A machine translation system developed at the University of Texas and at Siemens which ran on Lisp Machines. == Background == Originally titled the Linguistics Research System (LRS), it was later renamed METAL (Mechanical Translation and Analysis of Languages). It started life as a German-English system funded by the USAF. == 1980 == A copy of the Weidner Multi-Lingual Word Processing software was requested by the German Government for the Siemens Corporation of Germany in September 1980 and was nicknamed the Siemens-Weidner Engine (originally English-German). This revolutionary multilingual word processing engine became foundational in the development of the Metal MT project, according to John White of the Siemens Corporation. After the Metal MT, development Rights to the Siemens-Weidner Engine were sold to a Belgium company, Lernout & Hauspie. The Siemens copy of the Weidner Multilingual Word Processing software has since been acquired through the purchase of assets of Lernout & Hauspie by Bowne Global Solutions, Inc., which was later acquired by Lionbridge Technologies, Inc. and is demonstrated in their itranslator software.
IT8
IT8 is a set of American National Standards Institute (ANSI) standards for color communications and control specifications. Formerly governed by the IT8 Committee, IT8 activities were merged with those of the Committee for Graphics Arts Technologies Standards (CGATS Archived November 9, 2018, at the Wayback Machine) in 1994. == Standards list == The following is a list of the IT8 standards, according to the NPES Standards Blue Book Archived July 19, 2011, at the Wayback Machine: === IT8.6 - 2002 - Graphic technology - Prepress digital data exchange - Diecutting data (DDES3) === This standard establishes a data exchange format to enable transfer of numerical control information between diecutting systems and electronic prepress systems. The information will typically consist of numerical control information used in the manufacture of dies. 37 pp. === IT8.7/1 - 1993 (R2003) - Graphic technology - Color transmission target for input scanner calibration === This standard defines an input test target that will allow any color input scanner to be calibrated with any film dye set used to create the target. It is intended to address the color transparency products that are generally used for input to the preparatory process for printing and publishing. This standard defines the layout and colorimetric values of a target that can be manufactured on any positive color transparency film and that is intended for use in the calibration of a photographic film/scanner combination. 32 pp. === IT8.7/2 - 1993 (R2003) Graphic technology - Color reflection target for input scanner calibration === This standard defines an input test target that will allow any color input scanner to be calibrated with any film dye set used to create the target. It is intended to address the color photographic paper products that are generally used for input to the preparatory process for printing and publishing. It defines the layout and colorimetric values of the target that can be manufactured on any color photographic paper and is intended for use in the calibration of a photographic paper/scanner combination. 29 pp. === IT8.7/3 - 1993 (R2003) Graphic technology - Input data for characterization of 4-color process printing === The purpose of this standard is to specify an input data file, a measurement procedure and an output data format to characterize any four-color printing process. The output data (characterization) file should be transferred with any four-color (cyan, magenta, yellow and black) halftone image files to enable a color transformation to be undertaken when required. 29 pp. == Targets == Calibrating all devices involved in the process chain (original, scanner/digital camera, monitor/printer) is required for an authentic color reproduction, because their actual color spaces differ device-specifically from the reference color spaces. An IT8 calibration is done with what are called IT8 targets, which are defined by the IT8 standards. Example Special targets, implementing the IT8.7/1 (transparent target) or IT8.7/2 (reflective target) standards, are needed for calibrating scanners. These targets consists of 24 grey fields and 264 color fields in 22 columns: Column 01 to 12: HCL color model, which differ in Hue, Chroma, and Lightness Column 13 to 16: CMYK-Colors Cyan, Magenta, Yellow, and Key (black) in different steps of brightness Column 17 to 19: RGB-Colors Red, Green, and Blue in different steps of brightness Column 20 to 22: undefined, producers' choice After scanning such a target, an ICC profile gets calculated on the basis of reference values. This profile is used for all subsequent scans and assures color fidelity.
