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Tracy Tuten

Reading and the Web - Texts Without Context - NYTimes.com - 28 views

www.nytimes.com/...21mash.html

sme NYTimes technology Web 2.0 critic mashup

shared by Tracy Tuten on 08 Apr 10 - Cached
  • In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
  • Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
  • ...2 more annotations...
  • Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
  • Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
  • Tracy Tuten on 08 Apr 10
     
    Highly insightful and developed argument for how Web 2.0 is changing how we process information, learn, and develop opinions. 
Stan Golanka

Reading and the Web - Texts Without Context - NYTimes.com - 49 views

www.nytimes.com/...21mash.html

shared by Stan Golanka on 08 Feb 11 - Cached
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
  • Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      How do teachers help students rise above this "digital forest of mediocrity"?
  • Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
  • ...5 more annotations...
  • Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
  • And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
  • Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
  • authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
  • However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,
Josh Flores

If you want to innovate like Da Vinci, education is overrated | TechRepublic - 46 views

www.techrepublic.com/...8383

shared by Josh Flores on 31 May 11 - No Cached
  • Thiel is a venture capitalist and the game that VCs play is to invest in 10 different ideas with the hope that one of them hits it big, while the other nine are likely to fail, morph into something different, or simply fade away.
  • Bill Gates (Microsoft) and Mark Zuckerberg (Facebook). Yes, both dropped out of Harvard to start a company and eventually became billionaires, but before they went to college both of them got an outstanding education that was certainly a springboard to their later achievements.
  • A college education trains and teaches students how to best plug themselves into the current civilization. Education helps you plug into the things society already needs, to plug into society as it is today. It’s not about tomorrow
  • ...3 more annotations...
  • Da Vinci basically out-observed everyone in his generation? That was critical. He spent a lot of time observing and figuring out where there were important problems and pain points that could be improved by either iterating or innovating. It’s a simple but powerful formula. Lots of organizations could do a better job of carefully observing the best opportunities to target, and then attacking the opportunity with their best ideas.
  • Innovation is about what’s next. To pull off a big innovation, you almost always have to take a big risk. You have to try something different.
    • Josh Flores
      Josh Flores on 01 Jun 11
       
      What a great quote to support authentic lessons in the classroom! assessment should include more creativity and products to persent.
  • Roland Gesthuizen on 31 May 11
     
    Thiel is a venture capitalist and the game that VCs play is to invest in 10 different ideas with the hope that one of them hits it big, while the other nine are likely to fail, morph into something different, or simply fade away.
  • Jason Tolen on 01 Jun 11
     
    In reference to Gates and others who have shined, according to Gladwell's "Outliers" they have also most likely put in the time (10,000 plus hours) practicing, envisioning, and imagining what they want to create. Innovation takes time input, imagination, desire, and risk...
anonymous

Technology in Schools Faces Questions on Value - NYTimes.com - 70 views

www.nytimes.com/...-faces-questions-on-value.html

technology schools change critique measurement effectiveness integration

shared by anonymous on 04 Sep 11 - No Cached
  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
  • ...24 more annotations...
  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • anonymous
      anonymous on 07 Dec 11
       
      yep - so where does leadership come in?
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • that computers can distract and not instruct.
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • creating an impetus to rethink education entirely
    • Steve Ransom
      Steve Ransom on 04 Sep 11
       
      Like teaching powerpoint is "rethinking education". Right.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
  • anonymous on 07 Dec 11
     
    Shallow (still important) analysis of the major issues regarding technology integration in schools.
Javier E

The Default Major - Skating Through B-School - NYTimes.com - 41 views

www.nytimes.com/...edl-17business-t.html

education university business standards group learning

shared by Javier E on 15 Apr 11 - No Cached
  • Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
  • all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
  • “Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
  • ...13 more annotations...
  • It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
  • Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
  • Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
  • The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
  • “We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
  • “A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
  • “It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
  • This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
  • concrete business skills tend to expire in five years or so as technology and organizations change.
  • History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
  • when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
  • a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
  • what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
anonymous

