AI Analyse Your Face

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  Artificial intelligence in education

  Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.

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  Global digital divide

  The global digital divide describes global disparities, primarily between developed and developing countries, in regards to access to computing and information resources such as the Internet and the opportunities derived from such access. The Internet is expanding very quickly, and not all countries—especially developing countries—can keep up with the constant changes. The term "digital divide" does not necessarily mean that someone does not have technology; it could mean that there is simply a difference in technology. These differences can refer to, for example, high-quality computers, fast Internet, technical assistance, or telephone services. == Statistics == There is a large inequality worldwide in terms of the distribution of installed telecommunication bandwidth. In 2014 only three countries (China, US, Japan) host 50% of the globally installed bandwidth potential (see pie-chart Figure on the right). This concentration is not new, as historically only ten countries have hosted 70–75% of the global telecommunication capacity (see Figure). The U.S. lost its global leadership in terms of installed bandwidth in 2011, being replaced by China, which hosts more than twice as much national bandwidth potential in 2014 (29% versus 13% of the global total). == Versus the digital divide == The global digital divide is a special case of the digital divide; the focus is set on the fact that "Internet has developed unevenly throughout the world" causing some countries to fall behind in technology, education, labor, democracy, and tourism. The concept of the digital divide was originally popularized regarding the disparity in Internet access between rural and urban areas of the United States of America; the global digital divide mirrors this disparity on an international scale. The global digital divide also contributes to the inequality of access to goods and services available through technology. Computers and the Internet provide users with improved education, which can lead to higher wages; the people living in nations with limited access are therefore disadvantaged. This global divide is often characterized as falling along what is sometimes called the North–South divide of "northern" wealthier nations and "southern" poorer ones. == Obstacles to a solution == Some people argue that necessities need to be considered before achieving digital inclusion, such as an ample food supply and quality health care. Minimizing the global digital divide requires considering and addressing the following types of access: === Physical access === Involves "the distribution of ICT devices per capita…and land lines per thousands". Individuals need to obtain access to computers, landlines, and networks in order to access the Internet. This access barrier is also addressed in Article 21 of the convention on the Rights of Persons with Disabilities by the United Nations. === Financial access === The cost of ICT devices, traffic, applications, technician and educator training, software, maintenance, and infrastructures require ongoing financial means. Financial access and "the levels of household income play a significant role in widening the gap". === Socio-demographic access === Empirical tests have identified that several socio-demographic characteristics foster or limit ICT access and usage. Among different countries, educational levels and income are the most powerful explanatory variables, with age being a third one. While a Global Gender Gap in access and usage of ICT's exist, empirical evidence shows that this is due to unfavorable conditions concerning employment, education and income and not to technophobia or lower ability. In the contexts understudy, women with the prerequisites for access and usage turned out to be more active users of digital tools than men. In the US, for example, the figures for 2018 show 89% of men and 88% of women use the Internet. === Cognitive access === In order to use computer technology, a certain level of information literacy is needed. Further challenges include information overload and the ability to find and use reliable information. === Design access === Computers need to be accessible to individuals with different learning and physical abilities including complying with Section 508 of the Rehabilitation Act as amended by the Workforce Investment Act of 1998 in the United States. === Institutional access === In illustrating institutional access, Wilson states "the numbers of users are greatly affected by whether access is offered only through individual homes or whether it is offered through schools, community centers, religious institutions, cybercafés, or post offices, especially in poor countries where computer access at work or home is highly limited". === Political access === Guillen & Suarez argue that "democratic political regimes enable faster growth of the Internet than authoritarian or totalitarian regimes." The Internet is considered a form of e-democracy, and attempting to control what citizens can or cannot view is in contradiction to this. Recently situations in Iran and China have denied people the ability to access certain websites and disseminate information. Iran has prohibited the use of high-speed Internet in the country and has removed many satellite dishes in order to prevent the influence of Western culture, such as music and television. === Cultural access === Many experts claim that bridging the digital divide is not sufficient and that the images and language needed to be conveyed in a language and images that can be read across different cultural lines. A 2013 study conducted by Pew Research Center noted how participants taking the survey in Spanish were nearly twice as likely not to use the internet. == Examples == In the early 21st century, residents of developed countries enjoy many Internet services which are not yet widely available in developing countries, including: Mobile phones and small electronic communication devices; E-communities and social-networking; Fast broadband Internet connections, enabling advanced Internet applications; Affordable and widespread Internet access, either through personal computers at home or work, through public terminals in public libraries and Internet cafes, and through wireless access points; E-commerce enabled by efficient electronic payment networks like credit cards and reliable shipping services; Virtual globes featuring street maps searchable down to individual street addresses and detailed satellite and aerial photography; Online research systems which enable users to peruse newspaper and magazine articles that may be centuries old, without having to leave home; Electronic readers such as Kindle, Sony Reader, Samsung Papyrus and Iliad by iRex Technologies; Price engines which help consumers find the best possible online prices and similar services which find the best possible prices at local retailers; Electronic services delivery of government services, such as the ability to pay taxes, fees, and fines online. Further civic engagement through e-government and other sources such as finding information about candidates regarding political situations. == Proposed remedies == There are four specific arguments why it is important to "bridge the gap": Economic equality – For example, the telephone is often seen as one of the most important components, because having access to a working telephone can lead to higher safety. If there were to be an emergency, one could easily call for help if one could use a nearby phone. In another example, many work-related tasks are online, and people without access to the Internet may not be able to complete work up to company standards. The Internet is regarded by some as a basic component of civic life that developed countries ought to guarantee for their citizens. Additionally, welfare services, for example, are sometimes offered via the Internet. Social mobility – Computer and Internet use is regarded as being very important to development and success. However, some children are not getting as much technical education as others, because lower socioeconomic areas cannot afford to provide schools with computer facilities. For this reason, some kids are being separated and not receiving the same chance as others to be successful. Democracy – Some people believe that eliminating the digital divide would help countries become healthier democracies. They argue that communities would become much more involved in events such as elections or decision making. Economic growth – It is believed that less-developed nations could gain quick access to economic growth if the information infrastructure were to be developed and well used. By improving the latest technologies, certain countries and industries can gain a competitive advantage. While these four arguments are meant to lead to a solution to the digital divide, there are a couple of other components that need to be considered. The first one is rural living versus s

