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"title": "Putting Empathy and Digital Citizenship at the Center of our Classrooms",
"headTitle": "Putting Empathy and Digital Citizenship at the Center of our Classrooms | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers and students on our middle school campus rely on free resources from \u003ca href=\"http://scratch.mit.edu/\" target=\"_blank\" rel=\"noopener\">Scratch.mit.edu\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, a site developed by the \u003c/span>\u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">\u003cspan style=\"font-weight: 400\">Lifelong Kindergarten Group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the MIT Media Lab, to introduce students to coding and engage them in creative projects. Some of our teachers include Scratch in their annual \u003c/span>\u003ca href=\"https://hourofcode.com/\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offerings; two teachers offer Scratch coding as part of their Design Lab classes; students in my English classes further their study of narrative by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/22/coding-in-english-class-yes-and-in-your-class-too/\">\u003cspan style=\"font-weight: 400\">designing and coding Scratch games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; another teacher uses Scratch in his Robotics and Engineering class; our librarian hosts a coding club in the library; and many of our students continue to build their coding skills with Scratch on their own. On any given day, one can expect to see some of our students working on Scratch coding projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to being a 1:1 iPad school where technology is integrated in many content areas, we have also been teaching digital citizenship through a campus-wide approach for a few years. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=toK_BAYnjoU\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our teachers use lessons from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as work together to develop lessons of our own. We also take advantage of the many \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=psa+digital+citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship PSAs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on YouTube to encourage our students to work and play safely and responsibly in online spaces.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528618 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528623 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine my surprise, then, when a Design Lab student logging into his Scratch account called out, “Hey! What happened? My account’s been banned!” I assumed it was an error on his part. After years of working with middle school students and technology, I know that, “It won’t let me log in,” often means, “I forgot my password.” But then the student said, “Our whole school has been banned! It’s our I.P. address!” Now we’re talking serious business. A temporarily banned account can happen when a user violates a term of use, but a banned I.P. address means many of our students must have been seriously inappropriate on the site. This called for an investigation and prompt action.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I exchanged some frantic emails with a few other teachers who were currently using Scratch, and we decided to start by contacting Scratch to get as much information from them as possible, such as student names and how the \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were violated. Scratch replied within days and provided us with a list of usernames, email addresses, and the messages that each student had received, explaining why their account had been blocked. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were shocked and disappointed to see that four of our students had repeatedly received messages from Scratch about their inappropriate usernames, disrespectful behavior towards other community members, and their attempts to create new accounts to work around a blocked account. Initially we thought some of the students might have violated some guidelines because they hadn’t read them, but now we could see that they continued to behave inappropriately even after being warned by Scratch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our administration joined us to meet with parents and students to explain the consequences for this behavior (one day of on-site-suspension, as directed by our district discipline policy), and to ask each student to write a letter of apology to Scratch. We wanted them to understand that they had violated the trust of the online community, and that they owed this community a heartfelt response. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next on our agenda: how can we better teach our students to be responsible digital citizens? We were already actively teaching digital citizenship in our classes, but with a middle school population of nearly 1000 students on a campus where online work was encouraged, we had learned the hard way that we can’t possibly monitor them all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this unfortunate incident shows that we are still learning how to help our kids develop strong digital citizenship skills, we think our experience can help other schools. We suggest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start every school year with campus-wide lessons that align with digital citizenship standards, such as \u003c/span>\u003ca href=\"https://www.iste.org/standards/for-students\">\u003cspan style=\"font-weight: 400\">these from ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (International Society for Technology in Education), or from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/pdfs/aasl_6-8.pdf\">\u003cspan style=\"font-weight: 400\">the AASL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (American Association of School Librarians). \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/educators/classroom-curriculum/alignment\">\u003cspan style=\"font-weight: 400\">This Common Sense Media chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aligns both the ISTE and AASL standards with the Common Core Standards.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Include examples of actual online community expectations in these lessons. Scratch’s \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Young Writers Progam \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/codes-of-conduct\">\u003cspan style=\"font-weight: 400\">Codes of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and KQED Learn’s \u003c/span>\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+Code+of+Conduct.pdf\">\u003cspan style=\"font-weight: 400\">Code of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all kid-friendly examples of how we want students to behave online.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Review these expectations every time students join and work in an online community.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go beyond stand-alone lessons and incoporate digital citizenship into the work students do across the curriculum. \u003c/span>\u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=1076&category=Digital-citizenship&article=14+projects+that+teach+students+to+be+good+digital+citizens\">\u003cspan style=\"font-weight: 400\">These projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can deepen the learning in social studies, science, math and English while also developing strong citizenship skills.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>But before our students leave their first online footprint, we need to ask some tough questions about our face-to-face relationships. Is our school itself a community that models good citizenship? Are we teaching (and modeling) empathy alongside our academic and digital lessons? Do we have clear expectations for how our students should treat each other in our classrooms and on the yard? Do the adults model respectful and caring community behavior?\u003c/p>\n\u003cp>When teaching students how to behave in online communities, it would make so much more sense if we could connect those online expectations to our own face-to-face relationships. Since most online communities encourage feedback and dialogue, our students need to first learn how to do so in person. Do we teach them how to disagree respectfully? Or to offer kind and constructive feedback? Does empathy drive our students’ design thinking? If we don’t teach empathy and respect in our classroom communities, how can we expect students to practice them online?\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"560\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528615\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png\" width=\"560\" height=\"1453\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-160x415.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-768x1993.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-1020x2647.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-960x2491.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-240x623.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-375x973.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-520x1349.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final.png 1024w\" sizes=\"(max-width: 560px) 100vw, 560px\">[/media-credit]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these resources for putting empathy and citizenship at the center of our classrooms, both in person and online:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From KQED MindShift: \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/01/teaching-and-modeling-good-digital-citizenship/\">\u003cspan style=\"font-weight: 400\">Teaching and modeling good digital citizenship\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From ISTE: \u003c/span>\u003ca href=\"https://www.iste.org/explore/articledetail?articleid=188\">\u003cspan style=\"font-weight: 400\">Three strategies for using empathy as an antidote to cyberbullying\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Edutopia: \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teaching-empathy-through-design-thinking-rusul-alrubail\">\u003cspan style=\"font-weight: 400\">Teaching empathy through design thinking\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From the Net Safety Collaborative: \u003c/span>\u003ca href=\"https://icanhelpdeletenegativity.org/\">\u003cspan style=\"font-weight: 400\">the #icanhelp campaign\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Common Sense Media: \u003c/span>\u003ca href=\"https://d1e2bohyu2u2w9.cloudfront.net/sites/default/files/tlr-asset/sel-cheat-sheet-pdf.pdf\">\u003cspan style=\"font-weight: 400\">Turning students’ empathy into action with digital tools\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers and students on our middle school campus rely on free resources from \u003ca href=\"http://scratch.mit.edu/\" target=\"_blank\" rel=\"noopener\">Scratch.mit.edu\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\">, a site developed by the \u003c/span>\u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">\u003cspan style=\"font-weight: 400\">Lifelong Kindergarten Group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the MIT Media Lab, to introduce students to coding and engage them in creative projects. Some of our teachers include Scratch in their annual \u003c/span>\u003ca href=\"https://hourofcode.com/\">\u003cspan style=\"font-weight: 400\">Hour of Code\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offerings; two teachers offer Scratch coding as part of their Design Lab classes; students in my English classes further their study of narrative by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/22/coding-in-english-class-yes-and-in-your-class-too/\">\u003cspan style=\"font-weight: 400\">designing and coding Scratch games\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; another teacher uses Scratch in his Robotics and Engineering class; our librarian hosts a coding club in the library; and many of our students continue to build their coding skills with Scratch on their own. On any given day, one can expect to see some of our students working on Scratch coding projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to being a 1:1 iPad school where technology is integrated in many content areas, we have also been teaching digital citizenship through a campus-wide approach for a few years. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/toK_BAYnjoU'\n title='//www.youtube.com/embed/toK_BAYnjoU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Our teachers use lessons from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as work together to develop lessons of our own. We also take advantage of the many \u003c/span>\u003ca href=\"https://www.youtube.com/results?search_query=psa+digital+citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship PSAs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on YouTube to encourage our students to work and play safely and responsibly in online spaces.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528618 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/TessCodes-1-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11343 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528623 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/JacksonCodes-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine my surprise, then, when a Design Lab student logging into his Scratch account called out, “Hey! What happened? My account’s been banned!” I assumed it was an error on his part. After years of working with middle school students and technology, I know that, “It won’t let me log in,” often means, “I forgot my password.” But then the student said, “Our whole school has been banned! It’s our I.P. address!” Now we’re talking serious business. A temporarily banned account can happen when a user violates a term of use, but a banned I.P. address means many of our students must have been seriously inappropriate on the site. This called for an investigation and prompt action.