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Howard Rheingold, who teaches at the University of California-Berkeley and Stanford University, was an early adopter of Twitter and often turns to it for teaching advice. He explains to his digital journalism students how to use the site to establish a network of sources and, using tweets, how to entice those sources to follow them in return. In his social media course, he has his students employ Twitter for what he describes as "student-to-teacher-to-student ambient office hours."

TinyChat, the simple, free web-based chat room we wrote about here, is now adding video conferencing and screen sharing to its list of features.\n\nOnce you create a chat room on TinyChat's site, TinyChat will generate a unique URL that you can share with whoever you choose to invite to the virtual chat room. When users click on the link, they will enter the interface and will be able to input messages, change their usernames and enable video and audio conferencing. Powered by Adobe Flash, the video conferencing feature allows up to 12 different users in the chat room

Professors are beginning to use Twitter at academic conferences to share proceedings with absent colleagues and to create an online "backchannel" for attendees, but the tool can also be distracting and detract from face-to-face communication at events.\n\nThose were the basic findings of a survey of academics at five recent conferences, in research presented this month at the annual EduMedia Conference in Salzburg, Austria. The paper is titled "How People Are Using Twitter During Conferences."

Over the past few years, I have been collecting interesting Internet videos that would be appropriate for lessons and presentations, or personal research, related to technological and media literacy. Here are 70+ videos organized into various sub-categories. These videos are of varying quality, cross several genres, and are of varied suitability for classroom use.

Teaching students to learn from and with each other is a wise acknowledgment that more and more, students are relying on their peers for information. Sixty-five percent of Americans aged 12-17 and 67 percent of those aged 18-32 use social networking sites, according to the Pew Research Center. Students' lives are infused with each other's viewpoints.\n\nTeachers and professors like Parry and Camplese are taking group work to the next logical step: incorporating social media into their classrooms. In lieu of fighting teens' use of networking sites, they are communicating with students in a language that they understand.

Something has been happening lately in education, and the implications are a bit unsettling. People are beginning to ask a cogent question, but I fear it's being framed for the wrong reason. I'm hearing more and more important decision makers asking, "Why are we using technology?"\n\nThe question itself isn't inherently problematic. In fact, it's quite an excellent question that should be asked every time we create a student learning experience, but it should be asked as a pedagogical inquisition rather than the way it's being framed in too many districts as of late.\n

We've spent a lot of time at my school thinking about the concept of Personal Learning Networks (PLNs). We live in an age of information abundance. Our students need to learn how to find, evaluate, organize, synthesize, remix and re-purpose information in order to understand and solve complex problems. A PLN isn't a particularly new idea; learning networks have existed for a long time. What's new is the reach and extent that's now possible for a PLN, with technology and global interconnectedness providing the opportunity for a much wider, richer and more diverse PLN than ever before.

\n \nProtected\ntitle.jpg\nTable of Contents\nWelcome to the 21st Century\nStarter Sheets\nBloom's Taxonomy\nLearning styles and ICT\nICT integration and Management\nManaging Complex Change\nWeb 2.0 and other tools\nEducational Origami is a blog , and a wiki, about the integration of ICT (Information and Communication Technologies) into the classroom,