<!--{{{-->
<link rel='alternate' type='application/rss+xml' title='RSS' href='index.xml' />
<!--}}}-->
Background: #fff
Foreground: #000
PrimaryPale: #8cf
PrimaryLight: #18f
PrimaryMid: #04b
PrimaryDark: #014
SecondaryPale: #ffc
SecondaryLight: #fe8
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #eee
TertiaryLight: #ccc
TertiaryMid: #999
TertiaryDark: #666
Error: #f88
/*{{{*/
body {background:[[ColorPalette::Background]]; color:[[ColorPalette::Foreground]];}

a {color:[[ColorPalette::PrimaryMid]];}
a:hover {background-color:[[ColorPalette::PrimaryMid]]; color:[[ColorPalette::Background]];}
a img {border:0;}

h1,h2,h3,h4,h5,h6 {color:[[ColorPalette::SecondaryDark]]; background:transparent;}
h1 {border-bottom:2px solid [[ColorPalette::TertiaryLight]];}
h2,h3 {border-bottom:1px solid [[ColorPalette::TertiaryLight]];}

.button {color:[[ColorPalette::PrimaryDark]]; border:1px solid [[ColorPalette::Background]];}
.button:hover {color:[[ColorPalette::PrimaryDark]]; background:[[ColorPalette::SecondaryLight]]; border-color:[[ColorPalette::SecondaryMid]];}
.button:active {color:[[ColorPalette::Background]]; background:[[ColorPalette::SecondaryMid]]; border:1px solid [[ColorPalette::SecondaryDark]];}

.header {background:[[ColorPalette::PrimaryMid]];}
.headerShadow {color:[[ColorPalette::Foreground]];}
.headerShadow a {font-weight:normal; color:[[ColorPalette::Foreground]];}
.headerForeground {color:[[ColorPalette::Background]];}
.headerForeground a {font-weight:normal; color:[[ColorPalette::PrimaryPale]];}

.tabSelected{color:[[ColorPalette::PrimaryDark]];
	background:[[ColorPalette::TertiaryPale]];
	border-left:1px solid [[ColorPalette::TertiaryLight]];
	border-top:1px solid [[ColorPalette::TertiaryLight]];
	border-right:1px solid [[ColorPalette::TertiaryLight]];
}
.tabUnselected {color:[[ColorPalette::Background]]; background:[[ColorPalette::TertiaryMid]];}
.tabContents {color:[[ColorPalette::PrimaryDark]]; background:[[ColorPalette::TertiaryPale]]; border:1px solid [[ColorPalette::TertiaryLight]];}
.tabContents .button {border:0;}

#sidebar {}
#sidebarOptions input {border:1px solid [[ColorPalette::PrimaryMid]];}
#sidebarOptions .sliderPanel {background:[[ColorPalette::PrimaryPale]];}
#sidebarOptions .sliderPanel a {border:none;color:[[ColorPalette::PrimaryMid]];}
#sidebarOptions .sliderPanel a:hover {color:[[ColorPalette::Background]]; background:[[ColorPalette::PrimaryMid]];}
#sidebarOptions .sliderPanel a:active {color:[[ColorPalette::PrimaryMid]]; background:[[ColorPalette::Background]];}

.wizard {background:[[ColorPalette::PrimaryPale]]; border:1px solid [[ColorPalette::PrimaryMid]];}
.wizard h1 {color:[[ColorPalette::PrimaryDark]]; border:none;}
.wizard h2 {color:[[ColorPalette::Foreground]]; border:none;}
.wizardStep {background:[[ColorPalette::Background]]; color:[[ColorPalette::Foreground]];
	border:1px solid [[ColorPalette::PrimaryMid]];}
.wizardStep.wizardStepDone {background:[[ColorPalette::TertiaryLight]];}
.wizardFooter {background:[[ColorPalette::PrimaryPale]];}
.wizardFooter .status {background:[[ColorPalette::PrimaryDark]]; color:[[ColorPalette::Background]];}
.wizard .button {color:[[ColorPalette::Foreground]]; background:[[ColorPalette::SecondaryLight]]; border: 1px solid;
	border-color:[[ColorPalette::SecondaryPale]] [[ColorPalette::SecondaryDark]] [[ColorPalette::SecondaryDark]] [[ColorPalette::SecondaryPale]];}
.wizard .button:hover {color:[[ColorPalette::Foreground]]; background:[[ColorPalette::Background]];}
.wizard .button:active {color:[[ColorPalette::Background]]; background:[[ColorPalette::Foreground]]; border: 1px solid;
	border-color:[[ColorPalette::PrimaryDark]] [[ColorPalette::PrimaryPale]] [[ColorPalette::PrimaryPale]] [[ColorPalette::PrimaryDark]];}

.wizard .notChanged {background:transparent;}
.wizard .changedLocally {background:#80ff80;}
.wizard .changedServer {background:#8080ff;}
.wizard .changedBoth {background:#ff8080;}
.wizard .notFound {background:#ffff80;}
.wizard .putToServer {background:#ff80ff;}
.wizard .gotFromServer {background:#80ffff;}

#messageArea {border:1px solid [[ColorPalette::SecondaryMid]]; background:[[ColorPalette::SecondaryLight]]; color:[[ColorPalette::Foreground]];}
#messageArea .button {color:[[ColorPalette::PrimaryMid]]; background:[[ColorPalette::SecondaryPale]]; border:none;}

.popupTiddler {background:[[ColorPalette::TertiaryPale]]; border:2px solid [[ColorPalette::TertiaryMid]];}

.popup {background:[[ColorPalette::TertiaryPale]]; color:[[ColorPalette::TertiaryDark]]; border-left:1px solid [[ColorPalette::TertiaryMid]]; border-top:1px solid [[ColorPalette::TertiaryMid]]; border-right:2px solid [[ColorPalette::TertiaryDark]]; border-bottom:2px solid [[ColorPalette::TertiaryDark]];}
.popup hr {color:[[ColorPalette::PrimaryDark]]; background:[[ColorPalette::PrimaryDark]]; border-bottom:1px;}
.popup li.disabled {color:[[ColorPalette::TertiaryMid]];}
.popup li a, .popup li a:visited {color:[[ColorPalette::Foreground]]; border: none;}
.popup li a:hover {background:[[ColorPalette::SecondaryLight]]; color:[[ColorPalette::Foreground]]; border: none;}
.popup li a:active {background:[[ColorPalette::SecondaryPale]]; color:[[ColorPalette::Foreground]]; border: none;}
.popupHighlight {background:[[ColorPalette::Background]]; color:[[ColorPalette::Foreground]];}
.listBreak div {border-bottom:1px solid [[ColorPalette::TertiaryDark]];}

.tiddler .defaultCommand {font-weight:bold;}

.shadow .title {color:[[ColorPalette::TertiaryDark]];}

.title {color:[[ColorPalette::SecondaryDark]];}
.subtitle {color:[[ColorPalette::TertiaryDark]];}

.toolbar {color:[[ColorPalette::PrimaryMid]];}
.toolbar a {color:[[ColorPalette::TertiaryLight]];}
.selected .toolbar a {color:[[ColorPalette::TertiaryMid]];}
.selected .toolbar a:hover {color:[[ColorPalette::Foreground]];}

.tagging, .tagged {border:1px solid [[ColorPalette::TertiaryPale]]; background-color:[[ColorPalette::TertiaryPale]];}
.selected .tagging, .selected .tagged {background-color:[[ColorPalette::TertiaryLight]]; border:1px solid [[ColorPalette::TertiaryMid]];}
.tagging .listTitle, .tagged .listTitle {color:[[ColorPalette::PrimaryDark]];}
.tagging .button, .tagged .button {border:none;}

.footer {color:[[ColorPalette::TertiaryLight]];}
.selected .footer {color:[[ColorPalette::TertiaryMid]];}

.sparkline {background:[[ColorPalette::PrimaryPale]]; border:0;}
.sparktick {background:[[ColorPalette::PrimaryDark]];}

.error, .errorButton {color:[[ColorPalette::Foreground]]; background:[[ColorPalette::Error]];}
.warning {color:[[ColorPalette::Foreground]]; background:[[ColorPalette::SecondaryPale]];}
.lowlight {background:[[ColorPalette::TertiaryLight]];}

.zoomer {background:none; color:[[ColorPalette::TertiaryMid]]; border:3px solid [[ColorPalette::TertiaryMid]];}

.imageLink, #displayArea .imageLink {background:transparent;}

.annotation {background:[[ColorPalette::SecondaryLight]]; color:[[ColorPalette::Foreground]]; border:2px solid [[ColorPalette::SecondaryMid]];}

.viewer .listTitle {list-style-type:none; margin-left:-2em;}
.viewer .button {border:1px solid [[ColorPalette::SecondaryMid]];}
.viewer blockquote {border-left:3px solid [[ColorPalette::TertiaryDark]];}

.viewer table, table.twtable {border:2px solid [[ColorPalette::TertiaryDark]];}
.viewer th, .viewer thead td, .twtable th, .twtable thead td {background:[[ColorPalette::SecondaryMid]]; border:1px solid [[ColorPalette::TertiaryDark]]; color:[[ColorPalette::Background]];}
.viewer td, .viewer tr, .twtable td, .twtable tr {border:1px solid [[ColorPalette::TertiaryDark]];}

.viewer pre {border:1px solid [[ColorPalette::SecondaryLight]]; background:[[ColorPalette::SecondaryPale]];}
.viewer code {color:[[ColorPalette::SecondaryDark]];}
.viewer hr {border:0; border-top:dashed 1px [[ColorPalette::TertiaryDark]]; color:[[ColorPalette::TertiaryDark]];}

.highlight, .marked {background:[[ColorPalette::SecondaryLight]];}

.editor input {border:1px solid [[ColorPalette::PrimaryMid]];}
.editor textarea {border:1px solid [[ColorPalette::PrimaryMid]]; width:100%;}
.editorFooter {color:[[ColorPalette::TertiaryMid]];}

#backstageArea {background:[[ColorPalette::Foreground]]; color:[[ColorPalette::TertiaryMid]];}
#backstageArea a {background:[[ColorPalette::Foreground]]; color:[[ColorPalette::Background]]; border:none;}
#backstageArea a:hover {background:[[ColorPalette::SecondaryLight]]; color:[[ColorPalette::Foreground]]; }
#backstageArea a.backstageSelTab {background:[[ColorPalette::Background]]; color:[[ColorPalette::Foreground]];}
#backstageButton a {background:none; color:[[ColorPalette::Background]]; border:none;}
#backstageButton a:hover {background:[[ColorPalette::Foreground]]; color:[[ColorPalette::Background]]; border:none;}
#backstagePanel {background:[[ColorPalette::Background]]; border-color: [[ColorPalette::Background]] [[ColorPalette::TertiaryDark]] [[ColorPalette::TertiaryDark]] [[ColorPalette::TertiaryDark]];}
.backstagePanelFooter .button {border:none; color:[[ColorPalette::Background]];}
.backstagePanelFooter .button:hover {color:[[ColorPalette::Foreground]];}
#backstageCloak {background:[[ColorPalette::Foreground]]; opacity:0.6; filter:'alpha(opacity=60)';}
/*}}}*/
/*{{{*/
* html .tiddler {height:1%;}

body {font-size:.75em; font-family:arial,helvetica; margin:0; padding:0;}

h1,h2,h3,h4,h5,h6 {font-weight:bold; text-decoration:none;}
h1,h2,h3 {padding-bottom:1px; margin-top:1.2em;margin-bottom:0.3em;}
h4,h5,h6 {margin-top:1em;}
h1 {font-size:1.35em;}
h2 {font-size:1.25em;}
h3 {font-size:1.1em;}
h4 {font-size:1em;}
h5 {font-size:.9em;}

hr {height:1px;}

a {text-decoration:none;}

dt {font-weight:bold;}

ol {list-style-type:decimal;}
ol ol {list-style-type:lower-alpha;}
ol ol ol {list-style-type:lower-roman;}
ol ol ol ol {list-style-type:decimal;}
ol ol ol ol ol {list-style-type:lower-alpha;}
ol ol ol ol ol ol {list-style-type:lower-roman;}
ol ol ol ol ol ol ol {list-style-type:decimal;}

.txtOptionInput {width:11em;}

#contentWrapper .chkOptionInput {border:0;}

.externalLink {text-decoration:underline;}

.indent {margin-left:3em;}
.outdent {margin-left:3em; text-indent:-3em;}
code.escaped {white-space:nowrap;}

.tiddlyLinkExisting {font-weight:bold;}
.tiddlyLinkNonExisting {font-style:italic;}

/* the 'a' is required for IE, otherwise it renders the whole tiddler in bold */
a.tiddlyLinkNonExisting.shadow {font-weight:bold;}

#mainMenu .tiddlyLinkExisting,
	#mainMenu .tiddlyLinkNonExisting,
	#sidebarTabs .tiddlyLinkNonExisting {font-weight:normal; font-style:normal;}
#sidebarTabs .tiddlyLinkExisting {font-weight:bold; font-style:normal;}

.header {position:relative;}
.header a:hover {background:transparent;}
.headerShadow {position:relative; padding:4.5em 0 1em 1em; left:-1px; top:-1px;}
.headerForeground {position:absolute; padding:4.5em 0 1em 1em; left:0px; top:0px;}

.siteTitle {font-size:3em;}
.siteSubtitle {font-size:1.2em;}

#mainMenu {position:absolute; left:0; width:10em; text-align:right; line-height:1.6em; padding:1.5em 0.5em 0.5em 0.5em; font-size:1.1em;}

#sidebar {position:absolute; right:3px; width:16em; font-size:.9em;}
#sidebarOptions {padding-top:0.3em;}
#sidebarOptions a {margin:0 0.2em; padding:0.2em 0.3em; display:block;}
#sidebarOptions input {margin:0.4em 0.5em;}
#sidebarOptions .sliderPanel {margin-left:1em; padding:0.5em; font-size:.85em;}
#sidebarOptions .sliderPanel a {font-weight:bold; display:inline; padding:0;}
#sidebarOptions .sliderPanel input {margin:0 0 0.3em 0;}
#sidebarTabs .tabContents {width:15em; overflow:hidden;}

.wizard {padding:0.1em 1em 0 2em;}
.wizard h1 {font-size:2em; font-weight:bold; background:none; padding:0; margin:0.4em 0 0.2em;}
.wizard h2 {font-size:1.2em; font-weight:bold; background:none; padding:0; margin:0.4em 0 0.2em;}
.wizardStep {padding:1em 1em 1em 1em;}
.wizard .button {margin:0.5em 0 0; font-size:1.2em;}
.wizardFooter {padding:0.8em 0.4em 0.8em 0;}
.wizardFooter .status {padding:0 0.4em; margin-left:1em;}
.wizard .button {padding:0.1em 0.2em;}

#messageArea {position:fixed; top:2em; right:0; margin:0.5em; padding:0.5em; z-index:2000; _position:absolute;}
.messageToolbar {display:block; text-align:right; padding:0.2em;}
#messageArea a {text-decoration:underline;}

.tiddlerPopupButton {padding:0.2em;}
.popupTiddler {position: absolute; z-index:300; padding:1em; margin:0;}

.popup {position:absolute; z-index:300; font-size:.9em; padding:0; list-style:none; margin:0;}
.popup .popupMessage {padding:0.4em;}
.popup hr {display:block; height:1px; width:auto; padding:0; margin:0.2em 0;}
.popup li.disabled {padding:0.4em;}
.popup li a {display:block; padding:0.4em; font-weight:normal; cursor:pointer;}
.listBreak {font-size:1px; line-height:1px;}
.listBreak div {margin:2px 0;}

.tabset {padding:1em 0 0 0.5em;}
.tab {margin:0 0 0 0.25em; padding:2px;}
.tabContents {padding:0.5em;}
.tabContents ul, .tabContents ol {margin:0; padding:0;}
.txtMainTab .tabContents li {list-style:none;}
.tabContents li.listLink { margin-left:.75em;}

#contentWrapper {display:block;}
#splashScreen {display:none;}

#displayArea {margin:1em 17em 0 14em;}

.toolbar {text-align:right; font-size:.9em;}

.tiddler {padding:1em 1em 0;}

.missing .viewer,.missing .title {font-style:italic;}

.title {font-size:1.6em; font-weight:bold;}

.missing .subtitle {display:none;}
.subtitle {font-size:1.1em;}

.tiddler .button {padding:0.2em 0.4em;}

.tagging {margin:0.5em 0.5em 0.5em 0; float:left; display:none;}
.isTag .tagging {display:block;}
.tagged {margin:0.5em; float:right;}
.tagging, .tagged {font-size:0.9em; padding:0.25em;}
.tagging ul, .tagged ul {list-style:none; margin:0.25em; padding:0;}
.tagClear {clear:both;}

.footer {font-size:.9em;}
.footer li {display:inline;}

.annotation {padding:0.5em; margin:0.5em;}

* html .viewer pre {width:99%; padding:0 0 1em 0;}
.viewer {line-height:1.4em; padding-top:0.5em;}
.viewer .button {margin:0 0.25em; padding:0 0.25em;}
.viewer blockquote {line-height:1.5em; padding-left:0.8em;margin-left:2.5em;}
.viewer ul, .viewer ol {margin-left:0.5em; padding-left:1.5em;}

.viewer table, table.twtable {border-collapse:collapse; margin:0.8em 1.0em;}
.viewer th, .viewer td, .viewer tr,.viewer caption,.twtable th, .twtable td, .twtable tr,.twtable caption {padding:3px;}
table.listView {font-size:0.85em; margin:0.8em 1.0em;}
table.listView th, table.listView td, table.listView tr {padding:0px 3px 0px 3px;}

.viewer pre {padding:0.5em; margin-left:0.5em; font-size:1.2em; line-height:1.4em; overflow:auto;}
.viewer code {font-size:1.2em; line-height:1.4em;}

.editor {font-size:1.1em;}
.editor input, .editor textarea {display:block; width:100%; font:inherit;}
.editorFooter {padding:0.25em 0; font-size:.9em;}
.editorFooter .button {padding-top:0px; padding-bottom:0px;}

.fieldsetFix {border:0; padding:0; margin:1px 0px;}

.sparkline {line-height:1em;}
.sparktick {outline:0;}

.zoomer {font-size:1.1em; position:absolute; overflow:hidden;}
.zoomer div {padding:1em;}

* html #backstage {width:99%;}
* html #backstageArea {width:99%;}
#backstageArea {display:none; position:relative; overflow: hidden; z-index:150; padding:0.3em 0.5em;}
#backstageToolbar {position:relative;}
#backstageArea a {font-weight:bold; margin-left:0.5em; padding:0.3em 0.5em;}
#backstageButton {display:none; position:absolute; z-index:175; top:0; right:0;}
#backstageButton a {padding:0.1em 0.4em; margin:0.1em;}
#backstage {position:relative; width:100%; z-index:50;}
#backstagePanel {display:none; z-index:100; position:absolute; width:90%; margin-left:3em; padding:1em;}
.backstagePanelFooter {padding-top:0.2em; float:right;}
.backstagePanelFooter a {padding:0.2em 0.4em;}
#backstageCloak {display:none; z-index:20; position:absolute; width:100%; height:100px;}

.whenBackstage {display:none;}
.backstageVisible .whenBackstage {display:block;}
/*}}}*/
/***
StyleSheet for use when a translation requires any css style changes.
This StyleSheet can be used directly by languages such as Chinese, Japanese and Korean which need larger font sizes.
***/
/*{{{*/
body {font-size:0.8em;}
#sidebarOptions {font-size:1.05em;}
#sidebarOptions a {font-style:normal;}
#sidebarOptions .sliderPanel {font-size:0.95em;}
.subtitle {font-size:0.8em;}
.viewer table.listView {font-size:0.95em;}
/*}}}*/
/*{{{*/
@media print {
#mainMenu, #sidebar, #messageArea, .toolbar, #backstageButton, #backstageArea {display: none !important;}
#displayArea {margin: 1em 1em 0em;}
noscript {display:none;} /* Fixes a feature in Firefox 1.5.0.2 where print preview displays the noscript content */
}
/*}}}*/
<!--{{{-->
<div class='header' macro='gradient vert [[ColorPalette::PrimaryLight]] [[ColorPalette::PrimaryMid]]'>
<div class='headerShadow'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
<div class='headerForeground'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
</div>
<div id='mainMenu' refresh='content' tiddler='MainMenu'></div>
<div id='sidebar'>
<div id='sidebarOptions' refresh='content' tiddler='SideBarOptions'></div>
<div id='sidebarTabs' refresh='content' force='true' tiddler='SideBarTabs'></div>
</div>
<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
</div>
<!--}}}-->
<!--{{{-->
<div class='toolbar' macro='toolbar [[ToolbarCommands::ViewToolbar]]'></div>
<div class='title' macro='view title'></div>
<div class='subtitle'><span macro='view modifier link'></span>, <span macro='view modified date'></span> (<span macro='message views.wikified.createdPrompt'></span> <span macro='view created date'></span>)</div>
<div class='tagging' macro='tagging'></div>
<div class='tagged' macro='tags'></div>
<div class='viewer' macro='view text wikified'></div>
<div class='tagClear'></div>
<!--}}}-->
<!--{{{-->
<div class='toolbar' macro='toolbar [[ToolbarCommands::EditToolbar]]'></div>
<div class='title' macro='view title'></div>
<div class='editor' macro='edit title'></div>
<div macro='annotations'></div>
<div class='editor' macro='edit text'></div>
<div class='editor' macro='edit tags'></div><div class='editorFooter'><span macro='message views.editor.tagPrompt'></span><span macro='tagChooser excludeLists'></span></div>
<!--}}}-->
To get started with this blank [[TiddlyWiki]], you'll need to modify the following tiddlers:
* [[SiteTitle]] & [[SiteSubtitle]]: The title and subtitle of the site, as shown above (after saving, they will also appear in the browser title bar)
* [[MainMenu]]: The menu (usually on the left)
* [[DefaultTiddlers]]: Contains the names of the tiddlers that you want to appear when the TiddlyWiki is opened
You'll also need to enter your username for signing your edits: <<option txtUserName>>
These [[InterfaceOptions]] for customising [[TiddlyWiki]] are saved in your browser

Your username for signing your edits. Write it as a [[WikiWord]] (eg [[JoeBloggs]])

<<option txtUserName>>
<<option chkSaveBackups>> [[SaveBackups]]
<<option chkAutoSave>> [[AutoSave]]
<<option chkRegExpSearch>> [[RegExpSearch]]
<<option chkCaseSensitiveSearch>> [[CaseSensitiveSearch]]
<<option chkAnimate>> [[EnableAnimations]]

----
Also see [[AdvancedOptions]]
<<importTiddlers>>
The "Web 2.0: Policy and Leadership" initiative began in June 2008 as a result of support provided by the John D. and Catherine T. ~MacArthur Foundation.  The ~CoSN Initiative is directed to expanding the effective use of Web 2.0 applications for  teaching and learning in K-12 schools.  The focus of the Initiative is on policy and leadership issues at the school district level. Information on the Initiative can be found at: http://www.cosn.org/web20/

Founded in 1992, the ''Consortium of School Networking (~CoSN)'' is the premier professional association for school district technology leaders. ~CoSN is committed to providing the leadership, community and advocacy tools essential for the success of these leaders. To learn more, visit [[www.cosn.org|http://www.cosn.org]]. 
!!Accessing Unacceptable Materials
*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Current Challenges," pages 20-21, offers statistics on what percentage of district administrators identify accessing unacceptable materials as a concern.

*''Title:'' [[National Online Survey of District Technology Directors Exploring District Use of Web 2.0 Technologies|http://new.nettrekker.com/surveyreport]]
*''Author:''   [[Interactive Educational Systems Design (IESD), Inc.|http://www.iesdinc.com/]] for [[Lightspeed Systems|http://www.lightspeedsystems.com/]] and [[Thinkronize/netTrekker|http://www.nettrekker.com/]]
*''Publication Date:''  April 2009
*''Type of Research'': Quantitative
*''Summary:''   In 2009, Lightspeed Systems and Thinkronize/netTrekker commissioned an online survey of district technology directors that measured the uses, attitudes, concerns, and plans regarding Web 2.0 technologies in school districts. 501 district technology directors participated in the survey. 
*''Section'': "Question 12. Problem Issues for Districts in Using Web 2.0 Technologies," pages 25-26, offers statistics on what percentage of district technology directors view accessing unacceptable materials as a barrier to Web 2.0 use. 

*''Title:'' [[Enhancing Child Safety & Online Technologies: Final Report of the Internet Safety Task Force|http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/ISTTF_Final_Report.pdf]]
*''Author:''  [[Berkman Center for Internet & Society at Harvard University|http://cyber.law.harvard.edu/]] for the ~Multi-State Working Group on Social Networking
*''Publication Date:''  December 31, 2008
*''Type of Research'': Qualitative 
*''Summary:'' In 2008, the The ~Multi-State Working Group on Social Networking, comprising 50 state Attorneys General, commissioned a Task Force to determine the extent to which today’s technologies could help to address youth online safety risks, focusing on social network sites in the United States. The Task Force reviewed past research, consulted with leading technology experts around the country, and received submission from vendors about safety features for minors online.  
*''Section'': "Exposure to Problematic Content," pages 18-19, compares statistics from various sources on youth's exposure to unacceptable materials online. 

!!Administrator Perspectives
*''Title:'' [[School Principals and Social Networking in Education: Practices, Policies, and Realities in 2010|http://www.edweb.net/fimages/op/PrincipalsandSocialNetworkingReport.pdf]]
*''Authors:'' [[edWeb.net|http://www.edweb.net/]], [[IESD, Inc.|http://www.iesdinc.com/]], [[MMS Education|http://www.mmseducation.com]], and [[MCH Strategic Data|http://www.mchdata.com/]]
*''Publication Date:'' September 2010
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' To gain a better understanding of the issues surrounding social networking in education, edWeb.net, IESD, Inc., MMS Education, and MCH Strategic Data conducted a multi-phase research project. Phase I surveyed over 1200 educators about the use of social networking in education, and Phase II involved an in-depth discussion with 12 school principals who have used social networking professionally. Findings from both phases were compiled into this report, which particularly focuses on how principals are using social networking to advance educational and leadership goals. 
*''Sections'': 
**”Common Themes in Principals’ Response Across Questions,” page 11, offers some common threads from all 12 principals surveyed about the use and educational value of social networking.  
**”Personal Experience with Social Networking, pages 11-12, details surveyed principals’ use of social networking personally and professionally.  
**Pages 13-21 detail principals’ perspectives on how districts, educators, and students are using social networking in schools.

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, the Metiri Group surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Sections'': 
** "The District Administrators' Perceptions of Web 2.0," pages 14-18, offers district leadership opinions of the potential of Web 2.0 applications in schools.
** "Educational Policies," pages 19-21, and "District Responses to Web 2.0," pages 23-24, discuss administrator views about potential misuses of Web 2.0 in schools.  
** "School Level Decision Making," pages 41-45, discusses how administrators believe Web 2.0 applications will reshape the structure of schools. 
** "Perceived Leadership Role," page 46, discusses how administrators view their own role in advancing the use of Web 2.0 in schools. 

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Section'': "Expectations and Interests," page 7, details administrator's opinions on the educational value of social networking. 
!!Administrator Use of Web 2.0 Applications
*''Title:'' [[School Principals and Social Networking in Education: Practices, Policies, and Realities in 2010|http://www.edweb.net/fimages/op/PrincipalsandSocialNetworkingReport.pdf]]
*''Authors:'' [[edWeb.net|http://www.edweb.net/]], [[IESD, Inc.|http://www.iesdinc.com/]], [[MMS Education|http://www.mmseducation.com]], and [[MCH Strategic Data|http://www.mchdata.com/]]
*''Publication Date:'' September 2010
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' To gain a better understanding of the issues surrounding social networking in education, edWeb.net, IESD, Inc., MMS Education, and MCH Strategic Data conducted a multi-phase research project. Phase I surveyed over 1200 educators about the use of social networking in education, and Phase II involved an in-depth discussion with 12 school principals who have used social networking professionally. Findings from both phases were compiled into this report, which particularly focuses on how principals are using social networking to advance educational and leadership goals. 
*''Sections'': 
**”Common Themes in Principals’ Response Across Questions,” page 11, offers some common threads from all 12 principals surveyed about the use and educational value of social networking, and the barriers to implementation of social networking in schools.  
**”Personal Experience with Social Networking, pages 11-12, details surveyed principals’ use of social networking personally and professionally.  
**Pages 13-21 detail principals’ perspectives on how districts, educators, and students are using social networking in schools.