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  Microformat

  Microformats (μF) are predefined HTML markup (like HTML classes) created to serve as descriptive and consistent metadata about elements, designating them as representing a certain type of data (such as contact information, geographic coordinates, events, products, recipes, etc.). They allow software to process the information reliably by having set classes refer to a specific type of data rather than being arbitrary. Microformats emerged around 2005 and were predominantly designed for use by search engines, web syndication and aggregators such as RSS. Google confirmed in 2020 that it still parses microformats for use in content indexing. Microformats are referenced in several W3C social web specifications, including IndieAuth and Webmention. Although the content of web pages has been capable of some "automated processing" since the inception of the web, such processing is difficult because the markup elements used to display information on the web do not describe what the information means. Microformats can bridge this gap by attaching semantics, and thereby obviating other, more complicated, methods of automated processing, such as natural language processing or screen scraping. The use, adoption and processing of microformats enables data items to be indexed, searched for, saved or cross-referenced, so that information can be reused or combined. As of 2013, microformats allow the encoding and extraction of event details, contact information, social relationships and similar information. Microformats2, abbreviated as mf2, is the updated version of microformats. Mf2 provides an easier way of interpreting HTML structured syntax and vocabularies than the earlier ways that made use of RDFa and microdata. == Background == Microformats emerged around 2005 as part of a grassroots movement to make recognizable data items (such as events, contact details or geographical locations) capable of automated processing by software, as well as directly readable by end-users. Link-based microformats emerged first. These include vote links that express opinions of the linked page, which search engines can tally into instant polls. CommerceNet, a nonprofit organization that promotes e-commerce on the Internet, has helped sponsor and promote the technology and support the microformats community in various ways. CommerceNet also helped co-found the Microformats.org community site. Neither CommerceNet nor Microformats.org operates as a standards body. The microformats community functions through an open wiki, a mailing list, and an Internet relay chat (IRC) channel. Most of the existing microformats originated at the Microformats.org wiki and the associated mailing list by a process of gathering examples of web-publishing behaviour, then codifying it. Some other microformats (such as rel=nofollow and unAPI) have been proposed, or developed, elsewhere. == Technical overview == XHTML and HTML standards allow for the embedding and encoding of semantics within the attributes of markup elements. Microformats take advantage of these standards by indicating the presence of metadata using the following attributes: class Classname rel relationship, description of the target address in an anchor-element (...) rev reverse relationship, description of the referenced document (in one case, otherwise deprecated in microformats) For example, in the text "The birds roosted at 52.48, -1.89" is a pair of numbers which may be understood, from their context, to be a set of geographic coordinates. With wrapping in spans (or other HTML elements) with specific class names (in this case geo, latitude and longitude, all part of the geo microformat specification): Software agents can recognize exactly what each value represents and can then perform a variety of tasks such as indexing, locating it on a map and exporting it to a GPS device. === Examples === In this example, the contact information is presented as follows: With hCard microformat markup, that becomes: Here, the formatted name (fn), organisation (org), telephone number (tel) and web address (url) have been identified using specific class names and the whole thing is wrapped in class="vcard", which indicates that the other classes form an hCard (short for "HTML vCard") and are not merely coincidentally named. Other, optional, hCard classes also exist. Software, such as browser plug-ins, can now extract the information, and transfer it to other applications, such as an address book. == Specific microformats == Several microformats have been developed to enable semantic markup of particular types of information. However, only hCard and hCalendar have been ratified, the others remaining as drafts: hAtom (superseded by h-entry and h-feed) – for marking up Atom feeds from within standard HTML hCalendar – for events hCard – for contact information; includes: adr – for postal addresses geo – for geographical coordinates (latitude, longitude) hMedia – for audio/video content hAudio – for audio content hNews – for news content hProduct – for products hRecipe – for recipes and foodstuffs. hReview – for reviews rel-directory – for distributed directory creation and inclusion rel-enclosure – for multimedia attachments to web pages rel-license – specification of copyright license rel-nofollow, an attempt to discourage third-party content spam (e.g. spam in blogs) rel-tag – for decentralized tagging (Folksonomy) XHTML Friends Network (XFN) – for social relationships XOXO – for lists and outlines == Uses == Using microformats within HTML code provides additional formatting and semantic data that applications can use. For example, applications such as web crawlers can collect data about online resources, or desktop applications such as e-mail clients or scheduling software can compile details. The use of microformats can also facilitate "mash ups" such as exporting all of the geographical locations on a web page into (for example) Google Maps to visualize them spatially. Several browser extensions, such as Operator for Firefox and Oomph for Internet Explorer, provide the ability to detect microformats within an HTML document. When hCard or hCalendar are involved, such browser extensions allow microformats to be exported into formats compatible with contact management and calendar utilities, such as Microsoft Outlook. When dealing with geographical coordinates, they allow the location to be sent to applications such as Google Maps. Yahoo! Query Language can be used to extract microformats from web pages. On 12 May 2009 Google announced that they would be parsing the hCard, hReview and hProduct microformats, and using them to populate search result pages. They subsequently extended this in 2010 to use hCalendar for events and hRecipe for cookery recipes. Similarly, microformats are also processed by Bing and Yahoo!. As of late 2010, these are the world's top three search engines. Microsoft said in 2006 that they needed to incorporate microformats into upcoming projects, as did other software companies. Alex Faaborg summarizes the arguments for putting the responsibility for microformat user interfaces in the web browser rather than making more complicated HTML: Only the web browser knows what applications are accessible to the user and what the user's preferences are It lowers the barrier to entry for web site developers if they only need to do the markup and not handle "appearance" or "action" issues Retains backwards compatibility with web browsers that do not support microformats The web browser presents a single point of entry from the web to the user's computer, which simplifies security issues == Evaluation == Various commentators have offered review and discussion on the design principles and practical aspects of microformats. Microformats have been compared to other approaches that seek to serve the same or similar purpose. As of 2007, there had been some criticism of one, or all, microformats. The spread and use of microformats was being advocated as of 2007. Opera Software CTO and CSS creator Håkon Wium Lie said in 2005 "We will also see a bunch of microformats being developed, and that’s how the semantic web will be built, I believe." However, in August 2008 Toby Inkster, author of the "Swignition" (formerly "Cognition") microformat parsing service, pointed out that no new microformat specifications had been published since 2005. === Design principles === Computer scientist and entrepreneur, Rohit Khare stated that reduce, reuse, and recycle is "shorthand for several design principles" that motivated the development and practices behind microformats. These aspects can be summarized as follows: Reduce: favor the simplest solutions and focus attention on specific problems; Reuse: work from experience and favor examples of current practice; Recycle: encourage modularity and the ability to embed, valid XHTML can be reused in blog posts, RSS feeds, and anywhere else you can access the web. === Accessibi

