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"content": "\u003cfigure id=\"attachment_30397\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30397\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8535.jpg\" alt=\"IMG_8535\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In just a few weeks, school will start again in most schools. For teachers gearing up for the new school year, here are some instructive articles that may help get new ideas flowing -- everything from using free online games, free digital media tools, cell phones, Pinterest and Learnist, and creating your own textbooks.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/\">14 FREE AND SIMPLE DIGITAL TOOLS\u003c/a>. With so many free (or inexpensive) useful tech tools out there, editing video, audio, or photos doesn’t have to cost a fortune – or leave you with a headache. If your digital media needs are simple, your tools can be simple, too. We rounded up the best ones for your consideration.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/screen-shot-2012-07-27-at-11-44-38-am/\" rel=\"attachment wp-att-23046\">\u003cimg class=\"alignright size-thumbnail wp-image-23046\" title=\"Screen Shot 2012-07-27 at 11.44.38 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-27-at-11.44.38-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">CAN LEARNING REALLY BE FUN AND GAMES?\u003c/a> For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai’s third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS’s, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders.\u003c/li>\n\u003c/ul>\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 STUDENTS AND TEACHERS NEED TO KNOW.\u003c/a> The Internet has made researching subjects deceptively effortless for students — or so it may seem to them at first. Truth is, students who haven’t been taught the skills to conduct good research will invariably come up short. The following are the hallmarks of a good online search education.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-educators-are-using-learnist/\">HOW EDUCATORS ARE USING LEARNIST. Learnist\u003c/a>, as many have already pointed out, works much like \u003ca href=\"http://www.pinterest.com\">Pinterest\u003c/a> — a way to catalog online resources on a topic and share them with the user’s social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site’s “learning boards” look quite a bit like Facebook’s timeline feature, and Facebook membership is required to use Learnist at this point.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">TRANSFORM MINECRAFT INTO CLASSROOM LESSONS.\u003c/a> Teachers like to use Minecraft because it’s a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> — it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/img_8505/\" rel=\"attachment wp-att-23045\">\u003cimg class=\"size-thumbnail wp-image-23045\" title=\"IMG_8505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8505-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">HOW TEACHERS MAKE CELL PHONES WORK IN CLASS.\u003c/a> In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">PICTURES, POLLS & VIDEOS: HOW TO USE MOBILE PHONES FOR LEARNING. \u003c/a>Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of\u003ca href=\"http://www.infinitethinking.org/\"> Infinite Thinking Machine\u003c/a>, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how to use students’ mobile devices in school. Examples like quick class polling to gauge student understanding using Poll Everywhere, Text the Mob and Wiffitti; creating instructional videos on sites like \u003ca href=\"http://www.educreations.com\">Educreations\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/\">HOW EDUCATORS ARE USING PINTEREST FOR CURATION.\u003c/a> The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach. While its 10 million users, \u003ca href=\"http://www.poynter.org/latest-news/mediawire/162401/pinterest-races-past-10-million-visitors-propelled-by-young-midwestern-women/\">especially women\u003c/a>, are drawn to it \u003ca href=\"http://www.pbs.org/mediashift/2012/02/pinterest-why-what-its-not-says-so-much044.html\">almost obsessively\u003c/a>, \u003ca href=\"http://pinterest.com/mshahab/brands-businesses-blogs-on-pinterest/\">brands\u003c/a>, \u003ca href=\"http://articles.boston.com/2012-03-09/business/31136239_1_social-media-social-network-food-bloggers\">media firms\u003c/a> and \u003ca href=\"http://newspapersonpinterest.com/newspapers-pinterest/\">news organizations\u003c/a> have also planted flags on the network. Now journalism school faculty are increasingly in on the act.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/4235591661_7de977b8cf_z-2/\" rel=\"attachment wp-att-23047\">\u003cimg class=\"alignright size-thumbnail wp-image-23047\" title=\"4235591661_7de977b8cf_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4235591661_7de977b8cf_z-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">HOW TO CREATE YOUR OWN TEXTBOOK.\u003c/a> As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement\u003c/a> continues to grow and become an even more rich trove of resources, teachers can use the content to make their own interactive textbooks. It might seem daunting, but the availability of quality materials online and the power of tapping into personal learning networks should make it easier. Here's how to create a digital textbook and strategies for involving the students in its development in three steps.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/\">SEVEN FUN (AND CHEAP CLASS PROJECTS TO TRY WITH VIDEO. \u003c/a>For educators interested in incorporating video into classroom lessons, here are seven projects to dive into.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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We rounded up the best ones for your consideration.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/screen-shot-2012-07-27-at-11-44-38-am/\" rel=\"attachment wp-att-23046\">\u003cimg class=\"alignright size-thumbnail wp-image-23046\" title=\"Screen Shot 2012-07-27 at 11.44.38 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-27-at-11.44.38-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">CAN LEARNING REALLY BE FUN AND GAMES?\u003c/a> For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai’s third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS’s, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders.\u003c/li>\n\u003c/ul>\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 STUDENTS AND TEACHERS NEED TO KNOW.\u003c/a> The Internet has made researching subjects deceptively effortless for students — or so it may seem to them at first. Truth is, students who haven’t been taught the skills to conduct good research will invariably come up short. The following are the hallmarks of a good online search education.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-educators-are-using-learnist/\">HOW EDUCATORS ARE USING LEARNIST. Learnist\u003c/a>, as many have already pointed out, works much like \u003ca href=\"http://www.pinterest.com\">Pinterest\u003c/a> — a way to catalog online resources on a topic and share them with the user’s social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site’s “learning boards” look quite a bit like Facebook’s timeline feature, and Facebook membership is required to use Learnist at this point.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">TRANSFORM MINECRAFT INTO CLASSROOM LESSONS.\u003c/a> Teachers like to use Minecraft because it’s a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> — it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/img_8505/\" rel=\"attachment wp-att-23045\">\u003cimg class=\"size-thumbnail wp-image-23045\" title=\"IMG_8505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8505-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">HOW TEACHERS MAKE CELL PHONES WORK IN CLASS.\u003c/a> In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">PICTURES, POLLS & VIDEOS: HOW TO USE MOBILE PHONES FOR LEARNING. \u003c/a>Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of\u003ca href=\"http://www.infinitethinking.org/\"> Infinite Thinking Machine\u003c/a>, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how to use students’ mobile devices in school. Examples like quick class polling to gauge student understanding using Poll Everywhere, Text the Mob and Wiffitti; creating instructional videos on sites like \u003ca href=\"http://www.educreations.com\">Educreations\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/\">HOW EDUCATORS ARE USING PINTEREST FOR CURATION.\u003c/a> The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach. While its 10 million users, \u003ca href=\"http://www.poynter.org/latest-news/mediawire/162401/pinterest-races-past-10-million-visitors-propelled-by-young-midwestern-women/\">especially women\u003c/a>, are drawn to it \u003ca href=\"http://www.pbs.org/mediashift/2012/02/pinterest-why-what-its-not-says-so-much044.html\">almost obsessively\u003c/a>, \u003ca href=\"http://pinterest.com/mshahab/brands-businesses-blogs-on-pinterest/\">brands\u003c/a>, \u003ca href=\"http://articles.boston.com/2012-03-09/business/31136239_1_social-media-social-network-food-bloggers\">media firms\u003c/a> and \u003ca href=\"http://newspapersonpinterest.com/newspapers-pinterest/\">news organizations\u003c/a> have also planted flags on the network. Now journalism school faculty are increasingly in on the act.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/4235591661_7de977b8cf_z-2/\" rel=\"attachment wp-att-23047\">\u003cimg class=\"alignright size-thumbnail wp-image-23047\" title=\"4235591661_7de977b8cf_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4235591661_7de977b8cf_z-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">HOW TO CREATE YOUR OWN TEXTBOOK.\u003c/a> As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement\u003c/a> continues to grow and become an even more rich trove of resources, teachers can use the content to make their own interactive textbooks. It might seem daunting, but the availability of quality materials online and the power of tapping into personal learning networks should make it easier. Here's how to create a digital textbook and strategies for involving the students in its development in three steps.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/\">SEVEN FUN (AND CHEAP CLASS PROJECTS TO TRY WITH VIDEO. \u003c/a>For educators interested in incorporating video into classroom lessons, here are seven projects to dive into.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_22808\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/idovermani/4110546683/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22808\" title=\"4110546683_3facfeb4d8_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4110546683_3facfeb4d8_z-620x341.jpg\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Idovermani\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\" rel=\"author\">Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Walk into any tech company or university math department, and you'll likely see a gender disparity: Fewer women than men seem to go into fields involving science, engineering, technology and mathematics.\u003c/p>\n\u003cp>Over the years, educators, recruiters and government authorities have \u003ca href=\"http://www.forbes.com/sites/work-in-progress/2012/06/20/stem-fields-and-the-gender-gap-where-are-the-women/\">bemoaned\u003c/a> the gender \u003ca href=\"http://www.esa.doc.gov/sites/default/files/reports/documents/womeninstemagaptoinnovation8311.pdf\">gap\u003c/a> and warned that it can have dire consequences for American competitiveness and continued technological dominance.\u003c/p>\n\u003cp>It isn't just that fewer women choose to go into these fields. Even when they go into these fields and are successful, women are more likely than men to quit.\u003c/p>\n\u003cp>\"They tend to drop out at higher rates than their male peers,\" said \u003ca href=\"http://schmader.psych.ubc.ca/\">Toni Schmader\u003c/a>, a psychologist at the University of British Columbia. \"As women enter into careers, the levels of advancement aren't as steep for women as for men.\u003c/p>\n\u003cp>Schmader and a colleague, \u003ca href=\"http://dingo.sbs.arizona.edu/%7Emehl/\">Matthias Mehl\u003c/a> at the University of Arizona, recently came up with an innovative way to study one dimension of the gender gap in fields such as computer science and engineering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mehl often uses a device known as an Electronically Activated Recorder (EAR) in his research. It's an audio recorder that the psychologist can attach to volunteers. The device automatically turns itself on and off.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We program the device to record for 30 seconds every 12 minutes,\" Mehl said in an interview. \"That gives you about 5 soundbites per hour, or 70 soundbites per day.\"\u003c/p>\n\u003cp>By \"sampling\" people's daily lives, Mehl said his recorder often picks up on things that people don't notice. Most of us remember only the highlights of our days — an interesting conversation or a ballgame. But much of the time, our lives run on autopilot, and we don't notice what's going on. Mehl said getting detailed information about what people do during the majority of their time is central to understanding them psychologically.\u003c/p>\n\u003cp>The sampling technique has revealed flaws in common stereotypes. Take the one about how women like to talk much more than men. When Mehl actually measured how many words men and \u003c!