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Tri 2 2022/2023

Telecomputing means using a computer that is connected to the Internet or an online service. Examples of how some students use this technology are presented. Illinois high school students design their own science experiments. At a middle school in New Jersey, home and school links and small group collaborative learning are enhanced through telecomputing. In Texas, a chemist helps students discover the causes of poor quality air in their middle school. Foreign language students Pennsylvania write messages in Spanish, French, and German for students in other countries. Blind students in Florida explore information resources and communicate with others in the community through a local bulletin board. Maryland students at a technical high school use the Sailor network to access statistics from the U.S. Department of Commerce to create career plans. Each project description includes contact information. The document also contains directions to the U.S. Department of Education Online Library. (SLD)

Stanford CS144: Introduction to Computer Networking

Please note this course is free of charge/gratis. This comprehensive course runs for 14 sections and is aimed at complete beginners to computer networking. Although it may help even seasoned net/server admins and engineers expand their own knowledge on certain subjects. In my course we go through the very beginning history of the Internet all the way through to enterprise network topics. As we rapidly build on knowledge from previous sections by the time we talk about enterprise networks. I believe you'll feel right at home tackling with newfound confidence any computer network you come across. I hope everyone out there enjoys this course and learns a lot about computer networking in the process.

Please note this course is free of charge/gratis. This comprehensive course runs for 14 sections and is aimed at complete beginners to computer networking. Although it may help even seasoned net/server admins and engineers expand their own knowledge on certain subjects. In my course we go through the very beginning history of the Internet all the way through to enterprise network topics. As we rapidly build on knowledge from previous sections by the time we talk about enterprise networks. I believe you'll feel right at home tackling with newfound confidence any computer network you come across. I hope everyone out there enjoys this course and learns a lot about computer networking in the process.

Includes index

Includes index

Computer Networking In Hindi

The problem of quality service assurance in a computer networking environment is addressed. In the absence of any direct, well-defined, quantitative measure of service quality and reliability, error collection and analysis is the only basis for service quality control. Therefore, mechanisms are described which facilitate reporting of operational errors, documentation of error corrections, and collection of system performance data. Since techniques for hardware quality control are well known, these mechanisms focus on collecting data which can be used to assess and control software quality. Finally, specific network facilities are described which support research in the area of software quality, and potential areas of new research using the network are identified. (Author)

The Simulation and Gaming Project for Inter-Institutional Computer Networking is a joint effort on the part of EDUCOM and 18 participating institutions to investigate the role that computing networks might play in higher education and research. Central to the project is the development of a computer simulation model of a possible national network, composed of the participating institutions, in which services can be exchanged through a market medium. This is a report on the results of the first year of the three year study. Included in this phase were the development of representational concepts, the design and implementation of the basic simulation model, the collection of data from the participating institutions, and the conduct of some preliminary experiments using the model. Later emphasis will be on using the model for a comprehensive investigation into the organizational implications of a network, the conditions necessary for a successful network, and the likely problem areas that must be monitored. (Author)

Skill shortages in the area of computer network troubleshooting are becoming increasingly acute. According to research sponsored by Cisco's Learning Institute, the demand for professionals with computer networking skills in the United States and Canada will outpace the supply of workers with those skills by an average of eight percent per year through 2011, amounting to a shortage of about 60,000 full-time workers each year. This skill shortage is having a detrimental economic effect on the information technology (IT) industry at large. However, teaching and assessing these skills effectively requires a hands-on approach so that each student is individually exposed to an entire network of several computers, network switches, and network routers. This is often problematic in face-to-face teaching contexts due to time, space, and cost considerations and even more problematic in distance learning contexts where students take courses and complete degrees totally online with no physical access to a computer networking lab. Hence, the purpose of this study was to examine the usefulness of Computer-Based Micro-Worlds (CBMW) in supporting the teaching and assessment of computer networking problem-solving skills. It is hypothesized that CBMW may provide: (a) an economically viable method to overcome the difficulty and expense commonly faced when training students to become effective network engineers, and (b) a practical and widely accessible learning method that could help alleviate the skill shortage in the industry. In order to determine the viability of these hypotheses, this exploratory study examined student and instructor perceptions of the usefulness of CBMW in supporting the teaching and assessment of computer networking problem solving skills.

