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9. For $10,000 would you be willing to stand up spontaneously and sing The Star Spangled Banner at the top of your lungs in the middle of a church service?

Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.

social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.

Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.

"Who is the author?" is the root question. If you don't find one, turn your skepticism meter to the top of the dial. And use easywhois.com to find out who owns the site if there is no author listed. If the author provides a way to ask questions, communicate, or add comments, turn up the credibility meter and dial back the skepticism. When you identify an author, search on the author's name in order to evaluate what others think of the author - and don't turn off your critical stance when you assess reputation. Who are these other people whose opinions you are trusting? Is the site a .gov or .edu? If so, turn up the credibility a notch. If it helps, envision actual meters and dials in your mind's eye - or a thermometer or speedometer. Take the website's design into account - professional design should not be seen as a certain indicator of accurate content, but visibly amateurish design is sometimes an indicator that the "Institute of Such-and-Such" might be an obsessive loner.

More good questions to use as credibility probes: Does the author provide sources for factual claims, and what happens when you search on the names of the authors of those sources? Have others linked to this page, and if so, who are they (use the search term "link: http://..." and Google shows you every link to a specified page). See if the source has been bookmarked on a social bookmarking service like Delicious or Diigo; although it shouldn't be treated as a completely trustworthy measurement, the number of people who bookmark a source can furnish clues to its credibility. All the mechanics of doing this kind of checking take only a few seconds of clicking, copying and pasting, searching, and judging for yourself. Again, the part that requires the most work is learning to do your own judging.

I use martinlutherking.org as an example with my students today - it's not owned by admirers of the late civil rights leader, but you wouldn't know that at first glance. Another, less sinister but equally sobering teaching story: "The parody site Gatt.org once duped the Center for International Legal Studies into believing it was the Web site of the World Trade Organization.

Calvin: Why do you suppose we're here? Hobbes: Because we walked here. Calvin: No, I mean, here on Earth? Hobbes: Because Earth can support life. Calvin: No, I mean why are we anywhere? Why do we exist? Hobbes: Because we were born. Calvin: Forget it. Hobbes: I will, thank you.