Meghan Selway began her education career working with elementary school students in after school programs and as director of an educational learning center before becoming a high school teacher in Social Studies and English for the past 15 years and a teacher of English as a Second Language in Vietnam. Meghan has created and implemented lessons on embedding Common Core in content-subject areas and continually integrates different teaching and learning methodologies into curriculum to enhance student learning.
By Meghan Selway
Tech Flop: When NOT to Use Technology in the Classroom
The Best Way to Teach Current Events? Let Students Lead.
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"title": "Tech Flop: When NOT to Use Technology in the Classroom",
"headTitle": "Tech Flop: When NOT to Use Technology in the Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">It seemed like a good lesson idea: A student-created interactive timeline to use as a study guide for their final test. On paper, it looked great. Students would have a chronological reference and have to identify and summarize significance in their own words showing deeper understanding. Adding images to the timeline would help students remember the information with a visual association. And the activity would integrate a new technology application. Yet, I have never received so many complaints about a project than I did with this one. Maybe it was the fact that it was the first final exam for freshman and they were unfamiliar with how to study for a cumulative exam. Maybe it was the fact that the students struggled with technology (yes, even in this day and age). The bottom line was—\u003c/span>\u003cspan style=\"font-weight: 400\">it flopped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I reflected on the lesson, I realized I didn’t follow my own rule of thumb for using technology in the classroom: technology is not meant to supplant, it’s meant to enhance. The interactive timeline didn’t enhance, it just supplanted the old school fill-in-the-blank study guide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I first learned this lesson long ago when teaching 10th grade World History. I had used a Teacher’s Curriculum Institute cooperative learning activity where student groups created posters of the main people and events of the French Revolution. Students presented their posters, offering both verbal and visual chronology of the French Revolution as well addressing its causes and effects. In following years, students also created posters for the Glorious Revolution and the American Revolution, which we placed on the walls around the classroom. Students constantly referred to the posters as we covered each revolution unit. In the culmination activity, students used the posters to document similarities and differences between the political revolutions of the 1600-1700’s. When we discussed the Revolutions of the 1800’s, we were also able to look at the back wall and see if the revolutions in Latin America or Central Europe had similarities to the revolutions we had already covered. The lesson was a “keeper.” But it didn’t work with technology.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When our school piloted iPads for some freshman classes, several of my colleagues tried having students use the storybook app to re-create the poster activity of the French Revolution. Doing the project on an application was just supplanting the analog activity with technology, not enhancing the learning. In fact, in this case, it did the opposite: it took away from the learning. Students weren’t in groups discussing the event and working together to visually represent it. While they could have worked on the app in groups, there were issues that made it difficult: the visual story was locked on only one student’s computer, visible only to them and their teacher. And even if the story was presented to the class, it couldn’t easily be referenced during the year like the posters on the wall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the digital timeline assignment \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">did \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">work for Julia Gossard, Assistant Professor of History at Utah State University, who had her students in “Foundations of Western Civilization” create a digital timeline of the history of food. Dr. Gossard used the online timeline assignment to offer students a different lens to view history, analyzing the economy, politics, and society at the time through what and how people ate. The \u003ca href=\"https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1VZf9cgi9meL-EUVT8v2lvT4p6PUazAtnJSb9clO0ZpQ&font=Default&lang=en&initial_zoom=2&height=650\">food timeline\u003c/a> strengthened students’ research skills, asked them to work collaboratively in teams, and had them utilize technology to present the material. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, when do you use technology in a lesson? When technology enhances the content, by \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">providing\u003c/span> \u003cspan style=\"font-weight: 400\">a different perspective. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">increasing interaction with the content. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">facilitating student collaboration. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">bringing students into real world or the real world into the classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll share three examples of assignments that were successful in using technology.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After teaching a Renaissance Art \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14vEuXG7kfZbrPR9GscYAw4rbDn-aNWqn\">\u003cspan style=\"font-weight: 400\">lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1hlgxIt8VjDNTQuuTHakh-3RmjtOJw9_Y\">\u003cspan style=\"font-weight: 400\">activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I tasked my students to utilize their new art analysis skills to show how art reflects history during the Age of Realism by providing commentary through \u003c/span>\u003ca href=\"https://voicethread.com/\">\u003cspan style=\"font-weight: 400\">VoiceThread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on images I had selected. Students could write their response or add a voice recording, and they could collaborate with their peers by responding to each others’ remarks. They could also circle and highlight different parts of the artwork to make their commentary more clear. VoiceThread immersed all students in learning, especially those who do not like to speak up in a larger class setting, and generated more collaboration through discussion.\u003c/span>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531959 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg\" width=\"1920\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-1020x461.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-1200x542.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531961 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg\" width=\"1920\" height=\"862\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-800x359.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-768x345.