January 9, 2012, 12:53 pm
Over the break, I had the opportunity to experiment with an iPad 2 that my department has purchased. The department is loaning the iPad out to faculty for two weeks at a time to see if there is a compelling educational use for the device with our students — in which case, I’m assuming we will try to buy more. As tech-obsessed as I am, this is the first time I’ve had to spend time with an iPad, and here are my impressions.
As a piece of high technology, the iPad is pretty marvelous. I’ve been an iPhone 4 user for some time now, so the beauty of the iOS user interface ought to be commonplace for me, but it isn’t. I can see why Apple marketed it as a “magical” device when it first came out. It certainly has the look and feel of magic. I enjoyed using it (and so did my kids, even though they were not technically supposed to be handling it).
But I always approach technology, especially…
September 29, 2011, 4:20 pm
In case you didn’t hear, Amazon has announced a major upgrade to the entire line of Kindle devices, including a new 7″ tablet device called the Kindle Fire. The Fire won’t be released until November 15, but already the phrase “iPad killer” is being used to describe it. Wired Campus blogger Jeff Young put up a brief post yesterday with a roundup of quick takes on the Fire’s potential in higher education. One of those thoughts was mine. I’ve had some time to look around at what we know about the Fire at this point. I have to say I am still skeptical about the Fire in higher education.
It seems like the Fire is a very well-made device. I’m not so interested in getting one for myself — I’ve got a current-generation Kindle and an iPhone 4, and am very happy with both …
September 13, 2011, 7:30 am
To all the new readers: Ready for some math? We love math here at Casting Out Nines, and I’ll be taking at least one day a week to talk about a math topic specifically. If you have a math post you’d like to see, email me (robert [dot] talbert [at] gmail [dot] com) or leave a comment.
The Fundamental Theorem of Calculus is central to an understanding of how differential and integral calculus connect. It says that if f is a continuous function on a closed interval [a,b] and x is in the interval, then the function
is an antiderivative for f. That is, F’(x) = f(x). The FTC (technically, this is just one part of that theorem) shows you how to construct antiderivatives for any continuous function. Possibly more importantly, it connects two concepts about change — the rate of change and the amount of accumulated change in a function. It’s a big deal.
I use a lot of technology in my…