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Professional development and networking are vital in any field, and that’s especially true for educators.

That’s why working with other educators in personal learning networks (PLNs) has become as important in an educator’s day as the time he or she spends teaching in class. Below is a short list of PLNs that already exist, followed by some resources to help teachers build their own

The Educator’s PLN is a Ning site (or online platform for creating your own social network) that facilitates connections between educators.

A few weeks ago, however, I was visiting a friend and fellow teacher who asked a more basic question: "so how would I get started with this whole Twitter thing?"

One of the most common dismissals of Twitter sounds something like this, "I don't need to know what a bunch of people had for breakfast." My response to this is always, "if that what you're seeing on Twitter, you're following the wrong people."

Twitter can help academics make and maintain connections with people in their fields, find out about interesting projects and research, or crowdsource questions and technical problems, but it can be difficult to know where to start.

By David Harley, Pierre-Marc Bureau and Andrew Lee Apple's customer-base has rejoined the rest of the user community on the firing line. This paper will compare the view from Apple and the community as a whole with the view from the anti-virus labs of the actual threat landscape.

By David Harley This 1997 paper reviews the shared history of viruses and the Mac, summarizes the 1997 threatscape, and considers possibilities and strategies for the future. It's been made available for historical interest because so many people asked about it at EICAR 2010. First published in Virus Bulletin 1997 Conference Proceedings.*

By Craig Johnston and David Harley This paper looks at the ethical, political and practical issues around the use of "policeware", when law enforcement and other legitimate agencies use "cybersurveillance" techniques based on software that resembles some forms of malware in its modus operandi.

educators have been encouraged to change roles again and again as we become more familiar with the capabilities of the technology and its uses in instruction.

instructors have been presented with the challenge of moving from center stage to more of a support role--a facilitator

we no longer need to be the sole source of all information nor the one who presents every aspect of the course or who controls how information is presented and re-presented for evaluation

While listening to the teachers' presentation at my twins' school, I had a moment of clarity: The kindergarten classroom is the design studio.

The kindergarten classroom is the design studio. All of the learning activities that take place inside the kindergarten classroom are freakishly similar to the everyday environment of my design studio in the "real world."

Like the design studio, the kindergarten environment places human interaction above all else.

What makes cooperative learning different from most instructional methods is that it is based on social interdependence theory and the related research. Social interdependence theory provides educators with a conceptual framework for understanding how cooperative learning may be (a) most fruitfully structured, (b) adapted to a wide variety of instructional situations, and (c) applied to a wide range of issues (such as achievement, ethnic integration, and prevention of drug abuse).

There are at least three general theoretical perspectives that have guided research on cooperation--cognitive-developmental, behavioral, and social interdependence. The cognitive developmental perspective is largely based on the theories of Piaget and Vygotsky. The work of Piaget and related theorists is based on the premise that when individuals co-operate on the environment, socio-cognitive conflict occurs that creates cognitive disequilibrium, which in turn stimulates perspective-taking ability and cognitive development. The work of Vygotsky and related theorists is based on the premise that knowledge is social, constructed from cooperative efforts to learn, understand, and solve problems.

Kurt Lewin

And speaking of big numbers, take note that there are now 144 million blogs on the Internet.

On the education front, I would be remiss if I didn’t point out the latest number of EDUCAUSE Review Magazine.

The role of Learning Management Systems has changed dramatically over the last ten years. The first higher education learning management systems were places for professors to place materials and students to submit assignments. These were different from Content Management Systems, which allowed learners to follow a learning path through a course, grading systems, which kept track of grades, enrollment systems, which allowed students to enroll in classes, student accounting systems, which tracked payments and expenses, data warehouses, which allow analysts to mine the various systems for actionable trends, and all the other myriad systems that schools use to run their academics and operations.

Today, in both K12 and postsecondary, there is a growing need to integrate these systems. In higher education, schools have tried to patch together brittle middleware applications to bridge the various systems. This has not been an issue yet for K12, because of low penetration of the LMS into public schools. But federal calls for increased use of data, and the need to handle more students and show better results, with decreased resources will likely hasten the introduction of the LMS in elementary and secondary schools.

as the third or fourth place word processor. Excel was the second most popular spreadsheet. Forefront was selling the second most popular presentation program, called PowerPoint. Microsoft bought Forefront, and then integrated the three applications into one bundle, MS Office, which has controlled the desktop word processing, spreadsheet, and presentation market for over 15 years.

In todays, computer-centered society, designing interactive media has emerged as a new profession. Interactive design is often associated with spread of computers as a communication and interaction tool. However, interactive design has been a staple of artists and designers for many centuries. We present a historical perspective upon interactive design and point out the close relationship of this field with different fields of art and design. We argue that interactive media design is a distinct and evolving field and that it is imperative to teach it as such. In this paper, we have adopted this perspective and detailed a new four-year under-graduate curriculum on interactive media design education. This curriculum stresses the various components of interactive media design and its close relationship with computer science. art and design - currculum design - interactive mediaThis revised version was published online in July 2006 with corrections to the Cover Date. Fulltext Preview SPRINGER.Ads = ((typeOf (SPRINGER.Ads) === 'undefined')|| !SPRINGER.Ads) ? {} : SPRINGER.Ads;SPRINGER.Ads.Google = {keywords :"art and design currculum design interactive media"} google_protectAndRun("ads_core.google_render_ad", google_handleError, google_render_ad); Share this Item email citeulike Connotea Delicious Frequently asked questions General info on journals and books Send us your feedback Impressum Contact us © Springer, Part of Springer Science+Business Media Privacy, Disclaimer, Terms & Conditions, and Copyright Info Not Logged InNot RecognizedRemote Address: 66.192.104.10Server: MPWEB41HTTP User Agent: Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10.5; en-US; rv:1.9.1.2) Gecko/20090729 Firefox/3.5.2 var gaJsHost = (("https:" == document.location.protocol) ? "https://ssl." : "http://www.");document.write(unescape("%3Cscript src='" + gaJsHost + "google-analytics.com/ga.js' type='text/javascript'%3E%3C/script%3E"));var pageTracker = _gat._getTracker("UA-6028168-1");pageTracker._trackPageview(); //  close Username Password Remember Me ct

Hideo Kojima, Japanese pioneer of the video game industry, predicts the end of the consoles era.

, including the Asia Society, The Center for Contemplative Mind in Society, Asterisk Animation, and the Sonnett Media Group. You can see a complete credits list and a list of the programs funders on the website: http://www.pbs.org/thebuddha/credits/

Award-winning filmmaker David Grubin, the creator of The Buddha, was supported by a diverse and talented group of visual artists, educators, and media production professionals. The show can be viewed online in HD at the PBS website.

For students tired of fiddling with crayons and watercolors or who want to move beyond playing tunes on the recorder, the Web provides a wealth of tools that allow students to express themselves in non-linguistic ways.