It's not that often that Microsoft representatives and I are in complete agreement but this is one of those times. I don't know how many times I've heard school leaders and school-level educators speak about their plans to purchase a number of this or a "mobile lab" full of that without reference to what they expect this and that to help accomplish with regard to student outcomes.
Wednesday, September 12, 2012
It's About Outcomes...
It's not that often that Microsoft representatives and I are in complete agreement but this is one of those times. I don't know how many times I've heard school leaders and school-level educators speak about their plans to purchase a number of this or a "mobile lab" full of that without reference to what they expect this and that to help accomplish with regard to student outcomes.
Friday, July 20, 2012
Goals and Processess - Innovation and Integration
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| (PBS MEDIASHIFT) |
Digital technology innovation and infusion in the curricula is about more than buying shiny new things and hoping that they make kids smarter. Its about the necessity for some fundamental changes in the way we view schools and the education of children.
(I hesitate to use the term "Disruption" because I believe that it's become a little over-used of late. Digital technologies are however, disruptive and challenge long-held norms and practices.)
"The systems and values of industrial education were not designed with innovation and digital tools in mind. Innovation, whether it's with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty. Disruption of established patterns is the modus operandi of innovation. We like the fruits of innovation, but few of us have the mettle to run the gauntlet of innovation."Teaching Innovation Is About More Than iPads in the Classroom
by Aran Levasseur, July 16, 2012
"The profusion of digital technology at work, home and everywhere in between is evident to even the most causal observer. In this climate, it's understandable why many schools are interested in technological integration and innovation. While it seems clear that students will increasingly be expected to be adept at using digital tools in their professional and personal lives, there isn't great clarity on how exactly these tools should be used. Often visions and goals are nebulous -- if they exist at all. We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn't curative. Human agency shapes the path.
In light of this dynamic, two critical questions need to be asked and provisionally answered when integrating technology into education.
The first question, while obvious at first glance, isn't always fully articulated: "What are the educational goals of technology integration?"
The second question is equally important and often more elusive: "Do the current systems and processes support the integrative and innovative goals?" (read the entire article)
Friday, June 29, 2012
Chrome Browser for IOS - first impressions
I've played a little with the new Chrome browser for IOS on iPhone 4S and iPad and it's generally a pretty positive experience.
I didn't personally notice the speed differences referred to in the article. I probably will now that it's been pointed out to me but who knows?
I didn't personally notice the speed differences referred to in the article. I probably will now that it's been pointed out to me but who knows?
Chrome does a couple of things that Apple ought to have done with Safari for IOS:
- The synching with other Chrome browsers is very nice. It's surprising that Safari hasn't already done this. Perhaps in 6. We'll see...
- The major thing I noticed and liked was the way Chrome handles Tabs in the iPhone version. This also ought to have been implemented in Safari.
From the Washington Post
Monday, June 11, 2012
Dunno - Personal Research Assistant
Your own personal research assistant
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| iPad view |
The app is called Dunno and is available at all of the Mac App Stores. I've only used it a couple of times but I am intrigued with its utility; particularly for writing blog posts, presentations, training documents, and a host of other uses.
The way it works is that you write a note about a subject you are researching in the box on the left-hand column and go away to do something else. Dunno does the leg work and sends push notifications (or not, your choice) when the research is completed. Articles, images, and other information it finds are displayed in a series of collapsible windows on the right side.
Dunno syncs in real-time across your devices so you can ask it to find information in the morning from your computer, check the results at lunch on your iPhone, and prepare a presentation in Keynote on your iPad later. The developer cautions that it's a work in progress and that features are being added and refined constantly.
Best part is that for now, it's Free. See more at: http://www.wedunno.com/desktop.html or search "Dunno" on the App Store.
more screenshots:
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| desktop version results window |
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| desktop version detail window |
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| iPhone screen |
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| App Store page |
Tuesday, May 15, 2012
Tablets are not laptops...
