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Writing in the 21st Century, a new report by Kathleen Blake Yancey, NCTE Past President and writing researcher and writing faculty member, Florida State University, discusses writing in school, the workplace, and civic society

We are researching without having an impact, speaking without being heard and writing without being read. Furthermore, our tenure and promotion procedures reward publication more than they do awareness of the field, thus pushing up conference attendance, and journal and book submissions.

Our primary source of knowledge for this workshop is your stories about digital identity. Not your academic writings, or well-observed insights: those, we hope, will come later. First, we're asking you to contribute a small story in which you are the main charecter (or at least a first-hand witness), and which you believe illuminates an interesting aspect, or dilemma, of digital identity.

Educators have been searching for ways to modularize and share educational content since the inception of online learning. However, for reasons both cultural and technological, the academic community has been slow to accept past attempts to support learning through the use of reusable, stand-alone, digital assets. With the advent of Web 2.0 technologies, widgets, along with a new generation of web-based and mobile content aggregators, provide the key to successfully packaging and delivering web-based educational content. In this Webinar, Marino will share how the production of portable course content in widgets has opened his writing course, and Metros will discuss ways to work with information technology leaders and university administration to deploy and promote widgets as an innovative and supportable learning technology.

Twitter is the class' main mode of communication, and he writes that Twitter has replaced three classroom technologies: listserv, email, cardboard box to collect papers.

Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, plus broaden your classmates' understanding of the course content. Use the following feedback to improve the quality of your discussion contributions.

On this "pageflake," you'll find a collection of pre-writing tools to help you develop your essay with greater depth and complexity. The topoi are designed to encourage students to view an issue through multiple lenses. The Topoi raise questions, challenge assumptions, reveal contradictions, offer new points of view.

LectureScribe was developed by Brian C. Dean at Clemson University. It's a simple tool that lets you write and capture your whiteboard lectures. I'd also like to add that the tool is FREE.

3 weeks ago, my appreciation of the need to implement web 2.0 technologies into curriculum delivery was limited at best. I would not have considered myself IT illiterate - after all I was reasonably competent on Powerpoint and word processing, used Facebook, had a Flickr account and used I-tunes. Then I read Will Richardson's book for teachers on the Read/Write web and I had a 'Road to Damascus' experience!

As I've carried on my work this month, I've returned again and again to the role of computers in learning. I keep trying to understand not only the subject itself, but the sources of my own fascination. The presentation at Delaware was perhaps my fullest effort to date to get at the vexed question of what a computer is, or rather, what it symbolizes.

Derek Bruff, assistant director of Vanderbilt University's Center for Teaching, has written a book that reviews the uses of clickers and offers advice for institutions and professors. The book -- Teaching With Classroom Response Systems: Creating Active Learning Environments -- is just out from Jossey-Bass.

My wiki project web page. Focuses a lot on the wiki tool in Sakai.