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"content": "\u003cp>Not every topic warrants a “both sides” approach. Some viewpoints are simply not backed by empirical evidence or are based on false information. And journalists have to be careful not to present them as legit debates. If they do, they are creating a “false equivalence.”\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1_hx5dtAZGJvkYiEm-Vr299LlG2-6qMUsDdoWTfJgfqE/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BqGS0G7HZ0_yklHzp36ZGmlE8BAZ9RFMTcSAgS2fupw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1bShZxSAZb6iQwywiMJq9RHryIIUAC8uRjWgIQsnXB4Y/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1AplSQGDfhbLtk0UTuHDxt33KbYRaMCV5ChFQsmYnd3g/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is false equivalence?\u003c/strong>\u003c/p>\n\u003cp>It’s when you set up two opposing sides of an argument, and make it look like they hold equal weight, when really, they don’t. And presenting both of these views as valid is a logical fallacy, or a “false equivalence.”\u003c/p>\n\u003cp>\u003cstrong>Why do false equivalences happen in journalism?\u003c/strong>\u003c/p>\n\u003cp>When news is breaking, journalists are often faced with making decisions quickly, without much time for fact-checking. Propagandists — people who want to use the media to spread a particular cause or belief — often take advantage of the chaos of breaking news to spread rumors and conspiracy theories. They often create false social media accounts, and then use other false accounts to comments and like a post. Even trained journalists can fall for false posts when they are shared widely by real-looking accounts on places like Twitter or Facebook. False equivalences also happen when news outlets will invite two opposing “sides” on an issue to debate one another, but one side doesn’t rely on solid evidence to back their argument. Both sides are given equal air time and equal weight — creating a false impression of equivalence. The false argument will often spread on social media before it can be de-bunked.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What role do social media companies play in spreading misinformation?\u003c/strong>\u003c/p>\n\u003cp>This is a hotly debated question, and companies like Facebook distribute more information than any other institution in history. While they are constantly changing their policies and algorithms in an attempt to slow down the spread of fake posts from dubious sources, they have yet to develop a consistent or effective way to combat the spread of misinformation on their platforms.\u003c/p>\n\u003cp>\u003cstrong>What can I do to avoid falling for false equivalence?\u003c/strong>\u003c/p>\n\u003cp>Be skeptical — just because someone is on TV, or appears in a social media post doesn’t always mean that they are legitimate experts on a topic. Always check the sources they are citing. Are they citing research from well-regarded academic or journalistic institutions? Do their websites look legit? And check your own biases. Are you being critical of the information you’re consuming, or are you looking for something to prove what you already believe? Challenge yourself by reading an opposing point of view and analyzing their arguments.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://datasociety.net/output/data-craft/\">Data Craft: The Manipulation of Social Media Metadata (Amelia Acker, Data & Society)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://datasociety.net/output/oxygen-of-amplification/\">The Oxygen of Amplification: Better Practices for Reporting on Extremists, Antagonists, and Manipulators (Whitney Phillips, Data & Society)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.journalism.org/2018/09/10/news-use-across-social-media-platforms-2018/\">News Use Across Social Media Platforms 2018 (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/videos/tv/2015/01/30/erin-panel-anti-vaccination-debate.cnn\">Watch Doctors Have Heated Debate Over Vaccination (CNN)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://pjmedia.com/trending/cnns-information-warfare-expert-got-duped-by-twitter-bot-pushing-dubious-covington-video/\">CNN’s ‘Information Warfare Expert’ Duped by Twitter Bot Pushing Dubious MAGA Hat Teen Vid\u003c/a>\u003c/p>\n\n",
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"title": "False Equivalence: Why It's So Dangerous | Above the Noise | KQED",
"description": "Not every topic warrants a “both sides” approach. Some viewpoints are simply not backed by empirical evidence or are based on false information. And journalists have to be careful not to present them as legit debates. If they do, they are creating a “false equivalence.” TEACHERS: Bring Above the Noise into your middle or high school classroom with free lesson plans, viewing guide, glossary of terms, and transcripts. What is false equivalence? It’s when you set up two opposing sides of an argument, and make it look like they hold equal weight, when really, they don’t. And presenting both of these views as valid is a",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Not every topic warrants a “both sides” approach. Some viewpoints are simply not backed by empirical evidence or are based on false information. And journalists have to be careful not to present them as legit debates. If they do, they are creating a “false equivalence.”\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1_hx5dtAZGJvkYiEm-Vr299LlG2-6qMUsDdoWTfJgfqE/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BqGS0G7HZ0_yklHzp36ZGmlE8BAZ9RFMTcSAgS2fupw/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1bShZxSAZb6iQwywiMJq9RHryIIUAC8uRjWgIQsnXB4Y/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1AplSQGDfhbLtk0UTuHDxt33KbYRaMCV5ChFQsmYnd3g/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is false equivalence?\u003c/strong>\u003c/p>\n\u003cp>It’s when you set up two opposing sides of an argument, and make it look like they hold equal weight, when really, they don’t. And presenting both of these views as valid is a logical fallacy, or a “false equivalence.”\u003c/p>\n\u003cp>\u003cstrong>Why do false equivalences happen in journalism?\u003c/strong>\u003c/p>\n\u003cp>When news is breaking, journalists are often faced with making decisions quickly, without much time for fact-checking. Propagandists — people who want to use the media to spread a particular cause or belief — often take advantage of the chaos of breaking news to spread rumors and conspiracy theories. They often create false social media accounts, and then use other false accounts to comments and like a post. Even trained journalists can fall for false posts when they are shared widely by real-looking accounts on places like Twitter or Facebook. False equivalences also happen when news outlets will invite two opposing “sides” on an issue to debate one another, but one side doesn’t rely on solid evidence to back their argument. Both sides are given equal air time and equal weight — creating a false impression of equivalence. The false argument will often spread on social media before it can be de-bunked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What role do social media companies play in spreading misinformation?\u003c/strong>\u003c/p>\n\u003cp>This is a hotly debated question, and companies like Facebook distribute more information than any other institution in history. While they are constantly changing their policies and algorithms in an attempt to slow down the spread of fake posts from dubious sources, they have yet to develop a consistent or effective way to combat the spread of misinformation on their platforms.\u003c/p>\n\u003cp>\u003cstrong>What can I do to avoid falling for false equivalence?\u003c/strong>\u003c/p>\n\u003cp>Be skeptical — just because someone is on TV, or appears in a social media post doesn’t always mean that they are legitimate experts on a topic. Always check the sources they are citing. Are they citing research from well-regarded academic or journalistic institutions? Do their websites look legit? And check your own biases. Are you being critical of the information you’re consuming, or are you looking for something to prove what you already believe? Challenge yourself by reading an opposing point of view and analyzing their arguments.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://datasociety.net/output/data-craft/\">Data Craft: The Manipulation of Social Media Metadata (Amelia Acker, Data & Society)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://datasociety.net/output/oxygen-of-amplification/\">The Oxygen of Amplification: Better Practices for Reporting on Extremists, Antagonists, and Manipulators (Whitney Phillips, Data & Society)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.journalism.org/2018/09/10/news-use-across-social-media-platforms-2018/\">News Use Across Social Media Platforms 2018 (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cnn.com/videos/tv/2015/01/30/erin-panel-anti-vaccination-debate.cnn\">Watch Doctors Have Heated Debate Over Vaccination (CNN)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://pjmedia.com/trending/cnns-information-warfare-expert-got-duped-by-twitter-bot-pushing-dubious-covington-video/\">CNN’s ‘Information Warfare Expert’ Duped by Twitter Bot Pushing Dubious MAGA Hat Teen Vid\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"description": "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",
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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": "Deepfakes: Can You Spot a Phony Video? | Above the Noise",
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"headTitle": "Deepfakes: Can You Spot a Phony Video? | Above the Noise | KQED Education",
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"content": "\u003cp>Today’s internet meme culture thrives on Photoshopping images for comic effect. But there is a newer form of image manipulation using AI technology to create hyper realistic alterations to video. These so-called ”deepfakes” can be very difficult to detect or debunk.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1EcC49NYzgNZafGmZkMH0ZA4Hv_GR6XYhdKPvPKufZ_0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1HmG5FoI4xLHau3PBAtYY6lyoOPwAuc_bi-Eon9C-y4A/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1sc2nPOznwL5Sx_EP8hmCBdv9vHspTLC_E8TUxevKjfg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1KXCrh8Awgt_rfHWE9QoJqErDKigjlhoVriSeEJo8_HM/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are deepfakes?\u003c/strong>\u003c/p>\n\u003cp>Deepfakes are videos that have been manipulated using AI technology. This tech can scale, rotate or splice videos and images together to alter videos so that they can be very different from the original and tough to spot as fakes.\u003c/p>\n\u003cp>\u003cstrong>How do deepfakes spread?\u003c/strong>\u003c/p>\n\u003cp>As AI becomes cheaper and more accessible to more people, deepfakes are more difficult to detect. Social media platforms like Youtube, Facebook and Twitter help to spread them, partially because of the ease and speed of sharing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How do deepfakes contribute to misinformation online?\u003c/strong>\u003c/p>\n\u003cp>According to the Pew Research Center, 85% of teens use Youtube and two-thirds of all Americans get at least some of their news from social media platforms. Right now, these companies are doing little to stop the spread of deepfakes on their platforms. High profile figures like politicians and celebrities who have a ton of photos and videos on the internet are the most common targets for deepfakes, due to the huge volume of data available to manipulate. While they are often used for parody or satire, deepfakes can be used for more sinister purposes. Imagine what could happen if somebody created a fake video of a leader inciting violence or falsely accusing another politician. Experts say deepfakes could become a serious threat to our security and democracy in the near future.\u003c/p>\n\u003cp>\u003cstrong>If I’m not famous, what kind of threat do deep fakes pose to me??\u003c/strong>\u003c/p>\n\u003cp>Women are the most common victims of deepfakes. Usually, someone will splice the face of a woman they know into a pornographic or sexually provocative video to humiliate them. While good technical skills are required to create really convincing fakes, there are plenty of how-to’s and other resources out there to get people started.\u003c/p>\n\u003cp>\u003cstrong>How can we stop the spread of deepfakes?\u003c/strong>\u003c/p>\n\u003cp>People and organizations are developing detection algorithms to spot deepfakes, but these methods usually lag behind the technology used to create them. Often, you can spot a deepfake by looking closely at eye movements and facial expressions. If a video looks a little suspicious, try to find another version of it online using Google image search. Also, the Youtube Data Viewer shows you when a video was uploaded and provides thumbnails for reverse image searching. But the best way to stop the spread of deepfakes is to slow down your impulse to share, and demand that social media companies do more to combat it.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.buzzfeednews.com/article/davidmack/obama-fake-news-jordan-peele-psa-video-buzzfeed\">“This PSA About Fake News From Barack Obama Is Not What It Appears”\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/technology/2018/12/30/fake-porn-videos-are-being-weaponized-harass-humiliate-women-everybody-is-potential-target/?utm_term=.911d03cf1479\">“Fake-porn videos are being weaponized to harass and humiliate women”\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.snopes.com/fact-check/bush-upside-book/\">“Does This Photograph Show President Bush Reading a Book Upside-Down?”\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://citizenevidence.amnestyusa.org/\">Youtube DataViewer\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2018/03/01/social-media-use-in-2018/\">“Social Media Use in 2018”\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://gijn.org/2018/05/28/what-to-watch-for-in-the-coming-wave-of-deep-fake-videos/\">“What to Watch for in the Coming Wave of “Deep Fake” Videos”\u003c/a>\u003c/p>\n\n",