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Sections'': 
**"Systemic Thinking and Leadership," page 40, discusses how district administrators are using Web 2.0 to facilitate communication within their districts. 
**"Administrator Use of Web 2.0," pages 47-48, discusses how district administrators are using Web 2.0 in their own administrative work. 
<!--{{{-->
<div class='toolbar' macro='toolbar +saveTiddler -cancelTiddler deleteTiddler'></div>
<div class='title' macro='view title'></div>
<div class='editor' macro='edit title'></div>
<div class='editor' macro='edit text'></div>
<div class='editor' macro='edit tags'></div><div class='editorFooter'><span macro='message views.editor.tagPrompt'></span><span macro='tagChooser'></span></div>
<!--}}}-->
<<tiddler MainMenu>>

AuthorMainMenu
MainMenu
DefaultTiddlers
PluginManager
PresentationIndex
<!--{{{-->
<div id='header' class='header' macro='gradient vert [[ColorPalette::PrimaryLight]] [[ColorPalette::PrimaryMid]]'>
<div class='headerShadow'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
<div class='headerForeground'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
</div>
<div id='mainMenu' refresh='content' tiddler='AuthorMainMenu'></div>
<div id='sidebar'>
<div id='sidebarOptions' refresh='content' tiddler='SideBarOptions'></div>
<div id='sidebarTabs' refresh='content' force='true' tiddler='SideBarTabs'></div>
</div>
<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
</div>
<!--}}}-->
/***
Place your custom CSS here
***/
/*{{{*/


[[StyleSheetCommon]]
/*}}}*/
<!--{{{-->
<div class='toolbar' macro='toolbar closeTiddler closeOthers +editTiddler permalink references jump'></div>
<div class='title' macro='view title'></div>
<div class='subtitle'><span macro='view modifier link'></span>, <span macro='view modified date [[DD MMM YYYY]]'></span> (<span macro='message views.wikified.createdPrompt'></span> <span macro='view created date [[DD MMM YYYY]]'></span>)</div>
<div class='tagging' macro='tagging'></div>
<div class='tagged' macro='tags'></div>
<div class='viewer' macro='view text wikified'></div>
<div class='viewer topbutton' macro='top'></div>
<br><br>
<div class='viewer' macro='navigation tiddlers:{{store.getTiddlerText("PresentationIndex").readBracketedList()}}}'></div>
<div class='tagClear'></div>
<!--}}}-->
!!Blogging
*''Title:'' [[ICT in Schools|http://www.education.ie/servlet/blobservlet/ICT_in_schools_insp_report.pdf]]
*''Authors:'' [[The Inspectorate|http://www.education.ie/home/home.jsp?pcategory=32818&ecategory=32818&language=EN]]. a division of the [[Ireland Department of Education and Science|http://www.education.ie/home/home.jsp?pcategory=27173&ecategory=27173&language=EN]]
*''Publication Date:'' 2008
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' An evaluation of the infrastructure, planning, and use of information and communications technology in teaching and learning in Irish schools was conducted by the Inspectorate during the school year 2005-2006. Both primary and post-primary schools were included in the study. Part of the report focuses on use of online technology in classrooms. 
*''Section'': Page 141 gives basic statistics about Irish teachers' reported use of collaborative discussions, collaborative online projects, video conferences, Wikis, and blogs in their teaching.

*''Title:'' [[Social Media & Mobile Internet Use Among Teens and Young Adults|http://pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:'' February 3, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' This report brings together recent findings about internet and social media use among young adults by situating it within comparable data for adolescents and adults older than 30. All the most current data on teens is drawn from a survey  conducted between June 26 and September 24, 2009 of 800 adolescents between ages 12 and 17. Most of the adult data are drawn from a survey conducted between August 18 and September 14, 2009 of 2,253 adults (age 18 and over).
*''Section'': "Blogging," pages 24-25, details the number of teens and adults who keep a blog and comment on others' blogs. .

*''Title:'' [[Digitally Inclined: Teachers Increasingly Value Media and Technology|http://www.pbs.org/teachers/_files/pdf/annual-pbs-survey-report.pdf]]
*''Author:''  [[Grunwald Associates LLC|http://grunwald.com/]] with [[PBS Education|http://www.pbs.org/teachers/]]
*''Publication Date:'' January 2010
*''Type of Research'': Quantitative
*''Summary:'' Grunwald Associates LLC surveyed 1,418 full-time classroom teachers (1,212 K–12 public school teachers and 206 pre-K teachers in public and private schools) from regions around the country to collect data on their views of and use of digital media in the classroom. 
*''Sections'': 
**Page 5 provides data on what percentage of teachers value blogs as a way to help them and their students be more effective. 

*''Title:'' [[Survey of K-12 Educators on Social Networking and Content-Sharing Tools|http://www.edweb.net/fimages/op/K12Survey.pdf]]
*''Author:'' Co-sponsored by [[EdWeb.net|http://www.edweb.net]], [[MCH, Inc.|http://www.mailings.com]] and [[MMS Education|http://www.mmseducation.com]] 
*''Publication Date:''  September 2009
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' An online survey was sent to a randomly-selected sample of educators in the U.S. to gauge attitudes, perceptions and utilization of social networking sites. 601 teachers, 381 principals, and 262 librarians/media specialists from all levels of elementary and secondary education participated in the survey.
*''Section'': "Summary Observations: Other ~Content-Sharing Tools," pages 25-32, offers statistics about educators' personal and professional use of blogs. 

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Availability," pages 35-37, provides statistics about the use of blogging in teaching materials and in a district's formal curriculum. 

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Section'': "The Positives," pages 2-3, offers statistics on how many teens blog on social networking sites. 

*''Title:'' [[Teens and Social Media|http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf]]
*''Author:''  [[Pew Internet and American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  December 19, 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media.    
*''Section'': "Teens Creating Content," pages 14-19, offers statistics on how many teens engage in blogging, and differences in blogging levels between genders and ages.
Story.prototype.refreshTiddler_activelink = Story.prototype.refreshTiddler;
Story.prototype.refreshTiddler = function (title,template,force)
{
      var theTiddler = Story.prototype.refreshTiddler_activelink.apply(this,arguments);
      if (!theTiddler)
          return theTiddler
    var menu = document.getElementById("mainMenu");
    var links = menu.getElementsByTagName("a");
      for (var i=0; i<links.length; i++)
          {
          if (!links[i].getAttribute("tiddlyLink"))
              return;
          if (document.getElementById(this.idPrefix+(links[i].getAttribute("tiddlylink"))))
              addClass(links[i],"bold");
          else
              removeClass(links[i],"bold");
          }
      return theTiddler;
}
!!Chat Rooms
*''Title:'' [[Teens and Social Media|http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  December 19, 2007
*''Type of Research'': Quantitative 
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media.    
*''Section'': "Teens' Online Activities," page 36, gives statistics on the decline in the number of teens using chatrooms, as compared to data from 2000. 
!!Collaborative Gaming
*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Availability," pages 35-37, provides statistics about the use of interactive gaming in teaching materials and in a district's formal curriculum. 

*''Title:'' [[Speak Up 2007 for Students, Teachers, Parents & School Leaders - Selected National Findings|http://www.tomorrow.org/docs/National%20Findings%20Speak%20Up%202007.pdf]]
*''Author:''  [[Project Tomorrow|http://www.tomorrow.org/]]
*''Publication Date:''  April 8, 2008
*''Type of Research'': Quantitative
*''Summary:''   In 2008, Project Tomorrow (formerly known as ~NetDay) published the findings from its annual Speak Up survey.  319,223 students in grades K-12 from all 50 states were interviewed about their technology use both inside and outside the classroom.  
*''Section:'' "Educational Gaming," page 4.
!!Collaborative Projects
*''Title:'' [[ICT in Schools|http://www.education.ie/servlet/blobservlet/ICT_in_schools_insp_report.pdf]]
*''Authors:'' [[The Inspectorate|http://www.education.ie/home/home.jsp?pcategory=32818&ecategory=32818&language=EN]]. a division of the [[Ireland Department of Education and Science|http://www.education.ie/home/home.jsp?pcategory=27173&ecategory=27173&language=EN]]
*''Publication Date:'' 2008
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' An evaluation of the infrastructure, planning, and use of information and communications technology in teaching and learning in Irish schools was conducted by the Inspectorate during the school year 2005-2006. Both primary and post-primary schools were included in the study. Part of the report focuses on use of online technology in classrooms. 
*''Section'': Page 141 gives basic statistics about Irish teachers' reported use of collaborative discussions, collaborative online projects, video conferences, Wikis, and blogs in their teaching.  

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Availability," pages 35-37, provides statistics the about use of collaborative projects in teaching materials and in a district's formal curriculum. 

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Section'': "The Positives," page 3, offers statistics about how many teens participate in collaborative projects on social networking sites. 
!!Collaborative Study Groups
*''Title:'' [[Is Social Networking Changing Childhood? A National Poll|http://www.commonsensemedia.org/sites/default/files/Social%20Networking%20Poll%20Summary%20Results.pdf]]
*''Author:''  The [[Benenson Strategy Group|http://www.bsgco.com.]] for [[Common Sense Media|http://www.commonsensemedia.org]]
*''Publication Date:''  August 10, 2009
*''Type of Research'': Quantitative
*''Summary:''   The Benenson Strategy Group conducted a total of 2,015 nationally representative online interviews with students (ages 13-18) and parents between May 28, 2009 and June 5, 2009, to examine how social networks are affecting kids and families.
*''Section'': "The Good News," pages 6-7, offers statistics about how many students participate in online study groups.

*''Title:'' [[The Digital Disconnect: The Widening Gap between Internet-Savvy Students and their Schools|http://www.pewinternet.org/~/media//Files/Reports/2002/PIP_Schools_Internet_Report.pdf.pdf]]
*''Author:''  [[American Institute of Research|http://www.air.org/]] for the [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  August 14, 2002
*''Type of Research:'' Qualitative
*''Summary:''   The American Institute of Research was commissioned by the Pew Internet & American Life Project to survey Internet-using students' attitudes toward using technology in schools.  Information was gathered from 14 focus groups of 136 middle and high school students, and was further supplemented by 200 students who voluntarily submitted online essays for the project.  
*''Section'': "The Internet as a Virtual Study Group," pages 18-20, discusses how Internet-savvy students use the Web to collaborate on schoolwork.
Background: #fff
Foreground: #000
PrimaryPale: #8cf
PrimaryLight: #18f
PrimaryMid: #44ff33
PrimaryDark: #014
SecondaryPale: #ffc
SecondaryLight: #fe8
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #eee
TertiaryLight: #ccc
TertiaryMid: #999
TertiaryDark: #666
Error: #f88
config.options.chkAnimate = false;
config.options.chkSinglePageMode = true;
config.options.chkTopOfPageMode = true;
!!Cyber Bullying
*''Title:'' [[Is Social Networking Changing Childhood? A National Poll|http://www.commonsensemedia.org/sites/default/files/Social%20Networking%20Poll%20Summary%20Results.pdf]]
*''Author:''  The [[Benenson Strategy Group|http://www.bsgco.com.]] for [[Common Sense Media|http://www.commonsensemedia.org]]
*''Publication Date:''  August 10, 2009
*''Type of Research'': Quantitative
*''Summary:''   The Benenson Strategy Group conducted a total of 2,015 nationally representative online interviews with students (ages 13-18) and parents between May 28, 2009 and June 5, 2009, to examine how social networks are affecting kids and families.
*''Section'': "Teens' Online Behaviors," page 5, provides brief statistics about how many students report being bullied onlne. 

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Current Challenges," pages 20-21, offers statistics on what percentage of district administrators classify cyber bulllying as a problem.

*''Title:'' [[National Online Survey of District Technology Directors Exploring District Use of Web 2.0 Technologies|http://new.nettrekker.com/surveyreport]]
*''Author:''   [[Interactive Educational Systems Design (IESD), Inc.|http://www.iesdinc.com/]] for [[Lightspeed Systems|http://www.lightspeedsystems.com/]] and [[Thinkronize/netTrekker|http://www.nettrekker.com/]]
*''Publication Date:''  April 2009
*''Type of Research'': Quantitative
*''Summary:''   In 2009, Lightspeed Systems and Thinkronize/netTrekker commissioned an online survey of district technology directors that measured the uses, attitudes, concerns, and plans regarding Web 2.0 technologies in school districts. 501 district technology directors participated in the survey. 
*''Section'': "Question 12. Problem Issues for Districts in Using Web 2.0 Technologies," pages 25-26, provides statistics on what percentage of district technology directors view cyber bullying as a barrier to Web 2.0 use in school districts. 

*''Title:'' [[Listening to Students' and Educators' Voices|http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/Documents/ListeningToStudentsVoices.pdf]]
*''Author:''  Kathryn Moyle and Susanne Owen for the [[Australian Department of Education, Employment and Workplace Relations|http://www.deewr.gov.au]]
*''Publication Date:''  2009
*''Type of Research'': Quantitative
*''Summary:'' A survey was conducted of primary and secondary students and teacher to gauge the views and expectations about learning with technologies in the Australian education system. A total of 1082 surveys were analyzed, with 502 of the responses coming from students in primary education. 
*''Sections'':
**"Support for Learning with Technologies," pages 29-30, provides statistics about cyber bullying concerns among Australian students and teachers.
**Pages 39-40 discuss Australian teachers' experiences with cyber bullying.

*''Title:'' [[Enhancing Child Safety & Online Technologies: Final Report of the Internet Safety Task Force|http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/ISTTF_Final_Report.pdf]]
*''Author:''  [[Berkman Center for Internet & Society at Harvard University|http://cyber.law.harvard.edu/]] for the ~Multi-State Working Group on Social Networking
*''Publication Date:''  December 31, 2008
*''Type of Research'': Qualitative 
*''Summary:'' In 2008, the The ~Multi-State Working Group on Social Networking, comprising 50 state Attorneys General, commissioned a Task Force to determine the extent to which today’s technologies could help to address youth online safety risks, focusing on social network sites in the United States. The Task Force reviewed past research, consulted with leading technology experts around the country, and received submission from vendors about safety features for minors online.  
*''Section'': "Online Harassment and Cyberbullying," pages 18-19, compares statistics from various sources on cyber bullying in elementary and middle school.

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Section'': "The Gaps," pages 5-6, offers statistics on students' and parents' perceptions of cyber bullying in social networking sites.   


Welcome
*''Title:'' [[Millennials will make online sharing in networks a lifelong habit|http://www.pewinternet.org/Reports/2010/Future-of-Millennials.aspx]]
*''Authors:'' Janna Anderson and Lee Rainie for the [[Pew Internet & American Life Project|http://www.pewinternet.org/]] and the [[Imagining the Internet Center|http://www.elon.edu/predictions/]] at [[Elon University|http://www.elon.edu/home/]]
*''Publication Date:'' July 9, 2010
*''Type of Research'': Qualitative
*''Summary:'' Part of the fourth [[Future of the Internet|http://pewinternet.org/Reports/2010/Future-of-the-Internet-IV.aspx]] survey, this report offers views on the "Millennial” generation's (18-29 year-olds) current and future use of social technology applications, particularly focusing on online disclosure of personal information.  895 technology stakeholders and critics were surveyed.
*''Sections'':
**Pages 7-16 offer the quotes from respondents on whether the willingness of Generation Y / “Millennials” to share information online will change as they age.
**Pages 17-26 gives perspectives on whether and how online privacy norms will change as the technologically-savvy “Millennial” generation moves into adulthood. 

*''Title:'' [[Meeting of Minds: Cross-Generational Dialogue on the Ethics of Digital Life|http://www.globalkids.org/meetingofminds.pdf]]
*''Authors:'' R. Santo, C. James, K. Davis, S. Lee Katz, L. Burch & B. Joseph in collaboration with [[Global Kids|http://www.globalkids.org]], [[Common Sense Media|http://www.commonsensemedia.org/]] & [[GoodPlay Project at Harvard University|http://www.goodworkproject.org/research/digital.htm]]
*''Publication Date:'' October 2009
*''Type of Research'': Qualitative
*''Summary:'' These authors brought over 250 parents, teachers, and teens together for a three-week online conversation about perceptions and tensions about how individuals should act and interact on the Internet. 
*''Section:'' "Privacy," pages 10-12, discusses teens' and their parents' opinions on how much personal information is reasonable to share online.

*''Title:'' [[Teens, Privacy, and Online Social Networks|http://www.pewinternet.org/Reports/2007/Teens-Privacy-and-Online-Social-Networks.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  April 18, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media, and focus groups were also conducted with middle- and high-school students.  
*''Section'': 

*''Title:'' [[National Online Survey of District Technology Directors Exploring District Use of Web 2.0 Technologies|http://new.nettrekker.com/surveyreport]]
*''Author:''   [[Interactive Educational Systems Design (IESD), Inc.|http://www.iesdinc.com/]] for [[Lightspeed Systems|http://www.lightspeedsystems.com/]] and [[Thinkronize/netTrekker|http://www.nettrekker.com/]]
*''Publication Date:''  April 2009
*''Type of Research'': Quantitative
*''Summary:''   In 2009, Lightspeed Systems and Thinkronize/netTrekker commissioned an online survey of district technology directors that measured the uses, attitudes, concerns, and plans regarding Web 2.0 technologies in school districts. 501 district technology directors participated in the survey. 
*''Section'': "Question 12. Problem Issues for Districts in Using Web 2.0 Technologies," pages 25-26, offers statistics on what percentage of district technology directors view disclosure of personal information as a barrier to Web 2.0 use. 
!!~District-Level Policies
*''Title:'' [[School Principals and Social Networking in Education: Practices, Policies, and Realities in 2010|http://www.edweb.net/fimages/op/PrincipalsandSocialNetworkingReport.pdf]]
*''Authors:'' [[edWeb.net|http://www.edweb.net/]], [[IESD, Inc.|http://www.iesdinc.com/]], [[MMS Education|http://www.mmseducation.com]], and [[MCH Strategic Data|http://www.mchdata.com/]]
*''Publication Date:'' September 2010
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' To gain a better understanding of the issues surrounding social networking in education, edWeb.net, IESD, Inc., MMS Education, and MCH Strategic Data conducted a multi-phase research project. Phase I surveyed over 1200 educators about the use of social networking in education, and Phase II involved an in-depth discussion with 12 school principals who have used social networking professionally. Findings from both phases were compiled into this report, which particularly focuses on how principals are using social networking to advance educational and leadership goals. 
*''Section'': ”School/District Policies Related to Social Networking,” pages 18-19, offer comments on district policies covering the use of social networking sites.   

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Web 2.0 Policies," pages 24-29, includes information about general Web 2.0 policies, acceptable use policies, and filtering systems used by school districts. 

*''Title:'' [[National Online Survey of District Technology Directors Exploring District Use of Web 2.0 Technologies|http://new.nettrekker.com/surveyreport]]
*''Author:''   [[Interactive Educational Systems Design (IESD), Inc.|http://www.iesdinc.com/]] for [[Lightspeed Systems|http://www.lightspeedsystems.com/]] and [[Thinkronize/netTrekker|http://www.nettrekker.com/]]
*''Publication Date:''  Apriil 2009
*''Type of Research'': Quantitative
*''Summary:''   In 2009, Lightspeed Systems and Thinkronize/netTrekker commissioned an online survey of district technology directors that measured the uses, attitudes, concerns, and plans regarding Web 2.0 technologies in school districts. 501 district technology directors participated in the survey. 
*''Sections'': 
**The Executive Summary, pages 5-9, provides an overview of district attitudes, policies, uses, and perceived problems with Web 2.0 technologies, from the perspective of district technology directors.  
**"Question 4. Current Status of District Plans and Policies About the Use Of Web 2.0 Technologies," pages 15-17, provides more detailed information about district Web 2.0 plans and policies.
**Other sections in this report further detail district attitudes, goals, and problems with the use of Web 2.0 technologies, from the perspective of district technology directors. 

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Section'': "The Gaps," pages 4-5, discusses district policies governing social networking use in schools.  
See it in action here: http://lewcid.googlepages.com/tots.html

!!Editing this TW:
Open the TW with #author:true at the end of the url/file location to enable editing.
Preview edits by using the "Presentation Mode" button in the MainMenu
//(To make future editing easier, bookmark the file with #author:true at the end of the file name. One click and edit!)//

!!Changing the content and order of the presentation:
Edit the PresentationIndex tiddler to change the contents and order of the presentation.

!! Customizing the default (viewing) interface.
Edit the following tiddlers as needed:
*PageTemplate
*StyleSheet
*ViewTemplate
*EditTemplate
*MainMenu

!!Customizing the editing (author's) interface.
Edit the following tiddlers as needed: //(Note that these files are optional, if any of them dont exist, the standard viewing one will be used instead. So if you only want to change the PageTemplate, you only need an AuthorPageTemplate tiddler.)//
*AuthorPageTemplate
*AuthorStyleSheet
*AuthorViewTemplate
*AuthorEditTemplate
*AuthorMainMenu

!!Using a different stylesheet or theme:
Using your own favorite stylesheet or theme is as simple as importing those tiddlers into this file.
If you are changing the presentation interface, just import the PageTemplate and StyleSheet. If you want to change the editing interface, you will need to copy over the PageTemplate and StyleSheet as AuthorPageTemplate and AuthorStyleSheet respectively.

!!Other tips:
* Use the tiddler StyleSheetCommon and include it using {{{[[StyleSheetCommon]]}}} in your StyleSheet and AuthorStyleSheet when making stlyesheet changes that you want applied to both the presentation and editing interface, to avoid having to type it out twice!
*To provide easy control over the font-size, use the FontSizePlugin: http://lewcid.googlepages.com/lewcid.html#FontSizePlugin
* If this presentation is going to be placed online, you might want to have a splash screen that displays while the TW is loading: http://lewcid.googlepages.com/lewcid.html#SplashScreenPlugin
!Dummy Tiddler 3

dummy tiddler three
!Dummy Tiddler1

This is the first tiddler of your dummy presentation

Edit the PresentationIndex tiddler to change the contents and order of the presentation.
!DummyTiddler2

This is the second tiddler of your dummy presentation
<!--{{{-->
<div class="toolbar" macro="toolbar +saveTiddler -cancelTiddler deleteTiddler"></div>
<div class="title" macro="view title"></div>
<div class="editLabel">Title</div><div class="editor" macro="edit title"></div>
<div class="editLabel">Tags</div><div class="editor" macro="edit tags"></div>
<div class="editorFooter"><span macro="message views.editor.tagPrompt"></span><span macro="tagChooser"></span></div>
<div class="editor" macro="edit text"></div>
<!--}}}-->
!!Filtering/Blocking: ~District-Level Policies
*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Filtering Systems," pages 27-29, discusses district-wide filtering systems in place for Web 2.0 applications.

*''Title:'' [[National Online Survey of District Technology Directors Exploring District Use of Web 2.0 Technologies|http://new.nettrekker.com/surveyreport]]
*''Author:''   [[Interactive Educational Systems Design (IESD), Inc.|http://www.iesdinc.com/]] for [[Lightspeed Systems|http://www.lightspeedsystems.com/]] and [[Thinkronize/netTrekker|http://www.nettrekker.com/]]
*''Publication Date:''  Apriil 2009
*''Type of Research'': Quantitative
*''Summary:''   In 2009, Lightspeed Systems and Thinkronize/netTrekker commissioned an online survey of district technology directors that measured the uses, attitudes, concerns, and plans regarding Web 2.0 technologies in school districts. 501 district technology directors participated in the survey. 
*''Section'': "Question 5. District Actions to Assure Student Safety When Using Web 2.0 Technologies," page 17. 

Attempting to retrieve the tiddler 'Filtering/Blocking: Administrator View' from the 'file' server at:

'http://lewcid.googlepages.com/presentation_empty_full.html#Documentation' in the workspace ''
function setFooter() {
         if (document.getElementById && document.getElementById("contentFooter") ) {
            var windowHeight=findWindowHeight();
         if (windowHeight>0) {
            var contentHeight= document.getElementById('mainMenu').offsetHeight + document.getElementById("header").offsetHeight + document.getElementById("contentFooter").offsetHeight;
            var menu= document.getElementById('mainMenu');
            //var footerHeight=footerElement.offsetHeight;
            if (windowHeight-(contentHeight)>=0) {
               menu.style.position='relative';
               menu.style.marginBottom=(windowHeight-(contentHeight))+'px';
               }
            else {
                 menu.style.position='';
                 menu.style.marginBottom='';
                 }
            }
         }
}
window.onresize = function() {
  setFooter();
}

Story.prototype.refreshTiddler_footerhack=Story.prototype.refreshTiddler;
Story.prototype.refreshTiddler = function (title,template,force)
{    
var theTiddler = Story.prototype.refreshTiddler_footerhack.apply(this,arguments);
setFooter();
   return theTiddler;}
/***
|Name|HaloscanMacro|
|Created by|JimSpeth|
|Location|http://end.com/~speth/HaloscanMacro.html|
|Version|1.1.0|
|Requires|~TW2.x|

!Description
Comment and trackback support for TiddlyWiki (via Haloscan).

!History
* 16-Feb-06, version 1.1.0, drastic changes, now uses settings from haloscan account config
* 31-Jan-06, version 1.0.1, fixed display of counts for default tiddlers
* 30-Jan-06, version 1.0, initial release

!Examples
|!Source|!Output|h
|{{{<<haloscan comments>>}}}|<<haloscan comments>>|
|{{{<<haloscan trackbacks>>}}}|<<haloscan trackbacks>>|

!Installation
Register for a [[Haloscan|http://www.haloscan.com]] account.  It's free and painless.
Install the HaloscanMacro in a new tiddler with a tag of systemConfig (save and reload to activate).
In the macro configuration code (below), change //YourName// to your Haloscan account name.
Use the macro somewhere in a tiddler (see ViewTemplate for an example).

!Settings
You can adjust various options for your account in the member configuration area of Haloscan's web site.  The macro will use these settings when formatting the links.

!Code
***/
//{{{

/* change "YourName" to your Haloscan account name */
config.macros.haloscan = {account: "gbrackett", baseURL: "http://www.haloscan.com/load/"};

var haloscanLoaded = 0;
config.macros.haloscan.load = function ()
{
    if (haloscanLoaded == 1)
        return;
    
    account = config.macros.haloscan.account;
    if (!account || (account == "YourName"))
        account = store.getTiddlerText("SiteTitle");
    
    var el = document.createElement('script');
    el.language = 'JavaScript'; 
    el.type = 'text/javascript'; 
    el.src = config.macros.haloscan.baseURL + account;
    document.documentElement.childNodes[0].appendChild(el);
    
    haloscanLoaded = 1;
}
config.macros.haloscan.load();

/* this totally clobbers document.write, i hope that's ok */
var safeWrite = function(s)
{
    document.written = s;
    return s;
};
document.write = safeWrite;

config.macros.haloscan.refreshDefaultTiddlers = function ()
{
    var start = store.getTiddlerText("DefaultTiddlers");
    if (start)
    {
        var titles = start.readBracketedList();
        for (var t=titles.length-1; t>=0; t--)
            refreshTiddler(titles[t]); // changed for TW 1.2
    }
}

var haloscanRefreshed = 0;
config.macros.haloscan.handler = function (place, macroName, params, wikifier, paramString, tiddler)
{
    if (typeof HaloScan == 'undefined')
    {
        if (haloscanRefreshed == 0)
        {
            setTimeout("config.macros.haloscan.refreshDefaultTiddlers()", 1);
            haloscanRefreshed = 1;
        }
        return;
    }
    
    var id = findContainingTiddler(place).id.substr(7); // changed for TW 1.2
    var hs_search = new RegExp('\\W','gi');
    id = id.replace(hs_search,"_");
    
    account = config.macros.haloscan.account;
    if (!account || (account == "YourName"))
        account = store.getTiddlerText("SiteTitle");
    
    var haloscanError = function (msg)
    {
    		console.log(msg);
        createTiddlyError(place, config.messages.macroError.format(["HaloscanMacro"]), config.messages.macroErrorDetails.format(["HaloscanMacro", msg]));
    }
    
    if (params.length == 1)
    {
        if (params[0] == "comments")
        {
            postCount(id);
            commentsLabel = document.written;
            commentsPrompt = "Comments on this tiddler";
            var commentsHandler = function(e) { HaloScan(id); return false; };
            var commentsButton = createTiddlyButton(place, commentsLabel, commentsPrompt, commentsHandler);
        }
        else if (params[0] == "trackbacks")
        {
            postCountTB(id);
            trackbacksLabel = document.written;
            trackbacksPrompt = "Trackbacks for this tiddler";
            var trackbacksHandler = function(e) { HaloScanTB(id); return false; };
            var trackbackButton = createTiddlyButton(place, trackbacksLabel, trackbacksPrompt, trackbacksHandler);
        }
        else
            haloscanError("unknown parameter: " + params[0]);
    }
    else if (params.length == 0)
        haloscanError("missing parameter");
    else
        haloscanError("bad parameter count");
}

// backported to TW 1.2

function findContainingTiddler(e)
{
	while(e && !hasClass(e,"tiddler"))
		e = e.parentNode;
	return(e);
}

//}}}
1.  All of the research on Web 2.0 in this database is classified topically. Click on the [[List of Topics]] option  on the left-hand side of the screen to view the different topics available.

2.  Click on the topic you wish to see. This will bring up any information about this topic found in the reports included in this database. ''Title'', ''Author'', ''Publication Date'', ''Type of Research'', and a brief ''Summary'' of the report are included, along with ''Sections'' of the report that discuss the topic. Reports are arranged in order of most recent publication date. 

3.  To view the information, click on the ''Title'' of the report.  This will open up the actual report as a PDF file.  Go to the page numbers listed under ''Sections'' to read about the topic. 

4.  To start over, simply click on [[List of Topics]] again, and choose the next topic you wish to view.

To view a list of the reports included in this database, check out our [[References]] page.
//{{{
config.macros.def ={};
config.macros.def.handler  = function(place,macroName,params,wikifier,paramString,tiddler)
{
    var sliceName = params[1]? params[1].toLowerCase() : params[0].toLowerCase();
    var def = store.getTiddlerSlice("InfoDefinitions",sliceName);
    if (def == undefined)
         {
         wikify(params[0],place);
         return false;
         }
    var theClass = params[2]? params[2] : "info";
    var container = createTiddlyElement(place,"span",null,theClass);
    wikify(params[0],container);
    if (document.all)
        {
        container.onmouseover = function(){addClass(this,"infoover");};
        container.onmouseout = function(){removeClass(this,"infoover");};
        }
    var tooltip = createTiddlyElement(container,"span",null,null);
    wikify(def, tooltip);

}

config.macros.note ={};
config.macros.note.handler  = function(place,macroName,params,wikifier,paramString,tiddler)
{
    var sliceName = params[1]? params[1].toLowerCase() : params[0].toLowerCase();
    var def = store.getTiddlerSlice("InfoDefinitions",sliceName);
    if (def == undefined)
         {
         wikify(params[0],place);
         return false;
         }
    var theClass = params[2]? params[2] : "note";
    var container = createTiddlyElement(place,"span",null,theClass);
    wikify("^^"+params[0]+"^^",container);
    if (document.all)
        {
        container.onmouseover = function(){addClass(this,"noteover");};
        container.onmouseout = function(){removeClass(this,"noteover");};
        }
    var tooltip = createTiddlyElement(container,"span",null,null);
    wikify(def, tooltip);

}

//}}}
!!Instant Messaging
*''Title:'' [[Generation M^2: Media in the Lives of 8- to 18-~Year-Olds|http://www.kff.org/entmedia/upload/8010.pdf]]
*''Author:''  Rideout, V. along with U. Foehr & D. Roberts for the [[Kaiser Family Foundation|http://www.kff.org/]] 
*''Publication Date:'' January 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' The authors surveyed more than 2000 children ages 8 to 18 about their use of a variety of media, including TV, computers, video games, music, print, cell phones, and movies. A written questionnaire was completed by the entire sample, and a subset of 700 respondents also maintained week-long diaries of their media use. 
*''Sections'': 
**"Computers," pages 20-24, gives statistics on time spent instant messaging for different age groups, broken down by gender, race/ethnicity, and parents' education. 

*''Title:'' [[Listening to Students' and Educators' Voices|http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/Documents/ListeningToStudentsVoices.pdf]]
*''Author:''  Kathryn Moyle and Susanne Owen for the [[Australian Department of Education, Employment and Workplace Relations|http://www.deewr.gov.au]]
*''Publication Date:''  2009
*''Type of Research'': Quantitative
*''Summary:'' A survey was conducted of primary and secondary students and teacher to gauge the views and expectations about learning with technologies in the Australian education system. A total of 1082 surveys were analyzed, with 502 of the responses coming from students in primary education. 
*''Sections'':
**Pages 19 and 23 offer statistics on usage and opinion of instant messaging among Australian students and teachers. 

*''Title:'' [[Teens and Social Media|http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  December 19, 2007
*''Type of Research'': Quantitative 
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media.    
*''Section'': "Teens' Online Activities", page 35, offers statistics of how many teens use instant messaging.
/***
|''Name:''|LegacyStrikeThroughPlugin|
|''Description:''|Support for  legacy (pre 2.1) strike through formatting|
|''Version:''|1.0.1|
|''Date:''|Jul 21, 2006|
|''Source:''|http://www.tiddlywiki.com/#LegacyStrikeThroughPlugin|
|''Author:''|MartinBudden (mjbudden (at) gmail (dot) com)|
|''License:''|[[BSD open source license]]|
|''CoreVersion:''|2.1.0|
|''Browser:''|Firefox 1.0.4+; Firefox 1.5; InternetExplorer 6.0|

***/

//{{{

// Ensure that the LegacyStrikeThrough Plugin is only installed once.
if(!version.extensions.LegacyStrikeThroughPlugin)
	{
	version.extensions.LegacyStrikeThroughPlugin = true;

config.formatters.push(
{
	name: "legacyStrikeByChar",
	match: "==",
	termRegExp: /(==)/mg,
	element: "strike",
	handler: config.formatterHelpers.createElementAndWikify
});

} // end of "install only once"
//}}}
!!Research on Types of Web 2.0 Applications
**[[Blogging]]
**[[Chat Rooms]]
**[[Collaborative Gaming]]
**[[Collaborative Projects]]
**[[Collaborative Study Groups]]
**[[Instant Messaging]]
**[[Social Networking]]
**[[Twitter]]
**[[User-Created Content]]
***[[Polls and Surveys]]
***[[Photos and Videos]]
**[[Virtual Reality]]
!!Perceived Problems with Web 2.0 Applications
**[[Accessing Unacceptable Materials]]
**[[Cyber Bullying]]
**[[Disclosure of Personal Information]]
**[[Online Strangers]]
**[[Perceived Problems: Administrator Views]]
!!Web 2.0 Policy
**[[Filtering/Blocking of Web 2.0 Applications]]
**[[District-Level Policies]]
!!Use and Impact of Web 2.0 Applications
**[[Teacher Use of Web 2.0 Applications]]
**[[Administrator Use of Web 2.0 Applications]]
**[[Outcomes of Educational Use of Web 2.0]]
!!Opinions of Web 2.0 Applications
**[[Administrator Perspectives]]
[[Welcome]]

[[How to Use This Site]]

[[List of Topics]]

[[References]]

[[About Us]]

<<author>>
.centre {text-align:center; margin:0;}
.centre img {margin:0 auto;}

h1 {font-size: 1.6em; font-weight:bold; background:transparent; margin-top:0;margin-bottom:0; color:#000;}

h2 {font-size: 1.45em; font-weight:bold; background:transparent; margin-top:0;margin-bottom:0; color:#000;}

#mainMenu {width:14em;}
#displayArea {margin-left:18em;}

.left {float:left; margin-right:1em;}
.bold {font-weight:bold;}

.navNext {float:right;}
.navPrev, .navPrevious{float:left;}

.nav .tiddlyLink  {color:#000; background:transparent; border:none;padding:0;margin:0;}

.nav {padding:0;margin:0;}

.nav table { margin:0 auto; border:0px solid #000;padding:0;border-collapse: separate;}

.nav table tr{padding:0; margin:0;border-spacing: 1px;}
.nav table td {padding:4px; border:1px solid #000;
               border-spacing: 0px;cursor:pointer;cursor:hand}
.nav .activenav{background:#000 !important;}

.topbutton button, .topbutton{float:right;}

.note{
    position:relative; /*this is the key*/
    z-index:24; background:#ccc;
    color:#000;
    text-decoration:none}

.note:hover, .noteover{z-index:25; background-color:#FFB865;cursor:help;}

.note span{display: none;}

.note:hover span, .noteover span{ /*the span will display just on :hover state*/
    display:block;
    position:absolute;
    top:2em; left:2em; width:15em;
    border:1px solid #000;
    background-color:#FFB35A; color:#000;
    padding:0.5em;}



.info{
    position:relative; /*this is the key*/
    z-index:24; background:#ccc;
    color:#000;
    text-decoration:none}

.info:hover, .infoover{z-index:25; background-color:#FFB865;cursor:help;}

.info span{display: none}

.info:hover span, .infoover span{ /*the span will display just on :hover state*/
    display:block;
    position:absolute;
    top:2em; left:2em; width:15em;
    border:1px solid #000;
    background-color:#FFB35A; color:#000;
    padding:0.5em;}

.bold {font-weight: bold !important;}
// Resolves a Tiddler reference or tiddler title into a tiddler title string, or null if it doesn't exist
resolveTitle = function(t)
{
    if (t instanceof Tiddler) t = t.title;
    return store.tiddlerExists(t) ? t : null;
}

config.macros.navigation = {};
config.macros.navigation.handler = function(place,macroName,params,wikifier,paramString,tiddler)
{

        if (!store.tiddlerExists(tiddler.title))
             return false;
	var e = createTiddlyElement(place,"span",null,"nav");
	e.setAttribute("refresh","macro");
	e.setAttribute("macroName",macroName);
	e.setAttribute("params",paramString);
        e.setAttribute("tiddler",tiddler.title)
	this.refresh(e,paramString);
}

config.macros.navigation.refresh = function(place,params)
{
    var tiddler = store.getTiddler(place.getAttribute("tiddler"));
    removeChildren(place);


    var params = place.getAttribute("params").parseParams("tiddlers",null,true);
//alert(store.getTiddlerText(getParam(params,"index",undefined)).parseParams("tiddlers",null,false))
    var tiddlers = getParam(params,"tiddlers",undefined);
if (typeof tiddlers == 'string')
        tiddlers = tiddlers.readBracketedList();
    if (tiddlers == undefined)
        alert("no source tiddlers defined for navigation");
   var contents = [];
   for (var i=0;i<tiddlers.length;i++)
       {
       var title = resolveTitle(tiddlers[i]);
       contents.push(title);
}
    var navIndex = contents.indexOf(tiddler.title);
    if (navIndex == -1)
        return false;
        
    if (contents[navIndex-1])
        {
        wikify("[[<< Previous|"+contents[navIndex-1]+"]]",place);
        place.lastChild.className += " navPrev";
        }
    if (contents[navIndex+1])
        {
        wikify("[[Next >>|"+contents[navIndex+1]+"]]",place);
        place.lastChild.className += " navNext";
        }

    var theTable = createTiddlyElement(place,"table",null,"nav");
    var theBody = createTiddlyElement(theTable,"tbody");
    var theRow = createTiddlyElement(theBody,"tr");
    for (var i=0; i<contents.length; i++)
        {
        var box = createTiddlyElement(theRow,"td",null,"navlinkcell"," ");
        box.onclick = onClickTiddlerLink;
	    box.setAttribute("tiddlyLink",contents[i]);
        box.title = (contents[i]);
        if (contents[i] ==tiddler.title)
           box.className += " activenav";
        }
}

setStylesheet(
".navNext {float:right;}\n"+
".navPrev, .navPrevious{float:left;}\n"+
".nav .tiddlyLink  {color:#000; background:transparent;border:none;padding:0;margin:0;}\n"+
".nav {padding:0;margin:0;}\n"+
".nav table {margin:0 auto !important; border:0px solid #000;padding:0;border-collapse:separate;}\n"+
".nav table tr{padding:0; margin:0;border-spacing: 1px;}\n"+
".nav table td {padding:4px; border:1px solid #000; border-spacing: 0px;cursor:pointer;cursor:hand}\n"+
".nav .activenav{background:#000 !important;}\n","NavigationPluginStyles");
!!Online Strangers
*''Title:'' [[Teens, Privacy, and Online Social Networks|http://www.pewinternet.org/Reports/2007/Teens-Privacy-and-Online-Social-Networks.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  April 18, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media, and focus groups were also conducted with middle- and high-school students.   
*''Section'': "Friendship, Strangers, and Safety in Online Social Networks", pages 41-48. 
!!Types of Web 2.0 Applications
**[[Blogging]]
**[[Chat Rooms]]
**[[Collaborative Gaming]]
**[[Collaborative Projects]]
**[[Collaborative Study Groups]]
**[[Instant Messaging]]
**[[Social Networking]]
**[[User-Created Content]]
***[[Visual Media Files]]
***[[Polls and Surveys]]
**[[Virtual Reality]]
!!Perceived Problems with Web 2.0 Applications
**[[Accessing Unacceptable Materials]]
**[[Cyber Bullying]]
**[[Disclosure of Personal Information]]
**[[Online Strangers]]
**[[Hardware Issues]]
**[[Bandwith/Networking Issues]]
**[[Perceived Problems: Administrator Views]]
!!Filtering/Blocking of Web 2.0 Applications
**[[Filtering/Blocking: Student Views]]
**[[Filtering/Blocking: Administrator Views]]
**[[Filtering/Blocking: Parent Views]]
**[[Filtering/Blocking: District-Level Policies]]
!!Use and Impact of Web 2.0 Applications
**[[Teacher Use of Web 2.0 Applications]]
**[[Administrator Use of Web 2.0 Applications]]
**[[Outcomes of Educational Use of Web 2.0]]
!!Opinions of Web 2.0 Applications
**[[Administrator Perspectives]]
!!Web 2.0 Policy
**[[District-Level Policies]]
National Center for Education Statistics. (2003, March). //Young children’s access to computer in the home and at school in 1999 and 2000.// Retrieved June 4, 2009, from http://nces.ed.gov/pubs2003/2003036.pdf  -NOT APPLICABLE

~NetDay. (2004, March). //Voices and views of today’s tech-savvy students.// Retrieved June 4, 2009, from http://www.netday.org/downloads/voices%20and%20views%20final.pdf

Pew Internet & American Life Project. (2007, December 19). //Teens and social media.// Retrieved June 9, 2009, from http://www.pewinternet.org/Reports/2007/Teens-and-Social-Media.aspx
*Tagged in: [[Blogging]], [[Chat Rooms]], [[Instant Messaging]], [[Social Networking]], [[User-Created Content]]

 - DONE except for part about videos/pictures/filesharing

Pew Internet & American Life Project. (2007, October 14). //Teens and online stranger contact.// Retrieved June 9, 2009, from http://www.pewinternet.org/Reports/2007/Teens-and-Online-Stranger-Contact.aspx

Pew Internet & American Life Project. (2007, April 18). //Teens, privacy, and online social networks.// Retrieved June 9, 2009, from http://www.pewinternet.org/Reports/2007/Teens-Privacy-and-Online-Social-Networks.aspx

Pew Internet & American Life Project. (2005, March 17). //Protecting teens online.// Retrieved June 9, 2009, from http://www.pewinternet.org/Reports/2005/Protecting-Teens-Online.aspx

Pew Internet and American Life Project. (2002, August 14). //The digital disconnect: The widening gap between internet-savvy students and their schools.// Retrieved June 8, 2009, from http://www.pewinternet.org/Reports/2002/The-Digital-Disconnect-The-widening-gap-between-Internetsavvy-students-and-their-schools.aspx

Project Tomorrow. (2008, April 8). //Speak up 2007 for students, teachers, parents, and school leaders – selected national findings.// Retrieved June 9, 2009, from http://www.tomorrow.org/docs/National%20Findings%20Speak%20Up%202007.pdf
!!Outcomes of Educational Use of Web 2.0 
*''Title:'' [[School Principals and Social Networking in Education: Practices, Policies, and Realities in 2010|http://www.edweb.net/fimages/op/PrincipalsandSocialNetworkingReport.pdf]]
*''Authors:'' [[edWeb.net|http://www.edweb.net/]], [[IESD, Inc.|http://www.iesdinc.com/]], [[MMS Education|http://www.mmseducation.com]], and [[MCH Strategic Data|http://www.mchdata.com/]]
*''Publication Date:'' September 2010
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' To gain a better understanding of the issues surrounding social networking in education, edWeb.net, IESD, Inc., MMS Education, and MCH Strategic Data conducted a multi-phase research project. Phase I surveyed over 1200 educators about the use of social networking in education, and Phase II involved an in-depth discussion with 12 school principals who have used social networking professionally. Findings from both phases were compiled into this report, which particularly focuses on how principals are using social networking to advance educational and leadership goals. 
*''Sections'': 
**”Common Themes in Principals’ Response Across Questions,” page 11, offers some common threads from all 12 principals surveyed about the use and educational value of social networking, and the barriers to implementation of social networking in schools.   
**Pages 13-17 and 19-21 detail principals’ perspectives on how districts, educators, and students are using social networking in schools.

*''Title:'' [[Survey of K-12 Educators on Social Networking and Content-Sharing Tools|http://www.edweb.net/fimages/op/K12Survey.pdf]]
*''Author:'' Co-sponsored by [[EdWeb.net|http://www.edweb.net]], [[MCH, Inc.|http://www.mailings.com]] and [[MMS Education|http://www.mmseducation.com]] 
*''Publication Date:''  September 2009
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' An online survey was sent to a randomly-selected sample of educators in the U.S. to gauge attitudes, perceptions and utilization of social networking sites. 601 teachers, 381 principals, and 262 librarians/media specialists from all levels of elementary and secondary education participated in the survey.
*''Sections'':
**Pages 21-24 offer statistics on educators' perceptions of the value of social networking in areas of education.
**"Educator Comments," pages 33-42, provides personal quotations from teachers about the role of social networking in educaiton.

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Documenting the Impact," pages 38-39, discusses data that administrators have collected on the impact of Web 2.0 applications on student learning. 


*''Title:'' [[Listening to Students' and Educators' Voices|http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/Documents/ListeningToStudentsVoices.pdf]]
*''Author:''  Kathryn Moyle and Susanne Owen for the [[Australian Department of Education, Employment and Workplace Relations|http://www.deewr.gov.au]]
*''Publication Date:''  2009
*''Type of Research'': Quantitative
*''Summary:'' A survey was conducted of primary and secondary students and teacher to gauge the views and expectations about learning with technologies in the Australian education system. A total of 1082 surveys were analyzed, with 502 of the responses coming from students in primary education. 
*''Section'': "Learning Styles and Educational Value of Technologies," pages 26-29, discusses how Australian students and teahers see the educational value of different technologies. 
<!--{{{-->
<div class='header' id='header'>
<div class='headerShadow'>
<span macro='search' class='searchBar'></span>
<span tiddler='SiteTitle' refresh='content' class='siteTitle'></span> 
<span tiddler='SiteSubtitle' refresh='content' class='siteSubtitle'></span>
</div>
</div>

<div id='mainMenu'>
<span tiddler='MainMenu' refresh='content'></span>
<span tiddler='NoticeBoard' refresh='content' id='noticeBoard'></span>
</div>

<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
</div>
<div tiddler='contentFooter' refresh='content' id='contentFooter'></div>
<!--}}}-->
/***
|''Name:''|PasswordOptionPlugin|
|''Description:''|Extends TiddlyWiki options with non encrypted password option.|
|''Version:''|1.0.2|
|''Date:''|Apr 19, 2007|
|''Source:''|http://tiddlywiki.bidix.info/#PasswordOptionPlugin|
|''Author:''|BidiX (BidiX (at) bidix (dot) info)|
|''License:''|[[BSD open source license|http://tiddlywiki.bidix.info/#%5B%5BBSD%20open%20source%20license%5D%5D ]]|
|''~CoreVersion:''|2.2.0 (Beta 5)|
***/
//{{{
version.extensions.PasswordOptionPlugin = {
	major: 1, minor: 0, revision: 2, 
	date: new Date("Apr 19, 2007"),
	source: 'http://tiddlywiki.bidix.info/#PasswordOptionPlugin',
	author: 'BidiX (BidiX (at) bidix (dot) info',
	license: '[[BSD open source license|http://tiddlywiki.bidix.info/#%5B%5BBSD%20open%20source%20license%5D%5D]]',
	coreVersion: '2.2.0 (Beta 5)'
};

config.macros.option.passwordCheckboxLabel = "Save this password on this computer";
config.macros.option.passwordInputType = "password"; // password | text
setStylesheet(".pasOptionInput {width: 11em;}\n","passwordInputTypeStyle");

merge(config.macros.option.types, {
	'pas': {
		elementType: "input",
		valueField: "value",
		eventName: "onkeyup",
		className: "pasOptionInput",
		typeValue: config.macros.option.passwordInputType,
		create: function(place,type,opt,className,desc) {
			// password field
			config.macros.option.genericCreate(place,'pas',opt,className,desc);
			// checkbox linked with this password "save this password on this computer"
			config.macros.option.genericCreate(place,'chk','chk'+opt,className,desc);			
			// text savePasswordCheckboxLabel
			place.appendChild(document.createTextNode(config.macros.option.passwordCheckboxLabel));
		},
		onChange: config.macros.option.genericOnChange
	}
});

merge(config.optionHandlers['chk'], {
	get: function(name) {
		// is there an option linked with this chk ?
		var opt = name.substr(3);
		if (config.options[opt]) 
			saveOptionCookie(opt);
		return config.options[name] ? "true" : "false";
	}
});

merge(config.optionHandlers, {
	'pas': {
 		get: function(name) {
			if (config.options["chk"+name]) {
				return encodeCookie(config.options[name].toString());
			} else {
				return "";
			}
		},
		set: function(name,value) {config.options[name] = decodeCookie(value);}
	}
});

// need to reload options to load passwordOptions
loadOptionsCookie();

/*
if (!config.options['pasPassword'])
	config.options['pasPassword'] = '';

merge(config.optionsDesc,{
		pasPassword: "Test password"
	});
*/
//}}}
!!Perceived Problems: Administrator Views
*''Title:'' [[School Principals and Social Networking in Education: Practices, Policies, and Realities in 2010|http://www.edweb.net/fimages/op/PrincipalsandSocialNetworkingReport.pdf]]
*''Authors:'' [[edWeb.net|http://www.edweb.net/]], [[IESD, Inc.|http://www.iesdinc.com/]], [[MMS Education|http://www.mmseducation.com]], and [[MCH Strategic Data|http://www.mchdata.com/]]
*''Publication Date:'' September 2010
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' To gain a better understanding of the issues surrounding social networking in education, edWeb.net, IESD, Inc., MMS Education, and MCH Strategic Data conducted a multi-phase research project. Phase I surveyed over 1200 educators about the use of social networking in education, and Phase II involved an in-depth discussion with 12 school principals who have used social networking professionally. Findings from both phases were compiled into this report, which particularly focuses on how principals are using social networking to advance educational and leadership goals. 
*''Sections'': 
**”Common Themes in Principals’ Response Across Questions,” page 11, offers some common threads from all 12 principals surveyed about the use and educational value of social networking, and the barriers to implementation of social networking in schools.  
**Pages 16-17 offer a more detailed look at principals’ opinions on barriers to use of social networking in schools.

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Sections'': 
** "Educational Policies," pages 19-21, and "District Responses to Web 2.0," pages 23-24, discuss administrator perspectives about potential misuses of Web 2.0 in schools.  
**"Barriers to Use," pages 49-50, discusses administrator perspectives on barriers to implementing Web 2.0 applications in schools.

*''Title:'' [[National Online Survey of District Technology Directors Exploring District Use of Web 2.0 Technologies|http://new.nettrekker.com/surveyreport]]
*''Author:''   [[Interactive Educational Systems Design (IESD), Inc.|http://www.iesdinc.com/]] for [[Lightspeed Systems|http://www.lightspeedsystems.com/]] and [[Thinkronize/netTrekker|http://www.nettrekker.com/]]
*''Publication Date:''  April 2009
*''Type of Research'': Quantitative
*''Summary:''   In 2009, Lightspeed Systems and Thinkronize/netTrekker commissioned an online survey of district technology directors that measured the uses, attitudes, concerns, and plans regarding Web 2.0 technologies in school districts. 501 district technology directors participated in the survey. 
*''Section'': "Question 12. Problem Issues for Districts in Using Web 2.0 Technologies," pages 25-26, discusses what district technology directors perceive as hindering Web 2.0 technology use in school districts. 

!!Photos and Videos
*''Title:'' [[Millennials: Confident. Connected. Open to Change.|http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-to-change.pdf]]
*''Author:''  [[Pew Research Center|http://people-press.org/]]
*''Publication Date:'' February 24, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' The Pew Research Center conducted a telephone survey of a nationally representative sample of 2,020 adults, with 830 respondents aged 18 to 29, to assess the values, attitudes, behaviors and demographic characteristics of the Millennial generation as compared to older adults. One section of this survey focuses on attitudes towards Technology and Social Media. 
*''Section'': "Chapter 4: Technology and Social Media," pages 32 and 37, details how many individuals aged 18-29 (deemed "Millennials") are posting videos of themselves online as compared to older generations. 

*''Title:'' [[Generation M^2: Media in the Lives of 8- to 18-~Year-Olds|http://www.kff.org/entmedia/upload/8010.pdf]]
*''Author:''  Rideout, V. along with U. Foehr & D. Roberts for the [[Kaiser Family Foundation|http://www.kff.org/]] 
*''Publication Date:'' January 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' The authors surveyed more than 2000 children ages 8 to 18 about their use of a variety of media, including TV, computers, video games, music, print, cell phones, and movies. A written questionnaire was completed by the entire sample, and a subset of 700 respondents also maintained week-long diaries of their media use. 
*''Sections'': 
**"Computers," pages 20-24, gives statistics on time spent on video websites such as YouTube for different age groups, broken down by gender, race/ethnicity, and parents' education. 

*''Title:'' [[Survey of K-12 Educators on Social Networking and Content-Sharing Tools|http://www.edweb.net/fimages/op/K12Survey.pdf]]
*''Author:'' Co-sponsored by [[EdWeb.net|http://www.edweb.net]], [[MCH, Inc.|http://www.mailings.com]] and [[MMS Education|http://www.mmseducation.com]] 
*''Publication Date:''  September 2009
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' An online survey was sent to a randomly-selected sample of educators in the U.S. to gauge attitudes, perceptions and utilization of social networking sites. 601 teachers, 381 principals, and 262 librarians/media specialists from all levels of elementary and secondary education participated in the survey.
*''Sections'':
**"Summary Observations: Use of Popular Online Activities," papges 29-32, provides statistics about how many educators share and watch videos online.

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Sections'': 
**"The Positives," pages 2-3, offers statistics on how many teens share photos and videos on social networking sites. 

*''Title:'' [[Teens, Privacy, and Online Social Networks|http://www.pewinternet.org/Reports/2007/Teens-Privacy-and-Online-Social-Networks.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  April 18, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media, and focus groups were also conducted with middle- and high-school students.   
*''Section'': "Online Privacy: What Teens Share and Restrict in an Online Environment," page 28, includes statistics about how many teens post photos of themselves and their friends on their social networking sites.

