Never trust a corporation to do a library’s job

As Google abandons its past, Internet archivists step in to save our collective memory

 

Google wrote its mission statement in 1999, a year after launch, setting the course for the company’s next decade:

“Google’s mission is to organize the world’s information and make it universally accessible and useful.”

For years, Google’s mission included the preservation of the past.

In 2001, Google made their first acquisition, the Deja archives. The largest collection of Usenet archives, Google relaunched it as Google Groups, supplemented with archived messages going back to 1981.

In 2004, Google Books signaled the company’s intention to scan every known book, partnering with libraries and developing its own book scanner capable of digitizing 1,000 pages per hour.

In 2006, Google News Archive launched, with historical news articles dating back 200 years. In 2008, they expanded it to include their own digitization efforts, scanning newspapers that were never online.

In the last five years, starting around 2010, the shifting priorities of Google’s management left these archival projects in limbo, or abandoned entirely.

After a series of redesigns, Google Groups is effectively dead for research purposes. The archives, while still online, have no means of searching by date.

Google News Archives are dead, killed off in 2011, now directing searchers to just use Google.

Google Books is still online, but curtailed their scanning efforts in recent years, likely discouraged by a decade of legal wrangling still in appeal. The official blogstopped updating in 2012 and the Twitter account’s been dormant since February 2013.

Even Google Search, their flagship product, stopped focusing on the history of the web. In 2011, Google removed the Timeline view letting users filter search results by date, while a series of major changes to their search ranking algorithm increasingly favored freshness over older pages from established sources. (To thedetriment of some.)

Two months ago, Larry Page said the company’s outgrown its 14-year-old mission statement. Its ambitions have grown, and its priorities have shifted.

Google in 2015 is focused on the present and future. Its social and mobile efforts, experiments with robotics and artificial intelligence, self-driving vehicles and fiberoptics.

As it turns out, organizing the world’s information isn’t always profitable. Projects that preserve the past for the public good aren’t really a big profit center. Old Google knew that, but didn’t seem to care.

The desire to preserve the past died along with 20% time, Google Labs, and the spirit of haphazard experimentation.

Google may have dropped the ball on the past, but fortunately, someone was there to pick it up.

The Internet Archive is mostly known for archiving the web, a task the San Francisco-based nonprofit has tirelessly done since 1996, two years before Google was founded.

The Wayback Machine now indexes over 435 billion webpages going back nearly 20 years, the largest archive of the web.

For most people, it ends there. But that’s barely scratching the surface.

Most don’t know that the Internet Archive also hosts:

• Books. One of the world’s largest open collections of digitized books, over 6 million public domain books, and an open library catalog.
• Videos. 1.9 million videos, including classic TV, 1,300 vintage home movies, and 4,000 public-domain feature films.
• The Prelinger Archives. Over 6,000 ephemeral films, including vintage advertising, educational and industrial footage.
• Audio. 2.3 million audio recordings, including over 74,000 radio broadcasts, 13,000 78rpm records, and 1.7 million Creative Commons-licensed audio recordings.
• Live music. Over 137,000 concert recordings, nearly 10,000 from the Grateful Dead alone.
• Audiobooks. Over 10,000 audiobooks from LibriVox and more.
• TV News. 668,000 news broadcasts with full-text search.
• Scanning services. Free and open access to scan complete print collections in 33 scanning centers, with 1,500 books scanned daily.
• Software. The largest collection of historical software in the world.

That last item, the software collection, may start to change public perception and awareness of the Internet Archive.

Spearheaded by archivist/filmmaker Jason Scott, the software preservation effort began on his own site in 2004 with a massive collection of shareware CD-ROMs from the BBS age.

After he joined the Internet Archive as an employee, he started shoveling all that vintage software onto their servers, along with software gathered from historicFTP sites, shareware websites, tape archives, and anything else he could find.

But actually using old software can be rough even for experienced geeks, often requiring a maze of outdated archival utilities, obscure file formats, and emulators to run.

In October 2011, Jason Scott wrote a call-to-arms aimed at making computer history accessible and ubiquitous — by porting classic systems to the browser.

“Without sounding too superlative, I think this will change computer history forever. The ability to bring software up and running into any browser window will enable instant, clear recall and reference of the computing experience to millions.”