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"title": "Deepfakes: Can You Spot a Phony Video? | Above the Noise | KQED",
"description": "Today’s internet meme culture thrives on Photoshopping images for comic effect. But there is a newer form of image manipulation using AI technology to create hyper realistic alterations to video. These so-called ”deepfakes” can be very difficult to detect or debunk. TEACHERS: Bring Above the Noise into your middle or high school classroom with free lesson plans, viewing guide, glossary of terms, and transcripts. What are deepfakes? Deepfakes are videos that have been manipulated using AI technology. This tech can scale, rotate or splice videos and images together to alter videos so that they can be very different from the original and tough to spot as",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Today’s internet meme culture thrives on Photoshopping images for comic effect. But there is a newer form of image manipulation using AI technology to create hyper realistic alterations to video. These so-called ”deepfakes” can be very difficult to detect or debunk.\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Bring \u003ci>Above the Noise\u003c/i> into your middle or high school classroom with \u003ca href=\"https://docs.google.com/document/d/1EcC49NYzgNZafGmZkMH0ZA4Hv_GR6XYhdKPvPKufZ_0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1HmG5FoI4xLHau3PBAtYY6lyoOPwAuc_bi-Eon9C-y4A/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1sc2nPOznwL5Sx_EP8hmCBdv9vHspTLC_E8TUxevKjfg/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1KXCrh8Awgt_rfHWE9QoJqErDKigjlhoVriSeEJo8_HM/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are deepfakes?\u003c/strong>\u003c/p>\n\u003cp>Deepfakes are videos that have been manipulated using AI technology. This tech can scale, rotate or splice videos and images together to alter videos so that they can be very different from the original and tough to spot as fakes.\u003c/p>\n\u003cp>\u003cstrong>How do deepfakes spread?\u003c/strong>\u003c/p>\n\u003cp>As AI becomes cheaper and more accessible to more people, deepfakes are more difficult to detect. Social media platforms like Youtube, Facebook and Twitter help to spread them, partially because of the ease and speed of sharing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How do deepfakes contribute to misinformation online?\u003c/strong>\u003c/p>\n\u003cp>According to the Pew Research Center, 85% of teens use Youtube and two-thirds of all Americans get at least some of their news from social media platforms. Right now, these companies are doing little to stop the spread of deepfakes on their platforms. High profile figures like politicians and celebrities who have a ton of photos and videos on the internet are the most common targets for deepfakes, due to the huge volume of data available to manipulate. While they are often used for parody or satire, deepfakes can be used for more sinister purposes. Imagine what could happen if somebody created a fake video of a leader inciting violence or falsely accusing another politician. Experts say deepfakes could become a serious threat to our security and democracy in the near future.\u003c/p>\n\u003cp>\u003cstrong>If I’m not famous, what kind of threat do deep fakes pose to me??\u003c/strong>\u003c/p>\n\u003cp>Women are the most common victims of deepfakes. Usually, someone will splice the face of a woman they know into a pornographic or sexually provocative video to humiliate them. While good technical skills are required to create really convincing fakes, there are plenty of how-to’s and other resources out there to get people started.\u003c/p>\n\u003cp>\u003cstrong>How can we stop the spread of deepfakes?\u003c/strong>\u003c/p>\n\u003cp>People and organizations are developing detection algorithms to spot deepfakes, but these methods usually lag behind the technology used to create them. Often, you can spot a deepfake by looking closely at eye movements and facial expressions. If a video looks a little suspicious, try to find another version of it online using Google image search. Also, the Youtube Data Viewer shows you when a video was uploaded and provides thumbnails for reverse image searching. But the best way to stop the spread of deepfakes is to slow down your impulse to share, and demand that social media companies do more to combat it.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.buzzfeednews.com/article/davidmack/obama-fake-news-jordan-peele-psa-video-buzzfeed\">“This PSA About Fake News From Barack Obama Is Not What It Appears”\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/technology/2018/12/30/fake-porn-videos-are-being-weaponized-harass-humiliate-women-everybody-is-potential-target/?utm_term=.911d03cf1479\">“Fake-porn videos are being weaponized to harass and humiliate women”\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.snopes.com/fact-check/bush-upside-book/\">“Does This Photograph Show President Bush Reading a Book Upside-Down?”\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://citizenevidence.amnestyusa.org/\">Youtube DataViewer\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2018/03/01/social-media-use-in-2018/\">“Social Media Use in 2018”\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://gijn.org/2018/05/28/what-to-watch-for-in-the-coming-wave-of-deep-fake-videos/\">“What to Watch for in the Coming Wave of “Deep Fake” Videos”\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "Students Lead the Way on Mental Health at School Using Social Media | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Far too many of our secondary students struggle with depression, suicidal thoughts, anxiety and isolation. In my eight years of teaching high school English, I have found more of my time on campus invested in the mental and social health of my students. At Dublin High School (DHS) in Dublin, California, the students have decided it is time to address the elephant in the room. Junior Matthew Kang, along with a small group of students on the DHS campus, started the Elephant in the Room Project because he ultimately “envision[s] a positive community of open-mindedness at Dublin High where all students can feel comfortable sharing their stories and feel a sense of unity in the common emotions we experience as high school students.” Intrigued by the movement on our campus, I reached out to Kang and attended the \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1hLPZ8I3Xs_irFYP7pkwZ2FW4gX21IP2p4WVXzJ9RAr8/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">first informal gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which hosted over 120 students and staff members.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: \u003c/span>\u003cspan style=\"font-weight: 400\">What was your inspiration for this movement? How did it materialize?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: My motivation to act came last summer when a former DHS student took his own life. He was a teammate of mine on the track team who I had known since middle school, first as competitors and later as a friends. His suicide shook me and his friends considerably. No one thought that anything was troubling him, and we could only question if things could have been different if we were there for him. It was then I wondered if he had people around him that he could talk to or could relate to. This thought began to materialize into Elephant in the Room, organized gatherings where students have a place where they could hear the voices of their peers publicly and anonymously. Elephant in the Room is an opportunity for students to share their personal stories, experiences and views freely in a safe environment. Through listening to each other, I hope students who feel isolated can relate to their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the movement is simple, but\u003c/span>\u003cspan style=\"font-weight: 400\">, improving and supporting teenage mental and social health is a huge undertaking. To aid in the growth of the project, Kang and the Elephant in the Room team created stickers and joined a hashtag campaign \u003ca href=\"https://twitter.com/hashtag/youcantalktome\">#YouCanTalkToMe\u003c/a> to raise awareness and reach out to those needing support. \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: Why did you think that the best tool for your project was social media and the hashtag #YouCanTalkToMe? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: One thing with DHS students, or maybe all high school students, is that we always have our hands on a phone. You won’t see anyone in high school without a phone and some form of social media. We are living in the age of social media; it’s just how we communicate. So for our project, this was the most effective way to get our message across. It was through social media we were able to get such a great turnout in our inaugural Elephant in the Room gathering. Two days of posting is all it took to get the word out. It truly is a powerful tool.\u003c/span>\u003c/p>\n\u003cp> \u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531904 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/eitr3.jpeg\" alt=\"\" width=\"404\" height=\"707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3.jpeg 1124w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-160x280.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-800x1399.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-768x1343.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-1020x1784.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-686x1200.jpeg 686w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: Were you inspired by any other social media awareness campaigns or specific hashtags? \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: Absolutely. Social media has a way of getting people’s attention, and you see the influence it has everyday. One example that comes to mind is the popular hashtag \u003c/span>\u003ca href=\"https://twitter.com/hashtag/metoo\">\u003cspan style=\"font-weight: 400\">#MeToo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2017. The tweet went viral with 19 million retweets and promoted a global movement of men and women sharing their stories of sexual abuse and harassment. An older viral hashtag that I shared was the \u003c/span>\u003ca href=\"https://twitter.com/hashtag/alsicebucketchallenge?lang=en\">\u003cspan style=\"font-weight: 400\">#ALSIceBucketChallenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s amazing how a simple hashtag can have such profound effects. Although we do not expect to go as viral as these iconic hashtags, we hope to use the social media hashtag to inspire other DHS Students, and even other high schoolers, to join our cause: to spread open-mindedness in schools, to share our stories and to ultimately form a more cohesive, positive community where our peers won’t feel as alone in their personal struggles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elephant in the Room is truly a youth movement. While teachers and counselors have been integral to support the movement by coordinating, advertising and supervising get-togethers as the group formalizes their club charter on campus, it is the students who have developed the concept and are moving this project forward. DHS is developing a Wellness Center on campus, and when the center opens next school year, Elephant in the Room will make this space feel more student-owned. \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: In what ways does the movement elevate youth voice?