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  Digital citizen

  The term digital citizen is used with different meanings. According to the definition provided by Karen Mossberger, one of the authors of Digital Citizenship: The Internet, Society, and Participation, digital citizens are "those who use the internet regularly and effectively". In this sense, a digital citizen is a person who uses information technology (IT) to engage in society, politics, and government. More recent elaborations of the concept define digital citizenship as the self-enactment of people’s role in society through the use of digital technologies, stressing the empowering and democratizing characteristics of the citizenship idea. These theories aim at taking into account the ever-increasing datafication of contemporary societies (symbolically linked to the Snowden leaks), which has called into question the meaning of “being (digital) citizens in a datafied society”. This condition is also referred to as the “algorithmic society”, characterised by the increasing datafication of social life and the pervasive presence of surveillance practices – see surveillance and surveillance capitalism, the use of artificial intelligence, and Big Data. Datafication presents crucial challenges for the very notion of citizenship, so that data collection can no longer be seen as an issue of privacy alone so that:We cannot simply assume that being a citizen online already means something (whether it is the ability to participate or the ability to stay safe) and then look for those whose conduct conforms to this meaning Instead, the idea of digital citizenship shall reflect the idea that we are no longer mere “users” of technologies since they shape our agency both as individuals and as citizens. Digital citizenship refers to the responsible and respectful use of technology to engage online, evaluate information, and protect human rights. It encompasses skills for communication, collaboration, empathy, privacy protection, and security to prevent data breaches and identity theft. == Digital citizenship in the "algorithmic society" == In the context of the algorithmic society, the question of digital citizenship "becomes one of the extents to which subjects are able to challenge, avoid or mediate their data double in this datafied society”. These reflections put the emphasis on the idea of the digital space (or cyberspace) as a political space where the respect of fundamental rights of the individual shall be granted (with reference both to the traditional ones as well as to new specific rights of the internet [see “digital constitutionalism”]) and where the agency and the identity of the individuals as citizens is at stake. This idea of digital citizenship is thought to be not only active but also performative, in the sense that “in societies that are increasingly mediated through digital technologies, digital acts become important means through which citizens create, enact and perform their role in society.” In particular, for Isin and Ruppert this points towards an active meaning of (digital) citizenship based on the idea that we constitute ourselves as digital citizen by claiming rights on the internet, either by saying or by doing something. == Types of digital participation == People who characterize themselves as digital citizens often use IT extensively—creating blogs, using social networks, and participating in online journalism. Although digital citizenship begins when any child, teen, or adult signs up for an email address, posts pictures online, uses e-commerce to buy merchandise online, and/or participates in any electronic function that is B2B or B2C, the process of becoming a digital citizen goes beyond simple internet activity. According to Thomas Humphrey Marshall, a British sociologist known for his work on social citizenship, a primary framework of citizenship comprises three different traditions: liberalism, republicanism, and ascriptive hierarchy. Within this framework, the digital citizen needs to exist in order to promote equal economic opportunities and increase political participation. In this way, digital technology helps to lower the barriers to entry for participation as a citizen within a society. They also have a comprehensive understanding of digital citizenship, which is the appropriate and responsible behavior when using technology. Since digital citizenship evaluates the quality of an individual's response to membership in a digital community, it often requires the participation of all community members, both visible and those who are less visible. A large part in being a responsible digital citizen encompasses digital literacy, etiquette, online safety, and an acknowledgement of private versus public information. The development of digital citizen participation can be divided into two main stages. The first stage is through information dissemination, which includes subcategories of its own: static information dissemination, characterized largely by citizens who use read-only websites where they take control of data from credible sources in order to formulate judgments or facts. Many of these websites where credible information may be found are provided by the government. dynamic information dissemination, which is more interactive and involves citizens as well as public servants. Both questions and answers can be communicated, and citizens have the opportunity to engage in question-and-answer dialogues through two-way communication platforms The second stage of digital citizen participation is citizen deliberation, which evaluates what type of participation and role that they play when attempting to ignite some sort of policy change. static citizen participants can play a role by engaging in online polls as well as through complaints and recommendations sent up, mainly toward the government who can create changes in policy decisions. dynamic citizen participants can deliberate amongst others on their thoughts and recommendations in town hall meetings or various media sites. One potential advantage of online participation through digital citizenship is increased social inclusion. In a report on civic engagement, citizen-powered democracy can be initiated either through information shared through the web, direct communication signals made by the state toward the public, and social media tactics from both private and public companies. In fact, it was found that the community-based nature of social media platforms allow individuals to feel more socially included and informed about political issues that peers have also been found to engage with, otherwise known as a "second-order effect." Understanding strategic marketing on social media would further explain social media customers’ participation. Two types of opportunities rise as a result, the first being the ability to lower barriers that can make exchanges much easier. In addition, they have the chance to participate in transformative disruption, giving people who have a historically lower political engagement to mobilize in a much easier and convenient fashion. Nonetheless, there are several challenges that face the presence of digital technologies in political participation. Both current as well as potential challenges can create significant risks for democratic processes. Not only is digital technology still seen as relatively ambiguous, it was also seen to have "less inclusivity in democratic life." Demographic groups differ considerably in the use of technology, and thus, one group could potentially be more represented than another as a result of digital participation. Another primary challenge consists in the ideology of a "filter bubble" effect. Alongside a tremendous spread of false information, internet users could reinforce existing prejudices and assist in polarizing disagreements in the public sphere. This can lead to misinformed voting and decisions based on exposure rather than on pure knowledge. A communication technology director, Van Dijk, stated, "Computerized information campaigns and mass public information systems have to be designed and supported in such a way that they help to narrow the gap between the 'information rich' and 'information poor' otherwise the spontaneous development of ICT will widen it." Access and equivalent amounts of knowledge behind digital technology must be equivalent in order for a fair system to put into place. Alongside a lack of evidenced support for technology that can be proven to be safe for citizens, the OECD has identified five struggles for the online engagement of citizens: Scale: To what extent can a society allow every individual's voice to be heard, but also not be lost in the mass debate? This can be extremely challenging for the government, which may not effectively know how to listen and respond to each individual contribution. Capacity: How can digital technology offer citizens more information on public policy-making? The opportunity for citizens to debate with one another is lacking for acti

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  Software engineering demographics

  Software engineers make up a significant portion of the global workforce. As of 2022, there are an estimated 26.9 million professional software engineers worldwide, up from 21 million in 2016. == By country == === United States === In 2023, there were an estimated 1.6 million professional software developers in North America. There are 166 million people employed in the US workforce, making software developers 0.96% of the total workforce. ==== Summary ==== ==== Software engineers vs. traditional engineers ==== The following two tables compare the number of software engineers (611,900 in 2002) versus the number of traditional engineers (1,157,020 in 2002). There are another 1,500,000 people in system analysis, system administration, and computer support, many of whom might be called software engineers. Many systems analysts manage software development teams, and as analysis is an important software engineering role, many of them may be considered software engineers in the near future. This means that the number of software engineers may actually be much higher. It is important to note that the number of software engineers declined by 5 to 10 percent from 2000 to 2002. ==== Computer managers vs. construction and engineering managers ==== Computer and information system managers (264,790) manage software projects, as well as computer operations. Similarly, Construction and engineering managers (413,750) oversee engineering projects, manufacturing plants, and construction sites. Computer management is 64% the size of construction and engineering management. ==== Software engineering educators vs. engineering educators ==== Most people working in the field of computer science, whether making software systems (software engineering) or studying the theoretical and mathematical facts of software systems (computer science), acquire degrees in computer science. According to the U.S. Bureau of Labor Statistics (May 2023 data), there were approximately 44,800 postsecondary computer science teachers and 50,300 engineering teachers, indicating that the computer science educator workforce is nearly 89% as large as that of engineering educators. The combined number of postsecondary chemistry (25,400) and physics (17,100) teachers totaled 42,500, slightly less than the number of computer science educators. ==== Other software and engineering roles ==== ==== Relation to IT demographics ==== Software engineers are part of the much larger software, hardware, application, and operations community. In 2000 in the U.S., there were about 680,000 software engineers and about 10,000,000 IT workers. As of early 2025, there are an estimated 47.2 million software developers worldwide, representing a 50% increase from 31 million in Q1 2022. There are no numbers on testers in the BLS data. === India === There has been a healthy growth in the number of India's IT professionals over the past few years. From a base of 6,800 knowledge workers in 1985–86, the number increased to 522,000 software and services professionals by the end of 2001–02. It is estimated that out of these 528,000 knowledge workers, almost 170,000 are working in the IT software and services export industry; nearly 106,000 are working in the IT enabled services and over 230,000 in user organizations. === Australia === In May 2024, the Australian government reported that 169,300 Australians are employed as software and applications programmers, 17% of who are women. The role grew annually by 8,300 workers. === Russia === According to the Russian government, the number of IT specialists in the country increased by 13% in 2023, reaching approximately 857,000. During the initial phase of the 2022 invasion of Ukraine, an estimated 100,000 IT specialists left Russia.

