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OMG OMG-Certified Real-time and Embedded

OMG Enters India in Partnership with QAI | killexams.com real Questions and Pass4sure dumps

CXOtoday is a premier resource on the district of IT, significant to key business determination makers. They tender IT standpoint & information to the C-suite audience. They furthermore deliver business and know-how information to those that evaluate, invest, and control the IT infrastructure of companies. CXOtoday has a neatly-networked and powerful group that encourages discussions on what’s happening on the earth of IT and its influence on corporations.


Object management group and iSQI signal advertising and marketing contract to develop utility necessities Certification | killexams.com real Questions and Pass4sure dumps

NEEDHAM, Mass., can furthermore eleven, 2015 (business WIRE) -- Richard Soley, Chairman and CEO of the particular administration community® (OMG®) and Stephan Goericke, CEO of the exotic software fine Institute (iSQI®), nowadays announced that the two events be pleased entered into a joint settlement to market their respective modeling certification programs to IT professionals.

below the settlement, useful as of may 11, 2015, OMG will market iSQI’s certified mannequin primarily based Tester (CMBT) certificate alongside the OMG collection of certification classes within the areas of application modeling, enterprise modeling, model-primarily based systems engineering, and precise-time and embedded methods. iSQI will embrace OMG certification courses together with hardcopy and online materials related to its CMBT certificates.

Soley commented, “As leaders in certifying IT ability, each OMG and iSQI correspond with that perpetual skilled progress is a vital validation for each IT skilled. nowadays’s announcement additionally reinforces their mission to cheer the adoption of specifications and application excellent that pressure better client pride.”

“these days’s announcement underscores their shared commitment with OMG to promote standards and pleasant in application with the aid of certifying IT gurus during this area. I glance ahead to a powerful partnership and collaboration with OMG," spoke of Goericke.

About OMG

the thing management community® (OMG®) is an international, open membership, not-for-income know-how requirements consortium. OMG task Forces develop enterprise integration standards for a ample compass of applied sciences and a qualified wider compass of industries. OMG's modeling requisites enable potent visual design, execution and renovation of application and different strategies. seek counsel from www.omg.org for greater tips.

OMG additionally certifies practitioners in four areas. For greater counsel on OMG certification programs, gladden talk over with: http://www.omg.org/omg-certifications.

About iSQI

The exotic utility satisfactory Institute (iSQI®), headquartered in Potsdam with workplaces in Amstelveen (NL), Boston (united states of america) and London (UK) plays a great duty in certifying the wisdom of IT-gurus. As leading company of certification examinations, iSQI is a vital associate for education and practising on 6 continents, in over ninety nations, in 10 languages. In 2014, iSQI certified more than 18,000 individuals global.

find out extra about iSQI® licensed mannequin-based Tester at https://www.isqi.org/en/certificates.html

supply: remonstrate management neighborhood

Object management GroupAnn McDonough, +1 781-444-0404mcdonough@omg.org

Copyright enterprise Wire 2015


true-Time improvements Renews remonstrate administration community Sponsorship | killexams.com real Questions and Pass4sure dumps

NEEDHAM, Mass.--(company WIRE)--the article management community® (OMG®), an international, open membership, now not-for-earnings expertise requirements consortium, these days announced that real-Time improvements (RTI) has renewed its annual sponsorship of the consortium. a pacesetter in the Industrial internet of issues (IIoT) connectivity space, RTI has been an annual sponsor of OMG since 2010 and has been actively worried in OMG for 19 years. As a member and Gold sponsor, RTI continues to attest its dedication and leadership in setting up specifications during the technology business.

“RTI has been an extended-time supporter of OMG and has participated in lots of significant standardization efforts,” mentioned Dr. Richard Soley, Chairman and CEO, OMG. “With its potential in embedded connectivity software and IIoT technologies, they are supercilious to be pleased them as both member and sponsor and seem to be ahead to their continued involvement in standardization efforts for years to Come back.”

“an information-centric fashion to connectivity is crucial to the success of the high-performance, quick-witted techniques in the IIoT,” spoke of Gerardo Pardo-Castellote, CTO of RTI and co-chair to the information-Distribution provider Platform special interest community (DDS PSIG). “Market-main businesses in healthcare, self reliant vehicles, power, transportation, and aerospace and protection depend on the data-Distribution service™ (DDS™) common to carry true-time connectivity on the most stringent reliability, scalability and security levels. we're supercilious to renew their succor for the OMG and proceed to toil collectively to increase the DDS commonplace for the IIoT.”

As one of the crucial primary authors of the common DDS specification, RTI co-chairs the DDS PSIG which is responsible for the standardization of the DDS specification — a middleware protocol and API typical for statistics-centric connectivity that integrates the add-ons of a paraphernalia together, presenting the safety, scalability, efficiency, and best of carrier required to advocate IIoT purposes. be trained greater about DDS at http://portals.omg.org/dds.

besides being an OMG member and sponsor, RTI additionally serves on the OMG Board of directors.

For more tips on OMG sponsorship alternatives, talk over with http://www.omg.org/memberservices/annual-sponsorship.htm.