The project started attempting a Javascript port of MESS, the incredible open-source project to emulate over 900 different computers, consoles, and hardware platforms, everything from the Atari 2600 and Commodore 64 to your old Speak & Spell and Texas Instruments graphic calculator.

Two years later, it was all real.

In October 2013, the Internet Archive tested the waters with the Historical Software Collection, 64 historic games and applications from computing history playable in the browser. No installation required — just one click, and you were trying out Spacewar! for the PDP-1, VisiCalc for the Apple II, or Pitfall for the Atari 2600.

By Christmas, they launched The Console Living Room, nearly 3,000 games from a dozen different consoles. Popular systems like the ColecoVision and Sega Genesiswere represented, but also obscure and hard-to-find consoles like the FairchildChannel F and Watara SuperVision.

A year later, they launched the Internet Arcade — hundreds of classic arcade games emulated with JSMAME, part of the JSMESS package.

Earlier this month, the Archive made headlines with the latest addition to its collection: nearly 2,300 vintage MS-DOS games, playable in the browser.

A technical breakthrough, the games are played on the popular DOSBoxemulator, ported to Javascript by one brilliant, talented engineer.

The experience of clicking a link and playing a game you haven’t seen in 25 years is magical, and many other people felt the same way.

News of the MS-DOS Game Collection got widespread media coverage, includingThe Washington Post, The Verge, and The Guardian, with thousands of people hitting the site every minute.

Millions of people are discovering software they’ve never seen before, or revisiting games from their past. People are making Let’s Play videos of 30-year-old games, played in a Chrome tab.

When this launched, there were dozens of confused comments from people wondering what old videogames has to do with Internet history.

In my mind, this stems from mistaken perception issues of the Internet Archive as solely an institution saving webpages.

But their mission and motto is much broader:

Universal access to all knowledge.

The Internet Archive is not Google.

The Internet Archive is a chaotic, beautiful mess. It’s not well-organized, and its tools for browsing and searching the wealth of material on there are still rudimentary, but getting better.

But this software emulation project feels, to me, like the kind of thing Google would have tried in 2003. Big, bold, technically challenging, and for the greater good.

This effort is the perfect articulation of what makes the Internet Archive great — with repercussions for the future we won’t fully appreciate for years.

But here’s a glimpse: last week, one of the JSMESS developers managed to getNetscape running on Windows 3.1 with functional networking. All of computing history is within our grasp, accessible from a single click, and this is the first step.

It’s not just about games — that’s just the hook.

It’s about preserving our digital history, which as we know now, is as easy to delete as 15 years of GeoCities.

We can’t expect for-profit corporations to care about the past, but we can support the independent, nonprofit organizations that do.

Source | https://medium.com

The changing face of classroom tech - and what's coming next

Classroom technology has evolved out of all recognition, yet the biggest changes are yet to come

The last two decades have seen a revolution in the way technology is used in the classroom. We’ve moved from a world where a handful of computers might have been found in a school’s computer lab to one where ICT suites and interactive whiteboards became a fixture of every school - and now to a world where fleets of laptops and tablets are used by many students throughout the school day.

The pace of change has been extraordinary, but there are no signs that it’s slowing up. A new generation of devices allied with new software and services and shifts in pedagogy will only see further transformations on the shape of classroom tech.

While ICT suites promoted the teaching of basic ICT skills in school, interactive whiteboards and laptops had an even bigger impact, transforming technology from a subject area to a tool that could help primary age students with literacy and numeracy, support history, geography and science lessons, or help young people get to grips with a world of digital media.

Combined with the internet, online resources and Virtual Learning Environments (VLEs), technology revolutionised education as a whole.

Things have changed again since 2010, not just because of a change in government that has seen major changes to the ICT curriculum and the promotion of computing skills in schools, but because classroom technology is changing to reflect the devices and services being used in business and the home.

The debut of Apple’s iPad was as much a watershed for schools as for the business and the home, as schools rushed to explore the clear potential of a simpler, more personal, highly versatile computer and a library of education-friendly apps.

Behind the iPad has come a wave of Android and Windows tablets and convertibles, while Google’s Chromebooks have given schools a low-cost alternative to Windows laptops, hooked in to a world of cloud-based services, learning resources and free web-based apps.

Mobile technology has entered the classroom in style – and it’s shaking up the way we teach and learn.

Rise of mobility

“I think that for certain, mobility is taking over” says Gus Schmedlen, HP Vice President of Worldwide Education, “especially in the mature or developed markets, where broadband availability and streaming availability are pretty pervasive.”