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  Line splice

  In electrical engineering and telecommunications, a line splice is a joint directly connecting lengths of electrical cables (electrical splice) or optical fibers (optical splice). The splices are often protected by sleeves. == Splicing of copper wires == The splicing of copper wires happens in the following steps: The cores are laid one above the other at the junction. The core insulation is removed. The wires are wrapped two to three times around each other (twisting). The bare veins on a length of about 3 cm "strangle" or "twist". In some cases, the strangulation is soldered. To isolate the splice, an insulating sleeve made of paper or plastic is pushed over it. The splicing of copper wires is mainly used on paper insulated wires. LSA techniques (LSA: soldering, screwing and stripping free) are used to connect copper wires, making the copper wires faster and easier to connect. LSA techniques include: Wire connection sleeves (AVH = Adernverbindungshülsen) and other crimp connectors. The two wires to be connected are inserted into the AVH without being stripped, which is then compressed with special pliers. The about 2 cm long AVH consist of contact, pressure and insulation. For wire connection strips (AVL = Adernverbindungsleisten) several pairs of wires (10 = AVL10 or 20 = AVL20) are inserted, the strip is then closed with a lid and pressed together with a hydraulic press, which ensures the connection. == Splicing of glass fibers == Fiber-optic cables are spliced using a special arc-splicer, with installation cables connected at their ends to respective "pigtails" - short individual fibers with fiber-optic connectors at one end. The splicer precisely adjusts the light-guiding cores of the two ends of the glass fibers to be spliced. The adjustment is done fully automatically in modern devices, whereas in older models this is carried out manually by means of micrometer screws and microscope. An experienced splicer can precisely position the fiber ends within a few seconds. Subsequently, the fibers are fused together (welded) with an electric arc. Since no additional material is added, such as gas welding or soldering, this is called a "fusion splice". Depending on the quality of the splicing process, attenuation values at the splice points are achieved by 0.3 dB, with good splices also below 0.02 dB. For newer generation devices, alignment is done automatically by motors. Here one differentiates core and jacket centering. At core centering (usually single-mode fibers), the fiber cores are aligned. A possible core offset with respect to the jacket is corrected. In the jacket centering (usually in multimode fibers), the fibers are adjusted to each other by means of electronic image processing in front of the splice. When working with good equipment, the damping value is according to experience at max. 0.1 dB. Measurements are made by means of special measuring devices including optical time-domain reflectometry (OTDR). A good splice should have an attenuation of less than 0.3 dB over the entire distance. Finished fiber optic splices are housed in splice boxes. One differentiates: Fusion splice Adhesive splicing Crimp splice or NENP (no-epoxy no-polish), mechanical splice

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  Digital media in education

  Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.

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  Enterprise social software

  Enterprise social software (also known as or regarded as a major component of Enterprise 2.0), comprises social software as used in "enterprise" (business/commercial) contexts. It includes social and networked modifications to corporate intranets and other classic software platforms used by large companies to organize their communication. In contrast to traditional enterprise software, which imposes structure prior to use, enterprise social software tends to encourage use prior to providing structure. Carl Frappaolo and Dan Keldsen defined Enterprise 2.0 in a report written for Association for Information and Image Management (AIIM) as "a system of web-based technologies that provide rapid and agile collaboration, information sharing, emergence and integration capabilities in the extended enterprise". == Applications == === Functionality === Social software for an enterprise must (according to Andrew McAfee, Associate Professor, Harvard Business School) have the following functionality to work well: Search: allowing users to search for other users or content Links: grouping similar users or content together Authoring: including blogs and wikis Tags: allowing users to tag content Extensions: recommendations of users; or content based on profile Signals: allowing people to subscribe to users or content with RSS feeds McAfee recommends installing easy-to-use software which does not impose any rigid structure on users. He envisages an informal roll-out, but on a common platform to enable future collaboration between areas. He also recommends strong and visible managerial support to achieve this. In 2007 Dion Hinchcliffe expanded the list above by adding the following four functions: Freeform function: no barriers to authorship (meaning free from a learning curve or from restrictions) Network-oriented function, requiring web-addressable content in all cases Social function: stressing transparency (to access), diversity (in content and community members) and openness (to structure) Emergence function: requiring the provision of approaches that detect and leverage the collective wisdom of the community Enterprise search differs from a typical web search in its focus on "use within an organization by employees seeking information held internally, in a variety of formats and locations, including databases, document management systems, and other repositories". === Criticism === There has been recent criticism that the adaptation of the social paradigm (e.g. openness and altruistic behavior) does not always work well for the enterprise setting, which led some authors to question the proper functioning of enterprise social software. The findings from a novel study suggests that free and non-anonymous sharing of trusted information (beyond marketing or product information) is significantly influenced by concerns from business users.

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  Tiimo

  Tiimo is an app designed to help neurodivergent individuals with planning their life. In August 2024 the company raised €1.4 million, bringing their total funding to €4.3 million. At that point they had over 500,000 users, including 50,000 paid users. The app has Apple Watch support and a learning platform that includes courses on well-being and neurodiversity. The app was founded by Helene Lassen Nørlem and Melissa Würtz Azari in 2015. After being a finalist in 2024, in December 2025 Tiimo was won Apple’s iPhone App of the Year. The premium version is $10/mo and features an AI chatbot alongside the daily planner.