*''Title:'' [[Teens and Social Media|http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  December 19, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media.    
*''Section'': "Teens Creating Content," pages 20-23, offers stories and statistics about teens sharing photos and videos on the Internet. 
!!Polls and Surveys
*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Availability," pages 35-37, provides statistics about how online polls and surveys are used in teaching materials and in a district's formal curriculum. 
DummyTiddler1
DummyTiddler2
[[Dummy Tiddler 3]]
//{{{
TiddlyWiki.prototype.removeNotification = function(title,fn) {
	for (var i=0;i<this.namedNotifications.length;i++)
		if((this.namedNotifications[i].name == title) && (this.namedNotifications[i].notify == fn))
			this.namedNotifications.splice(i,1);
}
      
//checks to see if a tiddler exists in store or as a shadow.
TiddlyWiki.prototype.isTiddler= function (title)
        {return store.tiddlerExists(title) || store.isShadowTiddler(title)}

// Refresh all tiddlers in the Story
Story.prototype.lewcidrefreshAllTiddlers = function()
{
    var place = document.getElementById(this.container);
    var e = place.firstChild;
    if(!e) return;
    this.refreshTiddler(e.getAttribute("tiddler"),null,true);
    while((e = e.nextSibling) != null)
        this.refreshTiddler(e.getAttribute("tiddler"),null,true);
}

config.presentationPlugin ={
};

config.presentationPlugin.defaults = [
	{name: "StyleSheet", notify: refreshStyles},
	{name: "PageTemplate", notify: refreshPageTemplate}
	];

window.presentationMode='';

function applyPresentationMode (oldMode,Mode)
{
    presentationMode = Mode;
    var defaults = config.presentationPlugin.defaults;
    var oldStyleElement = document.getElementById(oldMode+"StyleSheet");
    if (oldStyleElement)
        {
        oldStyleElement.parentNode.removeChild(oldStyleElement);
        }
    for (var i=0; i<defaults.length; i++)
      {
        var def = defaults[i]["name"];
        var newMode = store.isTiddler(Mode + def)? Mode + def : def;
        store.removeNotification(oldMode + def, defaults[i]["notify"]);
        store.addNotification(newMode,defaults[i]["notify"]);
        store.notify(newMode); //just one do blanket notify instead?
      }
    story.lewcidrefreshAllTiddlers();
}

config.macros.author={};
config.macros.author.handler= function (place,macroName,params,wikifier,paramString,tiddler) {
	var e = createTiddlyElement(place,"div");
	e.setAttribute("refresh","macro");
	e.setAttribute("macroName","author");
	e.setAttribute("params",paramString);
	this.refresh(e,paramString);
}

config.macros.author.refresh = function(place,params){
    if (window.lewcideditmode== false)
        return false;
    removeChildren(place);
    var oldMode = window.presentationMode;
    var newMode = (oldMode == "Author")?"":"Author";
    var label = (oldMode == "Author")? "Presentation Mode":"Author Mode";
    var tooltip = label;
	createTiddlyButton(place,label,tooltip,function() {
		applyPresentationMode(oldMode,newMode);
	});
};

Story.prototype.chooseTemplateForTiddler_old_presentation = Story.prototype.chooseTemplateForTiddler;

Story.prototype.chooseTemplateForTiddler = function(title,template)
{
    if (!template)
        template = DEFAULT_VIEW_TEMPLATE;
    var mode = presentationMode;
    if (template == DEFAULT_VIEW_TEMPLATE)
        {
        if (store.isTiddler(mode+"ViewTemplate"))
            return mode+"ViewTemplate";
        }
    else if (template == DEFAULT_EDIT_TEMPLATE)
        {
        if (store.isTiddler(mode+"EditTemplate"))
            return mode+"EditTemplate";
        }
    return this.chooseTemplateForTiddler_old_presentation(title,template);
}

window.lewcideditmode = false;
config.paramifiers.author = {
	onstart: function(v) {
                 if (v!="true")
                     return false;
                applyPresentationMode("","Author");
                window.lewcideditmode =  true;
                if (config.options.chkSinglePageMode)
                     config.options.chkSinglePageMode = false;
                refreshDisplay();
	            }
};
//}}}
American Institute of Research for the Pew Internet & American Life Project. (2002, August 14). //The digital disconnect: The widening gap between internet-savvy students and their schools.// Retrieved July 19, 2009, from http://www.pewinternet.org/~/media//Files/Reports/2002/PIP_Schools_Internet_Report.pdf.pdf
*Included In: [[Collaborative Study Groups]]

Anderson, J. & Rainie, L. for the Pew Internet & American Life Project and the Imagining the Internet Center at Elon University (2010, July 9). //Millennials will make online sharing in networks a lifelong habit.// Retrieved September 13, 2010 from http://www.pewinternet.org/Reports/2010/Future-of-Millennials.aspx
*Included In: [[Disclosure of Personal Information]], [[Social Networking]]

Benenson Strategy Group for Common Sense Media. (2009, August 10). //Is social networking changing childhood? A national poll.// Retrieved November 23, 2009, from http://www.commonsensemedia.org/sites/default/files/Social%20Networking%20Poll%20Summary%20Results.pdf
*Included In: [[Cyber Bullying]], [[Collaborative Study Groups]], [[Social Networking]]

Berkman Center for Internet & Society at Harvard University for the ~Multi-State Working Group on Social Networking. (2008, December 31). //Enhancing child safety & online technologies: Final report of the internet safety task force.// Retrieved December 9, 2009, from http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/ISTTF_Final_Report.pdf
*Included In: [[Accessing Unacceptable Materials]], [[Cyber Bullying]], [[Disclosure of Personal Information]], [[Social Networking]] 

~EdWeb.Net, along with IESD, Inc., MMS Education, and MSH Strategic Data. (2010, September). //School principals and social networking in education: Practices, policies, and realities in 2010.// Retrieved September 18, 2010 from http://www.edweb.net/fimages/op/PrincipalsandSocialNetworkingReport.pdf
*Included In: [[Administrator Perspectives]], [[Administrator Use of Web 2.0 Applications]], [[District-Level Policies]], [[Outcomes of Educational Use of Web 2.0]], [[Perceived Problems: Administrator Views]], [[Social Networking]]

~EdWeb.Net, along with MCH, Inc. and MMS Education. (2009, September). //A survey of K-12 educators on social networking and content-sharing tools.// Retrieved November 24, 2009 from http://www.edweb.net/fimages/op/K12Survey.pdf
*Included In: [[Blogging]], [[Photos and Videos]], [[Outcomes of Educational Use of Web 2.0]], [[Social Networking]], [[Teacher Use of Web 2.0 Applications]] 

Grunwald Associates, LLC and PBS Education. (2010, January). //Digitally inclined: Teachers increasingly value media and technology.// Retrieved June 20, 2010 from http://www.pbs.org/teachers/_files/pdf/annual-pbs-survey-report.pdf
*Included In: [[Blogging]], [[Social Networking]], [[Teacher Use of Web 2.0 Applications]]

The Inspectorate, a division of the Ireland Department of Education and Science (2008). //ICT in schools.// Retrieved September 19, 2010 from http://www.education.ie/servlet/blobservlet/ICT_in_schools_insp_report.pdf
*Included In: [[Blogging]], [[Collaborative Projects]]

Ito, M., Horst, H., Bittanti, M., Boyd, D., ~Herr-Stephenson, B., & Lange, P. et al. for the John D. and Catherine T. ~MacArthur Foundation. (2008, November). //Living and learning with new media: Summary of findings from the digital youth project.// Retrieved December 9, 2009 from http://www.macfound.org/atf/cf/%7BB0386CE3-8B29-4162-8098-E466FB856794%7D/DML_ETHNOG_WHITEPAPER.PDF
*Included In: [[Social Networking]]

Interactive Educational Systems Design (IESD), Inc. for Lightspeed Systems and Thinkronize/netTrekker. (2009, April 1). //National online survey of district technology directors exploring district use of web 2.0 technologies.// Retrieved December 9, 2009 from http://new.nettrekker.com/surveyreport/
*Included In: [[Accessing Unacceptable Materials]], [[Cyber Bullying]], [[Disclosure of Personal Information]], [[District-Level Policies]], [[Perceived Problems: Administrator Views]], [[Teacher Use of Web 2.0 Applications]] 

Lemke, C., & Coughlin, E. of the Metiri Group for the Consortium for School Networking. (2009, May). //Leadership for web 2.0 in education: Promise and reality.// Retrieved July 19, 2009, from http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf
*Included In: [[Accessing Unacceptable Materials]], [[Administrator Perspectives]], [[Administrator Use of Web 2.0 Applications]], [[Blogging]], [[Collaborative Gaming]], [[Collaborative Projects]], [[Cyber Bullying]], [[District-Level Policies]], [[Outcomes of Educational Use of Web 2.0]], [[Perceived Problems: Administrator Views]],[[Polls and Surveys]], [[Social Networking]], [[Virtual Reality]], [[Visual Media Files]]

Moyle, K. & Owen, S. for the Australian Department of Education, Employment and Workplace Relations. (2009). //Listening to students' and educators' voices.// Retrieved November 24, 2009 from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/Documents/ListeningToStudentsVoices.pdf
*Included In: [[Cyber Bullying]], [[Instant Messaging]], [[Outcomes of Educational Use of Web 2.0]], [[Social Networking]], [[Teacher Use of Web 2.0 Applications]]

National School Boards Association. (2007, July).  //Creating and connecting: Research and guidelines on online social — and educational — networking.// Retrieved November 23, 2009 from http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx
*Included In: [[Administrator Perspectives]], [[Blogging]], [[Collaborative Projects]], [[Cyber Bullying]], [[District-Level Policies]], [[Photos and Videos]], [[Social Networking]], [[Teacher Use of Web 2.0 Applications]], [[User-Created Content]]


PBS Education & Grunwald Associates LLC. (2011, February).// Deepening Connections: Teachers Increasingly Rely on Media and Technology.//Retrieved May 4, 2011 from http://www.pbs.org/about/media/about/cms_page_media/182/PBS-Grunwald-2011e.pdf 
*Included In:[[Social Networking]], [[Teacher Use of Web 2.0 Applications]]

Pew Internet & American Life Project. (2010, February 3).//Social media & mobile internet use among teens and young adults.// Retrieved June 20, 2010 from http://pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx
*Included In: [[Blogging]], [[Social Networking]], [[Twitter]], [[User-Created Content]], [[Virtual Reality]]

Pew Internet & American Life Project. (2007, December 19). //Teens and social media.// Retrieved June 9, 2009, from http://www.pewinternet.org/Reports/2007/Teens-and-Social-Media.aspx
*Included In: [[Blogging]], [[Chat Rooms]], [[Instant Messaging]], [[Social Networking]], [[User-Created Content]]

Pew Internet & American Life Project. (2007, April 18). //Teens, privacy, and online social networks.// Retrieved June 9, 2009, from http://www.pewinternet.org/Reports/2007/Teens-Privacy-and-Online-Social-Networks.aspx
*Included in: [[Disclosure of Personal Information]], [[Online Strangers]], [[Social Networking]]

Pew Research Center. (2010, February 24). //Millennials: Confident. Connected. Open to change.// Retrieved June 20, 2010 from  http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-to-change.pdf
*Included In: [[Photos and Videos]], [[Social Networking]], [[Twitter]]

Project Tomorrow. (2008, April 8). //Speak up 2007 for students, teachers, parents, and school leaders – selected national findings.// Retrieved June 9, 2009, from http://www.tomorrow.org/docs/National%20Findings%20Speak%20Up%202007.pdf
*Included In: [[Collaborative Gaming]]

Rideout, V. along with U. Foehr & D. Roberts for the Kaiser Family Foundation. (2010, January). //Generation M^2: Media in the lives of 8- to 18-~year-olds.// Retrieved June 20, 2010 from http://www.kff.org/entmedia/upload/8010.pdf
*Included in: [[Instant Messaging]], [[Photos and Videos]], [[Social Networking]]

Santo, R., James, C., Davis, K., Lee Katz, S., Burch, L. & Joseph, B. in collaboration with Global Kids, Common Sense Media & ~GoodPlay Project at Harvard University. (2009, October). //Meeting of minds: Cross-generational dialogue on the ethics of digital life.// Retrieved June 22, 2010 from http://www.globalkids.org/meetingofminds.pdf
*Included In: [[Disclosure of Personal Information]]

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Site:'' Accessed July 19, 2009 from http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Found In:'' [[Blogging]], [[Collaborative Gaming]], [[Collaborative Projects]], [[Social Networking]], [[Visual Media Files]], [[Polls and Surveys]], [[Virtual Reality]], [[Accessing Unacceptable Materials]], [[Cyber Bullying]], [[Perceived Problems: Administrator Views]], [[Filtering/Blocking: District-Level Policies]], [[Administrator Use of Web 2.0 Applications]], [[Outcomes of Educational Use of Web 2.0]], [[Administrator Perspectives]], [[District-Level Policies]]

*''Title:'' [[Teens, Privacy, and Online Social Networks|http://www.pewinternet.org/Reports/2007/Teens-Privacy-and-Online-Social-Networks.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  April 18, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media, and focus groups were also conducted with middle- and high-school students.   
*''Found in:'' [[Social Networking]], [[Disclosure of Personal Information]]

*''Title:'' [[Teens and Social Media|http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  December 19, 2007
*''Site:'' Retrieved June 9, 2009, from http://www.pewinternet.org/Reports/2007/Teens-and-Social-Media.aspx    
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media.
*''Found In:'' [[Blogging]], [[Chat Rooms]], [[Instant Messaging]], [[Social Networking]], [[User-Created Content]]

*''Title:'' [[Speak Up 2007 for Students, Teachers, Parents & School Leaders - Selected National Findings|http://www.tomorrow.org/docs/National%20Findings%20Speak%20Up%202007.pdf]]
*''Author:''  [[Project Tomorrow|http://www.tomorrow.org/]]
*''Publication Date:''  April 8, 2008
*''Type of Research:'' Quantitative
*''Summary:''   In 2008, Project Tomorrow (formerly known as NetDay) published the findings from its annual Speak Up survey.  319,223 students in grades K-12 from all 50 states were interviewed about their technology use both inside and outside the classroom.  
*''Found In:'' [[Collaborative Gaming]]	
		
*''Title:'' [[The Digital Disconnect: The Widening Gap between Internet-Savvy Students and their Schools|http://www.nationaltechcenter.org/resources/papers/Digital%20Disconnect_New%20Format.pdf]]
*''Author:''  [[American Institute of Research|http://www.air.org/]] for the [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  August 14, 2002
*''Type of Research:'' Qualitative and Quantitative
*''Summary:''   The American Institute of Research was commissioned by the Pew Internet & American Life Project to survey Internet-using students' attitudes toward using technology in schools.  Information was gathered from 14 focus groups of 136 middle and high school students, and was further supplemented by 200 students who voluntarily submitted online essays for the project.  
*''Found In:'' [[Collaborative Study Groups]], [[Filtering/Blocking: Student Views]]






<<formTiddler NewPluginTemplate>><data>{"format":"Plugin","link":"http://mptw.tiddlyspot.com/#systemConfig%20%5B%5BMore%20Plugins%5D%5D","author":"Simon Baird (~MonkeyPirate)","twversion":"--","description":"Lets you easily change colour palette","category":"Colors"}</data>
//{{{
version.extensions.SinglePageMode= {major: 2, minor: 2, revision: 2, date: new Date(2007,1,8)};

if (config.options.chkSinglePageMode==undefined) config.options.chkSinglePageMode=false;
config.shadowTiddlers.AdvancedOptions += "\n<<option chkSinglePageMode>> Display one tiddler at a time";

if (config.options.chkTopOfPageMode==undefined) config.options.chkTopOfPageMode=false;
config.shadowTiddlers.AdvancedOptions += "\n<<option chkTopOfPageMode>> Always open tiddlers at the top of the page";

config.SPMTimer = 0;
config.lastURL = window.location.hash;
function checkLastURL()
{
	if (!config.options.chkSinglePageMode)
		{ window.clearInterval(config.SPMTimer); config.SPMTimer=0; return; }
	if (config.lastURL == window.location.hash)
		return;
	var tiddlerName = convertUTF8ToUnicode(decodeURI(window.location.hash.substr(1)));
	tiddlerName=tiddlerName.replace(/\[\[/,"").replace(/\]\]/,""); // strip any [[ ]] bracketing
	if (tiddlerName.length) story.displayTiddler(null,tiddlerName,1,null,null);
}

if (Story.prototype.SPM_coreDisplayTiddler==undefined) Story.prototype.SPM_coreDisplayTiddler=Story.prototype.displayTiddler;
Story.prototype.displayTiddler = function(srcElement,title,template,animate,slowly)
{
	if (config.options.chkSinglePageMode) {
		window.location.hash = encodeURIComponent(String.encodeTiddlyLink(title));
		config.lastURL = window.location.hash;
		document.title = wikifyPlain("SiteTitle") + " - " + title;
		story.closeAllTiddlers();
		if (!config.SPMTimer) config.SPMTimer=window.setInterval(function() {checkLastURL();},1000);
	}
	if (config.options.chkTopOfPageMode) { story.closeTiddler(title); window.scrollTo(0,0); srcElement=null; }
	this.SPM_coreDisplayTiddler.apply(this,arguments);
}

if (Story.prototype.SPM_coreDisplayTiddlers==undefined) Story.prototype.SPM_coreDisplayTiddlers=Story.prototype.displayTiddlers;
Story.prototype.displayTiddlers = function(srcElement,titles,template,unused1,unused2,animate,slowly)
{
	// suspend single-page mode when displaying multiple tiddlers
	var saveSPM=config.options.chkSinglePageMode; config.options.chkSinglePageMode=false;
	var saveTPM=config.options.chkTopOfPageMode; config.options.chkTopOfPageMode=false;
	this.SPM_coreDisplayTiddlers.apply(this,arguments);
	config.options.chkSinglePageMode=saveSPM; config.options.chkTopOfPageMode=saveTPM;
}
//}}}
An Initiative of ~CoSN (The Consortium for School Networking)
Web 2.0 In Schools: Research Database
!!Social Networking

*''Title:'' [[Deepening Connections: Teachers Increasingly Rely on Media and Technology |http://www.pbs.org/about/media/about/cms_page_media/182/PBS-Grunwald-2011e.pdf]]
*''Author:'' [[PBS Education|http://www.pbs.org/teachers/]] with [[Grunwald Associates LLC|http://grunwald.com/]]
*''Publication Date:''February 2011
*''Type of Research'': Quantitative
*''Summary:'' The eighth annual PBS teacher survey on media and technology use reflects a deepening commitment to media and digital technology that connect teachers and their students to educational resources. With each passing year, teachers’ reliance on media and technology for classroom instruction and student engagement is increasing.
*''Sections'': 
**Page 9- Teachers join online professional communities to connect, collaborate and share resources with other teachers.

*''Title:'' [[School Principals and Social Networking in Education: Practices, Policies, and Realities in 2010|http://www.edweb.net/fimages/op/PrincipalsandSocialNetworkingReport.pdf]]
*''Authors:'' [[edWeb.net|http://www.edweb.net/]], [[IESD, Inc.|http://www.iesdinc.com/]], [[MMS Education|http://www.mmseducation.com]], and [[MCH Strategic Data|http://www.mchdata.com/]]
*''Publication Date:'' September 2010
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' To gain a better understanding of the issues surrounding social networking in education, edWeb.net, IESD, Inc., MMS Education, and MCH Strategic Data conducted a multi-phase research project. Phase I surveyed over 1200 educators about the use of social networking in education, and Phase II involved an in-depth discussion with 12 school principals who have used social networking professionally. Findings from both phases were compiled into this report, which particularly focuses on how principals are using social networking to advance educational and leadership goals. 
*''Sections'': 
**”Common Themes in Principals’ Response Across Questions,” page 11, offers some common threads from all 12 principals surveyed about the use and educational value of social networking, and the barriers to implementation of social networking in schools.  
**”Personal Experience with Social Networking, pages 11-12, details principals’ use of social networking personally and professionally.  
**Pages 13-17 and 19-21 detail principals’ perspectives on how districts, educators, and students are using social networking in schools.
**”School/District Policies Related to Social Networking,” pages 18-19, offer comments on district policies on using social networking sites.  

*''Title:'' [[Millennials will make online sharing in networks a lifelong habit|http://www.pewinternet.org/Reports/2010/Future-of-Millennials.aspx]]
*''Authors:'' Janna Anderson and Lee Rainie for the [[Pew Internet & American Life Project|http://www.pewinternet.org/]] and the [[Imagining the Internet Center|http://www.elon.edu/predictions/]] at [[Elon University|http://www.elon.edu/home/]]
*''Publication Date:'' July 9, 2010
*''Type of Research'': Qualitative
*''Summary:'' Part of the fourth [[Future of the Internet|http://pewinternet.org/Reports/2010/Future-of-the-Internet-IV.aspx]] survey, this report offers views on 18-29 year old individuals’ (deemed the "Millennial” generation) current and future use of social technology applications, particularly focusing on online disclosure of personal information.  895 technology stakeholders and critics were surveyed.
*''Section'': Pages 7-16 offer the quotes from respondents on whether the willingness of “Millennials” to share information online, through social networking and other online media, will change as they age. 

*''Title:'' [[Millennials: Confident. Connected. Open to Change.|http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-to-change.pdf]]
*''Author:''  [[Pew Research Center|http://people-press.org/]]
*''Publication Date:'' February 24, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' The Pew Research Center conducted a telephone survey of a nationally representative sample of 2,020 adults, with 830 respondents aged 18 to 29, to assess the values, attitudes, behaviors and demographic characteristics of the Millennial generation as compared to older adults. One section of this survey focuses on attitudes towards Technology and Social Media. 
*''Sections'': 
**"Chapter 4: Technology and Social Media," page 32, details how many individuals aged 18-29 (deemed "Millennials") are using social networking sites as compared to older generations. 
**"More Millennials Use Social Networking Sites," pages 35-36, discusses how frequently "Millennials" visit social networking sites and details how many "Millennials" have created social networking profiles as compared to older generations. 
**"What Did You Do in the Past 24 Hours?" on page 43 provides statistics of how many "Millennials" report posting a message to an online profile in the last 24 hours.

*''Title:'' [[Social Media & Mobile Internet Use Among Teens and Young Adults|http://pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:'' February 3, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' This report brings together recent findings about internet and social media use among young adults by situating it within comparable data for adolescents and adults older than 30. All the most current data on teens is drawn from a survey  conducted between June 26 and September 24, 2009 of 800 adolescents between ages 12 and 17. Most of the adult data are drawn from a survey conducted between August 18 and September 14, 2009 of 2,253 adults (age 18 and over).
*''Section'': "Teens and online social networks," pages 17-20, reports on the number of teens and adults using social networking sites and the activities they report doing on these sites. 


*''Title:'' [[Digitally Inclined: Teachers Increasingly Value Media and Technology|http://www.pbs.org/teachers/_files/pdf/annual-pbs-survey-report.pdf]]
*''Author:''  [[Grunwald Associates LLC|http://grunwald.com/]] with [[PBS Education|http://www.pbs.org/teachers/]]
*''Publication Date:'' January 2010
*''Type of Research'': Quantitative
*''Summary:'' Grunwald Associates LLC surveyed 1,418 full-time classroom teachers (1,212 K–12 public school teachers and 206 pre-K teachers in public and private schools) from regions around the country to collect data on their views of and use of digital media in the classroom. 
*''Sections'': 
**Page 5 provides data on what percentage of teachers value social networking sites such as Facebook. 
**Pages 9 and 10 provide statistics about how many teachers are using social networking sites or online professional communities, and statistics on what various activities teachers do on these sites. 

*''Title:'' [[Generation M^2: Media in the Lives of 8- to 18-~Year-Olds|http://www.kff.org/entmedia/upload/8010.pdf]]
*''Author:''  Rideout, V. along with U. Foehr & D. Roberts for the [[Kaiser Family Foundation|http://www.kff.org/]] 
*''Publication Date:'' January 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' The authors surveyed more than 2000 children ages 8 to 18 about their use of a variety of media, including TV, computers, video games, music, print, cell phones, and movies. A written questionnaire was completed by the entire sample, and a subset of 700 respondents also maintained week-long diaries of their media use. 
*''Sections'':
**"Computers," pages 20-24, gives statistics about the average time spent on social networking sites for different age groups, broken down by gender, race/ethnicity, and parents' education.  

*''Title:'' [[Survey of K-12 Educators on Social Networking and Content-Sharing Tools|http://www.edweb.net/fimages/op/K12Survey.pdf]]
*''Author:'' Co-sponsored by [[EdWeb.net|http://www.edweb.net]], [[MCH, Inc.|http://www.mailings.com]] and [[MMS Education|http://www.mmseducation.com]] 
*''Publication Date:''  September 2009
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' An online survey was sent to a randomly-selected sample of educators in the U.S. to gauge attitudes, perceptions and utilization of social networking sites. 601 teachers, 381 principals, and 262 librarians/media specialists from all levels of elementary and secondary education participated in the survey.
*''Sections'':
**"Summary Observations: Educators and Social Networking," pages 7-19, offers basic statistics on the numbers and demographics of teachers, principals, and librarians who have joined social networking sites. 
**Pages 21-24 discuss educators' perceptions of the value of social networking sites in areas of education.
**"Educator Comments," pages 33-42, provides personal quotes from teachers about social networking and its value in education.

*''Title:'' [[Is Social Networking Changing Childhood? A National Poll|http://www.commonsensemedia.org/sites/default/files/Social%20Networking%20Poll%20Summary%20Results.pdf]]
*''Author:''  The [[Benenson Strategy Group|http://www.bsgco.com.]] for [[Common Sense Media|http://www.commonsensemedia.org]]
*''Publication Date:''  August 10, 2009
*''Type of Research'': Quantitative
*''Summary:''   The Benenson Strategy Group conducted a total of 2,015 nationally representative online interviews with students (ages 13-18) and parents between May 28, 2009 and June 5, 2009, to examine how social networks are affecting kids and families.
*''Sections'':
**"Overview: Top Headlines," pages 3-4 and 7, provides statistics about students' usage of social networking sites. 
**"The Parents," pages 6-7, offers statistics about parents' perceptions of their child's use of social networking sites. 

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Availability," pages 35-36, provides statistics about the use of social networking in  teaching materials and in a district's formal curriculum. 

*''Title:'' [[Listening to Students' and Educators' Voices|http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/Documents/ListeningToStudentsVoices.pdf]]
*''Author:''  Kathryn Moyle and Susanne Owen for the [[Australian Department of Education, Employment and Workplace Relations|http://www.deewr.gov.au]]
*''Publication Date:''  2009
*''Type of Research'': Quantitative
*''Summary:'' A survey was conducted of primary and secondary students and teacher to gauge the views and expectations about learning with technologies in the Australian education system. A total of 1082 surveys were analyzed, with 502 of the responses coming from students in primary education. 
*''Sections'':
**"Social Networking," pages 24-25, provides statistics about Australian students' and teachers' usage and opinions of social networking sites. 
**"Future Expectations," pages 44-47, offers statistics about whether adults expect social networking sites to be used in courses and lectures, and about student and teacher usage of social networking within the coming year. 

*''Title:'' [[Enhancing Child Safety & OnlineTechnologies: Final Report of the Internet Safety Task Force|http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/ISTTF_Final_Report.pdf]]
*''Author:''  [[Berkman Center for Internet & Society at Harvard University|http://cyber.law.harvard.edu/]] for the ~Multi-State Working Group on Social Networking
*''Publication Date:''  December 31, 2008
*''Type of Research'': Qualitative 
*''Summary:'' In 2008, the The ~Multi-State Working Group on Social Networking, comprising 50 state Attorneys General, commissioned a Task Force to determine the extent to which today’s technologies could help to address youth online safety risks, focusing on social network sites in the United States. The Task Force reviewed past research, consulted with leading technology experts around the country, and received submission from vendors about safety features for minors online.  
*''Section'': "Overview of Online Safety Efforts Made by Social Networking Sites," pages 25-27, details the safety mechanisms used by eight popular social networking sites to protect minors. 

