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e good folks at Utah State University have a faculty opening in their Instructional Technology Departm

网络传媒对传统的"白纸黑字"的颠覆，即缘于各种原因，原先白纸上的好好黑字，一霎那就没没了。

开源软件是采用开源许可证规制软件开发和使用的新模式，保证了开发者和用户可以获取、修改和贡献软件源代码，并利用这些代码满足业务需求。开源软件的特点是在软件开发和使用的过程中，采用社区化和开放共享的方式，弥补了传统私有软件的公司化和封闭性的缺陷，更加适应大规模、网络化、创新型软件技术发展需求。基于开源软件建立起新的信息技术生态系统，与以私有软件为主体的现有生态系统进行竞争，在竞争中显示出低成本、高安全、易维护、促创新的优势，逐渐显示出生机勃勃的活力。

I tried out Diigo educator and was REALLY impressed. This let me very quickly (and with no email addresses needed) set up accounts for 30 students. I then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have one more day with the kids and am not sure if they'll be using Diigo after this, I just used the 30 accounts for multiple classes, but if this were for my actual students, I would have created an account for each student. Anyway, once all the students were added to the group, I just instructed them to make sure to share every bookmark for this project with the group. All of the students will then be able to view all of the bookmarks. Again, we couldn't install even the diigolet, but saving right from Diigo worked fine for our purposes. They used the same technique of tagging with last name, class hour, and other appropriate tags. I taught both of these methods in a 45 minute class period and the actual explanation of the bookmarking technique took only 7-10 min. of each class period. The kids (7th graders) picked up on it EXTREMELY fast.

for long term use and for individual projects I strongly recommend using Diigo educator, especially since I use Diigo so heavily in my personal and professional web research.

I highly recommend Diigo Educator to any teacher!

it's going to take a long time for academe to figure out what to do with all the technology it already has

If an institution truly wishes to encourage innovations in its curriculum, it must devote resources to those innovations.

IT-staff members with teaching experience and an understanding of the mission of liberal-arts education need a place in which to demonstrate the latest technologies. And they need both space and time to help professors develop new types of lessons, assignments, and grading methods that can fundamentally change how teaching and learning happen.

It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.

Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace. When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.

As the media theorist Marshall McLuhan pointed out in the 1960s, media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation.