No new technology develops smoothly, and video conferencing had more than its share of bumps along the way before becoming the widely used communications staple it is today. The history of video conferencing in its earliest form goes back to the 1960's, when AT & T introduced the Picturephone at the World's Fair in New York. While viewed as a fascinating curiosity, it never became popular and was too expensive to be practical for most consumers when it was offered for $ 160 a month in 1970. Commercial use of real video conferencing was first realized with Ericsson's demonstration of the first trans-Atlantic LME video telephone call. Soon other companies began refining video conferencing technologies, including such advances as network video protocol (NVP) in 1976 and packet video protocol (PVP) in 1981. None of these were put into commercial use, however, and remained in the laboratory or private company Use. In 1976, Nippon Telegraph and Telephone established video conferencing (VC) between Tokyo and Osaka for company use. IBM Japan followed suit in 1982 by establishing VC running at 48000bps to link up already already established IBM video conferencing links in the United States so that they could have weekly meetings. The 1980's introduce commercial video conferencing in 1982, Compression Labs introduces their VC system to the world for $ 250,000 with lines for $ 1,000 an hour. The system was huge and used massive resources capable of tripping 15 amp circuit breakers. It was, however, the only working VC system available until PictureTel's VC hit the market in 1986 with their substantially cheaper $ 80,000 system with $ 100 per hour lines. In the time in between these two commercially offered systems, there were other video conferencing systems developed that were never offered commercially. The history of video conferencing is not complete without mentioning these systems that were either prototypes or systems developed specifically for in-house use by a variety of corporations or organizations, including the military. Around 1984, Datapoint was using the Datapoint MINX system on their Texas camp, and had provided the system to the military. In the late 1980's, Mitsubishi began selling a still-picture phone that was basically a flop in the market place. They dropped the line two years after introducing it. In 1991, the first PC based video conferencing system was introduced by IBM – PicTel. It was a black and white system using what was at the time an incredibly inexpensive $ 30 per hour for the lines, while the system itself was $ 20,000. In June of the same year, DARTnet had successfully connected a transcontinental IP network of over a dozen research sites in the United States and Great Britain using T1 trunks. Today, DARTnet has evolved into the CAIRN system, which connotes dozens of institutions. CU-SeeMe revolutionizes video conferencing One of the most famous systems in the history of video conferencing was the CU-SeeMe developed for the MacIntosh system in 1992. Although the first version did not have audio, it was …
One of the commonest misconceptions in today’s society about children with autism spectrum disorder and developmental drawbacks is that they are mentally deficient.
This couldn’t be farther from the truth.
Children with autism spectrum disorder usually face a difficulty while demonstrating intellectual abilities. However, with the introduction of autism educational apps like “Just Match” and “Math on the Farm” in education, special needs children have found a vent through which they can demonstrate their true potential.
The iPad and smart phones have really changed the world of autism education. These gadgets are relatively new but have become key classroom tools to impart education to special needs children. The smart electronic gadgets can run autism education apps and have helped in developing literacy, general learning, and communication among autistic children.
While the smart phones and iPads have ushered in exciting new autism apps like “Just Match” and “Math on the Farm”, technology which relies only on interacting with a screen, can limit the possibilities and the potential to become independent in life. Developers all over the world are thus raking their brains to take the autism education apps a step ahead.
Special needs children, especially the ones with autism spectrum disorder, face difficulties in relating to people. Then tend to relate easily to non-human objects. While the “Just Match” and “Math on the Farm” autism apps on iPads and serve as an alternative to peer-to-peer interaction, robotic technology has also made huge strides in recent years.
Autism education apps are especially reliable because they are largely predictable in their action. This is one aspect which autistic children can easily identify. The apps lend a sense of safety, and at the same time, stimulate the senses of the child.
Autism apps also help greatly in developing motor skills among the special needs children. Many children with autism find it difficult to move their hands and feet and carry out meaningful body language communication. They are also known to lack in social and emotional recognition. They fail to recognize social cues. Some of the advanced autism apps are programmed for facial and social recognition. More research is of course required on how autism education apps can help special needs children without making them overwhelmed.
While the “Just Match” and “Math on the Farm” apps are serving their purpose, there’s a pertinent need to update these apps. They’ll then be able to serve their purpose better.…