--more-->women speak each day, he found there was practically no difference — both men and women speak around 17,000 words a day, give or take a few hundred.\u003c/p>\n\u003cp>Mehl and Schmader said in interviews that they felt the unobtrusive sampling technique could shed some light on why women who'd made it through grueling Ph.D.s and become science and math professors might feel like throwing it all away.\u003c/p>\n\u003cp>They had male and female scientists at a research university \u003ca href=\"http://spp.sagepub.com/content/2/1/65.short\">wear\u003c/a> the audio recorders and go about their work. When the scientists analyzed the audio samples, they found there was a pattern in the way the male and female professors talked to one another.\u003c/p>\n\u003cp>When male scientists talked to other scientists about their research, it energized them. But it was a different story for women.\u003c/p>\n\u003cp>\"For women, the pattern was just the opposite, specifically in their conversations with male colleagues,\" Schmader said. \"So the more women in their conversations with male colleagues were talking about research, the more disengaged they reported being in their work.\"\u003c/p>\n\u003cp>Disengagement predicts that someone is at risk of dropping out.\u003c/p>\n\u003cp>There was another sign of trouble.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"sidebar\"]\u003c/p>\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-cant-girls-be-engineers/\">Why Can't Girls Be Machine Engineers?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype Myth\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>When female scientists talked to other female scientists, they sounded perfectly competent. But when they talked to male colleagues, Mehl and Schmader found that they sounded less competent.\u003c/p>\n\u003cp>One obvious explanation was that the men were being nasty to their female colleagues and throwing them off their game. Mehl and Schmader checked the tapes.\u003c/p>\n\u003cp>\"We don't have any evidence that there is anything that men are saying to make this happen,\" Schmader said.\u003c/p>\n\u003cp>But the audiotapes did provide a clue about what was going on. When the male and female scientists weren't talking about work, the women reported feeling more engaged.\u003c/p>\n\u003cp>For Mehl and Schmader, this was the smoking gun that an insidious psychological phenomenon called \"stereotype threat\" was at work. It could potentially explain the disparity between men and women pursuing science and math careers.\u003c/p>\n\u003cp>\u003cstrong>What Is Stereotype Threat?\u003c/strong>\u003c/p>\n\u003cp>Several years ago, psychologist \u003ca href=\"http://ed.stanford.edu/faculty/steele\">Claude Steele\u003c/a> posed an interesting question about an everyday scenario: Let's say you stopped by a math classroom and saw boys and girls learning together.\u003c/p>\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003cp>Steele and other psychologists said a psychological phenomenon could be influencing the performance of students.\u003c/p>\n\u003cp>When there's a stereotype in the air and people are worried they might confirm the stereotype by performing poorly, their fears can inadvertently make the stereotype become self-fulfilling.\u003c/p>\n\u003cp>Steele and his colleagues \u003ca href=\"http://www.leedsmet.ac.uk/carnegie/learning_resources/LAW_PGCHE/SteeleandQuinnStereotypeThreat.pdf\">found\u003c/a> that when women were reminded — even subtly — of the stereotype that men were better than women at math, the performance of women in math tests measurably declined. Since the reduction in performance came about because women were threatened by the stereotype, the psychologists called the phenomenon \"stereotype threat.\"\u003c/p>\n\u003cp>Stereotype threat isn't limited to women or ethnic minorities, Steele \u003ca href=\"http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/4663/\">wrote elsewhere\u003c/a>. \"Everyone experiences stereotype threat. We are all members of some group about which negative stereotypes exist, from white males and Methodists to women and the elderly. And in a situation where one of those stereotypes applies — a man talking to women about pay equity, for example, or an aging faculty member trying to remember a number sequence in the middle of a lecture — we know that we may be judged by it.\"\u003c/p>\n\u003cp>Over the years, experiments have \u003ca href=\"http://psp.sagepub.com/content/24/6/588.short\">shown\u003c/a> that stereotype threat affects \u003ca href=\"http://psp.sagepub.com/content/28/5/659.short\">performance\u003c/a> in a wide \u003ca href=\"http://psychsocgerontology.oxfordjournals.org/content/58/1/P3.short\">variety\u003c/a> of \u003ca href=\"http://psp.sagepub.com/content/28/12/1667.short\">domains\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Male And Female Scientists\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said they believed the same psychological phenomenon was responsible for the different ways in which conversations between male and female scientists were leaving the scientists engaged or disengaged.\u003c/p>\n\u003cp>\"For a female scientist, particularly talking to a male colleague, if she thinks it's possible he might hold this stereotype, a piece of her mind is spent monitoring the conversation and monitoring what it is she is saying, and wondering whether or not she is saying the right thing, and wondering whether or not she is sounding competent, and wondering whether or not she is confirming the stereotype,\" Schmader said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>[youtube http://www.youtube.com/watch?v=SguGbyeM_jQ]\u003c/p>\n\u003c/aside>\n\u003cp>All this worrying is distracting. It uses up brainpower. The worst part?\u003c/p>\n\u003cp>\"By merely worrying about that more, one ends up sounding more incompetent,\" Schmader said.\u003c/p>\n\u003cp>Mehl and Schmader think that when female scientists talk to male colleagues about research, it brings the stereotype about men, women and science to the surface.\u003c/p>\n\u003cp>When the female scientists talked to men about leisure activities, it didn't activate the stereotype. It wasn't that women liked to talk only about their weekends and personal lives. When the women talked to other women about science, the stereotype wasn't activated. It was the combination — women talking to men, and women and men talking about science, that activated the stereotype threat.\u003c/p>\n\u003cp>Now, most scientists say they don't believe the stereotype about women and science, and argue that it won't affect them. But the psychological studies suggest people are affected by stereotype threat regardless of whether they believe the stereotype.\u003c/p>\n\u003cp>Mehl, for example, knows all about stereotype threat. He even studies it for a living. The psychological phenomenon affects even him. In Mehl's case, the stereotype that threatens his performance has to do with dancing — and the fact he's from Germany and his wife is from Mexico.\u003c/p>\n\u003cp>\"When I go dancing in Mexico, the stereotype of Germans not being good dancers is very salient,\" he said. \"So I find myself much more aware of the way I dance when I dance among a group of Latinos, compared to when I dance among a group of Germans.\"\u003c/p>\n\u003cp>I asked Mehl whether worrying about his performance could be undermining his dancing.\u003c/p>\n\u003cp>\"It's, well, possible that it undermines my performance,\" he said. Mehl said he's tried to fight the stereotype by reminding himself about how the psychological phenomenon works.\u003c/p>\n\u003cp>\"What takes place is really mostly in my head,\" he said he tells himself. \"'Guess what? The Latinos around me don't really care about how I dance.'\"\u003c/p>\n\u003cp>\u003cstrong>The Wrong Conclusion\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said the stereotype threat research does not imply that the gender disparity in science and math fields is all \"in women's heads.\"\u003c/p>\n\u003cp>The problem isn't with women, Mehl said. The problem is with the stereotype.\u003c/p>\n\u003cp>The study suggests the gender disparity in science and technology may be, at least in part, the result of a vicious cycle.\u003c/p>\n\u003cp>When women look at tech companies and math departments, they see few women. This activates the stereotype that women aren't good at math. The stereotype, Toni Schmader said, makes it harder for women to enter those fields. To stay. To thrive.\u003c/p>\n\u003cp>\"If people like me aren't represented in this field, then it makes me feel like it's a bad fit, like I don't belong here,\" she said.\u003c/p>\n\u003cp>Shirley Malcom, a biologist who heads education programs at the American Association for the Advancement of Science calls it a chicken and egg problem: \"The fact that there are maybe small numbers in some areas keeps the numbers down.\"\u003c/p>\n\u003cp>It may sound like a Zen riddle, but Malcom, Schmader and Mehl's solution to the problem of stereotype threat in science, technology and engineering is actually simple.\u003c/p>\n\u003cp>In order to boost the numbers of women who choose to go into those fields, you have to boost the number of women who are in those fields.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs?ft=1&f=1001&sc=tw&utm_source=twitterfeed&utm_medium=twitter\">post\u003c/a> originally appeared on NPR.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22808\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/idovermani/4110546683/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22808\" title=\"4110546683_3facfeb4d8_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4110546683_3facfeb4d8_z-620x341.jpg\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Idovermani\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/137765146/shankar-vedantam\" rel=\"author\">Shankar Vedantam\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Walk into any tech company or university math department, and you'll likely see a gender disparity: Fewer women than men seem to go into fields involving science, engineering, technology and mathematics.\u003c/p>\n\u003cp>Over the years, educators, recruiters and government authorities have \u003ca href=\"http://www.forbes.com/sites/work-in-progress/2012/06/20/stem-fields-and-the-gender-gap-where-are-the-women/\">bemoaned\u003c/a> the gender \u003ca href=\"http://www.esa.doc.gov/sites/default/files/reports/documents/womeninstemagaptoinnovation8311.pdf\">gap\u003c/a> and warned that it can have dire consequences for American competitiveness and continued technological dominance.\u003c/p>\n\u003cp>It isn't just that fewer women choose to go into these fields. Even when they go into these fields and are successful, women are more likely than men to quit.\u003c/p>\n\u003cp>\"They tend to drop out at higher rates than their male peers,\" said \u003ca href=\"http://schmader.psych.ubc.ca/\">Toni Schmader\u003c/a>, a psychologist at the University of British Columbia. \"As women enter into careers, the levels of advancement aren't as steep for women as for men.\u003c/p>\n\u003cp>Schmader and a colleague, \u003ca href=\"http://dingo.sbs.arizona.edu/%7Emehl/\">Matthias Mehl\u003c/a> at the University of Arizona, recently came up with an innovative way to study one dimension of the gender gap in fields such as computer science and engineering.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mehl often uses a device known as an Electronically Activated Recorder (EAR) in his research. It's an audio recorder that the psychologist can attach to volunteers. The device automatically turns itself on and off.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We program the device to record for 30 seconds every 12 minutes,\" Mehl said in an interview. \"That gives you about 5 soundbites per hour, or 70 soundbites per day.\"\u003c/p>\n\u003cp>By \"sampling\" people's daily lives, Mehl said his recorder often picks up on things that people don't notice. Most of us remember only the highlights of our days — an interesting conversation or a ballgame. But much of the time, our lives run on autopilot, and we don't notice what's going on. Mehl said getting detailed information about what people do during the majority of their time is central to understanding them psychologically.\u003c/p>\n\u003cp>The sampling technique has revealed flaws in common stereotypes. Take the one about how women like to talk much more than men. When Mehl actually measured how many words men and \u003c!--more-->women speak each day, he found there was practically no difference — both men and women speak around 17,000 words a day, give or take a few hundred.\u003c/p>\n\u003cp>Mehl and Schmader said in interviews that they felt the unobtrusive sampling technique could shed some light on why women who'd made it through grueling Ph.D.s and become science and math professors might feel like throwing it all away.\u003c/p>\n\u003cp>They had male and female scientists at a research university \u003ca href=\"http://spp.sagepub.com/content/2/1/65.short\">wear\u003c/a> the audio recorders and go about their work. When the scientists analyzed the audio samples, they found there was a pattern in the way the male and female professors talked to one another.\u003c/p>\n\u003cp>When male scientists talked to other scientists about their research, it energized them. But it was a different story for women.\u003c/p>\n\u003cp>\"For women, the pattern was just the opposite, specifically in their conversations with male colleagues,\" Schmader said. \"So the more women in their conversations with male colleagues were talking about research, the more disengaged they reported being in their work.