I’ve been thinking a lot about browser compatibility as I’ve been working on Today’s Meet. My CSS is valid, but it doesn’t work quite right in IE6. The interface is completely JavaScript-based, and will only become moreso in the future. How much time should I put into making it all work with IE6?

None.

I know lots of people, usually in government offices or schools, who are stuck with IE6. For some reason, their IT departments have neglected to update their systems for over two years.

(Sure, some of these systems are running Windows 2000. This is a real minority at this point, though, and the rest have no excuse. If you’re running Windows 2000, and absolutely cannot afford to get new systems, get Firefox.)

I used to think I needed to support IE6 because this group is frighteningly large. But now I’ve come to realize—especially in the wake of this week’s news—that by supporting IE6, all I’m really doing is enabling these lazy IT departments to keep running dangerously out-of-date software.

IE6 is the Vicodin to lazy IT’s Dr. House. As developers we’re Drs. Wilson and Cuddy. Just keep handing it out.

How up-to-date is the rest of the software on a system that (apparently) hasn’t run Windows Update in 2 years? What other major security holes, accessibility issues, and compatibility problems would be solved by updating?

Not only is supporting IE6 annoying, it enables people to run software that is out-of-date and easily exploited. Are we really helping users, or are we just helping them get hacked?

So from now on, no more.

My personal projects will no longer support IE6. I won’t test in IE6.

IE7, Firefox 3, Safari 3, provisionally Opera (really, if it works in the first 3, it should work in Opera).  Keep your software up-to-date.

If you’re still using IE6, go get 7. (Then don’t use it until after the Windows Update patch.)

If you can’t run updates, but can install software, go get Firefox.

If you can’t do any of that, tell your IT department that running software 2 years out of date is unacceptable. Tell your boss to tell them. It’s a performance/security/accessibility/compatibility/etc issue.

And if you’re a developer, stop and think. Are you actually doing your visitors any good by supporting IE6? Or should you take all the time and effort you put into backwards compatibility and put it someplace more valuable?

Education generally falls behind every other sector in computer technology integration and internet use. A typical fast food employee uses a computer more during the day than a typical middle school student. (What are cash registers but custom computers?) At almost any business you can expect employees to use networked computers for everything from sales and inventory to customer service to internal work and communication.

But beyond simply using the box, private companies in every sector generally have up-to-date, professionally designed web sites that (at least try to) provide useful information or services to customers. Been to your or your kid’s school web site lately? Universities are usually “OK,” but they get worse as you go down.

In any other sector, you are likely to find online collaboration tools, meeting planners, digital resources for employees, use of messaging tools like internal e-mail (Exchange servers), private IM, Yammer/Laconi.ca, internal wikis, public and private blogs… you get the idea.

But not in education.

Education is part of the problem, but it is not the whole problem. Many people talk about how teachers and schools fail to use computers and the internet well in their classrooms. Many schools treat the computer itself as a goal, rather than as a tool to do new things, or do old things better and faster. Teachers generally fall behind the private sector in computer literacy. Yes, all these things are true.

But we, we the tech sector, the web 2.7.4 crowd, we are part of the problem, too.

How often does a new tool support education? Offer suggestions or support for teachers? Provide educational pricing? Provide the EULA and Privacy Policy education legally requires?

The people who become teachers are often the people who did well in school, who see no reason to change anything because, to them, it works. In the tech world, “where did they drop out of school?” is a legitimate question. Your typical programmer has at least one degree in Computer Science, but the real success stories—Bill Gates, Steve Jobs, Mark Zuckerberg—the ones who made real money, are drop outs. School didn’t work for them—for us—so what do we owe school?

When Yammer launched, they gave a simple business plan: for companies that wanted to “claim” and control their networks, they would charge $1 per month per user. A small start up might pay $5 to $20 a month. Even a big company is probably paying only a few hundred dollars per month. A university, on the other hand, could be stuck paying tens of thousands of dollars per month, or skipping the service entirely. Which do you think they’re likely to do?

What was Yammer’s response? “Our product [...] is not geared toward educational institution [sic].”

Many schools have prohibitions against using Google services for anything work-related because, if you don’t pay for use (update: Google Apps for Education is free, my bad) their educational services, their Terms of Use (read Section 11) could allow them to share sensitive student data.

You’re a school? You don’t matter. Only cool people matter.

Let’s change. Let’s remember that the community of “tech-savvy” users, while growing, is still a minority. Let’s encourage teachers and schools to use the tools we create, so people come out of school ready to use these tools.

It is possible. Ning is experimenting with education. But how do we make tools ed-friendly?

