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"content": "\u003cp>\u003ca rel=\"attachment wp-att-6960\" href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/students-with-ipad-2/\">\u003cimg class=\"size-large wp-image-6960\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad1-620x415.jpg\" alt=\"\" width=\"620\" height=\"415\">\u003c/a>\u003c/p>\n\u003cp>It's easy to figure out why a 13-year-old's eyes would light up if you give her an iPad. Think of all the possibilities: YouTube! Movies! Music! Angry Birds!\u003c/p>\n\u003cp>But what about algebra? Would she be as excited about learning the quadratic equation just because it's presented on a shiny tablet? Turns out that -- at least for the first few months of the class -- it does significantly boost the kid's interest in the subject.\u003c/p>\n\u003cp>One of the country's biggest textbook publishers, Houghton Mifflin Harcourt is banking on it. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">my interview this week with John Sipe\u003c/a>, HMH senior vice president and national sales manager, a few theories about the company's\u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\"> Fuse pilot program\u003c/a> are coming into focus.\u003c/p>\n\u003cp>1) \u003cstrong>Convenience is crucial.\u003c/strong> A 300-page textbook is replaced by a 10-inch tall, 1.5-pound sleek tablet that features all the same content, plus interactive tests, writing pad, calculator, hundreds of videos, and access to a world of information. \"With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there. Instead, on the iPad, you simply click on 'view video' and up comes our professor, Dr. Edward Burger,\" Sipe said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>2) \u003cstrong>Kids still need their teacher. \u003c/strong>In the eight-grade classroom I visited today at Presidio Middle School in San Francisco, the teacher played an integral role in the classroom. She asked the class questions, had students come up to the board to solve equations, and worked alongside them as they watched videos. As \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/\">Sipe put it\u003c/a>: \"Let students cover the basics on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\"\u003c/p>\n\u003cp>3) \u003cstrong>Learning happens outside the class.\u003c/strong> Whether they're working out algebra problems on their iPad or \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">watching a video tutorial on the Khan Academy website, \u003c/a>or trying new math apps on their own at home, mobile devices are making it possible and irrefutably convenient and easy to learn anywhere, anytime. And kids are taking advantage of it. The one who figures out how to get the best content to learners will be the winner in this rapidly changing world.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>4)\u003cstrong> Kids love learning by watching videos\u003c/strong>. With one-touch access to a video of an instructor explaining a problem, students are able to absorb the information in one more way, in addition to listening to their teacher or working out a problem on their own. And that seems to really help their learning process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Next week, I'll report back on my visit to one of the pilot classrooms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-6960\" href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/students-with-ipad-2/\">\u003cimg class=\"size-large wp-image-6960\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad1-620x415.jpg\" alt=\"\" width=\"620\" height=\"415\">\u003c/a>\u003c/p>\n\u003cp>It's easy to figure out why a 13-year-old's eyes would light up if you give her an iPad. Think of all the possibilities: YouTube! Movies! Music! Angry Birds!\u003c/p>\n\u003cp>But what about algebra? Would she be as excited about learning the quadratic equation just because it's presented on a shiny tablet? Turns out that -- at least for the first few months of the class -- it does significantly boost the kid's interest in the subject.\u003c/p>\n\u003cp>One of the country's biggest textbook publishers, Houghton Mifflin Harcourt is banking on it. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">my interview this week with John Sipe\u003c/a>, HMH senior vice president and national sales manager, a few theories about the company's\u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\"> Fuse pilot program\u003c/a> are coming into focus.\u003c/p>\n\u003cp>1) \u003cstrong>Convenience is crucial.\u003c/strong> A 300-page textbook is replaced by a 10-inch tall, 1.5-pound sleek tablet that features all the same content, plus interactive tests, writing pad, calculator, hundreds of videos, and access to a world of information. \"With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there. Instead, on the iPad, you simply click on 'view video' and up comes our professor, Dr. Edward Burger,\" Sipe said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>2) \u003cstrong>Kids still need their teacher. \u003c/strong>In the eight-grade classroom I visited today at Presidio Middle School in San Francisco, the teacher played an integral role in the classroom. She asked the class questions, had students come up to the board to solve equations, and worked alongside them as they watched videos. As \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/\">Sipe put it\u003c/a>: \"Let students cover the basics on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\"\u003c/p>\n\u003cp>3) \u003cstrong>Learning happens outside the class.\u003c/strong> Whether they're working out algebra problems on their iPad or \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">watching a video tutorial on the Khan Academy website, \u003c/a>or trying new math apps on their own at home, mobile devices are making it possible and irrefutably convenient and easy to learn anywhere, anytime. And kids are taking advantage of it. The one who figures out how to get the best content to learners will be the winner in this rapidly changing world.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>4)\u003cstrong> Kids love learning by watching videos\u003c/strong>. With one-touch access to a video of an instructor explaining a problem, students are able to absorb the information in one more way, in addition to listening to their teacher or working out a problem on their own. And that seems to really help their learning process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Next week, I'll report back on my visit to one of the pilot classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003ch5>\u003cem>The iPad's impact on the role of the teacher, paid content versus free online and open-source content, and the learning process.\u003c/em>\u003c/h5>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Will eighth-graders who use the iPad to learn algebra do better than their textbook-using counterparts? That's what publisher \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse\u003c/a> pilot program will determine at the end of the school year. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">yesterday's post\u003c/a>, HMH's John Sipe talked about how anecdotal surveys, halfway through the study, have shown higher engagement level and interest in algebra, partly due to the convenience of having all the content on the app. But how much of that engagement is related to the novelty of using the gadget has not been determined, he says.\u003c/p>\n\u003cp>Here's the rest of our interview.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you have any information you can share about grades so far?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>No, because the study’s still underway. But what we’ve heard from teachers is very encouraging. We’ve been able to see students' time on task, how long they were working on each problem, what they clicked on, what they avoided, which problems they got right and wrong. We have a lot of data that helps us to understand where students are spending their time, and where we need to spend our time as instructors.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I could see a day when the links to the Khan Academy live right in our app, right alongside our videos.\u003c/aside>\n\u003cp>What I suspect is going to happen is that the performance between the print version and app version is going to be similar. But I do think we’ll see better performance with the app in terms of time spent on each task. So far anecdotally kids are spending more time actually involved in doing algebra in the classroom using the iPad, and that’s going to be key – because their engagement and interest is sustained. They’re going to be watching more videos because they’re more convenient to watch. They’re doing more of the practice problems because they’re more engaged in doing so because the “check your understanding” is right there and they don’t have to go look in another place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you train teachers on how to use the app?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Interestingly enough, the device is so easy to use, we didn’t have to spend a whole lot of time on training the teachers, because remember, this is just a student app. The teachers are still using their teachers' guide from print textbooks. This is just how the student accesses content. So the student is not issued a book, just an iPad, and all their content exists on the iPad. They use it on the bus, at home with their families, they bring it back to school and use it in class.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_6819\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-6819\" href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/students-with-ipad/\">\u003cimg class=\"size-medium wp-image-6819\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/em>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cem>HMH\u003c/em>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>Q. I've heard from educators that they're worried about being replaced by these gadgets. And a lot of educators complain about not being trained properly in how to use the new technologies in order to be valuable to their students' learning process.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Not only will teachers not be replaced, it helps elevate their positions in student learning. These videos and many of the aspects of the apps actually do the “heavy lifting” for teachers. Traditional algorithms are presented in these videos using traditional instruction. So teachers don’t have to “waste their time” on some of these things that they’ve always had to do. They can spend much more time on individualized learning, identifying specific student needs. Let students cover the basics, if you will, on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\u003c/p>\n\u003cp>I did hear from a couple teachers as we were doing the training, sort of as anecdotes when they first got this, “Oh my god, what’s \u003cem>my\u003c/em> job?” And that’s obviously a natural first reaction, but when you start spending time with it, you realize this can actually make you a better teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Will this app be available to the public?