\"\u003c/p>\n\u003cp>Disengagement predicts that someone is at risk of dropping out.\u003c/p>\n\u003cp>There was another sign of trouble.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"sidebar\"]\u003c/p>\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-cant-girls-be-engineers/\">Why Can't Girls Be Machine Engineers?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype Myth\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/can-stereotyping-girls-harm-boys-too/\">Can Stereotyping Girls Harm Boys Too?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>When female scientists talked to other female scientists, they sounded perfectly competent. But when they talked to male colleagues, Mehl and Schmader found that they sounded less competent.\u003c/p>\n\u003cp>One obvious explanation was that the men were being nasty to their female colleagues and throwing them off their game. Mehl and Schmader checked the tapes.\u003c/p>\n\u003cp>\"We don't have any evidence that there is anything that men are saying to make this happen,\" Schmader said.\u003c/p>\n\u003cp>But the audiotapes did provide a clue about what was going on. When the male and female scientists weren't talking about work, the women reported feeling more engaged.\u003c/p>\n\u003cp>For Mehl and Schmader, this was the smoking gun that an insidious psychological phenomenon called \"stereotype threat\" was at work. It could potentially explain the disparity between men and women pursuing science and math careers.\u003c/p>\n\u003cp>\u003cstrong>What Is Stereotype Threat?\u003c/strong>\u003c/p>\n\u003cp>Several years ago, psychologist \u003ca href=\"http://ed.stanford.edu/faculty/steele\">Claude Steele\u003c/a> posed an interesting question about an everyday scenario: Let's say you stopped by a math classroom and saw boys and girls learning together.\u003c/p>\n\u003cp>\"The teacher is the same; the textbooks are the same; and in better classrooms, these students are treated the same,\" Steele \u003ca href=\"http://psycnet.apa.org/journals/amp/52/6/613/\">wrote\u003c/a>. \"Is it possible, then, that they could still experience the classroom differently, so differently in fact as to significantly affect their performance and achievement there?\"\u003c/p>\n\u003cp>Steele and other psychologists said a psychological phenomenon could be influencing the performance of students.\u003c/p>\n\u003cp>When there's a stereotype in the air and people are worried they might confirm the stereotype by performing poorly, their fears can inadvertently make the stereotype become self-fulfilling.\u003c/p>\n\u003cp>Steele and his colleagues \u003ca href=\"http://www.leedsmet.ac.uk/carnegie/learning_resources/LAW_PGCHE/SteeleandQuinnStereotypeThreat.pdf\">found\u003c/a> that when women were reminded — even subtly — of the stereotype that men were better than women at math, the performance of women in math tests measurably declined. Since the reduction in performance came about because women were threatened by the stereotype, the psychologists called the phenomenon \"stereotype threat.\"\u003c/p>\n\u003cp>Stereotype threat isn't limited to women or ethnic minorities, Steele \u003ca href=\"http://www.theatlantic.com/magazine/archive/1999/08/thin-ice-stereotype-threat-and-black-college-students/4663/\">wrote elsewhere\u003c/a>. \"Everyone experiences stereotype threat. We are all members of some group about which negative stereotypes exist, from white males and Methodists to women and the elderly. And in a situation where one of those stereotypes applies — a man talking to women about pay equity, for example, or an aging faculty member trying to remember a number sequence in the middle of a lecture — we know that we may be judged by it.\"\u003c/p>\n\u003cp>Over the years, experiments have \u003ca href=\"http://psp.sagepub.com/content/24/6/588.short\">shown\u003c/a> that stereotype threat affects \u003ca href=\"http://psp.sagepub.com/content/28/5/659.short\">performance\u003c/a> in a wide \u003ca href=\"http://psychsocgerontology.oxfordjournals.org/content/58/1/P3.short\">variety\u003c/a> of \u003ca href=\"http://psp.sagepub.com/content/28/12/1667.short\">domains\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Male And Female Scientists\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said they believed the same psychological phenomenon was responsible for the different ways in which conversations between male and female scientists were leaving the scientists engaged or disengaged.\u003c/p>\n\u003cp>\"For a female scientist, particularly talking to a male colleague, if she thinks it's possible he might hold this stereotype, a piece of her mind is spent monitoring the conversation and monitoring what it is she is saying, and wondering whether or not she is saying the right thing, and wondering whether or not she is sounding competent, and wondering whether or not she is confirming the stereotype,\" Schmader said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/SguGbyeM_jQ'\n title='//www.youtube.com/embed/SguGbyeM_jQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>All this worrying is distracting. It uses up brainpower. The worst part?\u003c/p>\n\u003cp>\"By merely worrying about that more, one ends up sounding more incompetent,\" Schmader said.\u003c/p>\n\u003cp>Mehl and Schmader think that when female scientists talk to male colleagues about research, it brings the stereotype about men, women and science to the surface.\u003c/p>\n\u003cp>When the female scientists talked to men about leisure activities, it didn't activate the stereotype. It wasn't that women liked to talk only about their weekends and personal lives. When the women talked to other women about science, the stereotype wasn't activated. It was the combination — women talking to men, and women and men talking about science, that activated the stereotype threat.\u003c/p>\n\u003cp>Now, most scientists say they don't believe the stereotype about women and science, and argue that it won't affect them. But the psychological studies suggest people are affected by stereotype threat regardless of whether they believe the stereotype.\u003c/p>\n\u003cp>Mehl, for example, knows all about stereotype threat. He even studies it for a living. The psychological phenomenon affects even him. In Mehl's case, the stereotype that threatens his performance has to do with dancing — and the fact he's from Germany and his wife is from Mexico.\u003c/p>\n\u003cp>\"When I go dancing in Mexico, the stereotype of Germans not being good dancers is very salient,\" he said. \"So I find myself much more aware of the way I dance when I dance among a group of Latinos, compared to when I dance among a group of Germans.\"\u003c/p>\n\u003cp>I asked Mehl whether worrying about his performance could be undermining his dancing.\u003c/p>\n\u003cp>\"It's, well, possible that it undermines my performance,\" he said. Mehl said he's tried to fight the stereotype by reminding himself about how the psychological phenomenon works.\u003c/p>\n\u003cp>\"What takes place is really mostly in my head,\" he said he tells himself. \"'Guess what? The Latinos around me don't really care about how I dance.'\"\u003c/p>\n\u003cp>\u003cstrong>The Wrong Conclusion\u003c/strong>\u003c/p>\n\u003cp>Mehl and Schmader said the stereotype threat research does not imply that the gender disparity in science and math fields is all \"in women's heads.\"\u003c/p>\n\u003cp>The problem isn't with women, Mehl said. The problem is with the stereotype.\u003c/p>\n\u003cp>The study suggests the gender disparity in science and technology may be, at least in part, the result of a vicious cycle.\u003c/p>\n\u003cp>When women look at tech companies and math departments, they see few women. This activates the stereotype that women aren't good at math. The stereotype, Toni Schmader said, makes it harder for women to enter those fields. To stay. To thrive.\u003c/p>\n\u003cp>\"If people like me aren't represented in this field, then it makes me feel like it's a bad fit, like I don't belong here,\" she said.\u003c/p>\n\u003cp>Shirley Malcom, a biologist who heads education programs at the American Association for the Advancement of Science calls it a chicken and egg problem: \"The fact that there are maybe small numbers in some areas keeps the numbers down.\"\u003c/p>\n\u003cp>It may sound like a Zen riddle, but Malcom, Schmader and Mehl's solution to the problem of stereotype threat in science, technology and engineering is actually simple.\u003c/p>\n\u003cp>In order to boost the numbers of women who choose to go into those fields, you have to boost the number of women who are in those fields.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs?ft=1&f=1001&sc=tw&utm_source=twitterfeed&utm_medium=twitter\">post\u003c/a> originally appeared on NPR.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Youth Who Tweet Are Youth Who Vote",
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"content": "\u003cdiv id=\"attachment_22803\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-22803\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/10_11.15_newtech_0654-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">Nearly seven million young people will be newly eligible to vote this November. And contrary to what most might think, a recent study of how these voters engage in politics using new media shows they're paying close attention.\u003c/p>\n\u003cp>“A lot of what we’re trying to understand is the way in which [using new media] might be related to the ways in which young people are being active politically,” said the study’s co-author, Joseph Kahne.\u003c/p>\n\u003cp>Of the 3,000 young people age 15-25 surveyed in the study, \u003cem>\u003ca href=\"http://ypp.dmlcentral.net/sites/all/files/publications/YPP_Survey_Report_FULL.pdf\" target=\"_blank\">Participatory Politics: New Media and Youth Political Action,\u003c/a>\u003c/em> 41 percent reported using these online activities to engage in political discussions or actions. That could be anything from sharing a video of Mitt Romney giving a speech to the NAACP, to signing a petition on \u003ca href=\"http://www.change.org\">Change.org\u003c/a> asking \u003cem>Seventeen Magazine\u003c/em> to quit photo-shopping pictures of its models, to tweeting about the violence in Syria.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Young people who were engaged in participatory politics were twice as likely to report voting as people who weren’t engaged.”\u003c/p>\n\u003c/aside>\n\u003cp>“Lots of the sort of fundamental things that people have to do to be politically active happen online” now, said Kahne, a professor at Mills College in Oakland, California, who's part of the MacArthur Research Network on Youth & Participatory Politics (YPP). “If they think that sending an email to their friends is the same as showing up and voting, that could be a problem. But in fact, what we found in our study is that young people who were engaged in participatory politics were twice as likely to report voting as people who weren’t engaged.”\u003c/p>\n\u003cp>Last winter, “online activism” became the subject of searing critique after \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/\">a video about African warlord Joseph Kony \u003c/a>made the rounds. The error-ridden video racked up close to 20 million views on YouTube and Vimeo in just a few days and raised millions in real dollars for the non-profit that \u003c!--more-->produced it. Critics were quick to site ill-informed youth as the primary culprits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kahne’s study, which was co-authored by Cathy J. Cohen of the University of Chicago, focused more on the fact that the conversation was taking place, and its real-world impact, than the content of the conversation young people were having.\u003c/p>\n\u003cp>“Even when [using new media] is becoming a part of all our practices, we still often imagine it the way they used to be,” Kahne said. This, he said, is a mistake. So much of the flow of information and discussion of new ideas and mobilization of movements from Occupy to the Tea Party are happening online now, and it would be folly to ignore the shift.\u003c/p>\n\u003cp>\u003cstrong>WHAT DIGITAL DIVIDE?\u003c/strong>\u003c/p>\n\u003cp>The other primary finding of the study showed that the digital divide between young people of different ethnicities appears to be shrinking.\u003c/p>\n\u003cp>“Overwhelmingly, white (96%), black (94%), Latino (96%) and Asian American (98%) youth report having access to a computer that connects to the Internet,” the study reported.\u003c/p>\n\u003cp>And when all types of political engagement—participatory politics and institutional politics like voting or helping with a campaign—are taken into account, it’s black youth who are the most engaged.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png\">\u003cimg class=\"alignleft size-full wp-image-22791\" title=\"Screen Shot 2012-07-13 at 10.12.27 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png\" alt=\"\" width=\"408\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png 522w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM-400x212.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM-320x170.png 320w\" sizes=\"(max-width: 408px) 100vw, 408px\">\u003c/a>“So overall, we think that we really have to rethink the digital divide,” Kahne said. “It doesn’t follow this kind of conventional wisdom that says whites or upper-income people are the ones doing all of this stuff.”