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OMG Enters India in Partnership with QAI | Real Questions and Pass4sure dumps

CXOtoday is a premier resource on the area of IT, important to key business decision makers. They offer IT standpoint & information to the C-suite audience. They also 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 | Real Questions and Pass4sure dumps

NEEDHAM, Mass., can also eleven, 2015 (business WIRE) -- Richard Soley, Chairman and CEO of the item administration community® (OMG®) and Stephan Goericke, CEO of the foreign software fine Institute (iSQI®), nowadays announced that the two events have 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 include 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 agree with that continual skilled development is a vital validation for each IT skilled. nowadays’s announcement additionally reinforces their mission to encourage 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 look 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 big range of applied sciences and a good wider range of industries. OMG's modeling requisites enable potent visual design, execution and renovation of application and different strategies. seek advice from for greater tips.

OMG additionally certifies practitioners in four areas. For greater advice on OMG certification programs, please talk over with:

About iSQI

The foreign utility satisfactory Institute (iSQI®), headquartered in Potsdam with workplaces in Amstelveen (NL), Boston (united states of america) and London (UK) plays a large function 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

supply: Object management neighborhood

Object management GroupAnn McDonough, +1

Copyright enterprise Wire 2015

true-Time improvements Renews Object administration community Sponsorship | 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 show 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 important standardization efforts,” mentioned Dr. Richard Soley, Chairman and CEO, OMG. “With its potential in embedded connectivity software and IIoT technologies, they are proud to have 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 method to connectivity is crucial to the success of the high-performance, intelligent 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 rely on the data-Distribution service™ (DDS™) common to carry true-time connectivity on the most stringent reliability, scalability and security levels. we're proud to renew their help for the OMG and proceed to work 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 equipment together, presenting the safety, scalability, efficiency, and best of carrier required to support IIoT purposes. be trained greater about DDS at

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

About OMG

the object 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 advance commercial enterprise integration specifications for a wide array of applied sciences and a good wider range of industries. OMG's modeling requisites allow powerful visual design, execution and maintenance of utility and different techniques. talk over with for more assistance.

note to editors: Object administration neighborhood and OMG are registered logos of the article management group. For a catalogue of all OMG trademarks, talk over with All different emblems are the property of their respective homeowners.

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OMG-Certified Real-time and Embedded Systems Specialist Advanced Exam

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HFame Academy for Engineers? | real questions and Pass4sure dumps

The problem exists in all 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 part of a general trend away from Science/Engineering/Technology in Western countries.

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

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

His argument is that a lack of training for embedded engineers is forcing them to learn while doing, resulting in poor quality products. There are few degree courses in embedded engineering. Electrical /electronics and computer engineering graduates have 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 like 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 teach that memory and processing cycles are infinite 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 found 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 claim that there are few, if any, appropriate textbooks. He calls on the relevant professional bodies (IEEE and ACM) and industry leaders, such as Intel, FreeScale, TI, etc, to work with the  educational community to develop courses on embedded engineering. He also feels that there needs to be more work to encourage 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 found similar problems to those identified in the US. Some countries had a few masters courses, while Israel appears to have a bachelors. Sweden has recently completed a program like the one that Anderson suggested for the US, where industry and universities cooperated on identifying the needs for embedded education, but it was not clear 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 small number offer embedded systems technologies as an optional module for final year students, and a larger (but still tiny) number of universities offer combined electronics/software courses.

While embedded development tool manufacturers offer 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 subject to make best use 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 make the tool-use valuable.

It seems that there is a distinct lag between changes in the way that embedded systems are developed, with software assuming a more and more important 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 separate 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 have established a financial sponsorship scheme for students. But he says, “So far, the promise of lots of money does not seem to shift kids’ gaze 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 easy options and a rapid way out. In truth, they scare them with the promise of hard work and difficult concepts. To us, they lack personal ambition, technical curiosity and self-confidence.”

In an attempt to reverse this situation, Williams and the University have been engaging with schools. They have been running twice annual CST Hands-on Workshops for Schools. These involve a range of practical sessions in programming, electronics and systems build & boot. So far, they have “processed” about 1000 kids through these events, which are very popular 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 use them in local schools,” said Williams.