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’re submitting it to Apple as we speak. It will be commercially available probably in the next few weeks.\u003c/p>\n\u003cp>We’re trying to make this a way for teachers and school districts to save money. The app will cost substantially less than the student book. There will be a day before we know it when students will be carrying around an iPad instead of four or five 700-page books.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will an app like this compete with something like the videos on the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, which are free for anyone to view?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The Khan Academy is fantastic. Khan does fantastic work, and there are tremendous videos there. The thing that we can do that open source has a hard time doing is both vetting this with authors like Dr. Ed Burger, and also bringing it all to one place and making sure it aligns with state and local standards. We play the role of vetting and assuring that content has met all the pedagogical and other requirements that are critical and required for good content.\u003c/p>\n\u003cp>That said, I could see a day when the links to the Khan Academy live right in our app, right alongside our videos. Sort of like, \"Here’s our video of the quadratic equation, and if you’d like to see the video from Khan Academy’s, here it is.\" So again, it makes the learning happen all in one place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. You've given 400 iPads to students for this study. Will you be taking them back after the pilot is over?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>That's to be determined. We’re developing other apps, Algebra II and Geometry, which are on the way. So it’s an item to be discussed.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What’s the next step?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ll see how this goes. We are the largest educational publisher in the U.S. and have the most titles in print and the biggest market share. We knew it was incredibly important for us to learn everything we could learn on how to deliver content in new ways. And this is one of the many new ways.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Our role in education is changing rapidly. With the amount of content available online, and with the amount of open source content, it helps inspire us to continually innovate and try new things in new ways.\u003c/p>\n\u003cblockquote>\u003cp>I'll be reporting more on the program after my visit with Presidio Middle School tomorrow in San Francisco, one of the participating pilot schools. In the meantime, you can \u003ca href=\"http://www.scpr.org/programs/madeleine-brand/2011/01/07/algebra-homework-theres-an-app-for-that/\">hear a report\u003c/a> about the HMH Fuse project at a Los Angeles school.\u003c/p>\u003c/blockquote>\n\n",
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"description": "The iPad's impact on the role of the teacher, paid content versus free online and open-source content, and the learning process. Will eighth-graders who use the iPad to learn algebra do better than their textbook-using counterparts? That's what publisher Houghton Mifflin Harcourt's Fuse pilot program will determine at the end of the school year. In",
"title": "Algebra, Meet the iPad: Part II | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003ch5>\u003cem>The iPad's impact on the role of the teacher, paid content versus free online and open-source content, and the learning process.\u003c/em>\u003c/h5>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Will eighth-graders who use the iPad to learn algebra do better than their textbook-using counterparts? That's what publisher \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse\u003c/a> pilot program will determine at the end of the school year. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">yesterday's post\u003c/a>, HMH's John Sipe talked about how anecdotal surveys, halfway through the study, have shown higher engagement level and interest in algebra, partly due to the convenience of having all the content on the app. But how much of that engagement is related to the novelty of using the gadget has not been determined, he says.\u003c/p>\n\u003cp>Here's the rest of our interview.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you have any information you can share about grades so far?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No, because the study’s still underway. But what we’ve heard from teachers is very encouraging. We’ve been able to see students' time on task, how long they were working on each problem, what they clicked on, what they avoided, which problems they got right and wrong. We have a lot of data that helps us to understand where students are spending their time, and where we need to spend our time as instructors.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I could see a day when the links to the Khan Academy live right in our app, right alongside our videos.