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"disqusTitle": "When Technologies Collide: Consumer, K-12 and Higher Ed",
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"content": "\u003cfigure id=\"attachment_20746\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366471876/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-20746\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools have been adopting iPads with lightning speed -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">more than 1.5 million\u003c/a> have already been distributed to students, a mere\u003ca href=\"http://en.wikipedia.org/wiki/IPad\"> two years\u003c/a> after the original iPad launch. But beyond Apple's influence in education, the high-profile tablet appears to be the poster child for a different trend.\u003c/p>\n\u003cp>Call it the consumerization of education technology.\u003c/p>\n\u003cp>What the iPad’s rapid incursion into the classroom masks is that the walls that used to slow new instructional technology’s adoption in education are falling. And when walls fall, what’s inside can spill out in any one of several directions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003c/aside>\n\u003cp>A decade ago, the standard education technology adoption cycle was pretty straightforward. Cool tech was traditionally seeded in the consumer market. If the technology could be useful enough for teaching, it might be adopted in higher education where older students and their parents were the consumers. Then, after being thoroughly vetted and validated, it might eventually work its way down into K-12 classrooms where schools and districts bought the technology.\u003c/p>\n\u003cp>It was a long process, one that itself might take a decade -- and for good reasons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First, relative to today, technology was expensive – in 2002, a laptop with 512MB RAM, a 30GB hard drive and 15” screen running Windows XP or Mac OS X, sporting a not-so-fast 802.11b Wi-Fi connection and modem, cost \u003ca href=\"http://www.upenn.edu/computing/arch/standards/supportingdocs/01-02/laptop-01-02.html\">about $3,000\u003c/a>. For the most part, with the exception of these heavy laptops and some not-so-smart phones, mobile technologies were relatively unfamiliar in education.\u003c/p>\n\u003cp>Internet infrastructure was also a challenge. If any Web connections were prevalent in schools, they were rarely wireless. It really hasn’t been so long since NetDay, a grassroots volunteer effort, physically wired 75,000 classrooms for Internet access in 40 states between \u003ca href=\"http://www.netday.org/about_history.htm\">1996 and 2001\u003c/a>.\u003c/p>\n\u003cp>Yet the old evaluation cycle would work, haltingly. Online classes and distance learning began in higher education, as did digital textbooks, before filtering though the adoption strata into K-12 \u003c!--more-->education.\u003c/p>\n\u003cp>Other times a technology might stall or dead-end. While consumers were buying multimedia CD-ROMs for home educational use in the 1990s, for instance, schools were still investing in libraries of LaserDiscs.\u003c/p>\n\u003cp>But in the past handful of years, this traditional adoption cycle has been compressed – if not completely overturned.\u003c/p>\n\u003cp>\u003cstrong>SHRINKING TIME LAG\u003c/strong>\u003c/p>\n\u003cp>The iPad is just one example, as it moves from the consumer market to both higher education and K-12, not trickling through the former to reach the latter. A \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">survey\u003c/a> released in March by Harris Interactive and the Pearson Foundation found that 25% of college students own tablets (63% of those are iPads), tripling from 7% in a single year. At the same time, 17% of high school seniors own tablets, quadrupling from 4%.\u003c/p>\n\u003cp>Another instance: Online learning is bubbling back into consumer from higher ed. \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, an online-only initiative of MIT open to learners outside of the physical campus, \u003ca href=\"http://www.insidehighered.com/news/2012/04/06/how-could-mitx-change-mit\">attracted 120,000\u003c/a> students to its first course this spring – and could lead to an optional, official certification of completion for many. Even K-12 participates in this blurring: interactive whiteboards, a staple of many school classrooms, have made inroads into colleges and universities with 38% of college students recently telling a \u003ca href=\"http://www.prweb.com/releases/2012/2/prweb9212511.htm\">Book Industry Study Group survey\u003c/a> that they use them “to a large extent.”\u003c/p>\n\u003cp>On one hand, this decade-long lag allowed for thoughtful analysis, planning and observations of technologies that worked and were not just passing fads. On the other hand, it let educational institutions get horribly out of sync with the rest of students’ lives. But that time lapse has apparently become an adoption lag of two-to-three years. Or less.\u003c/p>\n\u003cp>A good chunk of the reason for the change is rational. Technology, now, is increasingly cheap. That $3,000 laptop is now about $500-700 – plus it’s far more powerful, and could be a netbook or a tablet with an optional keyboard. Upfront purchase instructional software is now supplemented or replaced entirely by individual apps, digital subscriptions or “free” Open Educational Resources.\u003c/p>\n\u003cp>And the required infrastructure has moved from wired and plugged to wireless, cloud-based and battery-operated, leapfrogging the earlier NetDay efforts.\u003c/p>\n\u003cp>But an equally large part of the reason for the acceleration may be both biological and psychological: Technology’s presence is familiar, almost expected, to accomplish a task. It’s not just students who are “digital natives” these days. No one under the age of 30 knew adolescence without a Web browser, let alone a personal computer (introduced, respectively, in 1993 and 1977). That means a lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003cdiv id=\"attachment_20752\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366473192/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20752\" title=\"2366473192_d3bf1feffd\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366473192_d3bf1feffd-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: OrangeFred\u003c/p>\n\u003c/div>\n\u003cp>Finally, layer on three outside forces that are caffeinating the bees in this consumer/K-12/higher ed cross-pollination. Venture capitalists see K-12’s Common Core State Standards leveling the playing field by potentially lessening the cost for entrants to be “standards aligned,” and able to sell into one nearly 50-state market rather than up to 50 individual state-standard specific markets. Foundations consider tech a lever for education reform.\u003c/p>\n\u003cp>And don't forget there are the non-edu technologists, who see an unmet need and are being propelled into ed-tech through competitions such as \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, SXSWedu’s \u003ca href=\"http://sxswedu.com/launchedu\">LAUNCHedu\u003c/a>, and at three years old, the comparative granddaddy of such events, the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/incubator.asp\">Innovation Incubator\u003c/a>.\u003c/p>\n\u003cp>What all these external efforts have in common is that they don’t necessarily respect the traditional separations between types of education markets. So what results is often a Dr. Doolittle pushmi-pullyu-esque mashup of ideas that could play in one or more of K-12, higher education, continuing/professional education, lifelong education and direct-to-parent. All of which will cause the walls to crumble even more.\u003c/p>\n\u003cp>Project Tomorrow, in last year’s \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">Speak Up National Research Project\u003c/a> report, summed up a key facet of the change: “Today’s students are functioning as a Digital Advance Team for the rest of us, scouting out these new technologies, adopting them for use in their personal lives and then effectively adapting them for education purpose….”\u003c/p>\n\u003cp>Except now, those digital scouts could be anyone who brings an outside device or app into a school or college.\u003c/p>\n\u003cp>The result? Something different, fluid, with less domain separation and more immediate influence. Altogether, it likely represents an unprecedented convergence of K-12, higher education and consumer technology – or a collision, one in which no tech, person or preconceived notion is just an innocent bystander.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">@FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>\u003c/em>\u003cem>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">GeekWire\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"description": "By Frank Catalano Schools have been adopting iPads with lightning speed -- more than 1.5 million have already been distributed to students, a mere two years after the original iPad launch. But beyond Apple's influence in education, the high-profile tablet appears to be the poster child for a different trend. Call it the consumerization of",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20746\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366471876/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-20746\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools have been adopting iPads with lightning speed -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">more than 1.5 million\u003c/a> have already been distributed to students, a mere\u003ca href=\"http://en.wikipedia.org/wiki/IPad\"> two years\u003c/a> after the original iPad launch. But beyond Apple's influence in education, the high-profile tablet appears to be the poster child for a different trend.\u003c/p>\n\u003cp>Call it the consumerization of education technology.\u003c/p>\n\u003cp>What the iPad’s rapid incursion into the classroom masks is that the walls that used to slow new instructional technology’s adoption in education are falling. And when walls fall, what’s inside can spill out in any one of several directions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003c/aside>\n\u003cp>A decade ago, the standard education technology adoption cycle was pretty straightforward. Cool tech was traditionally seeded in the consumer market. If the technology could be useful enough for teaching, it might be adopted in higher education where older students and their parents were the consumers. Then, after being thoroughly vetted and validated, it might eventually work its way down into K-12 classrooms where schools and districts bought the technology.\u003c/p>\n\u003cp>It was a long process, one that itself might take a decade -- and for good reasons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First, relative to today, technology was expensive – in 2002, a laptop with 512MB RAM, a 30GB hard drive and 15” screen running Windows XP or Mac OS X, sporting a not-so-fast 802.11b Wi-Fi connection and modem, cost \u003ca href=\"http://www.upenn.edu/computing/arch/standards/supportingdocs/01-02/laptop-01-02.html\">about $3,000\u003c/a>. For the most part, with the exception of these heavy laptops and some not-so-smart phones, mobile technologies were relatively unfamiliar in education.\u003c/p>\n\u003cp>Internet infrastructure was also a challenge. If any Web connections were prevalent in schools, they were rarely wireless. It really hasn’t been so long since NetDay, a grassroots volunteer effort, physically wired 75,000 classrooms for Internet access in 40 states between \u003ca href=\"http://www.netday.org/about_history.htm\">1996 and 2001\u003c/a>.\u003c/p>\n\u003cp>Yet the old evaluation cycle would work, haltingly. Online classes and distance learning began in higher education, as did digital textbooks, before filtering though the adoption strata into K-12 \u003c!--more-->education.\u003c/p>\n\u003cp>Other times a technology might stall or dead-end. While consumers were buying multimedia CD-ROMs for home educational use in the 1990s, for instance, schools were still investing in libraries of LaserDiscs.\u003c/p>\n\u003cp>But in the past handful of years, this traditional adoption cycle has been compressed – if not completely overturned.\u003c/p>\n\u003cp>\u003cstrong>SHRINKING TIME LAG\u003c/strong>\u003c/p>\n\u003cp>The iPad is just one example, as it moves from the consumer market to both higher education and K-12, not trickling through the former to reach the latter. A \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">survey\u003c/a> released in March by Harris Interactive and the Pearson Foundation found that 25% of college students own tablets (63% of those are iPads), tripling from 7% in a single year. At the same time, 17% of high school seniors own tablets, quadrupling from 4%.\u003c/p>\n\u003cp>Another instance: Online learning is bubbling back into consumer from higher ed. \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, an online-only initiative of MIT open to learners outside of the physical campus, \u003ca href=\"http://www.insidehighered.com/news/2012/04/06/how-could-mitx-change-mit\">attracted 120,000\u003c/a> students to its first course this spring – and could lead to an optional, official certification of completion for many. Even K-12 participates in this blurring: interactive whiteboards, a staple of many school classrooms, have made inroads into colleges and universities with 38% of college students recently telling a \u003ca href=\"http://www.prweb.com/releases/2012/2/prweb9212511.htm\">Book Industry Study Group survey\u003c/a> that they use them “to a large extent.”\u003c/p>\n\u003cp>On one hand, this decade-long lag allowed for thoughtful analysis, planning and observations of technologies that worked and were not just passing fads. On the other hand, it let educational institutions get horribly out of sync with the rest of students’ lives. But that time lapse has apparently become an adoption lag of two-to-three years. Or less.\u003c/p>\n\u003cp>A good chunk of the reason for the change is rational. Technology, now, is increasingly cheap. That $3,000 laptop is now about $500-700 – plus it’s far more powerful, and could be a netbook or a tablet with an optional keyboard. Upfront purchase instructional software is now supplemented or replaced entirely by individual apps, digital subscriptions or “free” Open Educational Resources.\u003c/p>\n\u003cp>And the required infrastructure has moved from wired and plugged to wireless, cloud-based and battery-operated, leapfrogging the earlier NetDay efforts.\u003c/p>\n\u003cp>But an equally large part of the reason for the acceleration may be both biological and psychological: Technology’s presence is familiar, almost expected, to accomplish a task. It’s not just students who are “digital natives” these days. No one under the age of 30 knew adolescence without a Web browser, let alone a personal computer (introduced, respectively, in 1993 and 1977). That means a lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003cdiv id=\"attachment_20752\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366473192/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20752\" title=\"2366473192_d3bf1feffd\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366473192_d3bf1feffd-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: OrangeFred\u003c/p>\n\u003c/div>\n\u003cp>Finally, layer on three outside forces that are caffeinating the bees in this consumer/K-12/higher ed cross-pollination. Venture capitalists see K-12’s Common Core State Standards leveling the playing field by potentially lessening the cost for entrants to be “standards aligned,” and able to sell into one nearly 50-state market rather than up to 50 individual state-standard specific markets. Foundations consider tech a lever for education reform.\u003c/p>\n\u003cp>And don't forget there are the non-edu technologists, who see an unmet need and are being propelled into ed-tech through competitions such as \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, SXSWedu’s \u003ca href=\"http://sxswedu.com/launchedu\">LAUNCHedu\u003c/a>, and at three years old, the comparative granddaddy of such events, the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/incubator.asp\">Innovation Incubator\u003c/a>.\u003c/p>\n\u003cp>What all these external efforts have in common is that they don’t necessarily respect the traditional separations between types of education markets. So what results is often a Dr. Doolittle pushmi-pullyu-esque mashup of ideas that could play in one or more of K-12, higher education, continuing/professional education, lifelong education and direct-to-parent. All of which will cause the walls to crumble even more.\u003c/p>\n\u003cp>Project Tomorrow, in last year’s \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">Speak Up National Research Project\u003c/a> report, summed up a key facet of the change: “Today’s students are functioning as a Digital Advance Team for the rest of us, scouting out these new technologies, adopting them for use in their personal lives and then effectively adapting them for education purpose….”\u003c/p>\n\u003cp>Except now, those digital scouts could be anyone who brings an outside device or app into a school or college.\u003c/p>\n\u003cp>The result? Something different, fluid, with less domain separation and more immediate influence. Altogether, it likely represents an unprecedented convergence of K-12, higher education and consumer technology – or a collision, one in which no tech, person or preconceived notion is just an innocent bystander.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">@FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>\u003c/em>\u003cem>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">GeekWire\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_20604\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-learning-facts-a-trivial-pursuit/1363093703_2216d8c0af/\" rel=\"attachment wp-att-20604\">\u003cimg class=\"size-full wp-image-20604\" title=\"1363093703_2216d8c0af\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg\" alt=\"\" width=\"500\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-400x318.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-320x255.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch6 style=\"text-align: right\">By Tasha Bergson-Michelson\n\u003c/h6>\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>You wrote recently about the importance of teaching search skills. What do you make of the whole idea that kids no longer need to learn facts because they can find answers so easily online? Do you think that is true?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Concerned Teacher\u003c/em>\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>When I was growing up, we used to say that you don’t need to know everything, just know how to find it. I firmly believe the same today, but I now appreciate that an integral part of search literacy is knowing enough background information to make informed decisions about what sources to believe. The ability to evaluate sources is one of the linchpin skills students need for navigating research both online and off.\u003c/p>\n\u003cp>As I argued in my \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">last post\u003c/a>, research skills can't be taught in a single lesson, but must be cultivated slowly, over time. There are many technical skills that students should develop to learn more about a source. But no matter how well we can analyze web addresses, research authors, or uncover who owns a website, the most fundamental skill we have for judging a source is what Ernest Hemingway called our “\u003ca href=\"http://www.theatlantic.com/past/docs/issues/65aug/6508manning.htm\">built-in automatic crap detector\u003c/a>.” What fuels this “crap detector,” if not a collection of learned facts?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the lingering spirit of April Fools’ Day, consider the famous hoax Web site,\u003ca href=\"http://zapatopi.net/treeoctopus/\"> Save the Pacific Northwest Tree Octopus\u003c/a>. Now, I am not particularly enamored of using hoax sites to teach evaluation. Identifying a popular hoax is a whole lot easier than dealing with the more subtle types of misinformation students need to learn to avoid. However, the tree octopus site is well-constructed, and we can use it to practice reflecting on how common sense and background knowledge combine to set off the crap detector. After all, many students have seen or heard about some octopus in the past, and have the ability to surmise that one probably does not live in a tree. My experience is that most students encountering the tree octopus for the first time say, “That’s weird!” giving a great opening for discussion about how when common sense alarms go off, it is good to dig further.