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"content": "\u003cdiv id=\"attachment_25106\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bunchesandbits/5638667887/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-25106\" title=\"5638667887_54066a7c10_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5638667887_54066a7c10_z-620x391.jpg\" alt=\"\" width=\"620\" height=\"391\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bunchesandbits\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“The struggle with writing is over.”\u003c/p>\n\u003cp>That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the \u003ca href=\"http://www.nytimes.com/2012/11/18/books/struggle-over-philip-roth-reflects-on-putting-down-his-pen.html?pagewanted=all&pagewanted=print\">\u003cem>New York Times\u003c/em>\u003c/a>. At the age of 79, the author of more than 31 acclaimed books says he is finished with writing, and he couldn’t be happier. “I look at that note every morning,” he told \u003cem>Times\u003c/em> reporter Charles McGrath, “and it gives me such strength.”\u003c/p>\n\u003cp>Fans of Roth’s books—which include \u003cem>Goodbye Columbus\u003c/em>, \u003cem>Portnoy’s Complaint\u003c/em>, \u003cem>The Human Stain\u003c/em>, and the Pulitzer Prize-winning \u003cem>American Pastoral\u003c/em>—may be surprised to learn that he regarded writing as a struggle at all.\u003c/p>\n\u003cp>His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. But behind that proficiency and productivity was arduous, unrelenting work. Roth told his interviewer that he’d enjoyed spending time with friends at his house in Connecticut this past summer: “In the old days I couldn’t have people in the house all the time. When they came for the weekend, I couldn’t get out to write.”\u003c/p>\n\u003cp>Americans have a complicated relationship with this kind of relentless striving. We extol the virtues of hard work even as we idolize the “natural,” the star who effortlessly achieves, who wins the race \u003c!--more-->without breaking a sweat. The writer Malcolm Gladwell has called this tendency “\u003ca href=\"http://www.upenn.edu/pennnews/current/node/2048\">the naturalness bias\u003c/a>,” and notes that we bring it to bear on individuals ranging from athletes to artists to “gifted” children. In \u003ca href=\"www.fas.harvard.edu/~mrbworks/articles/2011_JESP.pdf\">a study published in the \u003cem>Journal of Experimental Social Psychology\u003c/em>\u003c/a> last year, Harvard\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart at Everything?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: The Difference Between Eastern and Western Cultures\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>psychologists Mahzarin Banaji and Chia-Jung Tsay applied a scientific lens to the phenomenon, gathering a group of professional musicians as subjects. The experimenters first asked the musicians their opinion on the source of musical achievement: Was \"effortful\" training more important, they inquired, or innate ability? The former, the musicians replied, expressing “the strong belief that strivers will achieve over naturals.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Banaji and Tsay then described two pianists, equal in achievement but different in their paths to success: one was a natural, showing early evidence of high innate ability; the other was a striver, exhibiting early evidence of high motivation and perseverance. The investigators played an audio clip of each pianist performing, and asked the musicians for their judgments. Despite their stated belief in the value of effort, the naturalness bias won out: the musicians rated the “natural” performer as more talented, more likely to succeed, and more hirable than the striver. (In fact, the clips were played by the same performer, pianist Gwhyneth Chen.)\u003c/p>\n\u003cp>\u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx\">Research by another psychologist\u003c/a>, Carol Dweck of Stanford University, has shown that children and adults who believe in the power of effort to overcome challenges (what she calls a “growth mindset”) are more resilient and ultimately more successful than those who are convinced that ability is innate (the “fixed mindset”). Banaji and Tsay’s experiment suggests that our faith in inborn talent “may operate less than consciously,” leading us to make “suboptimal choices and evaluations”—because, as volumes of research show, elite performance really is the product of striving.\u003c/p>\n\u003cp>Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Or from Carol Dweck, who puts it more prosaically: “Even geniuses work hard.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25106\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bunchesandbits/5638667887/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-25106\" title=\"5638667887_54066a7c10_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5638667887_54066a7c10_z-620x391.jpg\" alt=\"\" width=\"620\" height=\"391\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bunchesandbits\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“The struggle with writing is over.”\u003c/p>\n\u003cp>That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the \u003ca href=\"http://www.nytimes.com/2012/11/18/books/struggle-over-philip-roth-reflects-on-putting-down-his-pen.html?pagewanted=all&pagewanted=print\">\u003cem>New York Times\u003c/em>\u003c/a>. At the age of 79, the author of more than 31 acclaimed books says he is finished with writing, and he couldn’t be happier. “I look at that note every morning,” he told \u003cem>Times\u003c/em> reporter Charles McGrath, “and it gives me such strength.”\u003c/p>\n\u003cp>Fans of Roth’s books—which include \u003cem>Goodbye Columbus\u003c/em>, \u003cem>Portnoy’s Complaint\u003c/em>, \u003cem>The Human Stain\u003c/em>, and the Pulitzer Prize-winning \u003cem>American Pastoral\u003c/em>—may be surprised to learn that he regarded writing as a struggle at all.\u003c/p>\n\u003cp>His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. But behind that proficiency and productivity was arduous, unrelenting work. Roth told his interviewer that he’d enjoyed spending time with friends at his house in Connecticut this past summer: “In the old days I couldn’t have people in the house all the time. When they came for the weekend, I couldn’t get out to write.”\u003c/p>\n\u003cp>Americans have a complicated relationship with this kind of relentless striving. We extol the virtues of hard work even as we idolize the “natural,” the star who effortlessly achieves, who wins the race \u003c!--more-->without breaking a sweat. The writer Malcolm Gladwell has called this tendency “\u003ca href=\"http://www.upenn.edu/pennnews/current/node/2048\">the naturalness bias\u003c/a>,” and notes that we bring it to bear on individuals ranging from athletes to artists to “gifted” children. In \u003ca href=\"www.fas.harvard.edu/~mrbworks/articles/2011_JESP.pdf\">a study published in the \u003cem>Journal of Experimental Social Psychology\u003c/em>\u003c/a> last year, Harvard\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart at Everything?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: The Difference Between Eastern and Western Cultures\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>psychologists Mahzarin Banaji and Chia-Jung Tsay applied a scientific lens to the phenomenon, gathering a group of professional musicians as subjects. The experimenters first asked the musicians their opinion on the source of musical achievement: Was \"effortful\" training more important, they inquired, or innate ability? The former, the musicians replied, expressing “the strong belief that strivers will achieve over naturals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Banaji and Tsay then described two pianists, equal in achievement but different in their paths to success: one was a natural, showing early evidence of high innate ability; the other was a striver, exhibiting early evidence of high motivation and perseverance. The investigators played an audio clip of each pianist performing, and asked the musicians for their judgments. Despite their stated belief in the value of effort, the naturalness bias won out: the musicians rated the “natural” performer as more talented, more likely to succeed, and more hirable than the striver. (In fact, the clips were played by the same performer, pianist Gwhyneth Chen.)\u003c/p>\n\u003cp>\u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx\">Research by another psychologist\u003c/a>, Carol Dweck of Stanford University, has shown that children and adults who believe in the power of effort to overcome challenges (what she calls a “growth mindset”) are more resilient and ultimately more successful than those who are convinced that ability is innate (the “fixed mindset”). Banaji and Tsay’s experiment suggests that our faith in inborn talent “may operate less than consciously,” leading us to make “suboptimal choices and evaluations”—because, as volumes of research show, elite performance really is the product of striving.\u003c/p>\n\u003cp>Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Or from Carol Dweck, who puts it more prosaically: “Even geniuses work hard.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Struggle Means Learning: Difference in Eastern and Western Cultures",
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"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/attachment/832525401/\" rel=\"attachment wp-att-24957\">\u003cimg class=\"alignright size-large wp-image-24957\" title=\"83252540(1)\" src=\"//ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/832525401-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/90889243/alix-spiegel\" rel=\"author\">Alix Spiegel\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class.\u003c/p>\n\u003cp>\"The teacher was trying to teach the class how to draw three-dimensional cubes on paper,\" Stigler explains, \"and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, 'Why don't you go put yours on the board?' So right there I thought, 'That's interesting! He took the one who can't do it and told him to go and put it on the board.' \"\u003c/p>\n\u003cp>Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn't complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>In Japanese classrooms, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach.\u003c/p>\n\u003c/aside>\n\u003cp>\"I realized that I was sitting there starting to perspire,\" he says, \"because I was really empathizing with this kid. I thought, 'This kid is going to break into tears!' \"\u003c/p>\n\u003cp>But the kid didn't break into tears. Stigler says the child continued to draw his cube with equanimity. \"And at the end of the class, he did make his cube look right! And the teacher said to the class, 'How does that look, class?' And they all looked up and said, 'He did it!' And they broke into applause.\" The kid smiled a huge smile and sat down, clearly proud of himself.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.psych.ucla.edu/faculty/faculty_page?id=63&area=4\">Stigler\u003c/a> is now a professor of psychology at UCLA who studies teaching and learning around the world, and he says it was this small experience that first got him thinking about how differently East and West approach the experience of intellectual struggle.\u003c/p>\n\u003cp>\"I think that from very early ages we [in America] see struggle as an indicator that you're just not very smart,\" Stigler says. \"It's a sign of low ability — people who are smart don't struggle, they just naturally get it, that's our folk theory. Whereas in Asian cultures they tend to see struggle more as an opportunity.\"\u003c/p>\n\u003cp>In Eastern cultures, Stigler says, it's just assumed that struggle is a predictable part of the learning process. Everyone is expected to struggle in the process of learning, and so struggling becomes a chance to show that you, the student, have what it takes emotionally to resolve the problem by persisting through that struggle.\u003c/p>\n\u003cp>\"They've taught them that suffering can be a good thing,\" Stigler says. \"I mean it sounds bad, but I think that's what they've taught them.\"\u003c/p>\n\u003cp>Granting that there is a lot of cultural diversity within East and West and it's possible to point to counterexamples in each, Stigler still sums up the difference this way: For the most part in American culture, intellectual struggle in schoolchildren is seen as an indicator of weakness, while in Eastern cultures it is not only tolerated but is often used to measure emotional strength.\u003c/p>\n\u003cp>It's a small difference in approach that Stigler believes has some very big implications.\u003c/p>\n\u003cp>\u003cstrong>'Struggle'\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Stigler is not the first psychologist to notice the difference in how East and West approach the experience of intellectual struggle.\u003c/p>\n\u003cp>\u003ca href=\"http://research.brown.edu/research/profile.php?id=1127251261\">Jin Li\u003c/a> is a professor at Brown University who, like Stigler, compares the learning beliefs of Asian and U.S. children. She says that to understand why these two cultures view struggle so differently, it's good to step back and examine how they think about where academic excellence comes from.\u003c/p>\n\u003cp>For the past decade or so, Li has been recording conversations between American mothers and their children, and Taiwanese mothers and their children. Li then analyzes those conversations to see how the mothers talk to the children about school.\u003c/p>\n\u003cp>She shared with me one conversation that she had recorded between an American mother and her 8-year-old son.\u003c/p>\n\u003cp>The mother and the son are discussing books. The son, though young, is a great student who loves to learn. He tells his mother that he and his friends talk about books even during recess, and she responds with this:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Mother:\u003c/strong> Do you know that's what smart people do, smart grown-ups?\u003c/p>\n\u003cp>\u003cstrong>Child:\u003c/strong> I know ... talk about books.\u003c/p>\n\u003cp>\u003cstrong>Mother:\u003c/strong> Yeah. So that's a pretty smart thing to do to talk about a book.\u003c/p>\n\u003cp>\u003cstrong>Child:\u003c/strong> Hmmm mmmm.\u003c/p>\u003c/blockquote>\n\u003cp>It's a small exchange — a moment. But Li says, this drop of conversation contains a world of cultural assumptions and beliefs.\u003c/p>\n\u003cp>Essentially, the American mother is communicating to her son that the cause of his success in school is his intelligence. He's smart — which, Li says, is a common American view.\u003c/p>\n\u003cp>\"The idea of intelligence is believed in the West as a cause,\" Li explains. \"She is telling him that there is something in him, in his mind, that enables him to do what he does.\"\u003c/p>\n\u003cp>But in many Asian cultures, Li says, academic excellence isn't linked with intelligence in the same way. \"It resides in what they do, but not who they are, what they're born with,\" she says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d6266b491d62640b760bb7cb41a8ee0b\"]\u003c/p>\n\u003cp>She shares another conversation, this time between a Taiwanese mother and her 9-year-old son. They are talking about the piano — the boy won first place in a competition, and the mother is explaining to him why.\u003c/p>\n\u003cp>\"You practiced and practiced with lots of energy,\" she tells him. \"It got really hard, but you made a great effort. You \u003cem>\u003c/em>insisted on practicing yourself.\"\u003c/p>\n\u003cp>\"So the focus is on the process of persisting through it despite the challenges, not giving up, and that's what leads to success,\" Li says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>If struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.\u003c/p>\n\u003c/aside>\n\u003cp>All of this matters because the way you conceptualize the act of struggling with something profoundly affects your actual behavior.