\u003c/p>\n\u003cp>Several youth organizations in Oakland, where Kahne is based, have taken the task of getting kids engaged in politics to heart. In partnership with the school district’s educational access television station, KDOL, these organizations have hosted several \u003ca href=\"http://www.youtube.com/watch?v=PQk6k8OkGYY&noredirect=1\">conversations between students and local leaders.\u003c/a>\u003c/p>\n\u003cp>Seventeen-year-old Damari Lawrence participated in one of these panels with Oakland Mayor Jean Quan last year. After the interview, he said, “I saw that I really wasn’t caring about politics and what goes on in the world. I understood then that these politics have effects—immediate and sometimes long-term—on me and the community.”\u003c/p>\n\u003cp>Lawrence interns for the KDOL-based Media Enterprise Alliance, which teaches students video and multimedia production skills. The program also helps students create news reports on issues of interest to them and their peers.\u003c/p>\n\u003cp>Lawrence said a lot of kids may think they aren’t interested in politics. “But there’s a good, significant portion of teenagers out there who have an interest that could be built upon,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The message to politicians hoping to pull in the youth vote this fall? Get online. The kids are waiting for you.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22803\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-22803\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/10_11.15_newtech_0654-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">Nearly seven million young people will be newly eligible to vote this November. And contrary to what most might think, a recent study of how these voters engage in politics using new media shows they're paying close attention.\u003c/p>\n\u003cp>“A lot of what we’re trying to understand is the way in which [using new media] might be related to the ways in which young people are being active politically,” said the study’s co-author, Joseph Kahne.\u003c/p>\n\u003cp>Of the 3,000 young people age 15-25 surveyed in the study, \u003cem>\u003ca href=\"http://ypp.dmlcentral.net/sites/all/files/publications/YPP_Survey_Report_FULL.pdf\" target=\"_blank\">Participatory Politics: New Media and Youth Political Action,\u003c/a>\u003c/em> 41 percent reported using these online activities to engage in political discussions or actions. That could be anything from sharing a video of Mitt Romney giving a speech to the NAACP, to signing a petition on \u003ca href=\"http://www.change.org\">Change.org\u003c/a> asking \u003cem>Seventeen Magazine\u003c/em> to quit photo-shopping pictures of its models, to tweeting about the violence in Syria.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Young people who were engaged in participatory politics were twice as likely to report voting as people who weren’t engaged.”\u003c/p>\n\u003c/aside>\n\u003cp>“Lots of the sort of fundamental things that people have to do to be politically active happen online” now, said Kahne, a professor at Mills College in Oakland, California, who's part of the MacArthur Research Network on Youth & Participatory Politics (YPP). “If they think that sending an email to their friends is the same as showing up and voting, that could be a problem. But in fact, what we found in our study is that young people who were engaged in participatory politics were twice as likely to report voting as people who weren’t engaged.”\u003c/p>\n\u003cp>Last winter, “online activism” became the subject of searing critique after \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/\">a video about African warlord Joseph Kony \u003c/a>made the rounds. The error-ridden video racked up close to 20 million views on YouTube and Vimeo in just a few days and raised millions in real dollars for the non-profit that \u003c!--more-->produced it. Critics were quick to site ill-informed youth as the primary culprits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kahne’s study, which was co-authored by Cathy J. Cohen of the University of Chicago, focused more on the fact that the conversation was taking place, and its real-world impact, than the content of the conversation young people were having.\u003c/p>\n\u003cp>“Even when [using new media] is becoming a part of all our practices, we still often imagine it the way they used to be,” Kahne said. This, he said, is a mistake. So much of the flow of information and discussion of new ideas and mobilization of movements from Occupy to the Tea Party are happening online now, and it would be folly to ignore the shift.\u003c/p>\n\u003cp>\u003cstrong>WHAT DIGITAL DIVIDE?\u003c/strong>\u003c/p>\n\u003cp>The other primary finding of the study showed that the digital divide between young people of different ethnicities appears to be shrinking.\u003c/p>\n\u003cp>“Overwhelmingly, white (96%), black (94%), Latino (96%) and Asian American (98%) youth report having access to a computer that connects to the Internet,” the study reported.\u003c/p>\n\u003cp>And when all types of political engagement—participatory politics and institutional politics like voting or helping with a campaign—are taken into account, it’s black youth who are the most engaged.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png\">\u003cimg class=\"alignleft size-full wp-image-22791\" title=\"Screen Shot 2012-07-13 at 10.12.27 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png\" alt=\"\" width=\"408\" height=\"216\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM.png 522w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM-400x212.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-13-at-10.12.27-AM-320x170.png 320w\" sizes=\"(max-width: 408px) 100vw, 408px\">\u003c/a>“So overall, we think that we really have to rethink the digital divide,” Kahne said. “It doesn’t follow this kind of conventional wisdom that says whites or upper-income people are the ones doing all of this stuff.”\u003c/p>\n\u003cp>Several youth organizations in Oakland, where Kahne is based, have taken the task of getting kids engaged in politics to heart. In partnership with the school district’s educational access television station, KDOL, these organizations have hosted several \u003ca href=\"http://www.youtube.com/watch?v=PQk6k8OkGYY&noredirect=1\">conversations between students and local leaders.\u003c/a>\u003c/p>\n\u003cp>Seventeen-year-old Damari Lawrence participated in one of these panels with Oakland Mayor Jean Quan last year. After the interview, he said, “I saw that I really wasn’t caring about politics and what goes on in the world. I understood then that these politics have effects—immediate and sometimes long-term—on me and the community.”\u003c/p>\n\u003cp>Lawrence interns for the KDOL-based Media Enterprise Alliance, which teaches students video and multimedia production skills. The program also helps students create news reports on issues of interest to them and their peers.\u003c/p>\n\u003cp>Lawrence said a lot of kids may think they aren’t interested in politics. “But there’s a good, significant portion of teenagers out there who have an interest that could be built upon,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The message to politicians hoping to pull in the youth vote this fall? Get online. The kids are waiting for you.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What it Takes to Launch a Mobile Learning Program in Schools",
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"content": "\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_22680\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-22680\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As mobile learning programs become more ubiquitous, international attention is focusing on how different countries integrate mobile devices into formal schooling. Last month, United Nations Education, Scientific and Cultural Organization (UNESCO) released a comprehensive report called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO Working Paper Series on Mobile Learning \u003c/a>on the state of mobile learning around the world.\u003c/p>\n\u003cp>The report breaks down usage and policies in different areas, including North America, and part of the research focuses on \"Essential Conditions for Mobile Learning.\" In this section of the report, researchers present five key conditions that must exist for a mobile learning initiative to succeed: visionary leadership and commitment, robust technology capacity, professional development, scalability, and policies that promote and support the initiative. Excerpted from the report:\u003c/p>\n\u003cp>\u003cstrong>1. VISIONARY LEADERSHIP AND COMMITMENT\u003c/strong>\u003c/p>\n\u003cp>Leadership and vision are central to the development of school reform efforts and mobile learning initiatives. Pioneering schools and districts with robust mobile learning programs often have strong, visionary leaders who promote and oversee the projects. While many national, state and provincial, and local policies have encouraged mobile learning, efforts to implement mobile learning programs are typically spearheaded by a school leader – often a principal, technology coordinator, district superintendent or university faculty member.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Teachers must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions.\u003c/p>\n\u003c/aside>\n\u003cp>The project leader must cultivate a unified vision across the school or district, drawing in leaders from the curriculum and instruction, assessment, and technology departments. According to Lenny Schad, chief information officer for \u003ca href=\"http://www.katyisd.org/technology/Pages/Schad.aspx\">Katy Independent School District in Texas\u003c/a>, it is critical that \u003c!--more-->everyone involved in implementing the program has a clear understanding of the goals, intended outcomes, and expected benefits and risks. A mobile learning initiative should not be promoted as a technology initiative; rather, in order to win the broad support necessary for successful implementation, it should be positioned as an education initiative tied to clearly identifiable curricular goals. The education technology department must work closely with the curriculum and instruction department to ensure that their efforts and objectives are aligned. Part of the implementation must include adequate IT support, broadband access and teacher training.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>\u003cstrong>2. ROBUST TECHNOLOGY CAPACITY\u003c/strong>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A successful mobile learning initiative requires a thorough analysis of the capacity of the existing technological infrastructure, with careful consideration and planning for the demands of the new program, including broadband access, hardware and software, and technical support. This analysis should include projections of demand and a review of recommendations for broadband requirements based on the number of users and bandwidth needs.\u003c/p>\n\u003cp>Ideally, wireless connectivity should be available throughout a school campus to maximize the potential of mobile learning. The increase in usage will require additional data storage, possibly off-site. Security and privacy must also be considered. Internet filters will need to comply with the district’s acceptable use policies as well as \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a> requirements in the United States. US institutions also must adhere to the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>), which regulates the online collection of personal data from children younger than 13 years of age.\u003c/p>\n\u003cp>\u003cstrong>3. PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Many teachers will need training to successfully incorporate mobile learning into their pedagogical repertoire. Sharon Robinson, president and CEO of the \u003ca href=\"http://aacte.org/\">American Association of Colleges for Teacher Education\u003c/a>, said that most colleges and universities in the United States and Canada do not train teachers to integrate mobile learning into their instruction, and teachers have not typically had professional development opportunities specific to mobile learning.\u003c/p>\n\u003cp>First and foremost, teachers must have a basic understanding of the devices and their features. More importantly, though, they must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions. A common pitfall in incorporating new technology into education is over-reliance on the technology itself to produce results. [Mobile learning researchers] \u003ca href=\"http://radar.oreilly.com/marieb/\">Marie Bjerede\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/chris-dede/\">Chris Dede\u003c/a>, for instance, found that podcasting in and of itself had little effect on teaching and learning. When played in the classroom, podcasts are just high-tech versions of age-old instructional practices of \"teaching by telling, learning by listening,\" previously accomplished with educational radio and portable tape recorders.\u003c/p>\n\u003cp>Researchers and education leaders say that improvements in student outcomes are more likely to occur if mobile learning initiatives lead to fundamental changes in instructional strategies. For example, in \u003ca href=\"http://www.svusd.k12.ca.us/\">Saddleback Valley Unified School District\u003c/a> in California, teachers participated in extensive professional development, including guidance on developing digital content and resources. Rather than trying to fit the new devices into the same instructional strategies, educators should be thinking critically about how they will deliver instruction differently using the opportunities afforded by mobile technologies. Professional development is key to helping teachers make the paradigm shift necessary to effectively integrate mobile devices into instruction.