\u003c/aside>\n\u003cp>What I suspect is going to happen is that the performance between the print version and app version is going to be similar. But I do think we’ll see better performance with the app in terms of time spent on each task. So far anecdotally kids are spending more time actually involved in doing algebra in the classroom using the iPad, and that’s going to be key – because their engagement and interest is sustained. They’re going to be watching more videos because they’re more convenient to watch. They’re doing more of the practice problems because they’re more engaged in doing so because the “check your understanding” is right there and they don’t have to go look in another place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you train teachers on how to use the app?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Interestingly enough, the device is so easy to use, we didn’t have to spend a whole lot of time on training the teachers, because remember, this is just a student app. The teachers are still using their teachers' guide from print textbooks. This is just how the student accesses content. So the student is not issued a book, just an iPad, and all their content exists on the iPad. They use it on the bus, at home with their families, they bring it back to school and use it in class.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_6819\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-6819\" href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/students-with-ipad/\">\u003cimg class=\"size-medium wp-image-6819\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/em>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cem>HMH\u003c/em>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>Q. I've heard from educators that they're worried about being replaced by these gadgets. And a lot of educators complain about not being trained properly in how to use the new technologies in order to be valuable to their students' learning process.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Not only will teachers not be replaced, it helps elevate their positions in student learning. These videos and many of the aspects of the apps actually do the “heavy lifting” for teachers. Traditional algorithms are presented in these videos using traditional instruction. So teachers don’t have to “waste their time” on some of these things that they’ve always had to do. They can spend much more time on individualized learning, identifying specific student needs. Let students cover the basics, if you will, on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\u003c/p>\n\u003cp>I did hear from a couple teachers as we were doing the training, sort of as anecdotes when they first got this, “Oh my god, what’s \u003cem>my\u003c/em> job?” And that’s obviously a natural first reaction, but when you start spending time with it, you realize this can actually make you a better teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Will this app be available to the public?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’re submitting it to Apple as we speak. It will be commercially available probably in the next few weeks.\u003c/p>\n\u003cp>We’re trying to make this a way for teachers and school districts to save money. The app will cost substantially less than the student book. There will be a day before we know it when students will be carrying around an iPad instead of four or five 700-page books.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will an app like this compete with something like the videos on the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, which are free for anyone to view?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The Khan Academy is fantastic. Khan does fantastic work, and there are tremendous videos there. The thing that we can do that open source has a hard time doing is both vetting this with authors like Dr. Ed Burger, and also bringing it all to one place and making sure it aligns with state and local standards. We play the role of vetting and assuring that content has met all the pedagogical and other requirements that are critical and required for good content.\u003c/p>\n\u003cp>That said, I could see a day when the links to the Khan Academy live right in our app, right alongside our videos. Sort of like, \"Here’s our video of the quadratic equation, and if you’d like to see the video from Khan Academy’s, here it is.\" So again, it makes the learning happen all in one place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. You've given 400 iPads to students for this study. Will you be taking them back after the pilot is over?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>That's to be determined. We’re developing other apps, Algebra II and Geometry, which are on the way. So it’s an item to be discussed.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What’s the next step?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ll see how this goes. We are the largest educational publisher in the U.S. and have the most titles in print and the biggest market share. We knew it was incredibly important for us to learn everything we could learn on how to deliver content in new ways. And this is one of the many new ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Our role in education is changing rapidly. With the amount of content available online, and with the amount of open source content, it helps inspire us to continually innovate and try new things in new ways.\u003c/p>\n\u003cblockquote>\u003cp>I'll be reporting more on the program after my visit with Presidio Middle School tomorrow in San Francisco, one of the participating pilot schools. In the meantime, you can \u003ca href=\"http://www.scpr.org/programs/madeleine-brand/2011/01/07/algebra-homework-theres-an-app-for-that/\">hear a report\u003c/a> about the HMH Fuse project at a Los Angeles school.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet",