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: There are many times where youth voice is dismissed and discouraged and I hope that this movement is able to amplify our voice. What I mean is that our social campaign addresses youth problems. It calls for students to speak up about issues that are unique to us rather than having adults dictate and define what they are. I hope that by creating this kind of forum, where discussion about difficult subjects and feelings is actually encouraged, we may send a message to all youth that your voice matters and that no one should be able to tell you otherwise. Everyone should be able to hear your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DHS is focusing on social emotional support on campus to create a more positive and inviting environment for students. The addition of the Wellness Center is taking steps toward that goal, but the students wanting a more positive space and culture on campus is ultimately what will bring change to the campus.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: What is your ultimate goal for the movement? And how will you measure its “success”?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: I would love for this to be a consistent venue for students to share their stories with others. For students to have access to people that they can speak with about anything, whether to vent, debate, speak about nothing in particular or talk about something serious. Finally, I hope this movement will allow students to get immediate professional help when they need it, and to make more connections and friendships. \u003c/span>\u003cspan style=\"font-weight: 400\">As for success, I’m not sure how I would define it, but if this movement … can reach at least one person and make them feel a connection to others in a positive way, then I think we are successful. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531903 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/eitr1.png\" alt=\"\" width=\"404\" height=\"529\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr1.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr1-160x210.png 160w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This partnership of high school staff and students is gaining support. While the Wellness Center and Elephant in the Room are not fully in use on campus, the students have spoken: they are reaching out to one another to support, empower and empathize with one another. They are communicating in person and through social media that depression, anxiety and isolation exist on our campus and that we can work together to build a more positive, inclusive and safe environment to support our youth. With the use of the hashtag, hopefully the movement will spread and unify our youth to communicate their feelings and experiences in order to lift one another up. As a teacher, I am proud to partner with my students to build a more positive environment on our campus.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Far too many of our secondary students struggle with depression, suicidal thoughts, anxiety and isolation. In my eight years of teaching high school English, I have found more of my time on campus invested in the mental and social health of my students. At Dublin High School (DHS) in Dublin, California, the students have decided it is time to address the elephant in the room. Junior Matthew Kang, along with a small group of students on the DHS campus, started the Elephant in the Room Project because he ultimately “envision[s] a positive community of open-mindedness at Dublin High where all students can feel comfortable sharing their stories and feel a sense of unity in the common emotions we experience as high school students.” Intrigued by the movement on our campus, I reached out to Kang and attended the \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/1hLPZ8I3Xs_irFYP7pkwZ2FW4gX21IP2p4WVXzJ9RAr8/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">first informal gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which hosted over 120 students and staff members.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: \u003c/span>\u003cspan style=\"font-weight: 400\">What was your inspiration for this movement? How did it materialize?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: My motivation to act came last summer when a former DHS student took his own life. He was a teammate of mine on the track team who I had known since middle school, first as competitors and later as a friends. His suicide shook me and his friends considerably. No one thought that anything was troubling him, and we could only question if things could have been different if we were there for him. It was then I wondered if he had people around him that he could talk to or could relate to. This thought began to materialize into Elephant in the Room, organized gatherings where students have a place where they could hear the voices of their peers publicly and anonymously. Elephant in the Room is an opportunity for students to share their personal stories, experiences and views freely in a safe environment. Through listening to each other, I hope students who feel isolated can relate to their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the movement is simple, but\u003c/span>\u003cspan style=\"font-weight: 400\">, improving and supporting teenage mental and social health is a huge undertaking. To aid in the growth of the project, Kang and the Elephant in the Room team created stickers and joined a hashtag campaign \u003ca href=\"https://twitter.com/hashtag/youcantalktome\">#YouCanTalkToMe\u003c/a> to raise awareness and reach out to those needing support. \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: Why did you think that the best tool for your project was social media and the hashtag #YouCanTalkToMe? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: One thing with DHS students, or maybe all high school students, is that we always have our hands on a phone. You won’t see anyone in high school without a phone and some form of social media. We are living in the age of social media; it’s just how we communicate. So for our project, this was the most effective way to get our message across. It was through social media we were able to get such a great turnout in our inaugural Elephant in the Room gathering. Two days of posting is all it took to get the word out. It truly is a powerful tool.\u003c/span>\u003c/p>\n\u003cp> \u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531904 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/eitr3.jpeg\" alt=\"\" width=\"404\" height=\"707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3.jpeg 1124w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-160x280.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-800x1399.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-768x1343.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-1020x1784.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr3-686x1200.jpeg 686w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: Were you inspired by any other social media awareness campaigns or specific hashtags? \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: Absolutely. Social media has a way of getting people’s attention, and you see the influence it has everyday. One example that comes to mind is the popular hashtag \u003c/span>\u003ca href=\"https://twitter.com/hashtag/metoo\">\u003cspan style=\"font-weight: 400\">#MeToo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2017. The tweet went viral with 19 million retweets and promoted a global movement of men and women sharing their stories of sexual abuse and harassment. An older viral hashtag that I shared was the \u003c/span>\u003ca href=\"https://twitter.com/hashtag/alsicebucketchallenge?lang=en\">\u003cspan style=\"font-weight: 400\">#ALSIceBucketChallenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s amazing how a simple hashtag can have such profound effects. Although we do not expect to go as viral as these iconic hashtags, we hope to use the social media hashtag to inspire other DHS Students, and even other high schoolers, to join our cause: to spread open-mindedness in schools, to share our stories and to ultimately form a more cohesive, positive community where our peers won’t feel as alone in their personal struggles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elephant in the Room is truly a youth movement. While teachers and counselors have been integral to support the movement by coordinating, advertising and supervising get-togethers as the group formalizes their club charter on campus, it is the students who have developed the concept and are moving this project forward. DHS is developing a Wellness Center on campus, and when the center opens next school year, Elephant in the Room will make this space feel more student-owned. \u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: In what ways does the movement elevate youth voice?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: There are many times where youth voice is dismissed and discouraged and I hope that this movement is able to amplify our voice. What I mean is that our social campaign addresses youth problems. It calls for students to speak up about issues that are unique to us rather than having adults dictate and define what they are. I hope that by creating this kind of forum, where discussion about difficult subjects and feelings is actually encouraged, we may send a message to all youth that your voice matters and that no one should be able to tell you otherwise. Everyone should be able to hear your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DHS is focusing on social emotional support on campus to create a more positive and inviting environment for students. The addition of the Wellness Center is taking steps toward that goal, but the students wanting a more positive space and culture on campus is ultimately what will bring change to the campus.\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">Q: What is your ultimate goal for the movement? And how will you measure its “success”?\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 60px\">\u003cspan style=\"font-weight: 400\">A: I would love for this to be a consistent venue for students to share their stories with others. For students to have access to people that they can speak with about anything, whether to vent, debate, speak about nothing in particular or talk about something serious. Finally, I hope this movement will allow students to get immediate professional help when they need it, and to make more connections and friendships. \u003c/span>\u003cspan style=\"font-weight: 400\">As for success, I’m not sure how I would define it, but if this movement … can reach at least one person and make them feel a connection to others in a positive way, then I think we are successful. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-531903 aligncenter\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/eitr1.png\" alt=\"\" width=\"404\" height=\"529\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr1.png 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/eitr1-160x210.png 160w\" sizes=\"(max-width: 404px) 100vw, 404px\">\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\">This partnership of high school staff and students is gaining support. While the Wellness Center and Elephant in the Room are not fully in use on campus, the students have spoken: they are reaching out to one another to support, empower and empathize with one another. They are communicating in person and through social media that depression, anxiety and isolation exist on our campus and that we can work together to build a more positive, inclusive and safe environment to support our youth. With the use of the hashtag, hopefully the movement will spread and unify our youth to communicate their feelings and experiences in order to lift one another up. As a teacher, I am proud to partner with my students to build a more positive environment on our campus.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Oakland Sideshows: Should They Be Legal?",