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  Friending and following

  Friending is the act of adding someone to a list of "friends" on a social networking service. The notion does not necessarily involve the concept of friendship. It is also distinct from the idea of a "fan"—as employed on the WWW sites of businesses, bands, artists, and others—since it is more than a one-way relationship. A "fan" only receives things. A "friend" can communicate back to the person friending. The act of "friending" someone usually grants that person special privileges (on the service) with respect to oneself. On Facebook, for example, one's "friends" have the privilege of viewing and posting to one's "timeline". Following is a similar concept on other social network services, such as Twitter and Instagram, where a person (follower) chooses to add content from a person or page to their newsfeed. Unlike friending, following is not necessarily mutual, and a person can unfollow (stop following) or block another user at any time without affecting that user's following status. The first scholarly definition and examination of friending and defriending (the act of removing someone from one's friend list, also called unfriending) was David Fono and Kate Raynes-Goldie's "Hyperfriendship and beyond: Friends and Social Norms on LiveJournal" from 2005, which identified the use of the term as both a noun and a verb by users of early social network site and blogging platform LiveJournal, which was originally launched in 1999. == Friend/follower count, friend collecting, and multiple accounts == The addition of people to a friend list without regard to whether one actually is their friend is sometimes known as friend whoring. Matt Jones of Dopplr went so far as to coin the expression "friending considered harmful" to describe the problem of focusing upon the friending of more and more people at the expense of actually making any use of a social network. Friend collecting is the adding of hundreds or thousands of friends/followers, a not uncommon order of magnitude on some social sites. As a result, many teen users feel pressured to heavily curate their posts, posting only carefully posed and edited photographs with well-thought-out captions. Some Instagram users will create a second account, known as a Finsta (short for "Fake Instagram"). A Finsta is typically private, and the owner only allows close friends to follow it. Since the follower count is kept down, the posts can be more candid and silly in nature. Users may also create multiple accounts based on their interests. Someone with a personal social media account might be a photographer and maintain a separate account for that. There is risk associated with following large numbers of people: scholars say that social anxiety could be an effect of managing a large social media network, as users can feel jealous and have a "fear of missing out". == Unfriending and unfollowing == Unfriending is the act of removing someone from a friends list. On Facebook, this means the action is unilateral, meaning, the friendship is terminated on both sides. The act of unfriending is often used when one user was flirting and made the other uncomfortable. Unfollowing is a little different. When a user unfollows someone on Instagram or Twitter, it continues a one-sided relationship. Often, the unfollowed user doesn't realize they were unfollowed, so they continue the following. == Social network friending and friendship == There are distinct groups of "friends" that one can friend on a social networking service. The notion of a social network friend does not necessarily embody the concept of friendship. Although terminology has not yet evolved to distinguish the different types of social networking friends, they can be broken into the following three categories. friends who are actually known These are people that may be one's friends or family in real life, with whom one has regular interaction either on-line or off-line. organizational friends These are companies and other organizations who maintain a "friending" relationship as a contacts list. complete strangers These are social networking "friends" with whom one has no relationship at all. Within these categories "friends" can be made up of strong ties, weak existing ties, weak latent ties, and parasocial ties. Strong ties can be made up of close family members and friends where self-disclosure, intimacy and frequent content occur. Weak existing ties can be made up of acquaintances, co-workers and distance relatives with whom the user has inconsistent contact. Weak latent ties can be made up of people within a similar geographical location or profession that can be used as a potential future bridge to other connections. Parasocial ties can be made up of celebrities, public figures and media personas. Human nature is to reciprocate a friending, marking someone as a friend who has marked oneself as a friend. This is a social norm for social networking services. However, this leads to mixing up who is an actual friend, and who is a contact. Tagging someone as a "contact" who has marked one as a "friend" can be perceived as impolite. Other concerns about this issue are treated in Sherry Turkle's Alone Together which analyses many behavioral dynamics in social media friendships. Turkle defines herself as "cautiously optimistic", but expresses concern that distance communications may undermine genuine face-to-face spoken discourses, lessening people's expectations of one another. One social networking service, FriendFeed, allows one to friend someone as a "fake" friend. The person "fake" friended receives the usual notifications for friending, but that person's updates are not received. Gavin Bell, author of Building Social Web Applications, describes this mechanism as "ludicrous". Results from a 2007 survey the Center for the Digital Future stated that only 23% of internet users have at least one virtual friend whom they have only met online. Ideally the number of virtual friends is directly proportional to the use of the Internet, but the same survey showed 20% of heavy-users (more than 3 hours/day) who claimed an average of 8.7% online friends, reported at least one relationship that started virtually and migrated to in-person contact. This results and other concerning issues are included in the book Networked: The New Social Operating System co-written by Lee Rainie and Barry Wellman in 2012. == Ethical considerations == The act of "friending" someone on a social networking service has particular ethical implications for judges in the United States. Judicial codes of conducts in the various states generally incorporate some form of provision that judges should avoid even the appearance of impropriety. Whether this regulates and even prohibits judges "friending" attorneys that appear before them, and law enforcement personnel, has been the subject of some analysis by the judicial ethics panels of the various states. They haven't all agreed on the guidance that they have given to judges: The New York state Judicial Ethics committee in 2009 simply advised judges to employ caution, noting that the issue of "friending" someone on a social networking service is a publicly observable act that has little difference from other public behavior concerns judges already face. The Florida Judicial Ethics Advisory committee in 2009 noted that, judges being normal human beings, it was unavoidable for judges to form friendships without the responsibilities of their job. It prohibited judges from friending any attorneys that appeared before them, whilst allowing friending of those who do not, on the grounds that it may give the appearance to the general public (even if the substance is otherwise) that those attorneys who are friended hold special sway with the judge. A minority opinion of the committee asserted that there is a substantive difference between "friending" on a social networking service and actual friendship, and that the general public, being aware of the norms of social networking services, was capable of drawing this distinction and would not reasonably conclude either a special degree of influence or a violation of the code of judicial conduct. This minority opinion was outnumbered twice in 2009, both in the Judicial Ethics Advisory and in the Florida Supreme Court Judicial Ethics Advisory committee. The South Carolina judicial conduct committee in 2009 permitted judges to friend attorneys and law enforcement personnel, with the proviso that no judicial business should be conducted upon nor discussed via the social networking service. "... a judge should not become isolated from the community in which the judge lives.", the committee stated. The Kentucky Judicial Ethics committee in 2010 took the same position as the minority opinion in Florida. It urged judges to exercise caution, but recognized that the act of friending "does not, in and of itself, indicate the degree or intensity of a judge's relationship with the person who is the 'friend'

