Serendipity35 - EdTech

The Light Architecture of Apple's Appleworks

ronkowitz@gmail.com (Kenneth Ronkowitz) — Tue, 25 Nov 2025 10:50:00 +0000

Apple IIe keyboard, monitor and floppy disk drive

I found a reference this past week to the original Apple II AppleWorks and it got me thinking about how amazing the program was for its time. The software was light and efficient, and it ran on limited hardware.

The "light architecture" of AppleWorks (developed by Rupert Lissner and released in 1984 for the Apple II) was impressive for several reasons. It was an Integrated Suite that combined a word processor, database, and spreadsheet into a single application. On the 8-bit Apple II's limited resources (often starting with just 128K RAM), this level of seamless integration was no less than revolutionary. You could easily share data (via a "clipboard") between the modules.

AppleWorks was written almost entirely in assembly language for the 6502 processor. This gave it incredible speed and efficiency, allowing it to perform complex tasks much faster than programs written in higher-level languages like Pascal.

Its memory management system was highly flexible and sophisticated, allowing it to utilize not just the 128K of the Apple IIe/IIc but also various third-party memory cards. It effectively made up to two megabytes of memory appear as one contiguous space on an 8-bit machine, which was a remarkable technical feat.

It became the "killer application" that extended the life of the Apple II platform well into the late 80s and early 90s. That is when I was using it in my middle school classroom, and as the computer coordinator in my building, I worked with every teacher because they all had at least one Apple IIe in their room.

Although AppleWorks was thought of as something teachers would use most of the time, the user experience was very good, and students would use at least the word processing portion. All three modules shared a consistent, menu-bar-driven user interface with simple text-based controls (often utilizing the Apple II's "MouseText" characters for visual elements like folders and separators). This was highly intuitive and much easier to learn than many contemporary command-line programs. The design prioritized ease of use, making personal computing accessible to a much broader audience, especially in homes and schools.

AppleWorks, compared to other productivity suites of the time, such as Microsoft Works or the original Mac software, demonstrates a fundamental shift in design philosophy that prioritized integration and efficiency over raw power. Earlier Apple II programs were often monolithic (like stand-alone VisiCalc for spreadsheets) or required users to switch between separate, disparate programs with different interfaces to move data. This efficiency was its competitive edge, keeping the Apple II relevant years after more powerful Macs and PCs emerged.

In the AppleWorks vs. Microsoft Works (for Mac/PC) battle (Works eventually became Apple's main competitor in the integrated suite market) Apple demonstrated a different design approach. But Apple was constrained by the 8-bit Apple II. Microsoft Works and later versions of AppleWorks/ClarisWorks (for Mac and Windows) were developed for 16-bit and 32-bit systems (Macintosh, Windows PC), and these platforms had more abundant memory, faster processors, and graphical user interfaces (GUIs).

The last time I sat down at an Apple IIe was at a tech conference, it was in a "museum "display. As crude as it might seem to users almost 50 years later, I still marveled at what it could do. I was one of those people who found so many later programs, such as Microsoft Office, bloated memory hogs with more horsepower and features than most users would ever need.

Despite the technical differences, both AppleWorks and Microsoft Works shared the goal to provide an all-in-one, cost-effective, and easy-to-use suite for casual users, students, and small businesses who didn't need the complexity or expense of full-blown professional packages like Microsoft Office or Lotus Symphony. The key difference was that AppleWorks achieved this integration on an extremely limited architecture, which is why its design is often cited as a more remarkable technical feat.

40 Years of Microsoft Windows

ronkowitz@gmail.com (Kenneth Ronkowitz) — Wed, 18 Jun 2025 10:10:00 +0000

Recently, my laptop crashed, and I had to return to an old one that had been sitting on a shelf for a few years. It had Windows 8 from back in 2012. No updates available, and lots of websites and tools did not work. The laptop that crashed has Windows 10 and that will fade away from support in October 2025.

