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"content": "\u003cp>If the Internet’s making you feel meaner, you’re not imagining it. People really do act differently online than they do in person. Here’s why.\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/internet-making-you-meaner-above-the-noise/internet-making-you-meaner-above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Do people act differently online than they do in person?\u003c/strong>\u003c/p>\n\u003cp>Yes. This phenomenon is known as the online disinhibition effect. Essentially, being online lowers your inhibitions. This often results in people either behaving meaner, or opening up more online than they normally would in face to face conversations. When people act meaner online it can lead to hostile online environments. This is what researchers call “toxic disinhibition.” Conversely, when people open up more freely online than in person– they can often feel more connected to online users, which creates a supportive online environment. Researchers call this “benign disinhibition.”\u003c/p>\n\u003cp>\u003cstrong>Why are people meaner online than they are in person?\u003c/strong>\u003c/p>\n\u003cp>People aren’t always meaner online than in person, but according to the online disinhibition effect people can act differently online. The most common ways people act differently is by either being meaner or opening up more. According to a paper published in 2004 by psychologist John Suler, there are about 6 main reasons people act differently online. First, if you’re anonymous online you feel less accountable for your actions and less vulnerable when it comes to opening up about personal things. Additionally, online you’re often “invisible” so you don’t have to worry about body language and tone– and you can easily misrepresent yourself. With online communication there is usually a lag-time between when you post something and when you get a response, so it’s easy to just post something and bounce without thinking about the consequences. Online, we also tend to attribute voices and imagined characteristics to written text based on our own expectations and not necessarily on the actual intended meaning/ tone of the text, which can lead people to act differently than they might in person. People also tend to view online more as a game, where real life rules don’t necessarily apply. And finally, authority figures aren’t as big of a deal online– online, people pretty much feel and act as equals, which can lead people to act differently than they normally would offline.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://s3.amazonaws.com/academia.edu.documents/30420106/suler.pdf?response-content-disposition=inline%3B%20filename%3DThe_online_disinhibition_effect.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIWOWYYGZ2Y53UL3A%2F20190726%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20190726T235617Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=06fc23dc049a34e11053da8e98a6c22738a851da00ac5bb503b26c656a3dc9bc\">The Online Disinhibition Effect (CyberPsychology & Behavior)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S074756321500268X\">Individual and social benefits of online discussion forums (Computers in Human Behavior)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2017/07/11/online-harassment-2017/\">Online Harassment 2017 (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2018/09/27/a-majority-of-teens-have-experienced-some-form-of-cyberbullying/\">A Majority of Teens Have Experienced Some Form of Cyberbullying (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://arxiv.org/pdf/1702.01119.pdf\">Anyone Can Become A Troll: Causes of Trolling Behavior in Online Discussions (CSCW 2017)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/us/blog/behind-online-behavior/201408/the-psychology-behind-social-media-interactions\">The Psychology Behind Social Media Interactions (Psychology Today)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/why-is-everyone-on-the-internet-so-angry/?redirect=1\">Why Is Everyone on the Internet So Angry (Scientific American)\\\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4283587/\">Technology addiction’s contribution to mental wellbeing: The positive effect of online social capital (Computer Human Behavior)\\\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>If the Internet’s making you feel meaner, you’re not imagining it. People really do act differently online than they do in person. Here’s why.\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/internet-making-you-meaner-above-the-noise/internet-making-you-meaner-above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Do people act differently online than they do in person?\u003c/strong>\u003c/p>\n\u003cp>Yes. This phenomenon is known as the online disinhibition effect. Essentially, being online lowers your inhibitions. This often results in people either behaving meaner, or opening up more online than they normally would in face to face conversations. When people act meaner online it can lead to hostile online environments. This is what researchers call “toxic disinhibition.” Conversely, when people open up more freely online than in person– they can often feel more connected to online users, which creates a supportive online environment. Researchers call this “benign disinhibition.”\u003c/p>\n\u003cp>\u003cstrong>Why are people meaner online than they are in person?\u003c/strong>\u003c/p>\n\u003cp>People aren’t always meaner online than in person, but according to the online disinhibition effect people can act differently online. The most common ways people act differently is by either being meaner or opening up more. According to a paper published in 2004 by psychologist John Suler, there are about 6 main reasons people act differently online. First, if you’re anonymous online you feel less accountable for your actions and less vulnerable when it comes to opening up about personal things. Additionally, online you’re often “invisible” so you don’t have to worry about body language and tone– and you can easily misrepresent yourself. With online communication there is usually a lag-time between when you post something and when you get a response, so it’s easy to just post something and bounce without thinking about the consequences. Online, we also tend to attribute voices and imagined characteristics to written text based on our own expectations and not necessarily on the actual intended meaning/ tone of the text, which can lead people to act differently than they might in person. People also tend to view online more as a game, where real life rules don’t necessarily apply. And finally, authority figures aren’t as big of a deal online– online, people pretty much feel and act as equals, which can lead people to act differently than they normally would offline.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://s3.amazonaws.com/academia.edu.documents/30420106/suler.pdf?response-content-disposition=inline%3B%20filename%3DThe_online_disinhibition_effect.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIWOWYYGZ2Y53UL3A%2F20190726%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20190726T235617Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=06fc23dc049a34e11053da8e98a6c22738a851da00ac5bb503b26c656a3dc9bc\">The Online Disinhibition Effect (CyberPsychology & Behavior)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S074756321500268X\">Individual and social benefits of online discussion forums (Computers in Human Behavior)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2017/07/11/online-harassment-2017/\">Online Harassment 2017 (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2018/09/27/a-majority-of-teens-have-experienced-some-form-of-cyberbullying/\">A Majority of Teens Have Experienced Some Form of Cyberbullying (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://arxiv.org/pdf/1702.01119.pdf\">Anyone Can Become A Troll: Causes of Trolling Behavior in Online Discussions (CSCW 2017)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/us/blog/behind-online-behavior/201408/the-psychology-behind-social-media-interactions\">The Psychology Behind Social Media Interactions (Psychology Today)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/why-is-everyone-on-the-internet-so-angry/?redirect=1\">Why Is Everyone on the Internet So Angry (Scientific American)\\\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4283587/\">Technology addiction’s contribution to mental wellbeing: The positive effect of online social capital (Computer Human Behavior)\\\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003cbr>\nKQED Learn: \u003ca href=\"https://learn.kqed.org/discussions/37\">https://learn.kqed.org/discussions/37\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What percentage of 11 and 12 year olds have social media?\u003c/strong>\u003c/p>\n\u003cp>An estimated 20% of kids between 8-12 years old, are using social media — despite rules on most platforms that require users to be at least 13 to create an account.\u003c/p>\n\u003cp>\u003cstrong>Why is the age limit for Social Media 13?