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"content": "\u003cp>What do you get when you mix car stunts, youth culture, and Oakland? Sideshows! Sideshows have become big in Oakland, where drivers will block major intersections to perform car stunts like donuts and figure eights, while large crowds gather to watch. But here’s the catch– they can be real dangerous and because of that they are totally illegal. And chances are in some way or another there’s a clash between youth and car culture and cops near you too. In Oakland, they are creating a huge divide in the community, where many supporters say sideshows are part of Oakland culture and are calling for legal safe venues. While many opponents view sideshows as a dangerous public nuisance and are calling for harsher legal penalties. So students in the PBS NewsHour Student Reporting Labs program at Oakland Military Institute in Oakland, California are asking: what should Oakland do about sideshows? And chances are there’s a clash between youth, car culture and cops near you too.\u003c/p>\n\u003cp>\u003cstrong>What are sideshows in Oakland?\u003c/strong>\u003c/p>\n\u003cp>In Oakland California sideshows are events where drivers perform car stunts like donuts and figure eights, as large crowds gather to watch. They often block major intersections, bridges or highways.\u003c/p>\n\u003cp>\u003cstrong>Are Sideshows in Oakland dangerous?\u003c/strong>\u003c/p>\n\u003cp>Sideshows in Oakland can be dangerous. Sometimes drivers doing stunts can lose control of their cars and hit people in the crowds. Additionally, crowds can get rowdy and fights can break out, and guns get pulled. When police are called to the scene– sometimes there can be car chases and there have been reports of tear gas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What are the arguments for legalizing sideshows and creating safe venues for car stunts?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that sideshows are an important part of Oakland culture and should not be criminalized. If legal safe venues were created, then the number of dangerous illegal sideshows would decrease. It would also create a business opportunity for Oakland. Instead of spending money on policing these illegal events, the city could charge admission fees to legal safe venues which would generate income, and provide economic opportunity to the drivers.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://abc7news.com/archive/7070018/\">ABC7: 3 Killed in Sideshow Crash in Oakland\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/crime/article/Person-injured-in-fall-from-highway-ramp-during-13437877.php\">SF Chronicle: Person Injured in Fall From Highway Ramp During Crokett Sideshow\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://abc30.com/richmond-officer-trying-to-stop-sideshow-hit-by-car/3001412/\">ABC30: Richmond Police Officer Hit By Car While Trying to Breakup Sideshow\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/arts/13824571/oakland-sideshows-legalize-macarthur\">KQED: Make Sideshows an Opportunity in Oakland, Not a Problem\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://bayarea.blogs.nytimes.com/2009/10/27/the-idea-of-decriminalizing-oakland-sideshows/\">NY Times: The Idea of Decriminalizing Oakland ‘Sideshows’\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://money.cnn.com/2005/07/18/Autos/funonwheels/sixfigs_fourteen_prodriver/index.htm\">CNN: Six Figure Job: Stunt Drivers\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What do you get when you mix car stunts, youth culture, and Oakland? Sideshows! Sideshows have become big in Oakland, where drivers will block major intersections to perform car stunts like donuts and figure eights, while large crowds gather to watch. But here’s the catch– they can be real dangerous and because of that they are totally illegal. And chances are in some way or another there’s a clash between youth and car culture and cops near you too. In Oakland, they are creating a huge divide in the community, where many supporters say sideshows are part of Oakland culture and are calling for legal safe venues. While many opponents view sideshows as a dangerous public nuisance and are calling for harsher legal penalties. So students in the PBS NewsHour Student Reporting Labs program at Oakland Military Institute in Oakland, California are asking: what should Oakland do about sideshows? And chances are there’s a clash between youth, car culture and cops near you too.\u003c/p>\n\u003cp>\u003cstrong>What are sideshows in Oakland?\u003c/strong>\u003c/p>\n\u003cp>In Oakland California sideshows are events where drivers perform car stunts like donuts and figure eights, as large crowds gather to watch. They often block major intersections, bridges or highways.\u003c/p>\n\u003cp>\u003cstrong>Are Sideshows in Oakland dangerous?\u003c/strong>\u003c/p>\n\u003cp>Sideshows in Oakland can be dangerous. Sometimes drivers doing stunts can lose control of their cars and hit people in the crowds. Additionally, crowds can get rowdy and fights can break out, and guns get pulled. When police are called to the scene– sometimes there can be car chases and there have been reports of tear gas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are the arguments for legalizing sideshows and creating safe venues for car stunts?\u003c/strong>\u003c/p>\n\u003cp>Many people feel that sideshows are an important part of Oakland culture and should not be criminalized. If legal safe venues were created, then the number of dangerous illegal sideshows would decrease. It would also create a business opportunity for Oakland. Instead of spending money on policing these illegal events, the city could charge admission fees to legal safe venues which would generate income, and provide economic opportunity to the drivers.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://abc7news.com/archive/7070018/\">ABC7: 3 Killed in Sideshow Crash in Oakland\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sfchronicle.com/crime/article/Person-injured-in-fall-from-highway-ramp-during-13437877.php\">SF Chronicle: Person Injured in Fall From Highway Ramp During Crokett Sideshow\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://abc30.com/richmond-officer-trying-to-stop-sideshow-hit-by-car/3001412/\">ABC30: Richmond Police Officer Hit By Car While Trying to Breakup Sideshow\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/arts/13824571/oakland-sideshows-legalize-macarthur\">KQED: Make Sideshows an Opportunity in Oakland, Not a Problem\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://bayarea.blogs.nytimes.com/2009/10/27/the-idea-of-decriminalizing-oakland-sideshows/\">NY Times: The Idea of Decriminalizing Oakland ‘Sideshows’\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://money.cnn.com/2005/07/18/Autos/funonwheels/sixfigs_fourteen_prodriver/index.htm\">CNN: Six Figure Job: Stunt Drivers\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Help Students Evaluate Wikipedia as a 21st Century Research Skill",
"headTitle": "Help Students Evaluate Wikipedia as a 21st Century Research Skill | KQED",
"content": "\u003cp>\u003ca href=\"https://www.wikipedia.org/\">\u003cspan style=\"font-weight: 400\">Wikipedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the electronic elephant in the classroom. I recently conducted a straw poll among students I knew. The question was simple: What do you your teachers tell you about Wikipedia in school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">9\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: Don’t use it. Anybody can edit it at any time.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">6\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: We don’t talk about it. If we do, they tell us not to use it.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">5\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: Don’t use it.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">4\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: It’s full of false information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online literacy is crucial for students’ success in college and their career. In my previous years of teaching, I have been hesitant to discuss Wikipedia. Students have been drilled to avoid Wikipedia at all costs (while their teacher is looking, at least). But now I believe we are doing our students a disservice by telling them not to use it, and even by ignoring the issue altogether. Understanding Wikipedia is a fundamental internet research skill required for success in college and career readiness in the 21st century. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults use Wikipedia as a source of information for work, academics and personal research. In 2015, Wikipedia had over \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2016/01/14/wikipedia-at-15/\">\u003cspan style=\"font-weight: 400\">97 billion views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, there is a major difference between how skilled users and unskilled users look at entries. Skilled users evaluate the information within Wikipedia and understand how the site functions and how to judge the credibility of the information. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For a long time we had the same problem in traditional literacy: Skilled readers use a set of strategies that they don’t always recognize and can’t explain. The movement to teach meta-cognition has changed the way we teach reading. Why not apply the same teaching strategies when it comes to Wikipedia? Yes, Wikipedia can be complicated, political and messy. It can also be accurate—\u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0106930\">\u003cspan style=\"font-weight: 400\">according to one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that compared 100 pharmacological Wikipedia entries to traditional textbooks, the “accuracy of drug information on Wikipedia was 99.7%±0.2% when compared to the textbook data.” While the information wasn’t totally complete, it was very accurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My ambivalence toward Wikipedia was changed by \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning/evaluating-wikipedia\">\u003cspan style=\"font-weight: 400\">a lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed by the \u003c/span>\u003ca href=\"https://sheg.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford History Education Group (SHEG)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is part of their \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning\">\u003cspan style=\"font-weight: 400\">Civic Online Reasoning curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the lesson, students are asked to examine several parts of the Wikipedia entry on George W. Bush.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">George W. Bush is a public person whose article is “semi-protected” (see the lock icon in the top right of the screenshot below). This icon means that there is a process for editing the article that has a higher threshold than an unprotected article. It is also rated “a good article” as shown by the green plus sign. Students are also asked to evaluate the number of links and citations in the article, and to follow the citations to the bottom and judge the sources used in the article.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/George_W._Bush\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531883 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1.png\" width=\"1350\" height=\"606\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1.png 1350w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-800x359.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-768x345.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-1020x458.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-1200x539.png 1200w\" sizes=\"(max-width: 1350px) 100vw, 1350px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I taught this lesson, I used a projector to show the different features of the entry to my whole class, then students worked in pairs to evaluate and discuss the entry. I found that it was a great place to start a discussion of credible online sources. My middle school classes were adamant that they shouldn’t use Wikipedia, and I was surprised at the level of resistance. We use GoGuardian at our site to monitor our Chromebooks, so I know students are frequently on Wikipedia–they just change windows when a teacher walks by. Once they felt confident that they could talk openly about Wikipedia, I hoped they would evaluate its articles and bring them into class conversations rather than avoid them altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson took on a life of its own after that. A student found the Wikipedia entry for our town and managed to edit the article, providing a perfect example of a user editing the content. That also led to discussion of what wikis are in general.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The class was excited at their newfound powers, but then they noticed that the edits they were making were being removed. A horrified silence followed—somebody was monitoring them! A Wikipedia moderator was taking down edits because there was too much activity on a single article. I then showed them that they can find that specific moderator and examine their credentials. The editor we were dealing with had extensive experience as a moderator, had earned many digital badges for editing and moderating, and had been active on Wikipedia for years. We also explored the revision history of the article and they were surprised that the edits they made were time stamped and showed their username. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/User:Shellwood\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531884 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1.png\" width=\"1348\" height=\"620\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1.png 1348w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-800x368.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-768x353.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-1020x469.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-1200x552.png 1200w\" sizes=\"(max-width: 1348px) 100vw, 1348px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This lesson has broken my silence about Wikipedia in the classroom. Critically evaluating Wikipedia articles and the way the site works is a perfect gateway into discussing internet research. There isn’t a single online source that doesn’t need to be cross-referenced, interrogated and vetted—and Wikipedia is no different. I realized that were levels of online literacy involved in wikis that I hadn’t recognized before, and that we should discuss them in the classroom. In the future, I will be including lessons on moderators, edit histories and a general overview of “wiki” type websites.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since we all use Wikipedia, let’s help students (and ourselves) better understand how it works, and how to know if what we read there is credible. I encourage you to fire up that projector and spend time \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actively evaluating\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Wikipedia with your classes.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>, or explore our \u003ca href=\"https://teach.kqed.org/misinformation-course-collection/?utm_source=ITC&utm_medium=blog\">upcoming course series\u003c/a> on misinformation.\u003c/em>\u003c/p>\n\n",
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"description": "Wikipedia is the electronic elephant in the classroom. I recently conducted a straw poll among students I knew. The question was simple: What do you your teachers tell you about Wikipedia in school? The results: 9th Grade: Don’t use it. Anybody can edit it at any time. 6th Grade: We don’t talk about it.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.wikipedia.org/\">\u003cspan style=\"font-weight: 400\">Wikipedia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is the electronic elephant in the classroom. I recently conducted a straw poll among students I knew. The question was simple: What do you your teachers tell you about Wikipedia in school? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">9\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: Don’t use it. Anybody can edit it at any time.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">6\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: We don’t talk about it. If we do, they tell us not to use it.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">5\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: Don’t use it.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">4\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> Grade: It’s full of false information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online literacy is crucial for students’ success in college and their career. In my previous years of teaching, I have been hesitant to discuss Wikipedia. Students have been drilled to avoid Wikipedia at all costs (while their teacher is looking, at least). But now I believe we are doing our students a disservice by telling them not to use it, and even by ignoring the issue altogether. Understanding Wikipedia is a fundamental internet research skill required for success in college and career readiness in the 21st century. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults use Wikipedia as a source of information for work, academics and personal research. In 2015, Wikipedia had over \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2016/01/14/wikipedia-at-15/\">\u003cspan style=\"font-weight: 400\">97 billion views\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, there is a major difference between how skilled users and unskilled users look at entries. Skilled users evaluate the information within Wikipedia and understand how the site functions and how to judge the credibility of the information. \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\">For a long time we had the same problem in traditional literacy: Skilled readers use a set of strategies that they don’t always recognize and can’t explain. The movement to teach meta-cognition has changed the way we teach reading. Why not apply the same teaching strategies when it comes to Wikipedia? Yes, Wikipedia can be complicated, political and messy. It can also be accurate—\u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0106930\">\u003cspan style=\"font-weight: 400\">according to one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that compared 100 pharmacological Wikipedia entries to traditional textbooks, the “accuracy of drug information on Wikipedia was 99.7%±0.2% when compared to the textbook data.” While the information wasn’t totally complete, it was very accurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My ambivalence toward Wikipedia was changed by \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning/evaluating-wikipedia\">\u003cspan style=\"font-weight: 400\">a lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed by the \u003c/span>\u003ca href=\"https://sheg.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford History Education Group (SHEG)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that is part of their \u003c/span>\u003ca href=\"https://sheg.stanford.edu/civic-online-reasoning\">\u003cspan style=\"font-weight: 400\">Civic Online Reasoning curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the lesson, students are asked to examine several parts of the Wikipedia entry on George W. Bush.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">George W. Bush is a public person whose article is “semi-protected” (see the lock icon in the top right of the screenshot below). This icon means that there is a process for editing the article that has a higher threshold than an unprotected article. It is also rated “a good article” as shown by the green plus sign. Students are also asked to evaluate the number of links and citations in the article, and to follow the citations to the bottom and judge the sources used in the article.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/George_W._Bush\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531883 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1.png\" width=\"1350\" height=\"606\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1.png 1350w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-160x72.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-800x359.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-768x345.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-1020x458.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Dubya-Wikipedia-1-1200x539.png 1200w\" sizes=\"(max-width: 1350px) 100vw, 1350px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I taught this lesson, I used a projector to show the different features of the entry to my whole class, then students worked in pairs to evaluate and discuss the entry. I found that it was a great place to start a discussion of credible online sources. My middle school classes were adamant that they shouldn’t use Wikipedia, and I was surprised at the level of resistance. We use GoGuardian at our site to monitor our Chromebooks, so I know students are frequently on Wikipedia–they just change windows when a teacher walks by. Once they felt confident that they could talk openly about Wikipedia, I hoped they would evaluate its articles and bring them into class conversations rather than avoid them altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson took on a life of its own after that. A student found the Wikipedia entry for our town and managed to edit the article, providing a perfect example of a user editing the content. That also led to discussion of what wikis are in general.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The class was excited at their newfound powers, but then they noticed that the edits they were making were being removed. A horrified silence followed—somebody was monitoring them! A Wikipedia moderator was taking down edits because there was too much activity on a single article. I then showed them that they can find that specific moderator and examine their credentials. The editor we were dealing with had extensive experience as a moderator, had earned many digital badges for editing and moderating, and had been active on Wikipedia for years. We also explored the revision history of the article and they were surprised that the edits they made were time stamped and showed their username. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://en.wikipedia.org/wiki/User:Shellwood\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531884 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1.png\" width=\"1348\" height=\"620\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1.png 1348w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-160x74.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-800x368.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-768x353.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-1020x469.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/Shellwood-Editor-Wikipedia-1-1200x552.png 1200w\" sizes=\"(max-width: 1348px) 100vw, 1348px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This lesson has broken my silence about Wikipedia in the classroom. Critically evaluating Wikipedia articles and the way the site works is a perfect gateway into discussing internet research. There isn’t a single online source that doesn’t need to be cross-referenced, interrogated and vetted—and Wikipedia is no different. I realized that were levels of online literacy involved in wikis that I hadn’t recognized before, and that we should discuss them in the classroom. In the future, I will be including lessons on moderators, edit histories and a general overview of “wiki” type websites.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since we all use Wikipedia, let’s help students (and ourselves) better understand how it works, and how to know if what we read there is credible. I encourage you to fire up that projector and spend time \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">actively evaluating\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Wikipedia with your classes.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you want to learn more about evaluating online information in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/finding-evaluating-information?utm_source=ITC&utm_medium=blog\">Finding & Evaluating Information\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>, or explore our \u003ca href=\"https://teach.kqed.org/misinformation-course-collection/?utm_source=ITC&utm_medium=blog\">upcoming course series\u003c/a> on misinformation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Homework in High School: How Much Is Too Much?",
"headTitle": "Homework in High School: How Much Is Too Much? | KQED",