It got me thinking about the now 50-year history of Microsoft.

The company was at the top early on, then went through some tough years and is again near the top. It has been the first or second most valuable business on Earth for the better part of five years.

Microsoft is betting on AI to carry it into the next generation of computing. However, Microsoft's most enduring legacies may be the marks it left on society long ago via Windows. It's not a point of pride for the company or many of its users that much of our world still relies on aged, sometimes obsolete Windows software and computers. This ghost software is still being used, though it is somewhat crippled.

Here are all the versions of Windows so far:
Windows 1.0: November 20, 1985.
Windows 2.0: December 9, 1987.
Windows 3.0: May 22, 1990.
Windows 95: August 24, 1995.
Windows 98: June 25, 1998.
Windows ME (Millennium Edition): September 14, 2000.
Windows 2000: February 17, 2000.
Windows XP: October 25, 2001.
Windows Vista: January 30, 2007.
Windows 7: July 22, 2009 (released to manufacturing), October 22, 2009 (generally available).
Windows 8: October 26, 2012.
Windows 8.1: February 13, 2013.
What happened to Windows 9? (see below)
Windows 10: July 29, 2015.
Windows 11: October 5, 2021.

According to an article on bbc.com, many people and services still use outdated Windows versions.

"Many ATMs still operate on legacy Windows systems, including Windows XP and even Windows NT," which launched in 1993, says Elvis Montiero, an ATM field technician based in Newark, New Jersey. "The challenge with upgrading these machines lies in the high costs associated with hardware compatibility, regulatory compliance, and the need to rewrite proprietary ATM software."

What happened to Windows 9?

And Now, the AI of Gemini

ronkowitz@gmail.com (Kenneth Ronkowitz) — Fri, 27 Sep 2024 09:26:00 +0000

ChatGPT has received a lot of attention for about a year, and it has also garnered competition. Google's entry into the AI for the masses is Gemini which has excellent web browsing and Google app integrations. Gemini provides results with often cited sources and links and has ‘Search Related Topics’ feature under some of its results allowing you to explore other search avenues you might have not considered initially. ChatGPT's paid version crawls the web but is not as effective as Gemini and for citations you need to explicitly prompt it to do so.

Gemini and ChatGPT generate images but Gemini does it for free while ChatGPT limits this function to paid plans with access to DALL-3. Then again, ChatGPT paid version might be worth it because the quality of DALL-3 images are better than those of Gemini.

Here is a features comparison from another site.

image via www.educatorstechnology.com

The Futures of Distance Education

ronkowitz@gmail.com (Kenneth Ronkowitz) — Wed, 27 Mar 2024 09:47:00 +0000

Embedded below is a video of Bryan Alexander's virtual keynote at the DEC 2024 conference. Bryan is a futurist, researcher, writer, speaker, consultant, and teacher, working in the field of higher education’s future. The event was held at New Jersey's Mercer County Community College (and online).

Though AI was not the theme of the conference, it came up in every session I attended. If you are looking for additional professional development opportunities discussing AI, the Instructional Technology Council is holding a virtual spring summit on Friday, April 12th. It will feature presentations and discussion panels examining the benefits and challenges of AI at community colleges across the country.

Watch other sessions

Bryan Alexander speaks widely and publishes frequently, with articles appearing in venues including The Atlantic Monthly, Inside Higher Ed. He has been interviewed by and featured in the New York Times, the Washington Post, MSNBC, the Wall Street Journal, US News and World Report, National Public Radio (2017, 2020, 2020, 2020, 2020), the Chronicle of Higher Education (2016, 2020), the Atlantic Monthly, Reuters, Times Higher Education, the National Association of College and University Business Officers, Pew Research, Campus Technology, The Hustle, Minnesota Public Radio, USA Today, and the Connected Learning Alliance. He recently published Academia Next: The Futures of Higher Education for Johns Hopkins University Press (January 2020), which won an Association of Professional Futurists award. He next book, Universities on Fire: Higher Education in the Age of Climate Crisis, is forthcoming from Johns Hopkins. His two other recent books are Gearing Up For Learning Beyond K-12 and The New Digital Storytelling (second edition). Bryan is currently a senior scholar at Georgetown University and teaches graduate seminars in their Learning, Design, and Technology program.

