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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!

Below is a work in progress of every museum in the United States that offers free admission. If able, we've linked directly to the museum's website where the free admission policy is stated as well as noted where the museum is located; broken down by states, then cities. Also, you'll find a few commonly used acronyms throughout the list, but they're not too hard to understand!

the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives

They're creating all sorts of content—some, as we all know, doing so very badly—and they're doing all sorts of things with online tools that, for the most part, we're not teaching them anything about. In the process, they're becoming Googleable without us. By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights"

these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.

The White House has repeatedly said that the Clean Air Act should not be used to regulate carbon dioxide or other greenhouse gases, even though an April 2007 Supreme Court decision determined that the EPA could do so under the law. But that hasn't stopped environmentalists from trying

Don’t tell me it’s too hard or that your boss doesn’t know YouTube from an iPod.  Those are excuses, not reasons.  If YouTube is blocked where you work, get it unblocked.  Write a white paper justifying why it shouldn’t be blocked.  Meet with your boss about it.  Meet with your boss’s boss about it.  Start a blog where you talk about it.  Volunteer to give a brown bag presentation to your office.  Just DO something!  Take the initiative and work on changing how your organization works - don’t just sit there sulking, saying, “I wish we could do social media here, but we can’t even get on Facebook so there’s no use.”  Bringing social media to your organization isn’t something that happens from 9-5.  It happens from 5-9, after everyone else has gone home.

we’ve reached the point in our (disparate) cultural adaptation to computing and communication technology that the younger technical generations are so empowered they are impatient and ready to jettison institutions most of the rest of us tend to think of as essential, central, even immortal. They are ready to dump our schools.

It is about honesty. It is about being truthful to our students about the flaws of our educational system. It is essential that we open a dialogue with our children to help them design their educational processes. Together we can do more than simply patch the existing system, and we need to do it soon.

The future is in good hands

At speeds about 10,000 times faster than a typical broadband connection,

the grid could also provide the kind of power needed to transmit holographic images; allow instant online gaming with hundreds of thousands of players; and offer high-definition video telephony for the price of a local call.

“With this kind of computing power, future generations will have the ability to collaborate and communicate in ways older people like me cannot even imagine,”

what the future may hold for IT.

Higher education has to get faster, faster, faster in adopting new technologies

respond to the market forces by essentially blowing up our undergraduate curriculum.

Canon may not have been first out of the gate with a flash-based camcorder--or second, or third--but one of its debut models, the high-definition Vixia HF100, gets it right the first time.

Rather than a Digital Native/Digital Immigrant dichotomy, students have a wide spectrum of digital competence positively correlating to their digital exposure.

At first glance, this evolution might seem to be simply a shift in agency, from publication by a few to collective contribution by many. But in fact, the implications of Web 2.0 go much deeper: the tacit epistemologies that underlie its activities differ dramatically from what I will call here the “Classical” perspective—the historic views of knowledge, expertise, and learning on which formal education is based.

In contrast, the Web 2.0 definition of “knowledge” is collective agreement about a description that may combine facts with other dimensions of human experience, such as opinions, values, and spiritual beliefs. As an illustration, the Wikipedia entry on “social effect of evolutionary theory” wrestles with constructing a point of view that most readers would consider reasonable, accurate, and unbiased without derogating religious precepts some might hold. In contrast to articles in the Encyclopedia Britannica, Wikipedia articles are either undisputed (tacitly considered accurate) or disputed (still resolving through collective argumentation), and Wikipedia articles cover topics that are not central to academic disciplines or to a wide audience (e.g., the cartoon dog Scooby-Doo).

If you don’t have a good or powerful story, script, and storyboard, then there will never be enough decorating that technology can do to cover it up. On the other hand, demonstrating exemplar craftsmanship with mixing the technical elements in artful ways to unfold your story creates compelling, insightful, original and memorable pieces of communication. The richness of a good story can be diluted when technical elements are not artfully developed, over used, distracting, or just plain annoying.