"title": "Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003cp>Whether or not the iPad is the Holy Grail in education has yet to be determined. But when one of the biggest textbook publishers in the world invests in a pilot program specifically for the Apple tablet, it's a good indication that, at the very least, it's on the short list.\u003c/p>\n\u003cp>Since last fall, 400 California middle school students have been using the iPad to learn Algebra with \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse program\u003c/a>. This first app, \u003cem>Holt McDougal Algebra 1, \u003c/em>is an interactive version of the textbook, and with it, students get feedback on practice questions, they can write and save notes, receive guided instruction, and access video lessons.\u003c/p>\n\u003cp>\"We like to say that the course is 're-imagined,'\" said John Sipe, senior vice president, national sales manager at HMH. \"It’s a lot more than just adaptation. We know that it’s a more iterative process than a revolutionary process in moving things to mobile delivery to a place like iPad.\"\u003c/p>\n\u003cp>The pilot study, which includes a total of 1,000 students -- 600 receiving the same instruction with traditional textbooks, without iPads -- will go through to the end of the school year, after which, the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a>, will evaluate and deliver results by the summer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's the first part of my interview with John Sipe.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q. Will HMH create apps for other devices, too, or just the iPad?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Right now, the apps are developed exclusively for the iPad. It was the first device that we could take full advantage of. It can support multimedia components, the multi-touch environment. And it's the first device that realized the vision that we’ve all had for a student learning device, a tablet.\u003c/p>\n\u003cp>But that said, we do have to be where schools are. So if tomorrow, dozens of school districts decided to adopt the Motorola Zoom Android-powered tablet, we’d be forced to take a hard look at porting our app over to Android. Many big app providers produce an Android version as well.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad will be a game-changer in education, or is it the beginning of what’s about to come?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The iPad is a beautiful, remarkable device. That’s why there’s so much attention around it. It's not Apple’s first time to attempt a device of this kind. Think back to the Newton. It didn’t succeed because a lot of things that people wanted to do, it couldn’t quite do right. And this is the first device that is able to do everything right that people have asked, not withstanding the discussion around Flash.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Engagement is much higher, as is their interest and motivation.\"\u003c/aside>\n\u003cp>It’s an exciting device and a fantastic device to consume content. Is this THE device for education? That remains to be seen. Right now educators are telling us that it’s very expensive. And they’re right. As we’ve seen with all technology, price comes down very quickly, so it’ll be interesting to watch whether Apple decides to go after a more aggressively priced solution. Look what happened to their music offerings. Look at the Shuffle, for example, which costs $49, if I’m not mistaken. Prices change, they come down quickly. There are many folks out there who understand the importance of producing inexpensive tablets.\u003c/p>\n\u003cp>Is this THE device or is this the first device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile device and re-imagine curriculum, students interacting with learning in their own way. And that’s the exciting part of what we’ve done and what we’re trying to do.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will the iPad-taught class different from a traditional algebra class?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen in practice is the fact that it’s bringing everything to one place that’s making it exciting. The convenience factor, the simplicity factor -- that’s revolutionary. For example, if you’re working through a lesson, there are three or four algorithms presented. With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there.\u003c/p>\n\u003cp>Instead, on the iPad, you simply click on “view video” and up comes our professor, Dr. Edward Burger, the Bill Nye of math education. Students have written to him saying he’s changed their opinion of what math is. So to have him right there, you can see how it’s natural for students to tap “view video,” as opposed to setting their book down and going to the computer.\u003c/p>\n\u003cp>Another example is, when students are working on a problem, they can simply click on “check answer,” and up comes, “that’s correct, and here’s why,” or “that’s incorrect, and here’s why.” As opposed to when they’re working on paper or even online, those pieces are a little more drawn out.