Buying Copyrights, Then Patrolling the Web for Infringement - NYTimes.com - 55 views

www.nytimes.com/...03righthaven.html

copyright

shared by anonymous on 03 May 11 - No Cached
  • “I was shocked,” Mr. Hill said. “I thought maybe it was a joke or something to scare me. I didn’t know the picture was copyrighted.”
  • Peter Linehan on 03 May 11
     
    The article describes a company named Righthaven that purchases the rights to stories and images from newspapers. It then sues anyone who uses the material without copyright clearance. They seem to specialize in non-corporate infringers who are likely to settle before a trial. Bloggers beware!
Steve Ransom

A New Kissing Device Lets You Make Out Over The Internet | Fast Company - 104 views

www.fastcompany.com/...can-we-teach-computers-to-kiss

kissing kiss virtual turkle alonetogether

shared by Steve Ransom on 03 May 11 - No Cached
  • Steve Ransom on 03 May 11
     
    Too much!
Jac Londe

Google Terms of Service - 30 views

www.google.com/TOS

Google TOS Docs license copyright copyrights

shared by Jac Londe on 04 Jul 11 - Cached
  • 11.1 You retain copyright and any other rights you already hold in Content which you submit, post or display on or through, the Services. By submitting, posting or displaying the content you give Google a perpetual, irrevocable, worldwide, royalty-free, and non-exclusive license to reproduce, adapt, modify, translate, publish, publicly perform, publicly display and distribute any Content which you submit, post or display on or through, the Services. This license is for the sole purpose of enabling Google to display, distribute and promote the Services
  • 11.2 You agree that this license includes a right for Google to make such Content available to other companies, organizations or individuals with whom Google has relationships for the provision of syndicated services, and to use such Content in connection with the provision of those services. 11.3 You understand that Google, in performing the required technical steps to provide the Services to our users, may (a) transmit or distribute your Content over various public networks and in various media; and (b) make such changes to your Content as are necessary to conform and adapt that Content to the technical requirements of connecting networks, devices, services or media. You agree that this license shall permit Google to take these actions.
carmelladoty

PCN Strategies: Careers | LinkedIn - 21 views

www.linkedin.com/...careers

common core careers teach to the future

shared by carmelladoty on 08 Jan 14 - No Cached
  • carmelladoty on 08 Jan 14
     
    This video demonstrates how products are being developed using open source and open funding. I am going to show this to teachers in a PD session to discuss how the workplace is changing and why students need to learn how to work in collaborative groups. This is important because workplaces are going in this direction. In our classrooms, teachers need to have students involved in collaborative work where they are using higher order thinking skills to create. This methodology supports Common Core curriculum and teach to the future.
Marti Pike

BBC News - Stephen Hawking warns artificial intelligence could end mankind - 22 views

www.bbc.com/...technology-30290540

shared by Marti Pike on 03 Dec 14 - No Cached
  • suggests the words he might want to use next.
    • Marti Pike
      Marti Pike on 03 Dec 14
       
      Some Smart Phones already do a little of this. 
  • useful
  • re-design itself at an ever increasing rate,
  • ...12 more annotations...
  • Humans, who are limited by slow biological evolution,
  • fooling a high proportion of people into believing they are talking to a human.
  • algorithms
  • believes it will come in the next few decades.
  • But he is betting that AI is going to be a positive force.
  • destroy millions of jobs.
  • Elon Musk has warned that AI is "our biggest existential threat".
  • "The development of full artificial intelligence could spell the end of the human race."
  • "More must be done by the internet companies to counter the threat, but the difficulty is to do this without sacrificing freedom and privacy."
  • write much faster with his new system.
  • he didn't want a more natural voice.
  • children who need a computer voice
Jamie Bridge

Nearpod - 32 views

No, that's not bait and switch. That's business.

review tools

started by charliemacneil on 14 Aug 14 2 follow-ups, last by Jamie Bridge on 15 Aug 14
Maureen Greenbaum

