Video browsing, also known as exploratory video search, is the interactive process of skimming through video content in order to satisfy some information need or to interactively check if the video content is relevant. While originally proposed to help users inspecting a single video through visual thumbnails, modern video browsing tools enable users to quickly find desired information in a video archive by iterative human–computer interaction through an exploratory search approach. Many of these tools presume a smart user that wants features to interactively inspect video content, as well as automatic content filtering features. For that purpose, several video interaction features are usually provided, such as sophisticated navigation in video or search by a content-based query. Video browsing tools often build on lower-level video content analysis, such as shot transition detection, keyframe extraction, semantic concept detection, and create a structured content overview of the video file or video archive. Furthermore, they usually provide sophisticated navigation features, such as advanced timelines, visual seeker bars or a list of selected thumbnails, as well as means for content querying. Examples of content queries are shot filtering through visual concepts (e.g., only shots showing cars), through some specific characteristics (e.g., color or motion filtering), through user-provided sketches (e.g., a visually drawn sketch), or through content-based similarity search. == History == Video browsing was originally proposed by Iranian engineer Farshid Arman, Taiwanese computer scientist Arding Hsu, and computer scientist Ming-Yee Chiu, while working at Siemens, and it was presented at the ACM International Conference in August 1993. They described a shot detection algorithm for compressed video that was originally encoded with discrete cosine transform (DCT) video coding standards such as JPEG, MPEG and H.26x. The basic idea was that, since the DCT coefficients are mathematically related to the spatial domain and represent the content of each frame, they can be used to detect the differences between video frames. In the algorithm, a subset of blocks in a frame and a subset of DCT coefficients for each block are used as motion vector representation for the frame. By operating on compressed DCT representations, the algorithm significantly reduces the computational requirements for decompression and enables effective video browsing. The algorithm represents separate shots of a video sequence by an r-frame, a thumbnail of the shot framed by a motion tracking region. A variation of this concept was later adopted for QBIC video content mosaics, where each r-frame is a salient still from the shot it represents. === Video Notebook === Modern video browsing solutions include Video Notebook, a Menlo Park startup founded in 2021 by Mike Lanza, which uses computer vision to extract slides and optical character recognition and speech recognition to facilitate video search. The software can be either used on the client side (using a browser extension), where the slides and text are extracted while the video is watched (e.g. on a video platform like YouTube or Udemy), or on the server side. Processed videos, which can be viewed in the Video Notebook web app, feature a video browsing user interface with extracted timestamped slides, a search bar for querying the video (or a collection of videos), and text chapters. Video Notebook customers include organisations like Ernst & Young. === Video Browser Showdown === The Video Browser Showdown (VBS) is an annual live evaluation competition for exploratory video search tools, where international researchers use video browsing tools to solve ad-hoc video search tasks on a moderately large data set as fast as possible. The main goal of the VBS, which started in 2012 at the International Conference on MultiMedia Modeling (MMM), is to advance the performance of video browsing tools. Since 2016, the VBS also collaborates with TRECVID. The aim of the VBS is to evaluate video browsing tools for efficiency at known-item search (KIS) tasks with a well-defined data set in direct comparison to other tools.
Packed pixel
In packed pixel or chunky framebuffer organization, the bits defining each pixel are clustered and stored consecutively. For example, if there are 16 bits per pixel, each pixel is represented in two consecutive (contiguous) 8-bit bytes in the framebuffer. If there are 4 bits per pixel, each framebuffer byte defines two pixels, one in each nibble. The latter example is as opposed to storing a single 4-bit pixel in a byte, leaving 4 bits of the byte unused. If a pixel has more than one channel, the channels are interleaved when using packed pixel organization. Packed pixel displays were common on early microcomputer system that shared a single main memory for both the central processing unit (CPU) and display driver. In such systems, memory was normally accessed a byte at a time, so by packing the pixels, the display system could read out several pixels worth of data in a single read operation. Packed pixel is one of two major ways to organize graphics data in memory, the other being planar organization, where each pixel is made of individual bits stored in their own plane. For a 4-bit color value, memory would be organized as four screen-sized planes of one bit each and a single pixel's value built up by selecting the appropriate bit from each plane. Planar organization has the advantage that the data can be accessed in parallel, and is used when memory bandwidth is an issue.