\u003c/strong>\u003c/p>\n\u003cp>Congress passed a law called the Children’s Online Privacy Protection Act (COPPA) in 1998 due to concerns about companies or other random people online collecting information from kids–like their name, phone number–and later photos and location–without parents’ knowledge. The law considered children a “vulnerable” group that should be protected from data mining.\u003c/p>\n\u003cp>\u003cstrong>How does social media negatively affect youth?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Research shows that most kids start experimenting with sharing their own data online when they’re 11 to 13, but don’t start to understand the risks and the consequences of what they do online until they are 14 to 16. If kids are active online, they have more chances of experiencing online predators, identity theft, cyberbullying, and people accessing their personal information. Another study found that kids’ brains are still developing and highly sensitive to acceptance and rejection.\u003c/p>\n\u003cp>\u003cstrong>How does social media positively affect youth?\u003c/strong>\u003c/p>\n\u003cp>Some research shows that social media can make young teens feel more confident and less lonely and depressed. They can use social media to find support for everything from organizing around a cause to dealing with mental illness.\u003c/p>\n\u003cp>Co-produced with Common Sense Education @CommonSenseEd\u003cbr>\n\u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">https://www.commonsense.org/education/digital-citizenship\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/s41467-018-03126-x\">Media use and brain development during adolescence.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://Development.https://pediatrics.aappublications.org/content/140/Supplement_2/S127\">Digital Media, Participatory Politics, and Positive Youth\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bbc.com/news/technology-42153694\">Under-age social media use ‘on the rise’\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0069841\">Facebook Use Predicts Declines in Subjective Well-Being in Young Adults\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.spsp.org/news-center/press-releases/declining-loneliness-among-american-teenagers\">Declining Loneliness Among American Teenagers\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/03/07/us/parkland-students-social-media.html\">How the Parkland students got so good at social media.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/us/blog/mental-wealth/201703/why-social-media-is-not-smart-middle-school-kids\">Why social media is not smart for middle school kids.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2019/03/01/business/media/social-media-influencers-kids.html\">Online and making thousands, at age 4: Meet the Kidfluencers.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/research/2018_cs_socialmediasociallife_fullreport-final-release_2_lowres.pdf\">Social Media, Social Life: Teens Reveal Their Experiences.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://eprints.lse.ac.uk/62129/1/Developing%20social%20media%20literacy.pdf\">Developing social media literacy: how children learn to interpret risky opportunities on social network site\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2018/11/28/teens-friendships-and-online-groups/\">Teens, friendships and online groups.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://royalsocietypublishing.org/doi/pdf/10.1098/rspb.2011.1959\">Online social network size is reflected in human brain structure.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1053811910012656?via%3Dihub\">Developmental influences on the neural bases of responses to social rejection: Implications of social neuroscience for education\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/17482798.2015.1124796?scroll=top&needAccess=true&\">What kind of adults will our children become? The impact of growing up in a media-saturated world. \u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003cbr>\nKQED Learn: \u003ca href=\"https://learn.kqed.org/discussions/37\">https://learn.kqed.org/discussions/37\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What percentage of 11 and 12 year olds have social media?\u003c/strong>\u003c/p>\n\u003cp>An estimated 20% of kids between 8-12 years old, are using social media — despite rules on most platforms that require users to be at least 13 to create an account.\u003c/p>\n\u003cp>\u003cstrong>Why is the age limit for Social Media 13?\u003c/strong>\u003c/p>\n\u003cp>Congress passed a law called the Children’s Online Privacy Protection Act (COPPA) in 1998 due to concerns about companies or other random people online collecting information from kids–like their name, phone number–and later photos and location–without parents’ knowledge. The law considered children a “vulnerable” group that should be protected from data mining.\u003c/p>\n\u003cp>\u003cstrong>How does social media negatively affect youth?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Research shows that most kids start experimenting with sharing their own data online when they’re 11 to 13, but don’t start to understand the risks and the consequences of what they do online until they are 14 to 16. If kids are active online, they have more chances of experiencing online predators, identity theft, cyberbullying, and people accessing their personal information. Another study found that kids’ brains are still developing and highly sensitive to acceptance and rejection.\u003c/p>\n\u003cp>\u003cstrong>How does social media positively affect youth?\u003c/strong>\u003c/p>\n\u003cp>Some research shows that social media can make young teens feel more confident and less lonely and depressed. They can use social media to find support for everything from organizing around a cause to dealing with mental illness.\u003c/p>\n\u003cp>Co-produced with Common Sense Education @CommonSenseEd\u003cbr>\n\u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">https://www.commonsense.org/education/digital-citizenship\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SOURCES\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/s41467-018-03126-x\">Media use and brain development during adolescence.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://Development.https://pediatrics.aappublications.org/content/140/Supplement_2/S127\">Digital Media, Participatory Politics, and Positive Youth\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.bbc.com/news/technology-42153694\">Under-age social media use ‘on the rise’\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0069841\">Facebook Use Predicts Declines in Subjective Well-Being in Young Adults\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.spsp.org/news-center/press-releases/declining-loneliness-among-american-teenagers\">Declining Loneliness Among American Teenagers\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/03/07/us/parkland-students-social-media.html\">How the Parkland students got so good at social media.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.psychologytoday.com/us/blog/mental-wealth/201703/why-social-media-is-not-smart-middle-school-kids\">Why social media is not smart for middle school kids.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2019/03/01/business/media/social-media-influencers-kids.html\">Online and making thousands, at age 4: Meet the Kidfluencers.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/research/2018_cs_socialmediasociallife_fullreport-final-release_2_lowres.pdf\">Social Media, Social Life: Teens Reveal Their Experiences.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://eprints.lse.ac.uk/62129/1/Developing%20social%20media%20literacy.pdf\">Developing social media literacy: how children learn to interpret risky opportunities on social network site\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2018/11/28/teens-friendships-and-online-groups/\">Teens, friendships and online groups.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://royalsocietypublishing.org/doi/pdf/10.1098/rspb.2011.1959\">Online social network size is reflected in human brain structure.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1053811910012656?via%3Dihub\">Developmental influences on the neural bases of responses to social rejection: Implications of social neuroscience for education\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/17482798.2015.1124796?scroll=top&needAccess=true&\">What kind of adults will our children become? The impact of growing up in a media-saturated world. \u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Screen Time: How Much Is Too Much?",