Fix your EULA and Privacy Policy, or provide a second one for education. Don’t be the next Google Chrome. (Frankly, everyone should be reconsidering their EULA right now. Why do some people need so many rights to my content?)

Offer suggestions to teachers. I know: it’s not really a priority. You’ve got bug fixing, paying customers, searching for VC, coming out with the next version. But it’s not terribly difficult. Got a user forum? Add a section for education. Got a wiki? Add an education page. Blog? Throw up a post for teachers once in a while, or better, get guest posts from teachers who use your tool.

Provide educational pricing. Schools have less money every year. If you can work out a deal to make your product free to schools, do it. But it’s not hard: just charge schools less. Think of this as an investment. If they use your product as students, they may well want to use it when they graduate and have to pay.

Or, provide an ad-free version to schools. This is the Ning method. If your business model doesn’t involve charging directly, be aware that schools often take issue with displaying ads to students. It’s the same investment as above: hook them young.

Schools lag on the internet because there is resistance on both sides: educators are reluctant to integrate new things into their curricula, and the new tools rarely give a damn about schools and students as users.

Changing the tech side won’t solve the problem. Schools need to adapt, too. (Where would you look for a Windows 95 computer if you needed one today? I’d check the local elementary school. It’s probably in a lab, or hidden in the back of a classroom.) Schools need to treat computers like tools, and the internet as a tool, and the tools we build on the internet as tools, and use those tools effectively. That will take time.

In the meantime, let’s try to reduce the resistance on our side, so when they come around, educators feel welcome.

Edit: I need to proofread better, even with angry rants.

Chrome certainly looks like a modern browser, with tabs along the top and an address bar and a “Most visited” home screen, it will seem familiar to anyone who’s moved past Internet Explorer 6.

And yet, my Twittersphere has been full of comments like “Nice, but not nice enough to make me drop Firefox/Safari.”

While there are some visual improvements, such as an extremely small “chrome” (the parts of the browser around the page area) footprint, the big changes are “under the hood.” Chrome is built for tabs—each tab is an isolated process; no one tab can take down the whole browser—and is built for JavaScript-heavy “web 2.0″ apps—Chrome’s new V8 JavaScript engine executes a full order of magnitude faster than the current browsers, in my experience.

And all of those “under the hood” changes are open source.

Chrome is not a browser.

Chrome is Google’s way of making a point: modern web browsers have not kept up with the web itself.

More and more, the web is becoming an interactive application, and most browsers are not built for it. They display pages, and running applications is an afterthought. While we’ve seen huge improvements in JavaScript execution in the past few years, speed is still a limitation for developers. Applications are also much more likely to crash than static pages (go ahead, just try to crash a browser with just malformed HTML) and isolating tabs will give necessary boosts to speed, stability, and security.

Kris Abel of CTV.ca said it best: “Google’s entire business takes place throughout the internet itself and so they see their interests served regardless of which company takes web browsing to the next level, in fact they see their interests served if all companies do exactly that.”

I’m not switching to Chrome. I doubt very many people will find it useful as a primary browser. I don’t expect many user-interface improvements, like Firefox’s vast add-on library or the accessibility features of Firefox 3, Opera or IE8.

I do expect any future version to have more “under the hood” improvements, and I hope that the makers of Firefox, Opera, Internet Explorer, and any new browsers that spring from this, will re-evaluate their own products and move in this direction.

Because when the browsers get better, the web gets better.

Good. What came up?

Look at the first page of results and ask yourself these questions about each one:

1. Is it really me?
2. Did I create this?
3. Do I control this?

You need to be able to say “yes” to all of these for at least the top two or three results. (As I write this, the RSSmeme page repeating my Google Reader shared items has crawled above my blog, and I’m upset about it.)

Creating Identity

I’m lucky. My last name is very rare, so even if you Google just “Socol” I come in second—only to my father, and ahead of Wikipedia. You may not be so lucky, saddled with a name like Jones or Smith or, even worse, you might have the same name as a celebrity. You may have an uphill battle.

People with common names need to get creative. It can be as simple as adding an initial—my friend became Alec R. Johnston to distinguish himself. Something a little more creative—Lisa Bettany named her blog Mostly Lisa. Or you can geek out, like Ben Lew, who uses the name n0s0ap. (Those are zeros.)

Ben uses the name n0s0ap on del.icio.us, flickr, Last.fm, Digg, Twitter, etc. Lisa uses a combination of “MostlyLisa” and “LisaBettany.” I use a combination of an old name, “UrbaneExistance” (I know it’s spelled wrong) and “JamesSocol” for all new registrations.

But all of us, Alec, Ben, Lisa, and I, make sure our real names are linked to our identities. It’s no Clark Kent: n0s0ap is Ben Lew, with the glasses on or off.