Flat-panel display
A flat-panel display (FPD) is an electronic display used to display visual content such as text or images. It is present in consumer, medical, transportation, and industrial equipment. Flat-panel displays are thin, lightweight, provide better linearity and are capable of higher resolution and contrast than typical consumer-grade TVs from earlier eras. They are usually less than 10 centimetres (3.9 in) thick. While the highest resolution for consumer-grade CRT televisions is 1080i, many interactive flat panels in the 2020s are capable of 1080p and 4K resolution. In the 2010s, portable consumer electronics such as laptops, mobile phones, and portable cameras have used flat-panel displays since they consume less power and are lightweight. As of 2016, flat-panel displays have almost completely replaced CRT displays. Most 2010s-era flat-panel displays use LCD or light-emitting diode (LED) technologies, sometimes combined. Most LCD screens are back-lit with color filters used to display colors. In many cases, flat-panel displays are combined with touch screen technology, which allows the user to interact with the display in a natural manner. For example, modern smartphone displays often use OLED panels, with capacitive touch screens. Flat-panel displays can be divided into two display device categories: volatile and static. The former requires that pixels be periodically electronically refreshed to retain their state (e.g. liquid-crystal displays (LCD)), and can only show an image when it has power. On the other hand, static flat-panel displays rely on materials whose color states are bistable, such as displays that make use of e-ink technology, and as such retain content even when power is removed. == History == The first engineering proposal for a flat-panel TV was by General Electric in 1954 as a result of its work on radar monitors. The publication of their findings gave all the basics of future flat-panel TVs and monitors. But GE did not continue with the R&D required and never built a working flat panel at that time. The first production flat-panel display was the Aiken tube, developed in the early 1950s and produced in limited numbers in 1958. This saw some use in military systems as a heads up display and as an oscilloscope monitor, but conventional technologies overtook its development. Attempts to commercialize the system for home television use ran into continued problems and the system was never released commercially. Dennis Gabor, better known as the inventor of holography, patented a flat-screen CRT in 1958. This was substantially similar to Aiken's concept, and led to a years-long patent battle. By the time the lawsuits were complete, with Aiken's patent applying in the US and Gabor's in the UK, the commercial aspects had long lapsed, and the two became friends. Around this time, Clive Sinclair came across Gabor's work and began an ultimately unsuccessful decade-long effort to commercialize it. The Philco Predicta featured a relatively flat (for its day) cathode-ray tube setup and would be the first commercially released "flat panel" upon its launch in 1958; the Predicta was a commercial failure. The plasma display panel was invented in 1964 at the University of Illinois, according to The History of Plasma Display Panels. === Liquid-crystal displays (LC displays, or LCDs) === The MOSFET (metal–oxide–semiconductor field-effect transistor, or MOS transistor) was invented by Mohamed M. Atalla and Dawon Kahng at Bell Labs in 1959, and presented in 1960. Building on their work, Paul K. Weimer at RCA developed the thin-film transistor (TFT) in 1962. It was a type of MOSFET distinct from the standard bulk MOSFET. The idea of a TFT-based LCD was conceived by Bernard J. Lechner of RCA Laboratories in 1968. B.J. Lechner, F.J. Marlowe, E.O. Nester and J. Tults demonstrated the concept in 1968 with a dynamic scattering LCD that used standard discrete MOSFETs. The first active-matrix addressed electroluminescent display was made using TFTs by T. Peter Brody's Thin-Film Devices department at Westinghouse Electric Corporation in 1968. In 1973, Brody, J. A. Asars and G. D. Dixon at Westinghouse Research Laboratories demonstrated the first thin-film-transistor liquid-crystal display. Brody and Fang-Chen Luo demonstrated the first flat active-matrix liquid-crystal display (AM LCD) using TFTs in 1974. By 1982, pocket LCD TVs based on LCD technology were developed in Japan. The 2.1-inch Epson ET-10 Epson Elf was the first color LCD pocket TV, released in 1984. In 1988, a Sharp research team led by engineer T. Nagayasu demonstrated a 14-inch full-color LCD, which convinced the electronics industry that LCD would eventually replace CRTs as the standard television display technology. As of 2013, all modern high-resolution and high-quality electronic visual display devices use TFT-based active-matrix displays. === LED displays === The first usable LED display was developed by Hewlett-Packard (HP) and introduced in 1968. It was the result of research and development (R&D) on practical LED technology between 1962 and 1968, by a research team under Howard C. Borden, Gerald P. Pighini, and Mohamed M. Atalla, at HP Associates and HP Labs. In February 1969, they introduced the HP Model 5082-7000 Numeric Indicator. It was the first alphanumeric LED display, and was a revolution in digital display technology, replacing the Nixie tube for numeric displays and becoming the basis for later LED displays. In 1977, James P Mitchell prototyped and later demonstrated what was perhaps the earliest monochromatic flat-panel LED television display. Ching W. Tang and Steven Van Slyke at Eastman Kodak built the first practical organic LED (OLED) device in 1987. In 2003, Hynix produced an organic EL driver capable of lighting in 4,096 colors. In 2004, the Sony Qualia 005 was the first LED-backlit LCD. The Sony XEL-1, released in 