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"content": "\u003cp>Even by conservative estimates, the average American spends over 6 hours per day staring at a screen. That’s a lot of time. What does the scientific research say about it? Is it good or bad for us?\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/screen-time-above-the-noise/screen-time-above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What do we mean by the term “screen time”, exactly?\u003c/strong>\u003c/p>\n\u003cp>“Screen time” as a term isn’t that useful, because it doesn’t really tell you what you’re doing on screen. It’s kind of like if someone asks you what you had for lunch, and you say “food” — that doesn’t provide any real info. And not all screen time is created equal. Context matters. Spending 4 hours creating a video for YouTube is WAY different than spending 4 hours watching cat videos. How you feel about and how you process each of those situations won’t be the same, so lumping them all under “screen time” doesn’t make much sense.\u003c/p>\n\u003cp>\u003cstrong>So is screen time good or bad for us?\u003c/strong>\u003c/p>\n\u003cp>Our digital lives can take a physical toll on us — multiple studies have shown that excess screen time can lead to bad sleep. And some researchers even use the term “addiction” when talking about how we interact with our devices, although there’s a lot of debate on whether or not screen time can be a bona fide addiction like gambling. And there is some research that found that the more time people spent in front of screens, the more it affected their well-being — their chances of developing depression and suicidal thoughts went up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On the flip side, screens allow us to stay connected with people. Sure, some people have to deal with feeling overwhelmed because of drama or feeling pressure to only post a highlight reel of themselves to make them look good to others. But, in many studies, a majority of teens say that social media “mainly helps” the relationships they already have with their friends. And when you look at stuff like multiplayer video games, Twitch streams, or Reddit, wandering around online allows you to find your “tribe”. If you don’t quite fit in where you live, or you live in a small or isolated community, QUALITY screen time might be essential to keeping you sane.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/research/census_researchreport.pdf\">Media Use By Tweens and Teens (Common Sense)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/d41586-018-07503-w\">Searching for digital technology’s effects on well-being (Nature)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/\">Teens, Social Media & Technology 2018 (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://static1.squarespace.com/static/5a21a88bcd39c3ec782756ed/t/5af5e61c758d46b9d4e9db7a/1526064668631/suicidio2167702617723376.pdf\">Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time (Clinical Psychological Science)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/the-kids-who-use-tech-seem-to-be-all-right/\">The Kids (Who Use Tech) Seem to Be All Right (Scientific American)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gwern.net/docs/psychology/2019-orben.pdf\">The association between adolescent well-being and digital technology use (Nature Human Behaviour)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://ppw.kuleuven.be/okp/_pdf/Verduyn2015PFUUA.pdf\">Passive Facebook Usage Undermines Affective Well-Being (Journal of Experimental Psychology)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0069841&type=printable\">Facebook Use Predicts Declines in Subjective Well-Being in Young Adults (PLoS One)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://pediatrics.aappublications.org/content/pediatrics/140/Supplement_2/S71.full.pdf\">Digital Life and Youth Wellbeing, Social Connectedness, Empathy, and Narcissism (Pediatrics)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Even by conservative estimates, the average American spends over 6 hours per day staring at a screen. That’s a lot of time. What does the scientific research say about it? Is it good or bad for us? TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Even by conservative estimates, the average American spends over 6 hours per day staring at a screen. That’s a lot of time. What does the scientific research say about it? Is it good or bad for us?\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/screen-time-above-the-noise/screen-time-above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What do we mean by the term “screen time”, exactly?\u003c/strong>\u003c/p>\n\u003cp>“Screen time” as a term isn’t that useful, because it doesn’t really tell you what you’re doing on screen. It’s kind of like if someone asks you what you had for lunch, and you say “food” — that doesn’t provide any real info. And not all screen time is created equal. Context matters. Spending 4 hours creating a video for YouTube is WAY different than spending 4 hours watching cat videos. How you feel about and how you process each of those situations won’t be the same, so lumping them all under “screen time” doesn’t make much sense.\u003c/p>\n\u003cp>\u003cstrong>So is screen time good or bad for us?\u003c/strong>\u003c/p>\n\u003cp>Our digital lives can take a physical toll on us — multiple studies have shown that excess screen time can lead to bad sleep. And some researchers even use the term “addiction” when talking about how we interact with our devices, although there’s a lot of debate on whether or not screen time can be a bona fide addiction like gambling. And there is some research that found that the more time people spent in front of screens, the more it affected their well-being — their chances of developing depression and suicidal thoughts went up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On the flip side, screens allow us to stay connected with people. Sure, some people have to deal with feeling overwhelmed because of drama or feeling pressure to only post a highlight reel of themselves to make them look good to others. But, in many studies, a majority of teens say that social media “mainly helps” the relationships they already have with their friends. And when you look at stuff like multiplayer video games, Twitch streams, or Reddit, wandering around online allows you to find your “tribe”. If you don’t quite fit in where you live, or you live in a small or isolated community, QUALITY screen time might be essential to keeping you sane.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/research/census_researchreport.pdf\">Media Use By Tweens and Teens (Common Sense)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nature.com/articles/d41586-018-07503-w\">Searching for digital technology’s effects on well-being (Nature)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/\">Teens, Social Media & Technology 2018 (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://static1.squarespace.com/static/5a21a88bcd39c3ec782756ed/t/5af5e61c758d46b9d4e9db7a/1526064668631/suicidio2167702617723376.pdf\">Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time (Clinical Psychological Science)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.scientificamerican.com/article/the-kids-who-use-tech-seem-to-be-all-right/\">The Kids (Who Use Tech) Seem to Be All Right (Scientific American)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gwern.net/docs/psychology/2019-orben.pdf\">The association between adolescent well-being and digital technology use (Nature Human Behaviour)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://ppw.kuleuven.be/okp/_pdf/Verduyn2015PFUUA.pdf\">Passive Facebook Usage Undermines Affective Well-Being (Journal of Experimental Psychology)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0069841&type=printable\">Facebook Use Predicts Declines in Subjective Well-Being in Young Adults (PLoS One)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://pediatrics.aappublications.org/content/pediatrics/140/Supplement_2/S71.full.pdf\">Digital Life and Youth Wellbeing, Social Connectedness, Empathy, and Narcissism (Pediatrics)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>KQED is thrilled to announce our participation as an anchor organization of \u003ca href=\"https://digcitcommit.org/\" target=\"_blank\" rel=\"noopener\">DigCit Commit\u003c/a>, a coalition convened by ISTE and committed to supporting educators with the tools, community and opportunities to learn about and teach digital citizenship.\u003c/p>\n\u003cblockquote>\u003cp>“As a society, as a democracy, we have a choice to make.” -Richard Culatta, ISTE CEO\u003c/p>\u003c/blockquote>\n\u003cp>At the annual convention in Philadelphia, ISTE CEO Richard Culatta challenged the audience of education leaders to “evolve our thinking about digital citizenship.”\u003c/p>\n\u003cp>“As a society, as a democracy,” Culatta said in his keynote, “we have a choice to make. One possible potential future is a world where we continue to devolve, continue to have hate and lack of tolerance online, continue to use technology in ways that are self-serving and divisive. Or, another universe. One where we’re using technology to bring people together, to talk with people that we disagree with about important issues, use technology to serve our community and make the world around us a better place, to give a voice to the voiceless.”