In England and Wales, university admission is based on a national set of examinations called A (for advanced) level General Certificate of Secondary Education. There are A level courses in electronics, but only a very small number of students study this. The A level 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 important to support 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 great success with hackers.”

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

“What they need 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 see that trend accelerating, and they predict that there will be over 1,000 embedded devices per person by 2015.” While the silicon will be relatively easy to manufacture, all these devices will need 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 also 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 development to countries where there appear to be pools of talent? Please leave your suggestions on the comments board.

Footnote: Just as this was being written, a study in Britain looked at A level exams (those sat at around 17 or 18 years old 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 make their exam results look good 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 Quality Radiology Reports | 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 help radiologists enhance patient care. These include multimedia reports, advanced lung cancer screening registry reporting and enhanced quality guidance content for radiologists at the point of interpretation. Nuance will demonstrate PowerScribe 360 version 3.5 along with these new quality 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 discuss treatment options with specialists and patients. This rich information at a glance goes beyond traditional text-based radiology reports, helping ordering physicians and radiologists see prior images, notations, captions as well as specific areas of focus and comparison in patient cases. Multimedia reports are particularly important in complex cases and specialty areas, such as oncology where specialists are looking for growth of tumors and need that information quickly.

“In radiology, a picture really is worth a thousand words,” says Dr. Christopher J. Roth, assistant professor of radiology, vice chair of information technology and clinical informatics, and director of imaging informatics strategy at Duke University Hospital. “Being able to show 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 right information is critical 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 support Medicare coverage and reimbursement for CT lung screening programs to slow deaths from lung cancer; however, this ruling included strict criteria for tracking and reporting, which have placed a steep burden on hospitals and imaging centers trying to run these programs. Nuance now offers a solution to bypass manual data extraction, and pull 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 tool 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 make it easier for physicians and hospitals to screen and follow high risk patients and gain reimbursement for these services.

“This lung cancer screening registry reporting is a revolutionary capability that will facilitate sites taking part 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 all the information required for 300,000 to 1 million exams a year without this technology,” said Dr. Lincoln Berland, chair of the Body 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 Quality GuidancePowerScribe 360 version 3.5 also includes updates to Quality 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 quality assurance tools deliver real-time clinical insights to radiologists at the point of interpretation to save time, while providing more consistent and clinically effective 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

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 make the user experience more compelling by transforming the way people interact with devices and systems. Every day, millions of users and thousands of businesses experience Nuance’s proven applications. For more information, please visit: Connect with Nuance on social 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. All 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 subject to specific risks and uncertainties. There are a number of factors which could cause actual events or results to differ materially from those indicated in such forward looking statements, including fluctuations in demand for the Nuance products, and the continued development of Nuance products. The reader is warned not to rely on these forward-looking statements without reservation, since these are simply reflections of the current situation. Nuance disclaims any obligation 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 full | real questions and Pass4sure dumps

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

And I have to start by congratulating all the companies in this Hall.

British companies are world-leaders in the field of educational technology, and going from strength to strength – 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 all 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 work 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 all around us. I'd also like to mention particularly all those shortlisted for the BETT awards tonight. Good luck to all 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 reach the Moon.

Every day they work 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 delicate operations of a whole 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 distant clatter of hot 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 have been decoded and the technologies of biological engineering and synthetic biology are transforming medicine. The boundary between biology and IT is already blurring into whole new fields, like bio-informatics.

Twenty years ago, science journals were full of articles about the 'AI Winter' – the fear that post-war hopes for Artificial Intelligence had stalled. Now, detailed computer models show us more than they ever imagined about the geography of their minds. Amazing brain-computer-interfaces allow us to control their physical environment by the power of thought – truly an example of Arthur C. Clarke's comment that any sufficiently advanced technology can seem like 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, all over the world – and more come online every minute of every day.

Almost every field of employment now depends on technology. From radio, to television, computers and the internet, each new technological advance 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 still 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 have eliminated chalk dust, chairs may have migrated from rows to groups, but a teacher still 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 see before their very eyes and in others that they haven't even dreamt of yet.

Now, as they all know, confident predictions of the technological future have 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 join 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 great heroes, Alan Turing, laid the foundation stones on which all modern computing rests. His pioneering work on theoretical computation in the 1930s laid the way 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 need 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 have allowed their education system to ignore their great heritage and they are paying the price for it.