2007, was the first OLED television. == Common types == === Liquid-crystal display (LCD) === Field-effect LCDs are lightweight, compact, portable, cheap, more reliable, and easier on the eyes than CRT screens. LCD screens use a thin layer of liquid crystal, a liquid that exhibits crystalline properties. It is sandwiched between two glass plates carrying transparent electrodes. Two polarizing films are placed at each side of the LCD. By generating a controlled electric field between electrodes, various segments or pixels of the liquid crystal can be activated, causing changes in their polarizing properties. These polarizing properties depend on the alignment of the liquid-crystal layer and the specific field-effect used, being either twisted nematic (TN), in-plane switching (IPS) or vertical alignment (VA). Color is produced by applying appropriate color filters (red, green and blue) to the individual subpixels. LC displays are used in various electronics like watches, calculators, mobile phones, TVs, computer monitors and laptops screens etc. === LED-LCD === Most earlier large LCD screens were back-lit using a number of CCFL (cold-cathode fluorescent lamps). However, small pocket size devices almost always used LEDs as their illumination source. With the improvement of LEDs, almost all new displays are now equipped with LED backlight technology. The image is still generated by the LCD layer. === Plasma panel === A plasma display consists of two glass plates separated by a thin gap filled with a gas such as neon. Each of these plates has several parallel electrodes running across it. The electrodes on the two plates are at right angles to each other. A voltage applied between the two electrodes one on each plate causes a small segment of gas at the two electrodes to glow. The glow of gas segments is maintained by a lower voltage that is continuously applied to all electrodes. By 2010, consumer plasma displays had been discontinued by numerous manufacturers. === Electroluminescent panel === In an electroluminescent display, the image is created by applying electrical signals to the plates which make the phosphor glow. === Organic light-emitting diode === An OLED (organic light-emitting diode) is a light-emitting diode (LED) in which the emissive electroluminescent layer is a film of organic compound which emits light in response to an electric current. This layer of organic semiconductor is situated between two electrodes; typically, at least one of these electrodes is transparent. OLEDs are used to create digital displays in devices such as television screens, computer monitors, portable systems such as mobile phones, handheld game consoles and PDAs. === Quantum-dot light-emitting diode === QLED or quantum dot LED is a flat panel display technology introduced by Samsung under this trademark. Other television set manufacturers such as Sony have used the same technology to enhance the backlighting of LCD TVs already in 2013. Quantum dots create their own unique light when illuminated by a light source of shorter wavelength such as blue LEDs. Th
Matt Mullenweg
Matthew Charles Mullenweg (born January 11, 1984) is an American web developer and entrepreneur. He is known as a co-founder of the free and open-source web publishing software WordPress, and the founder of Automattic. == Early life and education == Mullenweg was born January 11, 1984, in Houston, Texas, to Chuck and Kathleen Mullenweg and grew up in the Willowbend neighborhood. His older sister was born in 1974. His father, who died in 2016, was a computer programmer who worked for Brown & Root, and encouraged his children to start using home computers at an early age. His mother was a stay-at-home mother. The Mullenwegs were raised Catholic. He attended Kinder High School for the Performing and Visual Arts, studying jazz and playing the saxophone. Mullenweg suffered from migraines as a child that forced him to miss extended periods of school. He attended the University of Houston for two years, studying philosophy and political science. He dropped out after his sophomore year in 2004 to work for CNET, which promised him that he could allocate time to the development of WordPress. == Career == Mullenweg began blogging in 2002 on the open source platform b2. B2 developer Michael Valdrighi abandoned the project and Mullenweg took it over in 2003. He and Mike Little created a b2 fork that year they called WordPress and published it under the GNU General Public License. In March 2003, he co-founded the Global Multimedia Protocols Group (GMPG) with Eric A. Meyer and Tantek Çelik. In April 2004, he helped launch Ping-O-Matic, a mechanism for notifying search engines about blog updates. In October 2004, he was hired by CNET who would allow him to develop WordPress part-time as part of his job. He dropped out of college and moved to San Francisco for the position. === Automattic === After leaving CNET in 2005, Mullenweg founded Automattic as a fully distributed company. Toni Schneider was hired as CEO so Mullenweg could learn how to manage a large organization. During this period, Mullenweg focused on product development while Schneider managed the company. In January 2014, Mullenweg resumed the role of CEO, replacing Schneider. He led Automattic's expansion and a series of acquisitions, including WooCommerce in 2015, The Atavist Magazine in 2018, Tumblr in 2019, Pocket Casts in 2021, and Beeper in 2024. Mullenweg received the Heinz Award for Technology, the Economy and Employment in 2016, for "helping to democratize online publishing". Automattic's valuation reached $7.5 billion in 2021. At the time, WordPress hosted 28 million websites, or 40 percent of all websites on the Internet. == Public disputes == On several occasions, Mullenweg has publicly challenged competitors to WordPress and WordPress.com. He has stated that he prefers to settle disputes in the court