\u003c/p>\n\u003cblockquote>\u003cp>5 new DigCit competencies: Inclusive, Informed, Engaged, Balanced, Alert\u003c/p>\u003c/blockquote>\n\u003cp>The DigCit Commit initiative will provide educators with a new set of competencies and updated resources, allowing for the sharing of best practices, and, by gaining commitments from educators, to a deeper collective commitment to digital citizenship. The five DigCit Commit competencies – inclusive, informed, engaged, balanced, alert – are designed to focus less on a list of DON’Ts and more on a proactive approach of DOs that challenge students to stay safe, solve problems and become a force of positivity.\u003c/p>\n\u003cblockquote>\u003cp>“It’s no longer a ‘tech’ issue. It’s a community issue.” -Vinnie Vrotny, middle school teacher\u003c/p>\u003c/blockquote>\n\u003cp>After the keynote, educators came together in an open brainstorming meeting to talk about how to implement the new digcit goals. Common themes included a strong emphasis on student voice and creating new community norms in partnership with students, as well as concerns about breaking down silos. “It’s no longer a ‘tech’ issue,” said Vinnie Vrotny, of the Kinkaid School in Houston, TX. “It’s a community issue.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>KQED will work alongside ISTE and a growing coalition of education organizations to ensure that our students have the skills they need to be effective digital citizens. Please raise your hand and\u003ca href=\"https://digcitcommit.org/\" target=\"_blank\" rel=\"noopener\"> join us\u003c/a>!\u003c/p>\n\u003ch5>\u003cspan style=\"color: #666699\">\u003cstrong>You can start your DigCit Commit journey today with professional learning courses on KQED Teach\u003c/strong>\u003c/span>\u003c/h5>\n\u003cp>\u003cspan style=\"color: #666699\">Our free, online courses give educators the background and skills needed to teach students to evaluate information for accuracy, engage with different points of view, and make informed decisions. This summer, KQED released a new set of courses on misinformation, disinformation and propaganda. This new Misinformation Course provides educators with a foundation in understanding many types of misinformation and developing resources to use with their students–or with teachers you coach or lead.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/misinformation-course-collection/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Register\u003c/strong> \u003cstrong>for a course today!\u003c/strong>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>KQED is thrilled to announce our participation as an anchor organization of \u003ca href=\"https://digcitcommit.org/\" target=\"_blank\" rel=\"noopener\">DigCit Commit\u003c/a>, a coalition convened by ISTE and committed to supporting educators with the tools, community and opportunities to learn about and teach digital citizenship.\u003c/p>\n\u003cblockquote>\u003cp>“As a society, as a democracy, we have a choice to make.” -Richard Culatta, ISTE CEO\u003c/p>\u003c/blockquote>\n\u003cp>At the annual convention in Philadelphia, ISTE CEO Richard Culatta challenged the audience of education leaders to “evolve our thinking about digital citizenship.”\u003c/p>\n\u003cp>“As a society, as a democracy,” Culatta said in his keynote, “we have a choice to make. One possible potential future is a world where we continue to devolve, continue to have hate and lack of tolerance online, continue to use technology in ways that are self-serving and divisive. Or, another universe. One where we’re using technology to bring people together, to talk with people that we disagree with about important issues, use technology to serve our community and make the world around us a better place, to give a voice to the voiceless.”\u003c/p>\n\u003cblockquote>\u003cp>5 new DigCit competencies: Inclusive, Informed, Engaged, Balanced, Alert\u003c/p>\u003c/blockquote>\n\u003cp>The DigCit Commit initiative will provide educators with a new set of competencies and updated resources, allowing for the sharing of best practices, and, by gaining commitments from educators, to a deeper collective commitment to digital citizenship. The five DigCit Commit competencies – inclusive, informed, engaged, balanced, alert – are designed to focus less on a list of DON’Ts and more on a proactive approach of DOs that challenge students to stay safe, solve problems and become a force of positivity.\u003c/p>\n\u003cblockquote>\u003cp>“It’s no longer a ‘tech’ issue. It’s a community issue.” -Vinnie Vrotny, middle school teacher\u003c/p>\u003c/blockquote>\n\u003cp>After the keynote, educators came together in an open brainstorming meeting to talk about how to implement the new digcit goals. Common themes included a strong emphasis on student voice and creating new community norms in partnership with students, as well as concerns about breaking down silos. “It’s no longer a ‘tech’ issue,” said Vinnie Vrotny, of the Kinkaid School in Houston, TX. “It’s a community issue.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>KQED will work alongside ISTE and a growing coalition of education organizations to ensure that our students have the skills they need to be effective digital citizens. Please raise your hand and\u003ca href=\"https://digcitcommit.org/\" target=\"_blank\" rel=\"noopener\"> join us\u003c/a>!\u003c/p>\n\u003ch5>\u003cspan style=\"color: #666699\">\u003cstrong>You can start your DigCit Commit journey today with professional learning courses on KQED Teach\u003c/strong>\u003c/span>\u003c/h5>\n\u003cp>\u003cspan style=\"color: #666699\">Our free, online courses give educators the background and skills needed to teach students to evaluate information for accuracy, engage with different points of view, and make informed decisions. This summer, KQED released a new set of courses on misinformation, disinformation and propaganda. This new Misinformation Course provides educators with a foundation in understanding many types of misinformation and developing resources to use with their students–or with teachers you coach or lead.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://teach.kqed.org/misinformation-course-collection/\" target=\"_blank\" rel=\"noopener\">\u003cstrong>Register\u003c/strong> \u003cstrong>for a course today!\u003c/strong>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>We all know how easy it is to spend hours watching videos on YouTube. Why do we go down that rabbit hole? Mostly because of a combination of computer programming and marketing know-how called ALGORITHMS.\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/1LKc-PN6_Wjty3XBgV3RBJLd1KGg6Zaq4dXpybKzhmf0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/17c6fTzri5CGd08pRUOpZgG3P_ZaWsbAnvr0rd2ASWDk/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1WqGJcUMlTkmI2Xb5jpFKv7mubhFWw0wZ0uqDj-r8gVA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1_j_sQprpIMs1f33lIZfnirnqMQ84_y3ZvVtu4_PRX28/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are algorithms?\u003c/strong>\u003c/p>\n\u003cp>Algorithms are sets of instructions (created by people) that decide what content you see, and the order it’s listed, when you search online.\u003c/p>\n\u003cp>\u003cstrong>How do recommendation algorithms work on YouTube?\u003c/strong>\u003c/p>\n\u003cp>YouTube’s algorithm captures data about videos you watch, including how long you watch. They recommend other videos based on that viewing history. They optimize advertising by selling this data to companies so they can better target you for their products.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How do these algorithms play a role in spreading misinformation?\u003c/strong>\u003c/p>\n\u003cp>Digital platforms like YouTube are the gatekeepers of information, whether they intended to be or not. And media-savvy con artists and extremists groups—like conspiracy theorists and white supremacists—can take advantage of YouTube’s algorithms to push their agendas.\u003c/p>\n\u003cp>\u003cstrong>What are data voids?\u003c/strong>\u003c/p>\n\u003cp>Propagandists often take advantage of a lack of content on a certain topic—a “data void.” This happens a lot with breaking news. It takes time for legit media outlets to fact-check and verify events and create content. Until then, Youtube will often only have false or misleading information.\u003c/p>\n\u003cp>\u003cstrong>What can I do to avoid falling for misinformation?\u003c/strong>\u003c/p>\n\u003cp>The more precise you are with search keywords, the more likely you are to get relevant information. If your results look suspicious or click-baity, you might be in a data void. YouTube can be a good place to start your research, but you should use a wider range of sources.