Metaversity

ronkowitz@gmail.com (Kenneth Ronkowitz) — Mon, 30 Jan 2023 09:35:00 +0000

Image: Nick Youngson CC BY-SA 3.0 Pix4free

Have you heard the term "metaversity"? What Is a Metaversity? Should You Create One on Your Campus?

Metaversities are campuses created in the metaverse and, in some ways, they represent the next evolution beyond the immersive learning opportunities that currently exist for students at many colleges and universities. The metaversity has gone from a theory to a concept to an actual realm at schools such as Morehouse, and more are likely on the way.

Advances in virtual and augmented reality have made it possible to create digital twins of universities.

What should you consider before building one? some suggestions

Facebook for Educaton

ronkowitz@gmail.com (Kenneth Ronkowitz) — Wed, 15 Sep 2021 11:50:00 +0000

Facebook is probably not at the top of most educator's list of sites to access for resources, but Facebook for Education’s free resource hub is being used to help support learning communities.

The website features access to:
Get Digital: Free lesson plans, videos and activities to help you lead discussions with students about online wellness, digital empowerment and inclusivity in the classroom and at home
Tech Prep: Personalized coding tools and resources to help your students build foundational knowledge and tech careers
Products: How-tos and best practices for Facebook products like Messenger and Pages
Programs: Information on Facebook programs, including Computer Science programs like Facebook University, which provides hands-on internships to college students from underrepresented backgrounds.

Photo by Andrea Piacquadio from Pexels

You might not think of the lower half of K-12 as an audience for this but the K-12 section of the site. offers resources for that wide range. I would say that most of what is offered is focused on developing skills toward STEM careers.

The cynically-minded might say that they have heard that Facebook is working on an under-13-years-old version of Instagram and that anything they offer as "educational" is really just a way to get the next generation into the Facebook world. There is truth to that and since Facebook wants to be a big player in the metaverse that those kids might grow into, early indoctrination is key.

More optimistically-minded folks will say that you always have the option to use or not use Facebook or any social media and also the ability to use it in smarter ways - which is where educators can help. Their computer science programs can help support learners on that tech skills road. "Code Forward" is an online program for 4th-8th grade educators and organizations that uses videos and interactive activities to inspire interest in computer science and tech.

I suspect that some students will discover and use these resources before their teachers discover and use them. That's a start but I would feel a lot better if they entered this world of tech with some guidance.

Supporting Faculty for the Fall 2021 Semester

ronkowitz@gmail.com (Kenneth Ronkowitz) — Mon, 02 Aug 2021 10:33:00 +0000

Photo by Neil Thomas on Unsplash

I recently read the teaching newsletter at chronicle.com/newsletter/teaching/ that covered several topics around the question of what support faculty members will most need this fall. Without reading the newsletter, I would have guessed that much of the support needed in fall 2020 due to the pandemic will still be needed this fall. The news this summer is full of stories about how we are returning to some version of "normal." I would also predict that schools K-20 are expecting to not need some of that support. We expect to see students back in classrooms. We expect that there will be fewer online versions of courses.

The author, Beckie Supiano, reached out to some directors of teaching centers and other faculty developers and asked that question about instructor support. Here are a few takeaways in brief.

We can expect that faculty will now be more likely to mix modalities in their teaching. This is more complex than just teaching in-person versus online. We also have asynchronous versus synchronous formats and hybrid settings. This is due to some teachers having been introduced to new modalities and technologies and discovering that some of it is good and applicable. I would also factor in students who were learning online for the first time who found some positives to learning in that way.