About OMG

the remonstrate administration group® (OMG®) is a global, open membership, now not-for-income technology standards consortium with illustration from government, trade and academia. OMG assignment Forces foster commercial enterprise integration specifications for a wide array of applied sciences and a qualified wider compass of industries. OMG's modeling requisites allow powerful visual design, execution and maintenance of utility and different techniques. talk over with http://www.omg.org for more assistance.

note to editors: remonstrate administration neighborhood and OMG are registered logos of the article management group. For a catalogue of everyone OMG trademarks, talk over with http://www.omg.org/prison/tm_list.htm. everyone different emblems are the property of their respective homeowners.


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HFame Academy for Engineers? | killexams.com real questions and Pass4sure dumps

The problem exists in everyone areas of electronics, from EDA through manufacturing to system developers, and in most geographical markets. It regularly crops up in conversations and seems to be piece of a generic trend away from Science/Engineering/Technology in Western countries.

A quick browse around some recent publications shows that a lot of toil is going into analysing the problem, but nobody has yet Come up with any earnest suggestions as to how it can be solved.

For example, IEEE USA’s today’s engineer ran a long piece in February about the requisite for embedded engineers by Mike Anderson, with the sub-title Why the United States is losing its edge in embedded systems…

His controversy is that a lack of training for embedded engineers is forcing them to learn while doing, resulting in penniless trait products. There are few degree courses in embedded engineering. Electrical /electronics and computer engineering graduates be pleased the understanding of computer architecture, and he feels that they can be brought up to speed on software in a matter of months. However Anderson says that computer science courses are now more relish information technology. The focus on databases, web design and a smattering of java prepares the students for jobs that are commonly off-shored. There is no understanding of architecture or assembly code, and the approach seems to instruct that memory and processing cycles are sempiternal so everything can be executed in virtual machines. (And even these imperfect courses are failing to deliver. In June the Press Association reported that “The Computing Research Association’s annual survey of universities with Ph.D.- granting programs create a 20 percent drop this year in students completing bachelors degrees in professional IT fields, continuing a trend seen for several years. Enrollment in undergraduate degree programs in computer sciences is more than 50 percent lower than it was five years ago, the group said. Between 2005-2006 and 2006-2007 the number of new students declaring computer sciences as a major fell 43 percent to 8,021.”)

Anderson’s research suggests that, as well as misunderstanding the market, colleges Do not understand how an embedded lab can be quickly and cheaply established and pretense that there are few, if any, usurp textbooks. He calls on the relevant professional bodies (IEEE and ACM) and industry leaders, such as Intel, FreeScale, TI, etc, to toil with the  educational community to develop courses on embedded engineering. He furthermore feels that there needs to be more toil to cheer youngsters to enter engineering courses generally.

In Europe, the European Union has established a project (COSINE – Coordinating Strategies for Embedded Systems in the European Research Area. Snappy title.) to investigate strategies for research in embedded engineering. The project recently had a workshop on embedded systems engineering and training, with the aim of developing a positioning paper on embedded systems education in Europe. (A further workshop, Strategies for improving European ES education and training is planned for April 2009). The 2008 workshop reviewed education for embedded systems across several European countries and create similar problems to those identified in the US. Some countries had a few masters courses, while Israel appears to be pleased a bachelors. Sweden has recently completed a program relish the one that Anderson suggested for the US, where industry and universities cooperated on identifying the needs for embedded education, but it was not limpid whether this has translated into actual courses yet.

In Britain, Feabhas, a specialist company in embedded training, has analyzed the degree courses available. There are only two universities in the UK offering dedicated embedded systems undergraduate courses. A minute number tender embedded systems technologies as an optional module for final year students, and a larger (but quiet tiny) number of universities tender combined electronics/software courses.

While embedded progress utensil manufacturers tender training in using their products, both software and hardware, it is only training, and if it is going to be useful, the engineer requires a wider understanding of the topic to manufacture best exhaust of the tools. To bridge the gap, Feabhas itself offers a family of training courses specifically geared to build the foundation and advanced skills that manufacture the tool-use valuable.

It seems that there is a discrete lag between changes in the passage that embedded systems are developed, with software assuming a more and more significant role, and perceptions within universities. In part, this can be blamed on the fractured nature of university departments. Hardware/electronics and software/IT/computer science are normally in divorce silos, and even though individuals may bridge the gulf between them, a new course can be difficult to set up.

Rob Williams, of the University of the West Of England, in Bristol, has been discussing the problems of recruitment for real-time and embedded computing, and they be pleased established a fiscal sponsorship scheme for students. But he says, “So far, the vow of lots of money does not seem to shift kids’ gape away from fluffy degree titles (Games Tech., Creative Whatever, Music Systems, Multi-Media Stuff). During Open Days [for prospective students to learn about courses] they easily convince the parents, but their sulky brood continue to scan the floor for simple options and a rapid passage out. In truth, they scare them with the vow of difficult toil and difficult concepts. To us, they lack personal ambition, technical curiosity and self-confidence.”