\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\">I exchanged some frantic emails with a few other teachers who were currently using Scratch, and we decided to start by contacting Scratch to get as much information from them as possible, such as student names and how the \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were violated. Scratch replied within days and provided us with a list of usernames, email addresses, and the messages that each student had received, explaining why their account had been blocked. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We were shocked and disappointed to see that four of our students had repeatedly received messages from Scratch about their inappropriate usernames, disrespectful behavior towards other community members, and their attempts to create new accounts to work around a blocked account. Initially we thought some of the students might have violated some guidelines because they hadn’t read them, but now we could see that they continued to behave inappropriately even after being warned by Scratch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our administration joined us to meet with parents and students to explain the consequences for this behavior (one day of on-site-suspension, as directed by our district discipline policy), and to ask each student to write a letter of apology to Scratch. We wanted them to understand that they had violated the trust of the online community, and that they owed this community a heartfelt response. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next on our agenda: how can we better teach our students to be responsible digital citizens? We were already actively teaching digital citizenship in our classes, but with a middle school population of nearly 1000 students on a campus where online work was encouraged, we had learned the hard way that we can’t possibly monitor them all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although this unfortunate incident shows that we are still learning how to help our kids develop strong digital citizenship skills, we think our experience can help other schools. We suggest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Start every school year with campus-wide lessons that align with digital citizenship standards, such as \u003c/span>\u003ca href=\"https://www.iste.org/standards/for-students\">\u003cspan style=\"font-weight: 400\">these from ISTE\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (International Society for Technology in Education), or from \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/pdfs/aasl_6-8.pdf\">\u003cspan style=\"font-weight: 400\">the AASL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (American Association of School Librarians). \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/educators/classroom-curriculum/alignment\">\u003cspan style=\"font-weight: 400\">This Common Sense Media chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aligns both the ISTE and AASL standards with the Common Core Standards.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Include examples of actual online community expectations in these lessons. Scratch’s \u003c/span>\u003ca href=\"https://scratch.mit.edu/community_guidelines\">\u003cspan style=\"font-weight: 400\">Community Guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Young Writers Progam \u003c/span>\u003ca href=\"https://ywp.nanowrimo.org/pages/codes-of-conduct\">\u003cspan style=\"font-weight: 400\">Codes of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and KQED Learn’s \u003c/span>\u003ca href=\"https://s3.amazonaws.com/kqed-learn/resources/KQED+Learn+Code+of+Conduct.pdf\">\u003cspan style=\"font-weight: 400\">Code of Conduct\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are all kid-friendly examples of how we want students to behave online.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Review these expectations every time students join and work in an online community.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Go beyond stand-alone lessons and incoporate digital citizenship into the work students do across the curriculum. \u003c/span>\u003ca href=\"https://www.iste.org/explore/articleDetail?articleid=1076&category=Digital-citizenship&article=14+projects+that+teach+students+to+be+good+digital+citizens\">\u003cspan style=\"font-weight: 400\">These projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can deepen the learning in social studies, science, math and English while also developing strong citizenship skills.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>But before our students leave their first online footprint, we need to ask some tough questions about our face-to-face relationships. Is our school itself a community that models good citizenship? Are we teaching (and modeling) empathy alongside our academic and digital lessons? Do we have clear expectations for how our students should treat each other in our classrooms and on the yard? Do the adults model respectful and caring community behavior?\u003c/p>\n\u003cp>When teaching students how to behave in online communities, it would make so much more sense if we could connect those online expectations to our own face-to-face relationships. Since most online communities encourage feedback and dialogue, our students need to first learn how to do so in person. Do we teach them how to disagree respectfully? Or to offer kind and constructive feedback? Does empathy drive our students’ design thinking? If we don’t teach empathy and respect in our classroom communities, how can we expect students to practice them online?\u003c/p>\n\u003cp>[media-credit id=11343 align=\"aligncenter\" width=\"560\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528615\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png\" width=\"560\" height=\"1453\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-800x2076.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-160x415.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-768x1993.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-1020x2647.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-960x2491.png 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-240x623.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-375x973.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final-520x1349.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/12/digital-citizen_infographic_final.png 1024w\" sizes=\"(max-width: 560px) 100vw, 560px\">[/media-credit]\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\">Check out these resources for putting empathy and citizenship at the center of our classrooms, both in person and online:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From KQED MindShift: \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/03/01/teaching-and-modeling-good-digital-citizenship/\">\u003cspan style=\"font-weight: 400\">Teaching and modeling good digital citizenship\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From ISTE: \u003c/span>\u003ca href=\"https://www.iste.org/explore/articledetail?articleid=188\">\u003cspan style=\"font-weight: 400\">Three strategies for using empathy as an antidote to cyberbullying\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Edutopia: \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/teaching-empathy-through-design-thinking-rusul-alrubail\">\u003cspan style=\"font-weight: 400\">Teaching empathy through design thinking\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From the Net Safety Collaborative: \u003c/span>\u003ca href=\"https://icanhelpdeletenegativity.org/\">\u003cspan style=\"font-weight: 400\">the #icanhelp campaign\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">From Common Sense Media: \u003c/span>\u003ca href=\"https://d1e2bohyu2u2w9.cloudfront.net/sites/default/files/tlr-asset/sel-cheat-sheet-pdf.pdf\">\u003cspan style=\"font-weight: 400\">Turning students’ empathy into action with digital tools\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"title": "Free, Robust and “Unglitchy”: Digital Portfolios with Seesaw",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Language teachers are known for scouring physical and virtual places for resources for their classes. We are quite lucky in way, really, because almost anything one could think of could become useful in our classes. So it’s not surprising that we are equally likely to also adapt educational tools that may have been created for a different grade level or subject area in order to enhance our students’ achievement. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one such tool. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=tlw-tUKvnNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw is an app and Web platform with a robust free version and additional features in their “Seesaw Plus” and “Seesaw School” versions. \u003c/span>\u003cspan style=\"font-weight: 400\">When I first looked at it, I was pretty sure it was designed for elementary school teachers. It’s a very easy, simple and uncluttered interface with limited use of print language. And very, very good features for building interactive digital portfolios. So, of course, I began using it in my high school French classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw allows teachers to create a folder for each student and even add other thematic folders that will appear inside each student’s folder. Once the folders are created, the students and the teacher can easily add a variety of content to their accounts in a digital platform. For example, once a teacher creates a class and adds the students, each student has a file or folder. The teacher can put content in the students’ folders, but the students themselves can also add content. What kind of content? More than I was expecting, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Links\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Photos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Videos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Notes\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Drawings\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>NEW!! \u003c/b>\u003cspan style=\"font-weight: 400\">File (including files from Google Drive)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students can access the Seesaw app on their phones, as well as on Chromebooks and computers (as long as the computers have a webcam for the photo and/or video entries) by going to \u003c/span>\u003ca href=\"https://app.seesaw.me\">\u003cspan style=\"font-weight: 400\">https://app.seesaw.me\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it works so seamlessly on their phones, it is one of the easiest ways to capture students’ speaking or other video- or photo-based activities \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">no need to create the video on their phones and then attempt to upload the video online to eventually work with it on a computer. Students are able to quickly and efficiently record and upload directly into their folders (which teachers can also access from any device) using the phones they already carry with them. And if the students don’t have phones, they can share devices: once one student is finished recording, he or she chooses his/her name from the class list along with the name of his/her partner(s) (if applicable) and the video is dropped into all of those students’ folders. They can then give their phone to someone else who needs it and that student can record and drop the file into appropriate folder from the class list that appears. For very young students, this would be best done with a class set of iPads, Chromebooks or laptops with webcams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some samples of what my students have added to their portfolios. These are different speaking samples that students submitted across my levels of French. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr1period5\">\u003cspan style=\"font-weight: 400\">French 1 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr3period2\">\u003cspan style=\"font-weight: 400\">French 3 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr4apperiod4/#!/\">\u003cspan style=\"font-weight: 400\">French 4/AP blog\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another possible use of this tool includes teachers sharing a link or file that would be a good resource by posting it to the class feed in Seesaw. Teachers can even share a resource with individual students. Or they can pose a question and students can submit a video with their response, which allows us to capture evidence of their speaking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes it interactive? Well, teachers can comment on students’ posts either by typing a comment or submitting an audio recording. This is great for universal access and accessibility but also particularly good for language classes, where teachers can model correct pronunciation and rhythm of the target language. In addition to the commenting feature, teachers can also choose to publish students’ posts to a blog (their names are removed) and share their work with the world. If desired, teachers can also toggle the settings to allow students to comment on each other’s posts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the additional benefits of Seesaw is the ability to easily and safely share their students’ work with others from within the tool, whether using the app or the web version. For example, teachers can grant parents access to their students’ folders so that they can get a glimpse into the class and the kinds of learning opportunities students have participated in. To give their students’ work a public audience beyond the classroom, teachers can choose to use Seesaw’s “blog” feature to post selected artifacts from students’ journals to a class blog on the Seesaw platform. Teachers can post a link to the blog on their personal teacher website or share it via social media. Students’ names are only shown as initials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a paid version of Seesaw with a few more features, but everything I have mentioned above I do with the free version. \u003c/span>\u003cspan style=\"font-weight: 400\">You can compare the features of all three Seesaw plans here: \u003c/span>\u003ca href=\"https://web.seesaw.me/pricing/\">\u003cspan style=\"font-weight: 400\">https://web.seesaw.me/pricing/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Language teachers are known for scouring physical and virtual places for resources for their classes. We are quite lucky in way, really, because almost anything one could think of could become useful in our classes. So it’s not surprising that we are equally likely to also adapt educational tools that may have been created for a different grade level or subject area in order to enhance our students’ achievement. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one such tool. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/tlw-tUKvnNc'\n title='//www.youtube.com/embed/tlw-tUKvnNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw is an app and Web platform with a robust free version and additional features in their “Seesaw Plus” and “Seesaw School” versions. \u003c/span>\u003cspan style=\"font-weight: 400\">When I first looked at it, I was pretty sure it was designed for elementary school teachers. It’s a very easy, simple and uncluttered interface with limited use of print language. And very, very good features for building interactive digital portfolios. So, of course, I began using it in my high school French classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw allows teachers to create a folder for each student and even add other thematic folders that will appear inside each student’s folder. Once the folders are created, the students and the teacher can easily add a variety of content to their accounts in a digital platform. For example, once a teacher creates a class and adds the students, each student has a file or folder. The teacher can put content in the students’ folders, but the students themselves can also add content. What kind of content? More than I was expecting, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Links\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Photos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Videos\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Notes\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Drawings\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>NEW!! \u003c/b>\u003cspan style=\"font-weight: 400\">File (including files from Google Drive)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers and students can access the Seesaw app on their phones, as well as on Chromebooks and computers (as long as the computers have a webcam for the photo and/or video entries) by going to \u003c/span>\u003ca href=\"https://app.seesaw.me\">\u003cspan style=\"font-weight: 400\">https://app.seesaw.me\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \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\">Because it works so seamlessly on their phones, it is one of the easiest ways to capture students’ speaking or other video- or photo-based activities \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\">no need to create the video on their phones and then attempt to upload the video online to eventually work with it on a computer. Students are able to quickly and efficiently record and upload directly into their folders (which teachers can also access from any device) using the phones they already carry with them. And if the students don’t have phones, they can share devices: once one student is finished recording, he or she chooses his/her name from the class list along with the name of his/her partner(s) (if applicable) and the video is dropped into all of those students’ folders. They can then give their phone to someone else who needs it and that student can record and drop the file into appropriate folder from the class list that appears. For very young students, this would be best done with a class set of iPads, Chromebooks or laptops with webcams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some samples of what my students have added to their portfolios. These are different speaking samples that students submitted across my levels of French. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr1period5\">\u003cspan style=\"font-weight: 400\">French 1 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr3period2\">\u003cspan style=\"font-weight: 400\">French 3 blog\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003ca href=\"https://blog.seesaw.me/fr4apperiod4/#!/\">\u003cspan style=\"font-weight: 400\">French 4/AP blog\u003c/span>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another possible use of this tool includes teachers sharing a link or file that would be a good resource by posting it to the class feed in Seesaw. Teachers can even share a resource with individual students. Or they can pose a question and students can submit a video with their response, which allows us to capture evidence of their speaking skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What makes it interactive? Well, teachers can comment on students’ posts either by typing a comment or submitting an audio recording. This is great for universal access and accessibility but also particularly good for language classes, where teachers can model correct pronunciation and rhythm of the target language. In addition to the commenting feature, teachers can also choose to publish students’ posts to a blog (their names are removed) and share their work with the world. If desired, teachers can also toggle the settings to allow students to comment on each other’s posts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the additional benefits of Seesaw is the ability to easily and safely share their students’ work with others from within the tool, whether using the app or the web version. For example, teachers can grant parents access to their students’ folders so that they can get a glimpse into the class and the kinds of learning opportunities students have participated in. To give their students’ work a public audience beyond the classroom, teachers can choose to use Seesaw’s “blog” feature to post selected artifacts from students’ journals to a class blog on the Seesaw platform. Teachers can post a link to the blog on their personal teacher website or share it via social media. Students’ names are only shown as initials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a paid version of Seesaw with a few more features, but everything I have mentioned above I do with the free version. \u003c/span>\u003cspan style=\"font-weight: 400\">You can compare the features of all three Seesaw plans here: \u003c/span>\u003ca href=\"https://web.seesaw.me/pricing/\">\u003cspan style=\"font-weight: 400\">https://web.seesaw.me/pricing/\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Do you teach grades 8-12? Are you passionate about integrating news and writing about current events in your classroom? We are looking for 20 Bay Area educators to \u003cstrong>pilot the first Youth Takeover of KQED News.\u003c/strong> This opportunity kicks off January 20, 2018. Teachers in all subject areas, including journalism and media arts, are encouraged to apply to the pilot by\u003c/span>\u003cb> December 17.\u003c/b>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Education introduces a \u003c/span>\u003cspan style=\"font-weight: 400\">special opportunity to produce written and audio pieces for a \u003c/span>\u003cb>Youth Takeover of KQED News\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">All student-created blog posts and audio pieces will be due in mid-March. \u003c/span>\u003cspan style=\"font-weight: 400\">For one week in April 2018, select youth voices will take over segments of KQED News. These could be the voices of your students!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Youth-written and produced pieces will contribute specifically to KQED News’ special project exploring \u003c/span>\u003ca href=\"https://ww2.kqed.org/news/series/californiadream/\">\u003cspan style=\"font-weight: 400\">the status of the California Dream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with tracks focusing on higher education and immigration. KQED will pose a number of questions for each topic as options for students to respond to with their media. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Here’s how it could look:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">In response to a question like “What is the status of today’s dream for higher education in California?”, a student writes a piece reflecting on their concerns about how they will afford to go to the college of their dreams.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> In response to a question about how their experience of the California Dream is different than previous generations, a student submits an audio recording of an interview or conversation with their parents, grandparents or other adult comparing and contrasting their outlooks on “living the dream” in California. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>How the Youth Takeover Works:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Educators receive curriculum and other resources from KQED to support your students in writing for radio, podcast and/or online content.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Students submit media content (writing, audio or Flipgrid video) by \u003c/span>\u003cb>March 16\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KQED staff and members of \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/10/26/meet-the-2017-18-youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluate the submissions and select approximately 20-30 to be featured on KQED News programs, such as The California Report, Perspectives, Newsroom, KQED podcasts, blogs, and more.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Other select submissions will be featured in a KQED-sponsored showcase. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Youth Takeover Pilot Details:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend a half-day kickoff event on Saturday, January 20, in San Francisco.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participate in the challenge and submit all student-created work by March 16. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teach in one of the nine Bay Area counties.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After completion of the challenge, teachers will receive a $250 stipend.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While multimedia integration is a key part of this project, the pilot is open to teachers regardless of previous mediamaking experience or the devices you use at your school site. KQED-produced resources are always free and make every effort to integrate widely accessible, online multimedia tools that are also free.\u003c/span>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Apply by December 17, 2017. The pilot group will be chosen and notified by December 21, 2017.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Do you teach grades 8-12? Are you passionate about integrating news and writing about current events in your classroom? We are looking for 20 Bay Area educators to \u003cstrong>pilot the first Youth Takeover of KQED News.\u003c/strong> This opportunity kicks off January 20, 2018. Teachers in all subject areas, including journalism and media arts, are encouraged to apply to the pilot by\u003c/span>\u003cb> December 17.\u003c/b>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">KQED Education introduces a \u003c/span>\u003cspan style=\"font-weight: 400\">special opportunity to produce written and audio pieces for a \u003c/span>\u003cb>Youth Takeover of KQED News\u003c/b>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">All student-created blog posts and audio pieces will be due in mid-March. \u003c/span>\u003cspan style=\"font-weight: 400\">For one week in April 2018, select youth voices will take over segments of KQED News. These could be the voices of your students!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Youth-written and produced pieces will contribute specifically to KQED News’ special project exploring \u003c/span>\u003ca href=\"https://ww2.kqed.org/news/series/californiadream/\">\u003cspan style=\"font-weight: 400\">the status of the California Dream\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with tracks focusing on higher education and immigration. KQED will pose a number of questions for each topic as options for students to respond to with their media. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Here’s how it could look:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">In response to a question like “What is the status of today’s dream for higher education in California?”, a student writes a piece reflecting on their concerns about how they will afford to go to the college of their dreams.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> In response to a question about how their experience of the California Dream is different than previous generations, a student submits an audio recording of an interview or conversation with their parents, grandparents or other adult comparing and contrasting their outlooks on “living the dream” in California. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>How the Youth Takeover Works:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Educators receive curriculum and other resources from KQED to support your students in writing for radio, podcast and/or online content.