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_6639\" class=\"module image right mceTemp\" style=\"width: 140px;\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-6639\" href=\"http://ww2.kqed.org/mindshift/2011/01/learning-algebra-with-the-ipad/ipad-on-tanmays-jeans-4/\">\u003cimg class=\"size-thumbnail wp-image-6639\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/ipad-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Chirantan Patnaik\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. Is there an adaptive aspect to this app, where students can progress to another level?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Right now, this follows identically to the student textbook. It’s adaptive only inasmuch as when the student takes an “are you ready quiz” before a chapter, students can see for themselves how they did in each of the subsections of the test, as can the teacher. Everything the student does in the device from a quizzing and assessment standpoint flows back to the teacher wirelessly. The app sends the data back to the instructor, what section they did well on, what they didn’t do well on. So a teacher has a lot more real-time data on student instruction. But as far as adaptive, actually changing the instruction, no the app doesn’t do that yet. But certainly the technology is out there. A different conversation happens then in terms of your goals.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. I guess what I’m trying to get at is whether this is actually changing the way kids learn.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen is that students are going ahead more often, and going back more often, and they’re able to do it themselves. The other exciting thing we’re seeing is that when parents are working with students, and want to brush up on these kinds of things, for example the quadratic equation, they can watch the videos themselves and quickly refresh their knowledge.\u003c/p>\n\u003cp>The teachers who are teaching the 400 students in the study group right away say engagement is much higher, as is their interest and motivation. So their perception of math and algebra learning is much better based on anecdotal research we’ve gotten so far.\u003c/p>\n\u003cp>That was our belief when we launched this, but we won’t have any real data until summer. But what we’ve seen in focus groups and interviews with instructors is that engagement is way up.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which begs the question, is it the actual gadget they’re interested in, or the content? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Great question. We know it’ll be both. But what’s the dividing line?\u003c/p>\n\u003ch5>\u003cem>More with John Sipe tomorrow.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003cp>Whether or not the iPad is the Holy Grail in education has yet to be determined. But when one of the biggest textbook publishers in the world invests in a pilot program specifically for the Apple tablet, it's a good indication that, at the very least, it's on the short list.\u003c/p>\n\u003cp>Since last fall, 400 California middle school students have been using the iPad to learn Algebra with \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse program\u003c/a>. This first app, \u003cem>Holt McDougal Algebra 1, \u003c/em>is an interactive version of the textbook, and with it, students get feedback on practice questions, they can write and save notes, receive guided instruction, and access video lessons.\u003c/p>\n\u003cp>\"We like to say that the course is 're-imagined,'\" said John Sipe, senior vice president, national sales manager at HMH. \"It’s a lot more than just adaptation. We know that it’s a more iterative process than a revolutionary process in moving things to mobile delivery to a place like iPad.\"\u003c/p>\n\u003cp>The pilot study, which includes a total of 1,000 students -- 600 receiving the same instruction with traditional textbooks, without iPads -- will go through to the end of the school year, after which, the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a>, will evaluate and deliver results by the summer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here's the first part of my interview with John Sipe.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q. Will HMH create apps for other devices, too, or just the iPad?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Right now, the apps are developed exclusively for the iPad. It was the first device that we could take full advantage of. It can support multimedia components, the multi-touch environment. And it's the first device that realized the vision that we’ve all had for a student learning device, a tablet.\u003c/p>\n\u003cp>But that said, we do have to be where schools are. So if tomorrow, dozens of school districts decided to adopt the Motorola Zoom Android-powered tablet, we’d be forced to take a hard look at porting our app over to Android. Many big app providers produce an Android version as well.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad will be a game-changer in education, or is it the beginning of what’s about to come?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The iPad is a beautiful, remarkable device. That’s why there’s so much attention around it. It's not Apple’s first time to attempt a device of this kind. Think back to the Newton. It didn’t succeed because a lot of things that people wanted to do, it couldn’t quite do right. And this is the first device that is able to do everything right that people have asked, not withstanding the discussion around Flash.