For Schmedlen and HP, mobile devices play a critical role in preparing students for a world where every industry is being disrupted by technology, and where the most important skill a school can teach is learning itself.

Backed up by cloud services and effective, easy-to-use management tools, they can make transform the way technology is used in the classroom, and help teachers improve outcomes in a tangible way.

HP’s latest mobile devices, including its Education Edition tablets and ProBook laptops, provide them with total access to learning, and can be better tailored to the way that individual students learn.

For primary school students, this might mean working with a stylus to practice handwriting or basic maths skills. For secondary school students, HP’s partnership with Pasco turns its tablets into effective scientific instruments, where you can attach over 70 sensors to a tablet and see the incoming data live on the screen.

The potential to engage students in exciting, practical science lessons should be clear.

Economies of scale and cost reductions are also enabling more schools to look at 1:1 access schemes, where every student in specific years, or even across the whole school, is provisioned with their own tablet, Chromebook or laptop.

This doesn’t just impact what and how students learn, but where. “1:1 is a reality now, when you look at the cost of these devices” says Steve Beswick, Director of Education, Microsoft UK. “You’ll get to a point where anytime, anywhere learning really can happen.”

For Beswick, though, it’s not just about having the devices, but about the way devices integrate with services and applications through the cloud.

“It’s no point having 1:1 if it’s all disparate. You’ve got to handle it all in a seamless way. It has to be so that what Johnny does at home he can access from school, and what Johnny does at school he can access from home.”

Beswick describes how, at Bett 2015, teachers using Windows mobile devices on the showfloor were able to use OneNote and Office 365 to set tasks for students back at school, then receive work and feedback from the classroom in real-time while still at the show.

Both with Microsoft’s cloud services and Google’s flexible, integrated platforms are making for a dynamic and engaging environment for teaching.

Liz Sproat, Head of Education, EMEA for Google, cites the take-up of Google Apps for Education and Google Classroom in UK schools, and how the new Google Play for Education initiative should drive more teachers to take advantage of mobile tech.

“We see more schools using this technology to improve learning” she says, “and really benefitting from the advantages it can bring. This is my second Bett at Google, and already the level of the conversation is getting much more involved.”

Mobile technology also supports new blended approaches to learning. At Bett 2015, HP talked of Blended Reality, where students might use text books imprinted with a watermark that could trigger supporting video or audio materials on a tablet or smartphone.

“If a student is trying to learn Pythagorean theorem and they’re confused about what it means, they can take their mobile device, put it over the Pythagorean theorem and see a video about it and why it works” Gus Schmedlen told us. “What we’re trying to do is increase the number of modalities that a student uses to learn one learning objective.”

HP isn’t alone in this endeavour. Across the Bett 2015 showfloor we witnessed innovative approaches that combine digital content with real-world materials to engage students and improve learning.

Whether using 2D or 3D scanners with large-screen interactive displays, using 3D printers to bring digital objects into real-world forms, or combining computer science with chemistry or robotics, developers and teachers are finding new ways to mix the best of ICT with the best of more traditional pedagogy.

Large-format interactive displays and holographic screens, like HP’s ingenious zVR series displays, give educators powerful new tools to teach with, yet still give them scope to put their own knowledge, experience and enthusiasm to good use.

Cloudy thinking

Meanwhile, new cloud-based communications and telepresence platforms are enabling more collaborative approaches to learning, not just within the class or between classrooms in the same school, but across schools in the same area – or even different countries.

What’s more, the way we interact with technology is changing. Voice recognition, natural user interfaces and innovative PC systems like the HP Sprout all have obvious classroom applications.

All this new technology will pose challenges for teachers. “I think it introduces a new digital divide” says Microsoft’s Steve Beswick, “between the teachers who get it, in terms of how to teach using technology, and want to drive that forward, and those who don’t. There will still be some who don’t get it, and that’s not good, but we will help those who want to cross the chasm and join the teachers who do.”

For all the applications of this new mobile technology, we can’t forget more basic skills. HP’s Gus Schmedlen believes that laptops such as the new £179 HP Stream 11 Pro (above) still have a major role to play in education, because as long as students need to create a lot of content, a keyboard will still be an essential.