"content": "\u003cp>It’s not hard to find a high school student who is stressed about homework. Many are stressed to the max–juggling extracurricular activities, jobs, and family responsibilities. It can be hard for many students, particularly low-income students, to find the time to dedicate to homework. So students in the PBS NewsHour Student Reporting Labs program at YouthBeat in Oakland, California are asking what’s a fair amount of homework for high school students?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/above-the-noise-homework-in-high-school/above-the-noise-homework-in-high-school/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Is homework beneficial to students?\u003c/strong>\u003c/p>\n\u003cp>The homework debate has been going on for years. There’s a big body of research that shows that homework can have a positive impact on academic performance. It can also help students prepare for the academic rigors of college.\u003c/p>\n\u003cp>\u003cstrong>Does homework hurt students?\u003c/strong>\u003c/p>\n\u003cp>Some research suggests that homework is only beneficial up to a certain point. Too much homework can lead to compromised health and greater stress in students. Many students, particularly low-income students, can struggle to find the time to do homework, especially if they are working jobs after school or taking care of family members. Some students might not have access to technology, like computers or the internet, that are needed to complete assignments at home– which can make completing assignments even more challenging. Many argue that this contributes to inequity in education– particularly if completing homework is linked to better academic performance.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How much homework should students get?\u003c/strong>\u003c/p>\n\u003cp>Based on research, the National Education Association recommends the 10-minute rule stating students should receive 10 minutes of homework per grade per night. But opponents to homework point out that for seniors that’s still 2 hours of homework which can be a lot for students with conflicting obligations. And in reality, high school students say it can be tough for teachers to coordinate their homework assignments since students are taking a variety of different classes. Some people advocate for eliminating homework altogether.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/04/19/how-much-homework-is-enough-depends-who.html\">Edweek: How Much Homework Is Enough? Depends Who You Ask\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.businessinsider.com/education-homework-differs-around-the-world-2016-11\">Business Insider: Here’s How Homework Differs Around the World\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://upload-community.kipa.co.il/819201525856.pdf\">Review of Educational Research: Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://phys.org/news/2014-03-hours-homework-night-counterproductive.html\">Phys.org: Study suggests more than two hours of homework a night may be counterproductive\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00220973.2012.745469\">The Journal of Experimental Education: Nonacademic Effects of Homework in Privileged, High-Performing High Schools\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.nea.org/tools/16938.htm\">National Education Association: Research Spotlight on Homework\u003c/a>\u003cbr>\nNEA Reviews of the Research on Best Practices in Education\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/letters/archive/2019/04/readers-respond-does-homework-work/586609/\">The Atlantic: Who Does Homework Work For?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.centerforpubliceducation.org/research/what-research-says-about-value-homework-research-revie\">Center for Public Education: What research says about the value of homework: Research review\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://time.com/4740297/homework-should-be-banned-from-schools/\">Time: Opinion: Why I think All Schools Should Abolish Homework\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/education/archive/2013/09/a-teachers-defense-of-homework/279967/\">The Atlantic: A Teacher’s Defense of Homework\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s not hard to find a high school student who is stressed about homework. Many are stressed to the max–juggling extracurricular activities, jobs, and family responsibilities. It can be hard for many students, particularly low-income students, to find the time to dedicate to homework. So students in the PBS NewsHour Student Reporting Labs program at YouthBeat in Oakland, California are asking what’s a fair amount of homework for high school students?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/above-the-noise-homework-in-high-school/above-the-noise-homework-in-high-school/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Is homework beneficial to students?\u003c/strong>\u003c/p>\n\u003cp>The homework debate has been going on for years. There’s a big body of research that shows that homework can have a positive impact on academic performance. It can also help students prepare for the academic rigors of college.\u003c/p>\n\u003cp>\u003cstrong>Does homework hurt students?\u003c/strong>\u003c/p>\n\u003cp>Some research suggests that homework is only beneficial up to a certain point. Too much homework can lead to compromised health and greater stress in students. Many students, particularly low-income students, can struggle to find the time to do homework, especially if they are working jobs after school or taking care of family members. Some students might not have access to technology, like computers or the internet, that are needed to complete assignments at home– which can make completing assignments even more challenging. Many argue that this contributes to inequity in education– particularly if completing homework is linked to better academic performance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How much homework should students get?\u003c/strong>\u003c/p>\n\u003cp>Based on research, the National Education Association recommends the 10-minute rule stating students should receive 10 minutes of homework per grade per night. But opponents to homework point out that for seniors that’s still 2 hours of homework which can be a lot for students with conflicting obligations. And in reality, high school students say it can be tough for teachers to coordinate their homework assignments since students are taking a variety of different classes. Some people advocate for eliminating homework altogether.\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edweek.org/ew/articles/2018/04/19/how-much-homework-is-enough-depends-who.html\">Edweek: How Much Homework Is Enough? Depends Who You Ask\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.businessinsider.com/education-homework-differs-around-the-world-2016-11\">Business Insider: Here’s How Homework Differs Around the World\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://upload-community.kipa.co.il/819201525856.pdf\">Review of Educational Research: Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://phys.org/news/2014-03-hours-homework-night-counterproductive.html\">Phys.org: Study suggests more than two hours of homework a night may be counterproductive\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00220973.2012.745469\">The Journal of Experimental Education: Nonacademic Effects of Homework in Privileged, High-Performing High Schools\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.nea.org/tools/16938.htm\">National Education Association: Research Spotlight on Homework\u003c/a>\u003cbr>\nNEA Reviews of the Research on Best Practices in Education\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/letters/archive/2019/04/readers-respond-does-homework-work/586609/\">The Atlantic: Who Does Homework Work For?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.centerforpubliceducation.org/research/what-research-says-about-value-homework-research-revie\">Center for Public Education: What research says about the value of homework: Research review\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://time.com/4740297/homework-should-be-banned-from-schools/\">Time: Opinion: Why I think All Schools Should Abolish Homework\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theatlantic.com/education/archive/2013/09/a-teachers-defense-of-homework/279967/\">The Atlantic: A Teacher’s Defense of Homework\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When I first taught personal narrative in my freshmen Literature and Writing course last year I planned a traditional unit. I practiced descriptive writing techniques by having them listen to the first five minutes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Saving Private Ryan\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> without the screen visible, noting what they expected to see based on the sounds they were hearing. I then showed them the movie again with just the picture and no sound, and had them reflect on whether their expectations were met by the visuals. We then spent time creating a visual paragraph to describe the first five minutes of the movie to a person who had never seen it, taking into account their experience of listening versus viewing. Students struggled with this exercise because it was difficult to include the auditory as well as the visual component into their writing. Descriptive writing, at its very core, asks to incorporate the use of the five senses when appropriate. This exercise took my students, who were very used to only writing about what they could see, out of their comfort zones.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the two weeks I had allotted for the personal narrative unit, I tried my best to teach my students how to reflect on and write about a personal experience in a descriptive way. I wanted them to illustrate to a reader not only the sensory details of the experience, but also a lesson they learned or a moment of personal growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the unit, I was faced with the stark reality that I had failed to achieve this goal. My students had difficulty conveying their personal narratives in an immediate way to the reader. Asking my students to incorporate visual and figurative language while telling a personal story was an immense task because often they were writing about an experience they fully did not comprehend themselves because of their young age. Without the aid of reflection, or the ability to communicate the experience to another person, the narratives often lacked the hallmark emotional intensity and reality that are trademark characteristics of the writing. Regardless of my good intentions and the hard work of both my students and myself, the idea of personally connecting to an experience and communicating a broader lesson from that experience proved too complex and difficult for my ninth grade students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I approached the narrative writing unit this year, I decided to make changes. With the agreement of my PLC, I moved the unit to the spring and in December went on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a> for inspiration as to how I could help my students learn how to communicate a narrative about their own experiences. It did not take me long to discover the KQED Teach \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">course on podcasting\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531839 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/teach-course.png\" width=\"1321\" height=\"714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course.png 1321w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-800x432.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-768x415.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-1020x551.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-1200x649.png 1200w\" sizes=\"(max-width: 1321px) 100vw, 1321px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I worked through the lessons in the podcasting course, I was struck with inspiration about how to help my students create emotional connection in their narrative writing. I thought about how cool it would be to have my students work in pairs or groups of three to create a podcast on a personal experience they all had in common. Instead of adding an auditory component to their writing through exercises like watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Saving Private Ryan\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I could have my students use their own voice to describe their personal experiences to serve as inspiration for their future narrative writing assignments. The podcasts would give my students a safe space to use their voices to express, reflect and learn from not only their experiences, but also from the experiences of their classmates. My hope was that the creation of the podcast would then allow each individual student to connect to their own personal narrative in a more immediate and emotional way that would translate into their writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, I was intrigued by the format of podcasting because I believed that it would be an excellent media to help students use their voice in a low stress arena that would appeal to their interests. For the final in my class, students are required to give a 3-5 minute individual speech in front of the class which is often a terrifying prospect for a freshman. I find that the only way to dissipate the fear of speaking is through practice and podcasting seemed like an excellent way to offer my students a way to practice speaking about a topic that interests them for the final. In addition, I really was intrigued to have my students complete their work using a digital portfolio. Often, as a teacher, I ask my students only for the final product but never ask them to think about the steps that are needed to make the final product. This is the thought process which led to the \u003c/span>\u003ca href=\"https://docs.google.com/document/d/14u-SVRz8ZnuIGywgQjP-IhSu3XniVBYbQgl7xZdW-QU/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Podcasting/Narrative Writing Assignment.