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-1020x458.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-1200x539.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\u003c/li>\n\u003cli style=\"font-weight: 400\">I used the application \u003ca href=\"https://doceri.com/\">Doceri\u003c/a> during my Demand and Supply unit while teaching Economics. With this app, I was able to draw graphs on a device and project them on our classroom screen for the whole class to see. While this may seem the same as drawing the graphs on the board, Doceri allowed me to take photos of student graphs and project those, as well. Students could explain their work to their peers, highlighting specific shifts in the graph through the app. Instead of a teacher-driven lecture, students were collaborating as part of the learning. In addition, I recorded the visuals and commentary on Doceri and posted it to the class website for students who were absent, and as extra review for students who needed reinforcement.\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Doceri.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531963 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Doceri.png\" width=\"995\" height=\"657\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri.png 995w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-800x528.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-768x507.png 768w\" sizes=\"(max-width: 995px) 100vw, 995px\">\u003c/a>\u003c/li>\n\u003cli>Probably the greatest use of technology is virtually bringing students outside the classroom when they can’t do so physically. My niece’s 4th grade teacher had students \u003ca href=\"https://drive.google.com/file/d/1FOI0DyA3bG_3E0PoX0l_dUdYZkJud3RX/view\">create an interactive road trip\u003c/a> to four geographical regions of California using \u003ca href=\"https://tourbuilder.withgoogle.com/\">Tour Builder\u003c/a>. In Tour Builder, students added icons to the map, posted pictures, and wrote a description of why they wanted to visit that location and what they would do there. In addition, students were given a budget and had to calculate expenses. My niece was so excited to show me her trip and tell me all about the regions. She has now planned her “Dream Trip” to New York, Peru and Fiji. As a history educator, I loved that she had the opportunity to learn about other places and cultures, and have a virtual adventure into the world beyond her small town.\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531960 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg\" width=\"1665\" height=\"741\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg 1665w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-160x71.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-800x356.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-768x342.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-1020x454.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-1200x534.jpg 1200w\" sizes=\"(max-width: 1665px) 100vw, 1665px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg\" alt=\"\" width=\"1686\" height=\"843\" class=\"alignnone size-full wp-image-531968\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg 1686w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-800x400.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-768x384.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-1020x510.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-1200x600.jpg 1200w\" sizes=\"(max-width: 1686px) 100vw, 1686px\">\u003c/a>\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I see a new technology app and get excited about using it in my classroom. But now I always take a step back and ask: Does the technology supplant or enhance?\u003c/span>\u003c/p>\n\n",
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"title": "Tech Flop: When NOT to Use Technology in the Classroom | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">It seemed like a good lesson idea: A student-created interactive timeline to use as a study guide for their final test. On paper, it looked great. Students would have a chronological reference and have to identify and summarize significance in their own words showing deeper understanding. Adding images to the timeline would help students remember the information with a visual association. And the activity would integrate a new technology application. Yet, I have never received so many complaints about a project than I did with this one. Maybe it was the fact that it was the first final exam for freshman and they were unfamiliar with how to study for a cumulative exam. Maybe it was the fact that the students struggled with technology (yes, even in this day and age). The bottom line was—\u003c/span>\u003cspan style=\"font-weight: 400\">it flopped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I reflected on the lesson, I realized I didn’t follow my own rule of thumb for using technology in the classroom: technology is not meant to supplant, it’s meant to enhance. The interactive timeline didn’t enhance, it just supplanted the old school fill-in-the-blank study guide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I first learned this lesson long ago when teaching 10th grade World History. I had used a Teacher’s Curriculum Institute cooperative learning activity where student groups created posters of the main people and events of the French Revolution. Students presented their posters, offering both verbal and visual chronology of the French Revolution as well addressing its causes and effects. In following years, students also created posters for the Glorious Revolution and the American Revolution, which we placed on the walls around the classroom. Students constantly referred to the posters as we covered each revolution unit. In the culmination activity, students used the posters to document similarities and differences between the political revolutions of the 1600-1700’s. When we discussed the Revolutions of the 1800’s, we were also able to look at the back wall and see if the revolutions in Latin America or Central Europe had similarities to the revolutions we had already covered. The lesson was a “keeper.” But it didn’t work with technology.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When our school piloted iPads for some freshman classes, several of my colleagues tried having students use the storybook app to re-create the poster activity of the French Revolution. Doing the project on an application was just supplanting the analog activity with technology, not enhancing the learning. In fact, in this case, it did the opposite: it took away from the learning. Students weren’t in groups discussing the event and working together to visually represent it. While they could have worked on the app in groups, there were issues that made it difficult: the visual story was locked on only one student’s computer, visible only to them and their teacher. And even if the story was presented to the class, it couldn’t easily be referenced during the year like the posters on the wall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the digital timeline assignment \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">did \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">work for Julia Gossard, Assistant Professor of History at Utah State University, who had her students in “Foundations of Western Civilization” create a digital timeline of the history of food. Dr. Gossard used the online timeline assignment to offer students a different lens to view history, analyzing the economy, politics, and society at the time through what and how people ate. The \u003ca href=\"https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?source=1VZf9cgi9meL-EUVT8v2lvT4p6PUazAtnJSb9clO0ZpQ&font=Default&lang=en&initial_zoom=2&height=650\">food timeline\u003c/a> strengthened students’ research skills, asked them to work collaboratively in teams, and had them utilize technology to present the material. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, when do you use technology in a lesson? When technology enhances the content, by \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">providing\u003c/span> \u003cspan style=\"font-weight: 400\">a different perspective. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">increasing interaction with the content. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">facilitating student collaboration. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">bringing students into real world or the real world into the classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll share three examples of assignments that were successful in using technology.\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After teaching a Renaissance Art \u003c/span>\u003ca href=\"https://drive.google.com/open?id=14vEuXG7kfZbrPR9GscYAw4rbDn-aNWqn\">\u003cspan style=\"font-weight: 400\">lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/open?id=1hlgxIt8VjDNTQuuTHakh-3RmjtOJw9_Y\">\u003cspan style=\"font-weight: 400\">activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, I tasked my students to utilize their new art analysis skills to show how art reflects history during the Age of Realism by providing commentary through \u003c/span>\u003ca href=\"https://voicethread.com/\">\u003cspan style=\"font-weight: 400\">VoiceThread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on images I had selected. Students could write their response or add a voice recording, and they could collaborate with their peers by responding to each others’ remarks. They could also circle and highlight different parts of the artwork to make their commentary more clear. VoiceThread immersed all students in learning, especially those who do not like to speak up in a larger class setting, and generated more collaboration through discussion.\u003c/span>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531959 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg\" width=\"1920\" height=\"867\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-800x361.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-768x347.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-1020x461.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread1-1200x542.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531961 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg\" width=\"1920\" height=\"862\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-800x359.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-768x345.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-1020x458.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Voicethread2-1200x539.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\u003c/li>\n\u003cli style=\"font-weight: 400\">I used the application \u003ca href=\"https://doceri.com/\">Doceri\u003c/a> during my Demand and Supply unit while teaching Economics. With this app, I was able to draw graphs on a device and project them on our classroom screen for the whole class to see. While this may seem the same as drawing the graphs on the board, Doceri allowed me to take photos of student graphs and project those, as well. Students could explain their work to their peers, highlighting specific shifts in the graph through the app. Instead of a teacher-driven lecture, students were collaborating as part of the learning. In addition, I recorded the visuals and commentary on Doceri and posted it to the class website for students who were absent, and as extra review for students who needed reinforcement.\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Doceri.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531963 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Doceri.png\" width=\"995\" height=\"657\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri.png 995w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-160x106.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-800x528.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Doceri-768x507.png 768w\" sizes=\"(max-width: 995px) 100vw, 995px\">\u003c/a>\u003c/li>\n\u003cli>Probably the greatest use of technology is virtually bringing students outside the classroom when they can’t do so physically. My niece’s 4th grade teacher had students \u003ca href=\"https://drive.google.com/file/d/1FOI0DyA3bG_3E0PoX0l_dUdYZkJud3RX/view\">create an interactive road trip\u003c/a> to four geographical regions of California using \u003ca href=\"https://tourbuilder.withgoogle.com/\">Tour Builder\u003c/a>. In Tour Builder, students added icons to the map, posted pictures, and wrote a description of why they wanted to visit that location and what they would do there. In addition, students were given a budget and had to calculate expenses. My niece was so excited to show me her trip and tell me all about the regions. She has now planned her “Dream Trip” to New York, Peru and Fiji. As a history educator, I loved that she had the opportunity to learn about other places and cultures, and have a virtual adventure into the world beyond her small town.\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531960 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg\" width=\"1665\" height=\"741\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page.jpg 1665w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-160x71.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-800x356.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-768x342.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-1020x454.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/TourBuilder-Intro-Page-1200x534.jpg 1200w\" sizes=\"(max-width: 1665px) 100vw, 1665px\">\u003c/a>\u003cbr>\n\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg\" alt=\"\" width=\"1686\" height=\"843\" class=\"alignnone size-full wp-image-531968\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1.jpg 1686w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-800x400.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-768x384.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-1020x510.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/Tour-Builder-Palm-Springs-1-1200x600.jpg 1200w\" sizes=\"(max-width: 1686px) 100vw, 1686px\">\u003c/a>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes I see a new technology app and get excited about using it in my classroom. But now I always take a step back and ask: Does the technology supplant or enhance?\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Best Way to Teach Current Events? Let Students Lead.",