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://datasociety.net/output/data-voids-where-missing-data-can-easily-be-exploited/\">“Data Voids: Where Missing Data Can Easily Be Exploited,”by Michael Golebiewski, Microsoft Bing and danah boyd, Data & Society\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/interactive/2019/06/08/technology/youtube-radical.html\">“Caleb Cain was a college dropout looking for direction. He turned to YouTube.” (The New York Times)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2019/06/05/business/youtube-remove-extremist-videos.html?emc=edit_na_20190605&ref=headline&nl=breaking-news\">“YouTube to Remove Thousands of Videos Pushing Extreme Views” (The New York Times)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.huffpost.com/entry/after-new-zealand-massacre-youtubes-algorithm-is-still-promoting-islamophobic-videos_n_5c8d24d6e4b03e83bdc18529\">“After New Zealand Massacre, YouTube’s Algorithm Still Promotes Islamophobic Videos” (Huffington Post)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.buzzfeednews.com/article/carolineodonovan/down-youtubes-recommendation-rabbithole\">“We Followed YouTube’s Recommendation Algorithm Down The Rabbit Hole” (Buzzfeed)\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.pewresearch.org/fact-tank/2019/04/10/share-of-u-s-adults-using-social-media-including-facebook-is-mostly-unchanged-since-2018/\">“Share of U.S. adults using social media, including Facebook, is mostly unchanged since 2018” (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.technologyreview.com/s/613083/deepmind-is-asking-how-google-helped-turn-the-internet-into-an-echo-chamber/\">“DeepMind is asking how AI helped turn the internet into an echo chamber” (MIT Technology Review)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/technology/2018/feb/02/how-youtubes-algorithm-distorts-truth\">“’Fiction is outperforming reality’: how YouTube’s algorithm distorts truth” (Guardian)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/03/10/opinion/sunday/youtube-politics-radical.html\">“YouTube, the Great Radicalizer” (New York Times Op Ed)\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We all know how easy it is to spend hours watching videos on YouTube. Why do we go down that rabbit hole? Mostly because of a combination of computer programming and marketing know-how called ALGORITHMS.\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/1LKc-PN6_Wjty3XBgV3RBJLd1KGg6Zaq4dXpybKzhmf0/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">free lesson plans\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/17c6fTzri5CGd08pRUOpZgG3P_ZaWsbAnvr0rd2ASWDk/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">viewing guide\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1WqGJcUMlTkmI2Xb5jpFKv7mubhFWw0wZ0uqDj-r8gVA/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">glossary of terms\u003c/a>, and \u003ca href=\"https://docs.google.com/document/d/1_j_sQprpIMs1f33lIZfnirnqMQ84_y3ZvVtu4_PRX28/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">transcripts\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What are algorithms?\u003c/strong>\u003c/p>\n\u003cp>Algorithms are sets of instructions (created by people) that decide what content you see, and the order it’s listed, when you search online.\u003c/p>\n\u003cp>\u003cstrong>How do recommendation algorithms work on YouTube?\u003c/strong>\u003c/p>\n\u003cp>YouTube’s algorithm captures data about videos you watch, including how long you watch. They recommend other videos based on that viewing history. They optimize advertising by selling this data to companies so they can better target you for their products.\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 these algorithms play a role in spreading misinformation?\u003c/strong>\u003c/p>\n\u003cp>Digital platforms like YouTube are the gatekeepers of information, whether they intended to be or not. And media-savvy con artists and extremists groups—like conspiracy theorists and white supremacists—can take advantage of YouTube’s algorithms to push their agendas.\u003c/p>\n\u003cp>\u003cstrong>What are data voids?\u003c/strong>\u003c/p>\n\u003cp>Propagandists often take advantage of a lack of content on a certain topic—a “data void.” This happens a lot with breaking news. It takes time for legit media outlets to fact-check and verify events and create content. Until then, Youtube will often only have false or misleading information.\u003c/p>\n\u003cp>\u003cstrong>What can I do to avoid falling for misinformation?\u003c/strong>\u003c/p>\n\u003cp>The more precise you are with search keywords, the more likely you are to get relevant information. If your results look suspicious or click-baity, you might be in a data void. YouTube can be a good place to start your research, but you should use a wider range of sources.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://datasociety.net/output/data-voids-where-missing-data-can-easily-be-exploited/\">“Data Voids: Where Missing Data Can Easily Be Exploited,”by Michael Golebiewski, Microsoft Bing and danah boyd, Data & Society\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/interactive/2019/06/08/technology/youtube-radical.html\">“Caleb Cain was a college dropout looking for direction. He turned to YouTube.” (The New York Times)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2019/06/05/business/youtube-remove-extremist-videos.html?emc=edit_na_20190605&ref=headline&nl=breaking-news\">“YouTube to Remove Thousands of Videos Pushing Extreme Views” (The New York Times)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.huffpost.com/entry/after-new-zealand-massacre-youtubes-algorithm-is-still-promoting-islamophobic-videos_n_5c8d24d6e4b03e83bdc18529\">“After New Zealand Massacre, YouTube’s Algorithm Still Promotes Islamophobic Videos” (Huffington Post)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.buzzfeednews.com/article/carolineodonovan/down-youtubes-recommendation-rabbithole\">“We Followed YouTube’s Recommendation Algorithm Down The Rabbit Hole” (Buzzfeed)\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.pewresearch.org/fact-tank/2019/04/10/share-of-u-s-adults-using-social-media-including-facebook-is-mostly-unchanged-since-2018/\">“Share of U.S. adults using social media, including Facebook, is mostly unchanged since 2018” (Pew Research Center)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.technologyreview.com/s/613083/deepmind-is-asking-how-google-helped-turn-the-internet-into-an-echo-chamber/\">“DeepMind is asking how AI helped turn the internet into an echo chamber” (MIT Technology Review)\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.theguardian.com/technology/2018/feb/02/how-youtubes-algorithm-distorts-truth\">“’Fiction is outperforming reality’: how YouTube’s algorithm distorts truth” (Guardian)\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nytimes.com/2018/03/10/opinion/sunday/youtube-politics-radical.html\">“YouTube, the Great Radicalizer” (New York Times Op Ed)\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago I was desperate for a change. The final project for my elective class had fizzled and I had recently come to the conclusion that high school seniors (especially second semester) are some of the most fun, and most frustrating, students I have ever taught. They’re excited, a joy to talk to, and the whole world is at their feet, ready to be discovered. But they also hit a wall at some point during the year. Maybe it’s after college applications are completed, or after winter break or after their future plans are officially decided, but they all hit that wall. That wall was what I needed to help them overcome. In my search for something new, I hit the jackpot when I stumbled upon the KQED article \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/18/the-student-produced-ted-ed-lesson-a-lesson-worth-sharing/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Student-Produced TED-Ed Lesson: A Lesson Worth Sharing?\u003c/span>\u003c/i> \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the article, high school teacher Peter Paccone detailed how he utilized the creation of \u003c/span>\u003ca href=\"https://ed.ted.com/videos\">\u003cspan style=\"font-weight: 400\">TED-Ed lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his history classes. After reading his article, I decided to try it out as a final assessment for my seniors in our social studies elective, Issues in Global Development. In this course, students study developmental issues such as human rights violations, overpopulation, globalization and more. Creating a TED-Ed lesson would allow them to dive deeply into a topic that intrigues them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first time I ran the project, I enjoyed the freedom and choice students had in completing the video. It was a chance to really let their creative sides shine! Students ended up researching, writing and recording over a span of several weeks which seemed like ample time to complete a quality project. However, I was initially left a bit disappointed in the overall results. Not ready to give up on the project, which seemed so promising, I have subsequently made minor changes over the course of the four semesters my students have completed it. Through trial and error, I have found what makes the TED-Ed an effective tool for student engagement and learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Focus\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A TED-Ed video is typically an introduction to a topic that is 5 minutes or less. Given the broad nature of topics discussed in my class (child mortality, human trafficking, etc.) students often need help paring down these broad issues into something manageable. This is an important first step. For example, a student may tell me they are interested in researching the environmental impacts of pollution on developing countries. This is a huge topic. Instead, through questioning the student we can narrow it down to a place in the world (e.g., India) and further consolidate to a specific aspect of pollution like international companies dumping toxic waste. This topic—Industrial Waste in India—is much more manageable for students to research and present on. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/a1S8AcyaFkw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Structure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A project that has so much choice attached to it also needs structure built in. This may seem counterintuitive, but it is imperative for students of all ages and ability levels. Instead of handing students a copy of the assignment and expecting them to produce a quality final video, this project requires a variety of guided steps which can be easily completed via a template. Students must first have a broad understanding of their topic and complete a basic summary or overview. Once they have demonstrated a basic level of understanding, they can dive deeper into more specific, content-driven research while creating a script for their talk. Finally, they produce the talk itself which incorporates visuals with the script in a summative video. By encouraging these concrete steps students are still free to explore their interests, but in a manageable and developmentally appropriate way. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ed.ted.com/on/peizxCuT\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531998 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/kenya.png\" width=\"1418\" height=\"688\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya.png 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-160x78.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-800x388.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-768x373.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-1020x495.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-1200x582.png 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>Feedback\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final piece to this TED-Ed puzzle involves ongoing feedback. The first time I ran this assignment I only assessed the final product. Now, after several practice runs, I have found that scaffolding the project with several due dates along the way has given me more opportunity to give students constructive feedback. Furthermore, this requires my students to think more critically about their research as they revise and refine their final product. This ongoing dialogue has really highlighted for me that this project is just as much about the journey as it is about the outcome. We cannot get to the formal and polished TED-Ed Talk without investing in the process of polishing. Lastly, I have found that by investing more time in providing feedback up front the final grading of the project becomes much easier because the overall content of the projects meet a higher standard due to the revision process. This leads to less gaps in the learning and students feel better about the quality of their work. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ed.ted.com/on/XGCsc11d\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531996 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/china-air-pollution.png\" width=\"1245\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution.png 1245w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-1020x544.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-1200x640.png 1200w\" sizes=\"(max-width: 1245px) 100vw, 1245px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\nAs I reflect back on the recently completed spring semester, I’ve been thinking a lot about that wall, and if I helped my students knock it down, or at the very least gave them a boost in climbing over. We ended the semester with a film festival to showcase what the students had created. The end products far surpassed the quality and depth of any previous final project I had employed. Students were engaged in each other’s work and genuinely curious and knowledgeable about the topics at hand. It seems that not only did the TED-Ed final project help to knock down those walls, but it serves as a valuable educational tool that, when implemented properly, can not only expand student knowledge, but also skill sets centered around research, revision and technology.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Three years ago I was desperate for a change. The final project for my elective class had fizzled and I had recently come to the conclusion that high school seniors (especially second semester) are some of the most fun, and most frustrating, students I have ever taught. They’re excited, a joy to talk to, and the whole world is at their feet, ready to be discovered. But they also hit a wall at some point during the year. Maybe it’s after college applications are completed, or after winter break or after their future plans are officially decided, but they all hit that wall. That wall was what I needed to help them overcome. In my search for something new, I hit the jackpot when I stumbled upon the KQED article \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/05/18/the-student-produced-ted-ed-lesson-a-lesson-worth-sharing/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Student-Produced TED-Ed Lesson: A Lesson Worth Sharing?\u003c/span>\u003c/i> \u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the article, high school teacher Peter Paccone detailed how he utilized the creation of \u003c/span>\u003ca href=\"https://ed.ted.com/videos\">\u003cspan style=\"font-weight: 400\">TED-Ed lessons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his history classes. After reading his article, I decided to try it out as a final assessment for my seniors in our social studies elective, Issues in Global Development. In this course, students study developmental issues such as human rights violations, overpopulation, globalization and more. Creating a TED-Ed lesson would allow them to dive deeply into a topic that intrigues them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first time I ran the project, I enjoyed the freedom and choice students had in completing the video. It was a chance to really let their creative sides shine! Students ended up researching, writing and recording over a span of several weeks which seemed like ample time to complete a quality project. However, I was initially left a bit disappointed in the overall results. Not ready to give up on the project, which seemed so promising, I have subsequently made minor changes over the course of the four semesters my students have completed it. Through trial and error, I have found what makes the TED-Ed an effective tool for student engagement and learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Focus\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A TED-Ed video is typically an introduction to a topic that is 5 minutes or less. Given the broad nature of topics discussed in my class (child mortality, human trafficking, etc.) students often need help paring down these broad issues into something manageable. This is an important first step. For example, a student may tell me they are interested in researching the environmental impacts of pollution on developing countries. This is a huge topic. Instead, through questioning the student we can narrow it down to a place in the world (e.g., India) and further consolidate to a specific aspect of pollution like international companies dumping toxic waste. This topic—Industrial Waste in India—is much more manageable for students to research and present on. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/a1S8AcyaFkw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Structure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A project that has so much choice attached to it also needs structure built in. This may seem counterintuitive, but it is imperative for students of all ages and ability levels. Instead of handing students a copy of the assignment and expecting them to produce a quality final video, this project requires a variety of guided steps which can be easily completed via a template. Students must first have a broad understanding of their topic and complete a basic summary or overview. Once they have demonstrated a basic level of understanding, they can dive deeper into more specific, content-driven research while creating a script for their talk. Finally, they produce the talk itself which incorporates visuals with the script in a summative video. By encouraging these concrete steps students are still free to explore their interests, but in a manageable and developmentally appropriate way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ed.ted.com/on/peizxCuT\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531998 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/kenya.png\" width=\"1418\" height=\"688\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya.png 1418w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-160x78.