Via The Guardian:
Further education colleges are starting to catch on to social messaging. Sort of Are you a member of the Twitterati? You’ve heard of MySpace and you’re probably a whiz when it comes to Facebook, but it seems that we should be all of “a-Twitter” now. Twitter is the website on which users post statements called “tweets”, which can have up to 140 characters. More than 300,000 tweets are already sent every day in the UK. The actor Stephen Fry is one famous exponent, and MPs have jumped on the bandwagon too. Jim Knight, the schools minister, is a regular tweeter, whose recent posts range from the inane “realised I never had that pancake yesterday – does that mean I can ignore Lent?” to the more waspish “wondering for how much longer we’ll have to listen to Michael Gove”. The further education minister, Siôn Simon, has just started tweeting and the higher education minister, David Lammy, even appeared on the BBC’s One Show extolling Twitter’s virtues. Now even a few further education colleges have caught on. Sort of. When it comes to writing succinctly, we further education sorts do struggle. We’re used to using eight words when one would do, and flabby paragraphs with 50-word sentences. And we do love our jargon. Twitter pioneers include Deeside College, Havering College, Regents College, Sunderland College and my own college, Cornwall. Breaking news News of the Chinese earthquake last year broke on Twitter, as did the first images of the US Airways plane that had to crash-land in New York’s Hudson river and last week’s crash at Schipol airport near Amsterdam
Colleges stumble on to the Twitter scene
Via The Guardian:
Giving everyone digital skills is a key factor in tackling long-term unemployment, argues Martha Lane Fox Last week, the CBI pressed the government to apply the same rigour to tackling long-term unemployment as it has shown to reducing the deficit. The scale of the challenge certainly warrants such a focus. In the UK, 2.46 million people are unemployed; 5 million people of working age are on benefits and 2 million children live in households where nobody works. These statistics carry a huge economic and social cost: for society and government, for families and for the individual.
Teachers must think internet-first