کامل ترین آموزش شبکه کردن دو کامپیوتر یا بیشتر به وسیله وای فای

This book introduces the basic concepts of connecting computers together and provides technical background necessary for constructing small networks. For those already experienced with creating and maintaining computer networks, the book is intended to encourage the creation of a school-wide network. The book is divided into two main sections: an introduction to networking in schools (6 chapters) and an introduction to the technical side of networking (10 chapters). The chapter headings are as follows: (1) "How Can Networking Enhance the Use of Computers?"; (2) "Advanced Networking Concepts"; (3) "Why Network Classroom Computers?"; (4) "Why Network Computers for Administration?"; (5) "Why Consider School-Wide Networking?"; (6) "How To Plan a School-Wide Network"; (7) "Technical Details for both IBM-compatible and Macintosh Computers"; (8) "Technical Issues in IBM-compatible Networking"; (9) "Simple Network Examples for IBM-compatible Computers"; (10) "Complex Network Examples for IBM-compatible Computers"; (11) "Technical Issues in Macintosh Networking"; (12) "Simple Network Examples for Macintosh Computers"; (13) "Complex Network Examples for Macintosh Computers"; (14) "A Complex Network Example Using IBM-compatible and Macintosh Computers"; (15) "Networking Apple II Computers"; and (16) "The Never-Ending Chapter". A glossary of terms is included. (AEF)

This book introduces the basic concepts of connecting computers together and provides technical background necessary for constructing small networks. For those already experienced with creating and maintaining computer networks, the book is intended to encourage the creation of a school-wide network. The book is divided into two main sections: an introduction to networking in schools (6 chapters) and an introduction to the technical side of networking (10 chapters). The chapter headings are as follows: (1) "How Can Networking Enhance the Use of Computers?"; (2) "Advanced Networking Concepts"; (3) "Why Network Classroom Computers?"; (4) "Why Network Computers for Administration?"; (5) "Why Consider School-Wide Networking?"; (6) "How To Plan a School-Wide Network"; (7) "Technical Details for both IBM-compatible and Macintosh Computers"; (8) "Technical Issues in IBM-compatible Networking"; (9) "Simple Network Examples for IBM-compatible Computers"; (10) "Complex Network Examples for IBM-compatible Computers"; (11) "Technical Issues in Macintosh Networking"; (12) "Simple Network Examples for Macintosh Computers"; (13) "Complex Network Examples for Macintosh Computers"; (14) "A Complex Network Example Using IBM-compatible and Macintosh Computers"; (15) "Networking Apple II Computers"; and (16) "The Never-Ending Chapter". A glossary of terms is included. (AEF)

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials.

7th Computer Networking Conference program (1988)

11th Computer Networking Conference program 1992

کامل ترین آموزش شبکه کردن دو کامپیوتر یا بیشتر به وسیله وای فای

کامل ترین آموزش شبکه کردن دو کامپیوتر یا بیشتر به وسیله وای فای

کامل ترین آموزش شبکه کردن دو کامپیوتر یا بیشتر به وسیله وای فای

Noting that teachers and students who actually use an educational innovation in a classroom setting recreate it, this paper analyzes the implementation of ENFI (Electronic Networks for Interaction), an innovation that uses computers and local area networks in the teaching of writing. The paper presents ENFI's idealization in terms of its technological features and original visions for its use, and then its realizations. The paper identifies 16 distinct realizations of ENFI, and presents case studies of 2 of them in detail, relating each to characteristics of the setting in which it appeared. (Figures representing the conventional model of implementation, re-creation of an innovation in a social setting, two examples of ENFI computer screens, and six samples of student writing are included: 27 references are attached.) (RS)

Part of a larger ethnographic study, this investigation focused on the literacy development of a college student as he participated in the virtual culture of a computer-networked writing classroom where all instruction and communication occurred through the computer. The student was a member of one of two classes of adult students, ranging in age between 25 and 48, all employed in upstate New York. Data included transcripts of large- and small-group discussions, response writings and compositions, composition logs, focus group discussions about computer networking, transcripts of electronic mail communications, field notes, and student interviews. Results indicated that: (1) e-mail communication between the teacher and the student served as backstage support; (2) the relationships the student developed with members of the small group provided an anchor for his actions within the large group; (3) the student gained respect from class members, which may have been more forthcoming through computer networking than in face-to-face interaction where traces of the student's speech handicap might have caused resistance; (4) his writing demonstrated a closing of the communication gap through his strength of voice and his attention to clarity and coherence; and (5) the student acquired metacognitive knowledge about writing and valued peer response. Findings suggest that an electronic environment where readers' responses link feelings to thought and where responses are shared with ease can lead to more powerful learning for some students than in a traditional classroom. (Contains 21 references.) (RS)