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-800x388.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-768x373.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-1020x495.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/kenya-1200x582.png 1200w\" sizes=\"(max-width: 1418px) 100vw, 1418px\">\u003c/a>\u003c/p>\n\u003ch2>\u003cb>Feedback\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The final piece to this TED-Ed puzzle involves ongoing feedback. The first time I ran this assignment I only assessed the final product. Now, after several practice runs, I have found that scaffolding the project with several due dates along the way has given me more opportunity to give students constructive feedback. Furthermore, this requires my students to think more critically about their research as they revise and refine their final product. This ongoing dialogue has really highlighted for me that this project is just as much about the journey as it is about the outcome. We cannot get to the formal and polished TED-Ed Talk without investing in the process of polishing. Lastly, I have found that by investing more time in providing feedback up front the final grading of the project becomes much easier because the overall content of the projects meet a higher standard due to the revision process. This leads to less gaps in the learning and students feel better about the quality of their work. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ed.ted.com/on/XGCsc11d\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-531996 size-full\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/china-air-pollution.png\" width=\"1245\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution.png 1245w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-800x427.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-768x410.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-1020x544.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/china-air-pollution-1200x640.png 1200w\" sizes=\"(max-width: 1245px) 100vw, 1245px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\nAs I reflect back on the recently completed spring semester, I’ve been thinking a lot about that wall, and if I helped my students knock it down, or at the very least gave them a boost in climbing over. We ended the semester with a film festival to showcase what the students had created. The end products far surpassed the quality and depth of any previous final project I had employed. Students were engaged in each other’s work and genuinely curious and knowledgeable about the topics at hand. It seems that not only did the TED-Ed final project help to knock down those walls, but it serves as a valuable educational tool that, when implemented properly, can not only expand student knowledge, but also skill sets centered around research, revision and technology.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When I was a student in high school, there was nothing I disliked more than a study guide. While useful in determining what I might be assessed on during a test, the actual completion of a study guide was tedious and, for the lack of a better word, boring. As a teacher, it does not surprise me that many of my students feel the same way about study guides as I did. So, when Derrick, our district’s data teacher on special assignment, suggested an alternative to the traditional study guide, I was all ears. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of a traditional paper-based study guide, Derrick suggested an “escape room” format instead. The goal of an \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Escape_room\">\u003cspan style=\"font-weight: 400\">escape room\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to solve a series of puzzles and riddles using clues dispersed throughout a room. There is often a theme to an escape room, and props such as locks and combinations are utilized during the problem-solving process. Escape rooms are usually completed by teams who compete to see which team can “escape” in the fastest amount of time. Derrick’s idea was to utilize this concept in the classroom, where students would answer chemistry questions from a traditional study guide to help solve puzzles and riddles on a survey tool called Qualtrics, as well as physical puzzles and locks around the room. The end result looked something like this:\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/O1R0uP9ATcM\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>The Logistics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To complete this escape room, students were provided the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/13AtXfPY2n1iABQC27jjmaYXQs70qRuCfmgGvZ332818/edit\">\u003cspan style=\"font-weight: 400\">A traditional study guide on paper\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://bit.ly/2ViBieR\">\u003cspan style=\"font-weight: 400\">An online form to fill in their answers from the study guide to move on to different steps of the puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Locks, codes, and riddles for students to solve\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students began the activity by attempting the first set of problems on the study guide. Problem sets were broken down by targeted standards based on NGSS. Upon completion of each set, students could move on to the next clue or riddle. If students did not complete the problem set correctly the first time, built in hints would appear on the online form to help students. Additionally, I walked around the room to conduct progress monitoring as needed. Students were then given codes that could be used to unlock different boxes. After unlocking the boxes, students worked to complete a series of chemistry-based riddles around the classroom which in turn led to the final lock box to complete the activity.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531979\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/escape-1.jpg\" alt=\"\" width=\"368\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/escape-1.jpg 368w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/escape-1-160x219.jpg 160w\" sizes=\"(max-width: 368px) 100vw, 368px\">\u003c/p>\n\u003ch2>\u003cb>Takeaways\u003c/b>\u003c/h2>\n\u003cp>\u003cb>Data-Driven:\u003c/b>\u003cspan style=\"font-weight: 400\"> With the use of Qualtrics, Derrick was able to track results such as completion time, attempts on completing a problem set, and specific calculations students made for certain problems. This data was helpful in identifying what questions were the most challenging for my students. Derrick also left a feedback section in which students were able to leave comments in regards to the difficulty and their experience with the escape room study guide. The overall response was a positive one, with many students echoing that the escape room premise made completing the study guide much more interesting. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Future use: \u003c/b>\u003cspan style=\"font-weight: 400\">From my experience with the escape room, it is safe to say that I will be utilizing escape rooms to “gamify” the learning experience in my classroom in the future. \u003c/span>\u003ca href=\"https://teacheveryday.com/escape-room-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">There are websites online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that teach you how to build a Google Form for an in-class escape room and there are also pre-built escape rooms like the one \u003c/span>\u003ca href=\"https://sites.google.com/site/whollymolealt/home/wholly-mole\">\u003cspan style=\"font-weight: 400\">I used as an activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the student-favorite unit on stoichiometry and moles (sarcasm intended). As I become more familiar with the setup, it is my goal to provide opportunities for my students to create online-based escape rooms of their own. Groups will be responsible for certain themes (i.e. NGSS Standards) and will take turns “hosting” their own escape rooms in class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Collaborate: \u003c/b>\u003cspan style=\"font-weight: 400\">If I have not mentioned Derrick enough, I will do so again here. Finding people who know how to navigate technology, and are willing to share what they have learned, makes creating lessons such as this one much more feasible. I simply provided the study guide questions and some prizes for students, and Derrick provided the online form, lockboxes and riddles to make the escape room. There are probably people like Derrick in your district, you just have to seek them out and be willing to try out new ideas. In my case, collaborating proved to be a real asset for me and for my students (not only in this case, but also in lessons about \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/01/31/3-lessons-i-learned-from-collaborating-with-video-production/\">\u003cspan style=\"font-weight: 400\">scientific process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/04/04/microscope-photo-contest-extends-wonder-beyond-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">elements at nano-scale\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/05/09/how-to-connect-your-classroom-to-your-community-through-coffee/\">\u003cspan style=\"font-weight: 400\">chemistry involved in making coffee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">).