"headTitle": "The Best Way to Teach Current Events? Let Students Lead. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">We’ve all been there. Students presenting current events, reciting the “news” but not having any idea what it actually means. The problem is that students’ lack of background knowledge, which is often required to understand the news event, ends up making it meaningless to them, or requires so much teacher intervention that the activity isn’t practical. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one day I was trying to address news about U.S. involvement in Syria with my students. Although I used a source that was supposed to consolidate the history of ISIS for students, it took us a full day to analyze the background information before we were ready to discuss the current issue of U.S. involvement in Syria. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I asked my seniors in my U.S. Government classes what would make current issues more meaningful to them. They said it wasn’t that they weren’t interested in current issues, but they needed time to learn about them. Homework, jobs, sports and familial duties left no time in the five to six hours after school to learn about current issues. Then a lightbulb went off. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that a better way to teach current events would be for students to follow the same issue throughout an entire year in order to deepen their understanding of the topic. After coming up with the initial idea, I then wondered—what kind of structure and supports would such an ambitious year-long assignment need in order to be successful? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could I give students class time to discuss current issues? Could I allow students to choose their topic to make it more meaningful to them? How would I track student participation and assess their learning? And the ultimate question: How would I know students were gaining enough background information to understand current events? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Solution: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To give students choice and hopefully generate more interest in current events, students determined their top two topics of interest from a list I provided: Crime & Punishment, Energy & Environment, Economy, Public Services & Infrastructure, Individual Rights & Liberties, and National Security & War. I then created Current Issues Groups of three to five students based on their interests. To track the current issues and student participation, I created a website for each class on Google Sites where students posted relevant news stories bi-weekly on a blog with accompanying questions. To address students’ request to have time to read current events, groups met in class every other week to read the articles and then discuss the news events posted for their topic with their peers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531662 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\" width=\"1418\" height=\"694\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-160x78.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-800x392.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-768x376.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1020x499.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1200x587.jpg 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>The Details: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure credible sources and expand students’ skills in media analysis, each group needed to find news stories from various levels of media—local, national and international—and from different types of media—print, web and broadcast. For example, students in the Environment Issues Group posted news stories from a national print news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), a local news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Seattle Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), and a broadcast or international media source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KPTV\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure the assignment was meeting the ultimate goal of students having enough background information to understand current events, students were required to create “Inquiry” or comprehension questions for the news story. As shown in the blog post below, the student asked the basic who, what and why of the article to make sure their peers understood the main point of the news story. To deepen student understanding of the event, students were also asked to create “Discussion” questions for their group which required them to use higher level questioning skills involving application and evaluation. The “Discussion” questions below ask students what they think government action should be, moving from the basics of the news story to evaluating and making a judgement based on the evidence presented.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531654 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\" width=\"1273\" height=\"711\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1.png 1273w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1200x670.png 1200w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Current Issues day in class, we began with individual work time. Each student chose a different news story from their group to read and then posted answers to the inquiry questions in the comments section of the post. Each student verbally summarized their news story and led a discussion on the current status of the issue using the pre-prepared discussion questions. I moved from group to group to listen and join in on their discussion and marked off student participation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Result: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After trying out many iterations of current events in the classroom, students really took to this. Groups were always on task, both when reading the news stories and when discussing them. One year, students in the Individual Rights & Liberties group were especially engaged with news stories on the NSA and an individual’s right to privacy. During one of our Current Issues days, the group was discussing Edward Snowden and the National Security Issues group jumped in. I didn’t have to try and make the current issues have meaning or relevance to one another, it just happened naturally.