Part of a larger ethnographic study, this investigation focused on the literacy development of a college student as he participated in the virtual culture of a computer-networked writing classroom where all instruction and communication occurred through the computer. The student was a member of one of two classes of adult students, ranging in age between 25 and 48, all employed in upstate New York. Data included transcripts of large- and small-group discussions, response writings and compositions, composition logs, focus group discussions about computer networking, transcripts of electronic mail communications, field notes, and student interviews. Results indicated that: (1) e-mail communication between the teacher and the student served as backstage support; (2) the relationships the student developed with members of the small group provided an anchor for his actions within the large group; (3) the student gained respect from class members, which may have been more forthcoming through computer networking than in face-to-face interaction where traces of the student's speech handicap might have caused resistance; (4) his writing demonstrated a closing of the communication gap through his strength of voice and his attention to clarity and coherence; and (5) the student acquired metacognitive knowledge about writing and valued peer response. Findings suggest that an electronic environment where readers' responses link feelings to thought and where responses are shared with ease can lead to more powerful learning for some students than in a traditional classroom. (Contains 21 references.) (RS)

Part of a larger ethnographic study, this investigation focused on the literacy development of a college student as he participated in the virtual culture of a computer-networked writing classroom where all instruction and communication occurred through the computer. The student was a member of one of two classes of adult students, ranging in age between 25 and 48, all employed in upstate New York. Data included transcripts of large- and small-group discussions, response writings and compositions, composition logs, focus group discussions about computer networking, transcripts of electronic mail communications, field notes, and student interviews. Results indicated that: (1) e-mail communication between the teacher and the student served as backstage support; (2) the relationships the student developed with members of the small group provided an anchor for his actions within the large group; (3) the student gained respect from class members, which may have been more forthcoming through computer networking than in face-to-face interaction where traces of the student's speech handicap might have caused resistance; (4) his writing demonstrated a closing of the communication gap through his strength of voice and his attention to clarity and coherence; and (5) the student acquired metacognitive knowledge about writing and valued peer response. Findings suggest that an electronic environment where readers' responses link feelings to thought and where responses are shared with ease can lead to more powerful learning for some students than in a traditional classroom. (Contains 21 references.) (RS)

This report describes Earth Lab, a project which is demonstrating new ways of using computers for upper-elementary and middle-school science instruction, and finding ways to integrate local-area and telecommunications networks. The discussion covers software, classroom activities, formative research on communications networks, and integration of local and long distance networks. A list of nine references concludes the report. (MES)

Presented at TAPR 4th Computer Networking Conference, San Francisco, California

Check the channel for more related content

Check the channel for more related content

This is a three-part research where part 1 via Namseoul University master's degree dissertation will demonstrate how Classe365 SIS and Moodle LMS can effectively integrate AR & VR technologies and blended learning approaches into the computer networking curriculum. Prof Robert Dean (Research Supervisor) of Namseoul University will guide the technology integration.

This is a three-part research where part 1 via Namseoul University master's degree dissertation will demonstrate how Classe365 SIS and Moodle LMS can effectively integrate AR & VR technologies and blended learning approaches into the computer networking curriculum. Prof Robert Dean (Research Supervisor) of Namseoul University will guide the technology integration.

This is a three-part research where part 1 via Namseoul University master's degree dissertation will demonstrate how Classe365 SIS and Moodle LMS can effectively integrate AR & VR technologies and blended learning approaches into the computer networking curriculum. Prof Robert Dean (Research Supervisor) of Namseoul University will guide the technology integration.

xiii, 255 pages : 24 cm

xiii, 255 pages : 24 cm

xiii, 255 pages : 24 cm

5th Computer Networking Conference program (1986)

Computer networking and Internet

Computer networking and Internet

A descriptive summary is given of the technical characteristics of existing computer networks, including data communication technology and configuration related to support of resource sharing services for a computer network. Included are discussions of terminal support capabilities for the communications network and a development of relevant network terminology. This report concludes with a comparative evaluation of existing technological approaches to networking. (Author)

Information and communications is becoming a strategic factor in U.S.-Cuban relations. Its importance is increasingly recognized by research analysts and by U.S. policy makers and legislators. Yet there is a dearth of knowledge about the telecommunications situation in Cuba, and about its implications for the formulation of future U.S. options in this policy area. This study surveys the current telecommunications situation in Cuba, with an emphasis on computer networking. Cuba already has four networks with international connections to the Internet and three x.25 networks. In spite of extreme economic problems, Cuban networks have grown substantially in size and sophistication since 1992, mainly because the Cuban government has allowed and funded their growth. The Internet is expanding globally, and there is evidence that a small investment in computer networks can have a relatively large impact in developing nations that is positive for U.S. interests. Thus, a major conclusion of this report is that U.S. policy should encourage Cuban computer networking. Seven specific recommendations emerge from the study: (1) Encourage Cuban Internet connectivity; (2) Reduce administrative bottlenecks regarding bidirectional travel for technicians and new communication offerings; (3) Avoid the posting of blatant propaganda on the Internet; (4) Utilize the Internet to communicate balanced news and analysis; (5) Avoid legislative restrictions on telecommunications; (6) Permit direct investment in Cuban telecommunications and computer networks by U.S. firms; and (7) Foster Internet usage by Cuban NGOs, universities, and other Cuban users.