I know of teachers who used threaded discussions, video conferencing (Zoom et al) and simple tools such as polls and breakout room for group work for the first time and plan to continue using them even though they will be back in a physical classroom.

Some courses will not be officially labeled as hybrid or blended in the course catalog, but they will be a blend of in-person and online more than in the past.

The technology that allows this to happen will need IT support and, hopefully, pedagogical support towards its best application. Supiano quotes the director for teaching excellence at George Mason University who says that "We’ve been working this summer to support faculty through our Mixed Modalities Course Design project, but we need ways to reach more faculty with that kind of learning opportunity.”

This question seems to ignore what support students will need this fall. Teachers are often the "first responders" to questions students have about using course technology. The article suggests that instructors will need "a grounding in trauma-informed pedagogy." At apu.edu, a Trauma Informed Pedagogy Series was created this summer to educate and equip professors.

One director suggests that faculty will need opportunities for more conversations about what is happening in other classrooms and online, including "fewer readings and speakers and just more workshops with each other."

I do like the idea presented that faculty who have gone beyond the normal in this beyond-normal period need to be rewarded for their efforts. Presidents, provosts, deans, chairs, and teaching and promotion and tenure committees are most likely not equipped to consider some of the changes and efforts that were made in 2020 and so far in 2021. And full-time, non-tenure-track faculty and adjuncts also made extraordinary efforts that may have been assumed or overlooked. Moving an in-person course online even with a semester to prepare is difficult to do well. Doing it almost overnight in spring 2020 was a big ask.

I would say that the support need for fall 2021 is much the same that was needed for fall 2019, but the biggest change is the increased number of faculty and students who will need that support.

Read the article and if you want to share your own preparations or missing support, email the author at beckie.supiano@chronicle.com.

The Post-Pandemic Campus

ronkowitz@gmail.com (Kenneth Ronkowitz) — Fri, 17 Apr 2020 11:55:00 +0000

An article in The Chronicle of Higher Education (unfortunately, "premium" for subscribers even in these pandemic days) is called "How Should Colleges Prepare for a Post-Pandemic World?" by Brian Rosenberg. His general advice is to "anticipate and plan for change rather than merely hope that it will not arrive." Change has arrived.

This article may be for higher education but almost all of these thoughts apply to K12 schools too.

Here are my highlighted excerpts with some commentary:

College is staggeringly expensive. Students and their families are going to be hard hit. Plus, colleges that have lost enormous sums of money will be attempting to recap but from families that have lost income and savings: Most colleges will need to provide more financial aid and possibly fewer services with fewer people.
When the lockdown is over there will still be a period of voluntary separation. With no vaccine, many people are still going to be hesitant to travel, return to campus, interact in groups in classrooms and labs. I suspect there will be more gap years than in the past.
Distance learning was forced upon us. Some of it was fine. It had been fine in many courses before all this. Some of it was lacking. It was done in a panic without much time to prepare and with faculty and students were not ready for it and never wanted to be online before. Schools need to really evaluate what worked, what didn't work and what they will change next time this kind of longterm disruption occurs. And it will.
What courses and subjects can use the online model to be less expensive but still highly effective? Of course, most schools still charge the same for an online course as a face-to-face one, so there is no savings for students. way to teach. Can a hybrid model of in-person+online lower cost? These are not new questions to ask, but too many schools have still never addressed them - and the answers may be different in 20121 than they were in 2019.
Is distance learning "good enough" in a world of sharply diminished resources? The author suspects that for many students and families the answer will be yes. I agree.
So, how should schools prepare for the post-pandemic world? It is better to anticipate and plan for change than merely to hope that it will not arrive. One change might be rethinking the traditional academic calendar - "which is almost unique in its inefficiency." The author suggests the "simplest way to lower the cost of college" but it is not the easiest way - eliminate the long breaks and make it easier for students to graduate in three years.