In an attempt to invert this situation, Williams and the University be pleased been engaging with schools. They be pleased been running twice annual CST Hands-on Workshops for Schools. These involve a compass of practical sessions in programming, electronics and systems build & boot. So far, they be pleased “processed” about 1000 kids through these events, which are very well-liked and oversubscribed.

In addition, last year they started the RCX Buggy Programming Road Show, which uses the Lego Mindstorm kit to build and control buggies. “This came about because they assisted with the regional First Lego League competition. It so clearly enthused the kids that they immediately grabbed 10 RCX buggies from different sources and set out to exhaust them in local schools,” said Williams.

In England and Wales, university admission is based on a national set of examinations called A (for advanced) plane generic Certificate of Secondary Education. There are A plane courses in electronics, but only a very minute number of students study this. The A plane computing courses were recently, unkindly, described as being geared to a mastery of Microsoft products, and even their strongest supporter would accept that that they are mainly IT oriented.

Against this background, Williams says, “It [is] really significant to advocate teachers in their struggle to retain some practical programming activity, which has unfortunately been removed from many CS A-level syllabii. On a different level, the Linux Boot Camp has been a considerable success with hackers.”

“I now feel certain, however, that the real problem at the university plane emerges from their funding model. They [universities] are encouraged to tender attractive degrees for mass recruitment and to ignore the vocational and graduation issues which then inevitably follow. From friends and relatives I be pleased heard stories of their children graduating from qualified universities with fairly worthless skills. They then be pleased to pay out great sums of money for sensible training in order to gain a job.

“What they requisite is a change from the top. Until then, they can only attempt to mitigate the unsustainable skills mismatch within their own limited powers.”

It is not as though there are no growth prospects for embedded engineers. Lisa Su, chief technology officer at Freescale Semiconductor, is reported as saying, “Today there are about 150 embedded microprocessors around the home … plus there are another 40 or 50 in your car. They observe that trend accelerating, and they prognosticate that there will be over 1,000 embedded devices per person by 2015.” While the silicon will be relatively simple to manufacture, everyone these devices will requisite systems to be designed, implemented, tested, integrated and maintained by people who combine understanding of software and hardware – embedded engineers.

Where are these people going to be coming from? What should they be doing now, not only to meet today’s demands but furthermore to build the workforce of tomorrow? Should they be going along the road that Siemens is reported to be traveling in Germany – introducing engineering to kindergarten/pre-school children? Does it matter: perhaps instead companies should be off-shoring progress to countries where there emerge to be pools of talent? gladden leave your suggestions on the comments board.

Footnote: Just as this was being written, a study in Britain looked at A plane exams (those sat at around 17 or 18 years conventional and whose results are used for university entrance). Those for science and math were evaluated as being significantly harder than those for media studies and drama. Schools concerned to manufacture their exam results glance qualified are likely to be steering even able students to the easier subjects. couple this with a lack of qualified teachers, and there is a developing gulf between the needs of their engineering-based real world and the world inhabited by the educational community.


Nuance Introduces Diagnostic Imaging IT Innovations at RSNA 2015 Aimed at Driving Higher trait Radiology Reports | killexams.com real questions and Pass4sure dumps

BURLINGTON, Mass.--(BUSINESS WIRE)--Nuance Communications, Inc. (NASDAQ: NUAN) today announced several new innovations for its diagnostic imaging solutions designed to succor radiologists enhance patient care. These embrace multimedia reports, advanced lung cancer screening registry reporting and enhanced trait guidance content for radiologists at the point of interpretation. nuance will demonstrate PowerScribe 360 version 3.5 along with these new trait based innovations in booth #4729 at RSNA 2015 November 29 – December 4 in Chicago.

Multimedia ReportingNuance PowerScribe 360 version 3.5 enables relevant PACS images to be embedded into reports for sharing of multimedia reports between physicians, which provide a more comprehensive picture of a patient’s condition, helping referring physicians better understand findings and argue treatment options with specialists and patients. This rich information at a glance goes beyond traditional text-based radiology reports, helping ordering physicians and radiologists observe prior images, notations, captions as well as specific areas of focus and comparison in patient cases. Multimedia reports are particularly significant in tangled cases and specialty areas, such as oncology where specialists are looking for growth of tumors and requisite that information quickly.

“In radiology, a picture really is worth a thousand words,” says Dr. Christopher J. Roth, lieutenant professor of radiology, vice chair of information technology and clinical informatics, and director of imaging informatics strategy at Duke University Hospital. “Being able to attest an actual image to referring physicians and their patients, and walk through what that study is telling us is a huge win for patient care. Having the perquisite information is censorious to making the most informed decisions.”

Automated Lung Cancer Screening (LCS) Reporting & Registry SubmissionIn 2015, the Centers for Medicaid and Medicare Services (CMS) agreed to advocate Medicare coverage and reimbursement for CT lung screening programs to leisurely deaths from lung cancer; however, this ruling included strict criteria for tracking and reporting, which be pleased placed a abrupt cross on hospitals and imaging centers trying to rush these programs. nuance now offers a solution to bypass manual data extraction, and draw data on LCS patients directly from PowerScribe 360 reports and automatically transfer relevant data to the American College of Radiology (ACR) National Radiology Data Registry through a new PowerShare Registry Reporting Service.