Owning Identity

Do you own your own domain name? Why not? Go buy it. Now. Go!

I have this conversation with friends all the time. Would you want someone signing your name on paper documents? Of course not, so why would you let them do the same thing online? I own jamessocol.com, jamessocol.net, and jamessocol.org, just so no one else does. Even if you do nothing but have it redirect to your social network of choice, you should own your name.

If your name is taken, reread the last section and get creative.

Now, about those social networks. You don’t need to be on every one, but get on a few, build a profile, and put your name on it. You can create and control your own Facebook and MySpace pages without knowing a single HTML tag. Once you’ve got a name, whether it’s your real name or something else, use it. last.fm/user/you. twitter.com/you.

Controlling Identity

The best way I’ve found to control what the web knows about you is to start your own propaganda campaign. Put your name on a lot of things, preferably with links back to your own site.

An easy way to start is by commenting. Blog comments help the most, since you spread that influence around the whole internet, but within MySpace or Facebook posting real, meaningful, interesting comments on profiles and walls will make sure people think of you when they hear your name.

If you have the time, try blogging. There are a lot of blogs with great advice, but you can always just “write what you know.” Once you find your voice, the writing flows.

What else? It depends what you like. If you take pictures, get a Flickr stream. Last.fm is a great way to share and find music you like. GoodReads is a similar site for books. Twitter is great for finding people with similar interests and building connections. LinkedIn is a professional social network, particularly good for people in marketing or new media. Blogger, while not the best blogging platform, has some good community features. There is a lot out there.

Be Yourself

Don’t let someone else be you! Own your own identity and be proud of it. It will help you build authority and when a potential employer or client googles you, they’ll get a good idea about you from the first page of results.

What else, 2.0-savvy readers? What did I forget?

Twitter lets you change your user name, so I did. Instead of the very long and misspelled “urbaneexistance,” I am now @jamessocol.

Shorter, easier to remember, more meaningful.

If you were following me, Twitter says you still should be, no worries. This is one 2.0-mistake I can correct easily.

“It troubles me greatly to hear that people see me as an expert or an authority, and not a fellow amateur.”

“There is absolutely no reason any of you should listen to me.

But somehow, I have 75,000 RSS subscribers and over 50,000 page views/day.”

Assuming a moderate amount of overlap, there are probably 100,000 people reading and listening to Jeff every day. If you had 100,000 people listening to him speaking out a window, you’d call it a successful rally.

I don’t really think Jeff Atwood is an Italian dictator.

Jeff is, however, an authority. When Jeff gives advice like “Don’t Go Dark,” thousands of people are likely to follow that advice.

Wikipedia has been the biggest source of contention on what makes an “expert” or “authority.” Does someone with 10,000 edits have more say than someone with a PhD? If the article is about medicine, probably not, but if it’s about social networking or wikis, experience and research can both bring value.

Technorati defines your “authority” as the number of blogs linking back to you in the past six months. Twitter proudly displays your number of followers. LinkedIn, Facebook, and MySpace all tell you how large your network is, and want you to make it bigger.

Do 9000 people follow @chrisbrogan because he’s an authority, or do people consider him an authority because he has 9000 followers?

My wishy-washy answer is, of course, “both.” Chris and Jeff Atwood both produce intelligent, well-written material and provide valuable perspectives. Chris is an experienced marketer and Jeff an experienced programmer. But consistently large audiences make both authoritative. After all, why would so many people listen if they didn’t know what they were talking about?

Humans are social animals. We’re not particularly strong, or fast, but we are very good at forming groups and working together. When we see something or someone that is valued by a large group, we attribute value to it.

Don’t believe me? Fine, then explain why Paris Hilton is famous.

Authority does not make you an expert, but expertise can help you gain authority. You get followers on Twitter by sharing good links and starting good discussions; you get readers and subscribers by producing quality content and offering something of value.

Then something happens: followers retweet you, readers send links, bloggers write about you, friends-of-friends friend you. Your audience reaches a point where it begins to grow by itself. That audience makes you more authoritative to new readers, new followers. They jump on your bandwagon. It’s the same reason you see “Best Seller” on book covers.

So is Jeff Atwood an expert? As much as anyone in his field. An authority? Definitely.

All the Twitter users I know have learned about it through word of mouth and been very confused initially. But everyone I know who joined has organically started to discover just how useful it is.

I typically see people go through three stages:

At first, users are tentative. They don’t know what to post, or why they should. They may discover some friends or family on Twitter and follow them, more out of friendly courtesy than genuine interest. Posting is slow, irregular, and primarily through the web site.

