Both the Internet and the way young people use technology are constantly changing, but Internet safety messages change very slowly if at all. A few years ago, some of us in the Net safety community started talking about how to adjust our messaging for the much more interactive “Web 2.0.” And we did so, based on the latest research as it emerged. But even those messages are starting to get a bit stale….

Now it’s time for Online Safety 3.0.

This page from the US Connect Safely group is a discussion based on current research related to adolescent use of the internet. Written in no nonsense terms it seeks to dispell some of the myths currently running through a lot of the media with realistic advice on how to mitigate risk and counter problems. A must read for everyone interested in the issue of internet safety.

The wiki crops up in many companies' internal discussions about process improvements and efficient collaboration, but it is often shot down because so few people have exposure to good models of what a really successful business wiki can do. Ars is here to help with a practical introduction based on real-world examples.

From Ars Techinica, this article looks at realtime use of wikis in the workplace. It is well worth a read for those concerned with preparing students for uses of technology that they might find in the workplace. It also deals with some of the issues that hold concern for users of wikis.

Over the last couple of years, the term “Cloud Computing” has been buzzing around in the techie world.  Inevitably, it buzzes into the education world at some point.  And yes, it’s starting to cause a bit of a stir.  Today a principal from Co. Meath impressed me greatly when he suggested that another of his colleagues try it out. So what is cloud computing and why should Irish schools care?

Simply put, cloud computing allows you to log on to a computer somewhere in the world and use its applications, often for free. A number of companies offer a cloud computing service, most famously, Google with their Google Apps. Google Apps allows users to use fully functioning word processors, spreadsheets, presentation software, email, calendars, web design software, chat, video sharing and lots more for free! All you need is an Internet connection and a school.

Little did I know, but I had been using cloud computing in two schools before I’d even heard of the term.  Right now, my school uses cloud computing through Google apps as a communication tool for all staff and board of management.  I thought it might be interesting for other principals to see how we’ve incorporated it in our school in the hope that it might inspire others to do the same. 

Simon Lewis is a great Irish educator and this very practical post explores how he is using Google Docs across his school. I particularly like the way he uses the tools to meet real needs by fashioning them in very innovative ways.

There are a number of posts from individuals interested in using iPod Touches for teaching and Learning. At Culbreth Middle in Chapel Hill, NC we began a pilot this past August to place the iPod Touch in the hands of staff and students.

Our staff development for faculty to roll out the new technology centered on teacher coaches leading their groups in exploration through professional learning communities.

Our AVID students use the iPod Touch in the AVID classroom and in all other courses. They have piloted this program, using the iPod Touches daily for note taking, keeping individual agendas, translation for world languages, and accessing research through the Internet. In addition, our AVID students use many of the apps that teachers sync with these mobile devices. As student leaders, they’ve understood their responsibility to work and share this learning tool in collaborative groups.

This winter we were able to add iPod Touch labs for each of our seven interdisciplinary teams and two labs for our exploratory and resource teams. The interdisciplinary grade level iPod Touch labs are housed with each team and shared among the four content teachers (math, language arts, science, and social studies). These teachers plan together so that their students have access throughout each day. They access the internet as needed and use many apps as well.

This is the start of a great conversation on the Classroom 2.0 Ning started by Susan Wells from Culbreth Middle School. The 25 pages that make up the conversation answer in a practical way many of the questions that others may have regarding the use of iPod Touches in the classroom.

Google Squared is a product of Google Labs. It displays your search results in a grid format. Each item found for your search term populates the rows and their common attributes are shown in the columns. Rather then listing the web pages, your results are organised.

In my opinion it is vital that we don’t just assume that primary school children, who have grown up with “Google” as a verb, can search internet content effectively.

In July last year Google search engineers recorded 1 trillion unique URLs that they indexed, and that was more than a year ago. The amount of information at our pupil’s fingertips is amazing. Sometimes it is too much.

I think Google Squared is a great addition to classroom searching as it provides well needed structure to those search results. It doesn’t just provide a list of sites to click on but a grid of types of information. Google Squared is limited to the types of search terms that can be “Squared” but I think the added structure is a huge benefit to the experience of finding information.

For this post I have produced a series of screenshots and will highlight some of the unique features of searching internet content in this way to help you get the most from Google Squared in the classroom.

Tom Barrett shows the way again this time extolling the virtues of Google Squared. Don't forget to check out the Slideshare Tom has embedded into this post from his blog.

The just-launched Twitter Lists feature is a new way to organize the people you’re following on Twitter, or find new people. In actuality, though, Twitter Lists are Twitter’s long awaited “groups” feature. They offer a way for you to bunch together other users on Twitter into groups so that you can get an overview of what they’re up to. That’s because Lists aren’t just static listings of users, but rather curated Twitter () streams of the latest tweets from a specified set of users.

In other words, you can create a list that groups together people for whatever reason (the members of your family, for example), and then you can get a snapshot of the things those users are saying by viewing that list’s page, which includes a complete tweet stream for everyone on the list. Lists allow you to organize the people you’re following into groups, and they even allow you to include people you’re not following.

From Mashable comes this quite informative how to, well worth a read if you are a regular Twitter user.

With classes, homework, and projects–not to mention your social life–time is truly at a premium for you, so why not latch onto the wide world that Google has to offer? From super-effective search tricks to Google hacks specifically for education to tricks and tips for using Gmail, Google Docs, and Google Calendar, these tricks will surely save you some precious time.

Today’s post features a number of Australian schools using iPods and iPod Touches in the classroom.

This post from Kerrie Smith of educationau is one of series this time highlighting some really great work of Australian teachers with iPods and iPod Touch's.

How is ICT changing what teachers can do?
Technology has done a lot but what's really impacting on teachers is how information is changing. A number of years ago I wrote a book called Redefining Literacy. It started out being a technology book but the more I researched the more I realised it wasn't technology I wanted to talk about, it was information. The nature of information has changed and, as a result, so has what it means to be literate.

This great Q&A from the New Zealand Interface mag with David Warlick has some really concise insights into how schools and teachers can approach the challenges of integrating technology and learning.

While sipping a cup of organically farmed, artisan-brewed tea, I tap on my gigabit-wireless-connected tablet, to pull up a 3D movie on the razor-thin HDTV hanging on the wall. A media server streams the film via a superspeedy USB connection to a wireless HD transmitter, which then beams it to the TV.

That actor--who was he? My augmented-reality contact lenses pick up the unique eye motion I make when I have a query, which I then enter on a virtual keyboard that appears in the space in front of me. Suddenly my field of vision is covered with a Web page showing a list of the actor's movies, along with some embedded video clips.

These technologies will come to life in the distant future, right? Future, yes. Distant, no.

Speed and content (much of it video) will be paired consistently across mobile, laptop, desktop, and home-entertainment systems. New ways of using video--including adding 3D depth or artificial visual overlays--will require more speed, storage, and computational power.

In our preview of technologies that are well on their way to reality, we look at the connective tissue of USB 3.0, 802.11ac, and 802.11ad for moving media--especially video--faster; at HTML5 for displaying video and content of all kinds consistently across all our devices; at augmented reality to see how the digital world will stretch into our physical reality by overlaying what we see with graphics and text; and at 3D TV, which will add image depth and believability to the experience of watching TV.