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	<title>Comments on: Filling gaps: Teaching site management at UT &#124; patrick&#8203;bee&#8203;son.com</title>
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	<link>http://heisel.org/blog/2008/12/14/filling-gaps-teaching-site-management-at-ut-patrickbeesoncom/</link>
	<description>Musings for those in the media who grok, grep, and otherwise get the Web.</description>
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		<title>By: Chris</title>
		<link>http://heisel.org/blog/2008/12/14/filling-gaps-teaching-site-management-at-ut-patrickbeesoncom/comment-page-1/#comment-30973</link>
		<dc:creator>Chris</dc:creator>
		<pubDate>Tue, 16 Dec 2008 23:54:42 +0000</pubDate>
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		<description>&lt;p&gt;That&#039;s true. I feel like younger students shouldn&#039;t know &lt;strong&gt;all&lt;/strong&gt; those technologies, but should have had experience with &lt;strong&gt;some&lt;/strong&gt;.&lt;/p&gt;
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		<content:encoded><![CDATA[<p>That&#8217;s true. I feel like younger stu&shy;dents shouldn&#8217;t know <strong>all</strong> those tech&shy;nolo&shy;gies, but should have had expe&shy;ri&shy;ence with <strong>some</strong>.</p>]]></content:encoded>
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		<title>By: Alan</title>
		<link>http://heisel.org/blog/2008/12/14/filling-gaps-teaching-site-management-at-ut-patrickbeesoncom/comment-page-1/#comment-30958</link>
		<dc:creator>Alan</dc:creator>
		<pubDate>Mon, 15 Dec 2008 02:21:22 +0000</pubDate>
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		<description>&lt;p&gt;&quot;Many students came into the class not knowing, or using, RSS, blogs, or common Web applications.&quot;&lt;/p&gt;

&lt;p&gt;This shouldn&#039;t be jaw dropping. I inherently know that younger users, while net savvy, aren&#039;t necessarily technofiles, but on some level it still rattles me just a bit.&lt;/p&gt;
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		<content:encoded><![CDATA[<p>&#8220;Many stu&shy;dents came into the class not know&shy;ing, or using, RSS, blogs, or common Web applications.&#8221;</p>

<p>This shouldn&#8217;t be jaw drop&shy;ping. I inher&shy;ently know that younger users, while net savvy, aren&#8217;t nec&shy;es&shy;sar&shy;ily tech&shy;nofiles, but on some level it still rat&shy;tles me just a&nbsp;bit.</p>]]></content:encoded>
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