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Students submit media content (writing, audio or Flipgrid video) by \u003c/span>\u003cb>March 16\u003c/b>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">KQED staff and members of \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/10/26/meet-the-2017-18-youth-advisory-board/\">\u003cspan style=\"font-weight: 400\">KQED’s Youth Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluate the submissions and select approximately 20-30 to be featured on KQED News programs, such as The California Report, Perspectives, Newsroom, KQED podcasts, blogs, and more.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Other select submissions will be featured in a KQED-sponsored showcase. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Youth Takeover Pilot Details:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Attend a half-day kickoff event on Saturday, January 20, in San Francisco.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Participate in the challenge and submit all student-created work by March 16. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Teach in one of the nine Bay Area counties.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">After completion of the challenge, teachers will receive a $250 stipend.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">While multimedia integration is a key part of this project, the pilot is open to teachers regardless of previous mediamaking experience or the devices you use at your school site. KQED-produced resources are always free and make every effort to integrate widely accessible, online multimedia tools that are also free.\u003c/span>\u003c/p>\n\u003ch2 style=\"text-align: center\">\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfaixco5G5qFGFMwyCQ5fJDOSupzkkn0Q9PzOK51J3n6KjIiQ/viewform\">\u003cbutton>APPLY\u003c/button>\u003c/a>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Apply by December 17, 2017. The pilot group will be chosen and notified by December 21, 2017.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Integrating Current Events with KQED's \"The Lowdown\"",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers look to bring discussions of current local, national and international issues and events into their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m one of these teachers because I believe that when students have an opportunity to discuss current events in their classrooms, they tend to develop a greater interest in civic life and politics. They also begin to look differently at the concepts they are being taught in their academic classes as those concepts take on a greater relevance. Finally, they also tend to develop improved critical thinking and communication skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I am particularly interested in incorporating current events that my students view as important to their lives, one of my never fail, go-to-resources is “The Lowdown” from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s ‘\u003ca href=\"https://ww2.kqed.org/lowdown/\">The Lowdown\u003c/a>?’” you ask. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a great multimedia, multi-content current events resource that has never failed to work for me.\u003c/span>\u003c/p>\n\u003ch3>Versatility Exemplified\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why is it so great?” you ask.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Its versatility exemplified for teachers who want to add current events into any content area. Each edition has a number of embedded resources within densely informative text. Take a look at the last edition I used in my psychology classes regarding consciousness, which I will use later in the year with my government classes regarding policy, “\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/24/should-school-start-later-with-lesson-plan/\">\u003cspan style=\"font-weight: 400\">Does your school start too early in the morning?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Bw_3Q6CRxGA\u003c/p>\n\u003ch3>Wide Array of Excellent Resources\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/author/matthewgreen/\">\u003cspan style=\"font-weight: 400\">Matthew Green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> produces and edits “The Lowdown” and often collaborates with “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">Above The Noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” “Above the Noise” is a new YouTube video series produced by KQED that supplements “The Lowdown” by cutting through the hype around controversial issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another regular aspect to “The Lowdown” are the substantial, but flexible \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\">\u003cspan style=\"font-weight: 400\">lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/rroberson/\">\u003cspan style=\"font-weight: 400\">Rachel Roberson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The Lowdown” \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> combined with its informative text, engaging and instructive videos, other interactives like graphs, comics, and maps, alongside the lesson plans \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> gives teachers all the resources they need to allow their students to get depth in and work with the issues. This wealth of materials is what allows teachers from all content areas to see “The Lowdown” as a go to resource.\u003c/span>\u003c/p>\n\u003ch3>Substantial Text and Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whenever I use a new resource, I have to personalize it some way. The first thing I do is read or watch it and create a corresponding set of questions for my students geared toward how I want to use the resource. Before using the “Does your school start too early?” edition, I created a set of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1dGVw7m9pXQHDzMdTcKugrhQgpsIX85430VtTXutCeiY/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how/why questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for both the video and the text that references the interactives that I want my psychology students to see. I also do it to make sure that I know what I want my students to get out of the resources. The questions give the class a common set of information that will act as the basis for a class discussion after I have perused the students’ answers and seen what they have for the discussion.\u003c/span>\u003c/p>\n\u003ch3>Flexible Lesson Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson plan is great for its depth which allows it to be used in a number of different settings, timings and content areas. The lessons follow the same template:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Opening Quick Write\u003c/li>\n\u003cli>Objective\u003c/li>\n\u003cli>Central Question with Context\u003c/li>\n\u003cli>Vocabulary Break Down\u003c/li>\n\u003cli>Investigate (with stop times for video discussions)\u003c/li>\n\u003cli>Make and Share\u003c/li>\n\u003cli>Assessment/Reflection\u003c/li>\n\u003cli>Extension/Homework\u003c/li>\n\u003cli>Common Core and NGSS Standards\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The level of specificity and the common template allow teachers to pick and choose how they would like to modify the resources for their classroom. I used the lesson plan as the backbone of my lesson with my students. Even though I created my own questions, I focused on the objective, used the “Investigate” for the video, the “Make and Share,” and the “Reflection.” I also use the “Extension” with my government classes as it connects to policy questions.\u003c/span>\u003c/p>\n\u003ch3>Favorites\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite aspects to the lessons are the quick write, make and share, and the extension. I use them to make sure my students write everyday, but also are able to get their opinions out in the world and they have an option to take their opinions to the next level. As mentioned above, I usually create my own questions, but I also use the lesson’s questions to get started. The make and share revolves around Disqus comments or we have used Twitter to get our ideas out into social media. Finally, the extensions allow the students to apply their opinions to the real world. In my government class, we’ll actually contact school board members to survey their understandings and opinions of start times.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Lowdown” is a great resource for teachers of any content area. There are social studies, English, science and math issues that bring current events into any classroom. Try “The Lowdown” and let me know what you think. I think you’ll agree that it’s a great resource for your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers look to bring discussions of current local, national and international issues and events into their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m one of these teachers because I believe that when students have an opportunity to discuss current events in their classrooms, they tend to develop a greater interest in civic life and politics. They also begin to look differently at the concepts they are being taught in their academic classes as those concepts take on a greater relevance. Finally, they also tend to develop improved critical thinking and communication skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I am particularly interested in incorporating current events that my students view as important to their lives, one of my never fail, go-to-resources is “The Lowdown” from KQED.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s ‘\u003ca href=\"https://ww2.kqed.org/lowdown/\">The Lowdown\u003c/a>?’” you ask. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a great multimedia, multi-content current events resource that has never failed to work for me.\u003c/span>\u003c/p>\n\u003ch3>Versatility Exemplified\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Why is it so great?” you ask.\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\">Its versatility exemplified for teachers who want to add current events into any content area. Each edition has a number of embedded resources within densely informative text. Take a look at the last edition I used in my psychology classes regarding consciousness, which I will use later in the year with my government classes regarding policy, “\u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/2017/08/24/should-school-start-later-with-lesson-plan/\">\u003cspan style=\"font-weight: 400\">Does your school start too early in the morning?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Bw_3Q6CRxGA'\n title='//www.youtube.com/embed/Bw_3Q6CRxGA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch3>Wide Array of Excellent Resources\u003c/h3>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/author/matthewgreen/\">\u003cspan style=\"font-weight: 400\">Matthew Green\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> produces and edits “The Lowdown” and often collaborates with “\u003c/span>\u003ca href=\"https://ww2.kqed.org/education/collections/above-the-noise/\">\u003cspan style=\"font-weight: 400\">Above The Noise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” “Above the Noise” is a new YouTube video series produced by KQED that supplements “The Lowdown” by cutting through the hype around controversial issues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another regular aspect to “The Lowdown” are the substantial, but flexible \u003c/span>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/08/Lesson-Plan-School-Start-Times-2.pdf\">\u003cspan style=\"font-weight: 400\">lesson plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/author/rroberson/\">\u003cspan style=\"font-weight: 400\">Rachel Roberson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The Lowdown” \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> combined with its informative text, engaging and instructive videos, other interactives like graphs, comics, and maps, alongside the lesson plans \u003c/span>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003cspan style=\"font-weight: 400\"> gives teachers all the resources they need to allow their students to get depth in and work with the issues. This wealth of materials is what allows teachers from all content areas to see “The Lowdown” as a go to resource.\u003c/span>\u003c/p>\n\u003ch3>Substantial Text and Video\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whenever I use a new resource, I have to personalize it some way. The first thing I do is read or watch it and create a corresponding set of questions for my students geared toward how I want to use the resource. Before using the “Does your school start too early?” edition, I created a set of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1dGVw7m9pXQHDzMdTcKugrhQgpsIX85430VtTXutCeiY/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">how/why questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for both the video and the text that references the interactives that I want my psychology students to see. I also do it to make sure that I know what I want my students to get out of the resources. The questions give the class a common set of information that will act as the basis for a class discussion after I have perused the students’ answers and seen what they have for the discussion.\u003c/span>\u003c/p>\n\u003ch3>Flexible Lesson Plan\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lesson plan is great for its depth which allows it to be used in a number of different settings, timings and content areas. The lessons follow the same template:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>Opening Quick Write\u003c/li>\n\u003cli>Objective\u003c/li>\n\u003cli>Central Question with Context\u003c/li>\n\u003cli>Vocabulary Break Down\u003c/li>\n\u003cli>Investigate (with stop times for video discussions)\u003c/li>\n\u003cli>Make and Share\u003c/li>\n\u003cli>Assessment/Reflection\u003c/li>\n\u003cli>Extension/Homework\u003c/li>\n\u003cli>Common Core and NGSS Standards\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The level of specificity and the common template allow teachers to pick and choose how they would like to modify the resources for their classroom. I used the lesson plan as the backbone of my lesson with my students. Even though I created my own questions, I focused on the objective, used the “Investigate” for the video, the “Make and Share,” and the “Reflection.” I also use the “Extension” with my government classes as it connects to policy questions.\u003c/span>\u003c/p>\n\u003ch3>Favorites\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite aspects to the lessons are the quick write, make and share, and the extension. I use them to make sure my students write everyday, but also are able to get their opinions out in the world and they have an option to take their opinions to the next level. As mentioned above, I usually create my own questions, but I also use the lesson’s questions to get started. The make and share revolves around Disqus comments or we have used Twitter to get our ideas out into social media. Finally, the extensions allow the students to apply their opinions to the real world. In my government class, we’ll actually contact school board members to survey their understandings and opinions of start times.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The Lowdown” is a great resource for teachers of any content area. There are social studies, English, science and math issues that bring current events into any classroom. Try “The Lowdown” and let me know what you think. I think you’ll agree that it’s a great resource for your classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Students Transform into Global Change Agents with Technology",