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

Last year's superb Livingstone –Hope Review – for which I would like to thank both authors – said that the slump in UK's video games development sector is partly the result of a lack of suitably-qualified graduates. The review, commissioned by Ed Vaizey who has championed the Computer Science cause in the Department for Culture, Media and Sport, found 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 clear that technology is going to bring profound changes to how and what they teach. But it's equally clear that they have not yet managed to make the most of it.

Governments are notoriously flat-footed when it comes to anticipating and facilitating technical change. Too often, in the past, administrations have been seduced into spending huge sums on hardware which is obsolete before the ink is dry 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 need to take 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 importance of working memory.

As science advances, their understanding of the brain will grow – and as it grows, it will teach 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 answer to Betamaxes and floppy discs, they need to ask 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, all 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 type of school and college, right 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 touch 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 see first hand in Singapore how brilliant lessons can be delivered through a mixture 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 opportunity to learn subjects that were previously closed to them. The Further Maths Support Programme, for example, is using the internet to give poorer families access to specialist help for the STEP papers, which dominate the best universities' selection process for Maths degree courses.

As online materials grow and flourish, they all need to think about how they can guide 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 development learning platform to transform the teaching of Shakespeare in schools. Launching next month, the "rehearsal room" teaching resources will give teachers all 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 offer the chance 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 proficient 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 also prompts us to think about how they teach.

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

Britain has an incredibly strong games industry, with vast potential to engage with education both in this country and all 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 great 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 teach 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 have seen and I am looking forward to seeing the results.

· Third, technology brings unprecedented opportunities for assessment. Teachers can now support 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 like this is already being used in schools around the country. Brailes Primary School, for example, a small rural school on the border of Warwickshire and Oxfordshire, uses online tools enabling teachers to use 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 get 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 sure that there will be more.

We're not going to tell 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 work 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 say the same of their whole school reform programme. In fact, I'm fairly sure I have 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 burden 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 chance 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 also 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 need to improve the training of teachers so that they have the skills and knowledge they need to make 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 adapt to new technologies as they emerge. That means ensuring that teachers receive the best possible ITT and CPD in the use of educational technology.

Working with the TDA, they will be looking at initial teacher training courses carefully in the coming year so that teachers get the skills and experience they need to use 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 also encourage 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 Importance of Technology".

Sharing that excellence will help all 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 also play a huge role in spreading existing best practice and innovation between schools.

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

The current, flawed ICT curriculum

The disruptive, innovative, creative force of new technology also pushes us to think about the curriculum.

And one area 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 have all told us that the current curriculum is too off-putting, too demotivating, too dull.

Submissions to the National Curriculum Review Call for Evidence from organisations including the British Computer Society, Computing at School, eSkills UK, Naace and the Royal Society, all 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, boring and / or irrelevant 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 all 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 have been to keep the Programme of Study in place 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 all key stages, and will still 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 follow it any more. From this September, all schools will be free to use the amazing resources that already exist on the web.

Universities, businesses and others will have the opportunity to devise new courses and exams. In particular, they want to see universities and businesses create new high quality Computer Science GCSEs, and develop curricula encouraging schools to make use of the brilliant Computer Science content available on the web.

I am pleased that OCR is pioneering work in this field, and that IBM and others are already working on a pilot. Facebook has teamed up with UK-based organisation Apps for Good to offer young people the chance to learn how to design, code and build social applications for use on social networks, via a unique new training course which they aim to make freely available online this year to potential users all over the world.

And other specialist groups have published or are about to publish detailed 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 support from industry leaders.

Imagine the dramatic 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 use Word and Excel by bored teachers, they could have 11 year-olds able to write simple 2D computer animations using an MIT tool called Scratch. By 16, they could have an understanding of formal logic previously covered only in University courses and be writing their own Apps for smartphones.

This is not an airy promise from an MP – this is the prediction of people like Ian Livingstone who have built world-class companies from computer science.

And we're encouraging rigorous Computer Science courses

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

After all, the founder of Facebook, Mark Zuckerberg, is one of the most innovative and successful proponents of Computer Science today. But his computing skills are just as rigorous as the rest of his talents – which include 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 like computational biology.

