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Along with marketed content for the PlayStation Portable, Nicolakis said Playboy started a service called iBod. The service started in 2005 and allows users to download soft porn to their device. Wallpaper of nude photos and explicit ring tones are some of the other materials available through built-in Web browsers in portable devices like the iPhone, Nicolakis said, and parental safeguards are nonexistent or just now becoming available. He said another avenue for pornographic material is user-generated photos or videos sent from cell phone to cell phone. Teens are reportedly taking sexually explicit photos of themselves and sending them to friends, but the images can easily be sent without consent to others, Nicolakis said. "That's child pornography, and that's a felony," he said. "If you think you're immune to it here in Modesto, you're wrong. It's probably already happened, you just don't know yet.

Then, social networking started taking off. First came Friendster, then MySpace and Facebook, and now Twitter. The popularity of texting began soaring, too. All of this makes me wonder: What is Time Warner-owned AOL Instant Messenger doing to ensure that aging Millennials like me keep instant messaging a part of their daily routine?

AOL spokeswoman Erin Gifford said she wasn't sure what efforts the company was deploying to keep 20-somethings interested in messaging. That's not to say AOL Instant Messenger, which debuted in 1997, hasn't remained popular. It currently has about 30.4 million active users in the United States, making it the most popular instant messenger service in the country.

AIM's sweet spot is people between the ages of 13 and 24. They make up about 49 percent of all AOL instant messenger users. That leaves 51 percent of us who are 25 and older.

Nancy Willard, author of "An Educators Guide to Cyberbullying and Cyberthreats" breaks down cyberbullying into the following categories: Flaming. Online fights using electronic messages with angry or vulgar language. Harassment. Repeatedly sending nasty, mean, an insulting messages. Denigration. "Dissing" someone online. Sending or posting gossip or rumors about a person to damage his or her reputation or friendships. Impersonation. Pretending to be someone else and sending or posting material to get that person in trouble or damage their reputation. Outing. Sharing someone's secrets or embarrassing information or images online. Trickery. Tricking someone into revealing secrets or embarrassing information and then sharing it online. Exclusion. Intentionally and cruelly excluding someone. Cyberstalking. Repeated, intense harassment and denigration that includes threats or creates significant fear (Willard, 2006).

The Knight Commissioners and 40 other invited members to FOCAS will discuss how the media facilitates citizen engagement, the information rights and responsibilities of citizens, and the role of media in the electoral process. Participants will develop recommendations for citizens, media, and public institutions to serve the goals of American democracy better.

t's nothing anyone would have thought necessary to do only a decade ago, but the concept of citizenship no longer exists only within the realm of the physical world. With K-12 students seeming to at all times have one foot in the real world and one in the virtual, school districts are starting to acknowledge a new collective responsibility: to teach kids what it means to be a good digital citizen and how to go about being one. The answer follows the same rules entrenched in the prescription for being a good citizen on the ground: Obey the law, have respect for others, act civilly and sensibly.

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.

Levels of Technology Integration into the Curriculum

Basic technology skills and integration of technology into the curriculum go hand-in-hand to form teacher technology literacy.