\u003c/p>\n\u003cp>Such a lesson can be both fun and empowering. The message is not, “There is so much misinformation out there and you have been wrongly believing it all,” but rather, “You already \u003c!--more-->possess many of the tools you need to tell good information from bad, and by being observant of the world around you, you can develop even more!”\u003c/p>\n\u003cp>It is specifically this empowerment through observation and the curiosity it kindles that I think we need to pass on to our students; it drives both better search skills and the development of background knowledge. To me, these processes are one and the same. As long as we teach students to interact meaningfully with the information they encounter--to really \u003cem>see\u003c/em> their results pages, and really \u003cem>see\u003c/em> their sources--students will continue to build on their foundation of knowledge throughout their lives.\u003c/p>\n\u003cp>If you are an educator, here are some things you can do to help students practice simultaneously enriching their background knowledge and searching effectively for what they need to know:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Consciously drawing on terms from trusted sources to write stronger searches.\u003c/strong> Model using textbooks, selected articles, etc., to identify terms that are unique and relevant to that topic. Then, practice remembering terms used in class reading and try searching for them. See how using “terms of art” makes finding what you want even faster. This experience can draw on scholarly topics, or on everyday popular topics, such as knowing the term\u003cem> cheats\u003c/em> to refer to expert tricks for succeeding at video games.\u003c/li>\n\u003cli>\u003cstrong>Thoughtfully journaling the process of using stepping stone resources.\u003c/strong> Model for students the process of learning from sources you find and folding what you learn back into your search process. This strategy may include both discovering new vocabulary words that make stronger search terms, and encountering new facts or ideas and specifically choosing to explore them further. Ask students to consciously track their research process and record where they make use of background knowledge or stepping stone resources to learn something new or validate a source.\u003c/li>\n\u003cli>\u003cstrong>Collaboratively filling out a graphic organizer to record what's learned during a search process.\u003c/strong> For example, a group of third graders investigated the story of the curse on King Tut’s tomb. They added “facts” they found to a KWL (Know, Want to know, Learn) chart on the class whiteboard. They discovered many facts that appeared consistently across sources, but also exposed points in the story where many different versions circulate. Everyone agreed that Lord Carnarvon died soon after the tomb was discovered, but where was this canary that supposedly died right when the tomb was opened--near the entrance to the tomb? In Howard Carter’s home in England? Under the care of Carter’s assistant? The students concluded independently that it is important to read multiple sources and compare “facts” to decide what should be added to one’s own body of knowledge.\u003c/li>\n\u003c/ul>\n\u003cp>As we help our students engage in a cycle of drawing on what they know and building on that background knowledge as part of the search process, we create people who are much more prepared to make good decisions as they function in the modern world.\u003c/p>\n\u003cp>How do you instill this hunger for broader contextual knowledge and critical thinking in your students?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20604\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-learning-facts-a-trivial-pursuit/1363093703_2216d8c0af/\" rel=\"attachment wp-att-20604\">\u003cimg class=\"size-full wp-image-20604\" title=\"1363093703_2216d8c0af\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg\" alt=\"\" width=\"500\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-400x318.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-320x255.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch6 style=\"text-align: right\">By Tasha Bergson-Michelson\n\u003c/h6>\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>You wrote recently about the importance of teaching search skills. What do you make of the whole idea that kids no longer need to learn facts because they can find answers so easily online? Do you think that is true?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Concerned Teacher\u003c/em>\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>When I was growing up, we used to say that you don’t need to know everything, just know how to find it. I firmly believe the same today, but I now appreciate that an integral part of search literacy is knowing enough background information to make informed decisions about what sources to believe. The ability to evaluate sources is one of the linchpin skills students need for navigating research both online and off.\u003c/p>\n\u003cp>As I argued in my \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">last post\u003c/a>, research skills can't be taught in a single lesson, but must be cultivated slowly, over time. There are many technical skills that students should develop to learn more about a source. But no matter how well we can analyze web addresses, research authors, or uncover who owns a website, the most fundamental skill we have for judging a source is what Ernest Hemingway called our “\u003ca href=\"http://www.theatlantic.com/past/docs/issues/65aug/6508manning.htm\">built-in automatic crap detector\u003c/a>.” What fuels this “crap detector,” if not a collection of learned facts?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the lingering spirit of April Fools’ Day, consider the famous hoax Web site,\u003ca href=\"http://zapatopi.net/treeoctopus/\"> Save the Pacific Northwest Tree Octopus\u003c/a>. Now, I am not particularly enamored of using hoax sites to teach evaluation. Identifying a popular hoax is a whole lot easier than dealing with the more subtle types of misinformation students need to learn to avoid. However, the tree octopus site is well-constructed, and we can use it to practice reflecting on how common sense and background knowledge combine to set off the crap detector. After all, many students have seen or heard about some octopus in the past, and have the ability to surmise that one probably does not live in a tree. My experience is that most students encountering the tree octopus for the first time say, “That’s weird!” giving a great opening for discussion about how when common sense alarms go off, it is good to dig further.\u003c/p>\n\u003cp>Such a lesson can be both fun and empowering. The message is not, “There is so much misinformation out there and you have been wrongly believing it all,” but rather, “You already \u003c!--more-->possess many of the tools you need to tell good information from bad, and by being observant of the world around you, you can develop even more!”\u003c/p>\n\u003cp>It is specifically this empowerment through observation and the curiosity it kindles that I think we need to pass on to our students; it drives both better search skills and the development of background knowledge. To me, these processes are one and the same. As long as we teach students to interact meaningfully with the information they encounter--to really \u003cem>see\u003c/em> their results pages, and really \u003cem>see\u003c/em> their sources--students will continue to build on their foundation of knowledge throughout their lives.\u003c/p>\n\u003cp>If you are an educator, here are some things you can do to help students practice simultaneously enriching their background knowledge and searching effectively for what they need to know:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Consciously drawing on terms from trusted sources to write stronger searches.\u003c/strong> Model using textbooks, selected articles, etc., to identify terms that are unique and relevant to that topic. Then, practice remembering terms used in class reading and try searching for them. See how using “terms of art” makes finding what you want even faster. This experience can draw on scholarly topics, or on everyday popular topics, such as knowing the term\u003cem> cheats\u003c/em> to refer to expert tricks for succeeding at video games.\u003c/li>\n\u003cli>\u003cstrong>Thoughtfully journaling the process of using stepping stone resources.\u003c/strong> Model for students the process of learning from sources you find and folding what you learn back into your search process. This strategy may include both discovering new vocabulary words that make stronger search terms, and encountering new facts or ideas and specifically choosing to explore them further. Ask students to consciously track their research process and record where they make use of background knowledge or stepping stone resources to learn something new or validate a source.\u003c/li>\n\u003cli>\u003cstrong>Collaboratively filling out a graphic organizer to record what's learned during a search process.\u003c/strong> For example, a group of third graders investigated the story of the curse on King Tut’s tomb. They added “facts” they found to a KWL (Know, Want to know, Learn) chart on the class whiteboard. They discovered many facts that appeared consistently across sources, but also exposed points in the story where many different versions circulate. Everyone agreed that Lord Carnarvon died soon after the tomb was discovered, but where was this canary that supposedly died right when the tomb was opened--near the entrance to the tomb? In Howard Carter’s home in England? Under the care of Carter’s assistant? The students concluded independently that it is important to read multiple sources and compare “facts” to decide what should be added to one’s own body of knowledge.\u003c/li>\n\u003c/ul>\n\u003cp>As we help our students engage in a cycle of drawing on what they know and building on that background knowledge as part of the search process, we create people who are much more prepared to make good decisions as they function in the modern world.\u003c/p>\n\u003cp>How do you instill this hunger for broader contextual knowledge and critical thinking in your students?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20526\" class=\"module image right mceTemp\" style=\"width: 295px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20526\" title=\"Getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-02-02-at-12.45.51-PM.png\" alt=\"\" width=\"295\" height=\"316\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Neuroscience may seem like an advanced subject of study, perhaps best reserved for college or even graduate school. Two researchers from Temple University in Philadelphia propose that it be taught earlier, however—much earlier. As in first grade.\u003c/p>\n\u003cp>In a study published in this month’s issue of the journal \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/10409289.2011.616134#preview\">Early Education and Development\u003c/a>, psychologists Peter Marshall and Christina Comalli began by surveying children aged four to 13 to discover what they already knew about the brain. Previous research had found that elementary school pupils typically have a limited understanding of the brain and how it functions, believing it to be something like “a container for storing memories and facts.”\u003c/p>\n\u003cp>Marshall and Comalli’s questionnaire turned up the same uncertain grasp of the topic, which the researchers attributed to several factors. First, while parents and teachers talk often with young children about parts of the body and how they work, they rarely mention this most important organ. (A \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0885201405000213\">2005 study\u003c/a> by another group of scientists found that young children hear very few instances of the word brain in everyday conversation.) Secondly, children can’t observe their own brains, and so are left to guess about what’s going on inside their heads—not unlike the state of ignorance in which adults dwelled for many centuries before the founding of neuroscience as a scientific discipline. And finally, most students aren’t formally taught much about the brain until at least middle school. Marshall and Comalli believe such instruction can and should begin much sooner.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A 20-minute lesson about the brain was enough to improve knowledge of brain functioning.\u003c/p>\n\u003c/aside>\n\u003cp>To that end, they designed a 20-minute lesson about the brain and delivered it to a group of first-grade students. Even this brief intervention, the psychologists report, “was enough to improve their knowledge of brain functioning as assessed three weeks later”; a control group of first graders, taught for 20 minutes about honeybees, showed no such improvement. Marshall and Comalli’s neuroscience lesson was especially focused on teaching children about the role of the brain in sensory activities—that the brain is not just “for thinking,” as many kids assume, but also for seeing, hearing, smelling, and feeling.\u003c!--more-->\u003c/p>\n\u003cp>But the success of their effort opens another possibility. In a well-known body of research, Stanford University psychologist Carol Dweck has demonstrated that teaching students about how their brains work—in particular, that the brain is plastic and can develop new capacities with effort and practice—makes a big difference in how constructively kids deal with mistakes and setbacks, and how motivated they are to persist until they achieve mastery.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Dweck’s landmark studies were carried out with fifth-graders, and her program Brainology, a \u003ca href=\"http://www.mindsetworks.com/brainology/\">computerized tutorial on brain function\u003c/a>, is designed for students in fifth through ninth grades. But why wait to introduce these crucial concepts? \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.1994.tb00845.x/abstract\">Dweck’s own research\u003c/a> has found that children’s attitudes and behaviors regarding achievement and failure are already in place by preschool. Parents’ and educators' messages about the malleability of the brain and the importance of effort must begin even earlier: talk of “head, shoulders, knees and toes” and “this little piggy went to market” should also make room for mentions of growing brains.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20526\" class=\"module image right mceTemp\" style=\"width: 295px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20526\" title=\"Getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-02-02-at-12.45.51-PM.png\" alt=\"\" width=\"295\" height=\"316\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Neuroscience may seem like an advanced subject of study, perhaps best reserved for college or even graduate school. Two researchers from Temple University in Philadelphia propose that it be taught earlier, however—much earlier. As in first grade.\u003c/p>\n\u003cp>In a study published in this month’s issue of the journal \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/10409289.2011.616134#preview\">Early Education and Development\u003c/a>, psychologists Peter Marshall and Christina Comalli began by surveying children aged four to 13 to discover what they already knew about the brain. Previous research had found that elementary school pupils typically have a limited understanding of the brain and how it functions, believing it to be something like “a container for storing memories and facts.”\u003c/p>\n\u003cp>Marshall and Comalli’s questionnaire turned up the same uncertain grasp of the topic, which the researchers attributed to several factors. First, while parents and teachers talk often with young children about parts of the body and how they work, they rarely mention this most important organ. (A \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0885201405000213\">2005 study\u003c/a> by another group of scientists found that young children hear very few instances of the word brain in everyday conversation.) Secondly, children can’t observe their own brains, and so are left to guess about what’s going on inside their heads—not unlike the state of ignorance in which adults dwelled for many centuries before the founding of neuroscience as a scientific discipline. And finally, most students aren’t formally taught much about the brain until at least middle school. Marshall and Comalli believe such instruction can and should begin much sooner.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A 20-minute lesson about the brain was enough to improve knowledge of brain functioning.\u003c/p>\n\u003c/aside>\n\u003cp>To that end, they designed a 20-minute lesson about the brain and delivered it to a group of first-grade students. Even this brief intervention, the psychologists report, “was enough to improve their knowledge of brain functioning as assessed three weeks later”; a control group of first graders, taught for 20 minutes about honeybees, showed no such improvement. Marshall and Comalli’s neuroscience lesson was especially focused on teaching children about the role of the brain in sensory activities—that the brain is not just “for thinking,” as many kids assume, but also for seeing, hearing, smelling, and feeling.\u003c!--more-->\u003c/p>\n\u003cp>But the success of their effort opens another possibility. In a well-known body of research, Stanford University psychologist Carol Dweck has demonstrated that teaching students about how their brains work—in particular, that the brain is plastic and can develop new capacities with effort and practice—makes a big difference in how constructively kids deal with mistakes and setbacks, and how motivated they are to persist until they achieve mastery.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Dweck’s landmark studies were carried out with fifth-graders, and her program Brainology, a \u003ca href=\"http://www.mindsetworks.com/brainology/\">computerized tutorial on brain function\u003c/a>, is designed for students in fifth through ninth grades. But why wait to introduce these crucial concepts? \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.1994.tb00845.x/abstract\">Dweck’s own research\u003c/a> has found that children’s attitudes and behaviors regarding achievement and failure are already in place by preschool. Parents’ and educators' messages about the malleability of the brain and the importance of effort must begin even earlier: talk of “head, shoulders, knees and toes” and “this little piggy went to market” should also make room for mentions of growing brains.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?",
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"content": "\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Do Kids Know About Online Privacy? More Than You Think",
