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"More than another literature or creative writing course, these students needed a guide to the twisted subterranean landscape beneath their plugged-in social lives. Texting seemed like the logical place to drop our first pin. Even though it hasn't yet seduced researchers the way Facebook has, texting incites profound cultural unrest. Literally. Recent studies have found that many participants reacted like addicts when separated from their cellphones, while other studies have found that the "sleeping disorders" some high schoolers experience result from cuddling up with text messages all night."

"A study out this month made the point all too clear. Most of the 543 university students involved in the analysis didn't bother to read the terms of service before signing up for a fake social networking site called "NameDrop" that the students believed was real. Those who did glossed over important clauses. The terms of service required them to give up their first born, and if they don't yet have one, they get until 2050 to do so. The privacy policy said that their data would be given to the NSA and employers. Of the few participants who read those clauses, they signed up for the service anyway."

This article presents the outcomes of a typological analysis of Web 2.0 learning technologies. A comprehensive review incorporating over two thousand links led to identification of 212 Web 2.0 technologies that were suitable for learning and teaching purposes. The typological analysis then resulted in 37 types of Web 2.0 technologies that were arranged into 14 clusters. The types of Web 2.0 learning technologies, their descriptions, pedagogical uses and example tools for each category are described, arranged according to the clusters. Results of this study imply that educators typically have a narrow conception of Web 2.0 technologies, and that there is a wide array of Web 2.0 tools as yet to be fully harnessed by learning designers and educational researchers.

""These devices have become such an entrenched part of our lives that who can really accurately gauge their own media use?" said Hoffman, associate professor of communication. "Scholars have surveyed people about how and why they use media, but that use is very fluid. It's so interspersed with other daily activities that most people would find it difficult to say exactly how many minutes they spend on particular kinds of websites.""