Amino (app)
Amino was a social media application originally developed by Narvii, Inc. It was originally created by Yin Wang and Ben Anderson in 2010, and then launched as an app in 2012. Amino was acquired by MediaLab AI Inc in January 2021, and the founders are no longer associated with the application. The platform ceased all operations in December 2025. == History == In 2010, Wang and Anderson came up with the idea for a convention-like community while attending an anime convention in Boston, Massachusetts. Later that year, they would release two apps revolving around K-pop and photography that allowed fans of those subjects to chat freely. That same year, Amino was officially released. === Shutdown === In early December 2025, the Amino platform abruptly stopped all operations. Users worldwide lost access to the mobile application and website, with server requests returning connection time-out errors. Parent company MediaLab AI has issued no official statement regarding the cause to date, or declared any possible cause behind it. === Final Message === According to Shawn, a member of Amino support, Amino has ceased operations as of December 19th. The message that was sent out from Shawn reads: "Hey there, Thanks for your message. Amino has ceased operations. As of December 19th, we no longer retain personal data relating to you. Accordingly, we are unable to provide a copy of your data. Kind regards, - Amino Support" This message was sent on January 4th, 2026. This was the final support message sent from the Amino Support mail. == Growth == Amino received 1.65 million dollars of seed funding in 2014, primarily from Union Ventures. Some additional seed investors include Google Ventures, SV Angel, Box Group, and other interested parties. By July 2014, Amino's apps were downloaded 500,000 times. Though only having 15 communities at that time, Amino eventually grew to have 41 communities in September 2015. Amino's apps had been downloaded 13 million times by July 2016. Fandoms had migrated from websites like Facebook and Reddit to Amino, partly because of the app's mobile-native experience. Before 2016, when a user wanted to join a new Amino, they had to download another app for the Amino they wanted to join, with each apps name beginning with "Amino for:". In 2016, Amino Apps launched a centralized portal that hosted every Amino community in one app, meaning users no longer had to download multiple apps. In July of the same year, ACM, an app that allowed users to create their own communities, was launched. This resulted in the number of communities on Amino skyrocketing to over 2.5 million as of June 2018. == Features == The main feature of Amino was communities dedicated to a certain topic that users could join. Users could also chat with other members of a community in three ways: text, voice, or screening room, which allowed users to watch videos together while voice chatting. Other features include polls, blog posts, image posts, wiki entries, stories, and quizzes. In some cases, posts that were very well-made and had been noticed by a community's administration would end up receiving a feature, making it appear on the front page along with other featured content. In 2018, a premium membership option called Amino+ was added. Amino+ comes with additional features such as exclusive stickers, the ability to make stickers, custom chat bubbles, high resolution images, and other perks. Membership can now only be purchased with money. Amino coins can be purchased or earned through enabling ads, watching ad videos, completing activities on the Offer Wall, and playing Lucky Draw when checking in, but are of little use due to the users not being able to buy Amino+ by amino coins anymore. Members can give and receive coins through props. In 2019, Amino introduced six original short-form animated series, labelled "Amino Originals," produced by independent artists from across the internet. ATJ's "Little Red," a re-imagining of Little Red Riding Hood, premiered on November 15, 2019. "Little Red" was joined by five other shows in late December. Sophie Feher's "The Reef," a comedy featuring an aspiring marine biologist meeting a merman, premiered on December 27 alongside "Princely," an LGBT fairy tale created by Matt Bruneau-Richardson of Tiny Siren Animation. "Spaced Out," an alien abduction comedy by Michael Jae, and YouTuber Alex Clark's "Wyndvania II" premiered on December 28. Mysie Pereira's fairy tale "Turned to Stone" and Marcin Pawlowski's "Stranded" premiered on December 29, 2019. == Administration == On each community, there are two types of staff members, these being ‘Leader’ and ‘Curator.’ Leaders are higher rank than curators. Curators are usually the ones who feature posts, or post important announcements for users to see. Curators are able to disable a post or public chat, delete comments or chat threads, manage featured content, manage posts in topic categories, and approve Wiki entries. Leaders have more power than curators. In addition to curator powers, leaders can submit a community to be listed, change the Amino's features, change navigation, alter the community appearance, change the Amino's privacy settings, manage the Amino's join requests, send invites, appoint or demote Curators, strike or ban members, manage flagged content, change users' custom titles, manage topics and wiki categories, and create broadcasts (notifications sent for posts). One leader will have the status of agent. An agent is the primary leader of a community; the person who created the community is automatically