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Engagement is much higher, as is their interest and motivation.\"\u003c/aside>\n\u003cp>It’s an exciting device and a fantastic device to consume content. Is this THE device for education? That remains to be seen. Right now educators are telling us that it’s very expensive. And they’re right. As we’ve seen with all technology, price comes down very quickly, so it’ll be interesting to watch whether Apple decides to go after a more aggressively priced solution. Look what happened to their music offerings. Look at the Shuffle, for example, which costs $49, if I’m not mistaken. Prices change, they come down quickly. There are many folks out there who understand the importance of producing inexpensive tablets.\u003c/p>\n\u003cp>Is this THE device or is this the first device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile device and re-imagine curriculum, students interacting with learning in their own way. And that’s the exciting part of what we’ve done and what we’re trying to do.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will the iPad-taught class different from a traditional algebra class?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen in practice is the fact that it’s bringing everything to one place that’s making it exciting. The convenience factor, the simplicity factor -- that’s revolutionary. For example, if you’re working through a lesson, there are three or four algorithms presented. With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there.\u003c/p>\n\u003cp>Instead, on the iPad, you simply click on “view video” and up comes our professor, Dr. Edward Burger, the Bill Nye of math education. Students have written to him saying he’s changed their opinion of what math is. So to have him right there, you can see how it’s natural for students to tap “view video,” as opposed to setting their book down and going to the computer.\u003c/p>\n\u003cp>Another example is, when students are working on a problem, they can simply click on “check answer,” and up comes, “that’s correct, and here’s why,” or “that’s incorrect, and here’s why.” As opposed to when they’re working on paper or even online, those pieces are a little more drawn out.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_6639\" class=\"module image right mceTemp\" style=\"width: 140px;\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-6639\" href=\"http://ww2.kqed.org/mindshift/2011/01/learning-algebra-with-the-ipad/ipad-on-tanmays-jeans-4/\">\u003cimg class=\"size-thumbnail wp-image-6639\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/ipad-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Chirantan Patnaik\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. Is there an adaptive aspect to this app, where students can progress to another level?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Right now, this follows identically to the student textbook. It’s adaptive only inasmuch as when the student takes an “are you ready quiz” before a chapter, students can see for themselves how they did in each of the subsections of the test, as can the teacher. Everything the student does in the device from a quizzing and assessment standpoint flows back to the teacher wirelessly. The app sends the data back to the instructor, what section they did well on, what they didn’t do well on. So a teacher has a lot more real-time data on student instruction. But as far as adaptive, actually changing the instruction, no the app doesn’t do that yet. But certainly the technology is out there. A different conversation happens then in terms of your goals.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. I guess what I’m trying to get at is whether this is actually changing the way kids learn.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen is that students are going ahead more often, and going back more often, and they’re able to do it themselves. The other exciting thing we’re seeing is that when parents are working with students, and want to brush up on these kinds of things, for example the quadratic equation, they can watch the videos themselves and quickly refresh their knowledge.\u003c/p>\n\u003cp>The teachers who are teaching the 400 students in the study group right away say engagement is much higher, as is their interest and motivation. So their perception of math and algebra learning is much better based on anecdotal research we’ve gotten so far.\u003c/p>\n\u003cp>That was our belief when we launched this, but we won’t have any real data until summer. But what we’ve seen in focus groups and interviews with instructors is that engagement is way up.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which begs the question, is it the actual gadget they’re interested in, or the content? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Great question. We know it’ll be both. But what’s the dividing line?\u003c/p>\n\u003ch5>\u003cem>More with John Sipe tomorrow.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca rel=\"attachment wp-att-6016\" href=\"http://ww2.kqed.org/mindshift/2011/01/mobile-learning-could-be-key-in-achievement-gap/cell-phone/\">\u003cimg class=\"size-full wp-image-6016\" title=\"cell phone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/cell-phone.png\" alt=\"\" width=\"618\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone.png 618w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone-400x268.