*''Title:'' [[Living and Learning with New Media: Summary of Findings from the Digital Youth Project|http://www.macfound.org/atf/cf/%7BB0386CE3-8B29-4162-8098-E466FB856794%7D/DML_ETHNOG_WHITEPAPER.PDF]]
*''Author:''  Mizuko Ito and various co-authors for the [[John D. and Catherine T. MacArthur Foundation|[http://www.macfound.org/site/c.lkLXJ8MQKrH/b.3599935/k.66CA/MacArthur_Foundation_Home.htm]]
*''Publication Date:'' November 2008
*''Type of Research'': Qualitative
*''Summary:''  This report summarizes the results of a three-year ethnographic study of how young people are living and learning with new media at home, in after school programs, and in online spaces. 
*''Section'': "Genres of Participation with New Media," pages 17-39, takes an ethnographic look at the way teens use social networking sites to communicate, make friends, flirt, and connect.

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Sections'': 
**"The Positives," pages 1-4, examines the typical activities teens engage in while on social networking sites, including statistics on how many kids talk about education-related topics while online.  
**"The Gaps," pages 4-5, discusses the prevalence (or lack thereof) of social networking in schools.  
**"Expectations and Interests," pages 7, discusses teachers' opinions of the value of social networking as a useful educational tool.  

*''Title:'' [[Teens, Privacy, and Online Social Networks|http://www.pewinternet.org/Reports/2007/Teens-Privacy-and-Online-Social-Networks.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  April 18, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media, and focus groups were also conducted with middle- and high-school students.   
*''Sections'': 
**"Teens and Online Social Networks," pages 21-24, gives statistics and quotes about teen usage and opinions of social networking.
**"Online Privacy: What Teens Share and Restrict in an Online Environment," pages 25-40, discusses what teens disclose in their online profiles on social networking sites.
**"Friendship, Strangers, and Safety in Online Social Networks," pages 41-48. 

*''Title:'' [[Teens and Social Media|http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  December 19, 2007
*''Type of Research'': Quantitative 
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media.    
*''Sections'': 
**"Teens Creating Content," pages 13-15, offers a variety of statistics about teenage use of social networking. 
**"Communications and Social Media" page 32, details how teens use social networking to communicate with others. 
*''Title:'' [[School Principals and Social Networking in Education: Practices, Policies, and Realities in 2010|http://www.mmseducation.com/SiteData/docs/PrincipalsReport/6a66e4004f61eb5c328378a80cf6f734/PrincipalsReport.pdf]]
*''Authors:'' [[edWeb.net|http://www.edweb.net/]], [[IESD, Inc.|http://www.iesdinc.com/]], [[MMS Education|http://www.mmseducation.com]], and [[MCH Strategic Data|http://www.mchdata.com/]]
*''Publication Date:'' September 2010
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' To gain a better understanding of the issues surrounding social networking in education, edWeb.net, IESD, Inc., MMS Education, and MCH Strategic Data conducted a multi-phase research project. Phase I surveyed over 1200 educators about the use of social networking in education, and Phase II involved an in-depth discussion with 12 school principals who have used social networking professionally. Findings from both phases were compiled into this report, which focuses on principals and how they are using social networking to advance educational and leadership goals. 
*''Sections'': 

*''Title:'' [[ICT in Schools|http://www.education.ie/servlet/blobservlet/ICT_in_schools_insp_report.pdf]]
*''Authors:'' [[The Inspectorate|http://www.education.ie/home/home.jsp?pcategory=32818&ecategory=32818&language=EN]]. a division of the [[Ireland Department of Education and Science|http://www.education.ie/home/home.jsp?pcategory=27173&ecategory=27173&language=EN]]
*''Publication Date:'' 2008
*''Type of Research'': Qualitative and Quantitatitve
*''Summary:'' An evaluation of the infrastructure, planning, and use of information and communications technology in teaching and learning in Irish schools was conducted by the Inspectorate during the school year 2005-2006. Both primary and post-primary schools were included in the study. Part of the report focuses on use of online technology in classrooms. 
*''Sections'': 
**Page 141 gives basic statistics about Irish teachers' reported use of collaborative discussions, collaborative online projects, video conferences, Wikis, and blogs in their teaching.  

*''Title:'' [[Meeting of Minds: Cross-Generational Dialogue on the Ethics of Digital Life|http://www.globalkids.org/meetingofminds.pdf]]
*''Authors:'' R. Santo, C. James, K. Davis, S. Lee Katz, L. Burch & B. Joseph in collaboration with [[Global Kids|http://www.globalkids.org]], [[Common Sense Media|http://www.commonsensemedia.org/]] & [[GoodPlay Project at Harvard University|http://www.goodworkproject.org/research/digital.htm]]
*''Publication Date:'' October 2009
*''Type of Research'': Qualitative
*''Summary:'' These authors brought over 250 parents, teachers, and teens together for a three-week online conversation about perceptions and tensions about how individuals should act and interact on the Internet. 
*''Sections'': 

*''Title:'' [[Empowering Parents and Protecting Children in an Evolvind Media Landscape|http://cyber.law.harvard.edu/sites/cyber.law.harvard.edu/files/Palfrey_Gasser_boyd_response_to_FCC_NOI_09-94)Feb2010.pdf]]
*''Authors:'' J. Palmer, U. Gasser, and d. boyd for [[The Berkman Center for Internet & Society at Harvard University|http://cyber.law.harvard.edu/]]
*''Publication Date:'' February 24, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' This report brings together recent findings about internet and social media use among young adults by situating it within comparable data for adolescents and adults older than 30. All the most current data on teens is drawn from a survey  conducted between June 26 and September 24, 2009 of 800 adolescents between ages 12 and 17. Most of the adult data are drawn from a survey conducted between August 18 and September 14, 2009 of 2,253 adults (age 18 and over).
*''Sections'': 

*''Title:'' [[Social Media & Mobile Internet Use Among Teens and Young Adults|http://pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:'' February 3, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' This report brings together recent findings about internet and social media use among young adults by situating it within comparable data for adolescents and adults older than 30. All the most current data on teens is drawn from a survey  conducted between June 26 and September 24, 2009 of 800 adolescents between ages 12 and 17. Most of the adult data are drawn from a survey conducted between August 18 and September 14, 2009 of 2,253 adults (age 18 and over).
*''Sections'': 

*''Title:'' [[Millenials: Confident. Connected. Open to Change.|http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-to-change.pdf]]
*''Author:''  [[Pew Research Center|http://people-press.org/]]
*''Publication Date:'' February 24, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' The Pew Research Center conducted a telephone survey of a nationally representative sample of 2,020 adults, with 830 respondents aged 18 to 29, to assess the values, attitudes, behaviors and demographic characteristics of the Millennial generation as compared to older adults. One section of this survey focuses on attitudes towards Technology and Social Media. 
*''Sections'': 


*''Title:'' [[Generation M^2: Media in the Lives of 8- to 18-~Year-Olds|http://www.kff.org/entmedia/upload/8010.pdf]]
*''Author:''  Rideout, V. along with U. Foehr & D. Roberts for the [[Kaiser Family Foundation|http://www.kff.org/]] 
*''Publication Date:'' January 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' The authors surveyed more than 2000 children ages 8 to 18 about their use of a variety of media, including TV, computers, video games, music, print, cell phones, and movies. A written questionnaire was completed by the entire sample, and a subset of 700 respondents also maintained week-long diaries of their media use. 
*''Sections'': 



*''Title:'' [[Digitally Inclined: Teachers Increasingly Value Media and Technology|http://www.pbs.org/teachers/_files/pdf/annual-pbs-survey-report.pdf]]
*''Author:''  [[Grunwald Associates LLC|http://grunwald.com/]] with [[PBS Education|http://www.pbs.org/teachers/]]
*''Publication Date:'' January 2010
*''Type of Research'': Quantitative
*''Summary:'' Grunwald Associates LLC surveyed 1,418 full-time classroom teachers (1,212 K–12 public school teachers and 206 pre-K teachers in public and private schools) from regions around the country to collect data on their views of and use of digital media in the classroom. 
*''Sections'': 



*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsbaorg/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Sections'': 
**"The Positives," pages 1-4, examines the typical activities teens engage in while on social networking sites, including statistics on how many kids talk about education-related topics while online.  
**"The Gaps," pages 4-5, discusses the prevalence (or lack thereof) of social networking in schools.  
**"Expectations and Interests," pages 7, discusses teachers' opinions of the value of social networking as a useful educational tool.  


*''Title:'' [[Teens, Privacy, and Online Social Networks|http://www.pewinternet.org/Reports/2007/Teens-Privacy-and-Online-Social-Networks.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  April 18, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media, and focus groups were also conducted with middle- and high-school students.   
*''Section'': 

*''Title:'' [[Teens and Social Media|http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  December 19, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media.    
*''Section'': "Teens Creating Content," pages 9-13, offers stories and statistics about teens creating content on the Internet. 

*''Title:'' [[Speak Up 2007 for Students, Teachers, Parents & School Leaders - Selected National Findings|http://www.tomorrow.org/docs/National%20Findings%20Speak%20Up%202007.pdf]]
*''Author:''  [[Project Tomorrow|http://www.tomorrow.org/]]
*''Publication Date:''  April 8, 2008
*''Summary:''   In 2008, Project Tomorrow (formerly known as NetDay) published the findings from its annual Speak Up survey.  319,223 students in grades K-12 from all 50 states were interviewed about their technology use both inside and outside the classroom.  
*''Key Findings:''		
		
*''Title:'' [[The Digital Disconnect: The Widening Gap between Internet-Savvy Students and their Schools|http://www.nationaltechcenter.org/resources/papers/Digital%20Disconnect_New%20Format.pdf]]
*''Author:''  [[American Institute of Research|http://www.air.org/]] for the [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  August 14, 2002
*''Summary:''   The American Institute of Research was commissioned by the Pew Internet & American Life Project to survey Internet-using students' attitudes toward using technology in schools.  Information was gathered from 14 focus groups of 136 middle and high school students, and was further supplemented by 200 students who voluntarily submitted online essays for the project.  
*''Key Findings:''






[[StyleSheetCommon]]
/*{{{*/
#displayArea {margin-right:1em;}

.comments, .comments a {
	color: #666666; 
	font-size: 1.0em;
	font-style: italic;
	margin-left: 0.5em;
	margin-top: 0.5em;
}
/*}}}*/
/*{{{*/
/*WikiMath TiddlyWiki Theme*/
/*Version 1.0*/
/*Design and CSS originally by Anthony, 
   ported to TiddlyWiki by Saq Imtiaz,
   modified by George Brackett*/
/*}}}*/
/*{{{*/

body {
	background: #FFF;
}

#contentWrapper{
	margin: 0 3.4em;
	font-family: Lucida Grande, Tahoma, Arial, Helvetica, sans-serif; /* Lucida Grande for the Macs, Tahoma for the PCs */
	font-size: 11px;
	line-height: 1.6em;
	color: #666;
}

.header {
 	background: #FFF; 
	padding-top: 10px;
	clear: both;
	border-bottom: 4px solid #948979;
}

.headerShadow {
	padding: 2.6em 0em 0.5em 0em;
}

.siteTitle {
	font-family: 'Trebuchet MS' sans-serif;
	font-weight: bold;
	font-size: 32px;
	color: #11ccff;
	margin-bottom: 30px;
	background-color: #fff;
}

.siteTitle a {
	color:#11ccff; 
	border-bottom:1px dotted #11ccff;
}

.siteSubtitle {
	font-size: 1.0em;
	display: block;
	margin: .5em 3em; color: #bed600;
}

#mainMenu {
	position:relative;
	float:left;
	margin-bottom:1em;
	display:inline;
	text-align:left;
	padding: 2em 0.5em 0.5em 0em;
	width:13em;
	font-size:1em;
}

#mainMenu a {
	display: block;
	padding: 5px;
	border-bottom: 1px solid #CCC;
}

#mainMenu a:link, #navlist a:visited {
	color:#11ccff;
	text-decoration: none;
}

#mainMenu a:hover {
	
	background-color: #bed600;
	color:#11ccff;
}

#mainMenu br {
	display:none;
}

#sidebar{
	position:relative;
	float:right;
	margin-bottom:1em;
	padding-top:2em;
	display:inline;
}

#displayArea {
	margin: 0em 17em 0em 15em;
}

.tagClear {
	clear:none;
}

#contentFooter {
	background:#575352;
	color:#BFB6B3;
	clear: both;
	padding: 0.5em 1em;
}


#contentFooter a {
	color: #FFFFFF;
	border-bottom: 1px dotted #FFFFFF;
}

#contentFooter a:hover {
	color: #00bbbb;
	background-color:#FFFFFF;
}

a, #sidebarOptions .sliderPanel a {
	color:#00bbbb;
	text-decoration: none;
}

a:hover, #sidebarOptions .sliderPanel a:hover {
	color:#00bbbb;
	background-color: #F5F5F5; 
}

.viewer .button, .editorFooter .button{
	color: #666;
	border: 1px solid #CC6714;
}

.viewer .button:hover, .editorFooter .button:hover {
	color: #fff;
	background: #CC6714;
	border-color: #CC6714;
}

.viewer .button:active, .viewer .highlight,.editorFooter .button:active, .editorFooter .highlight{
	color:#fff;
	background:#575352;
	border-color:#575352;
}


#sidebarOptions a {
	color:#999;
	text-decoration: none;
}

#sidebarOptions a:hover {
	color:#4F4B45;
	background-color: #F5F5F5;
	border:1px solid #fff;
}

#sidebarOptions {
	line-height:1.4em;
}

.tiddler {
	padding-bottom: 40px;
	border-bottom: 1px solid #DDDDDD; 
}

.title {
	color:#CC6633;

}
.subtitle, .subtitle a {
	color: #999999; 
	font-size: 1.0em;
	margin:0.2em;
}

.shadow .title{
	color:#948979;
}

.selected .toolbar a {
	color:#999999;
}

.selected .toolbar a:hover {
	color:#4F4B45; 
	background:transparent;
	border:1px solid #fff;
}

.toolbar .button:hover, .toolbar .highlight, .toolbar .marked, .toolbar a.button:active {
	color:#4F4B45; 
	background:transparent;
	border:1px solid #fff;
}

 .listLink,#sidebarTabs .tabContents {
 	line-height:1.5em;
 }
 
 .listTitle {
 	color:#888;
 }

#sidebarTabs .tabContents {
	background: #fff;
}

#sidebarTabs .tabContents .tiddlyLink, #sidebarTabs .tabContents .button {
	color:#999;
}

#sidebarTabs .tabContents .tiddlyLink:hover, #sidebarTabs .tabContents .button:hover {
	color:#4F4B45;
	background:#fff;
}

#sidebarTabs .tabContents .button:hover, #sidebarTabs .tabContents .highlight, #sidebarTabs .tabContents .marked, #sidebarTabs .tabContents a.button:active { 
	color:#4F4B45;
	background:#fff;
}

.tabSelected { 
	color:#fff; 
	background:#948979;
}

.tabUnselected {
 	background: #ccc;
}

 .tabSelected, .tabSelected:hover {
	color: #fff;
	background: #948979;
	border: solid 1px #948979;
	padding-bottom:1px;
}

.tabUnselected {
	color: #999;
	background: #eee;
	border: solid 1px #ccc;
	padding-bottom:1px;
}

#sidebarTabs .tabUnselected { 
	border-bottom: none;
	padding-bottom:3px;
}

#sidebarTabs .tabSelected {
	padding-bottom:3px;
}

#sidebarTabs .tabUnselected:hover { 
	border-bottom: none;
	padding-bottom:3px;
	color:#4F4B45
}

#sidebarOptions .sliderPanel {
	background: #efefe0; border:none;
	font-size: .9em;
}

#sidebarOptions .sliderPanel a {
	font-weight:normal;
}

#sidebarOptions .sliderPanel input {
	border:1px solid #999;
}

.viewer blockquote {
	border-left: 3px solid #948979;
}

.viewer table {
	border: 2px solid [[ColorPalette::TertiaryDark]];
}

.viewer th, thead td {
	background: #948979;
	border: 1px solid #948979;
	color: #fff;
}
.viewer pre {
	border: 1px solid #948979;
	background: #f5f5f5;
}

.viewer code {
	color: #2F2A29;
}

.viewer hr {
	border-top: dashed 1px #948979;
}

.editor input {
	border: 1px solid #948979;
}

.editor textarea {
	border: 1px solid #948979;
}

.popup {
	background: #948979;
	border: 1px solid #948979;
}

.popup li.disabled {
	color: #000;
}

.popup li a, .popup li a:visited {
	color: #eee;
	border: none;
}

.popup li a:hover {
	background: #575352;
	color: #fff;
	border: none;
}

.tagging, .tagged {
	border: 1px solid #eee;
	background-color: #F7F7F7;
}

.selected .tagging, .selected .tagged {
	background-color: #eee;
	border: 1px solid #BFBAB3;
}

.tagging .listTitle, .tagged .listTitle {
	color: #bbb;
}

.selected .tagging .listTitle, .selected .tagged .listTitle {
	color: #666; 
}

.tagging .button, .tagged .button {
		color:#aaa;
}

.selected .tagging .button, .selected .tagged .button {
		color:#4F4B45;
}

.highlight, .marked {
	background:transparent; 
	color:#111; 
	border:none; 
	text-decoration:underline;
}

.tagging .button:hover, .tagged .button:hover, .tagging .button:active, .tagged .button:active {
	border: none; 
	background:transparent; 
	text-decoration:underline; color:#000;
}

h1,h2,h3,h4,h5 { 
	color: #666; 
        background: transparent; 
        padding-bottom:2px; 
        font-family: Arial, Helvetica, sans-serif; 
}

h1 {font-size:18px;}
h2 {font-size:16px;}
h3 {font-size: 14px;}

#messageArea {
	border: 4px solid #948979;
	background: #f5f5f5;
	color: #999;
	font-size:90%;
}

#messageArea a:hover { 
	background:#f5f5f5;
}

#messageArea .button {
	color: #666;
	border: 1px solid #CC6714;
}

#messageArea .button:hover {
	color: #fff;
	background: #948979;
	border-color: #948979;
}


* html .viewer pre {
	margin-left: 0em;
}

* html .editor textarea, * html .editor input {
	width: 98%;
}

.searchBar {
	float:right;
	font-size: 1.0em;
}

.searchBar .button {
	color:#999;
	display:block;
}

.searchBar .button:hover {
	border:1px solid #fff;
	color:#4F4B45;
}

.searchBar input {			
	background-color: #FFF;
	color: #999999;
	border: 1px solid #CCC;		margin-right:3px;
}

#sidebarOptions .button:active, #sidebarOptions .highlight {
	background:#F5F5F5;
}

*html #contentFooter { 
	padding:0.25em 1em 0.5em 1em;
}

#noticeBoard {
	font-size: 0.9em; 
	color:#999; 
	position:relative;
	display:block;
	background:#fff; 
	clear: both; 
	margin-right:0.5em; 
	margin-top:60px; 
	padding:5px; 
	border-bottom: 1px dotted #CCC; 
	border-top: 1px dotted #CCC;
}

#mainMenu #noticeBoard a, #mainMenu #noticeBoard .tiddlyLink {
	display:inline;
	border:none;
	padding:5px 2px;
	color:#DF9153 
}

#noticeBoard a:hover {
	border:none;
}	

#noticeBoard br {
	display:inline;
}

#mainMenu #noticeBoard  .button{
	color: #666;
	border: 1px solid #DF9153;
	padding:2px;
}

#mainMenu #noticeBoard  .button:hover {
	color: #fff;
	background: #DF9153;
	border-color: #DF9153;
}
/*}}}*/
<<forEachTiddler 
 where 
 'tiddler.tags.contains("Page")'
sortBy 
 '(tiddler.title.toLowerCase())'
>>
!!Teacher Use of Web 2.0 Applications
*''Title:'' [[Deepening Connections: Teachers Increasingly Rely on Media and Technology |http://www.pbs.org/about/media/about/cms_page_media/182/PBS-Grunwald-2011e.pdf]]
*''Author:'' [[PBS Education|http://www.pbs.org/teachers/]] with [[Grunwald Associates LLC|http://grunwald.com/]]
*''Publication Date:''February 2011
*''Type of Research'': Quantitative
*''Summary:'' The eighth annual PBS teacher survey on media and technology use reflects a deepening commitment to media and digital technology that connect teachers and their students to educational resources. With each passing year, teachers’ reliance on media and technology for classroom instruction and student engagement is increasing.
*''Sections'': 
**Page 2-The vast majority of K–12 teachers (97 percent) use digital media for classroom instruction.
**Page 4- 67 percent of teachers believe that digital resources help them to differentiate learning for individual students.
**Page 9- Teachers join online professional communities to connect, collaborate and share resources with other teachers.


*''Title:'' [[Digitally Inclined: Teachers Increasingly Value Media and Technology|http://www.pbs.org/teachers/_files/pdf/annual-pbs-survey-report.pdf]]
*''Author:''  [[Grunwald Associates LLC|http://grunwald.com/]] with [[PBS Education|http://www.pbs.org/teachers/]]
*''Publication Date:'' January 2010
*''Type of Research'': Quantitative
*''Summary:'' Grunwald Associates LLC surveyed 1,418 full-time classroom teachers (1,212 K–12 public school teachers and 206 pre-K teachers in public and private schools) from regions around the country to collect data on their views of and use of digital media in the classroom. 
*''Sections'': 
**Pages 5-6 provide data on what percentage of teachers value various types of digital media as a way to help them and their students be more effective. 
**Pages 9 and 10 provide statistics about how many teachers are using social networking sites or online professional communities, and statistics on what various activities teachers do on these sites. 

*''Title:'' [[Survey of K-12 Educators on Social Networking and ~Content-Sharing Tools|http://www.edweb.net/fimages/op/K12Survey.pdf]]
*''Author:'' Co-sponsored by [[EdWeb.net|http://www.edweb.net]], [[MCH, Inc.|http://www.mailings.com]] and [[MMS Education|http://www.mmseducation.com]] 
*''Publication Date:''  September 2009
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' An online survey was sent to a randomly-selected sample of educators in the U.S. to gauge attitudes, perceptions and utilization of social networking sites. 601 teachers, 381 principals, and 262 librarians/media specialists from all levels of elementary and secondary education participated in the survey.
*''Sections'':
**"Summary Observations: Educators and Social Networking," pages 7-24, offers basic statistics on the numbers and demographics of teachers who have joined social networking sites, and teachers' perceptions of the value of social networking sites in areas of education. 
**"Summary Observations: Other Content-Sharing Tools," pages 25-32, provides statistics on teachers' use of other content-sharing tools. 
**"Educator Comments," pages 33-42, provides personal quotes from teachers about social networking and its value in education.

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Teaching, Learning, and Web 2.0," pages 33-37, discusses the different ways Web 2.0 applications are being used by teachers, from the perspective of district administrators. 

*''Title:'' [[National Online Survey of District Technology Directors Exploring District Use of Web 2.0 Technologies|http://new.nettrekker.com/surveyreport]]
*''Author:''   [[Interactive Educational Systems Design (IESD), Inc.|http://www.iesdinc.com/]] for [[Lightspeed Systems|http://www.lightspeedsystems.com/]] and [[Thinkronize/netTrekker|http://www.nettrekker.com/]]
*''Publication Date:''  April 2009
*''Type of Research'': Quantitative
*''Summary:''   In 2009, Lightspeed Systems and Thinkronize/netTrekker commissioned an online survey of district technology directors that measured the uses, attitudes, concerns, and plans regarding Web 2.0 technologies in school districts. 501 district technology directors participated in the survey. 
*''Sections'': 
**"Question 3. Current Level of Teacher Use of Web 2.0 Technologies", pages 12-14, provides a look at teachers' use of Web 2.0 technologies, from the perspective of district technology directors. 
**"Question 13. Current Status of Web 2.0 Applications for Teacher Professional Development," pages 25-26, examines use of Web 2.0 technology for professional development, from the perspective of district technology directors.

*''Title:'' [[Listening to Students' and Educators' Voices|http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/Documents/ListeningToStudentsVoices.pdf]]
*''Author:''  Kathryn Moyle and Susanne Owen for the [[Australian Department of Education, Employment and Workplace Relations|http://www.deewr.gov.au]]
*''Publication Date:''  2009
*''Type of Research'': Quantitative
*''Summary:'' A survey was conducted of primary and secondary students and teacher to gauge the views and expectations about learning with technologies in the Australian education system. A total of 1082 surveys were analyzed, with 502 of the responses coming from students in primary education. 
*''Sections'':
**"Social Networking," pages 24-25, provides statistics about early-career teachers' usage and opinions of social networking sites in Australia. 
**"Learning styles and educational value of technologies," pages 26-47, provides statistics on Australian early-career teachers' opinions on the educational value of technologies. 