This one-of-a-kind lung cancer screening reporting utensil uses the combined power of the PowerScribe 360 reporting platform with Nuance’s PowerShare™ Network to ease the creation and ongoing management of lung cancer screening programs. This will manufacture it easier for physicians and hospitals to screen and result elevated risk patients and gain reimbursement for these services.

“This lung cancer screening registry reporting is a revolutionary capability that will facilitate sites taking piece in this program because much of the information from the initial order to data integration can be pulled out of PowerScribe 360 and shared through the ACR portal. It would be extraordinarily difficult for personnel to manually enter everyone the information required for 300,000 to 1 million exams a year without this technology,” said Dr. Lincoln Berland, chair of the cadaver Imaging Commission for the ACR. “Now, institutions can enter the CMS program without having to hire an unknown number of people to achieve the reporting requirements, ultimately saving lives.”

Enhanced trait GuidancePowerScribe 360 version 3.5 furthermore includes updates to trait Guidance providing evidence-based clinical guidance to radiologists at their workstations using recommendations from The American Joint Committee on Cancer (AJCC), Society of Radiologists in Ultrasound (SRU), and American Association for the Surgery of Trauma (AAST). Coupled with existing content developed by the ACR on incidental findings (ACR Assist), nuance trait assurance tools deliver real-time clinical insights to radiologists at the point of interpretation to rescue time, while providing more consistent and clinically efficient guidance following an exam.

To request a demo of PowerScribe or learn more about the PowerShare Network and Nuance’s leading Image Sharing Solutions, read the peer 60 report or visit booth #4729 at the RSNA Annual Meeting 11/29 – 12/4 in Chicago or visit http://www.nuance.com/for-healthcare/capture-anywhere/radiology-solutions.

About nuance Communications, Inc.Nuance Communications, Inc. (NASDAQ: NUAN) is a leading provider of voice and language solutions for businesses and consumers around the world. Its technologies, applications and services manufacture the user flavor more compelling by transforming the passage people interact with devices and systems. Every day, millions of users and thousands of businesses flavor Nuance’s proven applications. For more information, gladden visit: www.nuance.com/for-healthcare. Connect with nuance on companionable media through the healthcare blog, What’s next, as well as Twitter and LinkedIn.

Nuance and the nuance logo are trademarks or registered trademarks of nuance Communications, Inc. or its affiliates in the United States and/or other countries. everyone other company names or product names may be the trademarks of their respective owners.

The statements in this press release relating to future plans, events or services, are forward-looking statements which are topic to specific risks and uncertainties. There are a number of factors which could understanding actual events or results to disagree materially from those indicated in such forward looking statements, including fluctuations in demand for the nuance products, and the continued progress of nuance products. The reader is warned not to depend on these forward-looking statements without reservation, since these are simply reflections of the current situation. nuance disclaims any duty to update any forward-looking statements as a result of developments occurring after the date of this document.


Digital literacy campaign – Michael Gove's speech in plenary | killexams.com real questions and Pass4sure dumps

Thank you very much, Dominic, for that kindhearted introduction. I'm delighted to be here at BETT today.

And I be pleased to start by congratulating everyone the companies in this Hall.

British companies are world-leaders in the domain of educational technology, and going from energy to energy – the members of Besa, for example, increased exports by 12% in 2010. Crick Software, which has worked in the USA, Chile and Qatar and which already supplies 90% of UK primary schools, recently secured their biggest single order ever, supplying half of everyone schools in Moscow with Clicker 5 literacy software (fully translated into Russian).

Promethean, which makes interactive whiteboards and educational software, signed a memorandum of collaboration with the Mexican Ministry of Education last June to toil in primary and secondary education throughout Mexico.

These are just a few of the hugely impressive achievements of British companies – and there are many more everyone around us. I'd furthermore relish to mention particularly everyone those shortlisted for the BETT awards tonight. qualified luck to everyone nominees, and congratulations (in advance) to the winners…

How technology has changed the world, and the workplace

All around us, the world has changed in previously unimaginable and impossible ways. Most of us carry more advanced technology in the smartphone in their pocket than Neil Armstrong and Buzz Aldrin used to achieve the Moon.

Every day they toil in environments which are completely different to those of twenty-five or a hundred years ago.

Where once clerks scribbled on card indexes and lived by the Dewey Decimal system, now thousands of office workers roam the world from their desktop.

Where once car manufacturing plants housed lines of workers hammering and soldering and drilling, now a technician controls the choice operations of a total series of robots.

When I started out as a journalist in the 1980s, it was a case of typewriters and telexes in smoky newsrooms, surrounded by the faraway clatter of peppery metal.

Now newsrooms – and journalists – are almost unrecognisable, as are the daily tools of the trade. The telex machine became a fax, then a pager, then email. A desktop computer became a laptop computer. My pockets were filled with huge mobile phones, then smaller mobile phones, a Blackberry, and now an e-reader and iPad.

