Skip to main content

Newer Is Not Always Better

With all this talk about Android and software updates, I realized that one of the biggest Android advantages is that you can install custom firmware or downgrade to an old Android version.

My old Nexus 7 tablet from 2012 doesn't support the latest Android release. Instead of installing custom firmware from some independent developers, I decided to go back to the smoothest Android version I can find. Asus skimped on quality storage and Nexus 7 was pretty slow and laggy, especially when using Android 5.x.

Google has a page with factory images for Nexus devices and it's pretty easy to install any Android version that's officially available. You have to backup your data, enable USB debugging and run some scripts.

I've installed Android 4.4.4 and Nexus 7 was much smoother, but there was still room for improvement. Android 4.3 was even better and I decided to keep it. It's like having a completely new device, even if it runs some outdated software released 2 years ago.


It's difficult to optimize new software for old hardware, especially if manufacturers don't care about quality, cut costs and ship poorly made devices with obvious design flaws. On there other hand, Google has its own issues with software optimization, memory leaks, battery draining software and other bugs. When properly optimised, Android runs well and users are happy, but this doesn't happen often. With so many devices to update, manufacturers and even Google take shortcuts when it comes to old phones and tablets. Some stop updating them, others release unfinished software, hoping to encourage users to buy new hardware, while others spend more time improving the software for the latest flagships.

Thankfully, you can downgrade and go back to a software that actually works well. Apple devices rarely allow you to downgrade and usually for a limited time, so you're stuck with phones and tablets that are suddenly slow, laggy and crashy.

This post was written on my Nexus 7 running Android 4.3.

Comments

Popular posts from this blog

Women and children overboard

It's the  Catch-22  of clinical trials: to protect pregnant women and children from the risks of untested drugs....we don't test drugs adequately for them. In the last few decades , we've been more concerned about the harms of research than of inadequately tested treatments for everyone, in fact. But for "vulnerable populations,"  like pregnant women and children, the default was to exclude them. And just in case any women might be, or might become, pregnant, it was often easier just to exclude us all from trials. It got so bad, that by the late 1990s, the FDA realized regulations and more for pregnant women - and women generally - had to change. The NIH (National Institutes of Health) took action too. And so few drugs had enough safety and efficacy information for children that, even in official circles, children were being called "therapeutic orphans."  Action began on that, too. There is still a long way to go. But this month there was a sign that ...

Benefits Of Healthy eating Turmeric every day for the body

One teaspoon of turmeric a day to prevent inflammation, accumulation of toxins, pain, and the outbreak of cancer.  Yes, turmeric has been known since 2.5 centuries ago in India, as a plant anti-inflammatory / inflammatory, anti-bacterial, and also have a good detox properties, now proven to prevent Alzheimer's disease and cancer. Turmeric prevents inflammation:  For people who

Not a word was spoken (but many were learned)

Video is often used in the EFL classroom for listening comprehension activities, facilitating discussions and, of course, language work. But how can you exploit silent films without any language in them? Since developing learners' linguistic resources should be our primary goal (well, at least the blogger behind the blog thinks so), here are four suggestions on how language (grammar and vocabulary) can be generated from silent clips. Split-viewing Split-viewing is an information gap activity where the class is split into groups with one group facing the screen and the other with their back to the screen. The ones facing the screen than report on what they have seen - this can be done WHILE as well as AFTER they watch. Alternatively, students who are not watching (the ones sitting with their backs to the screen) can be send out of the classroom and come up with a list of the questions to ask the 'watching group'. This works particularly well with action or crime scenes with ...