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Section'': "The Gap," pages 5, offers statistics on how many school districts use social networking for professional purposes. 
Tiddler.prototype.getSubtitle = function()
{
	return(this.title);
}
/%
|Name|ToggleRightSidebar|
|Source|http://www.TiddlyTools.com/#ToggleRightSidebar|
|Version|2.0.0|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements <br>and [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|script|
|Requires|InlineJavascriptPlugin|
|Overrides||
|Description|show/hide right sidebar (MainMenu)|

Usage: <<tiddler ToggleRightSidebar with: "label">>

Config settings:
	config.options.chkShowRightSidebar (true)
	config.options.txtToggleRightSideBarLabelShow (◄)
	config.options.txtToggleRightSideBarLabelHide (►)

%/<script label="$1" title="show/hide right sidebar content">
	var co=config.options;
	if (co.chkShowRightSidebar=='undefined') co.chkShowRightSidebar=true;
	co.chkShowRightSidebar=!co.chkShowRightSidebar;
	var sb=document.getElementById('sidebar'); if (!sb) return;
	sb.style.display=co.chkShowRightSidebar?'block':'none';
	document.getElementById('displayArea').style.marginRight=co.chkShowRightSidebar?'':'1em';
	saveOptionCookie('chkShowRightSidebar');
	var labelShow=co.txtToggleRightSideBarLabelShow||'&#x25C4;';
	var labelHide=co.txtToggleRightSideBarLabelHide||'&#x25BA;';
	if (typeof(place)!='undefined' && '$1'=='$'+'1') {
		place.innerHTML=co.chkShowRightSidebar?labelHide:labelShow;
		place.title=(co.chkShowRightSidebar?'hide':'show')+' right sidebar';
	}
	var sm=document.getElementById('storyMenu'); if (sm) config.refreshers.content(sm);
</script><script>
	var co=config.options;
	if (co.chkShowRightSidebar=='undefined') co.chkShowRightSidebar=true;
	var sb=document.getElementById('sidebar'); if (!sb) return;
	sb.style.display=co.chkShowRightSidebar?'block':'none';
	document.getElementById('displayArea').style.marginRight=co.chkShowRightSidebar?'':'1em';
	if ('$1'=='$'+'1') {
		var labelShow=co.txtToggleRightSideBarLabelShow||'&#x25C4;';
		var labelHide=co.txtToggleRightSideBarLabelHide||'&#x25BA;';
		place.lastChild.innerHTML=co.chkShowRightSidebar?labelHide:labelShow;
		place.lastChild.title=(co.chkShowRightSidebar?'hide':'show')+' right sidebar';
	}
</script>
/***
|Name:|ToggleTagPlugin|
|Description:|Makes a checkbox which toggles a tag in a tiddler|
|Version:|3.1.0 ($Rev: 4907 $)|
|Date:|$Date: 2008-05-13 03:15:46 +1000 (Tue, 13 May 2008) $|
|Source:|http://mptw.tiddlyspot.com/#ToggleTagPlugin|
|Author:|Simon Baird <simon.baird@gmail.com>|
|License:|http://mptw.tiddlyspot.com/#TheBSDLicense|
!!Usage
{{{<<toggleTag }}}//{{{TagName TiddlerName LabelText}}}//{{{>>}}}
* TagName - the tag to be toggled, default value "checked"
* TiddlerName - the tiddler to toggle the tag in, default value the current tiddler
* LabelText - the text (gets wikified) to put next to the check box, default value is '{{{[[TagName]]}}}' or '{{{[[TagName]] [[TiddlerName]]}}}'
(If a parameter is '.' then the default will be used)
* TouchMod flag - if non empty then touch the tiddlers mod date. Note, can set config.toggleTagAlwaysTouchModDate to always touch mod date
!!Examples
|Code|Description|Example|h
|{{{<<toggleTag>>}}}|Toggles the default tag (checked) in this tiddler|<<toggleTag>>|
|{{{<<toggleTag TagName>>}}}|Toggles the TagName tag in this tiddler|<<toggleTag TagName>>|
|{{{<<toggleTag TagName TiddlerName>>}}}|Toggles the TagName tag in the TiddlerName tiddler|<<toggleTag TagName TiddlerName>>|
|{{{<<toggleTag TagName TiddlerName 'click me'>>}}}|Same but with custom label|<<toggleTag TagName TiddlerName 'click me'>>|
|{{{<<toggleTag . . 'click me'>>}}}|dot means use default value|<<toggleTag . . 'click me'>>|
!!Notes
* If TiddlerName doesn't exist it will be silently created
* Set label to '-' to specify no label
* See also http://mgtd-alpha.tiddlyspot.com/#ToggleTag2
!!Known issues
* Doesn't smoothly handle the case where you toggle a tag in a tiddler that is current open for editing
* Should convert to use named params
***/
//{{{

if (config.toggleTagAlwaysTouchModDate == undefined) config.toggleTagAlwaysTouchModDate = false;

merge(config.macros,{

	toggleTag: {

		createIfRequired: true,
		shortLabel: "[[%0]]",
		longLabel: "[[%0]] [[%1]]",

		handler: function(place,macroName,params,wikifier,paramString,tiddler) {
			var tiddlerTitle = tiddler ? tiddler.title : '';
			var tag   = (params[0] && params[0] != '.') ? params[0] : "checked";
			var title = (params[1] && params[1] != '.') ? params[1] : tiddlerTitle;
			var defaultLabel = (title == tiddlerTitle ? this.shortLabel : this.longLabel);
			var label = (params[2] && params[2] != '.') ? params[2] : defaultLabel;
			var touchMod = (params[3] && params[3] != '.') ? params[3] : "";
			label = (label == '-' ? '' : label); // dash means no label
			var theTiddler = (title == tiddlerTitle ? tiddler : store.getTiddler(title));
			var cb = createTiddlyCheckbox(place, label.format([tag,title]), theTiddler && theTiddler.isTagged(tag), function(e) {
				if (!store.tiddlerExists(title)) {
					if (config.macros.toggleTag.createIfRequired) {
						var content = store.getTiddlerText(title); // just in case it's a shadow
						store.saveTiddler(title,title,content?content:"",config.options.txtUserName,new Date(),null);
					}
					else 
						return false;
				}
				if ((touchMod != "" || config.toggleTagAlwaysTouchModDate) && theTiddler)
						theTiddler.modified = new Date();
				store.setTiddlerTag(title,this.checked,tag);
				return true;
			});
		}
	}
});

//}}}

config.macros.top={};
config.macros.top.handler=function(place,macroName)
{
               createTiddlyButton(place,"^","jump to top",this.onclick);
}
config.macros.top.onclick=function()
{
               window.scrollTo(0,0);
};
/***
Description: Contains the stuff you need to use Tiddlyspot
Note, you also need UploadPlugin, PasswordOptionPlugin and LoadRemoteFileThroughProxy
from http://tiddlywiki.bidix.info for a complete working Tiddlyspot site.
***/
//{{{

// edit this if you are migrating sites or retrofitting an existing TW
config.tiddlyspotSiteId = 'web2.0inschools';

// make it so you can by default see edit controls via http
//config.options.chkHttpReadOnly = false;
//window.readOnly = false; // make sure of it (for tw 2.2)
//window.showBackstage = true; // show backstage too

// disable autosave in d3
if (window.location.protocol != "file:")
	config.options.chkGTDLazyAutoSave = false;

// tweak shadow tiddlers to add upload button, password entry box etc
with (config.shadowTiddlers) {
	SiteUrl = 'http://'+config.tiddlyspotSiteId+'.tiddlyspot.com';
	SideBarOptions = SideBarOptions.replace(/(<<saveChanges>>)/,"$1<<tiddler TspotSidebar>>");
	OptionsPanel = OptionsPanel.replace(/^/,"<<tiddler TspotOptions>>");
	DefaultTiddlers = DefaultTiddlers.replace(/^/,"[[WelcomeToTiddlyspot]] ");
	MainMenu = MainMenu.replace(/^/,"[[WelcomeToTiddlyspot]] ");
}

// create some shadow tiddler content
merge(config.shadowTiddlers,{

'WelcomeToTiddlyspot':[
 "This document is a ~TiddlyWiki from tiddlyspot.com.  A ~TiddlyWiki is an electronic notebook that is great for managing todo lists, personal information, and all sorts of things.",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //What now?// &nbsp;&nbsp;@@ Before you can save any changes, you need to enter your password in the form below.  Then configure privacy and other site settings at your [[control panel|http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/controlpanel]] (your control panel username is //" + config.tiddlyspotSiteId + "//).",
 "<<tiddler TspotControls>>",
 "See also GettingStarted.",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //Working online// &nbsp;&nbsp;@@ You can edit this ~TiddlyWiki right now, and save your changes using the \"save to web\" button in the column on the right.",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //Working offline// &nbsp;&nbsp;@@ A fully functioning copy of this ~TiddlyWiki can be saved onto your hard drive or USB stick.  You can make changes and save them locally without being connected to the Internet.  When you're ready to sync up again, just click \"upload\" and your ~TiddlyWiki will be saved back to tiddlyspot.com.",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //Help!// &nbsp;&nbsp;@@ Find out more about ~TiddlyWiki at [[TiddlyWiki.com|http://tiddlywiki.com]].  Also visit [[TiddlyWiki.org|http://tiddlywiki.org]] for documentation on learning and using ~TiddlyWiki. New users are especially welcome on the [[TiddlyWiki mailing list|http://groups.google.com/group/TiddlyWiki]], which is an excellent place to ask questions and get help.  If you have a tiddlyspot related problem email [[tiddlyspot support|mailto:support@tiddlyspot.com]].",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //Enjoy :)// &nbsp;&nbsp;@@ We hope you like using your tiddlyspot.com site.  Please email [[feedback@tiddlyspot.com|mailto:feedback@tiddlyspot.com]] with any comments or suggestions."
].join("\n"),

'TspotControls':[
 "| tiddlyspot password:|<<option pasUploadPassword>>|",
 "| site management:|<<upload http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/store.cgi index.html . .  " + config.tiddlyspotSiteId + ">>//(requires tiddlyspot password)//<br>[[control panel|http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/controlpanel]], [[download (go offline)|http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/download]]|",
 "| links:|[[tiddlyspot.com|http://tiddlyspot.com/]], [[FAQs|http://faq.tiddlyspot.com/]], [[blog|http://tiddlyspot.blogspot.com/]], email [[support|mailto:support@tiddlyspot.com]] & [[feedback|mailto:feedback@tiddlyspot.com]], [[donate|http://tiddlyspot.com/?page=donate]]|"
].join("\n"),

'TspotSidebar':[
 "<<upload http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/store.cgi index.html . .  " + config.tiddlyspotSiteId + ">><html><a href='http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/download' class='button'>download</a></html>"
].join("\n"),

'TspotOptions':[
 "tiddlyspot password:",
 "<<option pasUploadPassword>>",
 ""
].join("\n")

});
//}}}
!Twitter
*''Title:'' [[Millennials: Confident. Connected. Open to Change.|http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-to-change.pdf]]
*''Author:''  [[Pew Research Center|http://people-press.org/]]
*''Publication Date:'' February 24, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' The Pew Research Center conducted a telephone survey of a nationally representative sample of 2,020 adults, with 830 respondents aged 18 to 29, to assess the values, attitudes, behaviors and demographic characteristics of the Millennial generation as compared to older adults. One section of this survey focuses on attitudes towards Technology and Social Media. 
*''Section:'' "Chapter 4: Technology and Social Media," pages 32 and 37, details how many individuals ages 18-29 (deemed "Millennials") are using Twitter as compared to older generations. 

*''Title:'' [[Social Media & Mobile Internet Use Among Teens and Young Adults|http://pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:'' February 3, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' This report brings together recent findings about internet and social media use among young adults by situating it within comparable data for adolescents and adults older than 30. All the most current data on teens is drawn from a survey  conducted between June 26 and September 24, 2009 of 800 adolescents between ages 12 and 17. Most of the adult data are drawn from a survey conducted between August 18 and September 14, 2009 of 2,253 adults (age 18 and over).
*''Section'': "Twitter among teens and adults," pages 21-22, reports the number of teens and adults that use and maintain Twitter accounts. 
| !date | !user | !location | !storeUrl | !uploadDir | !toFilename | !backupdir | !origin |
| 09/12/2009 22:55:56 | CoSN | [[web2.0inschools(4).html|file:///C:/Documents%20and%20Settings/lisa.LISADELL/Desktop/web2.0inschools(4).html#%5B%5BSocial%20Networking%5D%5D]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . | ok |
| 10/12/2009 09:42:11 | CoSN | [[web2.0inschools(4).html|file:///C:/Documents%20and%20Settings/lisa.LISADELL/Desktop/web2.0inschools(4).html#author:true]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . | ok |
| 10/12/2009 09:43:01 | CoSN | [[web2.0inschools(4).html|file:///C:/Documents%20and%20Settings/lisa.LISADELL/Desktop/web2.0inschools(4).html#author:true]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . |
| 26/06/2010 19:34:33 | CoSN | [[web2.0inschools.html|file:///C:/Documents%20and%20Settings/lisa.LISADELL/My%20Documents/Newest%20Web%202.0/web2.0inschools.html#author:true]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . |
| 19/09/2010 17:22:14 | YourName | [[web2.0inschools.html|file:///C:/Documents%20and%20Settings/Administrator/My%20Documents/web2.0inschools.html#author:true]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . |
| 14/11/2010 19:18:15 | YourName | [[web2.0inschools.html|file:///C:/Users/LisaP/Downloads/web2.0inschools.html#author:true]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . | ok |
| 14/11/2010 19:21:19 | YourName | [[web2.0inschools.html|file:///C:/Users/LisaP/Downloads/web2.0inschools.html#author:true]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . | ok |
| 14/11/2010 19:53:18 | YourName | [[web2.0inschools.html|file:///C:/Users/LisaP/Downloads/web2.0inschools.html#author:true]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . |
| 04/05/2011 13:07:30 | YourName | [[/|file:///C:/Documents%20and%20Settings/ariadna/Desktop/web2.0inschools.html/#author:true]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . |
| 04/05/2011 14:02:45 | YourName | [[web2.0inschools.html|file:///C:/Documents%20and%20Settings/ariadna/My%20Documents/Downloads/web2.0inschools.html]] | [[store.cgi|http://web2.0inschools.tiddlyspot.com/store.cgi]] | . | [[index.html | http://web2.0inschools.tiddlyspot.com/index.html]] | . |
/***
|''Name:''|UploadPlugin|
|''Description:''|Save to web a TiddlyWiki|
|''Version:''|4.1.3|
|''Date:''|Feb 24, 2008|
|''Source:''|http://tiddlywiki.bidix.info/#UploadPlugin|
|''Documentation:''|http://tiddlywiki.bidix.info/#UploadPluginDoc|
|''Author:''|BidiX (BidiX (at) bidix (dot) info)|
|''License:''|[[BSD open source license|http://tiddlywiki.bidix.info/#%5B%5BBSD%20open%20source%20license%5D%5D ]]|
|''~CoreVersion:''|2.2.0|
|''Requires:''|PasswordOptionPlugin|
***/
//{{{
version.extensions.UploadPlugin = {
	major: 4, minor: 1, revision: 3,
	date: new Date("Feb 24, 2008"),
	source: 'http://tiddlywiki.bidix.info/#UploadPlugin',
	author: 'BidiX (BidiX (at) bidix (dot) info',
	coreVersion: '2.2.0'
};

//
// Environment
//

if (!window.bidix) window.bidix = {}; // bidix namespace
bidix.debugMode = false;	// true to activate both in Plugin and UploadService
	
//
// Upload Macro
//

config.macros.upload = {
// default values
	defaultBackupDir: '',	//no backup
	defaultStoreScript: "store.php",
	defaultToFilename: "index.html",
	defaultUploadDir: ".",
	authenticateUser: true	// UploadService Authenticate User
};
	
config.macros.upload.label = {
	promptOption: "Save and Upload this TiddlyWiki with UploadOptions",
	promptParamMacro: "Save and Upload this TiddlyWiki in %0",
	saveLabel: "save to web", 
	saveToDisk: "save to disk",
	uploadLabel: "upload"	
};

config.macros.upload.messages = {
	noStoreUrl: "No store URL in parmeters or options",
	usernameOrPasswordMissing: "Username or password missing"
};

config.macros.upload.handler = function(place,macroName,params) {
	if (readOnly)
		return;
	var label;
	if (document.location.toString().substr(0,4) == "http") 
		label = this.label.saveLabel;
	else
		label = this.label.uploadLabel;
	var prompt;
	if (params[0]) {
		prompt = this.label.promptParamMacro.toString().format([this.destFile(params[0], 
			(params[1] ? params[1]:bidix.basename(window.location.toString())), params[3])]);
	} else {
		prompt = this.label.promptOption;
	}
	createTiddlyButton(place, label, prompt, function() {config.macros.upload.action(params);}, null, null, this.accessKey);
};

config.macros.upload.action = function(params)
{
		// for missing macro parameter set value from options
		if (!params) params = {};
		var storeUrl = params[0] ? params[0] : config.options.txtUploadStoreUrl;
		var toFilename = params[1] ? params[1] : config.options.txtUploadFilename;
		var backupDir = params[2] ? params[2] : config.options.txtUploadBackupDir;
		var uploadDir = params[3] ? params[3] : config.options.txtUploadDir;
		var username = params[4] ? params[4] : config.options.txtUploadUserName;
		var password = config.options.pasUploadPassword; // for security reason no password as macro parameter	
		// for still missing parameter set default value
		if ((!storeUrl) && (document.location.toString().substr(0,4) == "http")) 
			storeUrl = bidix.dirname(document.location.toString())+'/'+config.macros.upload.defaultStoreScript;
		if (storeUrl.substr(0,4) != "http")
			storeUrl = bidix.dirname(document.location.toString()) +'/'+ storeUrl;
		if (!toFilename)
			toFilename = bidix.basename(window.location.toString());
		if (!toFilename)
			toFilename = config.macros.upload.defaultToFilename;
		if (!uploadDir)
			uploadDir = config.macros.upload.defaultUploadDir;
		if (!backupDir)
			backupDir = config.macros.upload.defaultBackupDir;
		// report error if still missing
		if (!storeUrl) {
			alert(config.macros.upload.messages.noStoreUrl);
			clearMessage();
			return false;
		}
		if (config.macros.upload.authenticateUser && (!username || !password)) {
			alert(config.macros.upload.messages.usernameOrPasswordMissing);
			clearMessage();
			return false;
		}
		bidix.upload.uploadChanges(false,null,storeUrl, toFilename, uploadDir, backupDir, username, password); 
		return false; 
};

config.macros.upload.destFile = function(storeUrl, toFilename, uploadDir) 
{
	if (!storeUrl)
		return null;
		var dest = bidix.dirname(storeUrl);
		if (uploadDir && uploadDir != '.')
			dest = dest + '/' + uploadDir;
		dest = dest + '/' + toFilename;
	return dest;
};

//
// uploadOptions Macro
//

config.macros.uploadOptions = {
	handler: function(place,macroName,params) {
		var wizard = new Wizard();
		wizard.createWizard(place,this.wizardTitle);
		wizard.addStep(this.step1Title,this.step1Html);
		var markList = wizard.getElement("markList");
		var listWrapper = document.createElement("div");
		markList.parentNode.insertBefore(listWrapper,markList);
		wizard.setValue("listWrapper",listWrapper);
		this.refreshOptions(listWrapper,false);
		var uploadCaption;
		if (document.location.toString().substr(0,4) == "http") 
			uploadCaption = config.macros.upload.label.saveLabel;
		else
			uploadCaption = config.macros.upload.label.uploadLabel;
		
		wizard.setButtons([
				{caption: uploadCaption, tooltip: config.macros.upload.label.promptOption, 
					onClick: config.macros.upload.action},
				{caption: this.cancelButton, tooltip: this.cancelButtonPrompt, onClick: this.onCancel}
				
			]);
	},
	options: [
		"txtUploadUserName",
		"pasUploadPassword",
		"txtUploadStoreUrl",
		"txtUploadDir",
		"txtUploadFilename",
		"txtUploadBackupDir",
		"chkUploadLog",
		"txtUploadLogMaxLine"		
	],
	refreshOptions: function(listWrapper) {
		var opts = [];
		for(i=0; i<this.options.length; i++) {
			var opt = {};
			opts.push();
			opt.option = "";
			n = this.options[i];
			opt.name = n;
			opt.lowlight = !config.optionsDesc[n];
			opt.description = opt.lowlight ? this.unknownDescription : config.optionsDesc[n];
			opts.push(opt);
		}
		var listview = ListView.create(listWrapper,opts,this.listViewTemplate);
		for(n=0; n<opts.length; n++) {
			var type = opts[n].name.substr(0,3);
			var h = config.macros.option.types[type];
			if (h && h.create) {
				h.create(opts[n].colElements['option'],type,opts[n].name,opts[n].name,"no");
			}
		}
		
	},
	onCancel: function(e)
	{
		backstage.switchTab(null);
		return false;
	},
	
	wizardTitle: "Upload with options",
	step1Title: "These options are saved in cookies in your browser",
	step1Html: "<input type='hidden' name='markList'></input><br>",
	cancelButton: "Cancel",
	cancelButtonPrompt: "Cancel prompt",
	listViewTemplate: {
		columns: [
			{name: 'Description', field: 'description', title: "Description", type: 'WikiText'},
			{name: 'Option', field: 'option', title: "Option", type: 'String'},
			{name: 'Name', field: 'name', title: "Name", type: 'String'}
			],
		rowClasses: [
			{className: 'lowlight', field: 'lowlight'} 
			]}
};

//
// upload functions
//

if (!bidix.upload) bidix.upload = {};

if (!bidix.upload.messages) bidix.upload.messages = {
	//from saving
	invalidFileError: "The original file '%0' does not appear to be a valid TiddlyWiki",
	backupSaved: "Backup saved",
	backupFailed: "Failed to upload backup file",
	rssSaved: "RSS feed uploaded",
	rssFailed: "Failed to upload RSS feed file",
	emptySaved: "Empty template uploaded",
	emptyFailed: "Failed to upload empty template file",
	mainSaved: "Main TiddlyWiki file uploaded",
	mainFailed: "Failed to upload main TiddlyWiki file. Your changes have not been saved",
	//specific upload
	loadOriginalHttpPostError: "Can't get original file",
	aboutToSaveOnHttpPost: 'About to upload on %0 ...',
	storePhpNotFound: "The store script '%0' was not found."
};

bidix.upload.uploadChanges = function(onlyIfDirty,tiddlers,storeUrl,toFilename,uploadDir,backupDir,username,password)
{
	var callback = function(status,uploadParams,original,url,xhr) {
		if (!status) {
			displayMessage(bidix.upload.messages.loadOriginalHttpPostError);
			return;
		}
		if (bidix.debugMode) 
			alert(original.substr(0,500)+"\n...");
		// Locate the storeArea div's 
		var posDiv = locateStoreArea(original);
		if((posDiv[0] == -1) || (posDiv[1] == -1)) {
			alert(config.messages.invalidFileError.format([localPath]));
			return;
		}
		bidix.upload.uploadRss(uploadParams,original,posDiv);
	};
	
	if(onlyIfDirty && !store.isDirty())
		return;
	clearMessage();
	// save on localdisk ?
	if (document.location.toString().substr(0,4) == "file") {
		var path = document.location.toString();
		var localPath = getLocalPath(path);
		saveChanges();
	}
	// get original
	var uploadParams = new Array(storeUrl,toFilename,uploadDir,backupDir,username,password);
	var originalPath = document.location.toString();
	// If url is a directory : add index.html
	if (originalPath.charAt(originalPath.length-1) == "/")
		originalPath = originalPath + "index.html";
	var dest = config.macros.upload.destFile(storeUrl,toFilename,uploadDir);
	var log = new bidix.UploadLog();
	log.startUpload(storeUrl, dest, uploadDir,  backupDir);
	displayMessage(bidix.upload.messages.aboutToSaveOnHttpPost.format([dest]));
	if (bidix.debugMode) 
		alert("about to execute Http - GET on "+originalPath);
	var r = doHttp("GET",originalPath,null,null,username,password,callback,uploadParams,null);
	if (typeof r == "string")
		displayMessage(r);
	return r;
};

bidix.upload.uploadRss = function(uploadParams,original,posDiv) 
{
	var callback = function(status,params,responseText,url,xhr) {
		if(status) {
			var destfile = responseText.substring(responseText.indexOf("destfile:")+9,responseText.indexOf("\n", responseText.indexOf("destfile:")));
			displayMessage(bidix.upload.messages.rssSaved,bidix.dirname(url)+'/'+destfile);
			bidix.upload.uploadMain(params[0],params[1],params[2]);
		} else {
			displayMessage(bidix.upload.messages.rssFailed);			
		}
	};
	// do uploadRss
	if(config.options.chkGenerateAnRssFeed) {
		var rssPath = uploadParams[1].substr(0,uploadParams[1].lastIndexOf(".")) + ".xml";
		var rssUploadParams = new Array(uploadParams[0],rssPath,uploadParams[2],'',uploadParams[4],uploadParams[5]);
		var rssString = generateRss();
		// no UnicodeToUTF8 conversion needed when location is "file" !!!
		if (document.location.toString().substr(0,4) != "file")
			rssString = convertUnicodeToUTF8(rssString);	
		bidix.upload.httpUpload(rssUploadParams,rssString,callback,Array(uploadParams,original,posDiv));
	} else {
		bidix.upload.uploadMain(uploadParams,original,posDiv);
	}
};

bidix.upload.uploadMain = function(uploadParams,original,posDiv) 
{
	var callback = function(status,params,responseText,url,xhr) {
		var log = new bidix.UploadLog();
		if(status) {
			// if backupDir specified
			if ((params[3]) && (responseText.indexOf("backupfile:") > -1))  {
				var backupfile = responseText.substring(responseText.indexOf("backupfile:")+11,responseText.indexOf("\n", responseText.indexOf("backupfile:")));
				displayMessage(bidix.upload.messages.backupSaved,bidix.dirname(url)+'/'+backupfile);
			}
			var destfile = responseText.substring(responseText.indexOf("destfile:")+9,responseText.indexOf("\n", responseText.indexOf("destfile:")));
			displayMessage(bidix.upload.messages.mainSaved,bidix.dirname(url)+'/'+destfile);
			store.setDirty(false);
			log.endUpload("ok");
		} else {
			alert(bidix.upload.messages.mainFailed);
			displayMessage(bidix.upload.messages.mainFailed);
			log.endUpload("failed");			
		}
	};
	// do uploadMain
	var revised = bidix.upload.updateOriginal(original,posDiv);
	bidix.upload.httpUpload(uploadParams,revised,callback,uploadParams);
};

bidix.upload.httpUpload = function(uploadParams,data,callback,params)
{
	var localCallback = function(status,params,responseText,url,xhr) {
		url = (url.indexOf("nocache=") < 0 ? url : url.substring(0,url.indexOf("nocache=")-1));
		if (xhr.status == 404)
			alert(bidix.upload.messages.storePhpNotFound.format([url]));
		if ((bidix.debugMode) || (responseText.indexOf("Debug mode") >= 0 )) {
			alert(responseText);
			if (responseText.indexOf("Debug mode") >= 0 )
				responseText = responseText.substring(responseText.indexOf("\n\n")+2);
		} else if (responseText.charAt(0) != '0') 
			alert(responseText);
		if (responseText.charAt(0) != '0')
			status = null;
		callback(status,params,responseText,url,xhr);
	};
	// do httpUpload
	var boundary = "---------------------------"+"AaB03x";	
	var uploadFormName = "UploadPlugin";
	// compose headers data
	var sheader = "";
	sheader += "--" + boundary + "\r\nContent-disposition: form-data; name=\"";
	sheader += uploadFormName +"\"\r\n\r\n";
	sheader += "backupDir="+uploadParams[3] +
				";user=" + uploadParams[4] +
				";password=" + uploadParams[5] +
				";uploaddir=" + uploadParams[2];
	if (bidix.debugMode)
		sheader += ";debug=1";
	sheader += ";;\r\n"; 
	sheader += "\r\n" + "--" + boundary + "\r\n";
	sheader += "Content-disposition: form-data; name=\"userfile\"; filename=\""+uploadParams[1]+"\"\r\n";
	sheader += "Content-Type: text/html;charset=UTF-8" + "\r\n";
	sheader += "Content-Length: " + data.length + "\r\n\r\n";
	// compose trailer data
	var strailer = new String();
	strailer = "\r\n--" + boundary + "--\r\n";
	data = sheader + data + strailer;
	if (bidix.debugMode) alert("about to execute Http - POST on "+uploadParams[0]+"\n with \n"+data.substr(0,500)+ " ... ");
	var r = doHttp("POST",uploadParams[0],data,"multipart/form-data; ;charset=UTF-8; boundary="+boundary,uploadParams[4],uploadParams[5],localCallback,params,null);
	if (typeof r == "string")
		displayMessage(r);
	return r;
};

// same as Saving's updateOriginal but without convertUnicodeToUTF8 calls
bidix.upload.updateOriginal = function(original, posDiv)
{
	if (!posDiv)
		posDiv = locateStoreArea(original);
	if((posDiv[0] == -1) || (posDiv[1] == -1)) {
		alert(config.messages.invalidFileError.format([localPath]));
		return;
	}
	var revised = original.substr(0,posDiv[0] + startSaveArea.length) + "\n" +
				store.allTiddlersAsHtml() + "\n" +
				original.substr(posDiv[1]);
	var newSiteTitle = getPageTitle().htmlEncode();
	revised = revised.replaceChunk("<title"+">","</title"+">"," " + newSiteTitle + " ");
	revised = updateMarkupBlock(revised,"PRE-HEAD","MarkupPreHead");
	revised = updateMarkupBlock(revised,"POST-HEAD","MarkupPostHead");
	revised = updateMarkupBlock(revised,"PRE-BODY","MarkupPreBody");
	revised = updateMarkupBlock(revised,"POST-SCRIPT","MarkupPostBody");
	return revised;
};

//
// UploadLog
// 
// config.options.chkUploadLog :
//		false : no logging
//		true : logging
// config.options.txtUploadLogMaxLine :
//		-1 : no limit
//      0 :  no Log lines but UploadLog is still in place
//		n :  the last n lines are only kept
//		NaN : no limit (-1)

bidix.UploadLog = function() {
	if (!config.options.chkUploadLog) 
		return; // this.tiddler = null
	this.tiddler = store.getTiddler("UploadLog");
	if (!this.tiddler) {
		this.tiddler = new Tiddler();
		this.tiddler.title = "UploadLog";
		this.tiddler.text = "| !date | !user | !location | !storeUrl | !uploadDir | !toFilename | !backupdir | !origin |";
		this.tiddler.created = new Date();
		this.tiddler.modifier = config.options.txtUserName;
		this.tiddler.modified = new Date();
		store.addTiddler(this.tiddler);
	}
	return this;
};

bidix.UploadLog.prototype.addText = function(text) {
	if (!this.tiddler)
		return;
	// retrieve maxLine when we need it
	var maxLine = parseInt(config.options.txtUploadLogMaxLine,10);
	if (isNaN(maxLine))
		maxLine = -1;
	// add text
	if (maxLine != 0) 
		this.tiddler.text = this.tiddler.text + text;
	// Trunck to maxLine
	if (maxLine >= 0) {
		var textArray = this.tiddler.text.split('\n');
		if (textArray.length > maxLine + 1)
			textArray.splice(1,textArray.length-1-maxLine);
			this.tiddler.text = textArray.join('\n');		
	}
	// update tiddler fields
	this.tiddler.modifier = config.options.txtUserName;
	this.tiddler.modified = new Date();
	store.addTiddler(this.tiddler);
	// refresh and notifiy for immediate update
	story.refreshTiddler(this.tiddler.title);
	store.notify(this.tiddler.title, true);
};

bidix.UploadLog.prototype.startUpload = function(storeUrl, toFilename, uploadDir,  backupDir) {
	if (!this.tiddler)
		return;
	var now = new Date();
	var text = "\n| ";
	var filename = bidix.basename(document.location.toString());
	if (!filename) filename = '/';
	text += now.formatString("0DD/0MM/YYYY 0hh:0mm:0ss") +" | ";
	text += config.options.txtUserName + " | ";
	text += "[["+filename+"|"+location + "]] |";
	text += " [[" + bidix.basename(storeUrl) + "|" + storeUrl + "]] | ";
	text += uploadDir + " | ";
	text += "[[" + bidix.basename(toFilename) + " | " +toFilename + "]] | ";
	text += backupDir + " |";
	this.addText(text);
};

bidix.UploadLog.prototype.endUpload = function(status) {
	if (!this.tiddler)
		return;
	this.addText(" "+status+" |");
};