Tablet Technologies and Stages of Adoption
Just had a question from a teacher asking which was the best keyboard to use with a tablet. That started me thinking about the stages of adoption that I had read about in the research literature for other digital educational technologies. The first stage of adoption–and the one that many people never get past–is the stage where the new technology is substituted for a preceding one. This is seen often when Interactive White Boards are dropped into classrooms. The IWB becomes in essence, a substitute for the chalkboard and the overhead projector. Without conscious effort and in many cases, specific training, many people remain at the stage 1, substitution level and continue using a very expensive chalkboard.It occurred to me when the teacher asked about keyboards, that she wanted her new tablet to become a laptop substitute rather than to think about the tablet as an entirely different tool for performing different types of tasks.
I thought about how my use of the tablet has evolved over the past two or so years. I use my iPad a lot and there are some areas of overlap. I did for example, use it with a bluetooth keyboard to produce a presentation for a seminar I was in. This was a conscious decision on my part. I set out to research, create, and present this presentation completely from the tablet and the exercise was successful. It did however make me think that while the tablet worked fine in this instance, it wasn't the best tool for this particular task.
My teacher's question made me think carefully about the idea that a tablet is not a smartphone, it's not a laptop, it's not a desktop... it's a tablet. There are things that it does better than other devices in certain circumstances and there are some tasks for which it's just not well-suited.
It is time to take my tablet use to the next stage of adoption.
Research Tools in Google Docs
Research Tools extend Google Docs capabilities
Research tool - Link to Google Docs support page
- Select the Research option from the Tools menu.
- Use the keyboard shortcut (Cmd + Opt + R on Mac, Ctrl + Alt + R on PC).
- Right-click on a specific word and select Research.
The Research tool will appear along the right-hand side of your document. You can start a search by typing into the search bar. You can narrow your search to specific types of results (e.g. images, quotations) by using the drop-down menu in the search bar.
Researching different types of information relevant to your document
When conducting a search, the Research tool will show you different types of results — web results, images, quotations, maps, reviews, and more.Use the back arrow to the left of the search bar to return to the previous page of your search results and the forward arrow to move forward in your search results.
Follow the instructions below to explore search results relevant to your document.
Web results
Under the web results category, you’ll find a number of websites related to your search. If you select one of these results, you’ll see several options:- Select Preview to see a preview of the website. Click on the site link at the top of the preview pane to open this page in a separate window, or select Close at the bottom of the pane to close the preview.
- Select Insert link to add a link to the website into the body of your document.
- Select Cite to create a footnote citation of this web result within the body of your document.
Images
Images will appear in the general search, as well as an image search. Narrow your search results to only images by selecting “Images” from the drop-down menu in the search bar.Quotations
Narrow your search results to only quotations by selecting “Quotes” from the drop-down menu in the search bar. Once you have selected the quotation you’d like to use in your document, click Insert to add it to your document with a footnote citation.Places
When conducting a search in the Research tool for a geographic location, your search results may include a map. You can edit this map by selecting Edit and then zooming in/out or dragging the map. Once you have the exact map image you’d like to include in your document, click Insert. You can also drag and drop the map image into your document.Monday, May 14, 2012
Cellphones/Smartphones in the Classroom
From Mind/Shift
Interesting article about exploring the possibilities once we reject the mindset that makes us want to ban everything that students find useful...
How Teachers Make Cell Phones Work in the Classroom
"When we talk about using cell phones in class, we’re not just talking about using cell phones in class.
The idea of mobile learning touches on just about every subject that any technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets.
At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas." (read the entire article)
Tuesday, May 8, 2012
Storify story embedded...
Storify in a blog post...
Just playing around with some of the( features of Storify. I'm not too familiar with using it so I wanted to try out some of the things it can do... (when do you thinks Storify will pick up on the fact that Flash has died and gone to proprietary software heaven?)From Forbes Magazine - some insights about online education
Probably the best insight is that it's most likely not a good idea to take the traditional college lecture course (complete with PowerPoints) and drop it directly online. The online environment allows the educator to do some things that can't even be contemplated in the lecture hall.
The rapid proliferation of online instruction will most likely, not live up to the promise of education for everyone, anywhere, anytime unless educators begin to structure their courses to take advantage of the opportunities provided by this medium.
Joshua Gans, Contributor
I write about economics and parenting with a touch of technology.
5/07/2012 @ 9:00AM
My 11 year old son just took a course at Stanford. That has a nice ring to it but it is actually meaningless because these days anyone can take a course at Stanford. You don’t even have to pay. All you need is access to a computer and a reasonable Internet connection. So what we can say is my 11 year old son just watched a bunch of videos on the Internet.