Gemma Harris, from St Cuthbert and Matthias School, London, agrees. “If the children are just using iPads, then they lose the skill of being able to use a PC. Employers are telling us as teachers that they need people who can use a PC and Windows, and while tablets are fine, we still need to make sure that children learn all the basic skills of computing and using a mouse.”

We live in an era of unprecedented, accelerated change, where the technology being used by young people outside the classroom evolves at a rate that leaves those of us who aren’t digital natives struggling to maintain the pace.

Yet if we can take advantage of the latest classroom technology, we can do a better job of preparing students for the world outside. The financial barriers are breaking down and there’s help on offer for training and development. 

Source | http://www.pcpro.co.uk/

 

IIT Bombay launches mass open online courses

The programme, offered free, will give access to high quality, IIT-style education to Indian students in Indian languages.

In a step that could significantly push the bar for quality online education in the country, IIT Bombay has embarked on a commendable mass online education programme that will provide free online courses and give access to high quality, IIT-style education to Indian students in Indian languages. 

On the Republic Day, Prof Devang Khakhar, Director of IIT Bombay, launched three Mass Open Online Courses (MOOC) in computer programming, thermodynamics, and signals and systems from the institute’s IITBombayX platform developed in collaboration with edX, a not-for-profit initiative by MIT and Harvard. 

Describing the initiative as “pathbreaking”, Prof. Khakhar credited Prof. Deepak Phatak of the Computer Science and Engineering Department for bringing it to IIT Bombay. “The rapid evolution of technology makes it imperative for students and teachers to incorporate the various offerings of technology in their learning process,” he said, launching the first three courses. 

The Introduction to Computer Programming will be 16-week course in two parts aimed at computer programming students. The course on Thermodynamics, designed for mechanical engineering students, will last 12 weeks. Signals and Systems will be a 16-week course in two parts designed for electrical engineering students. The students will get an honour certificate of achievement certifying successful completion of the course after they have qualified in the tests. 

Simultaneously, IIT Bombay will also offer training workshops for invited teachers on effective teaching and mentoring students in online courses for each of these three subjects under the Train 10,000 Teachers or T10KT programme of the institute. 

Mass Open Online Courses or MOOCs have emerged as the most inexpensive mechanism for offering quality education online to a very large number of learners and in addition to traditional course materials like videos, readings and problem sets, it incorporates aspects of active learning, collaborative discussions on forum, online quizzes etc. 

Global educational institutions are increasingly adopting MOOCs and given India’s need for reaching out to largest possible number of learners, MOOCs are seen as the best way forward to ensure quality in education and vocational training. 

“We have about 3500 colleges, but the academic infrastructure is not up to the expected levels and quality of education suffers. In other institutes, computer programming students may be given 10, 20, or 30 line programmes to write, but in IIT Bombay, students write 200 to 250 line programmes. So, simply put IITBombayX stands for extended online educational services from IIT Bombay and IIT-style learning,” Prof Phatak told The Hindu on Thursday. 

He said the IITBombayX courses will be initially offered in English and Hindi, but eventually in all Indian languages as the project expands nationally. “The courses will also be important for collecting data on student behaviour and their approach in online education which we could share with other educational institutions,” Prof Phatak said, adding that anyone from 15 year-old to 75-year-olds can register for the courses, and there is no limit on how many can enrol at a time. 

Prof Phatak said the IITBombayX platform will soon offer other courses like a course in agriculture designed by Hyderabad-based International Crops Research Institute for the Semi-Arid Tropics (Icrisat), and a course by Tata Institute of Social Science on open source animation tools. “A chemistry course by Dr. Mangala Sunder of IIT Madras is also being planned,” he said. 

Source | http://www.thehindu.com/

JNU launches Google-like search engine for its students

The Jawaharlal Nehru University has launched a Google-like single window search option in its central library, enabling students and teachers to access all resources, including books, newspapers and research material.

The varsity’s Vice-Chancellor S K Sopory launched the service, known as EBSCO Discovery Service (EDS), at the inaugural session of a seminar titled ‘Transforming University Libraries’.

“With relevancy-ranked results and an abundant amount of customisation options will allow JNU faculty and students and its research scholars, focus on the quality of the information found rather than spending time and energy on searching multiple resources.

“Only few very select academic institutes in India have facilities for single window search,” the university said in a statement.

This service linked with remote access facilities will enable students and teachers access the search option from their cellphones, tablets and laptops.