And with each new gadget, each huge leap forward, technology has expanded into new intellectual and commercial fields.

Twenty years ago, medicine was not an information technology. Now, genomes be pleased been decoded and the technologies of biological engineering and synthetic biology are transforming medicine. The border between biology and IT is already blurring into total new fields, relish bio-informatics.

Twenty years ago, science journals were plenary of articles about the 'AI Winter' – the alarm that post-war hopes for ersatz Intelligence had stalled. Now, particular computer models attest us more than they ever imagined about the geography of their minds. astonishing brain-computer-interfaces allow us to control their physical environment by the power of thought – truly an case of Arthur C. Clarke's remark that any sufficiently advanced technology can seem relish magic.

Twenty years ago, only a tiny number of specialists knew what the internet was and what it might shortly become. Now, billions of people and trillions of cheap sensors are connecting to each other, everyone over the world – and more Come online every minute of every day.

Almost every domain of employment now depends on technology. From radio, to television, computers and the internet, each new technological foster has changed their world and changed us too.

But there is one notable exception.

Education has barely changed

The fundamental model of school education is quiet a teacher talking to a group of pupils. It has barely changed over the centuries, even since Plato established the earliest "akademia" in a shady olive grove in ancient Athens.

A Victorian schoolteacher could enter a 21st century classroom and feel completely at home. Whiteboards may be pleased eliminated chalk dust, chairs may be pleased migrated from rows to groups, but a teacher quiet stands in front of the class, talking, testing and questioning.

But that model won't be the same in twenty years' time. It may well be extinct in ten.

Technology is already bringing about a profound transformation in education, in ways that they can observe before their very eyes and in others that they haven't even dreamt of yet.

Now, as they everyone know, confident predictions of the technological future be pleased a habit of embarrassing the predictor.

As early as 1899, the director of the U.S. Patent Office, Charles H. Duell, blithely asserted that "everything that can be invented has already been invented."

In 1943, the chairman of IBM guessed that "there is a world market for maybe five computers". The editor of the Radio Times said in 1936, "television won't matter in your lifetime or mine".

Most impressively of all, Lord Kelvin, President of the Royal Society, scored a hat-trick of embarrassing predictions between 1897-9, declaring, "radio has no future", "X-rays are clearly a hoax" and "the aeroplane is scientifically impossible".

A new approach to technology policy

I don't aspire to associate that illustrious company by stating on record that this technology or that gadget is going to change the world. Nothing has a shorter shelf-life than the cutting edge.

But they in Britain should never forget that one of their considerable heroes, Alan Turing, laid the foundation stones on which everyone modern computing rests. His pioneering toil on speculative computation in the 1930s laid the passage for Turing himself, von Neumann and others to create the computer industry as they know it.

Another generation's pioneer, Bill Gates, warned that the requisite for children to understand computer programming is much more acute now than when he was growing up. Yet as the chairman of Google, Eric Schmidt, recently lamented, they in England be pleased allowed their education system to ignore their considerable inheritance and they are paying the price for it.

Our school system has not prepared children for this new world. Millions be pleased left school over the past decade without even the basics they requisite for a decent job. And the current curriculum cannot prepare British students to toil at the very forefront of technological change.

Last year's superb Livingstone –Hope Review – for which I would relish to thank both authors – said that the slump in UK's video games progress sector is partly the result of a lack of suitably-qualified graduates. The review, commissioned by Ed Vaizey who has championed the Computer Science understanding in the Department for Culture, Media and Sport, create that the UK had been let down by an ICT curriculum that neglects the rigorous computer science and programming skills which high-tech industries need.

It's limpid that technology is going to bring profound changes to how and what they teach. But it's equally limpid that they be pleased not yet managed to manufacture the most of it.

Governments are notoriously flat-footed when it comes to anticipating and facilitating technical change. Too often, in the past, administrations be pleased been seduced into spending huge sums on hardware which is obsolete before the ink is dehydrate on the contract. Or invested vast amounts of time and money in drawing up new curricula, painstakingly detailing specific skills and techniques which are superseded almost immediately.

I believe that they requisite to win a step back.

Already, technology is helping us to understand the process of learning. Brain scans and scientific studies are now showing us how they understand the structure of language, how they remember and forget, the benefits of properly designed and delivered testing and the instant of working memory.

As science advances, their understanding of the brain will grow – and as it grows, it will instruct us more about the process of education.

What can technology Do for learning?

Rather than rushing pell-mell after any particular technology, filling school cupboards with today's respond to Betamaxes and floppy discs, they requisite to demand ourselves a fundamental question.

What can technology Do for learning?

Three points immediately:

· First, technology has the potential to disseminate learning much more widely than ever before. Subjects, classes and concepts that were previously limited to a privileged few are now freely available to any child or adult with an internet connection, everyone over the world.