That doesn’t make for an interesting post except that this ‘bunch of videos’ is currently being heralded as the future of higher education. In the New YorkTimes, David Brooks saw courses like the one my son took as a tsunami about to hit campuses all over the world. And he isn’t alone. Harvard’s Clay Christensen sees it as a transformative technology that will change education forever. And along with Stanford many other institutions, most notably Harvard and MIT, are leaping into the online mix. This is attracting attention and investment dollars. It has people nervous and excited. So I wondered, what happens when someone who has grown up online encountered one of these new ventures?
(read the complete article)
(read the complete article)
Saturday, May 5, 2012
Word Cloud CV...
My CV as a word cloud?
It saves some time and forces some interaction with the concepts rather than reading another dry vitæ...see my word cloud cv
Saturday, April 28, 2012
And finally... Thoughts on TCC2012
General observations:
- TCC 2012 was the third time I have attended this conference. I believe that one of the biggest things that I noticed about this conference was the overall improvement of the quality of the presentations. Particularly impressive to me, were the Masters' project presentations. The level of scholarship seemed much higher to me than in previous years and the overall skill and presentation seemed much more professional. This year, for the first time, I encountered quite a bit of difficulty completing my registration and getting logged on to the site. In fact, I had to register twice.
Opinion about the value of a virtual conference for educators and for society:
- Before my experiences 3 years ago, I probably would not have even considered the question of virtual conferences. experiences I've had since and particularly the TCC conference have convinced me of the value of this mode of delivery. There's a lot to be said for having the ability to bring interested and interesting people from all over the world together to discuss subjects of common importance and to share with an audience. One of the strengths of this mode of delivery is the ability to go back and experience the recorded presentations that one may have missed during the day. I believe that the combination of synchronicity and asynchronicity that the online conference allows is particularly powerful. Another positive about the online conference is that it does not necessitate travel and the consequent time away from work. In fact, I was able to listen to and participate in one presentation that took place during a rather slow time in my work day.I believe the social benefits of online conferences are similar to those of conferences held in the traditional manner. Conference participation allows for meeting with and discussing with people who share similar interests, the opportunity to hear new ideas and new methodology, and the chance to take away information that can change one's own practice. The strength of the online conference is that it allows these things to occur in a manner that's much more conducive to thought and reflection.
- - Here's a link to my Storify postings on TCC2012- The posting contains information about some of the places I went, what I heard, and some of my thoughts.
Take-aways
- I came away with the number of very good ideas from the 2012 TCC conference. Two that really stand out in my mind were the presentations of about a whole school one-to-one iPad initiative and the action research project involving blogging in the elementary school. Using both twitter and Storify were useful and valuable to me. Through twitter, I was able to get very timely feedback about what others were thinking, hearing, and talking about. Storify allowed me to put my thoughts in more perspective and also gave me the opportunity to see in more detail what others were thinking about the conference.
Next time?
- One of the things that I will definitely be doing differently at the next TCC conference will be to present my own project. I already had some experience 3 years ago being part of a group presentation at the conference but it will definitely be a challenge to put together a coherent and valuable presentation of my own and share it with a worldwide audience.
Suggestions:
- I have a few suggestions regarding the conference. 1st: I'm not sure what happened with my registration but it was rather annoying and anxiety producing. I'm not convinced that sending out logon codes by e-mail is the most efficient way to do this but I have as yet not come up with an alternative to suggest. 2nd: I seem to be in a minority but I don't feel that the badge activity was very well implemented nor was it of particular use or consequence for me. It seemed almost as if it were presented as an afterthought. I think part of the reason is that Mozilla's badging initiative is still in its infancy and doesn't really have much significance or meaning yet. 3rd: this may be a bit picky but I also believe that the web design of the site could be a little more contemporary and that the user interface could be a bit more conducive to navigating quickly to desired information. I found that the drop-down sort menus felt a little archaic and clunky but the alternative was scroll down through very long lists of presenters. My suggestion would be to redesign the site and incorporate the results of a formal usability study.
Monday, April 23, 2012
Some more from TCC2012...