"title": "What Do Kids Know About Online Privacy? More Than You Think",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 507px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=19845\" rel=\"attachment wp-att-19845\">\u003cimg class=\"size-full wp-image-19845\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/81172640.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/81172640.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/81172640-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/81172640-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Much of the anxiety around tweens and social media lies in the fear that they don’t care about or understand privacy settings. Parents worry that kids will either willingly or unintentionally expose themselves to dangerous anonymous predators, or that they don’t fully understand that the information they share about themselves can be used against them.\u003c/p>\n\u003cp>But tweens are much more savvy about their privacy settings than adults give them credit for, even when it comes to subtleties of “frenemies” dynamics, according to a small, qualitative study by researchers at the Harvard Graduate School of Education that's forthcoming in the journal \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/17439884.2012.658404\">\u003cem>Learning, Media, & Technology.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>“Tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online,” write researchers Katie Davis and Carrie James, who conducted in-depth interviews with 42 middle-school students for the study. “Tweens’ online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their willingness to share does not mean that they care little for privacy.\"\u003c/aside>\n\u003cp>Most kids are well aware of risks, and make “fairly sophisticated” decisions about privacy settings based on advice and information from their parents, teachers, and friends. They differentiate between people they don't know out in the world (distant strangers) and those they don't know in the community, such as high school students in their hometown (near strangers). Marisa, for example, a 10-year old interviewed in the study (who technically is not allowed to use Facebook), \"enjoys participating in virtual worlds and using instant messenger and Facebook to socialize with her friends -- and is keenly aware of the risks -- especially those related to privacy.\" She's doesn’t share highly sensitive personal information on her Facebook profile and actively blocks certain people.\u003c/p>\n\u003cp>“A growing body of research suggests that while teens share a great deal online, their willingness to share does not mean that they care little for privacy,” the authors write. In fact, they're well \u003c!--more-->aware of the importance of protecting their reputation and safety -- even their future job prospects, \u003ca href=\"http://multivu.prnewswire.com/player/44526-cox-teen-summit-internet-safety/docs/44526-Cox_Online_Safety_Digital_Reputation_Survey-FNL.pdf\">according to a 2010 survey by Kim Thomas.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Just as adults do, tweens want to be in control of how they share personal information -- and they do it in order to cultivate friendships and intimacy. Ironically, their sense of invasion of privacy comes not from friends or strangers, but the growing presence of adults, according to a\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1925128\"> 2011 study by danah boyd and Alice Marwick. \u003c/a>\u003c/p>\n\u003cp>Rather than fearing the unknown stranger, young adults are more wary of the \"known other\" – parents, school teachers, classmates, etc. – for fear of “the potential for the known others to share embarrassing information about them”; 83 percent of the sample group cited at least one known other they wanted to maintain their privacy from; 71 percent cited at least one known adult. Strikingly, seven out of the 10 participants who reported an incident when their privacy was breached said it was “perpetrated by known others.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">HOW WELL ARE SCHOOLS TEACHING CYBER ETHICS?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">SHOULD PARENTS HAVE THE BACKDOOR KEY TO THEIR KIDS' FACEBOOK ACCOUNTS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">\u003cem>\u003cstrong>HOW YOUNG IS TOO YOUNG TO START SOCIAL NETWORKING?\u003c/strong>\u003c/em>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cem>\u003cstrong>THE PITFALLS AND PROMISES OF SOCIAL MEDIA AND KIDS\u003c/strong>\u003c/em>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Most of the kids interviewed admit that they withhold some information even from their friends. One 12-year-old said she wanted to protect herself from people \"who like to start drama.\"\u003c/p>\n\u003cp>And they recognize privacy breach from adults, too. \"Like one day, I was using my phone and [my teacher] took it from me and they went through my texts to see who I was texting,\" one tween told the researchers.\u003c/p>\n\u003cp>A 14-year-old said, \"I just want it to be like a teenager world...Because you do talk about your teachers or your parents and ... what they're doing, and how it frustrates you and gets you mad and stuff.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Fear can undercut the value of participating with communities.\"\u003c/aside>\n\u003cp>In terms of strategies for privacy, 90 percent of the tweens said they don't include their full names, addresses, phone numbers, and birth dates (only day and month, not the year). About 36 percent said they embedded false information to protect their privacy, and some did so as suggested by their parents.\u003c/p>\n\u003cp>But it's worth noting that five of the 42 interviewed either didn't know about specific or general privacy settings on Facebook, or hadn't bothered to adjust them.\u003c/p>\n\u003cp>\u003cstrong>WHAT ROLES DO ADULTS PLAY?\u003c/strong>\u003c/p>\n\u003cp>Many tweens said they consult adults – such as parents or educators – about privacy concerns online; 89% said they conferred with parents and 63% said they heard messages from educators.\u003c/p>\n\u003cp>In one case, a student reported a teacher using extreme scare tactics. \"My computer lab teacher said that people on the Internet, they can threaten you... they're going to hunt you and kill you. And that ... they can find you and rape you.\"\u003c/p>\n\u003cp>These kinds of messages fall short of conveying the social complexity of online interactions, the researchers say.\u003c/p>\n\u003cp>\"Engage youth in conversation about approaches to privacy,\" James said at a seminar at the Hechinger Institute last year. \"Avoid making them more fearful than they are. Discuss and encourage empowering privacy. Educators can facilitate those conversations among youth. They can balance protective messages with those about responsibility and respect for others. Because fear can undercut the value of participating with communities.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- Additional reporting by Chelsea Hawkins\u003c/em>\u003c/p>\n\n",
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"description": "Getty Much of the anxiety around tweens and social media lies in the fear that they don’t care about or understand privacy settings. Parents worry that kids will either willingly or unintentionally expose themselves to dangerous anonymous predators, or that they don’t fully understand that the information they share about themselves can be used against",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 507px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=19845\" rel=\"attachment wp-att-19845\">\u003cimg class=\"size-full wp-image-19845\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/81172640.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/81172640.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/81172640-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/81172640-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Much of the anxiety around tweens and social media lies in the fear that they don’t care about or understand privacy settings. Parents worry that kids will either willingly or unintentionally expose themselves to dangerous anonymous predators, or that they don’t fully understand that the information they share about themselves can be used against them.\u003c/p>\n\u003cp>But tweens are much more savvy about their privacy settings than adults give them credit for, even when it comes to subtleties of “frenemies” dynamics, according to a small, qualitative study by researchers at the Harvard Graduate School of Education that's forthcoming in the journal \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/17439884.2012.658404\">\u003cem>Learning, Media, & Technology.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>“Tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online,” write researchers Katie Davis and Carrie James, who conducted in-depth interviews with 42 middle-school students for the study. “Tweens’ online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their willingness to share does not mean that they care little for privacy.\"\u003c/aside>\n\u003cp>Most kids are well aware of risks, and make “fairly sophisticated” decisions about privacy settings based on advice and information from their parents, teachers, and friends. They differentiate between people they don't know out in the world (distant strangers) and those they don't know in the community, such as high school students in their hometown (near strangers). Marisa, for example, a 10-year old interviewed in the study (who technically is not allowed to use Facebook), \"enjoys participating in virtual worlds and using instant messenger and Facebook to socialize with her friends -- and is keenly aware of the risks -- especially those related to privacy.\" She's doesn’t share highly sensitive personal information on her Facebook profile and actively blocks certain people.\u003c/p>\n\u003cp>“A growing body of research suggests that while teens share a great deal online, their willingness to share does not mean that they care little for privacy,” the authors write. In fact, they're well \u003c!--more-->aware of the importance of protecting their reputation and safety -- even their future job prospects, \u003ca href=\"http://multivu.prnewswire.com/player/44526-cox-teen-summit-internet-safety/docs/44526-Cox_Online_Safety_Digital_Reputation_Survey-FNL.pdf\">according to a 2010 survey by Kim Thomas.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Just as adults do, tweens want to be in control of how they share personal information -- and they do it in order to cultivate friendships and intimacy. Ironically, their sense of invasion of privacy comes not from friends or strangers, but the growing presence of adults, according to a\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1925128\"> 2011 study by danah boyd and Alice Marwick. \u003c/a>\u003c/p>\n\u003cp>Rather than fearing the unknown stranger, young adults are more wary of the \"known other\" – parents, school teachers, classmates, etc. – for fear of “the potential for the known others to share embarrassing information about them”; 83 percent of the sample group cited at least one known other they wanted to maintain their privacy from; 71 percent cited at least one known adult. Strikingly, seven out of the 10 participants who reported an incident when their privacy was breached said it was “perpetrated by known others.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">HOW WELL ARE SCHOOLS TEACHING CYBER ETHICS?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">SHOULD PARENTS HAVE THE BACKDOOR KEY TO THEIR KIDS' FACEBOOK ACCOUNTS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">\u003cem>\u003cstrong>HOW YOUNG IS TOO YOUNG TO START SOCIAL NETWORKING?\u003c/strong>\u003c/em>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cem>\u003cstrong>THE PITFALLS AND PROMISES OF SOCIAL MEDIA AND KIDS\u003c/strong>\u003c/em>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Most of the kids interviewed admit that they withhold some information even from their friends. One 12-year-old said she wanted to protect herself from people \"who like to start drama.\"\u003c/p>\n\u003cp>And they recognize privacy breach from adults, too. \"Like one day, I was using my phone and [my teacher] took it from me and they went through my texts to see who I was texting,\" one tween told the researchers.\u003c/p>\n\u003cp>A 14-year-old said, \"I just want it to be like a teenager world...Because you do talk about your teachers or your parents and ... what they're doing, and how it frustrates you and gets you mad and stuff.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Fear can undercut the value of participating with communities.\"\u003c/aside>\n\u003cp>In terms of strategies for privacy, 90 percent of the tweens said they don't include their full names, addresses, phone numbers, and birth dates (only day and month, not the year). About 36 percent said they embedded false information to protect their privacy, and some did so as suggested by their parents.\u003c/p>\n\u003cp>But it's worth noting that five of the 42 interviewed either didn't know about specific or general privacy settings on Facebook, or hadn't bothered to adjust them.\u003c/p>\n\u003cp>\u003cstrong>WHAT ROLES DO ADULTS PLAY?\u003c/strong>\u003c/p>\n\u003cp>Many tweens said they consult adults – such as parents or educators – about privacy concerns online; 89% said they conferred with parents and 63% said they heard messages from educators.\u003c/p>\n\u003cp>In one case, a student reported a teacher using extreme scare tactics. \"My computer lab teacher said that people on the Internet, they can threaten you... they're going to hunt you and kill you. And that ... they can find you and rape you.\"\u003c/p>\n\u003cp>These kinds of messages fall short of conveying the social complexity of online interactions, the researchers say.\u003c/p>\n\u003cp>\"Engage youth in conversation about approaches to privacy,\" James said at a seminar at the Hechinger Institute last year. \"Avoid making them more fearful than they are. Discuss and encourage empowering privacy. Educators can facilitate those conversations among youth. They can balance protective messages with those about responsibility and respect for others. Because fear can undercut the value of participating with communities.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- Additional reporting by Chelsea Hawkins\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Stereotyping Girls Harm Boys Too?",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 413px\">\n\u003cp>\u003cimg class=\"size-full wp-image-19815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200314307-001.jpg\" alt=\"\" width=\"413\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001.jpg 413w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-320x267.jpg 320w\" sizes=\"(max-width: 413px) 100vw, 413px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">When Larry Summers, then the president of Harvard, made his \u003ca href=\"http://www.harvard.edu/president/speeches/summers_2005/nber.php\">infamous remark in 2005\u003c/a> about “intrinsic aptitude” in explaining part of the gap between men and women’s performance in math and science, he was accused of making it harder for women and girls to succeed in those fields. He wasn’t blamed for hobbling the performance of men and boys—but maybe he should have been.\u003c/p>\n\u003cp>According to new research, both males and females do worse on a spatial reasoning task when they’re told that intrinsic aptitude accounts for the gender gap in the test’s results—even though the gap favors men.\u003c/p>\n\u003cp>In the study, published in the February issue of the journal \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1041608011001518\">Learning and Individual Differences\u003c/a>, psychologist Angelica Moè told a group of 201 high school students that they would be taking a test that measured how well they could \u003ca href=\"http://www.sis.pitt.edu/%7Eis1042/html/mentrot.html\">mentally manipulate imagined objects\u003c/a>. They were also told that males perform better than females on this exercise, known as the Mental Rotation Test. Such pre-test comments are a standard way of inducing what psychologists call “stereotype threat.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What makes the difference is the belief that failures are dependent on genetic reasons.”\u003c/aside>\n\u003cp>Research shows that when women or minorities are reminded before being evaluated that the group to which they belong commonly scores poorly, they themselves do worse than if they had received no such reminder. Anxiety about confirming the negative stereotype hampers their performance.\u003c/p>\n\u003cp>But Moè went a step further. She divided the students into four groups and offered each one a particular explanation for women’s comparative disadvantage. One group was told that the gap resulted from genetic differences between men and women. A second group was told that time limits were the problem: women could do as well as men on the test, but they were more affected \u003c!--more-->by restrictions on the amount of time they could take to work on it. A third group was told that other people’s stereotypes were to blame, making women feel less able than they are. And a fourth group, acting as a control, was simply told again that men perform better on the task than women. Then all the groups took the test.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The results: When women were given an external reason for females’ poor performance—time limits or others’ stereotypes—they did better on the test. When they were given an internal reason—their own deficient genes—they did worse. But the study’s really striking finding was that men also did worse when told that genes were the cause of the gender gap.\u003c/p>\n\u003cp>It turns out that genetic explanations for performance aren’t good for anybody: women are convinced that their inferior genes won’t allow them to compete, and men worry that they won’t live up to the claims made for their supposedly superior Y chromosome. “It does not matter if the genetic explanation is really true or to what extent it is true,” Moè writes. “What makes the difference is the belief that failures or difficulties are dependent on genetic reasons.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">GIRLS AND MATH: BUSTING THE STEREOTYPE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">CAN EVERYONE BE SMART AT EVERYTHING?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/\">BALANCING MATH SKILLS AND PLAY IN KINDERGARTEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When genetic explanations are “really true,” we should respect them as solid scientific evidence. But loose talk about the genetic basis of ability—whether in speeches by college presidents or in hype-filled newspaper headlines—may well harm the performance of everyone, male and female alike.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents and educators can push back against such talk by emphasizing at every opportunity the malleable nature of intelligence—pointing out, for example, that performance on tasks like the Mental Rotation Test can be improved with training and practice. And test-takers can “prime” their own belief in flexible intelligence by saying to themselves, “I can do well if I try really hard,” or “With practice I will get better at this.” These aren’t cheesy self-affirmations, but truthful statements that will put us in the frame of mind to do our best.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 413px\">\n\u003cp>\u003cimg class=\"size-full wp-image-19815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200314307-001.jpg\" alt=\"\" width=\"413\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001.jpg 413w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-320x267.jpg 320w\" sizes=\"(max-width: 413px) 100vw, 413px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">When Larry Summers, then the president of Harvard, made his \u003ca href=\"http://www.harvard.edu/president/speeches/summers_2005/nber.php\">infamous remark in 2005\u003c/a> about “intrinsic aptitude” in explaining part of the gap between men and women’s performance in math and science, he was accused of making it harder for women and girls to succeed in those fields. He wasn’t blamed for hobbling the performance of men and boys—but maybe he should have been.\u003c/p>\n\u003cp>According to new research, both males and females do worse on a spatial reasoning task when they’re told that intrinsic aptitude accounts for the gender gap in the test’s results—even though the gap favors men.\u003c/p>\n\u003cp>In the study, published in the February issue of the journal \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1041608011001518\">Learning and Individual Differences\u003c/a>, psychologist Angelica Moè told a group of 201 high school students that they would be taking a test that measured how well they could \u003ca href=\"http://www.sis.pitt.edu/%7Eis1042/html/mentrot.html\">mentally manipulate imagined objects\u003c/a>. They were also told that males perform better than females on this exercise, known as the Mental Rotation Test. Such pre-test comments are a standard way of inducing what psychologists call “stereotype threat.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What makes the difference is the belief that failures are dependent on genetic reasons.”\u003c/aside>\n\u003cp>Research shows that when women or minorities are reminded before being evaluated that the group to which they belong commonly scores poorly, they themselves do worse than if they had received no such reminder. Anxiety about confirming the negative stereotype hampers their performance.\u003c/p>\n\u003cp>But Moè went a step further. She divided the students into four groups and offered each one a particular explanation for women’s comparative disadvantage. One group was told that the gap resulted from genetic differences between men and women. A second group was told that time limits were the problem: women could do as well as men on the test, but they were more affected \u003c!--more-->by restrictions on the amount of time they could take to work on it. A third group was told that other people’s stereotypes were to blame, making women feel less able than they are. And a fourth group, acting as a control, was simply told again that men perform better on the task than women. Then all the groups took the test.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The results: When women were given an external reason for females’ poor performance—time limits or others’ stereotypes—they did better on the test. When they were given an internal reason—their own deficient genes—they did worse. But the study’s really striking finding was that men also did worse when told that genes were the cause of the gender gap.\u003c/p>\n\u003cp>It turns out that genetic explanations for performance aren’t good for anybody: women are convinced that their inferior genes won’t allow them to compete, and men worry that they won’t live up to the claims made for their supposedly superior Y chromosome. “It does not matter if the genetic explanation is really true or to what extent it is true,” Moè writes. “What makes the difference is the belief that failures or difficulties are dependent on genetic reasons.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">GIRLS AND MATH: BUSTING THE STEREOTYPE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">CAN EVERYONE BE SMART AT EVERYTHING?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/\">BALANCING MATH SKILLS AND PLAY IN KINDERGARTEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When genetic explanations are “really true,” we should respect them as solid scientific evidence. But loose talk about the genetic basis of ability—whether in speeches by college presidents or in hype-filled newspaper headlines—may well harm the performance of everyone, male and female alike.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents and educators can push back against such talk by emphasizing at every opportunity the malleable nature of intelligence—pointing out, for example, that performance on tasks like the Mental Rotation Test can be improved with training and practice. And test-takers can “prime” their own belief in flexible intelligence by saying to themselves, “I can do well if I try really hard,” or “With practice I will get better at this.” These aren’t cheesy self-affirmations, but truthful statements that will put us in the frame of mind to do our best.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Doomed or Lucky? Predicting the Future of the Internet Generation",