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/digital-portfolio-podcast\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531841 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/website2.png\" width=\"1254\" height=\"735\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2.png 1254w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-160x94.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-800x469.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-768x450.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-1020x598.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-1200x703.png 1200w\" sizes=\"(max-width: 1254px) 100vw, 1254px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, my students struggled to write personal narratives because it was a singular experience. They worked alone to write their narratives and peer edited narratives that were vastly different from their own. This year, my students created podcasts on common experiences such as \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/growingthroughfailures/home?authuser=1\">\u003cspan style=\"font-weight: 400\">failure,\u003c/span>\u003c/a> \u003ca href=\"https://sites.google.com/student.fuhsd.org/andyxumaxv-podcastnarrative/home\">\u003cspan style=\"font-weight: 400\">dreams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/progressionofgoalsthroughtime-/home\">\u003cspan style=\"font-weight: 400\">school/career challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/a/student.fuhsd.org/podcasting/home\">\u003cspan style=\"font-weight: 400\">student stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/digital-portfolio-podcast\">\u003cspan style=\"font-weight: 400\"> illness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students had to take an idea from this experience and use it as the focus of their narrative writing. While the podcast was an oral group story, the narrative writing was their individual written work. I asked my students to fill out a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1HgTKqYeDBzkSU7HzfdGiIZRgr1D_a1X4dMle5Ay02y8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">plot triangle chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their story. I also included an example of my own narrative writing for reference, and gave my students one day for peer editing the narrative rough drafts. Then students created a digital portfolio that captured the entire process from creating the podcast to writing the narrative, ending with a reflection on the entire process. Having the chance to work together and to speak and reflect about their experiences in the podcast made a big difference in my students’ final narrative writing.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/progressionofgoalsthroughtime-/podcast\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531844 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/website3.png\" width=\"1044\" height=\"819\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3.png 1044w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-160x126.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-800x628.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-768x602.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-1020x800.png 1020w\" sizes=\"(max-width: 1044px) 100vw, 1044px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of finding a quiet place for students to record their podcasts was complex, but I received help from my colleagues and arranged to have students record in the library and office conference room. During the creation of this project, my students and I encountered challenges with technology. The chromebooks that I have in the classroom were not the best equipped for voice recording so students used smartphones to record their podcasts and uploaded the voice memos to their own personal computers. They then used Garageband or iMovie to edit the audio files. iMovie and Garageband only export audio files as an MP4, but Google Sites–where the digital portfolios were hosted–only play MP3s. So we all learned how to change the file format (thanks to the help of a Google search) and students were able to play the podcasts from their digital portfolios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was utterly amazed and humbled by the level of sophistication, honesty and genuineness that I found while reading the final drafts of the personal narratives. Since incorporating digital literacy in the classroom, I have become passionate in the belief that it is a conduit for students to express individual voice. Through this assignment, digital literacy has enabled my students to reflect upon their negative experiences and allow them to come to a \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/thetennisfiles/listen-here\">\u003cspan style=\"font-weight: 400\">place of growth and healing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As an English teacher, I find myself focused on the form of an assignment and digital literacy allows both my students and myself the opportunity to see that content comes in \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/sidandriya-podcast-site/sids-final-narrative\">\u003cspan style=\"font-weight: 400\">a myriad of forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Incorporating any new type of assignment in the classroom is a risk because the outcome in undetermined. I am committed to continually learning and incorporating digital literacy in the classroom because I firmly believe it \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/jtpodcastnarratives/reflection\">\u003cspan style=\"font-weight: 400\">benefits my students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of my second year of teaching a narrative writing unit in my Literature and Writing I course, I can now confidently write that I believe that my unit was a success. Digital media literacy continues to be the key to instructional success in my classroom.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Stacey is a certified PBS Media Literacy Educator. Learn more about the program and how to get involved \u003c/i>\u003ca href=\"https://edu-landing.kqed.org/certification/?utm_source=ITC&utm_medium=blog\">\u003ci>here\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003cem>If you want to learn more about how to make podcasts in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">Podcasting with Youth Radio\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When I first taught personal narrative in my freshmen Literature and Writing course last year I planned a traditional unit. I practiced descriptive writing techniques by having them listen to the first five minutes of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Saving Private Ryan\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> without the screen visible, noting what they expected to see based on the sounds they were hearing. I then showed them the movie again with just the picture and no sound, and had them reflect on whether their expectations were met by the visuals. We then spent time creating a visual paragraph to describe the first five minutes of the movie to a person who had never seen it, taking into account their experience of listening versus viewing. Students struggled with this exercise because it was difficult to include the auditory as well as the visual component into their writing. Descriptive writing, at its very core, asks to incorporate the use of the five senses when appropriate. This exercise took my students, who were very used to only writing about what they could see, out of their comfort zones.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the two weeks I had allotted for the personal narrative unit, I tried my best to teach my students how to reflect on and write about a personal experience in a descriptive way. I wanted them to illustrate to a reader not only the sensory details of the experience, but also a lesson they learned or a moment of personal growth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the unit, I was faced with the stark reality that I had failed to achieve this goal. My students had difficulty conveying their personal narratives in an immediate way to the reader. Asking my students to incorporate visual and figurative language while telling a personal story was an immense task because often they were writing about an experience they fully did not comprehend themselves because of their young age. Without the aid of reflection, or the ability to communicate the experience to another person, the narratives often lacked the hallmark emotional intensity and reality that are trademark characteristics of the writing. Regardless of my good intentions and the hard work of both my students and myself, the idea of personally connecting to an experience and communicating a broader lesson from that experience proved too complex and difficult for my ninth grade students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I approached the narrative writing unit this year, I decided to make changes. With the agreement of my PLC, I moved the unit to the spring and in December went on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a> for inspiration as to how I could help my students learn how to communicate a narrative about their own experiences. It did not take me long to discover the KQED Teach \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">course on podcasting\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531839 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/teach-course.png\" width=\"1321\" height=\"714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course.png 1321w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-160x86.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-800x432.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-768x415.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-1020x551.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/teach-course-1200x649.png 1200w\" sizes=\"(max-width: 1321px) 100vw, 1321px\">\u003c/a>\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\">As I worked through the lessons in the podcasting course, I was struck with inspiration about how to help my students create emotional connection in their narrative writing. I thought about how cool it would be to have my students work in pairs or groups of three to create a podcast on a personal experience they all had in common. Instead of adding an auditory component to their writing through exercises like watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Saving Private Ryan\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, I could have my students use their own voice to describe their personal experiences to serve as inspiration for their future narrative writing assignments. The podcasts would give my students a safe space to use their voices to express, reflect and learn from not only their experiences, but also from the experiences of their classmates. My hope was that the creation of the podcast would then allow each individual student to connect to their own personal narrative in a more immediate and emotional way that would translate into their writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, I was intrigued by the format of podcasting because I believed that it would be an excellent media to help students use their voice in a low stress arena that would appeal to their interests. For the final in my class, students are required to give a 3-5 minute individual speech in front of the class which is often a terrifying prospect for a freshman. I find that the only way to dissipate the fear of speaking is through practice and podcasting seemed like an excellent way to offer my students a way to practice speaking about a topic that interests them for the final. In addition, I really was intrigued to have my students complete their work using a digital portfolio. Often, as a teacher, I ask my students only for the final product but never ask them to think about the steps that are needed to make the final product. This is the thought process which led to the \u003c/span>\u003ca href=\"https://docs.google.com/document/d/14u-SVRz8ZnuIGywgQjP-IhSu3XniVBYbQgl7xZdW-QU/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">Podcasting/Narrative Writing Assignment.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/digital-portfolio-podcast\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531841 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/website2.png\" width=\"1254\" height=\"735\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2.png 1254w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-160x94.