Reflections on: mLearning: Making Learning Personal and the Long View of Educational Transformation
One of the most thought-provoking sessions for me was the presentation by Mid-Pacific Institute Technology Coordinator and ETEC Doctoral Student Mark Hines. This session was titled: mLearning: Making Learning Personal and the Long View of Educational Transformation ( http://tcc.badgestack.net/sessions/keynote-mark-hines/ ).
What I thought was particularly ambitious was the MPI plan to introduce iPad tablet devices to each of the approximately 1600 students at the school. This is an idea that was obviously well planned and incorporates professional development opportunities as well as curricular development.
I had two reservations about this proposal:
The first reservation concerns the advisability of the single platform environment. In a recent F/OSS class session we had the opportunity to speak with Albany Senior High School Deputy Principal Mark Osborne. (http://www.cio.com.au/article/333686/nz_school_ditches_microsoft_goes_totally_open_source/ ) in his discussion with us, Mr. Osborne described how their school broke away from the model practiced by other New Zealand schools and embraces an open multiple platform environment. At Albany senior high school, they wanted an environment where any student or staff member was able to seamlessly access information and participate no matter what hardware platform they were using. Even though I am a very committed long-term user of Apple products, I am somewhat uncomfortable in an educational setting where only one platform seems to be supported. Additionally, there is some evidence that multiplatform environments are inherently more stable and resistant to malware.
My other reservation comes from my experiences in purchasing and introducing hardware and software solutions in a large high school setting as well as in a smaller elementary school. One of the difficulties with mass purchasing/mass introduction is that all of the devices will be approaching the and of their productive lifecycle at approximately the same time. I've found in my practice that there are advantages to sequential stepwise introduction. When hardware is acquired and introduced over a 3 or 4 year cycle, it allows the institution to create a manageable long-term plan for upgrade and replacement.
Having stated these reservations, I can only applaud Mr. Hines' vision and initiative. The exemplar he is providing at Mid-Pacific Institute can serve as a model for change in other institutions in Hawaii; both private and public.
What I thought was particularly ambitious was the MPI plan to introduce iPad tablet devices to each of the approximately 1600 students at the school. This is an idea that was obviously well planned and incorporates professional development opportunities as well as curricular development.
I had two reservations about this proposal:
The first reservation concerns the advisability of the single platform environment. In a recent F/OSS class session we had the opportunity to speak with Albany Senior High School Deputy Principal Mark Osborne. (http://www.cio.com.au/article/333686/nz_school_ditches_microsoft_goes_totally_open_source/ ) in his discussion with us, Mr. Osborne described how their school broke away from the model practiced by other New Zealand schools and embraces an open multiple platform environment. At Albany senior high school, they wanted an environment where any student or staff member was able to seamlessly access information and participate no matter what hardware platform they were using. Even though I am a very committed long-term user of Apple products, I am somewhat uncomfortable in an educational setting where only one platform seems to be supported. Additionally, there is some evidence that multiplatform environments are inherently more stable and resistant to malware.
My other reservation comes from my experiences in purchasing and introducing hardware and software solutions in a large high school setting as well as in a smaller elementary school. One of the difficulties with mass purchasing/mass introduction is that all of the devices will be approaching the and of their productive lifecycle at approximately the same time. I've found in my practice that there are advantages to sequential stepwise introduction. When hardware is acquired and introduced over a 3 or 4 year cycle, it allows the institution to create a manageable long-term plan for upgrade and replacement.
Having stated these reservations, I can only applaud Mr. Hines' vision and initiative. The exemplar he is providing at Mid-Pacific Institute can serve as a model for change in other institutions in Hawaii; both private and public.
Wednesday, April 18, 2012
Thoughts from the 17th Annual TCC Conference
Day One - 17 April 2012
Follow on Twitter - #2012tcc
Really annoying difficulty getting logged in. I didn't have any problems in previous years but this time around was a pain.
One of the things that's a challenge is connecting the fields of Academia with the realities of public education and all of the competition for teacher-time.
In previous years, for example, technologies like Second Life and this year, various flavors of Augmented Reality seem to be big buzz items but as they presently exist, they don't really translate well to the K12 classroom. There are a lot of reasons for this but I think the big one is the investment of time required to master one of these. There has to be a really large Utility-Efficacy/Time to Master ratio for teachers to buy in.
