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even if Apple doesn’t end up exerting nearly as much power over this market as they have in music, the blend of digital authoring tools, learning organization applications and multimedia books will likely still shape what will happen next.

Simply, it’s time to admit that the Internet has changed the way we do scholarship and will go on changing it. There is so much inertia in the academic world, so much affection for fussy old ways. People love getting all the brackets and commas and abbreviations just so. Perhaps it gives them a feeling of accomplishment. Professors torment students over the tiniest details of bibliographical information, when anyone wishing to check can simply put the author name and title in any Internet search engine. A doctoral student hands in a brilliant essay and the professor complains that the translator’s name has not been mentioned in a quotation from a recent French novel, though of course since the book is recent there is only one translation of the novel and in any event anyone checking the cited edition will find the translator’s name in the book.

e difference between quick skimming and scanning on the Web, which lodges in the brain's short-term memory and is quickly lost, and the long-term memories that a more thoughtful kind of slow reading provides. "I share Nicholas Carr's feeling that my brain has been rewired," he says.

"It's indisputable that the Internet has made us smarter.... The range of things you can explore in a day is just fantastic compared to 20 years ago," says David Weinberger, senior researcher at the Berkman Center for Internet and Society at Harvard University in Cambridge, Mass. "There's no question that we feel the Internet has made us better researchers, better thinkers, better writers."

Books "are not the shape of knowledge," he says. "They're a limitation on knowledge." The idea of a single author presenting her ideas "was born of the limitations of paper publishing. It's not necessarily the only way or the best way to think and to write."

The authors found that “instruction combining online and face-to-face elements had a larger advantage” than either purely online or entirely face-to-face instruction.

nterview about her book Never Work Harder Than Your Students, Jackson discusses why teachers should leave "spaces" that can be filled in by students.

Web 2.0 and/as The Apocalypse: What The Terminator Has to Teach Us About Our Future

only mean to highlight the disruptive and destructive consequences that have been set in motion by the shift from a life mediated by paper to a life mediated by the screen.

educators occupy the position now that astronomers held during the 16th century. For astronomers, the choice between models for the universe was neither trivial nor inconsequential; it was definitive.

is change in behavior came mainly because we got over the newness of browsing and had other, more important things to do and we learned how to prioritize our time again.

the benefits of printing were almost eclipsed by complaints about increased output: swarms of new books were glutting the market and once venerated authors were being neglected.

This app lets you create books that take full advantage of the iPad’s capabilities.  Finished stories can be shared to a Dropbox account, iTunes or published as an actual book app that can be purchased in the App store.  Seriously, how cool is that?

a PLC included several key components around which they are defined – 1). a focus on learning; 2); collaborative culture focused on learning; 3). collective inquiry; 4). action orientation and experimentation; 5). continuous improvement; and 6). results orientation.  The authors are quick and clear to also point out that a group of people simply working together on a task may not meet the definition of a PLC.

But there are also kids who act as upstanders. These are the kids who actively try to break the cycle, whether by sticking up for the target, addressing the bully directly, or notifying the appropriate authorities about what's going on.