Look at 02 learn, a free online library of lesson videos developed and uploaded by teachers. It has already delivered around 25,000 hours of teaching via 1000 lessons from every sort of school and college, perquisite across the country: science lessons from The Bishop Wand Church of England Comprehensive School, music lessons from Eton. What about iTunes U, where lectures from the world's top universities are available at the finger of a button, and where the Independent Schools Council, Teaching Leaders and some of the best Academy Chains are working to Put materials and lesson videos online? Or the hugely successful Khan Academy: more than 3.5 million students watch its educational videos every month and Google has donated $2 million for its materials to be translated into 10 languages.

I've been lucky enough to observe first hand in Singapore how brilliant lessons can be delivered through a compund of online and teacher-led instruction. And in areas of specialist teacher shortage, specialist teaching could be provided for groups of schools online, giving more children the chance to learn subjects that were previously closed to them. The Further Maths advocate Programme, for example, is using the internet to give poorer families access to specialist succor for the STEP papers, which dominate the best universities' selection process for Maths degree courses.

As online materials grow and flourish, they everyone requisite to reason about how they can pilot students through the wealth of information and techniques freely available and accessible online.

And, of course, I'm not just talking about opportunities for pupils to learn. The Royal Shakespeare Company is working with the University of Warwick on an online professional progress learning platform to transform the teaching of Shakespeare in schools. Launching next month, the "rehearsal room" teaching resources will give teachers everyone over the world access to the insights and working practices of internationally-renowned actors, artists and directors, as well as specialist academics and teachers. The programme will even tender the random to study for a Post Graduate qualification in the Teaching of Shakespeare.

The knowledge is Power Programme, one of the most successful and widely-studied charter school chains in America, is already using ubiquitous, cheap digital technology to share lessons from its most adept teachers. Even the best teachers can hone their skills by watching their peers in action.

· Second, just as technology raises profound questions about how they learn, it furthermore prompts us to reason about how they teach.

Games and interactive software can succor pupils acquire complicated skills and rigorous knowledge in an engaging and enjoyable way. Adaptive software has the aptitude to recognise and respond to different abilities, personalising teaching for every pupil. With the expert succor of a teacher, students can progress at different rates through lessons calibrated to stretch them just the perquisite amount.

Britain has an incredibly sturdy games industry, with vast potential to engage with education both in this country and everyone over the world. We're already seeing these technologies being used in imaginative ways. Games developed by Marcus Du Sautoy, Professor of Mathematics at Oxford, are introducing children to advanced, complicated maths problems – and are producing considerable results.

Before Christmas I visited Kingsford School in Newham, where the Department for Education is working with the Li Ka Shing Foundation and the highly respected Stanford Research Institute. Their pilot scheme uses computer programmes to instruct maths interactively – for example, showing a race between two people on screen and inviting pupils to plot their time and distance on a graph, then adjust it for variables.

Again, this pilot hasn't been dictated by central government, and they haven't developed the programme. But Stanford already says it is one of the most successful educational projects they be pleased seen and I am looking forward to seeing the results.

· Third, technology brings unprecedented opportunities for assessment. Teachers can now advocate pupils' learning by assessing their progress in a much more sophisticated way, and sharing assessments with pupils and parents.

Each pupil's strengths and weaknesses can be closely monitored without stigmatising those who are struggling or embarrassing those are streaking ahead. Teachers can adjust lesson plans to target areas where pupils are weakest, and identify gaps in knowledge quickly and reliably.

Sophisticated assessment relish this is already being used in schools around the country. Brailes Primary School, for example, a minute rural school on the rim of Warwickshire and Oxfordshire, uses online tools enabling teachers to exhaust pre-assembled tests, or design tests of their own. One of the teachers, Deborah Smith, has praised the system, saying, "it has enabled me to differentiate my teaching to meet the needs of different groups. The assessments are quick and simple to prepare…leaving more time for planning and teaching."

In Chichester School for Boys, electronic voting pads provide students with instant feedback during classes. Teachers obtain real-time feedback on how well their material is being understood – even on a question by question basis.

These are just three ways in which technology is profoundly changing education today – and I am confident that there will be more.

We're not going to recount you what to do

While things are changing so rapidly, while the technology is unpredictable and the future is unknowable, Government must not wade in from the centre to prescribe to schools exactly what they should be doing and how they should be doing it.

We must toil with these developments as they arise: supporting, facilitating and encouraging change, rather than dictating it.

By its very nature, new technology is a disruptive force. It innovates, and invents; it flattens hierarchies, and encourages creativity and fresh thinking.

I could remark the same of their total school reform programme. In fact, I'm fairly confident I be pleased said the same.

Just as we've devolved greater autonomy to schools, and Put their trust in the professionalism of teachers; just as we've lifted the cross of central prescription, and given heads and schools power over their own destiny; just as the internet has made information more democratic, and given every single user the random to talk to the world; so technology will bring more autonomy to each of us here in this room.

This is a huge opportunity. But it's furthermore a responsibility.

We want to focus on training teachers

That's why, rather than focusing on hardware or procurement, they are investing in training individuals. They requisite to help the training of teachers so that they be pleased the skills and knowledge they requisite to manufacture the most of the opportunities ahead.