\u003c/p>\n\u003cp>Obviously if struggle indicates weakness — a lack of intelligence — it makes you feel bad, and so you're less likely to put up with it. But if struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.\u003c/p>\n\u003cp>And Stigler feels in the real world it is easy to see the consequences of these different interpretations of struggle.\u003c/p>\n\u003cp>\"We did a study many years ago with first-grade students,\" he tells me. \"We decided to go out and give the students an impossible math problem to work on, and then we would measure how long they worked on it before they gave up.\"\u003c/p>\n\u003cp>The American students \"worked on it less than 30 seconds on average and then they basically looked at us and said, 'We haven't had this,' \" he says.\u003c/p>\n\u003cp>But the Japanese students worked for the entire hour on the impossible problem. \"And finally we had to stop the session because the hour was up. And then we had to debrief them and say, 'Oh, that was not a possible problem; that was an impossible problem!' and they looked at us like, 'What kind of animals are we?' \" Stigler recalls.\u003c/p>\n\u003cp>\"Think about that [kind of behavior] spread over a lifetime,\" he says. \"That's a big difference.\"\u003c/p>\n\u003cp>\u003cstrong>Not East Versus West\u003c/strong>\u003c/p>\n\u003cp>This is not to imply that the Eastern way of interpreting struggle — or anything else — is better than the Western way, or vice versa. Each have their strengths and weaknesses, which both sides know. Westerns tend to worry that their kids won't be able to compete against Asian kids who excel in many areas but especially in math and science. Li says that educators from Asian countries have their own set of worries.\u003c/p>\n\u003cp>\" 'Our children are not creative. Our children do not have individuality. They're just robots.' You hear the educators from Asian countries express that concern, a lot,\" she notes.\u003c/p>\n\u003cp>So, is it possible for one culture to adopt the beliefs of another culture if they see that culture producing better results?\u003c/p>\n\u003cp>Both Stigler and Li think that changing culture is hard, but that it's possible to think differently in ways that can help. \"Could we change our views of learning and place more emphasis on struggle?\" Stigler asks. \"Yeah.\"\u003c/p>\n\u003cp>For example, Stigler says, in the Japanese classrooms that he's studied, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach. Then, once the task is mastered, the teachers actively point out that the student was able to accomplish it through hard work and struggle.\u003c/p>\n\u003cp>\"And I just think that especially in schools, we don't create enough of those experiences, and then we don't point them out clearly enough.\"\u003c/p>\n\u003cp>But we can, Stigler says.\u003c/p>\n\u003cp>In the meantime, he and the other psychologists doing this work say there are more differences to map — differences that allow both cultures to more clearly see who they are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.npr.org/blogs/health/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/attachment/832525401/\" rel=\"attachment wp-att-24957\">\u003cimg class=\"alignright size-large wp-image-24957\" title=\"83252540(1)\" src=\"//ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/832525401-620x373.jpg\" alt=\"\" width=\"620\" height=\"373\">\u003c/a>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/90889243/alix-spiegel\" rel=\"author\">Alix Spiegel\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class.\u003c/p>\n\u003cp>\"The teacher was trying to teach the class how to draw three-dimensional cubes on paper,\" Stigler explains, \"and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, 'Why don't you go put yours on the board?' So right there I thought, 'That's interesting! He took the one who can't do it and told him to go and put it on the board.' \"\u003c/p>\n\u003cp>Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn't complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>In Japanese classrooms, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach.\u003c/p>\n\u003c/aside>\n\u003cp>\"I realized that I was sitting there starting to perspire,\" he says, \"because I was really empathizing with this kid. I thought, 'This kid is going to break into tears!' \"\u003c/p>\n\u003cp>But the kid didn't break into tears. Stigler says the child continued to draw his cube with equanimity. \"And at the end of the class, he did make his cube look right! And the teacher said to the class, 'How does that look, class?' And they all looked up and said, 'He did it!' And they broke into applause.\" The kid smiled a huge smile and sat down, clearly proud of himself.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.psych.ucla.edu/faculty/faculty_page?id=63&area=4\">Stigler\u003c/a> is now a professor of psychology at UCLA who studies teaching and learning around the world, and he says it was this small experience that first got him thinking about how differently East and West approach the experience of intellectual struggle.\u003c/p>\n\u003cp>\"I think that from very early ages we [in America] see struggle as an indicator that you're just not very smart,\" Stigler says. \"It's a sign of low ability — people who are smart don't struggle, they just naturally get it, that's our folk theory. Whereas in Asian cultures they tend to see struggle more as an opportunity.\"\u003c/p>\n\u003cp>In Eastern cultures, Stigler says, it's just assumed that struggle is a predictable part of the learning process. Everyone is expected to struggle in the process of learning, and so struggling becomes a chance to show that you, the student, have what it takes emotionally to resolve the problem by persisting through that struggle.\u003c/p>\n\u003cp>\"They've taught them that suffering can be a good thing,\" Stigler says. \"I mean it sounds bad, but I think that's what they've taught them.\"\u003c/p>\n\u003cp>Granting that there is a lot of cultural diversity within East and West and it's possible to point to counterexamples in each, Stigler still sums up the difference this way: For the most part in American culture, intellectual struggle in schoolchildren is seen as an indicator of weakness, while in Eastern cultures it is not only tolerated but is often used to measure emotional strength.\u003c/p>\n\u003cp>It's a small difference in approach that Stigler believes has some very big implications.\u003c/p>\n\u003cp>\u003cstrong>'Struggle'\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Stigler is not the first psychologist to notice the difference in how East and West approach the experience of intellectual struggle.\u003c/p>\n\u003cp>\u003ca href=\"http://research.brown.edu/research/profile.php?id=1127251261\">Jin Li\u003c/a> is a professor at Brown University who, like Stigler, compares the learning beliefs of Asian and U.S. children. She says that to understand why these two cultures view struggle so differently, it's good to step back and examine how they think about where academic excellence comes from.\u003c/p>\n\u003cp>For the past decade or so, Li has been recording conversations between American mothers and their children, and Taiwanese mothers and their children. Li then analyzes those conversations to see how the mothers talk to the children about school.\u003c/p>\n\u003cp>She shared with me one conversation that she had recorded between an American mother and her 8-year-old son.\u003c/p>\n\u003cp>The mother and the son are discussing books. The son, though young, is a great student who loves to learn. He tells his mother that he and his friends talk about books even during recess, and she responds with this:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Mother:\u003c/strong> Do you know that's what smart people do, smart grown-ups?\u003c/p>\n\u003cp>\u003cstrong>Child:\u003c/strong> I know ... talk about books.\u003c/p>\n\u003cp>\u003cstrong>Mother:\u003c/strong> Yeah. So that's a pretty smart thing to do to talk about a book.\u003c/p>\n\u003cp>\u003cstrong>Child:\u003c/strong> Hmmm mmmm.\u003c/p>\u003c/blockquote>\n\u003cp>It's a small exchange — a moment. But Li says, this drop of conversation contains a world of cultural assumptions and beliefs.\u003c/p>\n\u003cp>Essentially, the American mother is communicating to her son that the cause of his success in school is his intelligence. He's smart — which, Li says, is a common American view.\u003c/p>\n\u003cp>\"The idea of intelligence is believed in the West as a cause,\" Li explains. \"She is telling him that there is something in him, in his mind, that enables him to do what he does.\"\u003c/p>\n\u003cp>But in many Asian cultures, Li says, academic excellence isn't linked with intelligence in the same way. \"It resides in what they do, but not who they are, what they're born with,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She shares another conversation, this time between a Taiwanese mother and her 9-year-old son. They are talking about the piano — the boy won first place in a competition, and the mother is explaining to him why.\u003c/p>\n\u003cp>\"You practiced and practiced with lots of energy,\" she tells him. \"It got really hard, but you made a great effort. You \u003cem>\u003c/em>insisted on practicing yourself.\"\u003c/p>\n\u003cp>\"So the focus is on the process of persisting through it despite the challenges, not giving up, and that's what leads to success,\" Li says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>If struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.\u003c/p>\n\u003c/aside>\n\u003cp>All of this matters because the way you conceptualize the act of struggling with something profoundly affects your actual behavior.\u003c/p>\n\u003cp>Obviously if struggle indicates weakness — a lack of intelligence — it makes you feel bad, and so you're less likely to put up with it. But if struggle indicates strength — an ability to face down the challenges that inevitably occur when you are trying to learn something — you're more willing to accept it.\u003c/p>\n\u003cp>And Stigler feels in the real world it is easy to see the consequences of these different interpretations of struggle.\u003c/p>\n\u003cp>\"We did a study many years ago with first-grade students,\" he tells me. \"We decided to go out and give the students an impossible math problem to work on, and then we would measure how long they worked on it before they gave up.\"\u003c/p>\n\u003cp>The American students \"worked on it less than 30 seconds on average and then they basically looked at us and said, 'We haven't had this,' \" he says.\u003c/p>\n\u003cp>But the Japanese students worked for the entire hour on the impossible problem. \"And finally we had to stop the session because the hour was up. And then we had to debrief them and say, 'Oh, that was not a possible problem; that was an impossible problem!' and they looked at us like, 'What kind of animals are we?' \" Stigler recalls.\u003c/p>\n\u003cp>\"Think about that [kind of behavior] spread over a lifetime,\" he says. \"That's a big difference.\"\u003c/p>\n\u003cp>\u003cstrong>Not East Versus West\u003c/strong>\u003c/p>\n\u003cp>This is not to imply that the Eastern way of interpreting struggle — or anything else — is better than the Western way, or vice versa. Each have their strengths and weaknesses, which both sides know. Westerns tend to worry that their kids won't be able to compete against Asian kids who excel in many areas but especially in math and science. Li says that educators from Asian countries have their own set of worries.\u003c/p>\n\u003cp>\" 'Our children are not creative. Our children do not have individuality. They're just robots.' You hear the educators from Asian countries express that concern, a lot,\" she notes.\u003c/p>\n\u003cp>So, is it possible for one culture to adopt the beliefs of another culture if they see that culture producing better results?\u003c/p>\n\u003cp>Both Stigler and Li think that changing culture is hard, but that it's possible to think differently in ways that can help. \"Could we change our views of learning and place more emphasis on struggle?\" Stigler asks. \"Yeah.\"\u003c/p>\n\u003cp>For example, Stigler says, in the Japanese classrooms that he's studied, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach. Then, once the task is mastered, the teachers actively point out that the student was able to accomplish it through hard work and struggle.\u003c/p>\n\u003cp>\"And I just think that especially in schools, we don't create enough of those experiences, and then we don't point them out clearly enough.\"\u003c/p>\n\u003cp>But we can, Stigler says.\u003c/p>\n\u003cp>In the meantime, he and the other psychologists doing this work say there are more differences to map — differences that allow both cultures to more clearly see who they are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.npr.org/blogs/health/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"dropcap-serif\">Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,” and as a result, doing research “has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.”\u003c/p>\n\u003cp>While teachers in the survey acknowledge the benefits of the web for students—great depth and breadth of information, material presented in engaging multimedia formats, and the opportunity to become self-directed and self-reliant researchers—many of them express concern that easily-distracted students with short attention spans are not developing the skills required to do deep, original research.\u003c/p>\n\u003cp>From the report: \"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a 'mostly positive' impact \u003c!--more-->on their students’ research work. At the same time, 76% of teachers surveyed 'strongly agree' with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.”\u003c/p>\n\u003cp>Here are a few ways teachers, parents and others can help students go beyond Google.\u003c/p>\n\u003cp>\u003cstrong>PROMOTE DIGITAL LITERACY -- AND TRADITIONAL LITERACY, TOO. \u003c/strong>In the Pew survey, a majority of teachers agreed that “today’s technologies make it harder for students to find credible sources of information.” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Instruction in digital literacy techniques\u003c/a>can show students how to\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Every Student Needs to Know\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 Ways to Be More Search Savvy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">Why Every Student Should Think Like a Journalist\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>determine whether an online reference is legitimate and how to check its claims against other sources. But what students really need to navigate the inaccuracies and flat-out falsehoods so common on the web is a store of knowledge saved on the original hard drive: their own minds. Students must possess abundant factual knowledge in order to evaluate what they encounter on the web, and the best way to acquire content knowledge is still reading nonfiction books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE STUDENTS TO FACT-FIND FACE-TO-FACE. \u003c/strong>Young people who’ve grown up in the digital age often have the impression that everything anyone needs to know is located somewhere on the web—so devise assignments that show them it isn’t so. Ask them to find a book in the library that hasn’t yet been scanned by Google Books; require them to consult with a research librarian, who will give them a sense of how many and varied non-digital resources are available; have them conduct an oral history project, collecting stories from living people that can’t be found on a website.\u003c/p>\n\u003cp>\u003cstrong>GUIDE THEM TO SEARCH DEEPER.