"headTitle": "Students Transform into Global Change Agents with Technology | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers around the country have become well-versed in using technology in their classrooms. They have taken risks and offered their students terrific opportunities to be \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/13/how-elementary-school-students-and-their-teachers-tell-stories-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">creative using all sorts of devices, programs, and apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others have not yet taken the leap, but this may be the year! Designing digital posters, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">conducting video conferences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and creating mini-movies and podcasts are all projects that students often find challenging and inspiring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, in the world outside our classrooms, many teachers are feeling the stress of the current times. Each day seems to bring bad news, whether natural disasters, political conflicts and the like. We all could use something positive to work toward, to take steps to better the world and teach our students that they can take action now, while they’re young. Many school mission statements these days involve the term “global citizens.” Let’s take action and make this a reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A clear path toward improving the world and teaching students about the potential of humanity is to incorporate the \u003c/span>\u003ca href=\"https://sustainabledevelopment.un.org/sdgs\">\u003cspan style=\"font-weight: 400\">United Nations Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into what’s already happening in classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, world leaders came together to devise a group of 17 goals to be achieved by the year 2030. Goals such as Climate Action, Gender Equality and Life Below Water are only a few. Each goal has specific targets and action steps that will bring us all closer to a better world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528502 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg\" width=\"640\" height=\"513\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-160x128.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-800x641.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-768x615.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1920x1538.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1180x945.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-960x769.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-240x192.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-375x300.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-520x416.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are 193 member states in the United Nations. The Sustainable Development Goals are the glue which binds us all. Incorporating the goals is an innovative and purposeful way to connect classrooms around the world. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Projects regarding the global goals can be done at all levels of education. To get started, there are several terrific videos produced by \u003c/span>\u003ca href=\"http://worldslargestlesson.globalgoals.org\">\u003cspan style=\"font-weight: 400\">World’s Largest Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (WLL), an organization that “introduces the Sustainable Development Goals to children and young people everywhere and unites them in action.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s one of the WLL videos introduced b Nobel Peace Prize winner, Malala Yousafzai.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ry_9SU0eq9M&t=21s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another one of the WLL videos, this one introduced by actress Emma Watson\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=-cEUhHTlcDU&t=102s\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the early elementary school years, \u003c/span>\u003ca href=\"https://app.edu.buncee.com/buncee/e3de2f790df84bb9bfeeca5df9f5799c\">\u003cspan style=\"font-weight: 400\">students may create digital posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, each focused on a goal in which they’re most interested. \u003c/span>\u003ca href=\"https://www.edu.buncee.com\">\u003cspan style=\"font-weight: 400\">Buncee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an easy-to-use platform for students to use for designing posters. As teachers know, students become more engaged when they know there is a real audience for their work. After creating the posters, students can share them with students in other locations around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember, the goals are international, and what a way to create a bond from nation to nation! My New York students created posters and then presented them to a group of children in Kenya via Skype. We also shared them with students in Kansas, who were so motivated as we taught them about the global goals, that they, in turn, created their own.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528528 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to find other classrooms working on the goals, connections are available through Skype in the Classroom on the Microsoft Educator Community site. The \u003c/span>\u003ca href=\"https://education.microsoft.com/Story/SkypeCollaboration?token=Yxkm9\">\u003cspan style=\"font-weight: 400\">#TeachSDGs Skype Collaboration \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">allows participants to find other classrooms working on similar goals. \u003c/span>\u003ca href=\"https://education.microsoft.com/teachsdgs\">\u003cspan style=\"font-weight: 400\">The site also offers a collection, all focused on the global goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a deeper level, classrooms may also connect to design and develop projects, from country to country, all tied to the goals. Recently, Canadian teacher, Sean Robinson, connected with Fred Sagwe’s class in Kenya, and Georgina Dimova’s class in Macedonia. All worked together on Global Goal 4: Quality Education and Global Goal 7: Affordable and Clean Energy, with their focus on solar lanterns.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528527 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Koen Timmers in Belgium, has created the\u003c/span>\u003ca href=\"http://www.climate-action.info\">\u003cspan style=\"font-weight: 400\"> Climate Action project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Global Goal 13: Climate Action is the focus of this worldwide project in which 250 schools in over 69 countries are participating. The culminating activity, after weeks of work on their projects, is students connecting via Skype with each other, again, providing real, authentic audiences. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://flipgrid.com/46ec23\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to hear teachers, in their own words, describing how they’re using the Global Goals for Sustainable Development with their students. This Flipgrid collection is introduced by author, speaker, and international advisor, Sir Ken Robinson.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528522 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg\" width=\"640\" height=\"321\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-800x402.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-768x386.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1180x592.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-960x482.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-240x120.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-375x188.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-520x261.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41.jpg 1227w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use their ingenuity to develop lessons as basic or as complex as they’d like. \u003c/span>\u003ca href=\"http://www.teachsdgs.org\">\u003cspan style=\"font-weight: 400\">TeachSDGs.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers a first step. On this site (full disclosure: I’m a founding member), they can take the pledge to teach the goals. The \u003c/span>\u003ca href=\"http://www.teachsdgs.org/blog\">\u003cspan style=\"font-weight: 400\">blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are written by teachers, in their own voices, and offer ideas on what’s been done so far and what has yet to be accomplished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about the global goals, as well as the United Nations, take this \u003c/span>\u003ca href=\"https://education.microsoft.com/courses-and-resources/courses/sdg\">\u003cspan style=\"font-weight: 400\">comprehensive one-hour online course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s to changing the world, one student, one teacher, one class, one nation, one goal at a time. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528512 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Many teachers around the country have become well-versed in using technology in their classrooms. They have taken risks and offered their students terrific opportunities to be \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/06/13/how-elementary-school-students-and-their-teachers-tell-stories-in-the-digital-age/\">\u003cspan style=\"font-weight: 400\">creative using all sorts of devices, programs, and apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Others have not yet taken the leap, but this may be the year! Designing digital posters, \u003c/span>\u003ca href=\"https://ww2.kqed.org/education/2017/04/18/videoconferencing-magic-in-the-elementary-school-classrom/\">\u003cspan style=\"font-weight: 400\">conducting video conferences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and creating mini-movies and podcasts are all projects that students often find challenging and inspiring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, in the world outside our classrooms, many teachers are feeling the stress of the current times. Each day seems to bring bad news, whether natural disasters, political conflicts and the like. We all could use something positive to work toward, to take steps to better the world and teach our students that they can take action now, while they’re young. Many school mission statements these days involve the term “global citizens.” Let’s take action and make this a reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A clear path toward improving the world and teaching students about the potential of humanity is to incorporate the \u003c/span>\u003ca href=\"https://sustainabledevelopment.un.org/sdgs\">\u003cspan style=\"font-weight: 400\">United Nations Sustainable Development Goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into what’s already happening in classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2015, world leaders came together to devise a group of 17 goals to be achieved by the year 2030. Goals such as Climate Action, Gender Equality and Life Below Water are only a few. Each goal has specific targets and action steps that will bring us all closer to a better world.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528502 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg\" width=\"640\" height=\"513\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1020x817.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-160x128.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-800x641.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-768x615.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1920x1538.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-1180x945.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-960x769.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-240x192.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-375x300.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/SDGs-GlobalGoalsForSustainableDevelopment-05-1-520x416.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are 193 member states in the United Nations. The Sustainable Development Goals are the glue which binds us all. Incorporating the goals is an innovative and purposeful way to connect classrooms around the world. \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\">Projects regarding the global goals can be done at all levels of education. To get started, there are several terrific videos produced by \u003c/span>\u003ca href=\"http://worldslargestlesson.globalgoals.org\">\u003cspan style=\"font-weight: 400\">World’s Largest Lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (WLL), an organization that “introduces the Sustainable Development Goals to children and young people everywhere and unites them in action.