It is vital that teachers can feel confident using technological tools and resources for their own and their pupils' benefit, both within and beyond the classroom, and can felicitous to new technologies as they emerge. That means ensuring that teachers receive the best possible ITT and CPD in the exhaust of educational technology.

Working with the TDA, they will be looking at initial teacher training courses carefully in the coming year so that teachers obtain the skills and flavor they requisite to exhaust technology confidently. And we're working with Nesta who, supported by Nominet trust and others, are today announcing a £2m programme to fund and research innovative technology projects in schools.

We must furthermore cheer teachers to learn from other schools which are doing this particularly well.

Some ICT teaching in schools is already excellent - as reported in the most recent Ofsted report on ICT education and last year's Naace report, "The instant of Technology".

Sharing that excellence will succor everyone schools to drive up standards. They are already working with the Open University on Vital, a programme encouraging teachers to share ICT expertise between schools. High-performing academy chains will furthermore play a huge role in spreading existing best exercise and innovation between schools.

And Teaching Schools across the country are already forming networks to succor other schools develop and help their exhaust of technology. The Department for Education is going to provide dedicated funding to Teaching Schools to advocate this work.

The current, flawed ICT curriculum

The disruptive, innovative, creative constrain of new technology furthermore pushes us to reason about the curriculum.

And one district exemplifies, more than any other, the perils of the centre seeking to capture in leaden prose the restless spirit of technological innovation.

I refer, of course, to the current ICT curriculum.

The best degrees in computer science are among the most rigorous and respected qualifications in the world. They're based on one of the most formidable intellectual fields – logic and set theory – and prepare students for immensely rewarding careers and world-changing innovations.

But you'd never know that from the current ICT curriculum.

Schools, teachers and industry leaders be pleased everyone told us that the current curriculum is too off-putting, too demotivating, too dull.

Submissions to the National Curriculum Review summon for Evidence from organisations including the British Computer Society, Computing at School, eSkills UK, Naace and the Royal Society, everyone called the current National Curriculum for ICT unsatisfactory.

They're worried that it doesn't stretch pupils enough or allow enough opportunities for innovation and experimentation – and they're telling me the curriculum has to change radically.

Some respondents in a 2009 research study by e-Skills said that ICT GCSE was "so harmful, tiresome and / or extraneous it should simply be scrapped". The Royal Society is so concerned that it has spent two years researching the problem with universities, employers, teachers and professional bodies – so I'm looking forward to its report, due to be published on Friday. And while ICT is so unpopular, there are grave doubts about existing Computer Science 16-18 courses.

In short, just at the time when technology is bursting with potential, teachers, professionals, employers, universities, parents and pupils are everyone telling us the same thing. ICT in schools is a mess.

Disapplying the Programme of Study

That's why I am announcing today that the Department for Education is opening a consultation on withdrawing the existing National Curriculum Programme of Study for ICT from September this year.

The traditional approach would be pleased been to reserve the Programme of Study in space for the next four years while they assembled a panel of experts, wrote a new ICT curriculum, spent a fortune on new teacher training, and engaged with exam boards for new ICT GCSES that would become obsolete almost immediately.

We will not be doing that.

Technology in schools will no longer be micromanaged by Whitehall. By withdrawing the Programme of Study, we're giving schools and teachers freedom over what and how to teach; revolutionising ICT as they know it.

Let me stress - ICT will remain compulsory at everyone key stages, and will quiet be taught at every stage of the curriculum. The existing Programme of Study will remain on the web for reference.

But no English school will be forced to result it any more. From this September, everyone schools will be free to exhaust the astonishing resources that already exist on the web.

Universities, businesses and others will be pleased the chance to devise new courses and exams. In particular, they want to observe universities and businesses create new elevated trait Computer Science GCSEs, and develop curricula encouraging schools to manufacture exhaust of the brilliant Computer Science content available on the web.

I am pleased that OCR is pioneering toil in this field, and that IBM and others are already working on a pilot. Facebook has teamed up with UK-based organisation Apps for qualified to tender youthful people the random to learn how to design, code and build companionable applications for exhaust on companionable networks, via a unique new training course which they aim to manufacture freely available online this year to potential users everyone over the world.

And other specialist groups be pleased published or are about to publish particular ICT curricula and programmes of study, including Computing At School (led by the British Computer Society and the Institute of IT), Behind the Screens (led by eSkills UK), Naace and others, with considerable advocate from industry leaders.

Imagine the histrionic change which could be possible in just a few years, once they remove the roadblock of the existing ICT curriculum. Instead of children bored out of their minds being taught how to exhaust Word and outdo by bored teachers, they could be pleased 11 year-olds able to write simple 2D computer animations using an MIT utensil called Scratch. By 16, they could be pleased an understanding of formal logic previously covered only in University courses and be writing their own Apps for smartphones.

This is not an diaphanous vow from an MP – this is the prediction of people relish Ian Livingstone who be pleased built world-class companies from computer science.

And we're encouraging rigorous Computer Science courses

The new Computer Science courses will reflect what you everyone know: that Computer Science is a rigorous, fascinating and intellectually challenging subject.