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"content": "\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "A Look Inside the Digital Lives of Tweens",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/attachment/78375093/\" rel=\"attachment wp-att-19317\">\u003cimg class=\"size-full wp-image-19317\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/78375093.jpg\" alt=\"\" width=\"508\" height=\"336\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093.jpg 508w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093-320x212.jpg 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>The following are excerpts from from \"\u003ca href=\"http://http://ijlm.net/node/13107/toc\">Kids Closer Up: Playing, Learning, and Growing with Digital Media\u003c/a>\" by Lori Takeuchi, \u003cem>International Journal of Learning and Media\u003c/em>, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children's identities, all names are pseudonyms, and location details have been altered.\u003c/h5>\n\u003cp class=\"dropcap-serif\">While large-scale surveys have documented the types of media to which 5–9-year-olds are devoting increasing amounts of time, we know less about how and why they are using these media and what they might be learning as a result. \u003ca href=\"http://ijlm.net/node/13107/toc\">This research\u003c/a> provides rich details on the processes, relationships, and contexts that larger scale studies on children’s media use cannot by examining two 8-year-old girls’ engagement with video games, the Web, mobile devices, and other emerging technologies against the backdrop of family life.\u003c/p>\n\u003cp>What roles are parents and others playing in their digital media experiences? And how is their engagement with digital media related to family values, relationships with peers and siblings, and what they are doing at school? The case studies illustrate how young children’s access to and interest in technology are shaped by cultural, institutional, interpersonal, and developmental forces and, in turn, how access and interest shape individual learning.\u003c/p>\n\u003cp>\u003cstrong> \u003cspan style=\"color: #000080\">THE MYTH OF THE DIGITAL GENERATION\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>In the past decade, a host of newspaper and magazine articles, TV news features, and books have attempted to characterize the digital generation and have presented a polarized view of what young people are doing online, behind closed bedroom doors. Headlines vacillate between \u003ca href=\"http://www.cnn%20.com/2008/HEALTH/family/11/03/healthmag.violent%20.video.kids/index.html.\">“Violent video games linked to child aggression\u003c/a>” and “\u003ca href=\"http://www.independent.co.uk/%20news/education/schools/can-videogame-companies%20-revolutionise-teaching-in-the-21st-century-763184%20.html\">Can video-game companies revolutionize teaching in the 21st century?\u003c/a>”\u003c/p>\n\u003cp>Parents are either alarmed or excited by what the Internet, video games, and cell phones can do to—or for—their children. The telephone, radio, and television evoked \u003ca href=\"http://%20futureofchildren.org/futureofchildren/publications/%20docs/10_02_01.pdf\">similar sentiments among previous generations\u003c/a> of parents, but some assert that today’s technologies are fundamentally \u003c!--more-->transforming the way children play, think, and learn. Journalists and scholars alike say that digital media support creative expression and peer collaboration; foster technical troubleshooting and computational thinking; and \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">inspire civic engagement\u003c/a>, \u003ca href=\"http://www.edutopia%20.org/digital-generation-overview\">global awareness\u003c/a>, and environmental stewardship. As a result, today’s “digital natives” and members of the “Net Generation” are, according to authors like \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=mark%20prensky&source=web&cd=3&ved=0CEEQjBAwAg&url=http%3A%2F%2Fwww.marcprensky.com%2Fwriting%2Fprensky%2520-%2520digital%2520natives%2C%2520digital%2520immigrants%2520-%2520part1.pdf&ei=ZTpMT626K8WRiALauYjGDw&usg=AFQjCNE06yIZRY79wnhWJNLOxgGDWtyZWQ&cad=rja\">Marc Prensky\u003c/a> and \u003ca href=\"http://www.growingupdigital.com/\">Don Tapscott\u003c/a>, more innovative, more enterprising, and more fluent with information technologies than the generations before them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>However, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2007.00793.x/abstract\">critics charge\u003c/a> techno-enthusiasts like Prensky as being overly optimistic and basing this optimism on anecdotal rather than empirical evidence. Children are indeed being born into a digital world: consumer electronics are now accessible to populations that a decade ago could not afford them. Yet the digital divide persists. Most children in the United States now have access to computers at home and at school, but according to researchers \u003ca href=\"gse.uci.edu/person/warschauer_m/docs/equity.pdf\">Mark Warschauer and Tina Matuchniak\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Today the digital divide resides in differential ability to use new media to critically evaluate information, analyze, and interpret data, attack complex problems, test innovative solutions, manage multifaceted projects, collaborate with others in knowledge production, and communicate effectively to diverse audiences—in essence, to carry out the kinds of expert thinking and complex communication that are at the heart of the new economy. (p. 213)\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewinternet%20.org/Reports/2005/Teen-Content-Creators-and%20-Consumers.aspx\">Researchers Amanda Lenhart and Mary Madden\u003c/a> have confirmed these disparities empirically, finding that of all U.S. 12-17-year-olds who go online, only 57% have built a blog or Web page; posted original art, photos, stories, or videos; and/or remixed online content. This figure hardly reflects an entire generation of technology-savvy individuals.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own.\u003c/aside>\n\u003cp>Recent ethnographic work has begun to paint a more complex picture of the digital lives of American youth. The multi-institution \u003ca href=\"http://digitalyouth.ischool.berkeley.edu/\">Digital Youth Project\u003c/a>, the most extensive ethnographic study of youth media use in the United States to date, sought the perspectives of an economically diverse set of 12–18-year-olds on what they are playing, communicating, and creating with new media, endeavoring to understand how these practices are embedded in the broader social and cultural ecology.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalyouth.ischool.berkeley.edu/\">What they discovered \u003c/a>is that teens are using online media to extend real world relationships, explore interests, express identities, and expand their independence and that they are practicing new technical and social skills along the way. Contrary to the digital natives argument, however, fewer youth use new media in “interest-driven” practices to acquire information or cultivate skills beyond what is available to them at school or in their local communities. A minority of youth are “messing around”—experimenting with new tools and developing technical skills along the way. Even fewer are “geeking out” by participating in online communities to improve their craft and gain the respect of online peers.\u003c/p>\n\u003cp>The current work employs in-depth case studies of two 8-year-old girls to illustrate how young children’s access to and interest in technology are shaped by cultural, institutional, interpersonal, and developmental forces and, in turn, how access and \u003ca href=\"life-slc.org/docs/barron-self-sustainedlearning.pdf\">interest shape individual learning\u003c/a>. This proposition, if true, would suggest that \u003ca href=\"www.u.arizona.edu/~lnr/The%20Knowledge%20gap.pdf\">children experience digital media differently\u003c/a> from the get-go and that trajectories of learning with digital media diverge from a young age. Along this line of reasoning, digital natives are made, not born.\u003c/p>\n\u003cp>Findings from the current set of case studies build upon these and other fine-grained studies of young children’s digital media use and learning, bringing to bear the particularities of the era, locale, and culture of the two individuals I studied to refine our collective and ever-evolving portrait of the 21st-century child.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"color: #ffa500\">\u003cstrong>MEET KATIE AND VICTORIA\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Eight-year-old \u003cstrong>Victoria Sarkissian\u003c/strong> is the youngest child in a family of six. Her three much older siblings -- ages 17, 20, and 21 -- gave her parents practice raising children in a digital age before Victoria began to express her own interests in iPods, the Internet, and video games. Victoria's parents Karen and Ara Sarkissian are in their late 40s, own a lovely house in an affluent neighborhood of a suburb of Los Angeles, and can afford to purchase the technologies they consider necessary for the learning, communication, and entertainment needs of their family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong> Katie Yamato\u003c/strong> is also eight and an only child. She is \"hapa,\" a Japanese term for half Japanese, half something else, which in her case is Mexican. By court order, Katie stays Wednesday nights and every other weekend at her grandparents' house, where her father Chad (age 30) and stepmother Aileen (age 25) also live while Chad works on his associate's degree. Katie spends the rest of the time with her mother, Janea Perez (27), in an affordable housing complex located about three miles away. Katie's parents are members of the 'Net Generation, and grew up on video games and surfing the Internet.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>WHAT DO THEY DO ONLINE?\u003c/strong>\u003c/p>\n\u003cp>Katie said she plays online games about once a week, when she is at her dad’s house. She rarely plays at her mom’s house, “’Cause she’s always on the computer. She makes a lot of music. So she makes music like every day.” Since her best friend, Victoria, began alerting Katie, a year or so ago, to the fun to be found at \u003ca href=\"http://www.girlsgogames.com/\">GirlsGoGames.com\u003c/a>, \u003ca href=\"http://myscene.everythinggirl.com/common/upgradeFlash.aspx\">MyScene.com\u003c/a>, and the Disney Channel Web site, Katie has taken an interest in the Internet. Katie goes online by herself about half the time. She asks for either Chad’s or Aileen’s permission, and they set her up by turning the computer on and logging her in before leaving her in the back office to pick up whatever they were doing before the request.\u003c/p>\n\u003cp>Katie enjoys beauty and fashion games most, which may have something to do with her mom being the manager of a beauty supply store and a newly licensed aesthetician. But Katie also states a fondness for any game that allows her to “be creative.” Katie said she can spend hours alone painting nails and designing outfits online but prefers drawing pictures on real paper using the real crayons, paints, and pens she has stashed at her dad’s house. Taking out and putting away the art supplies may be a bigger pain than just launching a Web site, but with the real pictures she makes, “I don’t have to throw it away.” Several pieces of her art are posted on the walls of her dad’s house.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>For the most part, Victoria sets her own learning goals and pulls in her parents and older siblings to help her achieve these goals in a just-in-time—rather than planned-out—fashion. She is comfortable enough to figure out new tools and software on her own, but her father and especially Henry still help her get started. With Paint, for instance, “My dad and my brother had to show me how to get on there and sometimes they watched me to see that I didn’t mess anything up.” Unlike Katie, who only visits (or cares to visit) GirlsGoGames.com, MyScene.com, and the Disney Channel, Victoria surfs the Web for information about fashion design (e.g., the Project Runway site on Bravo network’s website), the breed of miniature rabbits she keeps as pets, and anything else that strikes her fancy.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.girlsgogames.com/\">\u003cimg class=\"size-medium wp-image-19342\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-28-at-9.32.40-AM-300x298.png\" alt=\"\" width=\"300\" height=\"298\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GirlsGoGame.com\u003c/p>\n\u003c/div>\n\u003cp>Well, almost anything. For the most part, Janet and Ara trust Victoria’s judgment, but they did express concern about her online privacy and safety: “We’ve had the discussion that you only talk online with people that you know. Because anybody can say that they’re an 8-year-old boy.” This is why Janet and Ara set up the parental controls feature on the desktop so that Victoria can access her favorite Internet haunts—e.g., Webkinz, Club Penguin, YouTube, and Google—but the system blocks her from any unrecognized Web sites. Victoria has to ask either her father or Henry to type in the password if they approve of the site. With this setup, Victoria can only really surf the Web if one of them is around, and in this way the adults in the house are always aware of the Web sites she is visiting.\u003c/p>\n\u003cp>Janet said she feels no need to restrict her 8-year-old’s time on the computer, playing video games, or even watching TV, because Victoria’s routine and other factors—such as having to share the PC with her brother—naturally limit the frequency and duration of these sessions. When Victoria gets home from school, she has to finish her homework before she can do anything else, technology related or not. And throughout the week she has plenty of non-tech activities to keep her occupied, such as soccer and volleyball, cleaning the bunny cages, play dates with friends, and visiting relatives near and far.\u003c/p>\n\u003cp>Consequently, Victoria’s lifestyle is relatively balanced: “She gets her exercise. She gets her homework done. She, you know, she’s got a wide variety of interests.” Besides, Janet added, “After four kids, you kind of, you know, lessen up on restrictions, I mean, from everything.” As parents they have learned their lessons over the years, including what is worth the effort and what is not.\u003c/p>\n\u003cp>Being surrounded by more-capable family members may explain why Victoria said, “I’m pretty good [with computers], but I’m still learning,” even though she exhibits more ease and proficiency than most kids her age. When asked what she is hoping to learn next, technology-wise, Victoria did not just name a new DS game or computer application. She instead answered, “I would want to learn how to reset [the computer] and all the technology in it.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/with-media-parents-and-kids-learn-more-together/\">WITH MEDIA, PARENTS AND KIDS LEARN MORE TOGETHER\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://joanganzcooneycenter.org/Reports-29.html\">FAMILIES MATTER: DESIGNING MEDIA FOR A DIGITAL AGE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/kids-online-the-risks-and-the-realities/\">KIDS ONLINE: THE RISKS AND THE REALITIES\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>While Katie may not have access to the platforms and software that Victoria’s more affluent parents can afford, she is allowed to visit and view content that Victoria cannot. Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own.\u003c/p>\n\u003cp>The Sarkissians, on the other hand, are more vigilant about Victoria’s media consumption, with parent controls set on the computer and siblings around to keep an eye on what she is doing. Past research has associated higher levels of parental mediation with higher family income and parent age, findings that are consistent with what I observed in the Sarkissian (higher SES) and Yamato (younger parent) households.\u003c/p>\n\u003cp>Despite differing mediation styles, neither Katie’s nor Victoria’s parents believe their girls are overdosing on media. Katie and Victoria still enjoy playing outside, so their parents have not yet felt a need to peel them away from the TV or computer to get fresh air or exercise. But the case study parents may also be unaware of just how much media their daughters consume on a daily basis, because MP3 players and the Nintendo DS tend to be used in the outer reaches of the home, where parents cannot always see what their children are doing or for how long.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>In the next post, Lori Takeuchi examines how the girls use digital media to develop their identities. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/attachment/78375093/\" rel=\"attachment wp-att-19317\">\u003cimg class=\"size-full wp-image-19317\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/78375093.jpg\" alt=\"\" width=\"508\" height=\"336\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093.jpg 508w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/78375093-320x212.jpg 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>The following are excerpts from from \"\u003ca href=\"http://http://ijlm.net/node/13107/toc\">Kids Closer Up: Playing, Learning, and Growing with Digital Media\u003c/a>\" by Lori Takeuchi, \u003cem>International Journal of Learning and Media\u003c/em>, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children's identities, all names are pseudonyms, and location details have been altered.\u003c/h5>\n\u003cp class=\"dropcap-serif\">While large-scale surveys have documented the types of media to which 5–9-year-olds are devoting increasing amounts of time, we know less about how and why they are using these media and what they might be learning as a result. \u003ca href=\"http://ijlm.net/node/13107/toc\">This research\u003c/a> provides rich details on the processes, relationships, and contexts that larger scale studies on children’s media use cannot by examining two 8-year-old girls’ engagement with video games, the Web, mobile devices, and other emerging technologies against the backdrop of family life.