//
// Utilities
// 

bidix.checkPlugin = function(plugin, major, minor, revision) {
	var ext = version.extensions[plugin];
	if (!
		(ext  && 
			((ext.major > major) || 
			((ext.major == major) && (ext.minor > minor))  ||
			((ext.major == major) && (ext.minor == minor) && (ext.revision >= revision))))) {
			// write error in PluginManager
			if (pluginInfo)
				pluginInfo.log.push("Requires " + plugin + " " + major + "." + minor + "." + revision);
			eval(plugin); // generate an error : "Error: ReferenceError: xxxx is not defined"
	}
};

bidix.dirname = function(filePath) {
	if (!filePath) 
		return;
	var lastpos;
	if ((lastpos = filePath.lastIndexOf("/")) != -1) {
		return filePath.substring(0, lastpos);
	} else {
		return filePath.substring(0, filePath.lastIndexOf("\\"));
	}
};

bidix.basename = function(filePath) {
	if (!filePath) 
		return;
	var lastpos;
	if ((lastpos = filePath.lastIndexOf("#")) != -1) 
		filePath = filePath.substring(0, lastpos);
	if ((lastpos = filePath.lastIndexOf("/")) != -1) {
		return filePath.substring(lastpos + 1);
	} else
		return filePath.substring(filePath.lastIndexOf("\\")+1);
};

bidix.initOption = function(name,value) {
	if (!config.options[name])
		config.options[name] = value;
};

//
// Initializations
//

// require PasswordOptionPlugin 1.0.1 or better
bidix.checkPlugin("PasswordOptionPlugin", 1, 0, 1);

// styleSheet
setStylesheet('.txtUploadStoreUrl, .txtUploadBackupDir, .txtUploadDir {width: 22em;}',"uploadPluginStyles");

//optionsDesc
merge(config.optionsDesc,{
	txtUploadStoreUrl: "Url of the UploadService script (default: store.php)",
	txtUploadFilename: "Filename of the uploaded file (default: in index.html)",
	txtUploadDir: "Relative Directory where to store the file (default: . (downloadService directory))",
	txtUploadBackupDir: "Relative Directory where to backup the file. If empty no backup. (default: ''(empty))",
	txtUploadUserName: "Upload Username",
	pasUploadPassword: "Upload Password",
	chkUploadLog: "do Logging in UploadLog (default: true)",
	txtUploadLogMaxLine: "Maximum of lines in UploadLog (default: 10)"
});

// Options Initializations
bidix.initOption('txtUploadStoreUrl','');
bidix.initOption('txtUploadFilename','');
bidix.initOption('txtUploadDir','');
bidix.initOption('txtUploadBackupDir','');
bidix.initOption('txtUploadUserName','');
bidix.initOption('pasUploadPassword','');
bidix.initOption('chkUploadLog',true);
bidix.initOption('txtUploadLogMaxLine','10');


// Backstage
merge(config.tasks,{
	uploadOptions: {text: "upload", tooltip: "Change UploadOptions and Upload", content: '<<uploadOptions>>'}
});
config.backstageTasks.push("uploadOptions");


//}}}

!!~User-Created Content
*''Title:'' [[Social Media & Mobile Internet Use Among Teens and Young Adults|http://pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:'' February 3, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' This report brings together recent findings about internet and social media use among young adults by situating it within comparable data for adolescents and adults older than 30. All the most current data on teens is drawn from a survey  conducted between June 26 and September 24, 2009 of 800 adolescents between ages 12 and 17. Most of the adult data are drawn from a survey conducted between August 18 and September 14, 2009 of 2,253 adults (age 18 and over).
*''Section'': "Content Creation," pages 22-23, reports the number of teens and adults that share and remix content online. 

*''Title:'' [[Creating and Connecting: Research and Guidelines on Online Social - and Educational - Networking|http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx]]
*''Author:''  [[National School Boards Association|http://www.nsba.org/]]
*''Publication Date:''  July 2007
*''Type of Research'': Quantitative
*''Summary:'' In 2007, the National School Boards Association performed three surveys to investigate use of online social networking. The study involved an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents, and telephone interviews with 250 school district leaders who make decisions on Internet policy.
*''Section'': "The Positives," pages 1-3, offers statistics on how many teens create content on social networking sites. 

*''Title:'' [[Teens and Social Media|http://www.pewinternet.org/~/media//Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:''  December 19, 2007
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' In 2007, the Pew Internet and American Life Project performed a telephone survey of a randomly generated sample of youth aged 12-17 and a parent or guardian. 935 parent-child pairs were interviewed about the teens' use of social media.    
*''Section'': "Teens Creating Content," pages 9-13, offers stories and statistics about teens creating content on the Internet. 
<!--{{{-->
<div class='viewer' macro='view text wikified'></div>
<div class='viewer topbutton' macro='top'></div>
<br><br>
<div class='viewer' macro='navigation tiddlers:{{store.getTiddlerText("PresentationIndex").readBracketedList()}}}'></div>
<div class='tagClear'></div>
<!--}}}-->
!!Virtual Reality
*''Title:'' [[Social Media & Mobile Internet Use Among Teens and Young Adults|http://pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx]]
*''Author:''  [[Pew Internet & American Life Project|http://www.pewinternet.org/]]
*''Publication Date:'' February 3, 2010
*''Type of Research'': Quantitative and Qualitative
*''Summary:'' This report brings together recent findings about internet and social media use among young adults by situating it within comparable data for adolescents and adults older than 30. All the most current data on teens is drawn from a survey  conducted between June 26 and September 24, 2009 of 800 adolescents between ages 12 and 17. Most of the adult data are drawn from a survey conducted between August 18 and September 14, 2009 of 2,253 adults (age 18 and over).
*''Section'': "Adults, teens, and virtual worlds," page 22, discusses the number of teens and adults that visit online virtual world sites such as Gaia or Second Life.

*''Title:'' [[Leadership for Web 2.0 in Education: Promise and Reality|http://cosn.enoah.com/Portals/7/docs/Web%202.0/CoSN%20Report%20042809Final%20w-cover.pdf]]
*''Author:''  Cheryl Lemke and Ed Coughlin of the [[Metiri Group|http://www.metiri.com/]] for [[CoSN (The Consortium for School Networking)|http://www.cosn.org/]]
*''Publication Date:''  May 2009
*''Type of Research'': Qualitative and Quantitative
*''Summary:''   In 2009, ~CoSN surveyed district-level administrators (superintendents, curriculum directors, technology directors; etc.) to obtain information about their school district's use of Web 2.0 applications and their perspectives on the benefits and issues pertaining to Web 2.0 use. 
*''Section'': "Availability," pages 35-36, provides statistics about the use of virtual worlds in teaching materials and in a district's formal curriculum. 

''Welcome'' to the Web 2.0 In Schools Research Database.  This database is provided by the Consortium for Social Networking's [[Participatory Learning in Schools: Leadership and Policy|http://www.cosn.org/Initiatives/Web2/ParticipatoryLearningHome/tabid/7112/Default.aspx/}]] Initiative which is aimed at assisting schools throughout the United States to make effective use of Web 2.0 applications for teaching and learning. 

This database is designed to be a resource for accessing qualitative and quantitative research about Web 2.0 applications for educational purposes. It does not include general information about Internet use in schools. Information is sorted by topic. To learn how to access the data, click [[How to Use This Site]]. 