agent. An agent has the ability to delete their community as long as it is not too large or too active. An agent can appoint and remove both leaders and curators. Agent status can be transferred voluntarily to another leader, curator, or community member. If an agent is inactive, Team Amino may assist in transferring agent status. == Apps == === Amino Community Manager === Otherwise known as ACM, this application is what users use to create and manage their own community in Amino. This app allows moderators to customize a community's theme, icon, and categories. ACM also allows moderation to customize community descriptions, pick leaders, change language settings, create a tagline for the community, change the home page lay out, alter the side navigation menu, and more. Unlisted communities are able to change their community's title and Amino ID, but this is not an option once a community is listed. A leader can use ACM to submit a request for their community to be listed on the explore page, after which the community will be reviewed by Team Amino for approval. Communities can be deleted on ACM, but only by the agent of that community. == Guidelines == Amino has a set of guidelines that all communities must comply with. Amino does not allow harassment or hate, spam or self-promotion (including promotion of one's own Amino community), sexual/NSFW content, self harm, real graphic/gross content (fictional content is generally acceptable), unsafe/illegal content, or content that violates copyright. Communities are allowed to have additional rules so long as they do not violate Amino's rules. In addition to Amino's rules, users are required to be at least 13 years of age in the U.S. and 16 years of age in European Union countries. While sexual imagery is not allowed in any community and text based sexual content is not allowed in public areas, some private communities are allowed to discuss sexual themes. However, they are not exempt from Amino's rules on NSFW content. If guidelines are broken, a leader may disable content or impose a warning, strike, or ban, depending on the severity of the infringement. A warning is a message informing the user that they have violated a guideline and may face further punishment unless they change their behaviour. A strike will put the user in read-only mode for up to 24 hours; this mode prevents the user from posting, chatting, or interacting with posts in that community. A ban removes the user from the community. Team Amino can separately issue users with strikes or bans across the entire platform. == Controversies == In 2017, organizations in Argentina for the protection of minors reported inappropriate material on the app, ranging from pornography to material promoting suicide to underage users. In 2019, Abilene police in Texas released a statement that sexual predators were using Amino chat rooms to approach minors. In 2020, authorities from the Christian County in the state of Kentucky alerted parents about possible sexual predators on Amino. In 2025, the British Police identified Amino as one of several platforms used by a child exploitation network that had previously extorted minors in different countries in Europe and North America. Several families reported to the National Society for the Prevention of Cruelty to Children that pedophiles were using the app for the purpose of sexual role-playing with minors, c
Digital history
Digital history is the use of digital media to further historical analysis, presentation, and research. It is a branch of the digital humanities and an extension of quantitative history, cliometrics, and computing. Digital history is commonly known as digital public history, concerned primarily with engaging online audiences with historical content, or digital research methods, that further academic research. Digital history outputs include: digital archives, online presentations, data and information visualizations, interactive maps, timelines, audio files, and virtual worlds. These outputs are designed to enhance accessibility to users, facilitating engagement with historical content. Recent digital history projects focus on creativity, collaboration, and technical innovation, text mining, corpus linguistics, network analysis, 3D modeling, and big data analysis. By utilizing these resources, the user can rapidly develop new analyses that can link to, extend, and bring to life existing histories. == History == Rooted in earlier social science history work, particularly around the history of enslavement in the United States, early digital history in the 1960s and 70s focused on using computers to conduct quantitative analyses, primarily of demographic and social history data - censuses, election returns, city directories, and other tabular or countable data. - with the aim of producing defensible research findings These early computers could be programmed to conduct statistical analyses of these records, creating tallies, or seeking trends across records. This research into historical demography was rooted in the rise of social history as a field of historical interest. The historians involved in this work sought to quantify past societies, to come to new conclusions about communities and population. Computers proved capable tools for that type of work. By the late 1970s younger historians turned to cultural studies, most of these studies involved online databases that were checked by Professionals in Great Britain about once a year. The outpouring of quantitative studies by established scholars continued. Since