\u003c/p>\n\u003cp>What roles are parents and others playing in their digital media experiences? And how is their engagement with digital media related to family values, relationships with peers and siblings, and what they are doing at school? The case studies illustrate how young children’s access to and interest in technology are shaped by cultural, institutional, interpersonal, and developmental forces and, in turn, how access and interest shape individual learning.\u003c/p>\n\u003cp>\u003cstrong> \u003cspan style=\"color: #000080\">THE MYTH OF THE DIGITAL GENERATION\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>In the past decade, a host of newspaper and magazine articles, TV news features, and books have attempted to characterize the digital generation and have presented a polarized view of what young people are doing online, behind closed bedroom doors. Headlines vacillate between \u003ca href=\"http://www.cnn%20.com/2008/HEALTH/family/11/03/healthmag.violent%20.video.kids/index.html.\">“Violent video games linked to child aggression\u003c/a>” and “\u003ca href=\"http://www.independent.co.uk/%20news/education/schools/can-videogame-companies%20-revolutionise-teaching-in-the-21st-century-763184%20.html\">Can video-game companies revolutionize teaching in the 21st century?\u003c/a>”\u003c/p>\n\u003cp>Parents are either alarmed or excited by what the Internet, video games, and cell phones can do to—or for—their children. The telephone, radio, and television evoked \u003ca href=\"http://%20futureofchildren.org/futureofchildren/publications/%20docs/10_02_01.pdf\">similar sentiments among previous generations\u003c/a> of parents, but some assert that today’s technologies are fundamentally \u003c!--more-->transforming the way children play, think, and learn. Journalists and scholars alike say that digital media support creative expression and peer collaboration; foster technical troubleshooting and computational thinking; and \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">inspire civic engagement\u003c/a>, \u003ca href=\"http://www.edutopia%20.org/digital-generation-overview\">global awareness\u003c/a>, and environmental stewardship. As a result, today’s “digital natives” and members of the “Net Generation” are, according to authors like \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=mark%20prensky&source=web&cd=3&ved=0CEEQjBAwAg&url=http%3A%2F%2Fwww.marcprensky.com%2Fwriting%2Fprensky%2520-%2520digital%2520natives%2C%2520digital%2520immigrants%2520-%2520part1.pdf&ei=ZTpMT626K8WRiALauYjGDw&usg=AFQjCNE06yIZRY79wnhWJNLOxgGDWtyZWQ&cad=rja\">Marc Prensky\u003c/a> and \u003ca href=\"http://www.growingupdigital.com/\">Don Tapscott\u003c/a>, more innovative, more enterprising, and more fluent with information technologies than the generations before them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>However, \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2007.00793.x/abstract\">critics charge\u003c/a> techno-enthusiasts like Prensky as being overly optimistic and basing this optimism on anecdotal rather than empirical evidence. Children are indeed being born into a digital world: consumer electronics are now accessible to populations that a decade ago could not afford them. Yet the digital divide persists. Most children in the United States now have access to computers at home and at school, but according to researchers \u003ca href=\"gse.uci.edu/person/warschauer_m/docs/equity.pdf\">Mark Warschauer and Tina Matuchniak\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Today the digital divide resides in differential ability to use new media to critically evaluate information, analyze, and interpret data, attack complex problems, test innovative solutions, manage multifaceted projects, collaborate with others in knowledge production, and communicate effectively to diverse audiences—in essence, to carry out the kinds of expert thinking and complex communication that are at the heart of the new economy. (p. 213)\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewinternet%20.org/Reports/2005/Teen-Content-Creators-and%20-Consumers.aspx\">Researchers Amanda Lenhart and Mary Madden\u003c/a> have confirmed these disparities empirically, finding that of all U.S. 12-17-year-olds who go online, only 57% have built a blog or Web page; posted original art, photos, stories, or videos; and/or remixed online content. This figure hardly reflects an entire generation of technology-savvy individuals.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own.\u003c/aside>\n\u003cp>Recent ethnographic work has begun to paint a more complex picture of the digital lives of American youth. The multi-institution \u003ca href=\"http://digitalyouth.ischool.berkeley.edu/\">Digital Youth Project\u003c/a>, the most extensive ethnographic study of youth media use in the United States to date, sought the perspectives of an economically diverse set of 12–18-year-olds on what they are playing, communicating, and creating with new media, endeavoring to understand how these practices are embedded in the broader social and cultural ecology.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalyouth.ischool.berkeley.edu/\">What they discovered \u003c/a>is that teens are using online media to extend real world relationships, explore interests, express identities, and expand their independence and that they are practicing new technical and social skills along the way. Contrary to the digital natives argument, however, fewer youth use new media in “interest-driven” practices to acquire information or cultivate skills beyond what is available to them at school or in their local communities. A minority of youth are “messing around”—experimenting with new tools and developing technical skills along the way. Even fewer are “geeking out” by participating in online communities to improve their craft and gain the respect of online peers.\u003c/p>\n\u003cp>The current work employs in-depth case studies of two 8-year-old girls to illustrate how young children’s access to and interest in technology are shaped by cultural, institutional, interpersonal, and developmental forces and, in turn, how access and \u003ca href=\"life-slc.org/docs/barron-self-sustainedlearning.pdf\">interest shape individual learning\u003c/a>. This proposition, if true, would suggest that \u003ca href=\"www.u.arizona.edu/~lnr/The%20Knowledge%20gap.pdf\">children experience digital media differently\u003c/a> from the get-go and that trajectories of learning with digital media diverge from a young age. Along this line of reasoning, digital natives are made, not born.\u003c/p>\n\u003cp>Findings from the current set of case studies build upon these and other fine-grained studies of young children’s digital media use and learning, bringing to bear the particularities of the era, locale, and culture of the two individuals I studied to refine our collective and ever-evolving portrait of the 21st-century child.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"color: #ffa500\">\u003cstrong>MEET KATIE AND VICTORIA\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Eight-year-old \u003cstrong>Victoria Sarkissian\u003c/strong> is the youngest child in a family of six. Her three much older siblings -- ages 17, 20, and 21 -- gave her parents practice raising children in a digital age before Victoria began to express her own interests in iPods, the Internet, and video games. Victoria's parents Karen and Ara Sarkissian are in their late 40s, own a lovely house in an affluent neighborhood of a suburb of Los Angeles, and can afford to purchase the technologies they consider necessary for the learning, communication, and entertainment needs of their family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong> Katie Yamato\u003c/strong> is also eight and an only child. She is \"hapa,\" a Japanese term for half Japanese, half something else, which in her case is Mexican. By court order, Katie stays Wednesday nights and every other weekend at her grandparents' house, where her father Chad (age 30) and stepmother Aileen (age 25) also live while Chad works on his associate's degree. Katie spends the rest of the time with her mother, Janea Perez (27), in an affordable housing complex located about three miles away. Katie's parents are members of the 'Net Generation, and grew up on video games and surfing the Internet.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>WHAT DO THEY DO ONLINE?\u003c/strong>\u003c/p>\n\u003cp>Katie said she plays online games about once a week, when she is at her dad’s house. She rarely plays at her mom’s house, “’Cause she’s always on the computer. She makes a lot of music. So she makes music like every day.” Since her best friend, Victoria, began alerting Katie, a year or so ago, to the fun to be found at \u003ca href=\"http://www.girlsgogames.com/\">GirlsGoGames.com\u003c/a>, \u003ca href=\"http://myscene.everythinggirl.com/common/upgradeFlash.aspx\">MyScene.com\u003c/a>, and the Disney Channel Web site, Katie has taken an interest in the Internet. Katie goes online by herself about half the time. She asks for either Chad’s or Aileen’s permission, and they set her up by turning the computer on and logging her in before leaving her in the back office to pick up whatever they were doing before the request.\u003c/p>\n\u003cp>Katie enjoys beauty and fashion games most, which may have something to do with her mom being the manager of a beauty supply store and a newly licensed aesthetician. But Katie also states a fondness for any game that allows her to “be creative.” Katie said she can spend hours alone painting nails and designing outfits online but prefers drawing pictures on real paper using the real crayons, paints, and pens she has stashed at her dad’s house. Taking out and putting away the art supplies may be a bigger pain than just launching a Web site, but with the real pictures she makes, “I don’t have to throw it away.” Several pieces of her art are posted on the walls of her dad’s house.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>For the most part, Victoria sets her own learning goals and pulls in her parents and older siblings to help her achieve these goals in a just-in-time—rather than planned-out—fashion. She is comfortable enough to figure out new tools and software on her own, but her father and especially Henry still help her get started. With Paint, for instance, “My dad and my brother had to show me how to get on there and sometimes they watched me to see that I didn’t mess anything up.” Unlike Katie, who only visits (or cares to visit) GirlsGoGames.com, MyScene.com, and the Disney Channel, Victoria surfs the Web for information about fashion design (e.g., the Project Runway site on Bravo network’s website), the breed of miniature rabbits she keeps as pets, and anything else that strikes her fancy.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.girlsgogames.com/\">\u003cimg class=\"size-medium wp-image-19342\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-28-at-9.32.40-AM-300x298.png\" alt=\"\" width=\"300\" height=\"298\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GirlsGoGame.com\u003c/p>\n\u003c/div>\n\u003cp>Well, almost anything. For the most part, Janet and Ara trust Victoria’s judgment, but they did express concern about her online privacy and safety: “We’ve had the discussion that you only talk online with people that you know. Because anybody can say that they’re an 8-year-old boy.” This is why Janet and Ara set up the parental controls feature on the desktop so that Victoria can access her favorite Internet haunts—e.g., Webkinz, Club Penguin, YouTube, and Google—but the system blocks her from any unrecognized Web sites. Victoria has to ask either her father or Henry to type in the password if they approve of the site. With this setup, Victoria can only really surf the Web if one of them is around, and in this way the adults in the house are always aware of the Web sites she is visiting.\u003c/p>\n\u003cp>Janet said she feels no need to restrict her 8-year-old’s time on the computer, playing video games, or even watching TV, because Victoria’s routine and other factors—such as having to share the PC with her brother—naturally limit the frequency and duration of these sessions. When Victoria gets home from school, she has to finish her homework before she can do anything else, technology related or not. And throughout the week she has plenty of non-tech activities to keep her occupied, such as soccer and volleyball, cleaning the bunny cages, play dates with friends, and visiting relatives near and far.\u003c/p>\n\u003cp>Consequently, Victoria’s lifestyle is relatively balanced: “She gets her exercise. She gets her homework done. She, you know, she’s got a wide variety of interests.” Besides, Janet added, “After four kids, you kind of, you know, lessen up on restrictions, I mean, from everything.” As parents they have learned their lessons over the years, including what is worth the effort and what is not.\u003c/p>\n\u003cp>Being surrounded by more-capable family members may explain why Victoria said, “I’m pretty good [with computers], but I’m still learning,” even though she exhibits more ease and proficiency than most kids her age. When asked what she is hoping to learn next, technology-wise, Victoria did not just name a new DS game or computer application. She instead answered, “I would want to learn how to reset [the computer] and all the technology in it.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/with-media-parents-and-kids-learn-more-together/\">WITH MEDIA, PARENTS AND KIDS LEARN MORE TOGETHER\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://joanganzcooneycenter.org/Reports-29.html\">FAMILIES MATTER: DESIGNING MEDIA FOR A DIGITAL AGE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/kids-online-the-risks-and-the-realities/\">KIDS ONLINE: THE RISKS AND THE REALITIES\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>While Katie may not have access to the platforms and software that Victoria’s more affluent parents can afford, she is allowed to visit and view content that Victoria cannot. Chad is philosophically opposed to censoring media and trusts Katie to make smart choices on her own.\u003c/p>\n\u003cp>The Sarkissians, on the other hand, are more vigilant about Victoria’s media consumption, with parent controls set on the computer and siblings around to keep an eye on what she is doing. Past research has associated higher levels of parental mediation with higher family income and parent age, findings that are consistent with what I observed in the Sarkissian (higher SES) and Yamato (younger parent) households.\u003c/p>\n\u003cp>Despite differing mediation styles, neither Katie’s nor Victoria’s parents believe their girls are overdosing on media. Katie and Victoria still enjoy playing outside, so their parents have not yet felt a need to peel them away from the TV or computer to get fresh air or exercise. But the case study parents may also be unaware of just how much media their daughters consume on a daily basis, because MP3 players and the Nintendo DS tend to be used in the outer reaches of the home, where parents cannot always see what their children are doing or for how long.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>In the next post, Lori Takeuchi examines how the girls use digital media to develop their identities. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's On the Horizon in Higher Education",
"title": "What's On the Horizon in Higher Education",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/dexterwas/6662287673/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/6662287673_f02dee3d07-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>Flickr: Dexterwas\u003c/p>\n\u003c/div>\n\u003cp>How will college life be different in five years than it is today? In its recently released \u003ca href=\"http://go.nmc.org/2012-hi-ed\">2012 NMC Horizon Report on Higher Education\u003c/a>, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information.\u003c/p>\n\u003cp>Video games will become more commonplace in classrooms, and Big Data will drive big decisions on the part of students, faculty, and the foundations and companies in the education sphere.\u003c/p>\n\u003cp>The Horizon Report crystallizes a lot of what we're witnessing in education. But one notable category isn't addressed in this otherwise comprehensive report: \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">how open education resources\u003c/a> -- mostly free, customizable, content -- is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">disrupting higher ed\u003c/a>, allowing teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">create their own textbooks\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">changing state policy\u003c/a> on using print books (more on this later.) And in that vein, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">the legacy of Stanford's\u003c/a> free online classes, which attracted tens of thousands of learner, and the \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-envisioning-a-post-campus-america/\">evolution of MIT's certification\u003c/a> of its free online classes, which leads us to question how \"informal learning\" will \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/will-digital-badges-carry-the-same-weight-as-college-degrees/\">affect the value of the traditional college degree.\u003c/a>\u003c/p>\n\u003cp>What the report does focus on are six technologies to watch, categorized in the near, middle, and foreseeable future. The report's Key Trends enumerates this in its summary:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. People expect to be able to work, learn, and study whenever and wherever they want to.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The world of work is increasingly collaborative, driving changes in the way student projects \u003c!--more-->are structured.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">5. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.\u003c/p>\n\u003cp style=\"padding-left: 30px\">6. There is a new emphasis in the classroom on more challenge-based learning and similar methods foster, which more active learning experiences, both inside and outside the classroom.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>NEAR TERM: ONE YEAR OR LESS (IN OTHER WORDS, NOW)\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>MOBILE APPS.\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Mobile apps\u003c/a> are obviously no longer cutting-edge technology. As of October 2011, 18 billion apps had been downloaded in the Apple marketplace, and more than 10 billion in the Android marketplace (and counting). Students are using apps for everything from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">note-taking and sharing\u003c/a>, to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/animal-dissection-theres-an-app-for-that/\">virtual dissection\u003c/a>, and creating video and audio. And according to the report, colleges are creating apps to help students navigate school services and resources.\u003c/p>\n\u003cp>Some institutions are creating programs to teach student entrepreneurs how to create apps from scratch and to market them. One piece to add to the Horizon report: \u003ca href=\"http://startupweekend.org/\">Startup Weekends Edu\u003c/a> provide the same service -- organized by peers -- for free. What's more, lectures and slides from Stanford University's iPhone and iPad Apps Course is available online for free through iTunes U.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neuralchaos/4566931407/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19222\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4566931407_bf83e75f27-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Chirantan Patnaik\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>TABLET COMPUTING. \u003c/strong>The iPad is scorching the competition in the tablet field -- the report states that 97% of all tablet-based and 46.8% of all mobile Web traffic comes from the Apple's tablet. Motorola, Samsung, and Amazon all offer their own versions, but despite their lower prices, the iPad has dominated the market at large, and specifically at higher-ed institutions. Tablets are useful tools for learning because they're portable and light, can replace heavy textbooks, and can be used for fieldwork, and more universities are offering tablets to students as part of their tuition costs.\u003c/p>\n\u003cp>At the University of California, Irvine, students use the iPad to explore images of body structures and radiographic films. At Drew University's Wall Street Semester program, students create spreadsheets and presentations and interpret financial information on their iPads. At the University of Adelaide, all first-year science students' textbooks will be replaced by iPads.