A small tipping point happens when the user starts following people they don’t know personally. Maybe a blogger or another content producer, but someone who is interesting, not just familiar. This person probably posts links, and the burgeoning tweeter may start sharing a few links of their own. They discover tools like TinyPic and s.hort.cc. Posting becomes a little more frequent and regular. They may start using a client like Twhirl, or may stick to the web.

Now they start following more and more people. Some go too fast and are flooded with noise. Most end up unfollowing at least a few users fairly quickly. I followed @nytimes for a few days before realizing they posted dozens of things I didn’t care about.

The real tipping point comes when new tweeters discover messaging. They might have used it but there is a moment when Twitter becomes more about multi-directional communication than about posting your own status. Now they’re posting frequently, having discussions, responding to questions and asking their own. They almost definitely use a client or IM (when it works).

There’s no common time frame, as far as I can see. It took me three months to hit the first tipping point, and another five to get to the next. You can see the shifts in my tweet history.

My father (@irasocol) seems to have jumped all the way stage three in less than two months.

How long did it take you? If you’ve watched people start tweeting, what kind of progression did they go through? What about you?

(It was also a good excuse to write a short post since I’m still recovering from some wrist strain.)

So what did I find in the past week or so, and where did I find it? Twitter, unsurprisingly, has been the best source, though not always directly. Second best is what I’ll call “secondary finds,” when I visit one project and then follow to the author’s other projects. Blogs were a close third.

I should admit that I didn’t keep notes or stats, but I’m fairly good at keeping track of things like this, so I trust my own numbers.

CheckYesOrNo.info is a nifty, Twitter-friendly site for yes-or-no poll questions like “Will you participate in Mozilla’s FF3 Download Day June 17th?” (Yes.) Found it when @benrasmusen tweeted a question.

Issuu is a publishing social network. They have some kinks to work out but I see definite potential here. Found it when my cousin tweeted a link.

Twingly is like Technorati reborn, a new, more focused blog search tool. Chris Brogan blogged about it.

LaterLoop helps you store sites to read later. Very popular on Twitter.

TimeToMeet.info is from the same people as LaterLoop, and is a very slick multi-timezone meeting planner.

These are just some of the highlights of this week. I’ve perused quite a few little projects here and there, some good, some bad. I think there are three things that lead to discoveries like this:

Keep your eyes open. When people link something, check it out (or use LaterLoop and do it later).

If you see a link like http://checkyesorno.info/93, try getting rid of the “93″ and visit the site itself. Visit the site, not just the page.

If you like a site, scroll down and look at the footer. Most projects, particularly by independent developers and small companies, have links to the developer’s site, which probably has links to other projects. Look at their other projects. If someone had one good idea and put it together, odds are they’ve had others.

Any more ideas from out there in the blogosphere?

What is your best source for finding new things on the web?

Do you rely on search engines and find what you need when you need it? Do you check out the sites linked by Twitter pals? Read 200 blogs?

And a follow-up: What’s the coolest thing (blog, app, service, whatever) you’ve found on the web this week?

I’ll post my answer as soon as my wrists heal.

Sound familiar? It should, because I’m not just talking about a classroom, I’m talking about your blog.

Blogs and classrooms share the same basic social structure. And like classrooms, blogs and bloggers have a variety of moods or atmospheres.

Seth Godin’s blog is like a big lecture. You come, you listen, then you go play Ultimate Frisbee by the fieldhouse. If you want to talk about what Seth said, you’ll need to do it outside of class, please.

In some classrooms, when the teacher asks for comments, people respond to the teacher, not to the class. Chris Brogan’s blog is like this. His latest post about LinkedIn is a perfect example: lots of people talk to Chris, but they don’t talk much to each other.

(I’m not trying to judge here. I could listen to Seth lecture all day and I usually read all the comments to Chris, but the audience is definitely Chris, not me.)

Chris gets a lot of comments, and writes a lot, averaging more than a post a day, so it’s understandable that he doesn’t really join in his comment threads. But since people are talking to Chris, and Chris doesn’t often answer, his classroom doesn’t have a whole lot of discussion.

For a great example of someone who does get involved, check out Emil Stenström’s post about microformats. He’s the cool prof who likes to engage you in a discussion, will support his theories and honestly listen to yours, and may honestly change his opinion.

Can you do better?

Do you know of a blog that encourages discussion among the readers? Do you know of a classroom that encourages discussion among students?

On one of the more controversial posts on SpeEdChange, one commenter, Ettina, tries to respond directly to a previous comment. Not much came of it.

Should you do better?

What do you want from comments? Do you readers to pontificate to no one, just trying to drive traffic to their own site with some +5 insightful idea? Should they talk to you? Should they talk to each other?

Threaded comments do it can help, so why do so few blogs have them? Do you want your readers to talk to each other?