then, quantitative history and cliometrics have been used primarily by historically minded economists and political scientists. In the late 1980s quantifiers founded the Association for History and Computing. This movement provided some of the impetus for the rise of digital history in the 1990s. The more recent roots of digital history were in software rather than online networks. In 1982, the Library of Congress embarked on its Optical Disk Pilot Project, which placed text and images from its collection on to laserdiscs and CD-ROMs. The library started offering online exhibits in 1992 when it launched Selected Civil War Photographs. In 1993, Roy Rosenzweig, along with Steve Brier and Josh Brown, produced their award-winning CD-ROM Who Built America? From the Centennial Exposition of 1876 to the Great War of 1914, designed for Apple, Inc. that integrated images, text, film and sound clips, displayed in a visual interface that supported a text narrative. Among the earliest online digital history projects were The Heritage Project of the University of Kansas, and medieval historian Dr. Lynn Nelson's World History Index and History Central Catalogue. Another was The Valley of the Shadow, conceived in 1991 by current University of Richmond professor of humanities and president emeritus, Edward L. Ayers, who was then at the University of Virginia. The Institute for Advanced Technology in the Humanities (IATH) at the University of Virginia adopted the Valley Project and partnered with IBM to collect and transcribe historical sources into digital files. The project collected data related to Augusta County in Virginia and Franklin County in Pennsylvania during the American Civil War. In 1996, William G. Thomas III joined Ayers on the Valley Project. Together, they produced an online article entitled "The Differences Slavery Made: A Close Analysis of Two American Communities," which also appeared in The American Historical Review in 2003. A CD-ROM also accompanied the Valley Project, published by W. W. Norton and Company in 2000. Rosenzweig, who died October 11, 2007, founded the Center for History and New Media (CHNM) at George Mason University in 1994. Today, CHNM boasts several digital tools available to historians, such as Zotero, Omeka or Tropy. In 1997, Ayers and Thomas used the term "digital history" when they proposed and founded the Virginia Center for Digital History (VCDH) at the University of Virginia, the earliest center devoted exclusively to history. Several other institutions promoting digital history include the Center for Humane Arts, Letters, and Social Sciences Online (MATRIX) at Michigan State University, Maryland's Institute for Technology in the Humanities, and the Center for Digital Research in the Humanities at the University of Nebraska. In 2004, Emory University launched Southern Spaces, a "peer-reviewed Internet journal and scholarly forum" examining the history of the South. == Applications == There are many potential benefits to the use of digital history when combined with traditional historical methods. Some of these applications include: Combining traditional historical methods and new research methods in order to come to new conclusions. Using different tools to extract and analyse larger amounts of data that would not be manageable otherwise. Create models and maps of data extracted to create a visualisation of the data. Data extracted and analysed can be placed alongside existing historiography to increase combined historical knowledge. By adding new research methods to existing historical method, historians can benefit greatly from the ability to work with larger amounts of data and develop new interpretations from this. == Notable Projects == The collaborative nature of most digital history endeavors has meant that the discipline has developed primarily at institutions with the resources to sponsor content research and technical innovation. Two of the first centers, George Mason University's Center for History and New Media and the Virginia Center for Digital History at the University of Virginia have been among the leaders in the development of digital history projects and the education of digital historians. Some of the noteworthy projects emerging from these pioneering centers are The Geography of Slavery, The Texas Slavery Project, and The Countryside Transformed at VCDH and Liberty, Equality, Fraternity: Exploring the French Revolution and The Lost Museum at the CHNM. In each of these projects, mediated archives holding multiple types of sources are combined with digital tools to analyze and illuminate an historical question to a varying degree; this integration of content and tools with analysis is one of the hallmarks of digital history—projects move beyond archives or collections and into scholarly analysis and the use of digital tools to develop that analysis. The differences between the ways projects incorporate these integrations are a measure of the development of the field and point to the ongoing debates over what digital history can and should be. While many of the projects at VCDH, CHNM, and other university's centers have been geared towards academics and post-secondary education, the University of Victoria (British Columbia), in conjunction with the Université de Sherbrooke and the Ontario Institute for Studies in Education at the University of Toronto, has created as series of projects for all ages, "Great Unsolved Mysteries in Canadian History." Laden with instructional aids, this site asks teachers to introduce students to historical research