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>MID-TERM: WITHIN TWO TO THREE YEARS \u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GAME-BASED LEARNING. \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Gaming in education\u003c/a> is not exactly cutting-edge territory for MindShift readers, but from the perspective of traditional institutions, it's still a few years from becoming a regular practice in classrooms. The appeal of games with learning comes from the ability to capture student interest, motivate them to progress to higher, more difficult levels of learning, and learn from and interact with other students.\u003c/p>\n\u003cp>Other examples from the report: Purdue University's Serious Games Center focuses on researching new means of collaboration with Serious Games in virtual environments; massively multiplayer online (MMO) games like Minecraft and World of Warcraft are being used in course curriculum, and leverage the best of game theory in education: \"teamwork, leadership, and discovery.\"\u003c/p>\n\u003cp>One more piece to add to the Horizon report: University scientists are using \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">crowd-source games\u003c/a> to carry out research; in September, scientists from the University of Washington, who created the online game FoldIt, announced that players had \"deciphered the folding of a protein important in AIDS research,\" according to \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">a Boston Globe article\u003c/a>.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Alternate-relate games are also used to learn, such as Jane McGonigal's Evoke, a social networking game that compels students to create solutions for real-world problems. Stanford's \"Septris\" is an HTML5 mobile simulation game used by doctors and nurses about how to identify, triage, and manage sepsis. The online game Ikariam allows students to create ancient civilizations, including infrastructure and economies.\u003c/p>\n\u003cp>The challenge, the writers say, is figuring out how to use \"traditional educational content\" in a game setting. But knowing that, for example, the average MMO gamer spends 10-15 hours per week researching information that will help them move along in the game, keeps educators interested in game-based learning practices.\u003c/p>\n\u003cp>\u003cstrong>LEARNING ANALYTICS. \u003c/strong>The rise of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">Big Data in education\u003c/a> is perhaps one of the biggest game-changers and has drawn the attention and financial support of the big guns. The goal of using analytics is to help educators pinpoint students' struggles and needs and customize what they teach based on hard data. That said, most captured data can't identify intangible, unquantifiable qualities like creativity, leadership, and innovation, which are as equally important to student achievement.\u003c/p>\n\u003cp>Some examples: The Signals Project at Purdue University generates reports on students, identifying risk level and solutions for struggling students. CoreDogs allows students to get feedback and assessments from educators while they complete exercises. The University of Minnesota uses data from its course management systems to help lower achieving students estimate their final grades more accurately so they can better prepare for term exams and projects. Harvard's Mazur Group developed Learning Catalytics, which gives real-time feedback during class to support its peer-to-peer instruction. \"Faculty can engage students with questions about course material with numerical, algebraic, textual, or graphical responses, and the platform helps group students for follow-up discussions,\" report states. (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Read more\u003c/a> about professor Eric Mazur's practice.)\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>FORESEEABLE FUTURE: FOUR TO FIVE YEARS\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GESTURE-BASED COMPUTING\u003c/strong>. If you're not sure what this means, refer to the Microsoft Kinect system, which eliminates the hand-held controllers of video games and uses the player's gestures to control the game. But what is its role in learning? For those with special and needs, gesture-control devices offer the prospect of independence, to some degree.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/screen-shot-2012-02-22-at-12-31-37-pm/\" rel=\"attachment wp-att-19216\">\u003cimg class=\"size-medium wp-image-19216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-12.31.37-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Daniel Choo\u003c/p>\n\u003c/div>\n\u003cp>In schools, a few examples: Morp Holuminescnece at Ball State University uses body gestures to change the amount of light in a room. At the \u003ca href=\"http://go.nmc.org/edaic\">Norrkoping Visualization Centre\u003c/a> and the Center for Medical Image Science and Visualization in Sweden, users can conduct a virtual autopsy using a multi-touch table, making virtual cross-sections and examining layers of skin, muscle, and bone.\u003c/p>\n\u003cp>Some exciting prospects: MIT graduate students are working on \u003ca href=\"http://go.nmc.tahtr\">3Gear System\u003c/a>, which will allow human interaction with computers and digital devices more natural; \u003ca href=\"http://go.nmc.org/ophom\">Extreme Reality\u003c/a> is working on creating software that allows computer control with hand gestures.\u003c/p>\n\u003cp>\u003cstrong>THE INTERNET OF THINGS. \u003c/strong>Those who have seen the Cisco video ad called \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-day-of-learning-made-of-glass/\">Day of Made of Glass\u003c/a> have a sense of what this term means: Everything is connected. Smart objects connect us to information and information back to us.\u003c/p>\n\u003cp>How's this playing out in higher ed? Because it's still evolving and fairly new, examples are sparse, and used mostly for tracking people, objects, and spaces. At Northern Arizona University, student ID cards track their class attendance, and El Paso Health Sciences Center at Texas Tech University tracks science lab equipment and resources.\u003c/p>\n\u003cp>But here's an intriguing application from the report:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"Anthropology and history departments will have an instant window into the condition of the objects, with the Internet being the mechanism for real-time monitoring of current location, environment, and movement of an object in their care or collections. Once such information is accessible, it is easy to imagine it being attached to other sorts of information in ways that will blur the line between the object itself and content related to it. For example, every bone in an Allosaurus skeleton has a story — when it was discovered, its position in the body, the temperature at which it is being stored, its provenance info, and more. An Internet of Things would make it simple to attach all that information directly to the bones themselves via an IP-enabled smart object that adds a constant stream of monitoring information about the physical object.\"\u003c/p>\n\u003cp>There's lots of insightful information here. We would love to hear back from readers about how these trends might be playing out in your world.\u003c/p>\n\u003cp>\u003cem>[UPDATE: The most recent version of this article includes links that were originally in the post but inadvertently deleted.]\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Flickr: Dexterwas How will college life be different in five years than it is today? In its recently released 2012 NMC Horizon Report on Higher Education, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information. Video games will become more commonplace in classrooms,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/dexterwas/6662287673/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/6662287673_f02dee3d07-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>Flickr: Dexterwas\u003c/p>\n\u003c/div>\n\u003cp>How will college life be different in five years than it is today? In its recently released \u003ca href=\"http://go.nmc.org/2012-hi-ed\">2012 NMC Horizon Report on Higher Education\u003c/a>, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information.\u003c/p>\n\u003cp>Video games will become more commonplace in classrooms, and Big Data will drive big decisions on the part of students, faculty, and the foundations and companies in the education sphere.\u003c/p>\n\u003cp>The Horizon Report crystallizes a lot of what we're witnessing in education. But one notable category isn't addressed in this otherwise comprehensive report: \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">how open education resources\u003c/a> -- mostly free, customizable, content -- is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">disrupting higher ed\u003c/a>, allowing teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">create their own textbooks\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">changing state policy\u003c/a> on using print books (more on this later.) And in that vein, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">the legacy of Stanford's\u003c/a> free online classes, which attracted tens of thousands of learner, and the \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-envisioning-a-post-campus-america/\">evolution of MIT's certification\u003c/a> of its free online classes, which leads us to question how \"informal learning\" will \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/will-digital-badges-carry-the-same-weight-as-college-degrees/\">affect the value of the traditional college degree.\u003c/a>\u003c/p>\n\u003cp>What the report does focus on are six technologies to watch, categorized in the near, middle, and foreseeable future. The report's Key Trends enumerates this in its summary:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. People expect to be able to work, learn, and study whenever and wherever they want to.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The world of work is increasingly collaborative, driving changes in the way student projects \u003c!--more-->are structured.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">5. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.\u003c/p>\n\u003cp style=\"padding-left: 30px\">6. There is a new emphasis in the classroom on more challenge-based learning and similar methods foster, which more active learning experiences, both inside and outside the classroom.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>NEAR TERM: ONE YEAR OR LESS (IN OTHER WORDS, NOW)\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>MOBILE APPS.\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Mobile apps\u003c/a> are obviously no longer cutting-edge technology. As of October 2011, 18 billion apps had been downloaded in the Apple marketplace, and more than 10 billion in the Android marketplace (and counting). Students are using apps for everything from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">note-taking and sharing\u003c/a>, to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/animal-dissection-theres-an-app-for-that/\">virtual dissection\u003c/a>, and creating video and audio. And according to the report, colleges are creating apps to help students navigate school services and resources.\u003c/p>\n\u003cp>Some institutions are creating programs to teach student entrepreneurs how to create apps from scratch and to market them. One piece to add to the Horizon report: \u003ca href=\"http://startupweekend.org/\">Startup Weekends Edu\u003c/a> provide the same service -- organized by peers -- for free. What's more, lectures and slides from Stanford University's iPhone and iPad Apps Course is available online for free through iTunes U.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neuralchaos/4566931407/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19222\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4566931407_bf83e75f27-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Chirantan Patnaik\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>TABLET COMPUTING. \u003c/strong>The iPad is scorching the competition in the tablet field -- the report states that 97% of all tablet-based and 46.8% of all mobile Web traffic comes from the Apple's tablet. Motorola, Samsung, and Amazon all offer their own versions, but despite their lower prices, the iPad has dominated the market at large, and specifically at higher-ed institutions. Tablets are useful tools for learning because they're portable and light, can replace heavy textbooks, and can be used for fieldwork, and more universities are offering tablets to students as part of their tuition costs.\u003c/p>\n\u003cp>At the University of California, Irvine, students use the iPad to explore images of body structures and radiographic films. At Drew University's Wall Street Semester program, students create spreadsheets and presentations and interpret financial information on their iPads. At the University of Adelaide, all first-year science students' textbooks will be replaced by iPads.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>MID-TERM: WITHIN TWO TO THREE YEARS \u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GAME-BASED LEARNING. \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Gaming in education\u003c/a> is not exactly cutting-edge territory for MindShift readers, but from the perspective of traditional institutions, it's still a few years from becoming a regular practice in classrooms. The appeal of games with learning comes from the ability to capture student interest, motivate them to progress to higher, more difficult levels of learning, and learn from and interact with other students.\u003c/p>\n\u003cp>Other examples from the report: Purdue University's Serious Games Center focuses on researching new means of collaboration with Serious Games in virtual environments; massively multiplayer online (MMO) games like Minecraft and World of Warcraft are being used in course curriculum, and leverage the best of game theory in education: \"teamwork, leadership, and discovery.\"\u003c/p>\n\u003cp>One more piece to add to the Horizon report: University scientists are using \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">crowd-source games\u003c/a> to carry out research; in September, scientists from the University of Washington, who created the online game FoldIt, announced that players had \"deciphered the folding of a protein important in AIDS research,\" according to \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">a Boston Globe article\u003c/a>.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Alternate-relate games are also used to learn, such as Jane McGonigal's Evoke, a social networking game that compels students to create solutions for real-world problems. Stanford's \"Septris\" is an HTML5 mobile simulation game used by doctors and nurses about how to identify, triage, and manage sepsis. The online game Ikariam allows students to create ancient civilizations, including infrastructure and economies.\u003c/p>\n\u003cp>The challenge, the writers say, is figuring out how to use \"traditional educational content\" in a game setting. But knowing that, for example, the average MMO gamer spends 10-15 hours per week researching information that will help them move along in the game, keeps educators interested in game-based learning practices.\u003c/p>\n\u003cp>\u003cstrong>LEARNING ANALYTICS. \u003c/strong>The rise of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">Big Data in education\u003c/a> is perhaps one of the biggest game-changers and has drawn the attention and financial support of the big guns. The goal of using analytics is to help educators pinpoint students' struggles and needs and customize what they teach based on hard data. That said, most captured data can't identify intangible, unquantifiable qualities like creativity, leadership, and innovation, which are as equally important to student achievement.\u003c/p>\n\u003cp>Some examples: The Signals Project at Purdue University generates reports on students, identifying risk level and solutions for struggling students. CoreDogs allows students to get feedback and assessments from educators while they complete exercises. The University of Minnesota uses data from its course management systems to help lower achieving students estimate their final grades more accurately so they can better prepare for term exams and projects. Harvard's Mazur Group developed Learning Catalytics, which gives real-time feedback during class to support its peer-to-peer instruction. \"Faculty can engage students with questions about course material with numerical, algebraic, textual, or graphical responses, and the platform helps group students for follow-up discussions,\" report states. (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Read more\u003c/a> about professor Eric Mazur's practice.)\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>FORESEEABLE FUTURE: FOUR TO FIVE YEARS\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GESTURE-BASED COMPUTING\u003c/strong>. If you're not sure what this means, refer to the Microsoft Kinect system, which eliminates the hand-held controllers of video games and uses the player's gestures to control the game. But what is its role in learning? For those with special and needs, gesture-control devices offer the prospect of independence, to some degree.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/screen-shot-2012-02-22-at-12-31-37-pm/\" rel=\"attachment wp-att-19216\">\u003cimg class=\"size-medium wp-image-19216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-12.31.37-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Daniel Choo\u003c/p>\n\u003c/div>\n\u003cp>In schools, a few examples: Morp Holuminescnece at Ball State University uses body gestures to change the amount of light in a room. At the \u003ca href=\"http://go.nmc.org/edaic\">Norrkoping Visualization Centre\u003c/a> and the Center for Medical Image Science and Visualization in Sweden, users can conduct a virtual autopsy using a multi-touch table, making virtual cross-sections and examining layers of skin, muscle, and bone.\u003c/p>\n\u003cp>Some exciting prospects: MIT graduate students are working on \u003ca href=\"http://go.nmc.tahtr\">3Gear System\u003c/a>, which will allow human interaction with computers and digital devices more natural; \u003ca href=\"http://go.nmc.org/ophom\">Extreme Reality\u003c/a> is working on creating software that allows computer control with hand gestures.\u003c/p>\n\u003cp>\u003cstrong>THE INTERNET OF THINGS. \u003c/strong>Those who have seen the Cisco video ad called \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-day-of-learning-made-of-glass/\">Day of Made of Glass\u003c/a> have a sense of what this term means: Everything is connected. Smart objects connect us to information and information back to us.\u003c/p>\n\u003cp>How's this playing out in higher ed? Because it's still evolving and fairly new, examples are sparse, and used mostly for tracking people, objects, and spaces. At Northern Arizona University, student ID cards track their class attendance, and El Paso Health Sciences Center at Texas Tech University tracks science lab equipment and resources.\u003c/p>\n\u003cp>But here's an intriguing application from the report:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"Anthropology and history departments will have an instant window into the condition of the objects, with the Internet being the mechanism for real-time monitoring of current location, environment, and movement of an object in their care or collections. Once such information is accessible, it is easy to imagine it being attached to other sorts of information in ways that will blur the line between the object itself and content related to it. For example, every bone in an Allosaurus skeleton has a story — when it was discovered, its position in the body, the temperature at which it is being stored, its provenance info, and more. An Internet of Things would make it simple to attach all that information directly to the bones themselves via an IP-enabled smart object that adds a constant stream of monitoring information about the physical object.\"\u003c/p>\n\u003cp>There's lots of insightful information here. We would love to hear back from readers about how these trends might be playing out in your world.\u003c/p>\n\u003cp>\u003cem>[UPDATE: The most recent version of this article includes links that were originally in the post but inadvertently deleted.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-18989\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/57436584-300x216.jpg\" alt=\"\" width=\"300\" height=\"216\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Annie Murphy Paul\u003c/h5>\n\u003cp>Until I had children, I couldn't be bothered with playing games. Couldn't stand poker, pinochle or gin rummy. Bored out of my mind by Sorry! and Stratego. Never understood the appeal of chess, checkers or backgammon.