote the acquisition of literacy skills within digital environments; (c) to identify the perceived obstacles and challenges teachers face in their attempts to integrate ICTs into instruction; (d) to determine how literacy teachers define ICT integration and how they perceive the importance of ICT integration into reading instruction; and (e) to identify the distinguishing characteristics of teachers who report no or minimal integration of ICTs in their literacy instruction when compared to teachers who report extensive integration.
These issues were addressed using online survey methodology with a national sample of literacy teachers (n = 1442). Data were analyzed using descriptive statistics, Analysis of Variance (ANOVA), and regression analysis. Results indicated that: (a) literacy teachers use ICTs relatively little in instruction and with little variety; (b) they typically do not use ICTs in ways that enhance skills for reading in online environments; (c) lack of time, lack of equipment, and lack of professional development are major barriers to ICT integration; (d) a majority of teachers have an incomplete or narrow view of what constitutes ICT integration; and (e) professional development factors, teaching experience, beliefs about technology, technology skill, technology access and support, and perceived obstacles all predict teachers' ICT use at statistically significant levels. Implications for professional development and educational policy are discussed.
Gmail outage deprives millions of e-mail
ReplyDeleteGmail, Google's popular free e-mail service, was inaccessible to many of its 36 million users Tuesday afternoon, causing widespread chatter on Twitter and other social networks. The breakdown in the server lasted for about 2 hours without knowing the cause of the break down. However the problem was fixed later that day. Gmail had almost 37 million users in June, according to ComScore, a company that measures Internet use. Gmail remains the third-most popular Web-based e-mail service, after Yahoo! Mail and Microsoft's Hotmail
http://edition.cnn.com/2009/TECH/09/01/gmail.outage/index.html
Connie's news card
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A national survey of teachers on their perceptions, challenges, and uses of information and communication technology
by Hutchison, Amy Carter,
This study had five main purposes: (a) to investigate the extent to which literacy teachers nationwide integrate information and communication technologies (ICTs) into literacy instruction; (b) to investigate the extent to which ICTs are utilized in ways that promote the acquisition of literacy skills within digital environments; (c) to identify the perceived obstacles and challenges teachers face in their attempts to integrate ICTs into instruction; (d) to determine how literacy teachers define ICT integration and how they perceive the importance of ICT integration into reading instruction; and (e) to identify the distinguishing characteristics of teachers who report no or minimal integration of ICTs in their literacy instruction when compared to teachers who report extensive integration.
These issues were addressed using online survey methodology with a national sample of literacy teachers (n = 1442). Data were analyzed using descriptive statistics, Analysis of Variance (ANOVA), and regression analysis. Results indicated that: (a) literacy teachers use ICTs relatively little in instruction and with little variety; (b) they typically do not use ICTs in ways that enhance skills for reading in online environments; (c) lack of time, lack of equipment, and lack of professional development are major barriers to ICT integration; (d) a majority of teachers have an incomplete or narrow view of what constitutes ICT integration; and (e) professional development factors, teaching experience, beliefs about technology, technology skill, technology access and support, and perceived obstacles all predict teachers' ICT use at statistically significant levels. Implications for professional development and educational policy are discussed.