Sentences with phrase «access to computer technologies»

Over the years greater access to computer technologies in the home and school has encouraged teachers to develop their abilities to utilize these tools.

The bill, which was introduced in February, also notes that children in foster care would have the right «to have reasonable access to computer technology and the Internet.»

Not exact matches

Laptops, Personal Digital Assistants (PDAs), and Blackberries (wireless cell phone and PDA units) use wireless data transfer technologies to provide users with almost instant access to information stored on a company's computer networks and servers from just about anywhere within reach of a cell phone tower or wireless Internet transmitter.

Part of the boom is attributable to today's technology: The ubiquity of personal computers and the Internet gives company builders market - access and information - processing capabilities they couldn't have had 25 years ago.

A few of the perks: a national brand endorsed by a celebrity in national advertising, exclusive products, a glossy magazine, extensive training, discounted health benefits, an impressive Web site, new computer technology, and access to an individual line of credit as large as $ 750,000 from the National Cooperative Bank.

Ankumah says he first studied the «underpinnings of technology» as a high school student at an all - boys boarding school in Ghana — all without access to computers.

In the United States, the Federal Communications Commission recently teamed up with cable and technology companies to launch Connect - to - Compete, which promises to bring computers and Internet access to low - income households.

These Terms of Use («Terms») apply to your use of those Company websites, web pages, interactive features, applications, widgets, blogs, text numbers, social networking sites and other Company online or wireless offerings, and their respective contents, that post a link to these Terms, including those listed above, whether accessed via computer, mobile device or other technology («Site» and «Sites»).

Around this time, there was accelerating adoption of personal computers, Internet usage, storage technology and data access speeds, which began to open new opportunities and greater acceptance of virtual and flexible working.

Several highly publicized cases in the late 1980s (such as access to computer systems in Canada from New York or access to NATO information systems in Norway from the USA) have shown that «the prevention of computer crime is of great significance as business, administration and society depend to a high degree on the efficiency and security of modern information technology».

This privacy policy («Privacy Policy») applies solely to information collected through those Company web sites, web pages, interactive features, applications, widgets, blogs, text numbers, social networking sites and other Company online or wireless offerings, and their respective contents, that post a link to this Privacy Policy, including those listed above, whether accessed via computer, mobile device or other technology («Sites»).

You shall not Post Content that: (1) infringes any proprietary rights of any third party; (2) violates any law or regulation; (3) is defamatory or trade libelous; (4) is harmful, threatening, abusive, harassing, defamatory, vulgar, obscene, intimidating, profane, pornographic, hateful, racially, ethnically or sexually discriminatory or otherwise objectionable in any way or that otherwise violates any right of another; (5) encourages conduct that would violate any conduct prohibited by this Agreement; (6) restricts or inhibits any other user from using the Website; (7) is or amounts to an unsolicited advertisement, promotion, or other form of solicitation; (8) impersonates any person or entity or that directly or indirectly attempts to gain unauthorized access to any portion of the Website or any computer, software, or data of any person, organization or entity that uses or accesses the Website; (9) provides or create links to external sites that violate the Agreement; (10) is intended to harm, exploit, solicit, or collect personally identifiable information of, any individual under the age of 18 («Minor») in any way; (11) invades anyone's privacy by attempting to harvest, collect, store, or publish private or personally identifiable information without their foreknowledge and willing consent or distributes or contains viruses or any other technologies that may harm the Website or any of its users; (12) is copyrighted, protected by trade secret or otherwise subject to third - party proprietary rights, including privacy and publicity rights, unless you are the owner of such rights or have permission from the rightful owner to post the material and to grant Non-GMO Project all of the license rights granted herein; and / or (13) contains or promotes an illegal or unauthorized copy of another person's copyrighted work.

• The Rural Technology Fund, founded by a tech executive who had limited access to computers when he was growing up in rural Kentucky, helps out - of - the - way schools get equipment and books to help ignite a «spark» for studying electronics, programming or engineering; and gives scholarships to students from rural communities who hope to pursue careers in tTechnology Fund, founded by a tech executive who had limited access to computers when he was growing up in rural Kentucky, helps out - of - the - way schools get equipment and books to help ignite a «spark» for studying electronics, programming or engineering; and gives scholarships to students from rural communities who hope to pursue careers in technologytechnology.

He was valedictorian of his class, and is interested in pursuing a degree in Computer Science and in increasing access to technology in low - income areas.

«We're requiring all of our state agencies to make sure their policies are adaptable to seniors, whether it's more access, the importance of technology and how we can have more training for seniors to know how to communicate with their grandkids on computers and laptops,» Hochul said.

China built and paid for the African Union's computer network — but inserted a backdoor allowing it access to the continental organisation's confidential information In January 2017, the information technology unit at the African Union's headquarters in Addis Ababa noticed something strange, according to a stunning investigation in French newspaper Le Monde.

Access technology had developed to the point where I could work on computers.

«However, the immense complexity of tumors and their genomic aberrations will require sophisticated computer technologies for optimal interpretation, and patients need access to more clinical trials and to targeted drugs.»

Students increasingly need computer skills to compete for jobs, but too often schools lack the access to technology or teachers lack the training to empower our students with this knowledge.