\u003c/strong>The Internet is not the enemy of careful research; after all, historians, scientists and other experts rely heavily on the web in their work. But they’re using their computers to access in-depth resources like online databases and academic journals—not only Yahoo and Wikipedia. Make sure students know that the results turned up by a search engine are only the topmost layer of information about their subject: from there, they’ve got to do a lot of digging. Google isn’t the end of their search, in other words—it’s just the beginning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,” and as a result, doing research “has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.”\u003c/p>\n\u003cp>While teachers in the survey acknowledge the benefits of the web for students—great depth and breadth of information, material presented in engaging multimedia formats, and the opportunity to become self-directed and self-reliant researchers—many of them express concern that easily-distracted students with short attention spans are not developing the skills required to do deep, original research.\u003c/p>\n\u003cp>From the report: \"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a 'mostly positive' impact \u003c!--more-->on their students’ research work. At the same time, 76% of teachers surveyed 'strongly agree' with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.”\u003c/p>\n\u003cp>Here are a few ways teachers, parents and others can help students go beyond Google.\u003c/p>\n\u003cp>\u003cstrong>PROMOTE DIGITAL LITERACY -- AND TRADITIONAL LITERACY, TOO. \u003c/strong>In the Pew survey, a majority of teachers agreed that “today’s technologies make it harder for students to find credible sources of information.” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Instruction in digital literacy techniques\u003c/a>can show students how to\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Every Student Needs to Know\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 Ways to Be More Search Savvy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">Why Every Student Should Think Like a Journalist\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>determine whether an online reference is legitimate and how to check its claims against other sources. But what students really need to navigate the inaccuracies and flat-out falsehoods so common on the web is a store of knowledge saved on the original hard drive: their own minds. Students must possess abundant factual knowledge in order to evaluate what they encounter on the web, and the best way to acquire content knowledge is still reading nonfiction books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE STUDENTS TO FACT-FIND FACE-TO-FACE. \u003c/strong>Young people who’ve grown up in the digital age often have the impression that everything anyone needs to know is located somewhere on the web—so devise assignments that show them it isn’t so. Ask them to find a book in the library that hasn’t yet been scanned by Google Books; require them to consult with a research librarian, who will give them a sense of how many and varied non-digital resources are available; have them conduct an oral history project, collecting stories from living people that can’t be found on a website.\u003c/p>\n\u003cp>\u003cstrong>GUIDE THEM TO SEARCH DEEPER.\u003c/strong>The Internet is not the enemy of careful research; after all, historians, scientists and other experts rely heavily on the web in their work. But they’re using their computers to access in-depth resources like online databases and academic journals—not only Yahoo and Wikipedia. Make sure students know that the results turned up by a search engine are only the topmost layer of information about their subject: from there, they’ve got to do a lot of digging. Google isn’t the end of their search, in other words—it’s just the beginning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?",
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"content": "\u003cp style=\"text-align: left\" align=\"center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/boybuilds/\" rel=\"attachment wp-att-24751\">\u003cimg class=\"alignright size-full wp-image-24751\" title=\"boybuilds\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/boybuilds.jpg\" alt=\"\" width=\"620\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-320x206.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a>, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/\">design thinking\u003c/a> and the \u003ca href=\"http://www.sfgate.com/opinion/article/Maker-movement-inspires-students-teachers-3535681.php\">Maker Movement\u003c/a> that's quickly taking shape in progressive education circles.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Though it's still in very early stages -- just launched at the beginning of this school year -- researchers and educators at the school want to know how kids learn by \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/adam-savage-permission-to-make/>\">tinkering\u003c/a> – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.\u003c/p>\n\u003cp>To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003c/aside>\n\u003cp>Harvard will give teachers specific activities to incorporate into the lessons they already plan to teach. Educators will report back to the researchers on how the class behaved and what they noticed about their students through surveys and conversations. “Schools have been really open to this,” said Jennifer Ryan, the Project Zero coordinator. “It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>IDEAS AND ACTIVITIES\u003c/strong>\u003c/p>\n\u003cp>The most recent activity required students to spend time examining an object – first looking at all its parts individually, then examining what each part does and how that fits within the whole, and ultimately identifying the complexities of the object. An elementary school teacher did this activity with physical objects in the classroom, like tennis shoes. At Oakland International High School, the technology teacher had students examine a Google Doc. Some teachers took the exercise a step further and had students re-purpose the object by redesigning it to be something else.\u003c/p>\n\u003cp>“In my experience with the kids, it allows them to more quickly gain a deeper understanding of what makes up that object and its purposes and its complexities,” said Ilya Pratt, Director of the DesignME program at \u003ca href=\"http://www.parkdayschool.org/site/default.aspx?PageID=1\">Park Day School\u003c/a>, an independent elementary and middle school. Pratt hopes that by designing things from an early age, kids will be able to explain concepts they've learned spatially. “As kids try to express their understanding in three dimensions it adds so much more to how they engage with a concept and wrap their mind around it,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Project Zero is also asking teachers to look at student work differently. Rather than judging it based on the criteria they have in mind at the outset of the lesson, teachers are encouraged to take more time examining the work and the mind that created it before coming to a judgment. Project Zero has given teachers thinking routines to go through in order to practice a different way of seeing student work.\u003c/p>\n\u003cp>For the researchers the collaboration is about understanding theoretical questions around how children learn and what’s going on in the brain when they create, but it’s also about what happens on the ground, in classrooms. That’s unusual for them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You get to see it in action and things happen that maybe you didn't expect, or that are very provocative and it allows you to change directions in ways you might not have otherwise,” Pratt said. She’s excited about the iterative approach and hopes that by the end of the three-year project they will not only have produced academic research in how design thinking affects education, but they will also know what works and what doesn't in the classroom.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left\" align=\"center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/boybuilds/\" rel=\"attachment wp-att-24751\">\u003cimg class=\"alignright size-full wp-image-24751\" title=\"boybuilds\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/boybuilds.jpg\" alt=\"\" width=\"620\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-400x258.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/boybuilds-320x206.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A group of Harvard researchers is teaming up with schools in Oakland, Calif. to explore how kids learn through making. Through an initiative called \u003ca href=\"http://www.pz.harvard.edu/\">Project Zero\u003c/a>, they're investigating the theory that kids learn best when they're actively engaged in designing and creating projects to explore concepts. It's closely aligned with the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/\">design thinking\u003c/a> and the \u003ca href=\"http://www.sfgate.com/opinion/article/Maker-movement-inspires-students-teachers-3535681.php\">Maker Movement\u003c/a> that's quickly taking shape in progressive education circles.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Though it's still in very early stages -- just launched at the beginning of this school year -- researchers and educators at the school want to know how kids learn by \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/adam-savage-permission-to-make/>\">tinkering\u003c/a> – fooling around with something until one understands how it works. They want to know what happens cognitively – how this learning process helps form habits of mind, builds character and how it affects the individual.\u003c/p>\n\u003cp>To do that, they are working with both private and public schools in Oakland, headed by the Harvard researchers and 15 participating teachers who meet in study groups every six weeks to share ideas and to form a community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003c/aside>\n\u003cp>Harvard will give teachers specific activities to incorporate into the lessons they already plan to teach. Educators will report back to the researchers on how the class behaved and what they noticed about their students through surveys and conversations. “Schools have been really open to this,” said Jennifer Ryan, the Project Zero coordinator. “It’s not a lesson plan; it’s not a curriculum; it’s a way to look at the world.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>IDEAS AND ACTIVITIES\u003c/strong>\u003c/p>\n\u003cp>The most recent activity required students to spend time examining an object – first looking at all its parts individually, then examining what each part does and how that fits within the whole, and ultimately identifying the complexities of the object. An elementary school teacher did this activity with physical objects in the classroom, like tennis shoes. At Oakland International High School, the technology teacher had students examine a Google Doc. Some teachers took the exercise a step further and had students re-purpose the object by redesigning it to be something else.\u003c/p>\n\u003cp>“In my experience with the kids, it allows them to more quickly gain a deeper understanding of what makes up that object and its purposes and its complexities,” said Ilya Pratt, Director of the DesignME program at \u003ca href=\"http://www.parkdayschool.org/site/default.aspx?PageID=1\">Park Day School\u003c/a>, an independent elementary and middle school. Pratt hopes that by designing things from an early age, kids will be able to explain concepts they've learned spatially. “As kids try to express their understanding in three dimensions it adds so much more to how they engage with a concept and wrap their mind around it,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Project Zero is also asking teachers to look at student work differently. Rather than judging it based on the criteria they have in mind at the outset of the lesson, teachers are encouraged to take more time examining the work and the mind that created it before coming to a judgment. Project Zero has given teachers thinking routines to go through in order to practice a different way of seeing student work.\u003c/p>\n\u003cp>For the researchers the collaboration is about understanding theoretical questions around how children learn and what’s going on in the brain when they create, but it’s also about what happens on the ground, in classrooms. That’s unusual for them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You get to see it in action and things happen that maybe you didn't expect, or that are very provocative and it allows you to change directions in ways you might not have otherwise,” Pratt said. She’s excited about the iterative approach and hopes that by the end of the three-year project they will not only have produced academic research in how design thinking affects education, but they will also know what works and what doesn't in the classroom.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Uphold Online Learning Standards to Quality Education",
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"content": "\u003cdiv id=\"attachment_24621\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5843672414/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-24621\" title=\"5843672414_f9515584ce\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg\" alt=\"\" width=\"500\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-320x172.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:VFS\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the number of K-12 students who take online courses continues to grow -- more than two million are currently enrolled -- the need to uphold rigorous standards to online education is becoming that much more important. And with \u003ca href=\"http://www.reuters.com/article/2012/10/03/us-usa-education-online-idUSBRE8920J420121003\">criticism leveled at many online schools for poor academic performance,\u003c/a> the online education model needs to create a more accurate way to assess the quality of the dozens of programs in the space.\u003c/p>\n\u003cp>That’s the premise of a new report published by the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL) entitled “\u003ca href=\"http://www.inacol.org/research/docs/iNACOL_Quality_Metrics.pdf\">Measuring Quality from Inputs to Outcomes\u003c/a>,” which focuses on laying out a new system of metrics. The report advocates for a new assessment model that focuses on \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html?cmp=SOC-SHR-FB\">competency-based\u003c/a> evaluations that measure a student’s learning trajectory – including proficiency and growth – rather than what the organization call “inputs,” as traditional schools do. Inputs include things like teacher licensing and curriculum and textbook standards. Those inputs are not tied to student achievement, the authors argue, so they fail as metrics for assessing whether an online education program is doing its job.\u003c/p>\n\u003cp>Instead, the report favors an approach focused on “outcomes.” Programs should be judged on student proficiency, as well as individual student growth over time. Most states have an annual end of year assessment to measure proficiency. But those tests only measure student achievement at one point in time – it’s just one snapshot that misses the bigger picture of that student’s learning trajectory.\u003c/p>\n\u003cp>\u003ca href=\"http://www.inacol.org/about/president.php\">Susan Patrick\u003c/a>, President and CEO of iNACOL and the report’s lead author, contends that current assessments for online schools do a disservice to students who were lagging but have caught up, as well as those who have surpassed the learning standards of their current grade. At a minimum, \u003c!--more-->she says, students should be assessed at the beginning \u003cem>and\u003c/em> end of the year to plot their growth. And ideally, she’d like to see competency-based evaluations that are not tied to a set period of time, or \"seat time.