of public opinion and described his approach as "brinksmanship", noting that the potential cost of legal action could put Automattic in a "tough spot". In 2008, shortly before WordPress 2.5's release, Six Apart's Movable Type published "A WordPress 2.5 Upgrade Guide"—a comparison of their CMS with their rival, WordPress—as a company blog article that Mullenweg characterized as "desperate and dirty". In 2013, developers on the digital marketplace Envato were banned from speaking at WordPress events after he criticized the platform for selling WordPress themes with the graphics and CSS components under a proprietary license instead of the GPL. In 2016, Mullenweg accused Wix.com, a competitor to WordPress.com, of reusing WordPress's mobile text editor code in Wix's own mobile app without adhering to the terms of the GPL. Despite the license's requirement to publish anything built with GPL code under the GPL, Wix's CEO claimed that the company open-sourced their forked version of the component and satisfied the license's terms before the app switched to its own fork of the MIT-licensed text editor that the WordPress editor was based upon. The new fork added a clause to the MIT license that forbids redistribution under any other license. In 2022, Mullenweg criticized GoDaddy for not reinvesting in the WordPress project sufficiently. On January 9, 2025, the representative of the WordPress Sustainability team, Thijs Buijs, resigned via WordPress.org’s Slack channel, citing dissatisfaction with Matt Mullenweg’s December 24, 2024, Reddit post titled “What drama should I create in 2025?” highlighting concerns about what he described as “unsustainable leadership”. In response, Matt Mullenweg thanked Thijs Buijs for reminding him of the existence of a sustainability team, announced its disbanding, and subsequently closed Wordpress.org's #sustainability Slack channel. === Tumblr === Mullenweg began a three-month sabbatical from his role as CEO at the beginning of February 2024. During that time, Mullenweg engaged in a public feud with a transgender Tumblr user who, frustrated with the failure of Tumblr (owned by Automattic) to address transphobic harassment, posted that she wished Mullenweg would die in a comedic way. The user was subsequently banned. Responding to user uproar, Mullenweg addressed the ban in posts on his personal Tumblr blog, in which he characterized the post as a death threat, and shared private account information about the user. Mullenweg also responded to individual commenters on Tumblr in posts and direct messages, and went to Twitter to respond to the banned user's tweets about the situation. A few days later, transgender employees of Tumblr and Automattic made a post on the official Tumblr staff blog characterizing his response as "unwarranted and harmful" and stating that he did not speak on their behalf. They also said that the user's post was not a realistic threat of violence and not the reason for her ban. === WP Engine dispute === == Audrey Capital == Mullenweg is a principal at angel investment firm Audrey Capital, which he co-founded in 2008 alongside Naveen Selvadurai and Audrey Kim. As of 2024, the company lists investments in companies such as CoinDesk, MakerBot, Sonos, SpaceX, Ring, as well as software companies including Calm, Chartbeat, DailyBurn, Memrise, Genius, Nord Security and Telegram. It has also funded startups that provide services to web developers including Creative Market, GitLab, NPM, SendGrid, Stripe and Typekit. From 2017 to 2019, Mullenweg also served as a board member for GitLab. Mullenweg has employed a team of contributors to WordPress through Audrey Capital since 2010, who work separately from Automattic. On the 20th anniversary of WordPress' initial release, Mullenweg announced a scholarship program aimed at the children of significant contributors to open-source projects.
Creepy treehouse
Creepy treehouse is a social media term, or internet slang, referring to websites or technologies that are used for educational purposes but regarded by students as an invasion of privacy. == History == The term was first described in 2008 by Utah Valley University instructional-design services director Jared Stein as "institutionally controlled technology/tool that emulates or mimics pre-existing [sic] technologies or tools that may already be in use by the learners, or by learners' peer groups." This was when social media such as Facebook was starting to become mainstream and professors would try and get students to interact with them on the site for educational purposes. Some professors would require their students to use Facebook or Twitter as part of class assignments. == Usage == The term was first described as "technological innovations by faculty members that make students’ skin crawl." The term also refers to online accounts and websites that users tend to avoid, especially young people who avoid visiting the pages of educators and other adults. Author Martin Weller defines creepy treehouse as a digital space where authority figures are viewed as invading younger people's privacy. One such example is a professor giving his students an option to use a popular video game to learn about history instead of writing an essay. Students in that class chose to write the essay instead as the method was previously unmentioned and it was not an unnatural method of interaction. Another example given was Blackboard Sync, a feature that was used to connect the school website Blackboard with students' Facebook accounts. == Solutions == University of Regina professor Alec Couros suggests that instead of "forcing" student participation with their own digital platforms, professors should use methods like online forums. Jason Jones of chronicle.com suggested letting students create social media groups for the class themselves and explaining why using technologies is required and important.