The university librarian, Ramesh C Gaur said, “We wanted to find a service that would remove the barrier of having to
figure out which databases to search so the library becomes more familiar and user-friendly.”

This service will also enable students search information across 72 online databases, library catalogue, 20,000 electronic theses and dissertations, 8 lakh digital press clippings, 2,300 e-newspapers in 57 languages from 100 countries and over 2 lakh e-books, and all e-journals.

Earlier discovery services were on trial for the last year-and-a-half, he said.

A new JNU library website and several other websites were also launched on the occasion.

Source | http://computer.financialexpress.com/

3 open source content management systems compared

Whether you need to set up a blog, a portal for some specific usage, or any other website, which content management system is right for you? is a question you are going to ask yourself early on. The most well-known and widely used open source content management system (CMS) platforms are: Joomla, Wordpress, and Drupal. They are all based on PHP and MySQL and offer a wide range of options to users and developers alike.

To help you choose between these three excellent open source CMS platforms, I've written a comparison based on this criteria: installation complexity, available plugin/themes, ease of use, and more.

Installation time and complexity

Installation is the first thing you would need to do before you start using a CMS, so lets have a look at what it takes to install these tools.

Drupal

Drupal is considered by many to be the most complex of them all to install and use, but that's simply not true anymore. Drupal has evolved and the process is fairly simple. Download the files from the website, unzip and place the contents in the root folder of your webserver. Then access the root folder from you browser. From there on, you just let the software do it for you. But remember to create a database for your Drupal site and keep the database user name and password on hand before you start the installation process.

Joomla

Like Drupal, Joomla also needs you to provide the database name during the installation. The installation process in Joomla is similar to Drupal except for a few extra options that Joomla provides during installation. For example, you can choose if your Joomla site should be offline after installation, and you get to see all the configurations before the final installation happens. Also, as a security feature, the installer requires removing the installation code folder after installation. 

Wordpress

Most people think that Wordpress is the most easy to use of these three CMS tools. Rightly so. Wordpress requires the same information as the other two, but this is nicely hidden behind two stages of installation. The first part is the creation of config.php file (all of the information about the database, username/password, database host etc. goes in the file). Once this is done, there's just one click for installation of Wordpress. If you have a config.php file ready (from your previous installation or if you manually created it) there is no need to do the first step.  The installer automatically searches for the file and takes you to config.php file creation only if it is not present.

In summary

Installation of all three of these tools is easy and similar with only a few noticeable differences. While Drupal installation looks and feels a bit lengthy, Joomla provides few extra options and a secure feature of installer files deletion. Wordpress has a minimal interface and the quick installation feels nice, but it doesn’t let you configure much during installation. However, all of them need basic information like database name, user ID, and password, among others.

Plugin and theme availability

This is another important aspect of choosing a CMS. You don’t want to get stuck with a CMS that has too few plugins and themes available, because if you don’t find what you want, you may need to get one built as per your requirements and that will directly impact the overall cost of you project! Lets have a look at the total number of plugins and themes available for each of the CMSs in question, though it is possible that you may not find what you want even if the there are more available; but the higher the count the greater the probability that you will find what you are looking for.

Drupal

At the time of writing this article, Drupal’s official website lists 1223 themes and 14369 modules (plugins are called modules) which are available for free download. This is a pretty good number. If you want to find Drupal themes outside of the theme marketplace though, you will be more hard pressed.

Joomla

Joomla's official website lists 7437 plugins, and there is no information about themes. But the theme marketplaces have relatively more Joomla themes available than Drupal themes.

Wordpress

If you consider only the numbers, Wordpress wins this round hands down. With 2176 themes and 28593 plugins available on the official website, it quite clearly shows the might of the community behind Wordpress. Even the marketplaces have many Wordpress themes available. This huge number is also attributed to the popularity Wordpress has over other CMS solutions.

In summary

Wordpress' count is not simply an indicator of how good a CMS is, rather it is an indication of how popular it is. Also, there is catch here: as many opine, Wordpress needs more plugins because there are fewer core CMS features supported by Wordpress out of the box. Features such as user access control (syndication, news feed management etc.) have to be implemented using plugins, probably because it evolved (or still evolving) from a blogging tool to a full fledged CMS. But then, community support and the peace of mind that comes with it, is equally important. With a bigger community you can be assured that tomorrow if there is security loophole uncovered that will get fixed quickly.