'Interactive Learning Spaces' at the center of Ball State U.'s faculty development prog... - 29 views

www.insidehighered.com/...us-faculty-development-program

learning active

shared by Maureen Greenbaum on 18 Dec 14 - No Cached
  • The rooms are part of a larger faculty development program intended to promote active learning techniques and cut down on lecturing
  • university is researching whether teaching at-risk students -- those withdrawing from or earning a D or F in a basic math course -- in the classrooms could improve academic outcomes and, eventually, graduation rates.
  • Pavlechko described the two spaces as “intake classrooms” -- faculty members who work in the development program are required to teach in them for two semesters. By the end of this academic year, the classrooms will have hosted 68 faculty members representing 29 of the university’s 48 departments and more than 3,500 students.
  • ...5 more annotations...
  • How do we set ourselves apart? In our case, by the development of these interactive learning space classrooms, we are demonstrating to everyone that we are committed to the concept of faculty development.”
  • researchers found at-risk students who took the course in classrooms that promoted active learning (which included some rooms other than the renovated ones) were 2.8 times more likely to succeed -- that is, to earn a grade higher than a D -- than students in traditional classrooms.
  • The company has surveyed hundreds of students and faculty members at the universities it has worked with, and says it has found a statistically significant correlation between classroom configuration and student engagement. The survey doesn't include any academic results.
  • “We actually found a fairly moderate to strong correlation between what they think of these areas and if they think they have the ability to get a higher grade -- or their motivation to attend class and also their engagement in class,”
  • “Perception-wise, students are telling us ‘I can do better when I’m in these spaces,’ ” Jones said. “Maybe that’s enough of a win?”
Sharin Tebo

High School Graduates Feel Unprepared For College and Work, Survey Finds - College Boun... - 44 views

blogs.edweek.org/...ads_unprepared_for_future.html

shared by Sharin Tebo on 19 Dec 14 - No Cached
Amy McCorkle liked it
  • 5. Have an assessment late in high school so students can find out what they need for college (77 percent.)
    • Sharin Tebo
      Sharin Tebo on 19 Dec 14
       
      What kind of assessment? I mean, if it is a standardized test, does that really help students prepare for life, whether college-bound or not? 
  • So, how can high schools better serve students and bridge this divide? Respondents' top suggestions for change: 1. Provide opportunities for real-world learning (90 percent);
  • A recent survey of public high school graduates finds about half feel they are unprepared for life after high school and most would have worked harder if they had realized the expectations of college and the workplace.
  • Amy McCorkle on 19 Dec 14
     
    I'm not so sure that I believe that less than 1,500 graduates nationwide over the span of just three graduating classes is exactly representative of all high school grads in America, but at least it was conducted by a nonprofit and not one of our education deformer companies or a textbook publisher. Also, isn't a certain amount of laissez-faire attitude a normal teenage brain condition? "I wish I'd paid more attention in high school" was a major theme of conversation at *my* 20 year high school reunion last year (did I just date myself)  BUT I did feel better prepared in study skills and habits, perhaps because in 1993 we weren't so test-centered. Just sayin' Thanks for sharing!
Margaret FalerSweany

With Tech Taking Over in Schools, Worries Rise - NYTimes.com - 43 views

www.nytimes.com/...r-in-schools-worries-rise.html

privacy educational technology data mining

shared by Margaret FalerSweany on 16 Sep 14 - No Cached
  • Technology companies are collecting a vast amount of data about students, touching every corner of their educational lives — with few controls on how those details are used.
  • growing parental concern that sensitive information about children — like data about learning disabilities, disciplinary problems or family trauma — might be disseminated and disclosed, potentially hampering college or career prospects.
  • implications beyond education.
  • Margaret FalerSweany on 16 Sep 14
     
    Discusses laws proposed in 16 states "prohibiting educational sites, apps and cloud services used by schools from selling or disclosing personal information about students from kindergarten through high school; from using the children's data to market to them; and from compiling dossiers on them."
Joe Hirsch

Goodbye, feedback. - 87 views

www.edutopia.org/...orward-not-feedback-joe-hirsch

shared by Joe Hirsch on 04 Jun 15 - No Cached
  • Joe Hirsch on 04 Jun 15
     
    Fortune 500 companies don't give employees feedback. They practice "feedforward." Does your school?
Maggie Tsai

The Classroom » Using Diigo for Organizing the Web for your Class - 13 views

theclassroom.ca/...anizing-the-web-for-your-class

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • Using Diigo for Organizing the Web for your Class 31 07 2007 A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo. My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006) After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right? Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what? Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play. Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class! One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
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