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  Giditraffic

  GidiTraffic (or GIDITRAFFIC) is an online social service started on 23 September 2011. Based primarily on social media, the service employs crowdsourcing as its primary means of providing real-time traffic updates to subscribers on its platform. The service, delivered free of charge, affords its users access to various types of information. Though its broadest category of users is road users and motorists, GIDITRAFFIC lends itself as a platform for answering inquiries from anyone who requires information on any subject of interest. GIDITRAFFIC's core competence is in vehicular traffic reports, however, the service also handles all other forms of traffic (going by the fact that the word traffic also means "the mutual exchange of information"). == Operation == Users of the service log on to its Twitter feed to get up-to-date traffic information or to post a general inquiry, which GIDITRAFFIC then publishes to all subscribers. Through crowdsourced replies, a requester receives numerous responses from other subscribers who have seen the question and can provide a relevant answer. In addition, updates are provided by subscribers to the platform via their mobile devices, thereby making the service effective in delivering traffic updates as they occur, and providing timely answers to other user inquiries. This informs GIDITRAFFIC's motto of "Lending each other an eye", alluding to the collaboration and cooperation between the platform's users in making the service indispensable to its users. == Reception == On Twitter, which is its primary platform, the service caters to over 1,800,000 subscribers, with the number increasing daily. The popularity of the platform stems from the fact that it not only keeps its subscribers abreast of the traffic situation in Lagos, the commercial capital city of Nigeria (well known for its many traffic jams), but users in other parts of the world. For a regular user of the platform, knowing where to avoid getting to a set destination in good time is well worth the two or three minutes it takes to access and scroll through the GIDITRAFFIC feed for updates. Another interesting aspect of this platform is the identity of the person behind it. The sustained anonymity of this individual has sparked many discussions centering on his or her possible identity. Online, GIDITRAFFIC continuously publishes traffic updates and user questions, while keeping up witty interactions with the platform's followers round the clock – adding to the mystery and persona of the GIDITRAFFIC owner. == Awards and recognition == In early 2012, GIDITRAFFIC received a nomination for a Shorty Award in the Life-Saving Hero category. Although this did not translate into a win, it brought recognition and wider exposure for the service from international news outlets such as the BBC, Washington Post. and New York Times. Back home in Nigeria, also in 2012, GIDITRAFFIC was honored with a Future Award for Best Use of New Media in recognition of the huge impact the service has had in terms of helping Lagos residents better manage time spent in traffic. == Mobile Applications == In 2012, GIDITRAFFIC partnered with telecommunications company Nokia to produce a downloadable mobile traffic application (the GIDITRAFFIC application, available for Nokia Asha phones on Nokia's online store). There are plans to extend the application to a wider range of mobile phone platforms. On 4 September 2013, the GIDITRAFFIC application for Nokia Lumia phones using Windows Phone 8 was launched on the Windows App Store.

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  Höhere Graphische Bundes-Lehr- und Versuchsanstalt

  The Höhere Graphische Bundes-Lehr- und Versuchsanstalt (HGBLuVA) ("Higher Federal Institution for Graphic Education and Research"), now commonly known as "die Graphische", founded in 1888 in Vienna, is a vocational college for professions in visual communication and media technology in Austria. == History == === Opening === Originally set up as a photographic research institute by the President of the Photographic Society, the graphic teaching and research institute (GLV) was created through the incorporation of the photographic school (a department for photographic reproduction processes connected to the Salzburg State Building School) and the Hörwarter general drawing school in Vienna. Since its foundation, it has made an important contribution to the establishment and development of the graphic professions. According to a resolution of March 14, 1887, the City Council of Vienna made three floors of the municipal building in Vienna VII, Westbahnstraße 25, available to the former Schottenfelder Realschule for the establishment of a teaching and research institute for photography and reproduction processes. The k. k. Lehr- und Versuchsanstalt für Photographie und Reproductionsverfahren, founded and directed (1888–1923) by Josef Maria Eder, previously of the Technologische Gewerbemuseum (Museum of Applied Technology), for which he established a Section for Photography and Reproduction Techniques, and the Vienna State Trade School where, recently qualified as a university lecturer, he began teaching chemistry and physics in 1881. It opened on March 1, 1888 with 108 students. In the next school year the number of students rose to 174. In 1890, Eder placed a Wothly solar camera (an early means of enlarging negatives) on the roof. In the context of the history of vocational schools and the applied arts, pioneering educational reforms in Austria from the 1870s created institutions like it outside the format of the classical university, it being a special variation on the “state trade school” (“Staats-Gewerbeschule”). Eder based his institution on earlier foreign models such as the Conservatoire des arts et métiers in Paris (founded 1794), that housed a museum of history and technology and hosted with evening lectures and demonstrations, with lectures in photography commencing in 1891. From 1897 onwards the name Graphische Lehr- und Versuchsanstalt came into being . In 1906, Emperor Franz Joseph granted the school the designation “Imperial and Royal” in the title, and the Republic of Austria confirmed this distinction when the school's Federal Chancellery approved the use of the national coat of arms. === The beginnings === The GLV was instituted on August 27, 1887 "by the highest resolution to approve the activation of this teaching and research institute in Vienna on March 1, 1888". The aim of the institute was the “training of specialist photographers, retouchers, collotype printers, photolithographers, etc., the instruction of artists, scholars and technicians who want to learn photography as an auxiliary science, furthermore the testing of equipment, chemicals and the implementation of independent scientific investigations in the areas of Photochemistry and Related Subjects”. The school consisted of two departments; the Institute for Photography and Reproduction Processes and the Research Institute, and in 1891 the Board of Book Printers and Type Founders pointed out the urgent need to add a department for book printers to the school. In 1897 an additional section for the book and illustration trade was opened, the school called "KK Graphische Lehr- und Versuchsanstalt" was then divided into four sections: Section I: Institute for Photography and Reproduction (corresponds to the former Institute for Photography and Reproduction Processes) Section II: College for the book and illustration trade Section III: Research institute for photochemistry and graphic printing processes (corresponds to the original research institute) Section IV: Collections: graphic collection, library and equipment collection The first original lithographs by famous artists such as Luigi Kasimir and Tina Blau are thanks to the special course for lithography and lithography introduced in 1905 and 'algraphy' - a planographic printing process from an aluminum plate instead of the stone used in lithography - was first taught in Austria in 1896 at the GLV. The specialty course for lithography and lithography existed until 1913/14, after which a specialist course for xylography (wood engraving and woodcuts) was offered. In 1908 the graphic arts department was set up on the top floor of the neighbouring house at Westbahnstraße 27 connected by a spiral staircase still in existence in the courtyard at the current location on Leyserstraße. === Women in the graphic teaching and research institute === From 1908 women were also officially admitted. For the period from 1888 to 1918/19, a total of 718 female students at the Graphische are recorded in the largely preserved class lists. Due to changes and new requirements in the job description, the proportion of women continued to grow, so that in some classes it exceeded two thirds. === The Graphics Department === In 1916, the school statute was changed: all-day lessons with photography internship in the 1st and 2nd years as well as training for disabled people were introduced and a drawing school was added. After the First World War, the school was renamed several times: In 1919 the name was "Deutsch-Österreichische Graphische Lehr- und Versuchsanstalt"; changed in 1920 to "Staatliche Graphische Lehr- und Versuchsanstalt" and in 1923 to "Graphic Education and Research Institute". === The school in the time of National Socialism === The "annexation of Austria by Germany" resulted in organisational restructuring: semesters were introduced and the GLV was made a subordinate level of a university of the graphic arts administered in Leipzig. In 1939 the school became a state graphic teaching and research institute . Up to this point, two thirds of all Austrian postage stamps had been designed and engraved in the Graphische. === Post-war period === In 1945 the period of study at the technical school was extended to four years. In 1948, “manual graphics” became “commercial graphics” followed by an honours year. In 1959, a department A was developed: a three-class specialist department for photography with a master class, and a department B: a specialist department for commercial graphics with four classes and an honours year. Through further school reforms, the university entrance qualification was acquired with the completion of the now five-year course and honours qualification. In 1967, due to a lack of space, the Westbahnstrasse was moved to the new Carl Appel building in Leyserstrasse. === The new building, 1963 === On May 22, 1963, the foundation stone of the new campus was laid in the 14th district in the Breitenseer Strasse, Leyserstrasse and Spallartgasse area (Kommandogebäude Theodor Körner). In 1967 the move to the new building began and in 1968 the official opening coincided with the 80th anniversary of the school. In 1963/64 the first year of the five-year high school for reprography and printing technology began. There was also a four-year technical school. With the advent of personal computers and their use in the graphics industry, change comes first in typesetting and later in image processing, and in 1984 the advent of desktop publishing brought a revolution that permanently challenged the distinction between photographer, typesetter, layout artist and printer. In 1988, the Graphische celebrated its 100th anniversary. The rapid development of technology shaped school events in the 1980s, as did the rapid advance of offset printing - albeit at the expense of Letterpress printing. In reproduction technology, scanner technology for the production of colour separations displaced reprography. === Renovation, 2006 === Due to renovation work on the building in Leyserstraße, the management and the photography, multimedia and graphics departments moved to an alternative location in Vienna's first district at Schellinggasse 13. After the work was completed, the school was relocated in February 2008. == Notable teachers and students ==