Electronic Information Literacy
A lot of very interesting activity going on. I particularly enjoyed hearing Laureen K's presentation on "Information Literacy for Electronic Resources". It raised some interesting questions and I think the study needs to be extended back to the 9-12 population. I know in my school, students have access to a number of sources including EBSCO and JSTORE but only receive a cursory introduction. I'm in the process of introducing Zotero to some teachers and emphasizing the collaborative aspects of the shared libraries. We'll have to see how that goes. Looking forward to tomorrow's sessions...
Sunday, April 15, 2012
Don't Space Twice After a Period!
NO 2X SPACES AFTER PERIODS
The reason your typing teacher said "Always space twice after a period" is that she learned on a mechanical machine. (even electrics are still mechanical) Mechanical typewriters give an 'M' the same space as an 'l'. In order to set off the beginning of a new sentence, it was necessary to add an extra space after a period. Otherwise, one is left with impenetrable blocks of text. (kind of like Roman inscriptions) Computers space proportionally. There is already a small bit of space that comes after a period. On computers, there's no such thing as "nothing". Even a space has a code. When repurposing a 30 page document with 2Xspaces, all of that extra space has to be accounted. It plays havoc with online, html, and pdf publications.
By the way: Don't use the space bar five times to indent and don't make columns using the space bar or the tab key. That's another left-over from the days of mechanical typing machines.
(hehehe, my celloson and his violingirl are sitting at this moment, in the family room orchestrating a composition on Finale. I just walked in and told him to be sure not to space twice after the dotted half-notes. He shot me a look that made my hair smoke.)
See my Cellodad blog post on this subject
Not too long ago, my wife, an elementary school Principal, and I had the following conversation:
Wife: "We use those old computers for Word-Processing"
Me: "Do you know what we call 'Word-Processing in my century?"
Wife: "No, what?"
Me: "Writing"
(sound of thrown object striking the wall behind me)
Saturday, April 14, 2012
Virtual PD and PLCs
Virtual Conferences and PLC'S
In the old days if teachers and administrators wanted professional development, they would have to take a day from school and head to an alternate site to get some hands on training....or sit through a speaker who may not be very engaging. Although we still get multiple mailings now, we used to have to wait until a professional development opportunity worth our time showed up in our mailbox. Those days are not as important as they used to be. Good conferences are always worth attending but while educators are waiting for the next great one they can log on and get some quick, authentic PD right away.
With the internet and social networking sites like Twitter, educators can get on demand professional development just by turning on their computer. One of my favorites is Todd Whitaker and I can find him on Twitter and connect which is always an awesome opportunity. Not to mention all of the principals, teachers, writers and researchers who are on there sharing their knowledge as well. This on-site professional development changes the way leaders lead and the way teachers teach. It's closing the gap between educators and their students who used to think they were twenty years behind. Educators are actually using the 21st century skills they preach about in the classroom!
This brings many benefits to our students. They see us model good teaching practices, and they feel less disconnected from us. There are times when educators and their students share with one another through these same social networking sites and it creates a richer experience for both parties.
Professional Learning Communities (PLC'S)
If you're on Twitter you already know about PLC's. If you're not on Twitter, you should be because there are millions of educators talking to, sharing with, and teaching to their colleagues near and far. There is nothing more powerful than meeting educators across the globe who share the same passion for education that we do.
If you're on Twitter you already know about PLC's. If you're not on Twitter, you should be because there are millions of educators talking to, sharing with, and teaching to their colleagues near and far. There is nothing more powerful than meeting educators across the globe who share the same passion for education that we do.
Thursday, April 12, 2012
Mobile Computing | News
'Banning Is Not the Answer' to Mobile and Social Tools in Schools
"Before choosing to restrict the use of social and mobile tools in schools, policymakers and education leaders have to consider the negative impact such restrictions will have on learning. That's the premise of a new policy report released jointly this week by more than a dozen prominent education associations and advocacy groups.
The report, "Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media," was released by more than a dozen major education and ed tech groups, including the Consortium for School Networking (CoSN) and the FrameWorks Institute, which produced the report, along with the American Association of School Administrators (AASA), the National Association of State Boards of Education (NASBE), the National Association of Elementary School Principals (NAESP), the National Association of Secondary School Principals(NASSP), the National Education Association (NEA), the Student Press Law Center, thePartnership for 21st Century Skills, the National Writing Project, the National Council of Teachers of English, Common Sense Media, and the Joan Ganz Cooney Center. It was funded through an award from the MacArthur-UCHRI Digital Media and Learning Research Hub at the University of California, Irvine.