\"\u003c/p>\n\u003cp>“The conclusion was that if we had competency-based systems in place it would make these assessments much easier,” said Patrick. If the assessment measured a student’s grasp of a specific concept, there would be more data points to draw a map of that child’s achievement and knowledge gaps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>QUESTIONABLE RESULTS\u003c/strong>\u003c/p>\n\u003cp>Patrick’s critiques of quality assessment are particularly important for online learning programs that have been criticized for having questionable results. Patrick thinks the field needs to be self-critical, holding up the good examples, while calling out the bad ones.\u003c/p>\n\u003cp>What's more, online learning has the power to provide detailed data on student learning and comprehension, which makes it ripe to try out a different type of quality assessment. So far, online learning has been most successful for kids with extenuating circumstances that make traditional school difficult. That means that under an “input” model of evaluation online learning programs often fair worse because kids come in late or behind. Without any measurement of their growth over time their progress can be overlooked.\u003c/p>\n\u003cp>“Fulfilling the potential of a student-centric, competency-based system will require that the field of online and blended learning and the policy environment in which it operates evolve to demand models that are not only different, but more effective, than traditional schooling,” the report states. Without a system of outcome-based assessment, there could be two negative consequences for the future of online learning: technology could be widely adopted, but not transform the way a classroom operates; or on the other hand, without solid evidence of quality education, school districts could shy away from online or tech-based learning that might have the potential to help students.\u003c/p>\n\u003cp>\u003cstrong>RELIABLE ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>As part of quality assurance, Patrick says that end-of-year tests for online education should come from companies that are different than those that created the curriculum. Online curriculum companies have a vested interest in showing high student performance at the end of a course, she said. Funding for K-12 follows the student, and each company competes for those dollars. Without external assessment there is no way to know whether the “A” from one course carries the same weight than an “A” from an outside, objective assessment.\u003c/p>\n\u003cp>Patrick compared it to the Advanced Placement test. She says this element is crucial to “get a handle on who are the quality providers.” She wants to make those programs the most easily accessible so that kids who choose an online education are exposed to the best ones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also hopes that if states adopt iNACOL’s new set of metrics and are successful, that this type of evaluation could spread to blended-learning and traditional classrooms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24621\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5843672414/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-24621\" title=\"5843672414_f9515584ce\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg\" alt=\"\" width=\"500\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-320x172.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:VFS\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the number of K-12 students who take online courses continues to grow -- more than two million are currently enrolled -- the need to uphold rigorous standards to online education is becoming that much more important. And with \u003ca href=\"http://www.reuters.com/article/2012/10/03/us-usa-education-online-idUSBRE8920J420121003\">criticism leveled at many online schools for poor academic performance,\u003c/a> the online education model needs to create a more accurate way to assess the quality of the dozens of programs in the space.\u003c/p>\n\u003cp>That’s the premise of a new report published by the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL) entitled “\u003ca href=\"http://www.inacol.org/research/docs/iNACOL_Quality_Metrics.pdf\">Measuring Quality from Inputs to Outcomes\u003c/a>,” which focuses on laying out a new system of metrics. The report advocates for a new assessment model that focuses on \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html?cmp=SOC-SHR-FB\">competency-based\u003c/a> evaluations that measure a student’s learning trajectory – including proficiency and growth – rather than what the organization call “inputs,” as traditional schools do. Inputs include things like teacher licensing and curriculum and textbook standards. Those inputs are not tied to student achievement, the authors argue, so they fail as metrics for assessing whether an online education program is doing its job.\u003c/p>\n\u003cp>Instead, the report favors an approach focused on “outcomes.” Programs should be judged on student proficiency, as well as individual student growth over time. Most states have an annual end of year assessment to measure proficiency. But those tests only measure student achievement at one point in time – it’s just one snapshot that misses the bigger picture of that student’s learning trajectory.\u003c/p>\n\u003cp>\u003ca href=\"http://www.inacol.org/about/president.php\">Susan Patrick\u003c/a>, President and CEO of iNACOL and the report’s lead author, contends that current assessments for online schools do a disservice to students who were lagging but have caught up, as well as those who have surpassed the learning standards of their current grade. At a minimum, \u003c!--more-->she says, students should be assessed at the beginning \u003cem>and\u003c/em> end of the year to plot their growth. And ideally, she’d like to see competency-based evaluations that are not tied to a set period of time, or \"seat time.\"\u003c/p>\n\u003cp>“The conclusion was that if we had competency-based systems in place it would make these assessments much easier,” said Patrick. If the assessment measured a student’s grasp of a specific concept, there would be more data points to draw a map of that child’s achievement and knowledge gaps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>QUESTIONABLE RESULTS\u003c/strong>\u003c/p>\n\u003cp>Patrick’s critiques of quality assessment are particularly important for online learning programs that have been criticized for having questionable results. Patrick thinks the field needs to be self-critical, holding up the good examples, while calling out the bad ones.\u003c/p>\n\u003cp>What's more, online learning has the power to provide detailed data on student learning and comprehension, which makes it ripe to try out a different type of quality assessment. So far, online learning has been most successful for kids with extenuating circumstances that make traditional school difficult. That means that under an “input” model of evaluation online learning programs often fair worse because kids come in late or behind. Without any measurement of their growth over time their progress can be overlooked.\u003c/p>\n\u003cp>“Fulfilling the potential of a student-centric, competency-based system will require that the field of online and blended learning and the policy environment in which it operates evolve to demand models that are not only different, but more effective, than traditional schooling,” the report states. Without a system of outcome-based assessment, there could be two negative consequences for the future of online learning: technology could be widely adopted, but not transform the way a classroom operates; or on the other hand, without solid evidence of quality education, school districts could shy away from online or tech-based learning that might have the potential to help students.\u003c/p>\n\u003cp>\u003cstrong>RELIABLE ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>As part of quality assurance, Patrick says that end-of-year tests for online education should come from companies that are different than those that created the curriculum. Online curriculum companies have a vested interest in showing high student performance at the end of a course, she said. Funding for K-12 follows the student, and each company competes for those dollars. Without external assessment there is no way to know whether the “A” from one course carries the same weight than an “A” from an outside, objective assessment.\u003c/p>\n\u003cp>Patrick compared it to the Advanced Placement test. She says this element is crucial to “get a handle on who are the quality providers.” She wants to make those programs the most easily accessible so that kids who choose an online education are exposed to the best ones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also hopes that if states adopt iNACOL’s new set of metrics and are successful, that this type of evaluation could spread to blended-learning and traditional classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_24499\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-24499\" title=\"istock_000019839192small\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/istock_000019839192small_custom-1e1d57caaa5163a5cb7066ff75885ce77db747a0-s51-300x380.jpg\" alt=\"\" width=\"300\" height=\"380\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp>[audio:http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20121023_me_02.mp3|titles=20121023_me_02]\u003c/p>\n\u003cp class=\"dropcap-serif\">In what may come as a pleasant surprise to people who fear the Facebook generation has given up on reading — or, at least, reading anything longer than 140 characters — a new report from the Pew Research Center's Internet and American Life Project reveals the prominent role of books, libraries and technology in the lives of young readers, ages 16 to 29. Kathryn Zickuhr, the study's main author, joins NPR's David Greene to discuss the results.\u003c/p>\n\u003cp>\u003cstrong>ON THE READING HABITS OF YOUNG AMERICANS\u003c/strong>\u003c/p>\n\u003cp>\"We found that about 8 in 10 Americans under the age of 30 have read a book in the past year. And that's compared to about 7 in 10 adults in general, American adults. So, they're reading — they're more likely to read, and they're also a little more likely to be using their library.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE USE OF E-BOOKS AMONG YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We heard from e-book readers in general [that] they don't want e-books to replace print books. They see them as part of the same general ecosystem; e-books supplement their general reading habits. And we heard from a lot of younger e-book readers about how e-books just fit into their lives — how they can read when they're waiting in line for class, or waiting in line for lunch. One reader in particular told us that when he has a book that he loves, he wants to be able to access it in any format. So with the Harry Potter series and the [Song of Ice and Fire] series, he's actually bought all of those books as print books and as e-books, just because they matter that much to him ...\u003c/p>\n\u003cp>\"We haven't seen for younger readers that e-books are massively replacing print books. That might happen in the future, but right now we're just seeing them sort of as a more convenient \u003c!--more-->supplement.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE CHANGING ROLE OF LIBRARIES FOR YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>\"We found that [younger people are] very interested in the idea of preloaded e-readers — being able to check out an e-reader at a library that already has some popular titles on it. And a lot of libraries are really looking at how they can engage with this younger age group, especially with Americans in their teens and early 20s. And so a lot of libraries are looking at ways to sort of give them their own space in the libraries, have activities just for them. Some libraries even have diner-style booths for the teens where they can just socialize and hang out, and so that they can think of the library as a space of their own.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the \u003ca href=\"http://www.npr.org/2012/10/23/163414069/americas-facebook-generation-is-reading-strong?utm_source=npr&utm_medium=facebook&utm_campaign=20121023\">entire story here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"dropcap-serif\">In what may come as a pleasant surprise to people who fear the Facebook generation has given up on reading — or, at least, reading anything longer than 140 characters — a new report from the Pew Research Center's Internet and American Life Project reveals the prominent role of books, libraries and technology in the lives of young readers, ages 16 to 29. Kathryn Zickuhr, the study's main author, joins NPR's David Greene to discuss the results.\u003c/p>\n\u003cp>\u003cstrong>ON THE READING HABITS OF YOUNG AMERICANS\u003c/strong>\u003c/p>\n\u003cp>\"We found that about 8 in 10 Americans under the age of 30 have read a book in the past year. And that's compared to about 7 in 10 adults in general, American adults. So, they're reading — they're more likely to read, and they're also a little more likely to be using their library.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE USE OF E-BOOKS AMONG YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23963\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/elizabeth_albert/4998473663/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23963\" title=\"4998473663_7ce553c966_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/4998473663_7ce553c966_z-620x414.jpg\" alt=\"\" width=\"620\" height=\"414\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Elizabeth Albert\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.\u003c/p>\n\u003cp>Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown, says educator Madeline Levine, author of \u003ca href=\"http://madelinelevine.com/teach-your-children-well/\">\u003cem>Teach Your Children Well\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\"People don’t like change, especially in times of great uncertainty,\" she said. \"People naturally go conservative and buckle down and don't want to try something new. There are schools that are trying to do things differently, and although on the one hand they’re heralded as having terrific vision, they’re still seen as experimental.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"I’m astounded at the glacial pace of change in education.\"\u003c/p>\n\u003c/aside>\n\u003cp>During this time of economic uncertainty, especially, Levine said parents want to make sure their kids won't fall into the ranks of the unemployed and disenfranchised young people who return home because they're unable to find jobs. \"There's so much anxiety around the economy, they're thinking, What can I do to make sure that my kid isn’t one of the unemployed\"? she said.\u003c/p>\n\u003cp>Yet therein lies the paradox. It's exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I’m astounded at the glacial pace of change in education,\" she said. \"Like many academic areas, there’s a huge disconnect between what’s known and what’s in practice. It’s very slow moving.\"\u003c!--more-->\u003c/p>\n\u003cp>Levine, who was a teacher herself for many years, said she has tremendous respect for educators and believes they need full support from parents and administrators. But until the directive comes from those in power -- national and state policymakers, superintendents, principals -- what can teachers do individually to make learning relevant for their students?\u003c/p>\n\u003cp>\"One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,\" she said. \"The biggest impact you'll have as a teachers is the relationship you establish with your student.