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  Stevens Award

  The Stevens Award is a software engineering lecture award given by the Reengineering Forum, an industry association. The international Stevens Award was created to recognize outstanding contributions to the literature or practice of methods for software and systems development. The first award was given in 1995. The presentations focus on the current state of software methods and their direction for the future. This award lecture is named in memory of Wayne Stevens (1944-1993), a consultant, author, pioneer, and advocate of the practical application of software methods and tools. The Stevens Award and lecture is managed by the Reengineering Forum. The award was founded by International Workshop on Computer Aided Software Engineering (IWCASE), an international workshop association of users and developers of computer-aided software engineering (CASE) technology, which merged into The Reengineering Forum. Wayne Stevens was a charter member of the IWCASE executive board. == Recipients == 1995: Tony Wasserman 1996: David Harel 1997: Michael Jackson 1998: Thomas McCabe 1999: Tom DeMarco 2000: Gerald Weinberg 2001: Peter Chen 2002: Cordell Green 2003: Manny Lehman 2004: François Bodart 2005: Mary Shaw, Jim Highsmith 2006: Grady Booch 2007: Nicholas Zvegintzov 2008: Harry Sneed 2009: Larry Constantine 2010: Peter Aiken 2011: Jared Spool, Barry Boehm 2012: Philip Newcomb 2013: Jean-Luc Hainaut 2014: François Coallier 2015: Pierre Bourque

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  Algorithmic amplification

  Algorithmic amplification is the process by which automated ranking and recommendation systems on digital platforms increase the visibility of certain content beyond its initial audience. Major platforms including Facebook, YouTube, TikTok, and X (formerly Twitter) use such systems to determine what appears in users' feeds and search results. The term is used in research on social media and digital media regulation to describe how platform design choices influence the distribution of online information. Unlike chronological feeds, algorithmic systems evaluate content using signals such as engagement rates, viewing duration, and predicted relevance to individual users. Content that performs strongly on these metrics may be promoted to progressively larger audiences through feeds, search rankings, or autoplay systems. The process is distinct from content moderation, which involves removing, labelling, or restricting content under platform rules, although the two can interact in practice. The concept is closely connected to the attention economy. Research has linked algorithmic amplification to the spread of misinformation and the circulation of political content, as well as to effects on young users' mental health. The scale and direction of those effects remain debated, in part because independent researchers have limited access to the internal workings of platform recommendation systems. Governments in the European Union, United Kingdom, United States, and China have pursued differing regulatory approaches to recommendation algorithms. The EU's Digital Services Act and the UK's Online Safety Act 2023 impose obligations on large platforms related to recommendation system transparency and risk, while China became the first country to enact binding legislation specifically targeting such systems. Internal documents and whistleblower testimony reported by the BBC in 2026 described how competitive pressure between Meta and TikTok led to trade-offs between engagement and user safety in the design of their recommendation systems. == Terminology == The term algorithmic amplification is used in media studies, platform governance scholarship and regulatory literature to describe how automated systems influence the distribution of content beyond what organic user sharing alone would produce. It is distinct from viral spread, which refers primarily to user-driven sharing behaviour, and from algorithmic bias, which describes systematic errors or unfairness in algorithmic outputs. The related term algorithmic curation is used for the broader process of selecting and ordering content, of which amplification is one possible outcome. The phrase also appears in regulatory and legislative discussion of recommendation systems. The European Union's Digital Services Act (DSA) identifies recommendation systems as a potential source of systemic risk, and the term appears frequently in academic and policy commentary on the regulation. In the United States, proposals including the Filter Bubble Transparency Act and the Kids Online Safety Act (KOSA) have used it to frame requirements around recommendation system transparency. In the United Kingdom, the House of Commons Science, Innovation and Technology Committee used the term in a 2025 report on how recommendation algorithms contributed to the spread of misinformation during the 2024 Southport riots. A Joint Declaration on AI and Freedom of Expression adopted in October 2025 by four international freedom of expression mandate holders, including the UN Special Rapporteur on Freedom of Opinion and Expression and the OSCE Representative on Freedom of the Media, stated that recommender systems and other AI-powered curation tools exert "a large hidden influence and gatekeeper role" over what information people access and consume. == Background == Early internet platforms typically displayed content in reverse-chronological order or through keyword-based search systems. Although the term is most often applied to social media, the underlying logic predates social media itself. A 2021 overview traced the origins of modern recommendation systems to the early 1990s, when they were first used experimentally for personal email and information filtering. The 1992 Tapestry mail system and the 1994 GroupLens news filtering system were early milestones before recommendation systems spread into e-commerce and other online services. As user bases and content volumes grew during the 2000s, major platforms including Google, YouTube, and Facebook developed machine-learning systems to personalise content delivery and prioritise material predicted to generate engagement. Facebook introduced its News Feed in 2006, which gradually shifted from chronological presentation towards algorithmically ranked content. YouTube altered its recommendation system in 2012 to prioritise watch time rather than clicks, a change the platform said was prompted by concerns that click-based metrics encouraged misleading thumbnails and low-quality videos. TikTok, launched internationally in 2018, adopted a model in which its primary content surface, the For You feed, is driven almost entirely by algorithmic recommendation rather than by a user's social graph. An internal document obtained by The New York Times in 2021 showed that the platform's algorithm optimised for retention and time spent, using signals such as watch duration, replays, likes, and comments to score and rank videos. Algorithmic recommendation also became central to platforms outside social media. Spotify's personalised features, including Discover Weekly, Release Radar, and Home recommendations, use behavioural signals and inferred "taste profiles" to surface tracks and artists beyond a listener's existing library. An ethnographic study of music curators at streaming platforms described this blend of algorithmic and human editorial selection as an "algo-torial" model of gatekeeping. Amazon adopted item-based collaborative filtering for product recommendations in 1998, and its recommendation engine has been described as one of the earliest large-scale deployments of recommendation technology in e-commerce. The same dynamics operate on adult content platforms. Law professor Amy Adler has argued that from 2007 onwards the pornography industry migrated to algorithm-driven streaming platforms, most of which are controlled by a single near-monopoly company, Aylo (formerly MindGeek). These platforms use algorithmic search engines, suggestions, rigid categorisation of content, and AI-driven search term optimisation in ways that produce the same distorting effects found on mainstream speech platforms, including filter bubbles, feedback loops, and the tendency of algorithmic recommendations to alter individual preferences. == Mechanisms == Recommendation systems commonly combine collaborative filtering, which predicts a user's preferences from the behaviour of similar users, with machine-learning models that predict which content a user is likely to engage with from their prior activity. In a common two-stage design, a platform first generates a set of candidate items from a large content pool and then ranks them using a scoring model with objectives such as predicted engagement or user satisfaction. Small changes in ranking criteria can shift exposure at scale, particularly when applied repeatedly across multiple browsing sessions. These systems typically rely on signals including engagement rates, viewing duration, click-through rates, and network relationships between users. Modern recommendation pipelines continuously update predictions as new behavioural data arrives, allowing platforms to adjust rankings in near real time. Users' revealed preferences, expressed through behaviour such as clicks and viewing time, do not always align with their stated preferences, expressed through explicit feedback such as surveys or content controls. Popularity signals can create feedback dynamics in which early engagement increases the likelihood that content will be shown to additional users. Experimental research on online cultural markets has demonstrated how such feedback processes can produce unequal visibility outcomes even when initial differences in content quality are small. == Beneficial and public-interest uses == Recommendation systems can help users navigate large volumes of content by surfacing material predicted to match their interests or needs, which can improve discoverability on platforms with large content libraries. In public health communication, platforms can help health authorities distribute timely information at scale, though the same recommendation systems also risk amplifying misinformation alongside official guidance. Sociologist Zeynep Tufekci has argued that the shift from independent blogs to large centralised platforms transferred gatekeeping power from traditional media to corporate algorithms. In the case of the Egyptian uprising of 2011, she noted that ordinary users