\u003c/p>\n\u003cdiv id=\"attachment_22675\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102.jpg\">\u003cimg class=\"size-medium wp-image-22675\" title=\"11_1.21_Ipad_Algebra_0102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Some educators stress the importance and potential of professional development that is available on demand and provides an individualized response to a teacher’s immediate needs. To fill gaps in professional development on mobile learning, some teachers have created or joined communities of practice or professional learning communities (PLCs). Teachers in PLCs meet regularly, either in person or online, to exchange ideas, share successes and discuss challenges they may be facing in the classroom. Within this collaborative structure, teachers can examine and improve their professional practice at a more flexible pace and with more opportunities for individualized support than is typically offered by traditional professional development programs.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>4. SCALABILITY\u003c/strong>\u003c/p>\n\u003cp>Nearly every project leader of the mobile learning initiatives included in this review strongly encouraged a \"start small, think big\" mentality. Because mobile learning is still an emerging field, any new mobile learning program will likely encounter setbacks, and small-scale implementation can decrease risk and hasten recovery. For example, the pilot program at \u003ca href=\"http://www.canby.k12.or.us/\">Canby School District\u003c/a> in Oregon began with a few classrooms and then expanded on the basis of those experiences. Saddleback Valley Unified School District, \u003ca href=\"http://www.rockdaleisd.net\">Rockdale ISD\u003c/a> and Katy ISD all built on the success of their pilot programs, often by increasing the number of students provided with mobile devices or adding a BYOT [bring your own technology] component in the upper grades.\u003c/p>\n\u003cp>Kyle Menchhofer, technology coordinator of \u003ca href=\"http://sm.k12.oh.us\">St. Mary’s School in Ohio\u003c/a>, said the school started its pilot program with five fifth-grade classrooms. In the second year, 29 teachers joined the project, with 630 mobile learning devices deployed in Grades 3 through 6. In the fourth year, because of the program’s great success, St. Mary’s implemented a BYOT pilot program in Grades 6 through 12. Although initial implementation might be small in scale, technology capacity should be addressed at the outset in preparation for large-scale implementation at a later date.\u003c/p>\n\u003cp>\u003cstrong>5. POLICIES THAT PROMOTE AND SUPPORT THE INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>To support their mobile learning initiatives, many of the schools and districts surveyed for this paper eliminated policies that prohibited students from bringing mobile technologies to school and changed the wording in rules and guidance documents from \"acceptable use\" to \"responsible use.\" The latter change reflects a shift in the institutional mindset: rather than simply policing mobile phone use, schools are moving toward making students responsible for their behavior with regard to mobile technology.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">How to Use Mobile Phones for Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in the Class\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003cp>Successful implementation of a mobile learning initiative requires a thorough review of the school or district AUP to ensure that it reflects an updated philosophical perspective on the use of mobile devices on campus. The AUP should not be too restrictive with regard to the specific kinds of technology allowed, and the language should be more inclusive than exclusive. A number of organizations are working to help schools update their rules and policies to make room for flexible mobile learning programs and to better account for new and rapidly changing educational technologies. CoSN, with funding from a John D. and Catherine T. MacArthur Foundation grant, recently released a document that provides guidance to school leaders looking to revise AUPs.\u003c/p>\n\u003cp>\u003cem>Read \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO's report in full\u003c/a> by downloading the \u003ca href=\"unesdoc.unesco.org/images/0021/002160/216083e.pdf\">PDF here\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_22680\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-22680\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As mobile learning programs become more ubiquitous, international attention is focusing on how different countries integrate mobile devices into formal schooling. Last month, United Nations Education, Scientific and Cultural Organization (UNESCO) released a comprehensive report called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO Working Paper Series on Mobile Learning \u003c/a>on the state of mobile learning around the world.\u003c/p>\n\u003cp>The report breaks down usage and policies in different areas, including North America, and part of the research focuses on \"Essential Conditions for Mobile Learning.\" In this section of the report, researchers present five key conditions that must exist for a mobile learning initiative to succeed: visionary leadership and commitment, robust technology capacity, professional development, scalability, and policies that promote and support the initiative. Excerpted from the report:\u003c/p>\n\u003cp>\u003cstrong>1. VISIONARY LEADERSHIP AND COMMITMENT\u003c/strong>\u003c/p>\n\u003cp>Leadership and vision are central to the development of school reform efforts and mobile learning initiatives. Pioneering schools and districts with robust mobile learning programs often have strong, visionary leaders who promote and oversee the projects. While many national, state and provincial, and local policies have encouraged mobile learning, efforts to implement mobile learning programs are typically spearheaded by a school leader – often a principal, technology coordinator, district superintendent or university faculty member.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Teachers must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions.\u003c/p>\n\u003c/aside>\n\u003cp>The project leader must cultivate a unified vision across the school or district, drawing in leaders from the curriculum and instruction, assessment, and technology departments. According to Lenny Schad, chief information officer for \u003ca href=\"http://www.katyisd.org/technology/Pages/Schad.aspx\">Katy Independent School District in Texas\u003c/a>, it is critical that \u003c!--more-->everyone involved in implementing the program has a clear understanding of the goals, intended outcomes, and expected benefits and risks. A mobile learning initiative should not be promoted as a technology initiative; rather, in order to win the broad support necessary for successful implementation, it should be positioned as an education initiative tied to clearly identifiable curricular goals. The education technology department must work closely with the curriculum and instruction department to ensure that their efforts and objectives are aligned. Part of the implementation must include adequate IT support, broadband access and teacher training.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>\u003cstrong>2. ROBUST TECHNOLOGY CAPACITY\u003c/strong>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A successful mobile learning initiative requires a thorough analysis of the capacity of the existing technological infrastructure, with careful consideration and planning for the demands of the new program, including broadband access, hardware and software, and technical support. This analysis should include projections of demand and a review of recommendations for broadband requirements based on the number of users and bandwidth needs.\u003c/p>\n\u003cp>Ideally, wireless connectivity should be available throughout a school campus to maximize the potential of mobile learning. The increase in usage will require additional data storage, possibly off-site. Security and privacy must also be considered. Internet filters will need to comply with the district’s acceptable use policies as well as \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a> requirements in the United States. US institutions also must adhere to the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>), which regulates the online collection of personal data from children younger than 13 years of age.\u003c/p>\n\u003cp>\u003cstrong>3. PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Many teachers will need training to successfully incorporate mobile learning into their pedagogical repertoire. Sharon Robinson, president and CEO of the \u003ca href=\"http://aacte.org/\">American Association of Colleges for Teacher Education\u003c/a>, said that most colleges and universities in the United States and Canada do not train teachers to integrate mobile learning into their instruction, and teachers have not typically had professional development opportunities specific to mobile learning.\u003c/p>\n\u003cp>First and foremost, teachers must have a basic understanding of the devices and their features. More importantly, though, they must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions. A common pitfall in incorporating new technology into education is over-reliance on the technology itself to produce results. [Mobile learning researchers] \u003ca href=\"http://radar.oreilly.com/marieb/\">Marie Bjerede\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/chris-dede/\">Chris Dede\u003c/a>, for instance, found that podcasting in and of itself had little effect on teaching and learning. When played in the classroom, podcasts are just high-tech versions of age-old instructional practices of \"teaching by telling, learning by listening,\" previously accomplished with educational radio and portable tape recorders.\u003c/p>\n\u003cp>Researchers and education leaders say that improvements in student outcomes are more likely to occur if mobile learning initiatives lead to fundamental changes in instructional strategies. For example, in \u003ca href=\"http://www.svusd.k12.ca.us/\">Saddleback Valley Unified School District\u003c/a> in California, teachers participated in extensive professional development, including guidance on developing digital content and resources. Rather than trying to fit the new devices into the same instructional strategies, educators should be thinking critically about how they will deliver instruction differently using the opportunities afforded by mobile technologies. Professional development is key to helping teachers make the paradigm shift necessary to effectively integrate mobile devices into instruction.\u003c/p>\n\u003cdiv id=\"attachment_22675\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102.jpg\">\u003cimg class=\"size-medium wp-image-22675\" title=\"11_1.21_Ipad_Algebra_0102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Some educators stress the importance and potential of professional development that is available on demand and provides an individualized response to a teacher’s immediate needs. To fill gaps in professional development on mobile learning, some teachers have created or joined communities of practice or professional learning communities (PLCs). Teachers in PLCs meet regularly, either in person or online, to exchange ideas, share successes and discuss challenges they may be facing in the classroom. Within this collaborative structure, teachers can examine and improve their professional practice at a more flexible pace and with more opportunities for individualized support than is typically offered by traditional professional development programs.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>4. SCALABILITY\u003c/strong>\u003c/p>\n\u003cp>Nearly every project leader of the mobile learning initiatives included in this review strongly encouraged a \"start small, think big\" mentality. Because mobile learning is still an emerging field, any new mobile learning program will likely encounter setbacks, and small-scale implementation can decrease risk and hasten recovery. For example, the pilot program at \u003ca href=\"http://www.canby.k12.or.us/\">Canby School District\u003c/a> in Oregon began with a few classrooms and then expanded on the basis of those experiences. Saddleback Valley Unified School District, \u003ca href=\"http://www.rockdaleisd.net\">Rockdale ISD\u003c/a> and Katy ISD all built on the success of their pilot programs, often by increasing the number of students provided with mobile devices or adding a BYOT [bring your own technology] component in the upper grades.\u003c/p>\n\u003cp>Kyle Menchhofer, technology coordinator of \u003ca href=\"http://sm.k12.oh.us\">St. Mary’s School in Ohio\u003c/a>, said the school started its pilot program with five fifth-grade classrooms. In the second year, 29 teachers joined the project, with 630 mobile learning devices deployed in Grades 3 through 6. In the fourth year, because of the program’s great success, St. Mary’s implemented a BYOT pilot program in Grades 6 through 12. Although initial implementation might be small in scale, technology capacity should be addressed at the outset in preparation for large-scale implementation at a later date.