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5> RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/if-school-is-not-relevant/\">If School is Not Relevant\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">Beyond Grades and Trophies, Teaching Kids the Definition of Success\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Try to integrate what students are interested in within what's happening in class, get to know each student, and have high expectations. Taking seriously the range of interests kids have, she said.\u003c/p>\n\u003cp>In addition to individual attention, Levine believes a child's time in school should look much like what kindergarten did.\u003c/p>\n\u003cp>\"There's probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,\" she writes in \u003cem>Teach Your Children Well\u003c/em>. \"Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test.\"\u003c/p>\n\u003cp>In an ideal world, the school day would reflect kids' changing needs and rhythms. There would be time for free play; school would start later to allow time for students' much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school \"work\" in order to regroup and process what they've absorbed. \"The actual encoding of information doesn't take place when you're hunched over a desk,\" she said.\u003c/p>\n\u003cp>And just as importantly, the arts would be integrated into a curriculum, not as an ancillary addition, but as a primary part of learning. \"For developing creativity and flexible and divergent thinking, we need to bring back the arts,\" she said. \"It's a travesty that kids don't have arts anymore.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\">\u003cimg class=\"alignright size-full wp-image-23959\" title=\"TYCWcover1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>FIVE AREAS FOR CHANGE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"We're operating on a 200- year-old paradigm in a world that needs an entirely different skill set,\" she said. \"When we talk to business owners, we hear this large and increasing drumbeat that the jobs are there, but kids applying for jobs don't have the kinds of skills they need.\"\u003c/p>\n\u003cp>Levine spends a lot of her time at \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>, a school training program at Stanford that's been incorporated into about 100 schools across the country. The \u003ca href=\"http://challengesuccess.org/resources/sample-policies-and-practices-space.aspx\">five criteria\u003c/a> that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PROJECT BASED LEARNING. \u003c/strong>Project-based learning has shown to be a much more effective way to think about learning, \"particularly when you live in a world that’s incredibly unclear on what content is going to be relevant in not just 10 or 20 years, but in three years,\" she said. \"Over and over business leaders say kids need to be collaborative, work across time zones and cultures because problems are so complex.\"\u003c/li>\n\u003cli>\u003cstrong>ALTERNATIVE ASSESSMENT. \u003c/strong>\"You don’t have the opportunity to show what you know in a regular school because standardized tests that are mandated only show what some kids know, but leave out a whole bunch of kids who aren't able to show what they know in different ways,\" she said. We should have alternative criteria for gauging students' knowledge and ability to show what they know.\u003c/li>\n\u003cli>\u003cstrong>SCHEDULING\u003c/strong>. Neuroscience research on sleep is becoming more compelling by the day, particularly around depression, Levine said. \"We’d always thought fatigue is symptom of depression, but now it's looking more like lack of sleep \u003cem>causes\u003c/em> depression, and that’s something looked at seriously.\" Kids needs nine hours of sleep, and if schools were in synch developmentally with teenagers, should would start at 10 a.m., especially when kids enter adolescence. Teachers should also coordinate their exams with each other to ensure that students are not taking multiple tests on the same day.\u003c/li>\n\u003cli>\u003cstrong>CLIMATE OF CARE.\u003c/strong> Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school. \"Almost every private school has advisory, a person for each kid to go to,\" Levine said. \"But in public schools, there are just a few counselors for a thousand kids or more. By the time you’re hitting high school, you need someone apart from parents to test ideas with, to kick around problems, a go-to person who a kid feels knows them.\"\u003c/li>\n\u003cli>\u003cstrong>PARENT EDUCATION. \u003c/strong>Well-meaning parents are confounded with how to approach managing their kids' times. Kids needs playtime, downtime, and family time, Levine said. \"We've robbed kids at each stage of childhood and adolescence of tasks that belong in that particular stage,\" she said. \"You can't push kids outside their developmental zone and expect them to learn. You want to push them towards the edge of it, but not over.\"\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23963\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/elizabeth_albert/4998473663/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23963\" title=\"4998473663_7ce553c966_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/4998473663_7ce553c966_z-620x414.jpg\" alt=\"\" width=\"620\" height=\"414\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Elizabeth Albert\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.\u003c/p>\n\u003cp>Most of us know this, and yet making room for the huge shift in the system that's necessary has been difficult, if not impossible because of fear of the unknown, says educator Madeline Levine, author of \u003ca href=\"http://madelinelevine.com/teach-your-children-well/\">\u003cem>Teach Your Children Well\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\"People don’t like change, especially in times of great uncertainty,\" she said. \"People naturally go conservative and buckle down and don't want to try something new. There are schools that are trying to do things differently, and although on the one hand they’re heralded as having terrific vision, they’re still seen as experimental.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"I’m astounded at the glacial pace of change in education.\"\u003c/p>\n\u003c/aside>\n\u003cp>During this time of economic uncertainty, especially, Levine said parents want to make sure their kids won't fall into the ranks of the unemployed and disenfranchised young people who return home because they're unable to find jobs. \"There's so much anxiety around the economy, they're thinking, What can I do to make sure that my kid isn’t one of the unemployed\"? she said.\u003c/p>\n\u003cp>Yet therein lies the paradox. It's exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I’m astounded at the glacial pace of change in education,\" she said. \"Like many academic areas, there’s a huge disconnect between what’s known and what’s in practice. It’s very slow moving.\"\u003c!--more-->\u003c/p>\n\u003cp>Levine, who was a teacher herself for many years, said she has tremendous respect for educators and believes they need full support from parents and administrators. But until the directive comes from those in power -- national and state policymakers, superintendents, principals -- what can teachers do individually to make learning relevant for their students?\u003c/p>\n\u003cp>\"One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,\" she said. \"The biggest impact you'll have as a teachers is the relationship you establish with your student.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5> RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/if-school-is-not-relevant/\">If School is Not Relevant\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/beyond-grades-and-trophies-teaching-kids-the-definition-of-success/\">Beyond Grades and Trophies, Teaching Kids the Definition of Success\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Try to integrate what students are interested in within what's happening in class, get to know each student, and have high expectations. Taking seriously the range of interests kids have, she said.\u003c/p>\n\u003cp>In addition to individual attention, Levine believes a child's time in school should look much like what kindergarten did.\u003c/p>\n\u003cp>\"There's probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,\" she writes in \u003cem>Teach Your Children Well\u003c/em>. \"Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test.\"\u003c/p>\n\u003cp>In an ideal world, the school day would reflect kids' changing needs and rhythms. There would be time for free play; school would start later to allow time for students' much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school \"work\" in order to regroup and process what they've absorbed. \"The actual encoding of information doesn't take place when you're hunched over a desk,\" she said.\u003c/p>\n\u003cp>And just as importantly, the arts would be integrated into a curriculum, not as an ancillary addition, but as a primary part of learning. \"For developing creativity and flexible and divergent thinking, we need to bring back the arts,\" she said. \"It's a travesty that kids don't have arts anymore.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\">\u003cimg class=\"alignright size-full wp-image-23959\" title=\"TYCWcover1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/TYCWcover1.png\" alt=\"\" width=\"200\" height=\"302\">\u003c/a>FIVE AREAS FOR CHANGE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\"We're operating on a 200- year-old paradigm in a world that needs an entirely different skill set,\" she said. \"When we talk to business owners, we hear this large and increasing drumbeat that the jobs are there, but kids applying for jobs don't have the kinds of skills they need.\"\u003c/p>\n\u003cp>Levine spends a lot of her time at \u003ca href=\"http://www.challengesuccess.org/\">Challenge Success\u003c/a>, a school training program at Stanford that's been incorporated into about 100 schools across the country. The \u003ca href=\"http://challengesuccess.org/resources/sample-policies-and-practices-space.aspx\">five criteria\u003c/a> that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PROJECT BASED LEARNING. \u003c/strong>Project-based learning has shown to be a much more effective way to think about learning, \"particularly when you live in a world that’s incredibly unclear on what content is going to be relevant in not just 10 or 20 years, but in three years,\" she said. \"Over and over business leaders say kids need to be collaborative, work across time zones and cultures because problems are so complex.\"\u003c/li>\n\u003cli>\u003cstrong>ALTERNATIVE ASSESSMENT. \u003c/strong>\"You don’t have the opportunity to show what you know in a regular school because standardized tests that are mandated only show what some kids know, but leave out a whole bunch of kids who aren't able to show what they know in different ways,\" she said. We should have alternative criteria for gauging students' knowledge and ability to show what they know.\u003c/li>\n\u003cli>\u003cstrong>SCHEDULING\u003c/strong>. Neuroscience research on sleep is becoming more compelling by the day, particularly around depression, Levine said. \"We’d always thought fatigue is symptom of depression, but now it's looking more like lack of sleep \u003cem>causes\u003c/em> depression, and that’s something looked at seriously.\" Kids needs nine hours of sleep, and if schools were in synch developmentally with teenagers, should would start at 10 a.m., especially when kids enter adolescence. Teachers should also coordinate their exams with each other to ensure that students are not taking multiple tests on the same day.\u003c/li>\n\u003cli>\u003cstrong>CLIMATE OF CARE.\u003c/strong> Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school. \"Almost every private school has advisory, a person for each kid to go to,\" Levine said. \"But in public schools, there are just a few counselors for a thousand kids or more. By the time you’re hitting high school, you need someone apart from parents to test ideas with, to kick around problems, a go-to person who a kid feels knows them.\"\u003c/li>\n\u003cli>\u003cstrong>PARENT EDUCATION. \u003c/strong>Well-meaning parents are confounded with how to approach managing their kids' times. Kids needs playtime, downtime, and family time, Levine said. \"We've robbed kids at each stage of childhood and adolescence of tasks that belong in that particular stage,\" she said. \"You can't push kids outside their developmental zone and expect them to learn. You want to push them towards the edge of it, but not over.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Survey: Parents Prefer Reading Print Books to Young Kids ",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/attachment/89791847/\" rel=\"attachment wp-att-23906\">\u003cimg class=\"alignleft size-medium wp-image-23906\" title=\"89791847\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/89791847-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Don't count print books obsolete just yet -- especially when it comes to younger kids. A\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-36.html\"> study released today by the Joan Ganz Cooney Center\u003c/a> shows that even among parents who like reading e-books with their kids, the majority still prefer to read print books over e-books with their children.\u003c/p>\n\u003cp>The survey, which included 1,200 parents of children age 2 to 6, showed that, of those who owned iPads (462 in total), an overwhelming majority -- 89.9 percent -- said they read mostly print books and some e-books, compared to 7.5 percent who say they read print books and e-books equally with their children, and only 2.7 percent who read mostly or exclusively e-books.\u003c/p>\n\u003cp>But the report also draws an interesting conclusion about how print books or e-books (in this case, iPads with multimedia features) are alternately preferred in certain situations. During times when parents want to read with their kids (co-read, as the report calls it), print books are preferred, even when e-books are available. But parents prefer e-books when they're traveling or commuting.\u003c/p>\n\u003cp>Mixed reactions were reported in other aspects too. Although parents recognize that e-books can play a role in developing their kids' literacy skills, especially when kids are reading alone, many iPad owners -- a full one-third surveyed -- said that sometimes \"it's just too difficult to read with a child on digital devices, and nearly as many are worried the child would start to want to use the iPad all the time.\" Overall, in fact, 60 percent of parents said they prefer their child to read traditional print books.\u003c/p>\n\u003cp>This report follows another, much smaller survey of 32 parents, which \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">examined the difference \u003c!--more-->between recall and comprehension\u003c/a> when kids read e-books versus print books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, nuances in parents' motivations should be further examined, the report's authors write, with the following questions:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cblockquote>\n\u003cul>\n\u003cli>This survey focused on co-reading practices. What patterns of perceptions and behaviors exist among owners of iPads and other devices with regards to children’s solo use of e-books?\u003c/li>\n\u003cli>Do similar e-book perception and co-reading patterns exist among different samples of parents (for example, among samples of fathers or parents from different socio-economic circumstances?).\u003c/li>\n\u003cli>What role do specific e-book features play in children’s co-reading and solo reading experiences?\n\u003cul>\n\u003cli>What makes some parents perceive various features (e.g., embedded hotspots and animations) as helpful and others perceive them as distracting?