ifttt.com is a new app that takes other apps, and let’s a non-programmer make useful mashups. It works simply enough. You choose a “trigger” which can be an kind of Internet unit – person, place, event, etc. Then you refine it, with hashtags and other filters,and then you choose an action that the trigger sets off,
…choose an action that you want a trigger to launch using a second channel. If your trigger is someone tagging you in a picture on Facebook, your action might be to have that picture automatically added to your local Dropbox folder.
At the OpenGov Chicago meetings, there is energy and excitement. Carlson, Tolva, and Goldstein have all attended. As a journalist teacher, I find encouragement to get involved with the data. And that’s what I’ll be doing this semester. there’s something new going on in the Windy City that’s worth sharing with the rest of the country and world.
Mobiles (cell phones) are
…effectively specialized computers for the palm of your hand, with a huge and growing collection of software tools that make use of their accelerometers, compasses, cameras, microphones, GPS, and other sensors. via PLAYBACK: Potential of Ebooks, Social Media and YouTube for Learning, Remixing and Play | Spotlight on Digital Media and Learning.
Cyberinfrastructure is the organized aggregate of technologies enabling access and coordination of information technology resources to facilitate science, engineering, and societal goals. Wow, I just discovered that NSF has been thinking about the big picture of how you would use some of the cool commercial apps and the way sites work in many fields. I had been imagining an Amazon-like front-end to organize educational resources like videos and TED lectures, and the like, that would include professional and teacher reviews of material. Now I find out NSF folks have been thinking about this as the way we will do science, education, and society in the 21st century. http://www.acls.org/programs/Default.aspx?id=644
On the Threshold of Cyberscholarship (quod.lib.umich.edu)
My kids are now 20 somethings, but I recall the years we had no TV in the house, and how we agonized over whether Mario was going to rot our son’s brain (it seems that it did *not* harm him.) Pogue’s dilemma seems more difficult, as the electronic apps he describes are not passive, and the kid, even if he is 6, is creating, not just passively viewing. I remember kids who grew up in the projects when I taught in Uptown. They weren’t allowed to go outside much, and their parents worked long hours, so they spent time watching lots of TV, and they were living way up off the ground so what they looked at all day did not give their eyes/brains/percepetion systems much variety — lots of 2D, far away things. Many of these kids had trouble learning to read. But they also couldn’t dribble a ball (these were kids 9-10 years old.) Reading specialists discuss how not reading is often associated with not being able to ride a bike, bounce a ball — that hand to eye and perception issues come into the reading process.