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s one of the WLL videos introduced b Nobel Peace Prize winner, Malala Yousafzai.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ry_9SU0eq9M'\n title='//www.youtube.com/embed/ry_9SU0eq9M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">And here’s another one of the WLL videos, this one introduced by actress Emma Watson\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-cEUhHTlcDU'\n title='//www.youtube.com/embed/-cEUhHTlcDU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In the early elementary school years, \u003c/span>\u003ca href=\"https://app.edu.buncee.com/buncee/e3de2f790df84bb9bfeeca5df9f5799c\">\u003cspan style=\"font-weight: 400\">students may create digital posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, each focused on a goal in which they’re most interested. \u003c/span>\u003ca href=\"https://www.edu.buncee.com\">\u003cspan style=\"font-weight: 400\">Buncee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an easy-to-use platform for students to use for designing posters. As teachers know, students become more engaged when they know there is a real audience for their work. After creating the posters, students can share them with students in other locations around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember, the goals are international, and what a way to create a bond from nation to nation! My New York students created posters and then presented them to a group of children in Kenya via Skype. We also shared them with students in Kansas, who were so motivated as we taught them about the global goals, that they, in turn, created their own.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528528 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4624-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to find other classrooms working on the goals, connections are available through Skype in the Classroom on the Microsoft Educator Community site. The \u003c/span>\u003ca href=\"https://education.microsoft.com/Story/SkypeCollaboration?token=Yxkm9\">\u003cspan style=\"font-weight: 400\">#TeachSDGs Skype Collaboration \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">allows participants to find other classrooms working on similar goals. \u003c/span>\u003ca href=\"https://education.microsoft.com/teachsdgs\">\u003cspan style=\"font-weight: 400\">The site also offers a collection, all focused on the global goals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a deeper level, classrooms may also connect to design and develop projects, from country to country, all tied to the goals. Recently, Canadian teacher, Sean Robinson, connected with Fred Sagwe’s class in Kenya, and Georgina Dimova’s class in Macedonia. All worked together on Global Goal 4: Quality Education and Global Goal 7: Affordable and Clean Energy, with their focus on solar lanterns.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528527 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/XLWOf0pL-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, Koen Timmers in Belgium, has created the\u003c/span>\u003ca href=\"http://www.climate-action.info\">\u003cspan style=\"font-weight: 400\"> Climate Action project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Global Goal 13: Climate Action is the focus of this worldwide project in which 250 schools in over 69 countries are participating. The culminating activity, after weeks of work on their projects, is students connecting via Skype with each other, again, providing real, authentic audiences. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://flipgrid.com/46ec23\">\u003cspan style=\"font-weight: 400\">Click here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to hear teachers, in their own words, describing how they’re using the Global Goals for Sustainable Development with their students. This Flipgrid collection is introduced by author, speaker, and international advisor, Sir Ken Robinson.\u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528522 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg\" width=\"640\" height=\"321\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1020x512.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-160x80.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-800x402.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-768x386.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-1180x592.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-960x482.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-240x120.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-375x188.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41-520x261.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/Capture-2017-11-21-02_00_41.jpg 1227w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can use their ingenuity to develop lessons as basic or as complex as they’d like. \u003c/span>\u003ca href=\"http://www.teachsdgs.org\">\u003cspan style=\"font-weight: 400\">TeachSDGs.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offers teachers a first step. On this site (full disclosure: I’m a founding member), they can take the pledge to teach the goals. The \u003c/span>\u003ca href=\"http://www.teachsdgs.org/blog\">\u003cspan style=\"font-weight: 400\">blogs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are written by teachers, in their own voices, and offer ideas on what’s been done so far and what has yet to be accomplished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To learn more about the global goals, as well as the United Nations, take this \u003c/span>\u003ca href=\"https://education.microsoft.com/courses-and-resources/courses/sdg\">\u003cspan style=\"font-weight: 400\">comprehensive one-hour online course\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s to changing the world, one student, one teacher, one class, one nation, one goal at a time. \u003c/span>\u003c/p>\n\u003cp>[media-credit id=11345 align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528512 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/unnamed-1-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-1.jpg 1052w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528513 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/unnamed-2-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/unnamed-2.jpg 1052w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528524 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4621-2-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4621-2-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>[media-credit id=11345 align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-528525 size-large\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/IMG_4625-1020x765.jpg\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4625-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4625-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2017/11/IMG_4625-800x600.jpg 800w, 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"title": "Protecting Students' Online Privacy in the Classroom",
"headTitle": "Protecting Students’ Online Privacy in the Classroom | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">With devices, digital platforms and online activities becoming more and more accessible, teachers across the country are increasingly integrating technology into their classrooms. And with this mass adoption of tech, there’s a growing concern for student privacy. It can be difficult for teachers to know where to turn for up-to-date guidance to help their students navigate a digital world. Students struggle to understand how their data can be collected and shared online—and the implications that has for their future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help you and your students, KQED’s \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ?view_as=subscriber\">Above the Noise\u003c/a> team produced the video \u003ca href=\"https://youtu.be/VlYjtWg4Thw\">Who’s Snooping on You Online?\u003c/a> and an \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Lesson-Plan_-Cybersecurity-1.pdf\">accompanying lesson plan \u003c/a>to serve as a digital literacy primer for middle- and high-school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video we meet up with the cybersecurity experts at \u003ca href=\"https://www.eff.org/\">Electronic Frontier Foundation (EFF) \u003c/a>to assist students in thinking about how to protect their data online. They recommend something called “Threat Modelling”–a set of five questions everyone should ask themselves when thinking about their digital privacy: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do I want to protect?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Who do I want to protect it from?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How likely is it that you will need to protect it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How bad are the consequences if you fail? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much trouble are you willing to go through in order to avoid those consequences?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">From online data trackers to educational technology to open wifi networks, the video dives into common threats students face online and offers tips for how they can protect themselves, such as creating secure passphrases as passwords. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be hard for schools and teachers to figure out how to balance opportunities for learning with technology with student privacy. EFF recently released \u003c/span>\u003ca href=\"https://www.eff.org/wp/school-issued-devices-and-student-privacy\">\u003cspan style=\"font-weight: 400\">a report on the risks to student privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with educational technology. They found that some edtech companies often collect more personally identifiable information than is necessary, and store that information for really long periods of time. And this is often done without the knowledge of students or parents. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the report, EFF makes several recommendations for schools, teachers, parents and students. Some of the suggestions for teachers include teaching digital literacy to students, advocating for digital literacy teacher training, picking ed tech tools carefully and getting parental consent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want to learn more about protecting your students’ privacy online? Here are some additional resources we have found helpful:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.connectsafely.org/eduprivacy/\">Educator’s Guide to Student Data Privacy\u003c/a> (Connect Safely)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://tech.ed.gov/wp-content/uploads/2014/09/Student-Privacy-and-Online-Educational-Services-February-2014.pdf\">Protecting Student Privacy While Using Online Educaitonal Services: Requirements and Best Practices\u003c/a> (Department of Education, 2014)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://iapp.org/news/a/privacy-in-the-classroom-what-you-need-to-know-about-educational-software/\">Privacy in the Classroom: What You Need to Know About Educational Software\u003c/a> (iapp)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/starting-point-ensuring-student-online-privacy-anne-obrien\">A Starting Point for Ensuring Student Online Privacy\u003c/a> (Edutopia)\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/blog/ask-your-kids-school-these-essential-student-privacy-and-safety-questions\">Ask Your Kid’s School These Essential Student Privacy and Safety Questions\u003c/a> (Common Sense Media)\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With devices, digital platforms and online activities becoming more and more accessible, teachers across the country are increasingly integrating technology into their classrooms. And with this mass adoption of tech, there’s a growing concern for student privacy. It can be difficult for teachers to know where to turn for up-to-date guidance to help their students navigate a digital world. Students struggle to understand how their data can be collected and shared online—and the implications that has for their future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help you and your students, KQED’s \u003ca href=\"https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ?view_as=subscriber\">Above the Noise\u003c/a> team produced the video \u003ca href=\"https://youtu.be/VlYjtWg4Thw\">Who’s Snooping on You Online?\u003c/a> and an \u003ca href=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2017/11/Lesson-Plan_-Cybersecurity-1.pdf\">accompanying lesson plan \u003c/a>to serve as a digital literacy primer for middle- and high-school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the video we meet up with the cybersecurity experts at \u003ca href=\"https://www.eff.org/\">Electronic Frontier Foundation (EFF) \u003c/a>to assist students in thinking about how to protect their data online. They recommend something called “Threat Modelling”–a set of five questions everyone should ask themselves when thinking about their digital privacy: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do I want to protect?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Who do I want to protect it from?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How likely is it that you will need to protect it?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How bad are the consequences if you fail? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How much trouble are you willing to go through in order to avoid those consequences?