\u003c/p>\n\u003cp>\u003cstrong>5. POLICIES THAT PROMOTE AND SUPPORT THE INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>To support their mobile learning initiatives, many of the schools and districts surveyed for this paper eliminated policies that prohibited students from bringing mobile technologies to school and changed the wording in rules and guidance documents from \"acceptable use\" to \"responsible use.\" The latter change reflects a shift in the institutional mindset: rather than simply policing mobile phone use, schools are moving toward making students responsible for their behavior with regard to mobile technology.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">How to Use Mobile Phones for Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in the Class\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003cp>Successful implementation of a mobile learning initiative requires a thorough review of the school or district AUP to ensure that it reflects an updated philosophical perspective on the use of mobile devices on campus. The AUP should not be too restrictive with regard to the specific kinds of technology allowed, and the language should be more inclusive than exclusive. A number of organizations are working to help schools update their rules and policies to make room for flexible mobile learning programs and to better account for new and rapidly changing educational technologies. CoSN, with funding from a John D. and Catherine T. MacArthur Foundation grant, recently released a document that provides guidance to school leaders looking to revise AUPs.\u003c/p>\n\u003cp>\u003cem>Read \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO's report in full\u003c/a> by downloading the \u003ca href=\"unesdoc.unesco.org/images/0021/002160/216083e.pdf\">PDF here\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_22508\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/libookperson/5737043257/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22508\" title=\"5737043257_88071c81f3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/5737043257_88071c81f3_z1-620x394.jpg\" alt=\"\" width=\"620\" height=\"394\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: libookperson\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The causes of dyslexia—the disorder that makes reading excruciatingly difficult for about one in twenty school-aged children—have remained frustratingly elusive, as has anything resembling a cure. Training programs for dyslexics have proven effective at improving certain parts of the reading process, such as phonological awareness and auditory perception.\u003c/p>\n\u003cp>Once these skills have been brought up to speed, however, there still remains what one group of researchers calls a “vicious circle”: the most effective way to get better at reading is to read more. So scientists have turned their attention to a new question: Are there ways to make reading easier for dyslexics?\u003c/p>\n\u003cp>Surprisingly, the answer appears to be yes, and the methods experts are using to ease the act of reading are remarkably simple and concrete. With changes in the spacing, the size, and the appearance of text, studies are showing, children with dyslexia can read more quickly and accurately, allowing them to get the reading practice they need to improve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.pnas.org/content/early/2012/05/29/1205566109\">study released this month by the \u003cem>Proceedings of the National Academies of Science\u003c/em>\u003c/a>, for example, a team of researchers from the University of Padova in Italy reported that extra-large spacing between letters allowed a group of dyslexic children to read text significantly faster and with fewer than half as many errors as when they read passages with standard spacing. Extra-large\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>When each letter is given breathing room, dyslexic readers are less apt to get confused.\u003c/p>\n\u003c/aside>\n\u003cp>spacing helps dyslexic children, explains lead author Marco Zorzi, because they are especially affected by a perceptual phenomenon known as “crowding”: the interference with the recognition of a letter by the presence of the letters on either side. When each letter is given breathing room, dyslexic readers are less apt to get confused. (Interestingly, research suggests that the standard spacing between letters is ideal for normal readers: they read more slowly and haltingly when spacing is increased.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not only the spacing between letters, but the size of the letters themselves affects how quickly and easily dyslexics read. In a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1427019/\">study led by psychologist Beth O’Brien of Tufts University\u003c/a> and published in the \u003cem>Journal of Research on Reading\u003c/em> in 2005, the authors presented passages printed in \u003c!--more-->progressively bigger letters to groups of dyslexic and normal readers, timing how long it took the participants to read each one. The children with dyslexia reached their maximum reading speed at a letter size bigger than that required by children who did not have the disorder.\u003c/p>\n\u003cp>Even the font in which a text is printed may influence how readily a dyslexic is able to read. Last year, Christian Boer, a graphic designer from the Netherlands who is himself dyslexic, introduced a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=new-font-helps-dyslexics-read\">font he created to\u003c/a> reduce dyslexic readers’ tendency to misconstrue letters like “d” and “b.” Boer accentuated certain features of the letters in his font, called Dyslexie, to make them harder to confuse with each other, and he inserted generous amounts of space between letters and words.\u003c/p>\n\u003cp>Once, such innovations would have required the laborious printing of special texts for dyslexics. But with the advent of e-readers, creating a dyslexia-friendly document is as simple as changing the settings on a digital device. Indeed, some dyslexics are already doing so—such as the prominent economist \u003ca href=\"http://www.psychologytoday.com/articles/201101/cognitive-outlaws?page=2\">Diane Swonk\u003c/a>, who has spoken about how she uses her Kindle to adjust the font and limit the number of words she sees when she reads onscreen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Playing around with the size and spacing and look of letters isn’t a cure for dyslexia. But until science finds one, such manipulations can help dyslexic children read with more ease, and even pleasure.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22508\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/libookperson/5737043257/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22508\" title=\"5737043257_88071c81f3_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/5737043257_88071c81f3_z1-620x394.jpg\" alt=\"\" width=\"620\" height=\"394\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: libookperson\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The causes of dyslexia—the disorder that makes reading excruciatingly difficult for about one in twenty school-aged children—have remained frustratingly elusive, as has anything resembling a cure. Training programs for dyslexics have proven effective at improving certain parts of the reading process, such as phonological awareness and auditory perception.\u003c/p>\n\u003cp>Once these skills have been brought up to speed, however, there still remains what one group of researchers calls a “vicious circle”: the most effective way to get better at reading is to read more. So scientists have turned their attention to a new question: Are there ways to make reading easier for dyslexics?\u003c/p>\n\u003cp>Surprisingly, the answer appears to be yes, and the methods experts are using to ease the act of reading are remarkably simple and concrete. With changes in the spacing, the size, and the appearance of text, studies are showing, children with dyslexia can read more quickly and accurately, allowing them to get the reading practice they need to improve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.pnas.org/content/early/2012/05/29/1205566109\">study released this month by the \u003cem>Proceedings of the National Academies of Science\u003c/em>\u003c/a>, for example, a team of researchers from the University of Padova in Italy reported that extra-large spacing between letters allowed a group of dyslexic children to read text significantly faster and with fewer than half as many errors as when they read passages with standard spacing. Extra-large\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>When each letter is given breathing room, dyslexic readers are less apt to get confused.\u003c/p>\n\u003c/aside>\n\u003cp>spacing helps dyslexic children, explains lead author Marco Zorzi, because they are especially affected by a perceptual phenomenon known as “crowding”: the interference with the recognition of a letter by the presence of the letters on either side. When each letter is given breathing room, dyslexic readers are less apt to get confused. (Interestingly, research suggests that the standard spacing between letters is ideal for normal readers: they read more slowly and haltingly when spacing is increased.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not only the spacing between letters, but the size of the letters themselves affects how quickly and easily dyslexics read. In a \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1427019/\">study led by psychologist Beth O’Brien of Tufts University\u003c/a> and published in the \u003cem>Journal of Research on Reading\u003c/em> in 2005, the authors presented passages printed in \u003c!--more-->progressively bigger letters to groups of dyslexic and normal readers, timing how long it took the participants to read each one. The children with dyslexia reached their maximum reading speed at a letter size bigger than that required by children who did not have the disorder.\u003c/p>\n\u003cp>Even the font in which a text is printed may influence how readily a dyslexic is able to read. Last year, Christian Boer, a graphic designer from the Netherlands who is himself dyslexic, introduced a \u003ca href=\"http://www.scientificamerican.com/article.cfm?id=new-font-helps-dyslexics-read\">font he created to\u003c/a> reduce dyslexic readers’ tendency to misconstrue letters like “d” and “b.” Boer accentuated certain features of the letters in his font, called Dyslexie, to make them harder to confuse with each other, and he inserted generous amounts of space between letters and words.\u003c/p>\n\u003cp>Once, such innovations would have required the laborious printing of special texts for dyslexics. But with the advent of e-readers, creating a dyslexia-friendly document is as simple as changing the settings on a digital device. Indeed, some dyslexics are already doing so—such as the prominent economist \u003ca href=\"http://www.psychologytoday.com/articles/201101/cognitive-outlaws?page=2\">Diane Swonk\u003c/a>, who has spoken about how she uses her Kindle to adjust the font and limit the number of words she sees when she reads onscreen.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Playing around with the size and spacing and look of letters isn’t a cure for dyslexia. But until science finds one, such manipulations can help dyslexic children read with more ease, and even pleasure.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Six Lingering Obstacles to Using Technology in Schools",
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"content": "\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"description": "Flickr:Marygrove College Library Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The NMC Horizon Report: 2012 K-12 Edition, a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. 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"content": "\u003cfigure id=\"attachment_21818\" class=\"wp-caption center\" style=\"max-width: 443px\">\u003ca href=\"http://www.flickr.com/photos/whatmegsaid/3148917676/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-21818\" title=\"daydream\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/daydream.jpg\" alt=\"\" width=\"443\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/daydream.jpg 443w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/daydream-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/daydream-320x213.jpg 320w\" sizes=\"(max-width: 443px) 100vw, 443px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Allowing time for refleciton helps kids make meaning out of experiences and information they encounter.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Parents and teachers expend a lot of energy getting kids to pay attention, concentrate, and focus on the task in front of them. What adults don’t do, according to University of Southern California education professor Mary Helen Immordino-Yang, is teach children the value of the more diffuse mental activity that characterizes our inner lives: daydreaming, remembering, reflecting.\u003c/p>\n\u003cp>Yet this kind of introspection is crucial to our mental health, to our relationships, and to our emotional and moral development. And it promotes the skill parents and teachers care so much about: the capacity to focus on the world outside our heads.