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My students are more involved with technology than ever before. They have taken the lead in mass networking and graphic design

They block network programs such as Facebook because of a fear of what might be abused. They block all Web-based e-mail systems that in all reality should help the majority of students. They also reject the use of iPods and cell phones because they believe the use of these new technologies would reduce a student's capacity to learn

no one is going to stop the use of these technologies.

To those who Twitter, the reporter who investigates a story before offering it to the public must also seem tediously ruminant. On Twitter, the notes become the story, devoid of even five minutes of reflection on the writer's way to the computer. I can see that there are times —an airplane landing in the Hudson, a presidential election in Iran—when this type of impromptu journalism becomes a necessity, and an exciting one at that. Luckily, reporters still exist to make sense of information bytes and expand upon them for readers—but for how much longer? I worry that microblogging cheats my students out of their trump card: a mindful attention to the subject in front of them, so that they can capture its sights and sounds, its smells and tactile qualities, to share with readers. How can Twittering stories from laptops and phones possibly replace the attentive journalist who tucks a digital recorder artfully under a notepad, pencil behind one ear, and gives full attention to the subject at hand?

I went home after the lecture and—hypocritically, I admit—updated my Facebook status and my blog to declare how much I despise Twitter.

Twitter serves as a source of links to longer news stories.

The summary points out that "Cyberbullying is widespread among today's teens, with over one-third having experienced it, engaged in it, or known of friends who have who have done either." But that one-third is cumulative of bullies, people who have been bullied and even people who know someone who's been bullied.

20 percent of teens "say they have sent/posted nude or semi-nude pictures or video of themselves." But the data from the Cox survey showed that while 20 percent of teens "have engaged in sexting," that number, too, is cumulative. Only 9 percent "sent a sext," while 17 percent received one, and 3 percent forwarded a "sext."

it's important for parents to talk with their teens about appropriate use of the Internet. Don't scare them or shut down their use, but do remind them to mind their manners, think before they post, and seek help if someone is bullying or harassing them.

I taught for five to twenty hours a week, and very little of it was about the books. So, if concepts from books are easy, what’s hard?Doing it.Picking up the phone, making the plan, signing the deal. Pushing ‘publish.’ Announcing. Shipping.We spent a lot of time on this area. Every morning, each person came in prepared to push someone in the group to overcome the next hurdle. This is what growth looks like, and it was energizing to be part of.We didn’t do this at all at when I was at Stanford. We spent a lot of time reading irrelevant case studies and even more time building complex financial models. The thing is, you can now hire someone to build a complex financial model for you for $60 an hour. And a week’s worth of that is just about all the typical entrepreneur is going to need. The rest of the time, it’s about shipping, motivating, leading, connecting, envisioning and engaging. So that’s what we worked on.It amazes me that MBA students around the world aren’t up in arms. How can schools justify taking $100,000 in cash and teaching exactly the wrong stuff?