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  WebAR

  WebAR, previously known as the Augmented Web, is a web technology that allows for augmented reality functionality within a web browser. It is a combination of HTML, Web Audio, WebGL, and WebRTC. From 2020s more known as web-based Augmented Reality or WebAR, which is about the use of augmented reality elements in browsers. It was the focus of a Birds of a Feather meeting at ISMAR2012 and is now the focus of the W3C Augmented Web Community Group. == Features == Browser augmented reality for smartphones has a number of features that distinguish it from similar content in special apps. No special applications are needed for Web AR. A regular browser is enough. And it can run to a certain extent on most browsers. It is easy to set up marketing analytics. By connecting the website to services that collect statistics, it is convenient to receive geographic coordinates, demographic characteristics and other information about users. Ability to add a CTA button. It is extremely important for marketing websites to place it so that the user can add contact information or place an order after considering the offer. Rich content. Browser augmented reality for tablets and smartphones supports 2D and 3D graphics, animation and other formats. Image marker tracking. If a QR code is selected as an activator for an AR element or just a picture on a flat surface, the device can easily read it. Various activation ways. Web AR can be marker and markerless, attached to geolocation, it can also be hidden in a direct link. Game content. Even simple games with simple mechanics, transferred into augmented reality, can delight the website visitor. Cross-platform. You can view content that complements our usual reality using any modern smartphone model. == Limitations == Performance is simply better on an app, where there's capacity for more memory and programs are executed in native code therefore it provides better visuals, better animations and better interactivity than in WebAR experience. A web page can only have access to certain parts of the device you're using, whereas a native app can access all of a device's capabilities. Meaning if you want the convenience of WebAR, you need to be thinking of simple but effective experiences instead. Compatibility. Not every mobile device has the required HW for AR performance. == Implementation == Browser support is evolving quickly and can best be monitored using services like Can I Use. Since this is a web application, there are platforms that support the creation of WebAR that are similar to normal web development platforms. Something which enables the creation of 3D assets and environments using a web framework that looks similar to HTML. Applications (like for example – A-Frame) are supported by 8th Wall, which is by the end of 2021 the leading SLAM tracking SDK for WebAR on the market. WebAR is currently limited mostly by the browser – so how much the technology will develop rather depends on what the big players like Google and Apple develop. For iOS device users, Apple developed AR Quick Look, an extension that enables users to use ARKit on the web. For Android devices your browser should support WebXR, an API that allows users to view AR/VR content without installing extra plugins or software, and have ARCore installed. There are many tools and frameworks that help developers in expanding the immersive web with WebAR. For example, AR.js is an open-source library for Augmented Reality on the Web for improved WebAR performance on smartphones that includes marker-based technology (simplified QR-codes) and location-based AR. Apple at the WWDC Conference 2018, announced that it has developed a new file format, working together with Pixar, called USDZ Universal. This file will allow developers to create 3d models for augmented reality. USDZ format was created by Apple together with Pixar Animation Studio and allowed developers to create 3D models for AR. == Industries == Where WebAR can be used from virtual guides, which can help students navigate through campus to virtual film posters: E-commerce and Advertising. Education. Entertainment. Business. Fashion. == Examples == Promotion of Spider-Man: Into the Spider-Verse for which 8th Wall developed the AR platform that made this interactive WebAR promoting the Sony animated smash hit. Everyone can invite teenage Spiderman/Miles Morales into their homes for some one-on-one interaction, take pictures and share the experience with friends. Sony Pictures included the QR code to launch this WebAR site in print promotions for the movie. Also in 2017 the advertising of Jumanji: The Next Level gave us the world's first WebAR activation with usage of Amazon Lex to power voice interaction (the same tool that powers Amazon Alexa), the experience sends users on a wild 3D adventure into the world of Jumanji! This was a collaboration between Sony Pictures and Trigger - The Mixed Reality Agency. The WebAR technology is powered by 8th Wall. And you can check it via the link to the official YouTube recording of the experience. RPR & Microsoft's Holographic Retail Platform, where Web AR brings a new twist to online shopping by allowing users to interact with 3D holographic images of models right from their smartphones' browsers. This experience is designed to increase buyer confidence and reduce clothing returns, which are two of the greatest challenges to purchasing clothing online. Digital Porsche Brand Academy was developed by the Team of svarmony Technologies GmbH and it is the first-to-market training tool that uses augmented reality to provide Porsche employees an immersive experience learning about the company's history and values. The star of this WebAR experience is an animated avatar that serves as a tour guide for Porsche's past, present, and future. Employees can explore realistically animated Porsche-locations, take a ride in a virtual Porsche, help assemble a car, and test Porsche knowledge via a quiz. The Digital Porsche Brand Academy is a great starter kit for employees to establish a relationship with the brand and align with the company's plans. == Future == By freeing smartphone users from having to install numerous apps, WebAR can make Augmented Reality far more accessible for them and more beneficial for business. The further development of the WebAR can be accelerated by the widespread social acceptance of the headsets that can give the whole other level of AR experience. This means instant access to the information when the contextually relevant content is appearing as the person's real background is changing.

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