methods to help them develop analytical skills and a sense of the complexities of their national history. Issues of race, religion, and gender are addressed in carefully constructed modules that cover incidents in Canadian history from Viking exploration through the 1920s. One of the original co-creators of the project, John Lutz has also developed Victoria's Victoria with the University of Victoria and Malaspina University-College. In addition to Ayers, Thomas, Lutz, and Rosenzweig, numerous other individual scholars work with digital history techniques and have made and/or continue to make important contributions to the field. Robert Darnton's 2000 article, "An Early Information Society: News and the Media in Eighteenth-Century Paris" was supplemented with electronic resources and is an early model of the discussions around digital history and its future in the humanities. One of the first major digital projects to be reviewed by the American Historical Review (AHR) was Philip Ethington's "Los Angeles and the Problem of Urban Historical Knowledge"—a multimedia exploration of changes to Los Angeles' physical profile over the course of several decades. In this essay, he also expresses his beliefs that historians have major power in
Video game
A video game, computer game, or simply game is an electronic game that involves interaction with a user interface or input device (such as a joystick, controller, keyboard, or motion sensing device) to generate visual feedback from a display device, most commonly shown in a video format on a television set, computer monitor, flat-panel display or touchscreen on handheld devices, or a virtual reality headset. Most modern video games are audiovisual, with audio complement delivered through speakers or headphones, and sometimes also with other types of sensory feedback (e.g., haptic technology that provides tactile sensations). Some video games also allow microphone and webcam inputs for in-game chatting and livestreaming. Video games are typically categorized according to their hardware platform, which traditionally includes arcade video games, console games, and computer games (which includes LAN games, online games, and browser games). More recently, the video game industry has expanded onto mobile gaming through mobile devices (such as smartphones and tablet computers), virtual and augmented reality systems, and remote cloud gaming. Video games are also classified into a wide range of genres based on their style of gameplay and target audience. The first video game prototypes in the 1950s and 1960s were simple extensions of electronic games using video-like output from large, room-sized mainframe computers. The first consumer video game was the arcade video game Computer Space in 1971, which took inspiration from the earlier 1962 computer game Spacewar!. In 1972 came the now-iconic video game Pong and the first home console, the Magnavox Odyssey. The industry grew quickly during the "golden age" of arcade video games from the late 1970s to early 1980s but suffered from the crash of the North American video game market in 1983 due to loss of publishing control and saturation of the market. Following the crash, the industry matured, was dominated by Japanese companies such as Nintendo, Sega, and Sony, and established practices and methods around the development and distribution of video games to prevent a similar crash in the future, many of which continue to be followed. In the 2000s, the core industry centered on "AAA" games, leaving little room for riskier experimental games. Coupled with the availability of the Internet and digital distribution, this gave room for independent video game development (or "indie games") to gain prominence into the 2010s. Since then, the commercial importance of the video game industry has been increasing. The emerging Asian markets and proliferation of smartphone games in particular are altering player demographics towards casual and cozy gaming, and increasing monetization by incorporating games as a service. Today, video game development requires numerous skills, vision, teamwork, and liaisons between different parties, including developers, publishers, distributors, retailers, hardware manufacturers, and other marketers, to successfully bring a game to its consumers. As of 2020, the global video game market had estimated annual revenues of US$159 billion across hardware, software, and services, which is three times the size of the global music industry and four times that of the film industry in 2019, making it a formidable heavyweight across the modern entertainment industry. The video game market is also a major influence behind the electronics industry, where personal computer component, console, and peripheral sales, as well as consumer demands for better game performance, have been powerful driving factors for hardware design and innovation. == Origins == Early video games used interactive electronic devices with various display formats. The earliest example dates to 1947—a "cathode-ray tube amusement device" was filed for a patent on 25 January 1947, by Thomas T. Goldsmith Jr. and Estle Ray Mann, and issued on 14 December 1948, as U.S. Patent 2455992. Inspired by radar display technology, it consisted of an analog device allowing a user to control the parabolic arc of a dot on the screen to simulate a missile being fired at targets, which were paper drawings fixed to the screen. Other early examples include the Nimrod computer at the 1951 Festival of Britain; Christopher Strachey's Checkers, possibly the first