After all, the founder of Facebook, price Zuckerberg, is one of the most innovative and successful proponents of Computer Science today. But his computing skills are just as rigorous as the ease of his talents – which embrace Maths, Science, French, Hebrew, Latin and Ancient Greek.

Computer Science requires a thorough grounding in logic and set theory, and is merging with other scientific fields into new hybrid research subjects relish computational biology.

So I am furthermore announcing today that, if new Computer Science GCSEs are developed that meet elevated standards of intellectual depth and practical value, they will certainly reckon including Computer Science as an option in the English Baccalaureate.

Although individual technologies change day by day, they are underpinned by foundational concepts and principles that be pleased endured for decades. Long after today's pupils leave school and enter the workplace – long after the technologies they used at school are obsolete – the principles learnt in Computer Science will quiet hold true.

An open-source curriculum

Advances in technology should furthermore manufacture us reason about the broader school curriculum in a new way.

In an open-source world, why should they accept that a curriculum is a single, static document? A statement of priorities frozen in time; a blunt instrument landing with a thunk on teachers' desks and updated only centrally and only infrequently?

In ICT, for example, schools are already leading the passage when it comes to using educational technology in new and exciting ways – and they're doing it in spite of the existing ICT curriculum, not because of it.

The essential requirements of the National Curriculum requisite to be specified in law, but perhaps they could exhaust technology creatively to succor us develop that content. And beyond the new, slimmed down National Curriculum, they requisite to reckon how they can win a wiki, collaborative approach to developing new curriculum materials; using technological platforms to their plenary odds in creating something far more sophisticated than anything previously available.

This means freedom and autonomy

Disapplying the ICT programme of study is about freedom. It will weigh in that, for the first time, teachers will be allowed to cover truly innovative, specialist and challenging topics.

And whether they choose a premade curriculum, or whether they design their own programme of study specifically for their school, they will be pleased the freedom and flexibility to settle what is best for their pupils.

Teachers will now be allowed to focus more sharply on the subjects they reason matter – for example, teaching exactly how computers work, studying the basics of programming and coding and encouraging pupils to be pleased a trail themselves.

Initiatives relish the Raspberry Pi scheme will give children the chance to learn the fundamentals of programming with their own credit card sized, single-board computers. With minimal memory and no disk drives, the Raspberry Pi computer can operate basic programming languages, handle tasks relish spread sheets, word-processing and games, and connect to wifi via a dongle – everyone for between £16 and £22. This is a considerable case of the cutting edge of education technology happening perquisite here in the UK. It could bring the same excitement as the BBC Micro did in the 1980s, and I know that it's being carefully watched by education and technology experts everyone over the world.

As well as choosing what to study, schools can furthermore choose how. Technology can be integrated and embedded across the total curriculum.

In geography lessons, for example, pupils could access the specialised software and tools used by professional geographers, allowing them to tackle more challenging and gripping work. Molecular modelling software could bring huge advantages for science students.

The Abbey School in Reading has already been piloting 3D technologies for teaching Biology, showing 3D images of the heart pumping blood through valves, and manipulating, rotating and tilting the heart in real time. As Abbey School Biology teacher Ros Johnson said, the 3D technology "has made me realise what they weren't understanding...what I can't believe is how much disagreement it has made to the girls' understanding".

This isn't a finished strategy – but it shows their ambition

The exhaust of technology in schools is a topic that will reserve growing and changing, just as technology keeps growing and changing.

But they can be confident about one thing. demand for high-level skills will only grow in the years ahead. In work, academia and their personal lives, youthful people will depend upon their technological literacy and knowledge.

And this doesn't just impress their country. Every nation in the world will be changed by the growth of technology and they in Britain must ensure that they can manufacture the most of their incredible assets to become world-leaders in educational technology.

Today has seen the conclusion of the Education World Forum here in London. I cannot emphasise enough how significant it is for me, personally, that they learn from the highest performing education systems – some of whom I am delighted to observe represented here – and I am very grateful to everyone who has taken the time and distress to Come to London for this event.

I'm not here today to promulgate their final, inflexible, immutable technology strategy. There's no blueprint to result – and they don't know what their destination will glance like.

I'm setting out their direction of travel, and taking the first few steps. There is lots more to come, and they will be pleased more to remark over the course of the year.

I'd furthermore relish to welcome the online discussion launched today at schoolstech.org.uk and using the twitter hashtag #schoolstech. They requisite a serious, quick-witted conversation about how technology will transform education – and I glance forward to finding out what everyone has to say.

We want a modern education system which exploits the best that technology can tender to schools, teachers and pupils. Where schools exhaust technology in imaginative and efficient ways to build the knowledge, understanding and skills that youthful people requisite for the future. And where they can felicitous to and welcome every new technological foster that comes along to change everything, everyone over again, in ways they never expected.

Events relish the BETT attest are crucial in showcasing the best and brightest of the technology industry, showing what can be done – and what is already being achieved. They will depend upon your insight and ideas, your expertise and experience, as you win these technologies into your schools and try them with your students.

Thank you again to BETT for inviting me, and I wish you everyone qualified exploring today.



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