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-800x469.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-768x450.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-1020x598.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website2-1200x703.png 1200w\" sizes=\"(max-width: 1254px) 100vw, 1254px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, my students struggled to write personal narratives because it was a singular experience. They worked alone to write their narratives and peer edited narratives that were vastly different from their own. This year, my students created podcasts on common experiences such as \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/growingthroughfailures/home?authuser=1\">\u003cspan style=\"font-weight: 400\">failure,\u003c/span>\u003c/a> \u003ca href=\"https://sites.google.com/student.fuhsd.org/andyxumaxv-podcastnarrative/home\">\u003cspan style=\"font-weight: 400\">dreams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/progressionofgoalsthroughtime-/home\">\u003cspan style=\"font-weight: 400\">school/career challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://sites.google.com/a/student.fuhsd.org/podcasting/home\">\u003cspan style=\"font-weight: 400\">student stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and\u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/digital-portfolio-podcast\">\u003cspan style=\"font-weight: 400\"> illness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students had to take an idea from this experience and use it as the focus of their narrative writing. While the podcast was an oral group story, the narrative writing was their individual written work. I asked my students to fill out a \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1HgTKqYeDBzkSU7HzfdGiIZRgr1D_a1X4dMle5Ay02y8/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">plot triangle chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their story. I also included an example of my own narrative writing for reference, and gave my students one day for peer editing the narrative rough drafts. Then students created a digital portfolio that captured the entire process from creating the podcast to writing the narrative, ending with a reflection on the entire process. Having the chance to work together and to speak and reflect about their experiences in the podcast made a big difference in my students’ final narrative writing.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/student.fuhsd.org/progressionofgoalsthroughtime-/podcast\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531844 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/05/website3.png\" width=\"1044\" height=\"819\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3.png 1044w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-160x126.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-800x628.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-768x602.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/05/website3-1020x800.png 1020w\" sizes=\"(max-width: 1044px) 100vw, 1044px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The process of finding a quiet place for students to record their podcasts was complex, but I received help from my colleagues and arranged to have students record in the library and office conference room. During the creation of this project, my students and I encountered challenges with technology. The chromebooks that I have in the classroom were not the best equipped for voice recording so students used smartphones to record their podcasts and uploaded the voice memos to their own personal computers. They then used Garageband or iMovie to edit the audio files. iMovie and Garageband only export audio files as an MP4, but Google Sites–where the digital portfolios were hosted–only play MP3s. So we all learned how to change the file format (thanks to the help of a Google search) and students were able to play the podcasts from their digital portfolios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was utterly amazed and humbled by the level of sophistication, honesty and genuineness that I found while reading the final drafts of the personal narratives. Since incorporating digital literacy in the classroom, I have become passionate in the belief that it is a conduit for students to express individual voice. Through this assignment, digital literacy has enabled my students to reflect upon their negative experiences and allow them to come to a \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/thetennisfiles/listen-here\">\u003cspan style=\"font-weight: 400\">place of growth and healing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As an English teacher, I find myself focused on the form of an assignment and digital literacy allows both my students and myself the opportunity to see that content comes in \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/sidandriya-podcast-site/sids-final-narrative\">\u003cspan style=\"font-weight: 400\">a myriad of forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Incorporating any new type of assignment in the classroom is a risk because the outcome in undetermined. I am committed to continually learning and incorporating digital literacy in the classroom because I firmly believe it \u003c/span>\u003ca href=\"https://sites.google.com/student.fuhsd.org/jtpodcastnarratives/reflection\">\u003cspan style=\"font-weight: 400\">benefits my students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of my second year of teaching a narrative writing unit in my Literature and Writing I course, I can now confidently write that I believe that my unit was a success. Digital media literacy continues to be the key to instructional success in my classroom.\u003c/span>\u003c/p>\n\u003ch4>\u003cstrong>Editor’s Note:\u003c/strong>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Stacey is a certified PBS Media Literacy Educator. Learn more about the program and how to get involved \u003c/i>\u003ca href=\"https://edu-landing.kqed.org/certification/?utm_source=ITC&utm_medium=blog\">\u003ci>here\u003c/i>\u003c/a>\u003ci>. \u003c/i>\u003cem>If you want to learn more about how to make podcasts in your classroom, take our free, online course \u003ca href=\"https://teach.kqed.org/course/podcasting-with-youth-radio?utm_source=ITC&utm_medium=blog\">Podcasting with Youth Radio\u003c/a> on \u003ca href=\"https://teach.kqed.org/?utm_source=ITC&utm_medium=blog\">KQED Teach\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Millions of listeners from around the Bay Area and online tuned in to hear youth voices during this year’s KQED Youth Takeover. From April 29 through May 3, 2019, teens from ten high schools told their stories on issues impacting them. They spoke with honesty, vulnerability and intelligence on topics such as body image, period poverty and cell phone bans. You can explore all of \u003ca href=\"https://www.kqed.org/news/tag/youth-takeover\" target=\"_blank\" rel=\"noopener\">their stories online\u003c/a> now.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>\u003cem>“This is young people bringing the stories to our newsroom, setting the agenda, telling us what’s important in their lives.” – Sasha Khokha,\u003c/em> \u003c/strong>\u003cstrong>The California Report\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>Sasha Khokha, host of The California Report weekly magazine program, co-hosted an \u003ca href=\"https://www.kqed.org/news/11745032/high-school-students-take-over-the-airwaves\" target=\"_blank\" rel=\"noopener\">episode\u003c/a> with student Autumn Sivaad from El Cerrito High School. “There’s a lot of talk in newsrooms these days about bringing in youth voice and including the perspectives of young people,” Khokha said. “But this is different than adult reporters going out and asking young people what they think about issues. This is young people bringing the stories to our newsroom, setting the agenda, telling us what’s important in their lives.”\u003c/p>\n\u003cp>To get ready for the Youth Takeover, students work hard over a four-month period with KQED journalists and staff to pitch, write and produce audio feature stories destined for KQED’s broadcast, podcast and online programming. Over 100 students from ten high schools submitted stories for the Youth Takeover this year, creating a rich and unique set of voices and stories that usually don’t make it to the airwaves.\u003c/p>\n\u003cp>It can be a transformative experience for students said Teresa Wierzbianska, Youth Media program manager at KQED. “The Youth Takeover helps amplify the voices of the wide range of students and young people who make up the Bay Area. We work with whole classrooms–instead of just those students who self-select–because we’re looking for that kid at the back of the class, that student who’s the least likely to volunteer but who has a powerful story to tell.”\u003c/p>\n\u003cp>Hannah Shin was a junior at Santa Clara High School when she participated in the Youth Takeover last year. She reflected on her experience writing for the general KQED audience, “Much of my waking moments are centered on academics. But writing my very own Perspective for the radio? And having it featured on a platform that everyone in the Bay Area listens to? It was exciting and thrilling and nerve-wracking all at once.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to all the youth stories that were broadcast, as well as additional bonus stories from students, on our \u003ca href=\"https://www.kqed.org/news/tag/youth-takeover\" target=\"_blank\" rel=\"noopener\">Youth Takeover page\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Millions of listeners from around the Bay Area and online tuned in to hear youth voices during this year’s KQED Youth Takeover. From April 29 through May 3, 2019, teens from ten high schools told their stories on issues impacting them. They spoke with honesty, vulnerability and intelligence on topics such as body image, period poverty and cell phone bans. You can explore all of \u003ca href=\"https://www.kqed.org/news/tag/youth-takeover\" target=\"_blank\" rel=\"noopener\">their stories online\u003c/a> now.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>\u003cem>“This is young people bringing the stories to our newsroom, setting the agenda, telling us what’s important in their lives.” – Sasha Khokha,\u003c/em> \u003c/strong>\u003cstrong>The California Report\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>Sasha Khokha, host of The California Report weekly magazine program, co-hosted an \u003ca href=\"https://www.kqed.org/news/11745032/high-school-students-take-over-the-airwaves\" target=\"_blank\" rel=\"noopener\">episode\u003c/a> with student Autumn Sivaad from El Cerrito High School. “There’s a lot of talk in newsrooms these days about bringing in youth voice and including the perspectives of young people,” Khokha said. “But this is different than adult reporters going out and asking young people what they think about issues. This is young people bringing the stories to our newsroom, setting the agenda, telling us what’s important in their lives.”\u003c/p>\n\u003cp>To get ready for the Youth Takeover, students work hard over a four-month period with KQED journalists and staff to pitch, write and produce audio feature stories destined for KQED’s broadcast, podcast and online programming. Over 100 students from ten high schools submitted stories for the Youth Takeover this year, creating a rich and unique set of voices and stories that usually don’t make it to the airwaves.\u003c/p>\n\u003cp>It can be a transformative experience for students said Teresa Wierzbianska, Youth Media program manager at KQED. “The Youth Takeover helps amplify the voices of the wide range of students and young people who make up the Bay Area. We work with whole classrooms–instead of just those students who self-select–because we’re looking for that kid at the back of the class, that student who’s the least likely to volunteer but who has a powerful story to tell.”\u003c/p>\n\u003cp>Hannah Shin was a junior at Santa Clara High School when she participated in the Youth Takeover last year. She reflected on her experience writing for the general KQED audience, “Much of my waking moments are centered on academics. But writing my very own Perspective for the radio? And having it featured on a platform that everyone in the Bay Area listens to? It was exciting and thrilling and nerve-wracking all at once.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"meta": {
"site": "radio",
"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"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",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
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"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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