Captcha technology — originally an acronym for «Completely Automated Public Turing test to tell Computers and Humans Apart» — is widely used to prevent bots from accessing forms on websites.

It is technology that cuts all ways: In the United States, hackers have breached the Pentagon, while spies from China have gained access to 1,300 computers in embassies around the globe.

And if you get a little intimidated by technology, please do not worry... Because if you can turn on your computer, you'll have no problem getting access to everything!

It is fair to say, it is no exaggeration that technology and the use of computers is integrated as an element in our ways that do not have Internet access or connection to a computer has become a challenge or oppose.

It might be that some of you (like those without a printer / scanner at home or a cable to connect a camera to your computer) think you don't have access to the technology to scan and upload photo's, but you do!

Just as technology - infused instruction has moved out of the computer lab, we will see media literacy begin to move across the curriculum, especially as teachers rely more and more on online resources and the access that students have to the internet for information.

Accessibility of the Technology At Hand: Once there is a Web - enabled computer at a community center or school, can you access the websites you need to in order to learn, contribute, and create?

Today, the conversation has shifted to this question: How do we define access when the price of personal computers and related technologies has dropped dramatically over the years and, according to the Pew Internet & American Life Project, 95 percent of Americans between the ages of 18 and 29 use the Internet?

Indeed, if you're a regular Edutopia reader, you're already aware of how personal technologies (computers or cell phones running web 2.0 software) can enable an entirely different model of learning by offering unprecedented access to information and personalization tools.

Struggling readers had higher reading scores using computer - assisted technology than compared to struggling readers who did not have the same technology access.

Companies such as Kinetic Books and Trivedi Technology Innovations International are developing full, course - long, computer - based text «books» that require little more than access to a computer and, in some cases, regular Internet access.

When students get access to computers, it's usually for research and word processing, according to Brenda Dyck, Judy Rutledge, and Jane Maness, technology integration coordinator for Harding Academy in Memphis, Tennessee.

Yet for many teachers, lack of access to computers and reliable Internet connectedness is a barrier to technology integration (Innovative Teaching and Learning Research, 2011).

For economically disadvantaged students, the school may be the only place where they will have the opportunity to use a computer and integrate technology into their learning (for more about equity, access, and digital inclusion, check out our Digital Divide Resource Roundup.)

With record gains being made in providing students with access to computers and the Internet, more schools are shifting their priorities toward other areas that have been simmering on the back burner — namely, figuring out how to integrate technology into the curriculum in meaningful ways.

Some states are implementing programs to distribute laptops to youths in school settings, with the goal of providing greater access to information technology and equal access to computers.

Even though we can see that students have high levels of access to ICT and high levels of use of these technologies, there are still large variations in computer and information literacy proficiency within and across the ICILS countries.

Despite fiscal belt - tightening and the recent decline in the technology sector of the U.S. economy, states still made great strides over the past year in helping students get access to computers in schools.

The Leadership Conference Education Fund reports that African American families consider ensuring that students have access to computers and other technology in school the second - highest priority for additional school funding (after ensuring that there are enough books and instructional materials), with 94 percent saying it is one of the most important or very important uses.

It seems as though there's a minimal threshold and once that minimal threshold of access to ICT and the internet has been met, the challenge in developing computer and information literacy comes down to providing coherent and considered learning programs, rather than necessarily just providing more technology for the students.

On the one side stood the technology - rich, happy because they had access to computers at school and home.

«There are [schools] that have one computer for 30 kids or a computer lab that they have access to three times a month,» says Sara Schapiro, director of the League of Innovative Schools, a national coalition of school districts that are making heavy use of technology in classrooms.

Allow, during a transition period, alternatives to computer - based assessment for students in schools that have not yet provided them with sufficient access to, and experience with, the required technology.

So in some ways — access to computers, digital resources, and the Internet nationwide and the advent of innovative technology - enabled programs in districts and states — we've made impressive national progress.

This analysis will include not only the speed of Internet access, the technical training of teachers, how many hours a day students have access to computers, and whether this technology is available to students with disabilities, but also whether «students have access to necessary technology outside of school and how school districts support students who do not have Internet access at home.»

Work tables replace desk rows; display and presentation areas are sport examples of student work; students have ready access to open Internet with strong bandwidth, varied computer models from media - ready notebooks to high end media work stations accompanied with a variety of technology tools replace printed text books.

Although progress has been made in equity of access to technology in schools, serious inequities remain in terms of ways those computers are used in classrooms and the level preparation for teachers to use them effectively.

All classrooms contain student computers, interactive white boards, and students have access to a variety of technology tools.

While it is a worthwhile goal to train preservice teachers as «savvy consumers of technology,» teachers are rarely in positions of authority to make purchasing decisions and are often limited by acceptable use policies set at the district level, including filters and insufficient technology support and maintenance or access to computer labs.

As students are asking for more computer technology integration and administrators are providing access and training, teacher education faculty members must seize every opportunity to ready their preservice teachers for computer technology integration into their future classrooms.

In fact, we would assert that this challenge of identifying and then implementing disciplinary - based rationales for technology use is more persistent and problematic than the typical barriers often cited limiting technology use (e.g., access to computers, software difficulties, etc.).