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked that they had class time to read current issues, access to computers to search for things they didn’t understand, and the chance to learn from the peers in their group. For a discussion on how the United States should deal with countries engaging in cyber attacks on the U.S., several students looked up the word “sanctions.” Through conversation with peers, they learned what international courts were and how they would work in this scenario. I didn’t have to fill in the background knowledge for them—my students were self-driven, finding the information themselves or working with their peers to figure it out\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the semester, students developed an expertise on the topic that allowed them to have meaningful discussions in their group and share with their friends, both in and outside of the classroom. By the end of this assignment one year, the Energy & Environment group had a solid understanding of what fracking was, its advantages and disadvantages, and how public policy addressed the issue. These students ended up discussing the issue in their science and environment classes, too. They were able to bring their public policy knowledge to their science classes, and offer science insights to our class. And I ended up learning more about fracking from my students because of their engagement with the issue both inside and outside of our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I enjoyed going from group to group, listening and offering my own comments and questions to push students’ critical thinking. The informal, small groups resulted in more students participating than in a large class discussion. I knew that students were engaged and learning. Not only did the students understand current issues better as a result of this assignment, they developed invaluable skills in media analysis, researching, close reading, questioning, discussion and deliberation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Future: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">No lesson is ever perfect. And while feedback from students was positive and learning about current events was apparent in discussion, the assignment needed modifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students wanted class time to find news stories, as well as to read and discuss them. However, I still haven’t figured out how to allocate more than one day to current issues, which was already taken up by reading, posting answers to questions and discussion. Students also wanted to switch their topics for the second semester, which was an easy fix.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the teacher perspective, the website and blog posts posed challenges with assessment: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Grading student posts took an immense amount of time, especially because during class time I was going around from group to group listening to current events discussion. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Not every student was talking during discussion participation check-off, so I decided to grade their discussion participation based on their written answer to their peers’ questions on the website.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531653 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\" width=\"957\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2.jpg 957w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-800x360.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-768x346.jpg 768w\" sizes=\"(max-width: 957px) 100vw, 957px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, students struggled with posting reliable information and sources so I ended up requiring students only use “hard news,” not news commentary, opinion or blogs. This eliminated at least some potential for inaccurate facts. To help them with this requirement, I began the year with a unit on how to evaluate news sources for credibility and bias. This proved invaluable as “fake news” has grown over the years. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology changes at a rapid pace, and the website could probably be replaced with some other tool or platform. But the essential component of the lesson—to track a current issue throughout the year to enable students to gain enough background knowledge to truly understand the event—was ultimately a success.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">We’ve all been there. Students presenting current events, reciting the “news” but not having any idea what it actually means. The problem is that students’ lack of background knowledge, which is often required to understand the news event, ends up making it meaningless to them, or requires so much teacher intervention that the activity isn’t practical. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, one day I was trying to address news about U.S. involvement in Syria with my students. Although I used a source that was supposed to consolidate the history of ISIS for students, it took us a full day to analyze the background information before we were ready to discuss the current issue of U.S. involvement in Syria. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I asked my seniors in my U.S. Government classes what would make current issues more meaningful to them. They said it wasn’t that they weren’t interested in current issues, but they needed time to learn about them. Homework, jobs, sports and familial duties left no time in the five to six hours after school to learn about current issues. Then a lightbulb went off. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that a better way to teach current events would be for students to follow the same issue throughout an entire year in order to deepen their understanding of the topic. After coming up with the initial idea, I then wondered—what kind of structure and supports would such an ambitious year-long assignment need in order to be successful? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could I give students class time to discuss current issues? Could I allow students to choose their topic to make it more meaningful to them? How would I track student participation and assess their learning? And the ultimate question: How would I know students were gaining enough background information to understand current events? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Solution: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To give students choice and hopefully generate more interest in current events, students determined their top two topics of interest from a list I provided: Crime & Punishment, Energy & Environment, Economy, Public Services & Infrastructure, Individual Rights & Liberties, and National Security & War. I then created Current Issues Groups of three to five students based on their interests. To track the current issues and student participation, I created a website for each class on Google Sites where students posted relevant news stories bi-weekly on a blog with accompanying questions. To address students’ request to have time to read current events, groups met in class every other week to read the articles and then discuss the news events posted for their topic with their peers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531662 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg\" width=\"1418\" height=\"694\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs.jpg 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-160x78.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-800x392.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-768x376.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1020x499.