\u003c/p>\n\u003cp>But once I had kids, games took on a new appeal. Apart from entertaining my kids on rainy afternoons, I saw how many different skills games helped to develop. Card games like Uno and Go Fish helped my sons learn to recognize colors and numbers. Board games like Candyland and Chutes and Ladders reinforced their burgeoning conception of a linear number line. And word games like Scrabble and Boggle, which we’re just beginning to try out, promise to expand their vocabularies and enhance their understanding of word stems and endings.\u003c/p>\n\u003cp>But the biggest benefits of playing games, I’ve come to see, are social. The same kid who responds to the question, “What did you do at school today?” with an impassive “Nothing,” suddenly grows loquacious once there’s a pair of dice or a pack of playing cards between the two of you. Games teach children how to take turns, lose stoically and win graciously (well, most of the time). And there’s another skill that game-playing promotes, one I hadn’t thought about until I read \u003ca href=\"http://www.pnas.org/content/109/5/1419\">a study published\u003c/a> last month in the \u003ca href=\"http://www.pnas.org/\">\u003cem>Proceedings of the National Academy of Sciences\u003c/em>\u003c/a>: Games push players to try to understand the minds of the other participants. Is she bluffing? Is he \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>clueless, or just playing dumb? Can everyone tell that I’m planning to go out in a blaze of glory on the next round?\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\u003cspan style=\"color: #2f568e\">RELATED READING\u003c/span>:\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #8a96a5\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/\">\u003cspan style=\"color: #7e8992\">THE POWER OF PLAY IN LEARNING\u003c/span>\u003c/a>\u003c/span>\u003c/strong>\u003c/aside>\n\u003cp>The study, conducted by a group of researchers from the University of California, Berkeley, used functional magnetic resonance imaging to show that different brain regions are active when individuals play a game against other people and when they play against themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When players compete against each other in a game, they try to make a mental model of the other person’s intentions, what they’re going to do and how they’re going to play, so they can play strategically against them,” explains one of the study's authors Kyle Mathewson, who worked alongside lead author Lusha Zhu\u003c/p>\n\u003cp>This “mental model” of other people’s thoughts and feelings, also known as theory of mind, is crucial for the development of empathy, perspective-taking, and social reciprocity—all the skills that allow us to get along productively with others.\u003c/p>\n\u003cp>OK, so in this case we’re trying to understand the other person so that we can \u003cem>completely crush them\u003c/em> in Battleship. But the ability to adopt another person’s point of view is an aptitude we should want to foster at every opportunity, in every setting. Cultivating children’s theory of mind is a game that everybody wins.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Update: The current version of the article reflects the correct name of the lead author and university that conducted the study.]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 295px\">\u003cimg class=\"size-full wp-image-18824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-02-at-12.45.51-PM.png\" alt=\"\" width=\"295\" height=\"316\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Annie Murphy Paul\u003c/h5>\n\u003cp>It’s not often that a story about the brain warms the heart. But that’s exactly what happened to me when I read an article last month \u003ca href=\"http://www.washingtonpost.com/local/education/in-schools-self-esteem-boosting-is-losing-favor-to-rigor-finer-tuned-praise/2012/01/11/gIQAXFnF1P_story.html\">in the Washington Post\u003c/a>. It’s about how teachers in many schools in the D.C. area are foregoing empty praise of the “Good job!” variety, in favor of giving students solid information that will do them some real good. That information concerns how their brains work and how their intelligence and skills develop, and it’s knowledge that should be made available to every child in the country.\u003c/p>\n\u003cp>Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people’s self-esteem can seriously backfire. When we tell children, “You’re so smart,” we communicate the message that they’d better not take risks or make mistakes, lest they reveal that they’re not so smart after all. Dweck calls this cautious attitude the “fixed mindset,” and she’s found that it’s associated with greater anxiety and reduced achievement. Students with a “growth mindset,” on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They’re more resilient in the face of setbacks, and they do better academically.\u003c/p>\n\u003cp>Now Dweck has designed a program, called \u003ca href=\"http://www.brainology.us/webnav/program.aspx\">Brainology\u003c/a>, which aims to help students develop a growth mindset. Its website explains: “Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. \u003c!--more-->Brainology shows students that they are in control of their brain and its development.” That’s a crucial message to pass on to children, and it’s \u003cem>not\u003c/em> just empty words of encouragement—it’s supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can \u003cem>learn\u003c/em> to be smarter.\u003c/p>\n\u003cp>That, in fact, is something like the credo of this column, which will be appearing every week on MindShift. Each week, I’ll share the latest findings from neuroscience, cognitive science and psychology—discoveries that help us understand how we learn and how we can do it better. I hope you’ll join me here, and share what you read with others. We’ll be doing out part to spread a growth mindset, one click at a time.\u003c/p>\n\u003ch5>\u003cem>Annie Murphy Paul, the author of \u003c/em>\u003ca href=\"http://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/0743296621\">Origins\u003c/a>\u003cem>, is at work on a book about the science of learning\u003c/em>.\u003c/h5>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 295px\">\u003cimg class=\"size-full wp-image-18824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-02-at-12.45.51-PM.png\" alt=\"\" width=\"295\" height=\"316\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Annie Murphy Paul\u003c/h5>\n\u003cp>It’s not often that a story about the brain warms the heart. But that’s exactly what happened to me when I read an article last month \u003ca href=\"http://www.washingtonpost.com/local/education/in-schools-self-esteem-boosting-is-losing-favor-to-rigor-finer-tuned-praise/2012/01/11/gIQAXFnF1P_story.html\">in the Washington Post\u003c/a>. It’s about how teachers in many schools in the D.C. area are foregoing empty praise of the “Good job!” variety, in favor of giving students solid information that will do them some real good. That information concerns how their brains work and how their intelligence and skills develop, and it’s knowledge that should be made available to every child in the country.\u003c/p>\n\u003cp>Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people’s self-esteem can seriously backfire. When we tell children, “You’re so smart,” we communicate the message that they’d better not take risks or make mistakes, lest they reveal that they’re not so smart after all. Dweck calls this cautious attitude the “fixed mindset,” and she’s found that it’s associated with greater anxiety and reduced achievement. Students with a “growth mindset,” on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They’re more resilient in the face of setbacks, and they do better academically.\u003c/p>\n\u003cp>Now Dweck has designed a program, called \u003ca href=\"http://www.brainology.us/webnav/program.aspx\">Brainology\u003c/a>, which aims to help students develop a growth mindset. Its website explains: “Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. \u003c!--more-->Brainology shows students that they are in control of their brain and its development.” That’s a crucial message to pass on to children, and it’s \u003cem>not\u003c/em> just empty words of encouragement—it’s supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can \u003cem>learn\u003c/em> to be smarter.\u003c/p>\n\u003cp>That, in fact, is something like the credo of this column, which will be appearing every week on MindShift. Each week, I’ll share the latest findings from neuroscience, cognitive science and psychology—discoveries that help us understand how we learn and how we can do it better. I hope you’ll join me here, and share what you read with others. We’ll be doing out part to spread a growth mindset, one click at a time.\u003c/p>\n\u003ch5>\u003cem>Annie Murphy Paul, the author of \u003c/em>\u003ca href=\"http://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/0743296621\">Origins\u003c/a>\u003cem>, is at work on a book about the science of learning\u003c/em>.\u003c/h5>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>\u003cstrong>[UPDATE Feb. 3, 2012: Please see additional clarification from both of the researchers of the studies cited in this article below.]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Scientists are notorious for questioning the veracity of publicized research -- and with good reason. They want to know: Who conducted the research? Where was it published? What were the survey questions?\u003c/p>\n\u003cp>It's that much more important when it comes to evaluating research in education that will affect the investment decisions of teachers, parents, and administrators.\u003c/p>\n\u003cp>Case in point: does the iPad boost student learning? Is it a solid educational tool, as the \u003ca href=\"http://www.wired.com/gadgetlab/2012/01/ipad-educational-aid-study/\">headline from a recent article in Wired magazine\u003c/a> says, maintaining that the devices are improving student engagement and assessment.\u003c/p>\n\u003cp>The article draws on two recent studies conducted on iPad apps: one on Houghton Mifflin Harcourt's Fuse Algebra I app (see MindShift's coverage \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/\">here\u003c/a>) and one on Motion Math's fraction app (see MindShift's coverage \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/proof-in-study-math-app-improves-test-scores-and-engagement/\">here\u003c/a>). Both of these studies tout positive results for the apps in question: In the case of the former, state standardized test scores jumped by 20%; in the case of the latter, students' scores improved an average of 15%.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Both studies were commissioned by the companies in question; Motion Math hired an independent researcher and Houghton used both the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a> and its own staff to \u003c!--more-->review the data. Neither have appeared in a peer-reviewed, scientific journal, although the Motion Math study is being submitted to one. That doesn't mean that the findings are necessarily invalid, but it does mean it's particularly important to take a close look at the research design and the conclusions they make.\u003c/p>\n\u003cp>For example, the HMH study was not a randomized, controlled experiment, and relied on self-reports by the two teachers who took part in the study. There was no statistical analysis, and no indication of the extent of the spread in the scores. And though the company surveyed four school districts, the only results released came from one school in Riverside County because each district carried out the study in different ways.\u003c/p>\n\u003cp>John Sipe, senior vice president at Houghton Mifflin Harcourt, acknowledged there's more work to be done in assessing the results. \"It causes us to want to look more and look further,\" he said. \"This is not a gold standard, this is simply a case study.\"\u003c/p>\n\u003cp>I spoke with Dr. Alicia Chang, the Director of Science and Learning at the education gaming startup \u003ca href=\"http://airylabs.com\">Airy Labs\u003c/a>, about how non-scientists in particular (in other words, the general public) can evaluate research. Chang has a PhD in cognitive psychology from UCLA and has held post-doc research positions at the University of Delaware's School of Education and at the University of Pittsburgh's Learning Research and Development Center. As such, she has designed and implemented a number of research studies about learning, cognition, and developmental psychology.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Q. What are some of the things we should look for in terms of research design?\u003c/strong>\u003c/em>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang:\u003c/strong> First, a \"controlled experiment\" should actually be an experiment. Some critical features include: random selection of participants (typically conducted at a university -- studies done comparing classrooms or pre-existing groups are automatically not true experiments, but rather \"quasi-experiments.\" In a true experiment, the experimenter manipulates the independent variables -- so you'd have to randomly assign kids to teachers/classrooms if you wanted a real experiment comparing classrooms, but obviously that would be really hard to do in reality.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Second, look for whether or not it's peer-reviewed. White papers are self-published (and funded!) by companies for marketing purposes, so they can basically say whatever they want. Scholarly articles published in journals go through rigorous peer reviews by experts in the field so they can be considered more or less objective, and not for financial gain. Peer review does not help the cause of for-profit companies because the cycles can take months or years to complete, so by the time your paper gets published, your product cycle is long over. (I'm hoping that in the future maybe startups/companies can work collaboratively with researchers in order to improve this -- I've tossed around the idea of establishing lab sites at universities and/or having a scientific advisory board, for example. I think data will be really important in the near future, and people will want to see measurable learning gains supported by solid evidence, or at least here's to hoping!)\u003c/p>\n\u003cp style=\"padding-left: 30px\">Third, no financial conflict of interest. This preserves integrity/objectivity of the results.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. What are some of the things we should look look for in terms of conclusions/analysis?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: When I was teaching research methods, one of my pet peeves was the use of the word \"proof\" in science. One thing to keep in mind is that real science is always tentative and changing, so if a marketing message indicates \"proven\" results, whoever wrote that tagline probably does not have a real science background.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. What are some of the \"warning signs\" that research (or conclusions) may be flawed?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>C\u003c/strong>\u003cstrong>hang\u003c/strong>: First, a very limited sample size without random assignment. For example, in the studies that were cited above, these were existing classrooms with different teachers.\u003cbr>\nSecond, correlational analyses claiming causal relationships. This is one of the first things you learn in statistics. Just because two things co-occur, you can't conclude that one thing causes the other. In mainstream media, you'll often see grand conclusions like \"eating fried food doesn't cause heart disease!\" but they didn't actually only feed one group of people fried food and do a longitudinal study comparing them to a group that ate zero fried food. There is no way to tell a direct causal relationship there. This happens a lot with brain research, but most people are unaware that you can't conclude causality with a lot of human neuroscience.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. For folks that aren't familiar with statistics, how can we better understand if the results are actually \"statistically significant\"?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: In the HMH study, for example, they don't actually do any stats and only report percentages. This can be misleading because it might look like a big difference (e.g. 78% vs. 49%) but without any real analyses you don't know if it's \"meaningful,\" because the scores might appear different due to various reasons (perhaps one group had a distribution where half the kids did really well and half the kids didn't and it just drove up the means). But in the HMH case they didn't even show actual understanding of algebraic concepts, just the overall percentage of kids that tested proficient on the state standards, which is a completely different and tangential measure.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. When can we generalize research beyond the study group?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: In a peer-reviewed study published in a scholarly journal, you can usually assume a level of integrity. Respectable journals will not allow critical design flaws to get through. You can also look at effect sizes and the way they selected their subjects. If they seem to be reasonable (a lot of studies use college undergrads as their sample, which isn't entirely generalizable to the whole population, but generalizable to -- let's say -- middle class, well-educated people), they are probably more or less generalizable.\u003c/p>\n\u003cp style=\"text-align: left\">[\u003cstrong>EDITOR'S NOTE, Feb. 3, 2012: We have heard from both Professor Michelle Riconscente, from the University of Southern California, who conducted the Motion Math study referenced in the article, and Denis Newman, CEO of Empirical Education, which conducted its own study of the Houghton Mifflin Hartcourt algebra iPad app separate from the one cited in the article. Both of these notes add useful additional context and points to ponder to this piece. I encourage you to read the letters below.\u003cbr>\n\u003c/strong> \u003cem>\u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>From Michelle Riconscente:\u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">I am an advocate for highly rigorous research methods and the author of the Motion Math efficacy study. As such, I was both pleased to see MindShift raise awareness about the trustworthiness of research, and disappointed to see that, by engaging only one source (who is in competition with both companies mentioned), the article fell short of its goal to offer readers a balanced perspective on this important issue. Moreover, the article incorrectly implied that the Motion Math study shares the limits of the Houghton Mifflin Harcourt study. The two studies differ dramatically in their research designs.\u003c/p>\n\u003cp style=\"text-align: left\">Like much of the education research published in peer-reviewed journals, the Motion Math study used a controlled experimental design with random assignment by class to test the effectiveness of an individual-level (not class-level) intervention. Additionally, the Motion Math study applied an \"extra\" experimental feature called a \"crossover design\" which helped ensure that the increases in math scores were truly attributable to the app and not to something else, such as their teachers, or previous math instruction.\u003c/p>\n\u003cp style=\"text-align: left\">Though Dr. Chang offered some good advice to readers, she inaccurately indicated that the Motion Math study only compared classes taught by different teachers. She also states that white papers \"can basically say whatever they want.\" All the more reason why the criteria for judging their validity must be the quality and transparency of their rationale, methods, results, and interpretations. Those who read the Motion Math study will find that it fully meets these standards for rigorous and trustworthy research.\u003c/p>\n\u003cp>Prof. Michelle Riconscente\u003cbr>\nUniversity of Southern California\u003cbr>\nriconsce@usc.edu\u003c/p>\n\u003cp>-------\u003c/p>\n\u003cp>\u003cem>From Denis Newman:\u003c/em>\u003c/p>\n\u003cp>It’s great to see evidence-based discussions of how the iPad might be beneficial for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/\">January 23 entry)\u003c/a>. It is particularly exciting to see school systems like Riverside USD taking a look at their own data as a way to support their local decisions about what’s working.