//{{{
///%
if(!version.extensions.YourSearchPlugin){version.extensions.YourSearchPlugin={major:2,minor:1,revision:0,source:"http://tiddlywiki.abego-software.de/#YourSearchPlugin",licence:"[[BSD open source license (abego Software)|http://www.abego-software.de/legal/apl-v10.html]]",copyright:"Copyright (c) abego Software GmbH, 2005-2006 (www.abego-software.de)"};if(!window.abego){window.abego={};}if(!Array.forEach){Array.forEach=function(_1,_2,_3){for(var i=0,len=_1.length;i<len;i++){_2.call(_3,_1[i],i,_1);}};Array.prototype.forEach=function(_5,_6){for(var i=0,len=this.length;i<len;i++){_5.call(_6,this[i],i,this);}};}abego.toInt=function(s,_9){if(!s){return _9;}var n=parseInt(s);return (n==NaN)?_9:n;};abego.createEllipsis=function(_b){var e=createTiddlyElement(_b,"span");e.innerHTML="&hellip;";};abego.shallowCopy=function(_d){if(!_d){return _d;}var _e={};for(var n in _d){_e[n]=_d[n];}return _e;};abego.copyOptions=function(_10){return !_10?{}:abego.shallowCopy(_10);};abego.countStrings=function(_11,s){if(!s){return 0;}var len=s.length;var n=0;var _15=0;while(1){var i=_11.indexOf(s,_15);if(i<0){return n;}n++;_15=i+len;}return n;};abego.getBracedText=function(_17,_18,_19){if(!_18){_18=0;}var re=/\{([^\}]*)\}/gm;re.lastIndex=_18;var m=re.exec(_17);if(m){var s=m[1];var _1d=abego.countStrings(s,"{");if(!_1d){if(_19){_19.lastIndex=re.lastIndex;}return s;}var len=_17.length;for(var i=re.lastIndex;i<len&&_1d;i++){var c=_17.charAt(i);if(c=="{"){_1d++;}else{if(c=="}"){_1d--;}}}if(!_1d){if(_19){_19.lastIndex=i-1;}return _17.substring(m.index+1,i-1);}}};abego.select=function(_21,_22,_23,_24){if(!_24){_24=[];}_21.forEach(function(t){if(_22.call(_23,t)){_24.push(t);}});return _24;};abego.TiddlerFilterTerm=function(_26,_27){if(!_27){_27={};}var _28=_26;if(!_27.textIsRegExp){_28=_26.escapeRegExp();if(_27.fullWordMatch){_28="\\b"+_28+"\\b";}}var _29=new RegExp(_28,"m"+(_27.caseSensitive?"":"i"));this.tester=new abego.MultiFieldRegExpTester(_29,_27.fields,_27.withExtendedFields);};abego.TiddlerFilterTerm.prototype.test=function(_2a){return this.tester.test(_2a);};abego.parseNewTiddlerCommandLine=function(s){var m=/(.*?)\.(?:\s+|$)([^#]*)(#.*)?/.exec(s);if(!m){m=/([^#]*)()(#.*)?/.exec(s);}if(m){var r;if(m[3]){var s2=m[3].replace(/#/g,"");r=s2.parseParams("tag");}else{r=[[]];}var _2f=m[2]?m[2].trim():"";r.push({name:"text",value:_2f});r[0].text=[_2f];return {title:m[1].trim(),params:r};}else{return {title:s.trim(),params:[[]]};}};abego.parseTiddlerFilterTerm=function(_30,_31,_32){var re=/\s*(?:(?:\{([^\}]*)\})|(?:(=)|([#%!])|(?:(\w+)\s*\:(?!\/\/))|(?:(?:("(?:(?:\\")|[^"])+")|(?:\/((?:(?:\\\/)|[^\/])+)\/)|(\w+\:\/\/[^\s]+)|([^\s\)\-\"]+)))))/mg;var _34={"!":"title","%":"text","#":"tags"};var _35={};var _36;re.lastIndex=_31;while(1){var i=re.lastIndex;var m=re.exec(_30);if(!m||m.index!=i){throw "Word or String literal expected";}if(m[1]){var _39={};var _3a=abego.getBracedText(_30,0,_39);if(!_3a){throw "Invalid {...} syntax";}var f=Function("tiddler","return ("+_3a+");");return {func:f,lastIndex:_39.lastIndex,markRE:null};}if(m[2]){_36=true;}else{if(m[3]){_35[_34[m[3]]]=1;}else{if(m[4]){_35[m[4]]=1;}else{var _3c=m[6];var _3d=m[5]?window.eval(m[5]):m[6]?m[6]:m[7]?m[7]:m[8];var _32=abego.copyOptions(_32);_32.fullWordMatch=_36;_32.textIsRegExp=_3c;var _3e=[];for(var n in _35){_3e.push(n);}if(_3e.length==0){_32.fields=_32.defaultFields;}else{_32.fields=_3e;_32.withExtendedFields=false;}var _40=new abego.TiddlerFilterTerm(_3d,_32);var _41=_3c?_3d:_3d.escapeRegExp();if(_41&&_36){_41="\\b"+_41+"\\b";}return {func:function(_42){return _40.test(_42);},lastIndex:re.lastIndex,markRE:_41?"(?:"+_41+")":null};}}}}};abego.BoolExp=function(s,_44,_45){this.s=s;var _46=_45&&_45.defaultOperationIs_OR;var _47=/\s*(?:(\-|not)|(\())/gi;var _48=/\s*\)/g;var _49=/\s*(?:(and|\&\&)|(or|\|\|))/gi;var _4a=/\s*[^\)\s]/g;var _4b=/\s*(\-|not)?(\s*\()?/gi;var _4c=function(_4d){_4b.lastIndex=_4d;var m=_4b.exec(s);var _4f;var _50;if(m&&m.index==_4d){_4d=_4b.lastIndex;_4f=m[1];if(m[2]){var e=parseBoolExpression(_4d);_48.lastIndex=e.lastIndex;if(!_48.exec(s)){throw "Missing ')'";}_50={func:e.func,lastIndex:_48.lastIndex};}}if(!_50){_50=_44(s,_4d,_45);}if(_4f){_50.func=(function(f){return function(_53){return !f(_53);};})(_50.func);_50.markRE=null;}return _50;};var _54=function(_55){var _56=_4c(_55);while(1){var l=_56.lastIndex;_49.lastIndex=l;var m=_49.exec(s);var _59;var _5a;if(m&&m.index==l){_59=!m[1];_5a=_4c(_49.lastIndex);}else{try{_5a=_4c(l);}catch(e){return _56;}_59=_46;}_56.func=(function(_5b,_5c,_5d){return _5d?function(_5e){return _5b(_5e)||_5c(_5e);}:function(_5f){return _5b(_5f)&&_5c(_5f);};})(_56.func,_5a.func,_59);_56.lastIndex=_5a.lastIndex;if(!_56.markRE){_56.markRE=_5a.markRE;}else{if(_5a.markRE){_56.markRE=_56.markRE+"|"+_5a.markRE;}}}};var _60=_54(0);this.evalFunc=_60.func;if(_60.markRE){this.markRegExp=new RegExp(_60.markRE,_45.caseSensitive?"mg":"img");}};abego.BoolExp.prototype.exec=function(){return this.evalFunc.apply(this,arguments);};abego.BoolExp.prototype.getMarkRegExp=function(){return this.markRegExp;};abego.BoolExp.prototype.toString=function(){return this.s;};abego.MultiFieldRegExpTester=function(re,_62,_63){this.re=re;this.fields=_62?_62:["title","text","tags"];this.withExtendedFields=_63;};abego.MultiFieldRegExpTester.prototype.test=function(_64){var re=this.re;for(var i=0;i<this.fields.length;i++){var s=store.getValue(_64,this.fields[i]);if(typeof s=="string"&&re.test(s)){return this.fields[i];}}if(this.withExtendedFields){return store.forEachField(_64,function(_68,_69,_6a){return typeof _6a=="string"&&re.test(_6a)?_69:null;},true);}return null;};abego.TiddlerQuery=function(_6b,_6c,_6d,_6e,_6f){if(_6d){this.regExp=new RegExp(_6b,_6c?"mg":"img");this.tester=new abego.MultiFieldRegExpTester(this.regExp,_6e,_6f);}else{this.expr=new abego.BoolExp(_6b,abego.parseTiddlerFilterTerm,{defaultFields:_6e,caseSensitive:_6c,withExtendedFields:_6f});}this.getQueryText=function(){return _6b;};this.getUseRegExp=function(){return _6d;};this.getCaseSensitive=function(){return _6c;};this.getDefaultFields=function(){return _6e;};this.getWithExtendedFields=function(){return _6f;};};abego.TiddlerQuery.prototype.test=function(_70){if(!_70){return false;}if(this.regExp){return this.tester.test(_70);}return this.expr.exec(_70);};abego.TiddlerQuery.prototype.filter=function(_71){return abego.select(_71,this.test,this);};abego.TiddlerQuery.prototype.getMarkRegExp=function(){if(this.regExp){return "".search(this.regExp)>=0?null:this.regExp;}return this.expr.getMarkRegExp();};abego.TiddlerQuery.prototype.toString=function(){return (this.regExp?this.regExp:this.expr).toString();};abego.PageWiseRenderer=function(){this.firstIndexOnPage=0;};merge(abego.PageWiseRenderer.prototype,{setItems:function(_72){this.items=_72;this.setFirstIndexOnPage(0);},getMaxPagesInNavigation:function(){return 10;},getItemsCount:function(_73){return this.items?this.items.length:0;},getCurrentPageIndex:function(){return Math.floor(this.firstIndexOnPage/this.getItemsPerPage());},getLastPageIndex:function(){return Math.floor((this.getItemsCount()-1)/this.getItemsPerPage());},setFirstIndexOnPage:function(_74){this.firstIndexOnPage=Math.min(Math.max(0,_74),this.getItemsCount()-1);},getFirstIndexOnPage:function(){this.firstIndexOnPage=Math.floor(this.firstIndexOnPage/this.getItemsPerPage())*this.getItemsPerPage();return this.firstIndexOnPage;},getLastIndexOnPage:function(){return Math.min(this.getFirstIndexOnPage()+this.getItemsPerPage()-1,this.getItemsCount()-1);},onPageChanged:function(_75,_76){},renderPage:function(_77){if(_77.beginRendering){_77.beginRendering(this);}try{if(this.getItemsCount()){var _78=this.getLastIndexOnPage();var _79=-1;for(var i=this.getFirstIndexOnPage();i<=_78;i++){_79++;_77.render(this,this.items[i],i,_79);}}}finally{if(_77.endRendering){_77.endRendering(this);}}},addPageNavigation:function(_7b){if(!this.getItemsCount()){return;}var _7c=this;var _7d=function(e){if(!e){var e=window.event;}var _7f=abego.toInt(this.getAttribute("page"),0);var _80=_7c.getCurrentPageIndex();if(_7f==_80){return;}var _81=_7f*_7c.getItemsPerPage();_7c.setFirstIndexOnPage(_81);_7c.onPageChanged(_7f,_80);};var _82;var _83=this.getCurrentPageIndex();var _84=this.getLastPageIndex();if(_83>0){_82=createTiddlyButton(_7b,"Previous","Go to previous page (Shortcut: Alt-'<')",_7d,"prev");_82.setAttribute("page",(_83-1).toString());_82.setAttribute("accessKey","<");}for(var i=-this.getMaxPagesInNavigation();i<this.getMaxPagesInNavigation();i++){var _86=_83+i;if(_86<0){continue;}if(_86>_84){break;}var _87=(i+_83+1).toString();var _88=_86==_83?"currentPage":"otherPage";_82=createTiddlyButton(_7b,_87,"Go to page %0".format([_87]),_7d,_88);_82.setAttribute("page",(_86).toString());}if(_83<_84){_82=createTiddlyButton(_7b,"Next","Go to next page (Shortcut: Alt-'>')",_7d,"next");_82.setAttribute("page",(_83+1).toString());_82.setAttribute("accessKey",">");}}});abego.LimitedTextRenderer=function(){var _89=40;var _8a=4;var _8b=function(_8c,_8d,_8e){var n=_8c.length;if(n==0){_8c.push({start:_8d,end:_8e});return;}var i=0;for(;i<n;i++){var _91=_8c[i];if(_91.start<=_8e&&_8d<=_91.end){var r;var _93=i+1;for(;_93<n;_93++){r=_8c[_93];if(r.start>_8e||_8d>_91.end){break;}}var _94=_8d;var _95=_8e;for(var j=i;j<_93;j++){r=_8c[j];_94=Math.min(_94,r.start);_95=Math.max(_95,r.end);}_8c.splice(i,_93-i,{start:_94,end:_95});return;}if(_91.start>_8e){break;}}_8c.splice(i,0,{start:_8d,end:_8e});};var _97=function(_98){var _99=0;for(var i=0;i<_98.length;i++){var _9b=_98[i];_99+=_9b.end-_9b.start;}return _99;};var _9c=function(c){return (c>="a"&&c<="z")||(c>="A"&&c<="Z")||c=="_";};var _9e=function(s,_a0){if(!_9c(s[_a0])){return null;}for(var i=_a0-1;i>=0&&_9c(s[i]);i--){}var _a2=i+1;var n=s.length;for(i=_a0+1;i<n&&_9c(s[i]);i++){}return {start:_a2,end:i};};var _a4=function(s,_a6,_a7){var _a8;if(_a7){_a8=_9e(s,_a6);}else{if(_a6<=0){return _a6;}_a8=_9e(s,_a6-1);}if(!_a8){return _a6;}if(_a7){if(_a8.start>=_a6-_8a){return _a8.start;}if(_a8.end<=_a6+_8a){return _a8.end;}}else{if(_a8.end<=_a6+_8a){return _a8.end;}if(_a8.start>=_a6-_8a){return _a8.start;}}return _a6;};var _a9=function(s,_ab){var _ac=[];if(_ab){var _ad=0;var n=s.length;var _af=0;do{_ab.lastIndex=_ad;var _b0=_ab.exec(s);if(_b0){if(_ad<_b0.index){var t=s.substring(_ad,_b0.index);_ac.push({text:t});}_ac.push({text:_b0[0],isMatch:true});_ad=_b0.index+_b0[0].length;}else{_ac.push({text:s.substr(_ad)});break;}}while(true);}else{_ac.push({text:s});}return _ac;};var _b2=function(_b3){var _b4=0;for(var i=0;i<_b3.length;i++){if(_b3[i].isMatch){_b4++;}}return _b4;};var _b6=function(s,_b8,_b9,_ba,_bb){var _bc=Math.max(Math.floor(_bb/(_ba+1)),_89);var _bd=Math.max(_bc-(_b9-_b8),0);var _be=Math.min(Math.floor(_b9+_bd/3),s.length);var _bf=Math.max(_be-_bc,0);_bf=_a4(s,_bf,true);_be=_a4(s,_be,false);return {start:_bf,end:_be};};var _c0=function(_c1,s,_c3){var _c4=[];var _c5=_b2(_c1);var pos=0;for(var i=0;i<_c1.length;i++){var t=_c1[i];var _c9=t.text;if(t.isMatch){var _ca=_b6(s,pos,pos+_c9.length,_c5,_c3);_8b(_c4,_ca.start,_ca.end);}pos+=_c9.length;}return _c4;};var _cb=function(s,_cd,_ce){var _cf=_ce-_97(_cd);while(_cf>0){if(_cd.length==0){_8b(_cd,0,_a4(s,_ce,false));return;}else{var _d0=_cd[0];var _d1;var _d2;if(_d0.start==0){_d1=_d0.end;if(_cd.length>1){_d2=_cd[1].start;}else{_8b(_cd,_d1,_a4(s,_d1+_cf,false));return;}}else{_d1=0;_d2=_d0.start;}var _d3=Math.min(_d2,_d1+_cf);_8b(_cd,_d1,_d3);_cf-=(_d3-_d1);}}};var _d4=function(_d5,s,_d7,_d8,_d9){if(_d8.length==0){return;}var _da=function(_db,s,_dd,_de,_df){var t;var _e1;var pos=0;var i=0;var _e4=0;for(;i<_dd.length;i++){t=_dd[i];_e1=t.text;if(_de<pos+_e1.length){_e4=_de-pos;break;}pos+=_e1.length;}var _e5=_df-_de;for(;i<_dd.length&&_e5>0;i++){t=_dd[i];_e1=t.text.substr(_e4);_e4=0;if(_e1.length>_e5){_e1=_e1.substr(0,_e5);}if(t.isMatch){createTiddlyElement(_db,"span",null,"marked",_e1);}else{createTiddlyText(_db,_e1);}_e5-=_e1.length;}if(_df<s.length){abego.createEllipsis(_db);}};if(_d8[0].start>0){abego.createEllipsis(_d5);}var _e6=_d9;for(var i=0;i<_d8.length&&_e6>0;i++){var _e8=_d8[i];var len=Math.min(_e8.end-_e8.start,_e6);_da(_d5,s,_d7,_e8.start,_e8.start+len);_e6-=len;}};this.render=function(_ea,s,_ec,_ed){if(s.length<_ec){_ec=s.length;}var _ee=_a9(s,_ed);var _ef=_c0(_ee,s,_ec);_cb(s,_ef,_ec);_d4(_ea,s,_ee,_ef,_ec);};};(function(){function alertAndThrow(msg){alert(msg);throw msg;}if(version.major<2||(version.major==2&&version.minor<1)){alertAndThrow("YourSearchPlugin requires TiddlyWiki 2.1 or newer.\n\nCheck the archive for YourSearch plugins\nsupporting older versions of TiddlyWiki.\n\nArchive: http://tiddlywiki.abego-software.de/archive");}abego.YourSearch={};var _f1;var _f2;var _f3=function(_f4){_f1=_f4;};var _f5=function(){return _f1?_f1:[];};var _f6=function(){return _f1?_f1.length:0;};var _f7=4;var _f8=10;var _f9=2;var _fa=function(s,re){var m=s.match(re);return m?m.length:0;};var _fe=function(_ff,_100){var _101=_100.getMarkRegExp();if(!_101){return 1;}var _102=_ff.title.match(_101);var _103=_102?_102.length:0;var _104=_fa(_ff.getTags(),_101);var _105=_102?_102.join("").length:0;var _106=_ff.title.length>0?_105/_ff.title.length:0;var rank=_103*_f7+_104*_f9+_106*_f8+1;return rank;};var _108=function(_109,_10a,_10b,_10c,_10d,_10e){_f2=null;var _10f=_109.reverseLookup("tags",_10e,false);try{var _110=[];if(config.options.chkSearchInTitle){_110.push("title");}if(config.options.chkSearchInText){_110.push("text");}if(config.options.chkSearchInTags){_110.push("tags");}_f2=new abego.TiddlerQuery(_10a,_10b,_10c,_110,config.options.chkSearchExtendedFields);}catch(e){return [];}var _111=_f2.filter(_10f);var _112=abego.YourSearch.getRankFunction();for(var i=0;i<_111.length;i++){var _114=_111[i];var rank=_112(_114,_f2);_114.searchRank=rank;}if(!_10d){_10d="title";}var _116=function(a,b){var _119=a.searchRank-b.searchRank;if(_119==0){if(a[_10d]==b[_10d]){return (0);}else{return (a[_10d]<b[_10d])?-1:+1;}}else{return (_119>0)?-1:+1;}};_111.sort(_116);return _111;};var _11a=80;var _11b=50;var _11c=250;var _11d=50;var _11e=25;var _11f=10;var _120="yourSearchResult";var _121="yourSearchResultItems";var _122;var _123;var _124;var _125;var _126;var _127=function(){if(version.extensions.YourSearchPlugin.styleSheetInited){return;}version.extensions.YourSearchPlugin.styleSheetInited=true;setStylesheet(store.getTiddlerText("YourSearchStyleSheet"),"yourSearch");};var _128=function(){return _123!=null&&_123.parentNode==document.body;};var _129=function(){if(_128()){document.body.removeChild(_123);}};var _12a=function(e){_129();var _12c=this.getAttribute("tiddlyLink");if(_12c){var _12d=this.getAttribute("withHilite");var _12e=highlightHack;if(_12d&&_12d=="true"&&_f2){highlightHack=_f2.getMarkRegExp();}story.displayTiddler(this,_12c);highlightHack=_12e;}return (false);};var _12f=function(){if(!_124){return;}var root=_124;var _131=findPosX(root);var _132=findPosY(root);var _133=root.offsetHeight;var _134=_131;var _135=_132+_133;var _136=findWindowWidth();if(_136<_123.offsetWidth){_123.style.width=(_136-100)+"px";_136=findWindowWidth();}var _137=_123.offsetWidth;if(_134+_137>_136){_134=_136-_137-30;}if(_134<0){_134=0;}_123.style.left=_134+"px";_123.style.top=_135+"px";_123.style.display="block";};var _138=function(){if(_123){window.scrollTo(0,ensureVisible(_123));}if(_124){window.scrollTo(0,ensureVisible(_124));}};var _139=function(){_12f();_138();};var _13a;var _13b;var _13c=new abego.PageWiseRenderer();var _13d=function(_13e){this.itemHtml=store.getTiddlerText("YourSearchItemTemplate");if(!this.itemHtml){alertAndThrow("YourSearchItemTemplate not found");}this.place=document.getElementById(_121);if(!this.place){this.place=createTiddlyElement(_13e,"div",_121);}};merge(_13d.prototype,{render:function(_13f,_140,_141,_142){_13a=_142;_13b=_140;var item=createTiddlyElement(this.place,"div",null,"yourSearchItem");item.innerHTML=this.itemHtml;applyHtmlMacros(item,null);refreshElements(item,null);},endRendering:function(_144){_13b=null;}});var _145=function(){if(!_123||!_124){return;}var html=store.getTiddlerText("YourSearchResultTemplate");if(!html){html="<b>Tiddler YourSearchResultTemplate not found</b>";}_123.innerHTML=html;applyHtmlMacros(_123,null);refreshElements(_123,null);var _147=new _13d(_123);_13c.renderPage(_147);_139();};_13c.getItemsPerPage=function(){var n=(config.options.chkPreviewText)?abego.toInt(config.options.txtItemsPerPageWithPreview,_11f):abego.toInt(config.options.txtItemsPerPage,_11e);return (n>0)?n:1;};_13c.onPageChanged=function(){_145();};var _149=function(){if(!_123){_123=createTiddlyElement(document.body,"div",_120,"yourSearchResult");}else{if(_123.parentNode!=document.body){document.body.appendChild(_123);}}_145();};var _14a=function(){if(_124==null||!config.options.chkUseYourSearch){return;}if((_124.value==_122)&&_122&&!_128()){if(_123&&(_123.parentNode!=document.body)){document.body.appendChild(_123);_139();}else{_149();}}};var _14b=function(){_129();_123=null;_122=null;};var _14c=function(self,e){while(e!=null){if(self==e){return true;}e=e.parentNode;}return false;};var _14f=function(e){if(e.target==_124){return;}if(e.target==_125){return;}if(_123&&_14c(_123,e.target)){return;}_129();};var _151=function(e){if(e.keyCode==27){_129();}};addEvent(document,"click",_14f);addEvent(document,"keyup",_151);var _153=function(text,_155,_156){_122=text;_f3(_108(store,text,_155,_156,"title","excludeSearch"));highlightHack=_f2?_f2.getMarkRegExp():null;_13c.setItems(_f5());_149();highlightHack=null;};var _157=function(_158,_159,_15a,_15b,_15c,_15d){_127();_122="";var _15e=null;var _15f=function(txt){if(config.options.chkUseYourSearch){_153(txt.value,config.options.chkCaseSensitiveSearch,config.options.chkRegExpSearch);}else{story.search(txt.value,config.options.chkCaseSensitiveSearch,config.options.chkRegExpSearch);}_122=txt.value;};var _161=function(e){_15f(_124);return false;};var _163=function(e){if(!e){var e=window.event;}_124=this;switch(e.keyCode){case 13:if(e.ctrlKey&&_126&&_128()){_126.onclick.apply(_126,[e]);}else{_15f(this);}break;case 27:if(_128()){_129();}else{this.value="";clearMessage();}break;}if(String.fromCharCode(e.keyCode)==this.accessKey||e.altKey){_14a();}if(this.value.length<3&&_15e){clearTimeout(_15e);}if(this.value.length>2){if(this.value!=_122){if(!config.options.chkUseYourSearch||config.options.chkSearchAsYouType){if(_15e){clearTimeout(_15e);}var txt=this;_15e=setTimeout(function(){_15f(txt);},500);}}else{if(_15e){clearTimeout(_15e);}}}if(this.value.length==0){_129();}};var _166=function(e){this.select();clearMessage();_14a();};var args=_15c.parseParams("list",null,true);var _169=getFlag(args,"buttonAtRight");var _16a=getParam(args,"sizeTextbox",this.sizeTextbox);var btn;if(!_169){btn=createTiddlyButton(_158,this.label,this.prompt,_161);}var txt=createTiddlyElement(_158,"input",null,null,null);if(_15a[0]){txt.value=_15a[0];}txt.onkeyup=_163;txt.onfocus=_166;txt.setAttribute("size",_16a);txt.setAttribute("accessKey",this.accessKey);txt.setAttribute("autocomplete","off");if(config.browser.isSafari){txt.setAttribute("type","search");txt.setAttribute("results","5");}else{txt.setAttribute("type","text");}if(_169){btn=createTiddlyButton(_158,this.label,this.prompt,_161);}_124=txt;_125=btn;};var _16d=function(){_129();var _16e=_f5();var n=_16e.length;if(n){var _170=[];for(var i=0;i<n;i++){_170.push(_16e[i].title);}story.displayTiddlers(null,_170);}};var _172=function(_173,_174,_175,_176){invokeMacro(_173,"option",_174,_175,_176);var elem=_173.lastChild;var _178=elem.onclick;elem.onclick=function(e){var _17a=_178.apply(this,arguments);_145();return _17a;};return elem;};var _17b=function(s){var _17d=["''","{{{","}}}","//","<<<","/***","***/"];var _17e="";for(var i=0;i<_17d.length;i++){if(i!=0){_17e+="|";}_17e+="("+_17d[i].escapeRegExp()+")";}return s.replace(new RegExp(_17e,"mg"),"").trim();};var _180=function(){var i=_13a;return (i>=0&&i<=9)?(i<9?(i+1):0):-1;};var _182=new abego.LimitedTextRenderer();var _183=function(_184,s,_186){_182.render(_184,s,_186,_f2.getMarkRegExp());};var _187=TiddlyWiki.prototype.saveTiddler;TiddlyWiki.prototype.saveTiddler=function(_188,_189,_18a,_18b,_18c,tags,_18e){_187.apply(this,arguments);_14b();};var _18f=TiddlyWiki.prototype.removeTiddler;TiddlyWiki.prototype.removeTiddler=function(_190){_18f.apply(this,arguments);_14b();};config.macros.yourSearch={label:"yourSearch",prompt:"Gives access to the current/last YourSearch result",handler:function(_191,_192,_193,_194,_195,_196){if(_193.length==0){return;}var name=_193[0];var func=config.macros.yourSearch.funcs[name];if(func){func(_191,_192,_193,_194,_195,_196);}},tests:{"true":function(){return true;},"false":function(){return false;},"found":function(){return _f6()>0;},"previewText":function(){return config.options.chkPreviewText;}},funcs:{itemRange:function(_199){if(_f6()){var _19a=_13c.getLastIndexOnPage();var s="%0 - %1".format([_13c.getFirstIndexOnPage()+1,_19a+1]);createTiddlyText(_199,s);}},count:function(_19c){createTiddlyText(_19c,_f6().toString());},query:function(_19d){if(_f2){createTiddlyText(_19d,_f2.toString());}},version:function(_19e){var t="YourSearch %0.%1.%2".format([version.extensions.YourSearchPlugin.major,version.extensions.YourSearchPlugin.minor,version.extensions.YourSearchPlugin.revision]);var e=createTiddlyElement(_19e,"a");e.setAttribute("href","http://tiddlywiki.abego-software.de/#YourSearchPlugin");e.innerHTML="<font color=\"black\" face=\"Arial, Helvetica, sans-serif\">"+t+"<font>";},copyright:function(_1a1){var e=createTiddlyElement(_1a1,"a");e.setAttribute("href","http://www.abego-software.de");e.innerHTML="<font color=\"black\" face=\"Arial, Helvetica, sans-serif\">&copy; 2005-2006 <b><font color=\"red\">abego</font></b> Software<font>";},newTiddlerButton:function(_1a3){if(_f2){var r=abego.parseNewTiddlerCommandLine(_f2.getQueryText());var btn=config.macros.newTiddler.createNewTiddlerButton(_1a3,r.title,r.params,"new tiddler","Create a new tiddler based on search text. (Shortcut: Ctrl-Enter; Separators: '.', '#')",null,"text");var _1a6=btn.onclick;btn.onclick=function(){_129();_1a6.apply(this,arguments);};_126=btn;}},linkButton:function(_1a7,_1a8,_1a9,_1aa,_1ab,_1ac){if(_1a9<2){return;}var _1ad=_1a9[1];var text=_1a9<3?_1ad:_1a9[2];var _1af=_1a9<4?text:_1a9[3];var _1b0=_1a9<5?null:_1a9[4];var btn=createTiddlyButton(_1a7,text,_1af,_12a,null,null,_1b0);btn.setAttribute("tiddlyLink",_1ad);},closeButton:function(_1b2,_1b3,_1b4,_1b5,_1b6,_1b7){var _1b8=createTiddlyButton(_1b2,"close","Close the Search Results (Shortcut: ESC)",_129);},openAllButton:function(_1b9,_1ba,_1bb,_1bc,_1bd,_1be){var n=_f6();if(n==0){return;}var _1c0=n==1?"open tiddler":"open all %0 tiddlers".format([n]);var _1c1=createTiddlyButton(_1b9,_1c0,"Open all found tiddlers (Shortcut: Alt-O)",_16d);_1c1.setAttribute("accessKey","O");},naviBar:function(_1c2,_1c3,_1c4,_1c5,_1c6,_1c7){_13c.addPageNavigation(_1c2);},"if":function(_1c8,_1c9,_1ca,_1cb,_1cc,_1cd){if(_1ca.length<2){return;}var _1ce=_1ca[1];var _1cf=(_1ce=="not");if(_1cf){if(_1ca.length<3){return;}_1ce=_1ca[2];}var test=config.macros.yourSearch.tests[_1ce];var _1d1=false;try{if(test){_1d1=test(_1c8,_1c9,_1ca,_1cb,_1cc,_1cd)!=_1cf;}else{_1d1=(!eval(_1ce))==_1cf;}}catch(ex){}if(!_1d1){_1c8.style.display="none";}},chkPreviewText:function(_1d2,_1d3,_1d4,_1d5,_1d6,_1d7){var _1d8=_1d4.slice(1).join(" ");var elem=_172(_1d2,"chkPreviewText",_1d5,_1d7);elem.setAttribute("accessKey","P");elem.title="Show text preview of found tiddlers (Shortcut: Alt-P)";return elem;}}};config.macros.foundTiddler={label:"foundTiddler",prompt:"Provides information on the tiddler currently processed on the YourSearch result page",handler:function(_1da,_1db,_1dc,_1dd,_1de,_1df){var name=_1dc[0];var func=config.macros.foundTiddler.funcs[name];if(func){func(_1da,_1db,_1dc,_1dd,_1de,_1df);}},funcs:{title:function(_1e2,_1e3,_1e4,_1e5,_1e6,_1e7){if(!_13b){return;}var _1e8=_180();var _1e9=_1e8>=0?"Open tiddler (Shortcut: Alt-%0)".format([_1e8.toString()]):"Open tiddler";var btn=createTiddlyButton(_1e2,null,_1e9,_12a,null);btn.setAttribute("tiddlyLink",_13b.title);btn.setAttribute("withHilite","true");_183(btn,_13b.title,_11a);if(_1e8>=0){btn.setAttribute("accessKey",_1e8.toString());}},tags:function(_1eb,_1ec,_1ed,_1ee,_1ef,_1f0){if(!_13b){return;}_183(_1eb,_13b.getTags(),_11b);},text:function(_1f1,_1f2,_1f3,_1f4,_1f5,_1f6){if(!_13b){return;}_183(_1f1,_17b(_13b.text),_11c);},field:function(_1f7,_1f8,_1f9,_1fa,_1fb,_1fc){if(!_13b){return;}var name=_1f9[1];var len=_1f9.length>2?abego.toInt(_1f9[2],_11d):_11d;var v=store.getValue(_13b,name);if(v){_183(_1f7,_17b(v),len);}},number:function(_200,_201,_202,_203,_204,_205){var _206=_180();if(_206>=0){var text="%0)".format([_206.toString()]);createTiddlyElement(_200,"span",null,"shortcutNumber",text);}}}};var opts={chkUseYourSearch:true,chkPreviewText:true,chkSearchAsYouType:true,chkSearchInTitle:true,chkSearchInText:true,chkSearchInTags:true,chkSearchExtendedFields:true,txtItemsPerPage:_11e,txtItemsPerPageWithPreview:_11f};for(var n in opts){if(config.options[n]==undefined){config.options[n]=opts[n];}}config.shadowTiddlers.AdvancedOptions+="\n<<option chkUseYourSearch>> Use 'Your Search' //([[more options|YourSearch Options]]) ([[help|YourSearch Help]])// ";config.shadowTiddlers["YourSearch Help"]="!Field Search\nWith the Field Search you can restrict your search to certain fields of a tiddler, e.g"+" only search the tags or only the titles. The general form is //fieldname//'':''//textToSearch// (e."+"g. {{{title:intro}}}). In addition one-character shortcuts are also supported for the standard field"+"s {{{title}}}, {{{text}}} and {{{tags}}}:\n|!What you want|!What you type|!Example|\n|Search ''titles "+"only''|start word with ''!''|{{{!jonny}}} (shortcut for {{{title:jonny}}})|\n|Search ''contents/text "+"only''|start word with ''%''|{{{%football}}} (shortcut for {{{text:football}}})|\n|Search ''tags only"+"''|start word with ''#''|{{{#Plugin}}} (shortcut for {{{tags:Plugin}}})|\n\nUsing this feature you may"+" also search the extended fields (\"Metadata\") introduced with TiddlyWiki 2.1, e.g. use {{{priority:1"+"}}} to find all tiddlers with the priority field set to \"1\".\n\nYou may search a word in more than one"+" field. E.g. {{{!#Plugin}}} (or {{{title:tags:Plugin}}} in the \"long form\") finds tiddlers containin"+"g \"Plugin\" either in the title or in the tags (but does not look for \"Plugin\" in the text). \n\n!Boole"+"an Search\nThe Boolean Search is useful when searching for multiple words.\n|!What you want|!What you "+"type|!Example|\n|''All words'' must exist|List of words|{{{jonny jeremy}}} (or {{{jonny and jeremy}}}"+")|\n|''At least one word'' must exist|Separate words by ''or''|{{{jonny or jeremy}}}|\n|A word ''must "+"not exist''|Start word with ''-''|{{{-jonny}}} (or {{{not jonny}}})|\n\n''Note:'' When you specify two"+" words, separated with a space, YourSearch finds all tiddlers that contain both words, but not neces"+"sarily next to each other. If you want to find a sequence of word, e.g. '{{{John Brown}}}', you need"+" to put the words into quotes. I.e. you type: {{{\"john brown\"}}}.\n\nUsing parenthesis you may change "+"the default \"left to right\" evaluation of the boolean search. E.g. {{{not (jonny or jeremy)}}} finds"+" all tiddlers that contain neither \"jonny\" nor \"jeremy. In contrast to this {{{not jonny or jeremy}}"+"} (i.e. without parenthesis) finds all tiddlers that either don't contain \"jonny\" or that contain \"j"+"eremy\".\n\n!'Exact Word' Search\nBy default a search result all matches that 'contain' the searched tex"+"t. E.g. if you search for {{{Task}}} you will get all tiddlers containing 'Task', but also '~Complet"+"edTask', '~TaskForce' etc.\n\nIf you only want to get the tiddlers that contain 'exactly the word' you"+" need to prefix it with a '='. E.g. typing '=Task' will find the tiddlers that contain the word 'Tas"+"k', ignoring words that just contain 'Task' as a substring.\n\n!~CaseSensitiveSearch and ~RegExpSearch"+"\nThe standard search options ~CaseSensitiveSearch and ~RegExpSearch are fully supported by YourSearc"+"h. However when ''~RegExpSearch'' is on Filtered and Boolean Search are disabled.\n\nIn addition you m"+"ay do a \"regular expression\" search even with the ''~RegExpSearch'' set to false by directly enterin"+"g the regular expression into the search field, framed with {{{/.../}}}. \n\nExample: {{{/m[ae][iy]er/"+"}}} will find all tiddlers that contain either \"maier\", \"mayer\", \"meier\" or \"meyer\".\n\n!~JavaScript E"+"xpression Filtering\nIf you are familiar with JavaScript programming and know some TiddlyWiki interna"+"ls you may also use JavaScript expression for the search. Just enter a JavaScript boolean expression"+" into the search field, framed with {{{ { ... } }}}. In the code refer to the variable tiddler and e"+"valuate to {{{true}}} when the given tiddler should be included in the result. \n\nExample: {{{ { tidd"+"ler.modified > new Date(\"Jul 4, 2005\")} }}} returns all tiddler modified after July 4th, 2005.\n\n!Com"+"bined Search\nYou are free to combine the various search options. \n\n''Examples''\n|!What you type|!Res"+"ult|\n|{{{!jonny !jeremy -%football}}}|all tiddlers with both {{{jonny}}} and {{{jeremy}}} in its tit"+"les, but no {{{football}}} in content.|\n|{{{#=Task}}}|All tiddlers tagged with 'Task' (the exact wor"+"d). Tags named '~CompletedTask', '~TaskForce' etc. are not considered.|\n\n!Access Keys\nYou are encour"+"aged to use the access keys (also called \"shortcut\" keys) for the most frequently used operations. F"+"or quick reference these shortcuts are also mentioned in the tooltip for the various buttons etc.\n\n|"+"!Key|!Operation|\n|{{{Alt-F}}}|''The most important keystroke'': It moves the cursor to the search in"+"put field so you can directly start typing your query. Pressing {{{Alt-F}}} will also display the pr"+"evious search result. This way you can quickly display multiple tiddlers using \"Press {{{Alt-F}}}. S"+"elect tiddler.\" sequences.|\n|{{{ESC}}}|Closes the [[YourSearch Result]]. When the [[YourSearch Resul"+"t]] is already closed and the cursor is in the search input field the field's content is cleared so "+"you start a new query.|\n|{{{Alt-1}}}, {{{Alt-2}}},... |Pressing these keys opens the first, second e"+"tc. tiddler from the result list.|\n|{{{Alt-O}}}|Opens all found tiddlers.|\n|{{{Alt-P}}}|Toggles the "+"'Preview Text' mode.|\n|{{{Alt-'<'}}}, {{{Alt-'>'}}}|Displays the previous or next page in the [[Your"+"Search Result]].|\n|{{{Return}}}|When you have turned off the 'as you type' search mode pressing the "+"{{{Return}}} key actually starts the search (as does pressing the 'search' button).|\n\n//If some of t"+"hese shortcuts don't work for you check your browser if you have other extensions installed that alr"+"eady \"use\" these shortcuts.//";config.shadowTiddlers["YourSearch Options"]="|>|!YourSearch Options|\n|>|<<option chkUseYourSearch>> Use 'Your Search'|\n|!|<<option chkPreviewText"+">> Show Text Preview|\n|!|<<option chkSearchAsYouType>> 'Search As You Type' Mode (No RETURN required"+" to start search)|\n|!|Default Search Filter:<<option chkSearchInTitle>>Title ('!')     <<option chk"+"SearchInText>>Text ('%')     <<option chkSearchInTags>>Tags ('#')    <<option chkSearchExtendedFiel"+"ds>>Extended Fields<html><br><font size=\"-2\">The fields of a tiddlers that are searched when you don"+"'t explicitly specify a filter in the search text <br>(Explictly specify fields using one or more '!"+"', '%', '#' or 'fieldname:' prefix before the word/text to find).</font></html>|\n|!|Number of items "+"on search result page: <<option txtItemsPerPage>>|\n|!|Number of items on search result page with pre"+"view text: <<option txtItemsPerPageWithPreview>>|\n";config.shadowTiddlers["YourSearchStyleSheet"]="/***\n!~YourSearchResult Stylesheet\n***/\n/*{{{*/\n.yourSearchResult {\n\tposition: absolute;\n\twidth: 800"+"px;\n\n\tpadding: 0.2em;\n\tlist-style: none;\n\tmargin: 0;\n\n\tbackground: #ffd;\n\tborder: 1px solid DarkGra"+"y;\n}\n\n/*}}}*/\n/***\n!!Summary Section\n***/\n/*{{{*/\n.yourSearchResult .summary {\n\tborder-bottom-width:"+" thin;\n\tborder-bottom-style: solid;\n\tborder-bottom-color: #999999;\n\tpadding-bottom: 4px;\n}\n\n.yourSea"+"rchRange, .yourSearchCount, .yourSearchQuery   {\n\tfont-weight: bold;\n}\n\n.yourSearchResult .summary ."+"button {\n\tfont-size: 10px;\n\n\tpadding-left: 0.3em;\n\tpadding-right: 0.3em;\n}\n\n.yourSearchResult .summa"+"ry .chkBoxLabel {\n\tfont-size: 10px;\n\n\tpadding-right: 0.3em;\n}\n\n/*}}}*/\n/***\n!!Items Area\n***/\n/*{{{*"+"/\n.yourSearchResult .marked {\n\tbackground: none;\n\tfont-weight: bold;\n}\n\n.yourSearchItem {\n\tmargin-to"+"p: 2px;\n}\n\n.yourSearchNumber {\n\tcolor: #808080;\n}\n\n\n.yourSearchTags {\n\tcolor: #008000;\n}\n\n.yourSearc"+"hText {\n\tcolor: #808080;\n\tmargin-bottom: 6px;\n}\n\n/*}}}*/\n/***\n!!Footer\n***/\n/*{{{*/\n.yourSearchFoote"+"r {\n\tmargin-top: 8px;\n\tborder-top-width: thin;\n\tborder-top-style: solid;\n\tborder-top-color: #999999;"+"\n}\n\n.yourSearchFooter a:hover{\n\tbackground: none;\n\tcolor: none;\n}\n/*}}}*/\n/***\n!!Navigation Bar\n***/"+"\n/*{{{*/\n.yourSearchNaviBar a {\n\tfont-size: 16px;\n\tmargin-left: 4px;\n\tmargin-right: 4px;\n\tcolor: bla"+"ck;\n\ttext-decoration: underline;\n}\n\n.yourSearchNaviBar a:hover {\n\tbackground-color: none;\n}\n\n.yourSe"+"archNaviBar .prev {\n\tfont-weight: bold;\n\tcolor: blue;\n}\n\n.yourSearchNaviBar .currentPage {\n\tcolor: #"+"FF0000;\n\tfont-weight: bold;\n\ttext-decoration: none;\n}\n\n.yourSearchNaviBar .next {\n\tfont-weight: bold"+";\n\tcolor: blue;\n}\n/*}}}*/\n";config.shadowTiddlers["YourSearchResultTemplate"]="<!--\n{{{\n-->\n<span macro=\"yourSearch if found\">\n<!-- The Summary Header ============================"+"================ -->\n<table class=\"summary\" border=\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\">"+"<tbody>\n  <tr>\n\t<td align=\"left\">\n\t\tYourSearch Result <span class=\"yourSearchRange\" macro=\"yourSearc"+"h itemRange\"></span>\n\t\t&nbsp;of&nbsp;<span class=\"yourSearchCount\" macro=\"yourSearch count\"></span>\n"+"\t\tfor&nbsp;<span class=\"yourSearchQuery\" macro=\"yourSearch query\"></span>\n\t</td>\n\t<td class=\"yourSea"+"rchButtons\" align=\"right\">\n\t\t<span macro=\"yourSearch chkPreviewText\"></span><span class=\"chkBoxLabel"+"\">preview text</span>\n\t\t<span macro=\"yourSearch newTiddlerButton\"></span>\n\t\t<span macro=\"yourSearch openAllButton\"></span>\n\t\t<span macro=\"yourSearch lin"+"kButton 'YourSearch Options' options 'Configure YourSearch'\"></span>\n\t\t<span macro=\"yourSearch linkB"+"utton 'YourSearch Help' help 'Get help how to use YourSearch'\"></span>\n\t\t<span macro=\"yourSearch clo"+"seButton\"></span>\n\t</td>\n  </tr>\n</tbody></table>\n\n<!-- The List of Found Tiddlers ================="+"=========================== -->\n<div id=\"yourSearchResultItems\" itemsPerPage=\"25\" itemsPerPageWithPr"+"eview=\"10\"></div>\n\n<!-- The Footer (with the Navigation) ==========================================="+"= -->\n<table class=\"yourSearchFooter\" border=\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\"><tbody"+">\n  <tr>\n\t<td align=\"left\">\n\t\tResult page: <span class=\"yourSearchNaviBar\" macro=\"yourSearch naviBar"+"\"></span>\n\t</td>\n\t<td align=\"right\"><span macro=\"yourSearch version\"></span>, <span macro=\"yourSearc"+"h copyright\"></span>\n\t</td>\n  </tr>\n</tbody></table>\n<!-- end of the 'tiddlers found' case ========="+"================================== -->\n</span>\n\n\n<!-- The \"No tiddlers found\" case ================="+"========================== -->\n<span macro=\"yourSearch if not found\">\n<table class=\"summary\" border="+"\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\"><tbody>\n  <tr>\n\t<td align=\"left\">\n\t\tYourSearch Resu"+"lt: No tiddlers found for <span class=\"yourSearchQuery\" macro=\"yourSearch query\"></span>.\n\t</td>\n\t<t"+"d class=\"yourSearchButtons\" align=\"right\">\n\t\t<span macro=\"yourSearch newTiddlerButton\"></span>\n\t\t<span macro=\"yourSearch linkButton 'YourSearch Options'"+" options 'Configure YourSearch'\"></span>\n\t\t<span macro=\"yourSearch linkButton 'YourSearch Help' help"+" 'Get help how to use YourSearch'\"></span>\n\t\t<span macro=\"yourSearch closeButton\"></span>\n\t</td>\n  <"+"/tr>\n</tbody></table>\n</span>\n\n\n<!--\n}}}\n-->\n";config.shadowTiddlers["YourSearchItemTemplate"]="<!--\n{{{\n-->\n<span class='yourSearchNumber' macro='foundTiddler number'></span>\n<span class='yourSea"+"rchTitle' macro='foundTiddler title'/></span>&nbsp;-&nbsp;\n<span class='yourSearchTags' macro='found"+"Tiddler field tags 50'/></span>\n<span macro=\"yourSearch if previewText\"><div class='yourSearchText' macro='fo"+"undTiddler field text 250'/></div></span>\n<!--\n}}}\n-->";config.shadowTiddlers["YourSearch"]="<<tiddler [[YourSearch Help]]>>";config.shadowTiddlers["YourSearch Result"]="The popup-like window displaying the result of a YourSearch query.";config.macros.search.handler=_157;var _20a=function(){if(config.macros.search.handler!=_157){alert("Message from YourSearchPlugin:\n\n\nAnother plugin has disabled the 'Your Search' features.\n\n\nYou may "+"disable the other plugin or change the load order of \nthe plugins (by changing the names of the tidd"+"lers)\nto enable the 'Your Search' features.");}};setTimeout(_20a,5000);abego.YourSearch.getStandardRankFunction=function(){return _fe;};abego.YourSearch.getRankFunction=function(){return abego.YourSearch.getStandardRankFunction();};abego.YourSearch.getCurrentTiddler=function(){return _13b;};abego.YourSearch.closeResult=function(){_129();};})();}
//%/
//}}}
Sponsored by the John D. and Catherine T. ~MacArthur Foundation