So I am also announcing today that, if new Computer Science GCSEs are developed that meet high standards of intellectual depth and practical value, they will certainly consider 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 have 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 still hold true.

An open-source curriculum

Advances in technology should also make us think 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 way 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 need to be specified in law, but perhaps they could use technology creatively to help us develop that content. And beyond the new, slimmed down National Curriculum, they need to consider how they can take a wiki, collaborative approach to developing new curriculum materials; using technological platforms to their full advantage 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 mean 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 have the freedom and flexibility to decide what is best for their pupils.

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

Initiatives like the Raspberry Pi scheme will give children the opportunity 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 like spread sheets, word-processing and games, and connect to wifi via a dongle – all for between £16 and £22. This is a great example of the cutting edge of education technology happening right 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 all over the world.

As well as choosing what to study, schools can also choose how. Technology can be integrated and embedded across the whole 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 interesting 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 difference it has made to the girls' understanding".

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

The use of technology in schools is a subject that will keep 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, young people will depend upon their technological literacy and knowledge.

And this doesn't just affect their country. Every nation in the world will be changed by the growth of technology and they in Britain must ensure that they can make 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 important it is for me, personally, that they learn from the highest performing education systems – some of whom I am delighted to see represented here – and I am very grateful to everyone who has taken the time and trouble to come to London for this event.

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

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

I'd also like to welcome the online discussion launched today at and using the twitter hashtag #schoolstech. They need a serious, intelligent conversation about how technology will transform education – and I look forward to finding out what everyone has to say.

We want a modern education system which exploits the best that technology can offer to schools, teachers and pupils. Where schools use technology in imaginative and effective ways to build the knowledge, understanding and skills that young people need for the future. And where they can adapt to and welcome every new technological advance that comes along to change everything, all over again, in ways they never expected.

Events like the BETT show 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 take these technologies into your schools and try them with your students.

Thank you again to BETT for inviting me, and I wish you all good exploring today.

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Polycom [2 Certification Exam(s) ]
PostgreSQL-CE [1 Certification Exam(s) ]
Prince2 [6 Certification Exam(s) ]
PRMIA [1 Certification Exam(s) ]
PsychCorp [1 Certification Exam(s) ]
PTCB [2 Certification Exam(s) ]
QAI [1 Certification Exam(s) ]
QlikView [1 Certification Exam(s) ]
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Real Estate [1 Certification Exam(s) ]
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Riverbed [8 Certification Exam(s) ]
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Sair [8 Certification Exam(s) ]
Salesforce [5 Certification Exam(s) ]
SANS [1 Certification Exam(s) ]
SAP [98 Certification Exam(s) ]
SASInstitute [15 Certification Exam(s) ]
SAT [1 Certification Exam(s) ]
SCO [10 Certification Exam(s) ]
SCP [6 Certification Exam(s) ]
SDI [3 Certification Exam(s) ]
See-Beyond [1 Certification Exam(s) ]
Siemens [1 Certification Exam(s) ]
Snia [7 Certification Exam(s) ]
SOA [15 Certification Exam(s) ]
Social-Work-Board [4 Certification Exam(s) ]
SpringSource [1 Certification Exam(s) ]
SUN [63 Certification Exam(s) ]
SUSE [1 Certification Exam(s) ]
Sybase [17 Certification Exam(s) ]
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Teacher-Certification [4 Certification Exam(s) ]
The-Open-Group [8 Certification Exam(s) ]
TIA [3 Certification Exam(s) ]
Tibco [18 Certification Exam(s) ]
Trainers [3 Certification Exam(s) ]
Trend [1 Certification Exam(s) ]
TruSecure [1 Certification Exam(s) ]
USMLE [1 Certification Exam(s) ]
VCE [6 Certification Exam(s) ]
Veeam [2 Certification Exam(s) ]
Veritas [33 Certification Exam(s) ]
Vmware [58 Certification Exam(s) ]
Wonderlic [2 Certification Exam(s) ]
Worldatwork [2 Certification Exam(s) ]
XML-Master [3 Certification Exam(s) ]
Zend [6 Certification Exam(s) ]

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