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The process involves so much physical manipulation of the computer that it interferes with our ability to focus on and appreciate what we're reading

multimedia features, such as links to videos and animations, leave little room for imagination, limiting our ability to form our own mental pictures to illustrate what we're reading.

The visual happenings on the screen… and your physical interaction with the device is distracting," Mangen says. "All of these things are taxing on cognition and concentration in a way that a book is not."

I learned the secret of Twitter: don’t try to keep up.

Don’t follow a lot of people.

Don’t tweet too much.

This quote struck me on many levels. Specifically, the notion of being distracted in the "other features" seemed to be a loaded statement. Do students consider exploring outside the realm of what is defined as "learning" as a distraction? Isn't exploring different facets of an application just as important as using it for its intended purpose? This led me to consider how many educators have so poisoned students thinking that being "off-task" is even considered to be a bad thing. Have we so stymied students that they believe if they are not formally "learning," if they become "sidetracked," that they are wasting their time? When did curiosity become a negative thing? (When it killed the proverbial cat, I suppose.) As I think about it, if young adults find new media a distraction, then perhaps "learning" has become too narrowly defined. This then led me to wonder how we can "measure" self-directed learning in this new media context? In other words, how can we show the different levels of learning that takes place in these new contexts?

Suurin osa on tyytymättömiä nykyisen työnantajansa it-työkaluihin, ja he haluavatkin käyttää omia laitteitaan ja turvautua omiin ratkaisuihinsa lupaa kysymättä.

Yli 30 prosenttia sanoi käyttävänsä sekä omia laitteitaan että omia it-sovelluksiaan.

75 prosenttia vastaajista ilmoitti käyttävänsä oma-aloitteisesti tai luvatta työtehtävien hoitoon verkkotyökaluja ilmaisista verkkopalveluista.

Olen Matikaisen kanssa vahvasti eri mieltä. Minusta aikuisten on syytä toimia itse aktiivisesti verkossa, jota he ymmärtäisivät sen uudenlaista viestintäkulttuuria ja osaisivat opastaa lapsia ja nuoria siinä toimimisessa.

Kasvattaja ei siis voi tuudittautua siihen, että meillä oltaisi kovasti erilaisia verkon käyttäjiä kuin muualla maailmassa. Hakukoneet edustavat tosiasiassa suurinta valtaa ja vertaissisällön merkitys on vahva.

Sosiaalisessa mediassa joukkojen toiminta ei kuitenkaan ole epäsosiaalista, hän jatkaa. Identiteettiä tuotetaan aktiivisesti ja tietoisesti sosiaalisiin ryhmiin ja luokituksiin samastumalla.

if you take the time to review the judge's decision (PDF), you'll see that Synder's "unprofessionalism" that was cited in those reviews came from accusations that she exhibited "over-familiarity with her students," and "had difficulty maintaining a formal teaching manner."

Synder's real mistake in this situation was not knowing or choosing to turn on any sort of privacy controls on her social network profile page.