game to display visuals on an electronic screen in 1952; OXO, a tic-tac-toe computer game by Alexander S. Douglas for the EDSAC in 1952; Tennis for Two, an electronic interactive game engineered by William Higinbotham in 1958; and Spacewar!, written by Massachusetts Institute of Technology students Martin Graetz, Steve Russell, and Wayne Wiitanen's on a DEC PDP-1 computer in 1962. Each game had different means of display: NIMROD had a panel of lights to play the game of Nim, OXO had a graphical display to play tic-tac-toe, Tennis for Two had an oscilloscope to display a side view of a tennis court, and Spacewar! had the DEC PDP-1's vector display to have two spaceships battle each other. These inventions laid the foundation for modern video games. In 1966, while working at Sanders Associates, Ralph H. Baer devised a system to play a basic table tennis game on a television screen. With the company's approval, Baer created the prototype known as the "Brown Box". Sanders patented Baer's innovations and licensed them to Magnavox, which commercialized the technology as the first home video game console, the Magnavox Odyssey, released in 1972. Separately, Nolan Bushnell and Ted Dabney, inspired by seeing Spacewar! running at Stanford University, devised a similar version running in a smaller coin-operated arcade cabinet using a less expensive computer. This was released as Computer Space, the first arcade video game, in 1971. Bushnell and Dabney went on to form Atari, Inc., and with Allan Alcorn, created their second arcade game in 1972, the hit ping pong-style Pong, which was directly inspired by the table tennis game on the Odyssey. Atari made a home version of Pong, which was released by Christmas 1975. The success of the Odyssey and Pong, both as an arcade game and home machine, launched the video game industry. Both Baer and Bushnell have been titled "Father of Video Games" for their contributions. == Terminology == The term "video game" was developed to describe electronic games played on a video display rather than on a teletype printer, audio speaker, or similar device. This also distinguished from handheld electronic games such as Merlin, which commonly used LED lights for indicators not in combination for imaging purposes. "Computer game" may also be used as a descriptor, as all these types of games essentially require the use of a computer processor; in some cases, it is used interchangeably with "video game". Particularly in the United Kingdom and Western Europe, this is common due to the historic relevance of domestically produced microcomputers. Other terms used include digital game, for example, by the Australian Bureau of Statistics. The term "computer game" can also refer to PC games, which are played primarily on personal computers or other flexible hardware systems, to distinguish them from console games, arcade games, or mobile games. Other terms, such as "television game", "telegame", or "TV game", had been used in the 1970s and early 1980s, particularly for home gaming consoles that rely on connection to a television set. However, these terms were also used interchangeably with "video game" in the 1970s, primarily due to "video" and "television" being synonymous. In Japan, where consoles like the Odyssey were first imported and then made within the country by the large television manufacturers such as Toshiba and Sharp Corporation, such games are known as "TV games", "TV geemu", or "terebi geemu". The term "TV game" is still commonly used into the 21st century. "Electronic game" may also be used to refer to video games, but this also incorporates devices like early handheld electronic games that lack any video output. The first appearance of the term "video game" emerged around 1973. The Oxford English Dictionary cited a 10 November 1973 BusinessWeek article as the first printed use of the term. Though Bushnell believed the term came from a vending magazine review of Computer Space in 1971, a review of the major vending magazines Vending Times and Cashbox showed that the term may have come even earlier, appearing first in a letter dated July 10, 1972. In the letter, Bushnell uses the term "video game" twice. Per video game historian Keith Smith, the sudden appearance suggested that the term had been proposed and readily adopted by those in the field. Around March 1973, Ed Adlum, who ran Cashbox's coin-operated section until 1972 and then later founded RePlay Magazine, covering the coin-op amusement field, in 1975, used the term in an article in March 1973. In a September 1982 issue of RePlay, Adlum is credited with first naming these games as "video games": "RePlay
AirDine
AirDine was a mobile app within the platform economy where individuals acted as both supplier and customer for a supper club. AirDine discontinued their service after 31 October 2017. == Operations == AirDine was an online marketplace for home dining that connected users that liked to cook with users looking for a dining experience. Users were categorized as "Hosts" and "Guests," both of whom needed to register with AirDine. AirDine acted as a two-sided market for home dining that allowed hosts and guests, and did not act as a restaurant or host any dinners itself. AirDine charged a service fee. Security and safety of the host were not vetted by AirDine and were completely left to users based on published reviews. Profiles included user reviews and shared social connections to build trust among users. AirDine also included a private messaging system.
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.