Information and communications is becoming a strategic factor in U.S.-Cuban relations. Its importance is increasingly recognized by research analysts and by U.S. policy makers and legislators. Yet there is a dearth of knowledge about the telecommunications situation in Cuba, and about its implications for the formulation of future U.S. options in this policy area. This study surveys the current telecommunications situation in Cuba, with an emphasis on computer networking. Cuba already has four networks with international connections to the Internet and three x.25 networks. In spite of extreme economic problems, Cuban networks have grown substantially in size and sophistication since 1992, mainly because the Cuban government has allowed and funded their growth. The Internet is expanding globally, and there is evidence that a small investment in computer networks can have a relatively large impact in developing nations that is positive for U.S. interests. Thus, a major conclusion of this report is that U.S. policy should encourage Cuban computer networking. Seven specific recommendations emerge from the study: (1) Encourage Cuban Internet connectivity; (2) Reduce administrative bottlenecks regarding bidirectional travel for technicians and new communication offerings; (3) Avoid the posting of blatant propaganda on the Internet; (4) Utilize the Internet to communicate balanced news and analysis; (5) Avoid legislative restrictions on telecommunications; (6) Permit direct investment in Cuban telecommunications and computer networks by U.S. firms; and (7) Foster Internet usage by Cuban NGOs, universities, and other Cuban users.

Waverider buoy data are normally transmitted on a 27 MHz analog radio link to a shore station a few miles away, where the buoy data are plotted on a paper strip-chart recorder or logged digitally for later computer processing. Instead, we have constructed a relay station on Martha's Vineyard island that retransmits the received Waverider data over a digital, 148 MHz packet-radio link a personal computer in our laboratory on Cape Cod, where the data are edited, processed, spectrally analyzed, and then sent over an Ethernet line to our Institution mainframe computer for archiving. Telephone modem access of a special wave-data file on the mainframe permits unattended data dissemination to the public. The report describes the entire system, including Waverider buoy mooring hardware, computer programs, and equipment. The purpose of the project was to learn what difficulties are involved in the automated acquisition and dissemination of telemetered oceanographic data, and to gain experience with packet radio techniques. Although secondary to these purposes, the long-term surface-wave monitoring off the southwest shore of Martha's Vineyard has its own scientific, engineering, and environmental benefits.

Waverider buoy data are normally transmitted on a 27 MHz analog radio link to a shore station a few miles away, where the buoy data are plotted on a paper strip-chart recorder or logged digitally for later computer processing. Instead, we have constructed a relay station on Martha's Vineyard island that retransmits the received Waverider data over a digital, 148 MHz packet-radio link a personal computer in our laboratory on Cape Cod, where the data are edited, processed, spectrally analyzed, and then sent over an Ethernet line to our Institution mainframe computer for archiving. Telephone modem access of a special wave-data file on the mainframe permits unattended data dissemination to the public. The report describes the entire system, including Waverider buoy mooring hardware, computer programs, and equipment. The purpose of the project was to learn what difficulties are involved in the automated acquisition and dissemination of telemetered oceanographic data, and to gain experience with packet radio techniques. Although secondary to these purposes, the long-term surface-wave monitoring off the southwest shore of Martha's Vineyard has its own scientific, engineering, and environmental benefits.

Trimester 2 - 2019/2020

Trimester 2 - 2019/2020

Learn the ins and outs of hardware and software, getting fully prepped for not only industries like computer networking or cyber security, but for any field where you'll know more than you peers about the technology you use every day.

Learn the ins and outs of hardware and software, getting fully prepped for not only industries like computer networking or cyber security, but for any field where you'll know more than you peers about the technology you use every day.

Learn the ins and outs of hardware and software, getting fully prepped for not only industries like computer networking or cyber security, but for any field where you'll know more than you peers about the technology you use every day.

9th Computer Networking Conference program (1990)

9th Computer Networking Conference program (1990)