\u003c/li>\n\u003cli>How do individual features aid or undermine the reading experience and children’s literacy development? Is the influence consistent across diverse reading contexts and when engaged with varying content (e.g., a preliterate child reading alone; when reading with a parent; when reading with a sibling; while reading various types of stories)?\u003c/li>\n\u003cli>Do parents’ and children’s perceptions of features change as they become more familiar with the device and with the specific e-book? Does the effectiveness of a feature change with exposure?\u003c/li>\n\u003cli>Do similar patterns exist for families who own other types of devices for reading children’s e-books?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>As our reading habits continue to evolve in response to new technologies, parents are still figuring out how best to leverage the devices and when it's more appropriate to stick with print books.\u003c/p>\n\u003cp>\"Our perspective is that we have yet to see best practices emerge from e-book designers. We must also keep in mind that this survey analysis merely presents a snapshot in time—parent sentiments and behaviors will evolve as kids’ e-books do and as they gain familiarity with e-books and devices for reading e-books,\" the report states.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>** UPDATE: The post has been edited to reflect the number of iPad owners' responses (462) compared to the total number of those surveyed (1,200).\u003c/p>\n\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/attachment/89791847/\" rel=\"attachment wp-att-23906\">\u003cimg class=\"alignleft size-medium wp-image-23906\" title=\"89791847\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/89791847-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Don't count print books obsolete just yet -- especially when it comes to younger kids. A\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-36.html\"> study released today by the Joan Ganz Cooney Center\u003c/a> shows that even among parents who like reading e-books with their kids, the majority still prefer to read print books over e-books with their children.\u003c/p>\n\u003cp>The survey, which included 1,200 parents of children age 2 to 6, showed that, of those who owned iPads (462 in total), an overwhelming majority -- 89.9 percent -- said they read mostly print books and some e-books, compared to 7.5 percent who say they read print books and e-books equally with their children, and only 2.7 percent who read mostly or exclusively e-books.\u003c/p>\n\u003cp>But the report also draws an interesting conclusion about how print books or e-books (in this case, iPads with multimedia features) are alternately preferred in certain situations. During times when parents want to read with their kids (co-read, as the report calls it), print books are preferred, even when e-books are available. But parents prefer e-books when they're traveling or commuting.\u003c/p>\n\u003cp>Mixed reactions were reported in other aspects too. Although parents recognize that e-books can play a role in developing their kids' literacy skills, especially when kids are reading alone, many iPad owners -- a full one-third surveyed -- said that sometimes \"it's just too difficult to read with a child on digital devices, and nearly as many are worried the child would start to want to use the iPad all the time.\" Overall, in fact, 60 percent of parents said they prefer their child to read traditional print books.\u003c/p>\n\u003cp>This report follows another, much smaller survey of 32 parents, which \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">examined the difference \u003c!--more-->between recall and comprehension\u003c/a> when kids read e-books versus print books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, nuances in parents' motivations should be further examined, the report's authors write, with the following questions:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cblockquote>\n\u003cul>\n\u003cli>This survey focused on co-reading practices. What patterns of perceptions and behaviors exist among owners of iPads and other devices with regards to children’s solo use of e-books?\u003c/li>\n\u003cli>Do similar e-book perception and co-reading patterns exist among different samples of parents (for example, among samples of fathers or parents from different socio-economic circumstances?).\u003c/li>\n\u003cli>What role do specific e-book features play in children’s co-reading and solo reading experiences?\n\u003cul>\n\u003cli>What makes some parents perceive various features (e.g., embedded hotspots and animations) as helpful and others perceive them as distracting?\u003c/li>\n\u003cli>How do individual features aid or undermine the reading experience and children’s literacy development? Is the influence consistent across diverse reading contexts and when engaged with varying content (e.g., a preliterate child reading alone; when reading with a parent; when reading with a sibling; while reading various types of stories)?\u003c/li>\n\u003cli>Do parents’ and children’s perceptions of features change as they become more familiar with the device and with the specific e-book? Does the effectiveness of a feature change with exposure?\u003c/li>\n\u003cli>Do similar patterns exist for families who own other types of devices for reading children’s e-books?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>As our reading habits continue to evolve in response to new technologies, parents are still figuring out how best to leverage the devices and when it's more appropriate to stick with print books.\u003c/p>\n\u003cp>\"Our perspective is that we have yet to see best practices emerge from e-book designers. We must also keep in mind that this survey analysis merely presents a snapshot in time—parent sentiments and behaviors will evolve as kids’ e-books do and as they gain familiarity with e-books and devices for reading e-books,\" the report states.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>** UPDATE: The post has been edited to reflect the number of iPad owners' responses (462) compared to the total number of those surveyed (1,200).\u003c/p>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do We Define and Measure \"Deeper Learning\"?",
"title": "How Do We Define and Measure \"Deeper Learning\"?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_23819\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/saxtourigr-2/\" rel=\"attachment wp-att-23819\">\u003cimg class=\"size-full wp-image-23819\" title=\"saxtourigr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/saxtourigr.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Saxtourigr\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington.\u003c/p>\n\u003cp>Simply defined, \"deeper learning\" is the \"process of learning for transfer,\" meaning it allows a student to take what's learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. \"You can use knowledge in ways that make it useful in new situations,\" he said in a recent \u003ca href=\"http://media.all4ed.org/webinar-sep-12-2012\">webinar\u003c/a>. \"You have procedural knowledge of how, why, and when to apply it to answer questions and solve problems.\"\u003c/p>\n\u003cp>To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: \u003cstrong>cognitive\u003c/strong>, \u003cstrong>intrapersonal\u003c/strong> and \u003cstrong>interpersonal\u003c/strong>. Cognitive refers to reasoning and problem solving; intrapersonal refers to self-management, self-directedness, and conscientiousness; and interpersonal refers to expressing ideas and communicating and working with others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The kinds of tasks we need to assess take kids more time to enact and more time to score.\"\u003c/p>\n\u003c/aside>\n\u003cp>These three broad competencies are related to each other, Pellegrino said, and there's good evidence that shows they can lead to success in not only education, but also in career and health. In fact, conscientiousness is most highly correlated with successful outcomes.\u003c/p>\n\u003cp>If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let \u003c!--more-->students know what's expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students' progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Students can't learn in an absence of feedback,\" Pellegrino said. \"It's not just assessing, but providing feedback that's actionable on the part of students.\"\u003c/p>\n\u003cp>\u003cstrong>HOW TO SUPPORT DEEPER LEARNING THROUGH POLICY \u003c/strong>\u003c/p>\n\u003cp>In order for deeper learning to become the norm rather than the exception, it has to be a priority for local, state, and national policymakers, said Linda Darling-Hammond, professor of education at the Stanford and advocate for education reform. Common Core State Standards, which begin to push towards critical reasoning and problem solving and application of knowledge, are only being applied to math and literacy, she said. \"What about other subjects?\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/screen-shot-2012-09-12-at-1-41-58-pm-3/\" rel=\"attachment wp-att-23833\">\u003cimg class=\"alignright size-full wp-image-23833\" title=\"Deeper Learning\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"\" width=\"464\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>What's more, social-emotional skills have to be taken into account anytime we address deeper learning, she said. Some states have developed standards for social emotional skills, and it could be good strategy for others to follow as well.\u003c/p>\n\u003cp>The way to achieve deeper learning is through curriculum and instruction, in assessments, and teachers' professional development, she said.\u003c/p>\n\u003cp>The curriculum schools use now was created by a 10-member committee of men in 1893, Darling-Hammond said.\"We need a new committee,\" she said. \"Maybe with women and with people color, and maybe even with 20 people.\"\u003c/p>\n\u003cp>Curriculum should go deeper into application of skills, cover fewer topics that are more carefully selected and more deeply taught, and she said Common Core tries to do this. She repeated the mantra of many progressive educators: \"Teach less, learn more.\"\u003c/p>\n\u003cp>As for assessment, Darling-Hammond said our goals must be far more ambitious than they are now. Policymakers should follow the lead of schools that have been using digital portfolios and projects as assessments, rather than relying on standardized tests. \"Students are able to take feedback and revise their work,\" she said. \"Their conscientiousness is tested. We know that in contexts like that, we have evidence that students are making it through college in higher numbers.\"\u003c/p>\n\u003cp>Our current standardized tests focus on recall of facts and procedures, the lowest levels of types of learning, Pellegrino added. \"They’re easily scored and quantified for accountability procedures. They’re not optimal in measuring the kinds of competencies that represent deeper learning,\" he said.\u003c/p>\n\u003cp>But in order to use assessments that are valuable to students, we need to invest more money and time. \"The kinds of tasks we need to assess take kids more time to enact and more time to score,\" she said. Currently, the U.S. spends $10 to $20 per child on assessments, but in other countries where kids are doing deep inquiries and investigations, assessments cost about $200 per student.\u003c/p>\n\u003cp>\"We need to rethink the way we make those investments, as part of our policy agendas,\" she said, because, as Pellegrino put it, what gets tested governs what gets taught.\u003c/p>\n\u003cp>Another big component of deeper learning involves collaboration, she said, and \"collaboration is not cheating... it's part of problem-solving. Collaboration is a skill not a deficit.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Collaboration is a skill, not a deficit.\"\u003c/p>\n\u003c/aside>\n\u003cp>Professional development is another key part of bringing deeper learning to students. School principals, who play a big role in curriculum adoption, as well as educators, must learn about problem-solving, child development, and content pedagogy in order to understand how to set up collaborative and project-based learning.\u003c/p>\n\u003cp>But in order to do their jobs well, educators must be given enough time to create thoughtful curriculum. In other countries, Darling-Hammond said, educators are allotted 15 to 20 hours a week just dedicated to curriculum creation.\u003c/p>\n\u003cp>For those interested in pursuing deeper learning strategies in class, she suggested pulling out the key ideas from current standards and going deep into those subjects, such as ratio and proportion in math. She also suggested reading books and learning more about complex instruction and how to develop collaborative group work, even in classes where there's a wide range of student skills.\u003c/p>\n\u003cp>\u003cstrong>BYPRODUCT OF DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>From an \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html\">Edweek article \u003c/a>that reported on findings from the same study:\u003c/p>\n\u003cblockquote>\u003cp>The committee pointed to one 2008 five-year longitudinal study of 700 California students in three high schools: one urban and one rural school, each with large proportions of minority and English-language learner students, and another overwhelmingly wealthy, white school. While at the start of the study, incoming 9th graders in the diverse urban school performed significantly below the students in the other schools in mathematics, the school designed its algebra and geometry courses to highlight multiple dimensions of math concepts and approaches to problem-solving, self- and group-assessment and developing good questions. When tested at the end of the first year, the students exposed to the \"deeper learning\" math had caught up with their peers in algebra, and they performed significantly better than students in the other schools in the following year. By the 4th year of the study, 41 percent of students at the urban diverse school were taking calculus, in comparison to only 27 percent at the other two schools.\u003c/p>\u003c/blockquote>\n\u003cp>The study was partially funded by the William and Flora Hewlett Foundation\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Flickr:Saxtourigr In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the Deeper Learning Report released by the National Research Council of the National Academies of Science in Washington. Simply defined, "deeper learning" is the "process of learning for transfer," meaning",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23819\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/saxtourigr-2/\" rel=\"attachment wp-att-23819\">\u003cimg class=\"size-full wp-image-23819\" title=\"saxtourigr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/saxtourigr.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/saxtourigr-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Saxtourigr\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington.\u003c/p>\n\u003cp>Simply defined, \"deeper learning\" is the \"process of learning for transfer,\" meaning it allows a student to take what's learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. \"You can use knowledge in ways that make it useful in new situations,\" he said in a recent \u003ca href=\"http://media.all4ed.org/webinar-sep-12-2012\">webinar\u003c/a>. \"You have procedural knowledge of how, why, and when to apply it to answer questions and solve problems.\"\u003c/p>\n\u003cp>To deconstruct the definition of deeper learning further, the researchers came up with what they call three domains of competence: \u003cstrong>cognitive\u003c/strong>, \u003cstrong>intrapersonal\u003c/strong> and \u003cstrong>interpersonal\u003c/strong>. Cognitive refers to reasoning and problem solving; intrapersonal refers to self-management, self-directedness, and conscientiousness; and interpersonal refers to expressing ideas and communicating and working with others.