\u003c/p>\n\u003cp>Our brains have two operating systems, Immordino-Yang and her coauthors explain in an article [\u003ca href=\"http://www-rcf.usc.edu/~immordin/papers/I-Y_et_al_REST%202012.pdf\">PDF\u003c/a>] to be published in the journal \u003cem>Perspectives on Psychological Science\u003c/em>. The first, which they call the “looking out system,” orients our attention to the external environment, allowing us to get stuff done. The other, which they term the “looking in system,” directs us inward, setting our thoughts\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A lack of time to daydream may even hamper kids’ capacity to pay attention when they need to.\u003c/p>\n\u003c/aside>\n\u003cp>free to wander. By scanning the brains of study subjects asked simply to rest and relax, scientists have discovered that our minds are anything but inactive in these moments. Relieved of the obligation to pay attention to what’s going on around us, we engage instead with a rich internal environment: recalling the past, imagining the future, replaying recent interactions and sorting out our feelings. It’s when we engage our brains’ “looking in” mode, notes Immordino-Yang, that we make meaning out of the mass of experiences and information we encounter when we’re “looking out.”\u003c/p>\n\u003cp>Young people may have fewer opportunities to exercise the vital capacity of introspection. Immordino-Yang fingers two culprits: educational practices that demand constant attentiveness, even from young children, and a hyper-connected world that insistently draws attention away from \u003c!--more-->the world inside. “If youths overuse social media, if they spend very little waking time free from the possibility that a text will interrupt them,” the authors write, “we would expect that these conditions might predispose youths toward focusing on the concrete, physical and immediate aspects of situation and self, with less inclination toward considering the abstract, longer-term, moral and emotional implications of their and others’ actions.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ironically, a lack of time to daydream may even hamper kids’ capacity to pay attention when they need to. The ability to become absorbed in our own thoughts is linked to our ability to focus intently on the world outside, research indicates. In \u003ca href=\"http://www.mitpressjournals.org/doi/abs/10.1162/0898929042568532?journalCode=jocn\">one recent neuro-imaging study\u003c/a>, for example, participants alternated periods of mental rest with periods of looking at images and listening to sounds. The more effectively the neural regions associated with “looking in” were activated during rest and deactivated while attending to the visual and auditory stimuli, the more engaged were the brain’s sensory cortices in response to sights and sounds.\u003c/p>\n\u003cp>Focus and concentration are essential, of course. But so are introspection and reflection, and Immordino-Yang and her colleagues recommend that adults help children find a balance between the two modes: by regularly unplugging our kids’ blinking, buzzing devices, and by providing time and space for a quieter, more inward kind of entertainment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Annie Murphy Paul is the author of the forthcoming book \u003c/em>Brilliant: The New Science of Smart\u003cem>. Visit her \u003ca href=\"http://anniemurphypaul.com/\">website\u003c/a> and sign up for her monthly newsletter here.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21818\" class=\"wp-caption center\" style=\"max-width: 443px\">\u003ca href=\"http://www.flickr.com/photos/whatmegsaid/3148917676/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-21818\" title=\"daydream\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/daydream.jpg\" alt=\"\" width=\"443\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/daydream.jpg 443w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/daydream-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/daydream-320x213.jpg 320w\" sizes=\"(max-width: 443px) 100vw, 443px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Allowing time for refleciton helps kids make meaning out of experiences and information they encounter.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Parents and teachers expend a lot of energy getting kids to pay attention, concentrate, and focus on the task in front of them. What adults don’t do, according to University of Southern California education professor Mary Helen Immordino-Yang, is teach children the value of the more diffuse mental activity that characterizes our inner lives: daydreaming, remembering, reflecting.\u003c/p>\n\u003cp>Yet this kind of introspection is crucial to our mental health, to our relationships, and to our emotional and moral development. And it promotes the skill parents and teachers care so much about: the capacity to focus on the world outside our heads.\u003c/p>\n\u003cp>Our brains have two operating systems, Immordino-Yang and her coauthors explain in an article [\u003ca href=\"http://www-rcf.usc.edu/~immordin/papers/I-Y_et_al_REST%202012.pdf\">PDF\u003c/a>] to be published in the journal \u003cem>Perspectives on Psychological Science\u003c/em>. The first, which they call the “looking out system,” orients our attention to the external environment, allowing us to get stuff done. The other, which they term the “looking in system,” directs us inward, setting our thoughts\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A lack of time to daydream may even hamper kids’ capacity to pay attention when they need to.\u003c/p>\n\u003c/aside>\n\u003cp>free to wander. By scanning the brains of study subjects asked simply to rest and relax, scientists have discovered that our minds are anything but inactive in these moments. Relieved of the obligation to pay attention to what’s going on around us, we engage instead with a rich internal environment: recalling the past, imagining the future, replaying recent interactions and sorting out our feelings. It’s when we engage our brains’ “looking in” mode, notes Immordino-Yang, that we make meaning out of the mass of experiences and information we encounter when we’re “looking out.”\u003c/p>\n\u003cp>Young people may have fewer opportunities to exercise the vital capacity of introspection. Immordino-Yang fingers two culprits: educational practices that demand constant attentiveness, even from young children, and a hyper-connected world that insistently draws attention away from \u003c!--more-->the world inside. “If youths overuse social media, if they spend very little waking time free from the possibility that a text will interrupt them,” the authors write, “we would expect that these conditions might predispose youths toward focusing on the concrete, physical and immediate aspects of situation and self, with less inclination toward considering the abstract, longer-term, moral and emotional implications of their and others’ actions.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_21768\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/133743769-2/\" rel=\"attachment wp-att-21768\">\u003cimg class=\"size-large wp-image-21768\" title=\"133743769\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1337437691-620x398.jpg\" alt=\"\" width=\"620\" height=\"398\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Print or digital? Adults grapple with which is the best way to read -- not only for themselves, but especially when it comes to their kids. Whether or not \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">parents prefer print books\u003c/a> over interactive e-books for their kids, the question is, what's actually better for them?\u003c/p>\n\u003cp>Depends on what you're trying to achieve. According to a \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-35.html\">study of a small group\u003c/a> of parents released today by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a>, kids age 3 to 6 remembered more narrative details -- \"What happened in the story?\" -- from print books than from enhanced e-books with multimedia features.\u003c/p>\n\u003cp>But when kids were asked one plot question for each story, (i.e., \"Why did x do y?\"), there was \u003cem>no\u003c/em> difference between the print book readers and the enhanced e-book readers.\u003c/p>\n\u003cp>\"I would definitely make the distinction that the platform affected recall instead of comprehension,\" said Cynthia Chiong, the lead author of the survey conducted at New York Hall of Science's Preschool Place.\u003c/p>\n\u003cp>The study, the first of its kind to qualify the difference between basic and enhanced e-readers versus print books, examined 32 pairs of parents and their 3–6-year-old children as they read a print book and an e-book together. Half of the pairs read a basic e-book and the other half read an enhanced e-book.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book.\"\u003c/p>\n\u003c/aside>\n\u003cp>Researchers found that while the multimedia features of enhanced e-books grabbed children's attention, those same features also distracted young readers and led more to \"non-content related interactions.\" Features like animation, sound effects, videos, and games made it more difficult for some parents to keep kids focused on reading and diminished kids' recall of the text. Parents continually had to tell kids not to turn the page or not to touch the tablets, according to Chiong.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The implication? Parents and teachers should choose basic e-books like the Kindle or Nook over enhanced e-books, such as the iPad, if they want a more literacy-focused co-reading experience with children. Prompting kids with questions that relate to the text, labeling and naming objects, and encouraging kids to talk about the book's content from their own perspective all elicit \u003c!--more-->kids to be more verbal, and can lead to improved vocabulary and language development, the study states.\u003c/p>\n\u003cp>But if \"engagement\" is the objective, the issue gets murkier. When it came time to measuring \"child-book\" engagement, based on the child's direct attention and touch, more kids showed higher levels of engagement for the e-books than the print books, though a majority were equally engaged by both book types. Children also physically interacted with the enhanced e-book more than when reading either the print or basic e-book.\u003c/p>\n\u003cdiv>\n\u003cp>On the other hand, when measuring \"overall engagement\" —a composite of parent-child interaction, child-book interaction, parent-book interaction, and signs of enjoyment -- an interesting trend emerged: 63% of the parent-child pairs were as engaged reading the print book as they were when reading the e-book (both types); 6% of the pairs were more engaged with the e-book than the print book, compared to the 31% of pairs that were more engaged with the print book than the e-book.\u003c/p>\n\u003c/div>\n\u003cp>\"Kids loved the enhanced e-books,\" Chiong said. \"It was great to see the level of engagement, how much they were enjoying it -- and that's one of our goals as parents, is engaging kids. If this can do that, especially in kids who might not otherwise be interested, it’s perfect.\"\u003c/p>\n\u003cp>Chiong added that this study focused on younger kids -- questions and priorities will be different for measuring the differences for older readers.\u003c/p>\n\u003cp>\u003cstrong>PARENTS' EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Parents' comments showed a wide range of reactions. Some parents appreciated the iPad's effect on their young readers.\u003c/p>\n\u003cp>\"They're able to hear the words...It came alive. I don't have to do the reading,\" said the mother of a three-year old. \"Not only that, they pay more attention to the iPad. Sound effects were an excellent idea -- they like the books with sound effects.\"\u003c/p>\n\u003cp>Another parent appreciated the e-books' prompts. \"Actually.. [I liked the e-book] because I don't know what questions to ask sometimes and the iPad showed what to repeat and say,\" said a mother of a five-year old boy.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>For this \"quick study,\" which researchers recognize is limited by the small number of those surveyed, the intent is to help guide more comprehensive research in the future.\u003c/p>\n\u003cp>\"This whole explosion of e-books has been great, and we love seeing what’s happening with the innovation, but now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book,\" Chiong said.\u003c/p>\n\u003cp>Researchers advise that e-book designers be discriminating about the types of features they add to enhanced e-books, \"especially when those features do not directly relate to the story,\" the study states. Parents should also be able to have more control over settings to features so they can tailor the reading experience to their own needs.\u003c/p>\n\u003cp>Researchers believe a similar study should be done with a larger and more representative sample of participants and books, and should examine what types, combinations, and placement of e-book features help or hinder learning and conversation, and should explore how different populations (e.g., lower income families, non-native English speaking families) use them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The implication? Parents and teachers should choose basic e-books like the Kindle or Nook over enhanced e-books, such as the iPad, if they want a more literacy-focused co-reading experience with children. Prompting kids with questions that relate to the text, labeling and naming objects, and encouraging kids to talk about the book's content from their own perspective all elicit \u003c!--more-->kids to be more verbal, and can lead to improved vocabulary and language development, the study states.