Differentiable imaging
Differentiable imaging is a method within computational imaging that incorporates differentiable programming to design imaging systems. It treats the entire imaging process - from light passing through optical components to the numerical reconstruction—as a differentiable programming problem. This approach links optical hardware with numerical reconstruction, enabling joint optimization of both parts through differentiable programming. Differentiable imaging additionally extends the scope of computational imaging beyond image reconstruction, such as by aiding in characterization of optical components. == Background == Computational imaging combines optical hardware and computational algorithms to capture and reconstruct information that conventional imaging system cannot. This is achieved from a combination of the imaging system and the software used in the image reconstruction. Since the captured information may not directly show the image of the target, these systems often rely on numerical models that describe how light encodes the target. In practice, such models may deviate from the physical systems due to uncertainties such as noise, misalignments, manufacturing imperfections, environmental variations, etc. These uncertainties can cause a mismatch between the physical system and its numerical model, which may degrade reconstruction quality and limit the effectiveness of the hardware–software co-design. Uncertainty quantification is also studied in other hybrid physical–numerical systems, such as digital twin. While numerical modeling imaging systems date back to the several decades, such as the multislice method in electron microscopy or X-Ray nanotomography, differentiable imaging emphasizes jointly modeling uncertainties and solving inverse problems with image reconstruction simultaneously. Differentiable imaging transforms the traditional encoding model y = f ( x ) {\textstyle y=f(x)} into a more comprehensive formulation y = f ( x , θ ) {\textstyle y=f(x,\theta )} , where θ {\displaystyle \theta } represents a parameter set of mismatches between physical systems and numerical models. The forward model captures the entire imaging pipeline through a series of interconnected component functions: y = f ( x , θ ) , f = f n o i s e ∘ f c ∘ f o c ∘ f x ∘ f o i ∘ f i , {\displaystyle y=f(x,\theta ),\qquad f=f_{noise}\circ f_{c}\circ f_{oc}\circ f_{x}\circ f_{oi}\circ f_{i},} where the function composition operator ∘ {\displaystyle \circ } connects each system component, and θ = { θ c , θ o c , … } {\displaystyle \theta =\{\theta _{c},\theta _{oc},\ldots \}} encompasses uncertainty system parameters. Each component corresponds to specific physical processes within the imaging system, from illumination through object interactions to sensor behavior and noises. This forward model enables the formulation of an inverse problem that simultaneously optimizes system parameters while reconstructing images: x ∗ , θ ∗ = argmin x , θ L ( f ( x , θ ) , y ) + ∑ n = 1 N β n R n ( x ) {\displaystyle x^{},\theta ^{}={\text{argmin}}_{x,\theta }{\mathcal {L}}(f(x,\theta ),y)+\sum _{n=1}^{N}\beta _{n}{\mathcal {R}}_{n}(x)} s . t . x ∈ Ω x , θ ∈ Ω θ {\displaystyle s.t.\quad x\in \Omega _{x},\theta \in \Omega _{\theta }} Here, L ( f ( x , θ ) , y ) {\displaystyle {\mathcal {L}}(f(x,\theta ),y)} represents the fidelity term that quantifies the discrepancy between the model predictions and measured data. The whole process of the y = f ( x , θ ) {\displaystyle y=f(x,\theta )} is constructed as a computer graph based on differentiable programming, and the inverse problem is solved with gradient based algorithm, while the gradient is calculated with automatic differentiation. == Applications == One application of differentiable imaging is uncertainty management, which seeks to quantify and mitigate the impact of factors induce reality-numerical mismatch. Explicitly accounting for uncertainties can improve reconstruction accuracy and system robustness. Examples include: Model-related uncertainties: unknown or unmeasurable variables—for instance, optical system quantities that differ from the design specifications Data and system uncertainties: artifacts introduced during image acquisition, such as low-quality data, noise, or hardware imperfections Manufacturing uncertainties: variability in the production of imaging hardware—such as slight deviations in lens curvature or sensor alignment—that alters the physical system's behavior
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.