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The kinds of tasks we need to assess take kids more time to enact and more time to score.\"\u003c/p>\n\u003c/aside>\n\u003cp>These three broad competencies are related to each other, Pellegrino said, and there's good evidence that shows they can lead to success in not only education, but also in career and health. In fact, conscientiousness is most highly correlated with successful outcomes.\u003c/p>\n\u003cp>If deeper learning is the ultimate goal, can it be taught? To a certain degree. But for educators to engage in deeper learning with students, researchers say they must begin with clear goals and let \u003c!--more-->students know what's expected of them. They must provide multiple and different kinds of ideas and tasks. They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students' progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Students can't learn in an absence of feedback,\" Pellegrino said. \"It's not just assessing, but providing feedback that's actionable on the part of students.\"\u003c/p>\n\u003cp>\u003cstrong>HOW TO SUPPORT DEEPER LEARNING THROUGH POLICY \u003c/strong>\u003c/p>\n\u003cp>In order for deeper learning to become the norm rather than the exception, it has to be a priority for local, state, and national policymakers, said Linda Darling-Hammond, professor of education at the Stanford and advocate for education reform. Common Core State Standards, which begin to push towards critical reasoning and problem solving and application of knowledge, are only being applied to math and literacy, she said. \"What about other subjects?\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/screen-shot-2012-09-12-at-1-41-58-pm-3/\" rel=\"attachment wp-att-23833\">\u003cimg class=\"alignright size-full wp-image-23833\" title=\"Deeper Learning\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"\" width=\"464\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>What's more, social-emotional skills have to be taken into account anytime we address deeper learning, she said. Some states have developed standards for social emotional skills, and it could be good strategy for others to follow as well.\u003c/p>\n\u003cp>The way to achieve deeper learning is through curriculum and instruction, in assessments, and teachers' professional development, she said.\u003c/p>\n\u003cp>The curriculum schools use now was created by a 10-member committee of men in 1893, Darling-Hammond said.\"We need a new committee,\" she said. \"Maybe with women and with people color, and maybe even with 20 people.\"\u003c/p>\n\u003cp>Curriculum should go deeper into application of skills, cover fewer topics that are more carefully selected and more deeply taught, and she said Common Core tries to do this. She repeated the mantra of many progressive educators: \"Teach less, learn more.\"\u003c/p>\n\u003cp>As for assessment, Darling-Hammond said our goals must be far more ambitious than they are now. Policymakers should follow the lead of schools that have been using digital portfolios and projects as assessments, rather than relying on standardized tests. \"Students are able to take feedback and revise their work,\" she said. \"Their conscientiousness is tested. We know that in contexts like that, we have evidence that students are making it through college in higher numbers.\"\u003c/p>\n\u003cp>Our current standardized tests focus on recall of facts and procedures, the lowest levels of types of learning, Pellegrino added. \"They’re easily scored and quantified for accountability procedures. They’re not optimal in measuring the kinds of competencies that represent deeper learning,\" he said.\u003c/p>\n\u003cp>But in order to use assessments that are valuable to students, we need to invest more money and time. \"The kinds of tasks we need to assess take kids more time to enact and more time to score,\" she said. Currently, the U.S. spends $10 to $20 per child on assessments, but in other countries where kids are doing deep inquiries and investigations, assessments cost about $200 per student.\u003c/p>\n\u003cp>\"We need to rethink the way we make those investments, as part of our policy agendas,\" she said, because, as Pellegrino put it, what gets tested governs what gets taught.\u003c/p>\n\u003cp>Another big component of deeper learning involves collaboration, she said, and \"collaboration is not cheating... it's part of problem-solving. Collaboration is a skill not a deficit.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Collaboration is a skill, not a deficit.\"\u003c/p>\n\u003c/aside>\n\u003cp>Professional development is another key part of bringing deeper learning to students. School principals, who play a big role in curriculum adoption, as well as educators, must learn about problem-solving, child development, and content pedagogy in order to understand how to set up collaborative and project-based learning.\u003c/p>\n\u003cp>But in order to do their jobs well, educators must be given enough time to create thoughtful curriculum. In other countries, Darling-Hammond said, educators are allotted 15 to 20 hours a week just dedicated to curriculum creation.\u003c/p>\n\u003cp>For those interested in pursuing deeper learning strategies in class, she suggested pulling out the key ideas from current standards and going deep into those subjects, such as ratio and proportion in math. She also suggested reading books and learning more about complex instruction and how to develop collaborative group work, even in classes where there's a wide range of student skills.\u003c/p>\n\u003cp>\u003cstrong>BYPRODUCT OF DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>From an \u003ca href=\"http://blogs.edweek.org/edweek/inside-school-research/2012/07/study_deeper_learning_needs_st_1.html\">Edweek article \u003c/a>that reported on findings from the same study:\u003c/p>\n\u003cblockquote>\u003cp>The committee pointed to one 2008 five-year longitudinal study of 700 California students in three high schools: one urban and one rural school, each with large proportions of minority and English-language learner students, and another overwhelmingly wealthy, white school. While at the start of the study, incoming 9th graders in the diverse urban school performed significantly below the students in the other schools in mathematics, the school designed its algebra and geometry courses to highlight multiple dimensions of math concepts and approaches to problem-solving, self- and group-assessment and developing good questions. When tested at the end of the first year, the students exposed to the \"deeper learning\" math had caught up with their peers in algebra, and they performed significantly better than students in the other schools in the following year. By the 4th year of the study, 41 percent of students at the urban diverse school were taking calculus, in comparison to only 27 percent at the other two schools.\u003c/p>\u003c/blockquote>\n\u003cp>The study was partially funded by the William and Flora Hewlett Foundation\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Privacy, Equity, and other BYOD Concerns",
"title": "Privacy, Equity, and other BYOD Concerns",
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"content": "\u003cdiv id=\"attachment_23782\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone.jpg\">\u003cimg class=\"size-large wp-image-23782\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device movement\u003c/a> continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up.\u003c/p>\n\u003cp>One of the biggest issues educators continually bring up is equity.\u003c/p>\n\u003cp>\"Especially at the middle school level, not having a device and needing to find a classmate to share with results in further issues (selfishness, resentment, etc.),\" writes Kevin, a commenter to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">a recent post about Katy School District's BYOD program\u003c/a>. \"If so, how are these issues dealt with and turned into instructional situations?\"\u003c/p>\n\u003cp>But proponents of BYOD contend that students who have devices should not be prohibited from using them as a solution to the equity issue. Education blogger Lisa Nielsen \u003ca href=\"http://thejournal.com/Articles/2011/11/09/7-BYOD-Myths.aspx?Page=2\" target=\"_blank\">gives the following example of\u003c/a> a school district in Forsyth County, Georgia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The BYOD environment is fluid and policies should be as well.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Tim Clark, district instructional technology specialist with \u003cstrong>Forsyth County Schools\u003c/strong> (GA), explains that \u003cstrong>\u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html\" target=\"_blank\">in his experience with BYOD\u003c/a>\u003c/strong>, 'Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access,'\" Nielsen writes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another set of concerns, according to a \u003ca href=\"http://www.cosn.org/EdTechNex\" target=\"_blank\">CoSN report\u003c/a>, are around potential safety and security risks. One prevailing question, for example: Who's responsible for theft or damage to students' devices? Different districts deal with the issue in different ways. While some educators say kids \u003c!--more-->take care of their own devices better than those issued to them by schools, Fairfax County School district asks parents to sign a liability waiver along with their BYOD permission slips.\u003c/p>\n\u003cp>Students' use of their devices to send harassing or otherwise inappropriate messages is another concern. Most school districts already have bullying and behavioral policies in place, but those may need to be further clarified in regards to students' devices. While some schools prohibit use of devices in areas that are difficult to monitor, CoSN's report cites experts who suggest a more flexible policy.\u003c/p>\n\u003cp>\"CoSN Chair Bailey Mitchell, chief technology officer of Forsyth County (GA) Schools—a BYOD leader—advises against BYOD policies that are too rigid or restrictive. The BYOD environment is fluid, he says, and policies should be as well. Some districts give flexibility to schools to craft policies that make sense for their student populations,\" the report states.\u003c/p>\n\u003cp>That's exactly what's happening at Sacred Heart Cathedral Prep in San Francisco, where administrators see cell phones as tools used to say or do what might happen in the hallways and dining halls regardless of the device itself. The policy there is evolving, says Principal Gary Cannon.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving [kids] a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>Other districts handle it in different ways. According to the report, last year, computers and tablets were allowed at the Fairfax County district, but not cell phones. This year, the district \u003ca href=\"http://www.fcps.edu/it/byod/index.%20shtml\">is allowing smartphones\u003c/a> to be used, but each school must decide where and how they can be used.\u003c/p>\n\u003cp>Other logistics that must be dealt with:\u003c/p>\n\u003cul>\n\u003cli>The possibility of passing along viruses or malware from student devices to school computers while the devices are being charged.\u003c/li>\n\u003cli>Compliance to filtering policies in schools that ban certain websites on broadband, but that can be accessed through students' wireless service.\u003c/li>\n\u003cli>Unintentional access to private content, both on the part of teachers and students.\u003c/li>\n\u003c/ul>\n\u003cp>The CoSN report lists a host of ideas -- everything from wireless authentication to how to deal with virtual and remote desktops -- as solutions to addressing some of these concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Erin Scott As the Bring Your Own Device movement continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up. One of the biggest issues educators continually bring up is equity. "Especially at",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23782\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone.jpg\">\u003cimg class=\"size-large wp-image-23782\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device movement\u003c/a> continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up.\u003c/p>\n\u003cp>One of the biggest issues educators continually bring up is equity.\u003c/p>\n\u003cp>\"Especially at the middle school level, not having a device and needing to find a classmate to share with results in further issues (selfishness, resentment, etc.),\" writes Kevin, a commenter to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">a recent post about Katy School District's BYOD program\u003c/a>. \"If so, how are these issues dealt with and turned into instructional situations?\"\u003c/p>\n\u003cp>But proponents of BYOD contend that students who have devices should not be prohibited from using them as a solution to the equity issue. Education blogger Lisa Nielsen \u003ca href=\"http://thejournal.com/Articles/2011/11/09/7-BYOD-Myths.aspx?Page=2\" target=\"_blank\">gives the following example of\u003c/a> a school district in Forsyth County, Georgia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The BYOD environment is fluid and policies should be as well.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Tim Clark, district instructional technology specialist with \u003cstrong>Forsyth County Schools\u003c/strong> (GA), explains that \u003cstrong>\u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html\" target=\"_blank\">in his experience with BYOD\u003c/a>\u003c/strong>, 'Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access,'\" Nielsen writes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another set of concerns, according to a \u003ca href=\"http://www.cosn.org/EdTechNex\" target=\"_blank\">CoSN report\u003c/a>, are around potential safety and security risks. One prevailing question, for example: Who's responsible for theft or damage to students' devices? Different districts deal with the issue in different ways. While some educators say kids \u003c!--more-->take care of their own devices better than those issued to them by schools, Fairfax County School district asks parents to sign a liability waiver along with their BYOD permission slips.\u003c/p>\n\u003cp>Students' use of their devices to send harassing or otherwise inappropriate messages is another concern. Most school districts already have bullying and behavioral policies in place, but those may need to be further clarified in regards to students' devices. While some schools prohibit use of devices in areas that are difficult to monitor, CoSN's report cites experts who suggest a more flexible policy.\u003c/p>\n\u003cp>\"CoSN Chair Bailey Mitchell, chief technology officer of Forsyth County (GA) Schools—a BYOD leader—advises against BYOD policies that are too rigid or restrictive. The BYOD environment is fluid, he says, and policies should be as well. Some districts give flexibility to schools to craft policies that make sense for their student populations,\" the report states.\u003c/p>\n\u003cp>That's exactly what's happening at Sacred Heart Cathedral Prep in San Francisco, where administrators see cell phones as tools used to say or do what might happen in the hallways and dining halls regardless of the device itself. The policy there is evolving, says Principal Gary Cannon.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving [kids] a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>Other districts handle it in different ways. According to the report, last year, computers and tablets were allowed at the Fairfax County district, but not cell phones. This year, the district \u003ca href=\"http://www.fcps.edu/it/byod/index.%20shtml\">is allowing smartphones\u003c/a> to be used, but each school must decide where and how they can be used.