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">From online data trackers to educational technology to open wifi networks, the video dives into common threats students face online and offers tips for how they can protect themselves, such as creating secure passphrases as passwords. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be hard for schools and teachers to figure out how to balance opportunities for learning with technology with student privacy. EFF recently released \u003c/span>\u003ca href=\"https://www.eff.org/wp/school-issued-devices-and-student-privacy\">\u003cspan style=\"font-weight: 400\">a report on the risks to student privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with educational technology. They found that some edtech companies often collect more personally identifiable information than is necessary, and store that information for really long periods of time. And this is often done without the knowledge of students or parents. \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\">In the report, EFF makes several recommendations for schools, teachers, parents and students. Some of the suggestions for teachers include teaching digital literacy to students, advocating for digital literacy teacher training, picking ed tech tools carefully and getting parental consent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Want to learn more about protecting your students’ privacy online? Here are some additional resources we have found helpful:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.connectsafely.org/eduprivacy/\">Educator’s Guide to Student Data Privacy\u003c/a> (Connect Safely)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://tech.ed.gov/wp-content/uploads/2014/09/Student-Privacy-and-Online-Educational-Services-February-2014.pdf\">Protecting Student Privacy While Using Online Educaitonal Services: Requirements and Best Practices\u003c/a> (Department of Education, 2014)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://iapp.org/news/a/privacy-in-the-classroom-what-you-need-to-know-about-educational-software/\">Privacy in the Classroom: What You Need to Know About Educational Software\u003c/a> (iapp)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.edutopia.org/blog/starting-point-ensuring-student-online-privacy-anne-obrien\">A Starting Point for Ensuring Student Online Privacy\u003c/a> (Edutopia)\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/blog/ask-your-kids-school-these-essential-student-privacy-and-safety-questions\">Ask Your Kid’s School These Essential Student Privacy and Safety Questions\u003c/a> (Common Sense Media)\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003c!--more-->\u003cem>This video is part of \"Stepping Up,\" a short video series featuring four impressive young people working for change in their communities and explaining what sparked them to action. Watch all four videos \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\" target=\"_blank\" rel=\"noopener\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\u003cb>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown\u003c/span>\u003c/span>\u003c/b>\u003cbr>\n\u003cimg class=\"alignnone wp-image-22868\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg\" width=\"340\" height=\"122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-800x286.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-768x274.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680.jpg 957w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/div>\n\u003cp>Suggestions for nonfiction analysis, writing/discussion prompts and multimedia projects. Browse our entire lesson plan collection \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/09/27/fall-2017-youth-media-challenge/\" target=\"_blank\" rel=\"noopener\">Youth Media Challenge\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Youth-Media-Challenge-classroom-guide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Classroom guide (PDF)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Stepping-Up-Student-Viewing-handout.pdf\" target=\"_blank\" rel=\"noopener\">Student viewing handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cp>For Walter Diaz, the message is in the music.\u003c/p>\n\u003cp>Amid heightened fears of federal immigration crackdowns that rattled undocumented communities after Donald Trump's unexpected election victory last November, Diaz took action in the most effective way he knew how.\u003c/p>\n\u003cp>Then a senior at Lincoln High School in San Francisco, the 19-year-old immigrant from El Salvador started a Latino marching band with his classmates.\u003c/p>\n\u003cp>Throughout the school year, Diaz developed the sprawling band, leading it on occasional marches through the long hallways of his school, culminating with performances in the main courtyard. As they played Latin-tinged melodies, band members proudly donned flags of their native countries, held pro-immigrant placards and passed out fliers to fellow classmates about immigration resources and legal rights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They've since gone on to march in other San Francisco schools and perform in several community festivals.\u003c/p>\n\u003cp>\"We created the band as a club to share with people who are not familiar with our culture, with our music,\" said Diaz. \"To create a band was create strength among different nationalities and show that we are all humans.\"\u003c/p>\n\u003cp>Diaz fled El Salvador when he was 17 after his family was threatened by a violent gang that his brother had once been involved with. He and his family traveled through Mexico and then tried crossing illegally into the U.S., but were apprehended by immigration officials. 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Are you a young person who's passionate about a social or political issue and taken action? Or do you know some who fits that description? Submit your video, audio or written piece to KQED Education's Fall Youth Media Challenge. \u003ca href=\"https://wp.me/p6Uslp-2dhX\" target=\"_blank\" rel=\"noopener\">Go here\u003c/a> for submission guidelines.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->\u003cem>This video is part of \"Stepping Up,\" a short video series featuring four impressive young people working for change in their communities and explaining what sparked them to action. Watch all four videos \u003ca href=\"https://ww2.kqed.org/lowdown/2017/09/27/stepping-up-four-high-school-activists-on-what-moved-them-to-action-video/\" target=\"_blank\" rel=\"noopener\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003cdiv>\u003cb>\u003cspan style=\"font-size: x-large;\">\u003cspan style=\"color: #993300;\">Teach with the Lowdown\u003c/span>\u003c/span>\u003c/b>\u003cbr>\n\u003cimg class=\"alignnone wp-image-22868\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg\" width=\"340\" height=\"122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-800x286.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-768x274.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680.jpg 957w\" sizes=\"(max-width: 340px) 100vw, 340px\">\u003c/div>\n\u003cp>Suggestions for nonfiction analysis, writing/discussion prompts and multimedia projects. Browse our entire lesson plan collection \u003ca href=\"https://ww2.kqed.org/lowdown/category/lesson-plans-and-guides/\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/education/2017/09/27/fall-2017-youth-media-challenge/\" target=\"_blank\" rel=\"noopener\">Youth Media Challenge\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Youth-Media-Challenge-classroom-guide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Classroom guide (PDF)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2017/09/Stepping-Up-Student-Viewing-handout.pdf\" target=\"_blank\" rel=\"noopener\">Student viewing handout\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cp>For Walter Diaz, the message is in the music.\u003c/p>\n\u003cp>Amid heightened fears of federal immigration crackdowns that rattled undocumented communities after Donald Trump's unexpected election victory last November, Diaz took action in the most effective way he knew how.\u003c/p>\n\u003cp>Then a senior at Lincoln High School in San Francisco, the 19-year-old immigrant from El Salvador started a Latino marching band with his classmates.\u003c/p>\n\u003cp>Throughout the school year, Diaz developed the sprawling band, leading it on occasional marches through the long hallways of his school, culminating with performances in the main courtyard. As they played Latin-tinged melodies, band members proudly donned flags of their native countries, held pro-immigrant placards and passed out fliers to fellow classmates about immigration resources and legal rights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They've since gone on to march in other San Francisco schools and perform in several community festivals.\u003c/p>\n\u003cp>\"We created the band as a club to share with people who are not familiar with our culture, with our music,\" said Diaz. \"To create a band was create strength among different nationalities and show that we are all humans.\"\u003c/p>\n\u003cp>Diaz fled El Salvador when he was 17 after his family was threatened by a violent gang that his brother had once been involved with. He and his family traveled through Mexico and then tried crossing illegally into the U.S., but were apprehended by immigration officials. Diaz says that because of his tenuous situation, he was able to secure a visa, allowing him to settle in the U.S. as a legal resident.\u003c/p>\n\u003cp>But, he adds, \"I am still not at ease since many others don't have that opportunity. Many people are being deported. Many families are being separated.\"\u003c/p>\n\u003cp>The marching band is Diaz's unique form of activism, a way to celebrate and shine light on communities that are often relegated to the shadows. He's since graduated from Lincoln High and gone on to attend community college but returns regularly to help lead the band he started.\u003c/p>\n\u003cp>To find Walter and the three other students in our Stepping Up series, we searched across the Bay Area for a diverse array of young activists representing different cities and different perspectives who had inspiring stories.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>AND we want to hear from you! Let us know if you have a story to share. Are you a young person who's passionate about a social or political issue and taken action? Or do you know some who fits that description? Submit your video, audio or written piece to KQED Education's Fall Youth Media Challenge. \u003ca href=\"https://wp.me/p6Uslp-2dhX\" target=\"_blank\" rel=\"noopener\">Go here\u003c/a> for submission guidelines.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">I still remember playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> back in 7th grade on an Apple IIe computer, hoping not to die too soon from seemingly random calamities like snakebites, or catching cholera or dysentery! \u003c/span>\u003cspan style=\"font-weight: 400\">First developed in the early 1970s(!) by the Minnesota Educational Computing Consortium (MECC), \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> put players on an often-precarious journey across 19th-century America. Aside from the original, versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">are still around, including\u003c/span>\u003ca href=\"http://www.pressmantoy.com/product/oregontrail/\"> \u003cspan style=\"font-weight: 400\">Pressman’s card game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mobile versions, and it also has inspired remixes and parodies — from the space-travel game\u003c/span>\u003ca href=\"http://store.steampowered.com/app/381260/Orion_Trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Orion Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the zombie apocalypse adventure\u003c/span>\u003ca href=\"http://store.steampowered.com/app/233740/Organ_Trail_Directors_Cut/\"> \u003cspan style=\"font-weight: 400\">Organ Trail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">can take about one class period — or less! (It is easy to lose, hence the famous catchphrase “You’ve died of dysentery.”) As I discovered, better than having students simply play through the seemingly endless versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, several educators have given their students the opportunity to hack and mod (modify) it, after playing. Here, the game becomes a model for students to study and analyze, and ultimately to tinker and play with. This approach is something I observed over and over again in my research of expert game-based learning teachers: the game is used as a centerpiece to drive student learning.\u003c/span>\u003c/p>\n\u003ch3>Having Students Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I helped to organize a series of “\u003c/span>\u003ca href=\"http://www.gamesforchange.org/2017/09/taking-advantage-of-the-power-of-play/\">\u003cspan style=\"font-weight: 400\">Moveable Game Jams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which were all-day events where youth met to make games about specific social impact themes), such as immigration, climate change and future communities. At one event, the\u003c/span>\u003ca href=\"http://www.movingimage.us/\"> \u003cspan style=\"font-weight: 400\">Museum of the Moving Image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created an activity for students in which they would update the classic — and for many, the prototypical educational game — \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the session was to \u003c/span>\u003cspan style=\"font-weight: 400\">compare and contrast the 1848 Oregon Trail to the transportation systems in modern-day America. First students played the original, which \u003c/span>\u003cspan style=\"font-weight: 400\">can still be played for free on the\u003c/span>\u003ca href=\"https://archive.org/details/msdos_Oregon_Trail_The_1990\"> \u003cspan style=\"font-weight: 400\">Internet Archive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students were then asked, “\u003c/span>\u003cspan style=\"font-weight: 400\">What kind of technology is available to the pioneers in the game?”