\u003c/p>\n\u003cp>But if \"engagement\" is the objective, the issue gets murkier. When it came time to measuring \"child-book\" engagement, based on the child's direct attention and touch, more kids showed higher levels of engagement for the e-books than the print books, though a majority were equally engaged by both book types. Children also physically interacted with the enhanced e-book more than when reading either the print or basic e-book.\u003c/p>\n\u003cdiv>\n\u003cp>On the other hand, when measuring \"overall engagement\" —a composite of parent-child interaction, child-book interaction, parent-book interaction, and signs of enjoyment -- an interesting trend emerged: 63% of the parent-child pairs were as engaged reading the print book as they were when reading the e-book (both types); 6% of the pairs were more engaged with the e-book than the print book, compared to the 31% of pairs that were more engaged with the print book than the e-book.\u003c/p>\n\u003c/div>\n\u003cp>\"Kids loved the enhanced e-books,\" Chiong said. \"It was great to see the level of engagement, how much they were enjoying it -- and that's one of our goals as parents, is engaging kids. If this can do that, especially in kids who might not otherwise be interested, it’s perfect.\"\u003c/p>\n\u003cp>Chiong added that this study focused on younger kids -- questions and priorities will be different for measuring the differences for older readers.\u003c/p>\n\u003cp>\u003cstrong>PARENTS' EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Parents' comments showed a wide range of reactions. Some parents appreciated the iPad's effect on their young readers.\u003c/p>\n\u003cp>\"They're able to hear the words...It came alive. I don't have to do the reading,\" said the mother of a three-year old. \"Not only that, they pay more attention to the iPad. Sound effects were an excellent idea -- they like the books with sound effects.\"\u003c/p>\n\u003cp>Another parent appreciated the e-books' prompts. \"Actually.. [I liked the e-book] because I don't know what questions to ask sometimes and the iPad showed what to repeat and say,\" said a mother of a five-year old boy.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>For this \"quick study,\" which researchers recognize is limited by the small number of those surveyed, the intent is to help guide more comprehensive research in the future.\u003c/p>\n\u003cp>\"This whole explosion of e-books has been great, and we love seeing what’s happening with the innovation, but now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book,\" Chiong said.\u003c/p>\n\u003cp>Researchers advise that e-book designers be discriminating about the types of features they add to enhanced e-books, \"especially when those features do not directly relate to the story,\" the study states. Parents should also be able to have more control over settings to features so they can tailor the reading experience to their own needs.\u003c/p>\n\u003cp>Researchers believe a similar study should be done with a larger and more representative sample of participants and books, and should examine what types, combinations, and placement of e-book features help or hinder learning and conversation, and should explore how different populations (e.g., lower income families, non-native English speaking families) use them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n",
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"description": "By Katrina Schwartz When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive. Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "New Report: Half of Teachers Surveyed Use Digital Games in Class",
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"content": "\u003cfigure id=\"attachment_21096\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-21096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: Flickingerbrad\u003c/figcaption>\u003c/figure>\n\u003cp>No longer relegated to experimental programs, digital games are becoming much more commonly used in classrooms across the country, according to \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_teacher_survey.pdf\">a survey by\u003c/a> the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> released today.\u003c/p>\n\u003cp>Half of the 505 K-8 teachers surveyed said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003c/p>\n\u003cp>There will be further, more in-depth coverage of this report in the coming weeks, but in the meantime, some more statistics from the study:\u003c/p>\n\u003cul>\n\u003cli>Nearly 70 percent said that \"lower-performing students engage more with subject content with use of digital games.\"\u003c/li>\n\u003cli>Three-fifths reported \"increased attention to specific tasks and improved collaborations among all students.\"\u003c/li>\n\u003cli>Sixty percent said using digital games \"helps personalize instruction and better assess student knowledge and learning.\"\u003c/li>\n\u003cli>Though most use Apple or PC computers, 25 percent said their students use iPads or tablet computers, and less than 10 percent use other mobile devices or video game consoles.\u003c/li>\n\u003cli>62% said games make it easier to level lessons and effectively teach the range of learners in \u003c!--more-->their class.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers mostly used literacy (50 percent) and math (35 percent) games in class, and said the games' alignment with Common Core State Standards was the most valuable quality, the study showed.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/screen-shot-2012-05-02-at-7-27-53-am/\" rel=\"attachment wp-att-21110\">\u003cimg class=\"aligncenter size-large wp-image-21110\" title=\"Screen shot 2012-05-02 at 7.27.53 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-02-at-7.27.53-AM-620x478.png\" alt=\"\" width=\"620\" height=\"478\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers said that the cost of digital games was the primary obstacle to integrating them into class. But only 17% of those surveyed said the school spent $100 or more on games, and 40 percent were not sure. Lack of access to technology resources and emphasis on preparing for standardized testing were also listed as obstacles.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/jgcc_teacher_survey_chart_barriers/\" rel=\"attachment wp-att-21093\">\u003cimg class=\"aligncenter size-large wp-image-21093\" title=\"jgcc_teacher_survey_chart_barriers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/jgcc_teacher_survey_chart_barriers-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The majority of teachers surveyed taught K-5, and 86 percent teach in public schools -- 60 percent of which are Title I schools. What's more, 80 percent of teachers surveyed have been teaching for at least five years, and 20 percent have been teaching for more than 25 years.\u003c/p>\n\u003cdiv>Researchers of the study conclude that teachers need to be trained on how best to use these digital games -- not just those who are unfamiliar with them, but even those who feel they're moderately comfortable with using games.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>The online survey, conducted last month by VeraQuest, sampled 505 school teachers who taught kindergarten through eighth grade in the U.S., and was meant to investigate what teachers think about digital games and how games impact students beyond academic achievement. Teachers were randomly selected from a targeted panel of K-8 grade classrooms that are \"generally proportional of the demographic strata of total U.S. teachers,\" according to the news announcement.\u003c/p>\n\u003cp>The survey also included a series of videos featuring case studies that can be \u003ca href=\"http://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">viewed here\u003c/a>.\u003c/p>\n\u003cp>The \u003cem>Teacher Attitudes about Digital Games in the Classroom \u003c/em>survey is part of research conducted by the \u003ca href=\"http://www.joanganzcooneycenter.org/Initiatives-39.html\">Games and Learning Publishing Council\u003c/a>, convened by the Cooney Center and E-Line Media, and funded by the Bill & Melinda Gates Foundation, and the John S. and James L. Knight Foundation. The survey also received additional support from BrainPOP, which creates games for classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21096\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-21096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: Flickingerbrad\u003c/figcaption>\u003c/figure>\n\u003cp>No longer relegated to experimental programs, digital games are becoming much more commonly used in classrooms across the country, according to \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_teacher_survey.pdf\">a survey by\u003c/a> the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> released today.\u003c/p>\n\u003cp>Half of the 505 K-8 teachers surveyed said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003c/p>\n\u003cp>There will be further, more in-depth coverage of this report in the coming weeks, but in the meantime, some more statistics from the study:\u003c/p>\n\u003cul>\n\u003cli>Nearly 70 percent said that \"lower-performing students engage more with subject content with use of digital games.\"\u003c/li>\n\u003cli>Three-fifths reported \"increased attention to specific tasks and improved collaborations among all students.\"\u003c/li>\n\u003cli>Sixty percent said using digital games \"helps personalize instruction and better assess student knowledge and learning.\"\u003c/li>\n\u003cli>Though most use Apple or PC computers, 25 percent said their students use iPads or tablet computers, and less than 10 percent use other mobile devices or video game consoles.\u003c/li>\n\u003cli>62% said games make it easier to level lessons and effectively teach the range of learners in \u003c!--more-->their class.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers mostly used literacy (50 percent) and math (35 percent) games in class, and said the games' alignment with Common Core State Standards was the most valuable quality, the study showed.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/screen-shot-2012-05-02-at-7-27-53-am/\" rel=\"attachment wp-att-21110\">\u003cimg class=\"aligncenter size-large wp-image-21110\" title=\"Screen shot 2012-05-02 at 7.27.53 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-02-at-7.27.53-AM-620x478.png\" alt=\"\" width=\"620\" height=\"478\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers said that the cost of digital games was the primary obstacle to integrating them into class. But only 17% of those surveyed said the school spent $100 or more on games, and 40 percent were not sure. Lack of access to technology resources and emphasis on preparing for standardized testing were also listed as obstacles.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/jgcc_teacher_survey_chart_barriers/\" rel=\"attachment wp-att-21093\">\u003cimg class=\"aligncenter size-large wp-image-21093\" title=\"jgcc_teacher_survey_chart_barriers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/jgcc_teacher_survey_chart_barriers-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The majority of teachers surveyed taught K-5, and 86 percent teach in public schools -- 60 percent of which are Title I schools. What's more, 80 percent of teachers surveyed have been teaching for at least five years, and 20 percent have been teaching for more than 25 years.\u003c/p>\n\u003cdiv>Researchers of the study conclude that teachers need to be trained on how best to use these digital games -- not just those who are unfamiliar with them, but even those who feel they're moderately comfortable with using games.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>The online survey, conducted last month by VeraQuest, sampled 505 school teachers who taught kindergarten through eighth grade in the U.S., and was meant to investigate what teachers think about digital games and how games impact students beyond academic achievement. Teachers were randomly selected from a targeted panel of K-8 grade classrooms that are \"generally proportional of the demographic strata of total U.S. teachers,\" according to the news announcement.\u003c/p>\n\u003cp>The survey also included a series of videos featuring case studies that can be \u003ca href=\"http://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">viewed here\u003c/a>.\u003c/p>\n\u003cp>The \u003cem>Teacher Attitudes about Digital Games in the Classroom \u003c/em>survey is part of research conducted by the \u003ca href=\"http://www.joanganzcooneycenter.org/Initiatives-39.html\">Games and Learning Publishing Council\u003c/a>, convened by the Cooney Center and E-Line Media, and funded by the Bill & Melinda Gates Foundation, and the John S. and James L. Knight Foundation. The survey also received additional support from BrainPOP, which creates games for classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"id": "closealltabs",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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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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"order": 9
},
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"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",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"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
},
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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/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"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",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
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