\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a chemistry teacher, I often look to labs to present materials to students. That part is easy for me. The hard part has always been finding ways to teach and assess understanding in ways that students can buy into. In other words, seeing a flame change color due to changing states of electrons in a metal is fun, learning the process behind why this happens and being assessed on it is not as fun. Activities such as escape rooms help make those learning moments more engaging and the content more palatable. As a chemistry teacher whose goal is to facilitate student learning, escape rooms are another piece in solving the puzzle.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When I was a student in high school, there was nothing I disliked more than a study guide. While useful in determining what I might be assessed on during a test, the actual completion of a study guide was tedious and, for the lack of a better word, boring. As a teacher, it does not surprise me that many of my students feel the same way about study guides as I did. So, when Derrick, our district’s data teacher on special assignment, suggested an alternative to the traditional study guide, I was all ears. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of a traditional paper-based study guide, Derrick suggested an “escape room” format instead. The goal of an \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Escape_room\">\u003cspan style=\"font-weight: 400\">escape room\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is to solve a series of puzzles and riddles using clues dispersed throughout a room. There is often a theme to an escape room, and props such as locks and combinations are utilized during the problem-solving process. Escape rooms are usually completed by teams who compete to see which team can “escape” in the fastest amount of time. Derrick’s idea was to utilize this concept in the classroom, where students would answer chemistry questions from a traditional study guide to help solve puzzles and riddles on a survey tool called Qualtrics, as well as physical puzzles and locks around the room. The end result looked something like this:\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/O1R0uP9ATcM\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>The Logistics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To complete this escape room, students were provided the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://docs.google.com/document/d/13AtXfPY2n1iABQC27jjmaYXQs70qRuCfmgGvZ332818/edit\">\u003cspan style=\"font-weight: 400\">A traditional study guide on paper\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://bit.ly/2ViBieR\">\u003cspan style=\"font-weight: 400\">An online form to fill in their answers from the study guide to move on to different steps of the puzzle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Locks, codes, and riddles for students to solve\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students began the activity by attempting the first set of problems on the study guide. Problem sets were broken down by targeted standards based on NGSS. Upon completion of each set, students could move on to the next clue or riddle. If students did not complete the problem set correctly the first time, built in hints would appear on the online form to help students. Additionally, I walked around the room to conduct progress monitoring as needed. Students were then given codes that could be used to unlock different boxes. After unlocking the boxes, students worked to complete a series of chemistry-based riddles around the classroom which in turn led to the final lock box to complete the activity.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531979\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/06/escape-1.jpg\" alt=\"\" width=\"368\" height=\"504\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/escape-1.jpg 368w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/06/escape-1-160x219.jpg 160w\" sizes=\"(max-width: 368px) 100vw, 368px\">\u003c/p>\n\u003ch2>\u003cb>Takeaways\u003c/b>\u003c/h2>\n\u003cp>\u003cb>Data-Driven:\u003c/b>\u003cspan style=\"font-weight: 400\"> With the use of Qualtrics, Derrick was able to track results such as completion time, attempts on completing a problem set, and specific calculations students made for certain problems. This data was helpful in identifying what questions were the most challenging for my students. Derrick also left a feedback section in which students were able to leave comments in regards to the difficulty and their experience with the escape room study guide. The overall response was a positive one, with many students echoing that the escape room premise made completing the study guide much more interesting. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Future use: \u003c/b>\u003cspan style=\"font-weight: 400\">From my experience with the escape room, it is safe to say that I will be utilizing escape rooms to “gamify” the learning experience in my classroom in the future. \u003c/span>\u003ca href=\"https://teacheveryday.com/escape-room-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">There are websites online\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that teach you how to build a Google Form for an in-class escape room and there are also pre-built escape rooms like the one \u003c/span>\u003ca href=\"https://sites.google.com/site/whollymolealt/home/wholly-mole\">\u003cspan style=\"font-weight: 400\">I used as an activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the student-favorite unit on stoichiometry and moles (sarcasm intended). As I become more familiar with the setup, it is my goal to provide opportunities for my students to create online-based escape rooms of their own. Groups will be responsible for certain themes (i.e. NGSS Standards) and will take turns “hosting” their own escape rooms in class.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Collaborate: \u003c/b>\u003cspan style=\"font-weight: 400\">If I have not mentioned Derrick enough, I will do so again here. Finding people who know how to navigate technology, and are willing to share what they have learned, makes creating lessons such as this one much more feasible. I simply provided the study guide questions and some prizes for students, and Derrick provided the online form, lockboxes and riddles to make the escape room. There are probably people like Derrick in your district, you just have to seek them out and be willing to try out new ideas. In my case, collaborating proved to be a real asset for me and for my students (not only in this case, but also in lessons about \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/01/31/3-lessons-i-learned-from-collaborating-with-video-production/\">\u003cspan style=\"font-weight: 400\">scientific process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/04/04/microscope-photo-contest-extends-wonder-beyond-the-science-classroom/\">\u003cspan style=\"font-weight: 400\">elements at nano-scale\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2019/05/09/how-to-connect-your-classroom-to-your-community-through-coffee/\">\u003cspan style=\"font-weight: 400\">chemistry involved in making coffee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">).\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a chemistry teacher, I often look to labs to present materials to students. That part is easy for me. The hard part has always been finding ways to teach and assess understanding in ways that students can buy into. In other words, seeing a flame change color due to changing states of electrons in a metal is fun, learning the process behind why this happens and being assessed on it is not as fun. Activities such as escape rooms help make those learning moments more engaging and the content more palatable. As a chemistry teacher whose goal is to facilitate student learning, escape rooms are another piece in solving the puzzle.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"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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"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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"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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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"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. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\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.",
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"onourwatch": {
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"source": "npr"
},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
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