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/MainSitePagewith-tabs-1200x587.jpg 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>The Details: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure credible sources and expand students’ skills in media analysis, each group needed to find news stories from various levels of media—local, national and international—and from different types of media—print, web and broadcast. For example, students in the Environment Issues Group posted news stories from a national print news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The New York Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), a local news source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Seattle Times\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), and a broadcast or international media source (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">KPTV\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure the assignment was meeting the ultimate goal of students having enough background information to understand current events, students were required to create “Inquiry” or comprehension questions for the news story. As shown in the blog post below, the student asked the basic who, what and why of the article to make sure their peers understood the main point of the news story. To deepen student understanding of the event, students were also asked to create “Discussion” questions for their group which required them to use higher level questioning skills involving application and evaluation. The “Discussion” questions below ask students what they think government action should be, moving from the basics of the news story to evaluating and making a judgement based on the evidence presented.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531654 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot1.png\" width=\"1273\" height=\"711\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1.png 1273w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-160x89.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-800x447.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-768x429.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1020x570.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot1-1200x670.png 1200w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Current Issues day in class, we began with individual work time. Each student chose a different news story from their group to read and then posted answers to the inquiry questions in the comments section of the post. Each student verbally summarized their news story and led a discussion on the current status of the issue using the pre-prepared discussion questions. I moved from group to group to listen and join in on their discussion and marked off student participation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Result: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After trying out many iterations of current events in the classroom, students really took to this. Groups were always on task, both when reading the news stories and when discussing them. One year, students in the Individual Rights & Liberties group were especially engaged with news stories on the NSA and an individual’s right to privacy. During one of our Current Issues days, the group was discussing Edward Snowden and the National Security Issues group jumped in. I didn’t have to try and make the current issues have meaning or relevance to one another, it just happened naturally.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students liked that they had class time to read current issues, access to computers to search for things they didn’t understand, and the chance to learn from the peers in their group. For a discussion on how the United States should deal with countries engaging in cyber attacks on the U.S., several students looked up the word “sanctions.” Through conversation with peers, they learned what international courts were and how they would work in this scenario. I didn’t have to fill in the background knowledge for them—my students were self-driven, finding the information themselves or working with their peers to figure it out\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the semester, students developed an expertise on the topic that allowed them to have meaningful discussions in their group and share with their friends, both in and outside of the classroom. By the end of this assignment one year, the Energy & Environment group had a solid understanding of what fracking was, its advantages and disadvantages, and how public policy addressed the issue. These students ended up discussing the issue in their science and environment classes, too. They were able to bring their public policy knowledge to their science classes, and offer science insights to our class. And I ended up learning more about fracking from my students because of their engagement with the issue both inside and outside of our classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I enjoyed going from group to group, listening and offering my own comments and questions to push students’ critical thinking. The informal, small groups resulted in more students participating than in a large class discussion. I knew that students were engaged and learning. Not only did the students understand current issues better as a result of this assignment, they developed invaluable skills in media analysis, researching, close reading, questioning, discussion and deliberation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Future: \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">No lesson is ever perfect. And while feedback from students was positive and learning about current events was apparent in discussion, the assignment needed modifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students wanted class time to find news stories, as well as to read and discuss them. However, I still haven’t figured out how to allocate more than one day to current issues, which was already taken up by reading, posting answers to questions and discussion. Students also wanted to switch their topics for the second semester, which was an easy fix.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From the teacher perspective, the website and blog posts posed challenges with assessment: \u003c/span>\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\">Grading student posts took an immense amount of time, especially because during class time I was going around from group to group listening to current events discussion. \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">Not every student was talking during discussion participation check-off, so I decided to grade their discussion participation based on their written answer to their peers’ questions on the website.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531653 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/04/screenshot2.jpg\" width=\"957\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2.jpg 957w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-160x72.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-800x360.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/04/screenshot2-768x346.jpg 768w\" sizes=\"(max-width: 957px) 100vw, 957px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, students struggled with posting reliable information and sources so I ended up requiring students only use “hard news,” not news commentary, opinion or blogs. This eliminated at least some potential for inaccurate facts. To help them with this requirement, I began the year with a unit on how to evaluate news sources for credibility and bias. This proved invaluable as “fake news” has grown over the years. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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},
"snap-judgment": {
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