The goal of the report, its authors argued, was not to prescribe specific policies but to illuminate issues that need to be considered--both positive and negative--in order to help bring policy in line with the needs of education and realities of technological world in which students live.
"In today's world, most students are attached to mobile devices of some kind whether in or out of school. When policy and practice are aligned, the amazing possibilities presented by this fact surely outweigh the challenges. Creating that alignment is our first step," said NASBE Deputy Executive Director Bradley J. Hull in a separate statement released to coincide with the report.
Social and Mobile Technologies: Current Realities
The report cited five "critical observations" related to the use of social and mobile tools in schools, both supporting their use and acknowledging the need to address issues related to their use. These included:
The report cited five "critical observations" related to the use of social and mobile tools in schools, both supporting their use and acknowledging the need to address issues related to their use. These included:
1. Social media and mobile devices are already in widespread use by students, and schools are beginning to adapt their own policies to take advantage of students' current interest in technology.
2. Mobile technologies and social media offer "tremendous" educational benefits, including bridging formal and informal learning, providing access to educational resources students otherwise wouldn't be able to use, and offering the ability to learn lifelong technology skills, among others.
3. Some federal, state, and local policies do not match up with current realities and need clarification or updating in light of current social trends and technological advancements.
4. Advocates of social and mobile technology need to address negative behaviors that are sometimes associated with these technologies, including the use of technology tools in bullying, along with self-destructive behavior and poor decision-making on the part of minors whose actions can have lifelong consequences. The report's authors pointed out that schools provide a unique opportunity for students to use their favorite tools in a supervised, mentored environment..."
Friday, April 6, 2012
The Internet of Things - A collection of Infographics
A recent topic in our Emerging Technologies course was the so-called Internet of Things.
I thought that an interesting approach would be to have a look at some infographics that have been created by different sources to illustrate this phenomenon. One of the strengths of an effective infographic is that it allows one to see relationships among conceptsHere are some that I liked...
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| From Cisco |
Ashton's original definition was: "Today computers—and, therefore, the Internet—are almost wholly dependent on human beings for information. Nearly all of the roughly 50 petabytes (a petabyte is 1,024 terabytes) of data available on the Internet were first captured and created by human beings—by typing, pressing a record button, taking a digital picture or scanning a bar code. Conventional diagrams of the Internet ... leave out the most numerous and important routers of all - people. The problem is, people have limited time, attention and accuracy—all of which means they are not very good at capturing data about things in the real world. And that's a big deal. We're physical, and so is our environment ... You can't eat bits, burn them to stay warm or put them in your gas tank. Ideas and information are important, but things matter much more. Yet today's information technology is so dependent on data originated by people that our computers know more about ideas than things. If we had computers that knew everything there was to know about things—using data they gathered without any help from us—we would be able to track and count everything, and greatly reduce waste, loss and cost. We would know when things needed replacing, repairing or recalling, and whether they were fresh or past their best. The Internet of Things has the potential to change the world, just as the Internet did. Maybe even more so."
Cisco InfoGraphic - The Internet of Things
CISCO: this interesting infographic shows the exponential application of Internet of Things in everyday activities as set the alarm clock, put gas, make coffe and others. The graphic also contains its estimates of the growth of Internet-connected devices in the coming years, some interesting facts and the major challenges facing by the Internet of Things.
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| Intel's version |
From Intel
INTEL: this Internet of Things infographic makes a journey that begins with the birth of the Internet and the first personal computers and ends in the year 2020, in which it’s estimated that there are going to be 31 billion devices connected to the web. The chart shows how over the years has increased the diversity and number of devices connected to theInternet.
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| Beecham Research |
BEECHAM RESEARCH:
this diagram represents the Internet of Things ecosystem in different industry sectors like energy, healthcare, science, transportation, retail and others.
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| Image Search |
Internet of things Infographic Search
A lot of the fun of this is searching for things that catch your interest. Here's a link to a Google image search for Internet of Things Infographics.
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