\u003c/p>\n\u003cp>Unfortunately, the article unintentionally led to a confusion about which results were based on the study that my company, \u003ca href=\"http://www.empiricaleducation.com\">Empirical Education\u003c/a> Inc., conducted and which were based on Riverside’s own data analysis. Riverside was one of four districts participating in our study, which was commissioned by Houghton Mifflin Harcourt (HMH) to study the effectiveness of their iPad app for eighth grade algebra. The comprehensive report on this study is being reviewed by HMH, and at this point, none of the findings have been released. This study was indeed a “randomized control trial.” Each participating teacher taught one randomly selected section of Algebra I using the iPad app, and their other sections continued with the conventional textbook. Riverside provided Empirical Education with data for the two teachers (and their nine sections) who had volunteered in their district. Unlike the other 3 districts, Riverside took a further step and ran the numbers themselves. That data analysis is where the “Figure 1” in your recent post originated. We applaud the district for taking a look at their own data, but we need to clarify that this doesn’t necessarily represent the overall results once they include the other districts participating in the study (we haven’t yet released the results!)\u003c/p>\n\u003cp>The confusion increased \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-judge-if-research-is-trustworthy/\">with this post\u003c/a> that criticized Empirical Education’s work as follows.\u003c/p>\n\u003cp>\u003cem>\"The HMH study was not a randomized, controlled experiment, and relied on self-reports by the two teachers who took part in the study. There was no statistical analysis, and no indication of the extent of the spread in the scores. And though the company surveyed four school districts, the only results released came from one school in Riverside County because each district carried out the study in different ways.\u003c/em>\"\u003c/p>\n\u003cp>The study, that is, HMH’s study as opposed to Riverside’s, was conducted the same way in the four districts. And we certainly used appropriate statistical methods. But, interestingly, if she is referring to the Riverside report, they had a (very small) randomized experiment—randomization was “within teacher.” We agree that, while the raw results from Riverside look promising, statistical analysis is important. Probably, the major caution that your readers should consider is that we can’t generalize the results of Riverside’s mini-experiment to other teachers who may have less experience with or enthusiasm for new technology. Each district that pilots a new program like this should check its own results.\u003c/p>\n\u003cp>A final note on the Watters article concerns her interview of Dr. Alicia Chang, who makes some errors in her advice to your readers about how to evaluate research. I base these comments on Empirical Education’s experience working with the US Department of Education, school systems, and other educational publishers (e.g., see the \u003ca href=\"http://empiricaleducation.com/news2012.php#dec_05_11\">Guidelines\u003c/a> we authored that were published by the software industry’s trade association). First, she states that “studies done comparing classrooms or pre-existing groups are automatically not true experiments,” which is incorrect. Most field experiments in education randomize clusters of students: commonly classes, teachers, grade-level teams, or schools.\u003c/p>\n\u003cp>Second, she is asked how we can generalize the results of a study, but doesn’t directly answer that question. Instead she mentions design flaws and how they may be caught by reviewers. But a flawlessly designed study may still have a very narrow range of generalization. For example, our study of the iPad app, although well designed, cannot be taken to apply to all math software. This is a very important caution—a flawless experiment conducted in one district may be irrelevant to decisions in a different district. This goes back to our appreciation of Riverside’s examination of their own results. Their study may have been flawed, but it provided them with a snapshot specific to their own school district. The timely examination of their results may have informed their decisions without having to wait for the official results—which may be less relevant to their local conditions—to finally be released.\u003c/p>\n\u003cp>Denis Newman, Ph.D.\u003cbr>\nCEO Empirical Education Inc.\u003cbr>\ndnewman@empiricaleducation.com\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"text-align: left\">\n\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>\u003cstrong>[UPDATE Feb. 3, 2012: Please see additional clarification from both of the researchers of the studies cited in this article below.]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Scientists are notorious for questioning the veracity of publicized research -- and with good reason. They want to know: Who conducted the research? Where was it published? What were the survey questions?\u003c/p>\n\u003cp>It's that much more important when it comes to evaluating research in education that will affect the investment decisions of teachers, parents, and administrators.\u003c/p>\n\u003cp>Case in point: does the iPad boost student learning? Is it a solid educational tool, as the \u003ca href=\"http://www.wired.com/gadgetlab/2012/01/ipad-educational-aid-study/\">headline from a recent article in Wired magazine\u003c/a> says, maintaining that the devices are improving student engagement and assessment.\u003c/p>\n\u003cp>The article draws on two recent studies conducted on iPad apps: one on Houghton Mifflin Harcourt's Fuse Algebra I app (see MindShift's coverage \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/\">here\u003c/a>) and one on Motion Math's fraction app (see MindShift's coverage \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/proof-in-study-math-app-improves-test-scores-and-engagement/\">here\u003c/a>). Both of these studies tout positive results for the apps in question: In the case of the former, state standardized test scores jumped by 20%; in the case of the latter, students' scores improved an average of 15%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Both studies were commissioned by the companies in question; Motion Math hired an independent researcher and Houghton used both the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a> and its own staff to \u003c!--more-->review the data. Neither have appeared in a peer-reviewed, scientific journal, although the Motion Math study is being submitted to one. That doesn't mean that the findings are necessarily invalid, but it does mean it's particularly important to take a close look at the research design and the conclusions they make.\u003c/p>\n\u003cp>For example, the HMH study was not a randomized, controlled experiment, and relied on self-reports by the two teachers who took part in the study. There was no statistical analysis, and no indication of the extent of the spread in the scores. And though the company surveyed four school districts, the only results released came from one school in Riverside County because each district carried out the study in different ways.\u003c/p>\n\u003cp>John Sipe, senior vice president at Houghton Mifflin Harcourt, acknowledged there's more work to be done in assessing the results. \"It causes us to want to look more and look further,\" he said. \"This is not a gold standard, this is simply a case study.\"\u003c/p>\n\u003cp>I spoke with Dr. Alicia Chang, the Director of Science and Learning at the education gaming startup \u003ca href=\"http://airylabs.com\">Airy Labs\u003c/a>, about how non-scientists in particular (in other words, the general public) can evaluate research. Chang has a PhD in cognitive psychology from UCLA and has held post-doc research positions at the University of Delaware's School of Education and at the University of Pittsburgh's Learning Research and Development Center. As such, she has designed and implemented a number of research studies about learning, cognition, and developmental psychology.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Q. What are some of the things we should look for in terms of research design?\u003c/strong>\u003c/em>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang:\u003c/strong> First, a \"controlled experiment\" should actually be an experiment. Some critical features include: random selection of participants (typically conducted at a university -- studies done comparing classrooms or pre-existing groups are automatically not true experiments, but rather \"quasi-experiments.\" In a true experiment, the experimenter manipulates the independent variables -- so you'd have to randomly assign kids to teachers/classrooms if you wanted a real experiment comparing classrooms, but obviously that would be really hard to do in reality.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Second, look for whether or not it's peer-reviewed. White papers are self-published (and funded!) by companies for marketing purposes, so they can basically say whatever they want. Scholarly articles published in journals go through rigorous peer reviews by experts in the field so they can be considered more or less objective, and not for financial gain. Peer review does not help the cause of for-profit companies because the cycles can take months or years to complete, so by the time your paper gets published, your product cycle is long over. (I'm hoping that in the future maybe startups/companies can work collaboratively with researchers in order to improve this -- I've tossed around the idea of establishing lab sites at universities and/or having a scientific advisory board, for example. I think data will be really important in the near future, and people will want to see measurable learning gains supported by solid evidence, or at least here's to hoping!)\u003c/p>\n\u003cp style=\"padding-left: 30px\">Third, no financial conflict of interest. This preserves integrity/objectivity of the results.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. What are some of the things we should look look for in terms of conclusions/analysis?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: When I was teaching research methods, one of my pet peeves was the use of the word \"proof\" in science. One thing to keep in mind is that real science is always tentative and changing, so if a marketing message indicates \"proven\" results, whoever wrote that tagline probably does not have a real science background.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. What are some of the \"warning signs\" that research (or conclusions) may be flawed?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>C\u003c/strong>\u003cstrong>hang\u003c/strong>: First, a very limited sample size without random assignment. For example, in the studies that were cited above, these were existing classrooms with different teachers.\u003cbr>\nSecond, correlational analyses claiming causal relationships. This is one of the first things you learn in statistics. Just because two things co-occur, you can't conclude that one thing causes the other. In mainstream media, you'll often see grand conclusions like \"eating fried food doesn't cause heart disease!\" but they didn't actually only feed one group of people fried food and do a longitudinal study comparing them to a group that ate zero fried food. There is no way to tell a direct causal relationship there. This happens a lot with brain research, but most people are unaware that you can't conclude causality with a lot of human neuroscience.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. For folks that aren't familiar with statistics, how can we better understand if the results are actually \"statistically significant\"?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: In the HMH study, for example, they don't actually do any stats and only report percentages. This can be misleading because it might look like a big difference (e.g. 78% vs. 49%) but without any real analyses you don't know if it's \"meaningful,\" because the scores might appear different due to various reasons (perhaps one group had a distribution where half the kids did really well and half the kids didn't and it just drove up the means). But in the HMH case they didn't even show actual understanding of algebraic concepts, just the overall percentage of kids that tested proficient on the state standards, which is a completely different and tangential measure.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. When can we generalize research beyond the study group?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: In a peer-reviewed study published in a scholarly journal, you can usually assume a level of integrity. Respectable journals will not allow critical design flaws to get through. You can also look at effect sizes and the way they selected their subjects. If they seem to be reasonable (a lot of studies use college undergrads as their sample, which isn't entirely generalizable to the whole population, but generalizable to -- let's say -- middle class, well-educated people), they are probably more or less generalizable.\u003c/p>\n\u003cp style=\"text-align: left\">[\u003cstrong>EDITOR'S NOTE, Feb. 3, 2012: We have heard from both Professor Michelle Riconscente, from the University of Southern California, who conducted the Motion Math study referenced in the article, and Denis Newman, CEO of Empirical Education, which conducted its own study of the Houghton Mifflin Hartcourt algebra iPad app separate from the one cited in the article. Both of these notes add useful additional context and points to ponder to this piece. I encourage you to read the letters below.\u003cbr>\n\u003c/strong> \u003cem>\u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>From Michelle Riconscente:\u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">I am an advocate for highly rigorous research methods and the author of the Motion Math efficacy study. As such, I was both pleased to see MindShift raise awareness about the trustworthiness of research, and disappointed to see that, by engaging only one source (who is in competition with both companies mentioned), the article fell short of its goal to offer readers a balanced perspective on this important issue. Moreover, the article incorrectly implied that the Motion Math study shares the limits of the Houghton Mifflin Harcourt study. The two studies differ dramatically in their research designs.\u003c/p>\n\u003cp style=\"text-align: left\">Like much of the education research published in peer-reviewed journals, the Motion Math study used a controlled experimental design with random assignment by class to test the effectiveness of an individual-level (not class-level) intervention. Additionally, the Motion Math study applied an \"extra\" experimental feature called a \"crossover design\" which helped ensure that the increases in math scores were truly attributable to the app and not to something else, such as their teachers, or previous math instruction.\u003c/p>\n\u003cp style=\"text-align: left\">Though Dr. Chang offered some good advice to readers, she inaccurately indicated that the Motion Math study only compared classes taught by different teachers. She also states that white papers \"can basically say whatever they want.\" All the more reason why the criteria for judging their validity must be the quality and transparency of their rationale, methods, results, and interpretations. Those who read the Motion Math study will find that it fully meets these standards for rigorous and trustworthy research.\u003c/p>\n\u003cp>Prof. Michelle Riconscente\u003cbr>\nUniversity of Southern California\u003cbr>\nriconsce@usc.edu\u003c/p>\n\u003cp>-------\u003c/p>\n\u003cp>\u003cem>From Denis Newman:\u003c/em>\u003c/p>\n\u003cp>It’s great to see evidence-based discussions of how the iPad might be beneficial for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/\">January 23 entry)\u003c/a>. It is particularly exciting to see school systems like Riverside USD taking a look at their own data as a way to support their local decisions about what’s working.\u003c/p>\n\u003cp>Unfortunately, the article unintentionally led to a confusion about which results were based on the study that my company, \u003ca href=\"http://www.empiricaleducation.com\">Empirical Education\u003c/a> Inc., conducted and which were based on Riverside’s own data analysis. Riverside was one of four districts participating in our study, which was commissioned by Houghton Mifflin Harcourt (HMH) to study the effectiveness of their iPad app for eighth grade algebra. The comprehensive report on this study is being reviewed by HMH, and at this point, none of the findings have been released. This study was indeed a “randomized control trial.” Each participating teacher taught one randomly selected section of Algebra I using the iPad app, and their other sections continued with the conventional textbook. Riverside provided Empirical Education with data for the two teachers (and their nine sections) who had volunteered in their district. Unlike the other 3 districts, Riverside took a further step and ran the numbers themselves. That data analysis is where the “Figure 1” in your recent post originated. We applaud the district for taking a look at their own data, but we need to clarify that this doesn’t necessarily represent the overall results once they include the other districts participating in the study (we haven’t yet released the results!)\u003c/p>\n\u003cp>The confusion increased \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-judge-if-research-is-trustworthy/\">with this post\u003c/a> that criticized Empirical Education’s work as follows.\u003c/p>\n\u003cp>\u003cem>\"The HMH study was not a randomized, controlled experiment, and relied on self-reports by the two teachers who took part in the study. There was no statistical analysis, and no indication of the extent of the spread in the scores. And though the company surveyed four school districts, the only results released came from one school in Riverside County because each district carried out the study in different ways.\u003c/em>\"\u003c/p>\n\u003cp>The study, that is, HMH’s study as opposed to Riverside’s, was conducted the same way in the four districts. And we certainly used appropriate statistical methods. But, interestingly, if she is referring to the Riverside report, they had a (very small) randomized experiment—randomization was “within teacher.” We agree that, while the raw results from Riverside look promising, statistical analysis is important. Probably, the major caution that your readers should consider is that we can’t generalize the results of Riverside’s mini-experiment to other teachers who may have less experience with or enthusiasm for new technology. Each district that pilots a new program like this should check its own results.\u003c/p>\n\u003cp>A final note on the Watters article concerns her interview of Dr. Alicia Chang, who makes some errors in her advice to your readers about how to evaluate research. I base these comments on Empirical Education’s experience working with the US Department of Education, school systems, and other educational publishers (e.g., see the \u003ca href=\"http://empiricaleducation.com/news2012.php#dec_05_11\">Guidelines\u003c/a> we authored that were published by the software industry’s trade association). First, she states that “studies done comparing classrooms or pre-existing groups are automatically not true experiments,” which is incorrect. Most field experiments in education randomize clusters of students: commonly classes, teachers, grade-level teams, or schools.\u003c/p>\n\u003cp>Second, she is asked how we can generalize the results of a study, but doesn’t directly answer that question. Instead she mentions design flaws and how they may be caught by reviewers. But a flawlessly designed study may still have a very narrow range of generalization. For example, our study of the iPad app, although well designed, cannot be taken to apply to all math software. This is a very important caution—a flawless experiment conducted in one district may be irrelevant to decisions in a different district. This goes back to our appreciation of Riverside’s examination of their own results. Their study may have been flawed, but it provided them with a snapshot specific to their own school district. The timely examination of their results may have informed their decisions without having to wait for the official results—which may be less relevant to their local conditions—to finally be released.\u003c/p>\n\u003cp>Denis Newman, Ph.D.\u003cbr>\nCEO Empirical Education Inc.\u003cbr>\ndnewman@empiricaleducation.com\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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