\u003c/span>\u003cspan style=\"font-weight: 400\"> Next, using a graphic organizer, everyone brainstormed comparisons between 1848 and today. Finally, they considered how \u003c/span>\u003cspan style=\"font-weight: 400\">current and future smart technologies could be incorporated into the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than coding the game, they used sheets of butcher paper to plan out how it would look on a tablet screen. Teams had to prototype one specific part of the journey (e.g. traveling between Cincinnati, Ohio and Lexington, Kentucky, and then include a conflict or a challenge (e.g. someone broke a leg)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Having Students Analyze and then Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://gamesandlearning1.blogspot.com\">\u003cspan style=\"font-weight: 400\">Steve Isaacs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an 8th grade video game and development teacher from New Jersey, recently created a cross-discipline lesson about modding (modifying) and hacking. Students first played a\u003c/span>\u003ca href=\"https://classicreload.com/oregon-trail.html\"> \u003cspan style=\"font-weight: 400\">classic version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although Isaacs teaches a computer technology class, he also wound up teaching students about Westward Expansion, writing and computational thinking, all with a video game at the center of it all. Students played the original for a minimum of 20 minutes. Then they had to review the game in one of two ways: \u003c/span>\u003cspan style=\"font-weight: 400\">a video walkthrough that posted on his \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UCEOSFf4mB_xm1N_n-g-GFrQ/playlists\">\u003cspan style=\"font-weight: 400\">class YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or a blog post game review with screenshots of the students’ breakdowns of the game. Students critically analyzed the game in their reviews, similar to how students might evaluate a written text or a film. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reviews of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">were to include the following: storyline; game mechanics (decisions and actions players take, like trading, which have consequences in the game as a system); scoring mechanisms; win/loss conditions; how fun the game was as an experience; and replayability (did the student enjoy playing, and would they like to continue playing?). He also asked students more direct questions, like, “What did you learn from the game?” and “How would you suggest using this game in a learning environment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The culminating activity was to have students play the downloadable\u003c/span>\u003ca href=\"https://education.minecraft.net/oregon-trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for\u003c/span>\u003ca href=\"https://education.minecraft.net/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once downloaded (adventure maps are free if you have already used \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), students can start by playing through mini-lessons (the download portal provides lesson plans) that teach concepts like economics (supply-and-demand on the Trail) and geography (map-making skills). Isaacs went one step further, challenging his students to mod (modify) the world by\u003c/span>\u003cspan style=\"font-weight: 400\"> improving on the experience, or by adding even more game elements to the lessons.\u003c/span>\u003c/p>\n\u003ch3>Using a Game as an Anchor of a Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like reading and analyzing books or film, games can be the center of a lesson. In my classroom, I have had students play the social deduction game \u003c/span>\u003ca href=\"https://www.playwerewolf.co/rules/\">\u003ci>\u003cspan style=\"font-weight: 400\">Werewolf\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and then \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/history-empathy-systems-thinking-gaming-matthew-farber\">\u003cspan style=\"font-weight: 400\">had them remake\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the cards to be about the Salem Witch Trials. I also use free digital tools, such as \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to ask students to make sequels to educational games played in class. Not only are students learning coding in a situated cross-curricular context, they are having fun doing it. The best part (for me, selfishly, as a teacher), is that when the projects are all completed, each one is different. And for students, the game became an excuse for them to learn deeper and engage closely with content that may have otherwise seemed boring. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">I still remember playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> back in 7th grade on an Apple IIe computer, hoping not to die too soon from seemingly random calamities like snakebites, or catching cholera or dysentery! \u003c/span>\u003cspan style=\"font-weight: 400\">First developed in the early 1970s(!) by the Minnesota Educational Computing Consortium (MECC), \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> put players on an often-precarious journey across 19th-century America. Aside from the original, versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">are still around, including\u003c/span>\u003ca href=\"http://www.pressmantoy.com/product/oregontrail/\"> \u003cspan style=\"font-weight: 400\">Pressman’s card game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mobile versions, and it also has inspired remixes and parodies — from the space-travel game\u003c/span>\u003ca href=\"http://store.steampowered.com/app/381260/Orion_Trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Orion Trail\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the zombie apocalypse adventure\u003c/span>\u003ca href=\"http://store.steampowered.com/app/233740/Organ_Trail_Directors_Cut/\"> \u003cspan style=\"font-weight: 400\">Organ Trail\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playing \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">can take about one class period — or less! (It is easy to lose, hence the famous catchphrase “You’ve died of dysentery.”) As I discovered, better than having students simply play through the seemingly endless versions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, several educators have given their students the opportunity to hack and mod (modify) it, after playing. Here, the game becomes a model for students to study and analyze, and ultimately to tinker and play with. This approach is something I observed over and over again in my research of expert game-based learning teachers: the game is used as a centerpiece to drive student learning.\u003c/span>\u003c/p>\n\u003ch3>Having Students Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last year, I helped to organize a series of “\u003c/span>\u003ca href=\"http://www.gamesforchange.org/2017/09/taking-advantage-of-the-power-of-play/\">\u003cspan style=\"font-weight: 400\">Moveable Game Jams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which were all-day events where youth met to make games about specific social impact themes), such as immigration, climate change and future communities. At one event, the\u003c/span>\u003ca href=\"http://www.movingimage.us/\"> \u003cspan style=\"font-weight: 400\">Museum of the Moving Image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created an activity for students in which they would update the classic — and for many, the prototypical educational game — \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal of the session was to \u003c/span>\u003cspan style=\"font-weight: 400\">compare and contrast the 1848 Oregon Trail to the transportation systems in modern-day America. First students played the original, which \u003c/span>\u003cspan style=\"font-weight: 400\">can still be played for free on the\u003c/span>\u003ca href=\"https://archive.org/details/msdos_Oregon_Trail_The_1990\"> \u003cspan style=\"font-weight: 400\">Internet Archive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Students were then asked, “\u003c/span>\u003cspan style=\"font-weight: 400\">What kind of technology is available to the pioneers in the game?”\u003c/span>\u003cspan style=\"font-weight: 400\"> Next, using a graphic organizer, everyone brainstormed comparisons between 1848 and today. Finally, they considered how \u003c/span>\u003cspan style=\"font-weight: 400\">current and future smart technologies could be incorporated into the game.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than coding the game, they used sheets of butcher paper to plan out how it would look on a tablet screen. Teams had to prototype one specific part of the journey (e.g. traveling between Cincinnati, Ohio and Lexington, Kentucky, and then include a conflict or a challenge (e.g. someone broke a leg)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>Having Students Analyze and then Modernize \u003cb>\u003ci>Oregon Trail\u003c/i>\u003c/b>\u003c/h3>\n\u003cp>\u003ca href=\"https://gamesandlearning1.blogspot.com\">\u003cspan style=\"font-weight: 400\">Steve Isaacs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an 8th grade video game and development teacher from New Jersey, recently created a cross-discipline lesson about modding (modifying) and hacking. Students first played a\u003c/span>\u003ca href=\"https://classicreload.com/oregon-trail.html\"> \u003cspan style=\"font-weight: 400\">classic version\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail.\u003c/span>\u003c/i>\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\">Although Isaacs teaches a computer technology class, he also wound up teaching students about Westward Expansion, writing and computational thinking, all with a video game at the center of it all. Students played the original for a minimum of 20 minutes. Then they had to review the game in one of two ways: \u003c/span>\u003cspan style=\"font-weight: 400\">a video walkthrough that posted on his \u003c/span>\u003ca href=\"https://www.youtube.com/channel/UCEOSFf4mB_xm1N_n-g-GFrQ/playlists\">\u003cspan style=\"font-weight: 400\">class YouTube channel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or a blog post game review with screenshots of the students’ breakdowns of the game. Students critically analyzed the game in their reviews, similar to how students might evaluate a written text or a film. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reviews of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">were to include the following: storyline; game mechanics (decisions and actions players take, like trading, which have consequences in the game as a system); scoring mechanisms; win/loss conditions; how fun the game was as an experience; and replayability (did the student enjoy playing, and would they like to continue playing?). He also asked students more direct questions, like, “What did you learn from the game?” and “How would you suggest using this game in a learning environment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The culminating activity was to have students play the downloadable\u003c/span>\u003ca href=\"https://education.minecraft.net/oregon-trail/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Oregon Trail \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for\u003c/span>\u003ca href=\"https://education.minecraft.net/\"> \u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Once downloaded (adventure maps are free if you have already used \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Minecraft: Education Edition\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), students can start by playing through mini-lessons (the download portal provides lesson plans) that teach concepts like economics (supply-and-demand on the Trail) and geography (map-making skills). Isaacs went one step further, challenging his students to mod (modify) the world by\u003c/span>\u003cspan style=\"font-weight: 400\"> improving on the experience, or by adding even more game elements to the lessons.\u003c/span>\u003c/p>\n\u003ch3>Using a Game as an Anchor of a Lesson\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like reading and analyzing books or film, games can be the center of a lesson. In my classroom, I have had students play the social deduction game \u003c/span>\u003ca href=\"https://www.playwerewolf.co/rules/\">\u003ci>\u003cspan style=\"font-weight: 400\">Werewolf\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and then \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/history-empathy-systems-thinking-gaming-matthew-farber\">\u003cspan style=\"font-weight: 400\">had them remake\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the cards to be about the Salem Witch Trials. I also use free digital tools, such as \u003c/span>\u003ca href=\"https://scratch.mit.edu/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to ask students to make sequels to educational games played in class. Not only are students learning coding in a situated cross-curricular context, they are having fun doing it. The best part (for me, selfishly, as a teacher), is that when the projects are all completed, each one is different. And for students, the game became an excuse for them to learn deeper and engage closely with content that may have otherwise seemed boring. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \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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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"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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"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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"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.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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