Ease of use

This is another important aspect of having a CMS. You know that your CMS has many features, but you will need to use them without having the time to read the user manual. So, how easy or difficult it is to figure out things by yourself matters a lot.

Drupal

Drupal provides some very important features in a very simple and basic user interface (UI). Once you login to the admin account, you have a menu bar on the top, showing all the important aspects of your Drupal site. There is a content link, which shows you a list of all the content and comments on your site and lets you add or manage them. For example, for publish/remove. Other links in the menu are also quite intuitive: Structure, Appearance, People, Modules, Configurations, and Reports. With each name, you can probably guess what’s in there.

Joomla

When you login to the Joomla admin page for the first time, you will probably feel a little lost. With so many menus on the page, both vertical and horizontal, it is a bit difficult to understand what’s what. But then you will recognize the menu on the left side of the page is just a collection of important links from the main menu on the top. As with Drupal, Joomla lists all the major aspects of the site as different menu items, and below each menu item there is a drop down with more links. Overall the interface of Joomla admin is more polished and refined (compared to Drupal) and also provides more fine-tuned control over the website, but the downside is if you are new to Joomla you will find too many buttons and links all over the place, and it may be difficult to understand their use without looking at the documentation.

Wordpress

Wordpress lives up to being simple and easy to use. The interface is minimal and uses easy to understand language which makes a difference, especially to novices. For example, the button in the admin landing page says "Customize Your Site," encouraging users to go ahead and try it. Compared to the Joomla/Drupal interface that uses more technical language, Wordpress definitely has an edge here.

For websites managed by users with little or no technical background, or small websites with frequent updates required, Wordpress is probably the way to go. The interface is very simple, and you don’t really need to hire someone to do the stuff for you. But if you don’t mind playing around a little and learning things along the way, Joomla is a lot more interesting. It has loads and loads of settings and controls, which let you manage the site to a greater extent. Even Drupal lets you do the same, with a more simple but robust looking interface.

Customization and upgrades

How you can customize and upgrade the CMS is another important aspect you will want to think over before deciding which platform to use. With time, any CMS needs to be upgraded for security or functionality or other reasons, and you may not like to be stuck with a system that is difficult to update or maintain. Also, many times the out of the box solution e.g. themes or plugins are not exactly the way you want them to be, but very close to it. So, you may want to customize things yourself in such cases. Although, customization requires a level of technical expertise, user experience makes the difference. Let’s see how easy or difficult it is to customize or upgrade these CMSs.

Drupal

After some research I found that, the only way to upgrade a Drupal installation is to do it manually, i.e. backup old files and data, extract the Drupal latest package, and replace all the old files except /sites folder (contains themes and other data) and any other files added. This may sound like a tough task for someone new to the field, there is a certain degree of risk involved as well, and if anything goes wrong you may loose your website altogether. But, if you are an expert, or don’t mind getting expert help, there is no need to worry. Again, to customize your theme, there is no in-application support and you will need to either install a new plugin, which lets you edit themes, or do the customization offline.

Joomla

Joomla supports upgrading the core from the backend, i.e. you login to the backend, go to Joomla update component (version >= 2.5.4) or Update tab in Joomla Extension Manager (version < 2.5.4), and click install update. That’s it! However, in certain cases, this update method cannot be used. Other methods to update Joomla are Install method, where you select an update file and then tell Joomla to install it and manually update, where you need to manually replace the files. Do remember to always keep a back up before attempting any updates. As far as editing themes is concerned, you need to edit them offline or install the theme editor plugin.

Wordpress

Like Joomla, Wordpress also supports online updates via the admin user interface. Wordpress alerts you whenever there is an update available, if you want to update, just click on update now and Wordpress is updated to latest version! Of course you can take the manual route to update as well. Another interesting feature is the online file editing. It lets you customize your themes or plugins by editing the files in the application itself. Suppose you don’t like an image which is embedded in the theme, and there is no theme setting to change it. Just head over to Administration > Appearance > Editor menu, select the file which you think has that image and edit it. Then you can straightaway review your change as well. Similarly even plugins can be updated; the editor can be found at Administration > Plugins > Editor.

In summary

Wordpress is the winner for customization and upgrades. That means it will be easy if you alone or a small team of people are planning to set up the website. Having said that, Joomla and Drupal can’t be simply written off. Joomla has update features and although Drupal doesn’t offer that right now it has other critical features that make it a leading CMS