\u003c/p>\n\u003cp>Other logistics that must be dealt with:\u003c/p>\n\u003cul>\n\u003cli>The possibility of passing along viruses or malware from student devices to school computers while the devices are being charged.\u003c/li>\n\u003cli>Compliance to filtering policies in schools that ban certain websites on broadband, but that can be accessed through students' wireless service.\u003c/li>\n\u003cli>Unintentional access to private content, both on the part of teachers and students.\u003c/li>\n\u003c/ul>\n\u003cp>The CoSN report lists a host of ideas -- everything from wireless authentication to how to deal with virtual and remote desktops -- as solutions to addressing some of these concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23728\" class=\"wp-caption center\" style=\"max-width: 618px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/img_8760-2-2/\" rel=\"attachment wp-att-23728\">\u003cimg class=\"size-full wp-image-23728\" title=\"IMG_8760-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8760-2.jpg\" alt=\"\" width=\"618\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2.jpg 618w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2-320x200.jpg 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Karen Billings, Vice President of Education, SIIA\u003c/h5>\n\u003cp class=\"dropcap-serif\">Despite having to contend with deep budget cuts, schools are able to maintain current levels of technology growth, a surprising find from a recent survey by the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=141&Itemid=3\">Software & Information Industry Association\u003c/a>.\u003c/p>\n\u003cp>In its annual \u003ca href=\"http://www.siia.net/visionk20/\">Vision K-20 Survey\u003c/a>, which included 1,600 responders and comparisons over three years of data, SIIA found that education institutions are maintaining their level of investments in each of the five measures of progress: Enterprise Support, 21\u003csup>st\u003c/sup> Century Tools, Anytime/Anywhere Access, Differentiated Learning, and Assessment Tools.\u003c/p>\n\u003cp>This year’s survey showed some surprising trends in the industry:\u003c/p>\n\u003cul>\n\u003cli>Although participants say current technology use lags behind their ideal level, schools are continuing to implement technology despite budget cuts. Some likely reasons: they're using existing technology; they're turning to free or inexpensive digital content and resources; they're redirecting funds from things like print materials for digital resources.\u003c/li>\n\u003cli>Results showed an increase in technology integration that focuses on differentiated instruction, assessment tools, and information systems, suggesting these areas are priorities for schools. These include tools like learning management systems, online tutoring, online assessments, e-portfolios, and data-tracking systems.\u003c/li>\n\u003cli>The survey items that are closest to ideal integration, including broadband and security systems, may suggest that school- and district- wide goals are more attainable than individual classroom goals, like new hardware. This supports the commonly held notion that district personnel have prioritized Internet access, student privacy, and security when making tech decisions.\u003c/li>\n\u003cli>Overall, 24 percent of all participants report that their institutions are integrating technology at a high level.\u003c/li>\n\u003c/ul>\n\u003cp>Comparing the data and results from the survey’s 2009 inception to today, it’s evident that overall progress toward Vision K-20 goals continues to be very slow. While increases and decreases have \u003c!--more-->been recorded for various benchmarks in both K-12 and post-secondary, the changes year to year have been relatively minor. SIIA analysis suggests that while schools have made progress, rapid technology innovations make it difficult for schools to achieve the highest levels of technology implementation. \u003c/p>\n\u003cp>The areas that did see growth reflect an increased emphasis on assessments and accountability in schools. Survey respondents rated their current level of technology implementation on a scale of 1-4, with 1 being the lowest level of integration and 4 the highest. The four benchmarks that saw the most growth include:\u003c/p>\n\u003cul>\n\u003cli>Courseware and/or learning management systems that are used to differentiate instruction (average 2.07 from 1.91). This confirms the recent interest and growth of adaptive curriculum tools that allow for personalized learning and instruction.\u003c/li>\n\u003cli>Student information systems that track performance and institutional data for educational accountability and decision making (2.49, up from 2.35 in 2010).\u003c/li>\n\u003cli>Institution leaders that use technology tools for planning, budgeting, and decision making (2.52 from 2.42).\u003c/li>\n\u003cli>Technology-based assessments that measure a full range of 21st Century skills and knowledge (2.01 from 1.9).\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cfigure id=\"attachment_23727\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/visionk20/\" rel=\"attachment wp-att-23727\">\u003cimg class=\"size-large wp-image-23727\" title=\"VisionK20\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/VisionK20-620x480.png\" alt=\"\" width=\"620\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The survey also showed, for the fourth year in a row, a marked difference between K-12 and post-secondary institutions in the adoption of technology. The average scores for the 2012 survey were 2.39 for the K-12 segment and 2.71 for post-secondary (on a scale of 1-4), meaning post-secondary institutions are integrating new technologies faster then K-12 institutions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Despite variance in technology adoption, SIIA reports that the four areas schools have made the most progress in 2012 are exactly the same for both K-12 and post-secondary. This suggests that technology priorities for K-12 and post-secondary are strikingly similar. These four benchmarks include:\u003c/p>\n\u003cul>\n\u003cli>Security tools to protect student data and privacy.\u003c/li>\n\u003cli>The availability of high-speed broadband access for robust communication, administrative, and instructional needs.\u003c/li>\n\u003cli>High-speed broadband access for instructional uses, including collaborative learning, video-based communication, and other multimedia-rich interactions.\u003c/li>\n\u003cli>An institution website/portal provides the education community with access to applications, resources, and collaboration tools.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>This year, for the first time in the survey, participants were asked to respond to each of the questions based on both their current level and their ideal level of technology integration. For each of the measures of progress, survey participants rated their ideal implementation of each measure much higher than the current level. Overall, 75 percent of K-12 respondents chose the “highest” level of technology use as their ideal level.\u003c/p>\n\u003cp>This survey is an annual online self-assessment for educational leaders in K-12 and post-secondary institutions, created to monitor institutional progress in attaining Vision K-20 goals. The Vision K-20 initiative was developed by SIIA education members and education thought leaders to represent educational outcomes enabled through technology and e-learning. There were over 1,600 responders to this year’s survey, with data collected from March to May 2012. This year's report includes three-year trend data, so it's easy to see where institutions feel they have progressed, and where they feel stagnant. \u003c/p>\n\u003cp>Responders this year indicated they appreciate the survey because it helps them see where their focus needs to be for the future of their institutions. Even with limited equipment and a lack of a technology budget, they think it's important to have a solid plan and informed priorities. That said, perhaps the true value of the survey is not in the resulting scores, but simply the planning support it gives to education institutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read the full \u003ca href=\"http://www.siia.net/visionk20/.\">Vision K-20 survey here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23728\" class=\"wp-caption center\" style=\"max-width: 618px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/img_8760-2-2/\" rel=\"attachment wp-att-23728\">\u003cimg class=\"size-full wp-image-23728\" title=\"IMG_8760-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8760-2.jpg\" alt=\"\" width=\"618\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2.jpg 618w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2-320x200.jpg 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Karen Billings, Vice President of Education, SIIA\u003c/h5>\n\u003cp class=\"dropcap-serif\">Despite having to contend with deep budget cuts, schools are able to maintain current levels of technology growth, a surprising find from a recent survey by the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=141&Itemid=3\">Software & Information Industry Association\u003c/a>.\u003c/p>\n\u003cp>In its annual \u003ca href=\"http://www.siia.net/visionk20/\">Vision K-20 Survey\u003c/a>, which included 1,600 responders and comparisons over three years of data, SIIA found that education institutions are maintaining their level of investments in each of the five measures of progress: Enterprise Support, 21\u003csup>st\u003c/sup> Century Tools, Anytime/Anywhere Access, Differentiated Learning, and Assessment Tools.\u003c/p>\n\u003cp>This year’s survey showed some surprising trends in the industry:\u003c/p>\n\u003cul>\n\u003cli>Although participants say current technology use lags behind their ideal level, schools are continuing to implement technology despite budget cuts. Some likely reasons: they're using existing technology; they're turning to free or inexpensive digital content and resources; they're redirecting funds from things like print materials for digital resources.\u003c/li>\n\u003cli>Results showed an increase in technology integration that focuses on differentiated instruction, assessment tools, and information systems, suggesting these areas are priorities for schools. These include tools like learning management systems, online tutoring, online assessments, e-portfolios, and data-tracking systems.\u003c/li>\n\u003cli>The survey items that are closest to ideal integration, including broadband and security systems, may suggest that school- and district- wide goals are more attainable than individual classroom goals, like new hardware. This supports the commonly held notion that district personnel have prioritized Internet access, student privacy, and security when making tech decisions.\u003c/li>\n\u003cli>Overall, 24 percent of all participants report that their institutions are integrating technology at a high level.\u003c/li>\n\u003c/ul>\n\u003cp>Comparing the data and results from the survey’s 2009 inception to today, it’s evident that overall progress toward Vision K-20 goals continues to be very slow. While increases and decreases have \u003c!--more-->been recorded for various benchmarks in both K-12 and post-secondary, the changes year to year have been relatively minor. SIIA analysis suggests that while schools have made progress, rapid technology innovations make it difficult for schools to achieve the highest levels of technology implementation. \u003c/p>\n\u003cp>The areas that did see growth reflect an increased emphasis on assessments and accountability in schools. Survey respondents rated their current level of technology implementation on a scale of 1-4, with 1 being the lowest level of integration and 4 the highest. The four benchmarks that saw the most growth include:\u003c/p>\n\u003cul>\n\u003cli>Courseware and/or learning management systems that are used to differentiate instruction (average 2.07 from 1.91). This confirms the recent interest and growth of adaptive curriculum tools that allow for personalized learning and instruction.\u003c/li>\n\u003cli>Student information systems that track performance and institutional data for educational accountability and decision making (2.49, up from 2.35 in 2010).\u003c/li>\n\u003cli>Institution leaders that use technology tools for planning, budgeting, and decision making (2.52 from 2.42).\u003c/li>\n\u003cli>Technology-based assessments that measure a full range of 21st Century skills and knowledge (2.01 from 1.9).\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cfigure id=\"attachment_23727\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/visionk20/\" rel=\"attachment wp-att-23727\">\u003cimg class=\"size-large wp-image-23727\" title=\"VisionK20\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/VisionK20-620x480.png\" alt=\"\" width=\"620\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The survey also showed, for the fourth year in a row, a marked difference between K-12 and post-secondary institutions in the adoption of technology. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite variance in technology adoption, SIIA reports that the four areas schools have made the most progress in 2012 are exactly the same for both K-12 and post-secondary. This suggests that technology priorities for K-12 and post-secondary are strikingly similar. These four benchmarks include:\u003c/p>\n\u003cul>\n\u003cli>Security tools to protect student data and privacy.\u003c/li>\n\u003cli>The availability of high-speed broadband access for robust communication, administrative, and instructional needs.\u003c/li>\n\u003cli>High-speed broadband access for instructional uses, including collaborative learning, video-based communication, and other multimedia-rich interactions.\u003c/li>\n\u003cli>An institution website/portal provides the education community with access to applications, resources, and collaboration tools.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>This year, for the first time in the survey, participants were asked to respond to each of the questions based on both their current level and their ideal level of technology integration. For each of the measures of progress, survey participants rated their ideal implementation of each measure much higher than the current level. Overall, 75 percent of K-12 respondents chose the “highest” level of technology use as their ideal level.\u003c/p>\n\u003cp>This survey is an annual online self-assessment for educational leaders in K-12 and post-secondary institutions, created to monitor institutional progress in attaining Vision K-20 goals. The Vision K-20 initiative was developed by SIIA education members and education thought leaders to represent educational outcomes enabled through technology and e-learning. There were over 1,600 responders to this year’s survey, with data collected from March to May 2012. This year's report includes three-year trend data, so it's easy to see where institutions feel they have progressed, and where they feel stagnant. \u003c/p>\n\u003cp>Responders this year indicated they appreciate the survey because it helps them see where their focus needs to be for the future of their institutions. Even with limited equipment and a lack of a technology budget, they think it's important to have a solid plan and informed priorities. That said, perhaps the true value of the survey is not in the resulting scores, but simply the planning support it gives to education institutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read the full \u003ca href=\"http://www.siia.net/visionk20/.\">Vision K-20 survey here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
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}
},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
"title": "Fresh Air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
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},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
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