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone-320x214.png 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\u003c/p>\n\n\u003ch5>By Leslie Rule\u003c/h5>\n\u003ch5>Leslie Rule is studying at the Harvard Graduate School of Education in the Technology, Innovation, and Education (TIE) program.\u003c/h5>\n\u003cp>Can \u003ca href=\"http://ww2.kqed.org/mindshift/?s=mobile+learning&x=0&y=0\">mobile learning \u003c/a>bring quality education to under-served communities? Research is pointing in that direction.\u003c/p>\n\u003cp>A recent report by \u003ca href=\"http://pewinternet.org/Reports/2010/Government-Online.aspx%20\">Pew Internet and American Life Project\u003c/a> shows that the mobile Internet may be the very technology that finally helps close the \"digital divide.\" Researcher Aaron Smith notes that access to the digital world is increasingly being untethered from the desktop, and this is especially true for people of color: African Americans and English-speaking Latinos are more likely to own a mobile phone, use non-voice data applications, and take advantage of a wider range of features compared with whites. Most interesting is the finding that minority populations' attitude towards, and use of, the \u003cem>social \u003c/em>web is different. For instance, minority populations \u003ca href=\"http://pewinternet.org/Reports/2010/Government-Online/Part-Three.aspx\">are much more likely \u003c/a>than whites to view government use of social media as helpful and informative.\u003c/p>\n\u003cp>A \u003ca href=\"http://educationnext.org/files/Complete_Survey_Results_2010.pdf%20\">2010 poll by Education Next\u003c/a> found, “online learning is growing more acceptable to the public at large.” According to Harvard Graduate School of Education Professor Marty West, who conducted the survey, there was a 10-percent jump in support for the idea (from 42% to 52%). “In a single year, [that jump] is highly unusual,” he said. But what’s even more telling? That support for the idea of online learning is higher among minorities (African Americans: 61%; Hispanics: 65%).\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>Build for Your Audience\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Digital divide activists have struggled for years to get desktop computers into under-served communities and to provide broadband access, but they often found little traction within the communities.\u003cem> \u003c/em>Maybe now, armed with a better understanding of \u003cem>how \u003c/em>digital tools are being used, we can better serve those communities.\u003c/p>\n\u003cp>Research tells us the following:\u003c/p>\n\u003cul>\n\u003cli>Mobile phone ownership is highest in minority populations\u003c/li>\n\u003cli>Social media use is highest and most valued in minority populations\u003c/li>\n\u003cli>Online learning has its highest approval rate in minority populations\u003c/li>\n\u003c/ul>\n\u003cp>In that light, understanding usage is essential when designing educational apps if we want to have them used. So perhaps a tethered desktop computer is not the tool of choice in this particular context. Mobile learning, combined with social media, seems to be the way in.\u003c/p>\n\u003cp>Great teaching meets students where they are. Clearly, sadly, and to students' misfortune we educational technologists have not been meeting under-served communities where \u003cem>they\u003c/em> are, vis-a-vis \u003cem>their \u003c/em>use of new media tools. We need to figure out how the education community can start designing educational materials that take advantage of the ways tools are used in these communities.\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>My answer:\u003c/p>\n\u003cul>\n\u003cli>Ask the community\u003c/li>\n\u003cli>Do ethnography research and discover what those materials might look and feel like\u003c/li>\n\u003cli>Test and revise\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>It might lead to a great learning experience for all.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003ca rel=\"attachment wp-att-6016\" href=\"http://ww2.kqed.org/mindshift/2011/01/mobile-learning-could-be-key-in-achievement-gap/cell-phone/\">\u003cimg class=\"size-full wp-image-6016\" title=\"cell phone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/cell-phone.png\" alt=\"\" width=\"618\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone.png 618w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone-400x268.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone-320x214.png 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\u003c/p>\n\n\u003ch5>By Leslie Rule\u003c/h5>\n\u003ch5>Leslie Rule is studying at the Harvard Graduate School of Education in the Technology, Innovation, and Education (TIE) program.\u003c/h5>\n\u003cp>Can \u003ca href=\"http://ww2.kqed.org/mindshift/?s=mobile+learning&x=0&y=0\">mobile learning \u003c/a>bring quality education to under-served communities? Research is pointing in that direction.\u003c/p>\n\u003cp>A recent report by \u003ca href=\"http://pewinternet.org/Reports/2010/Government-Online.aspx%20\">Pew Internet and American Life Project\u003c/a> shows that the mobile Internet may be the very technology that finally helps close the \"digital divide.\" Researcher Aaron Smith notes that access to the digital world is increasingly being untethered from the desktop, and this is especially true for people of color: African Americans and English-speaking Latinos are more likely to own a mobile phone, use non-voice data applications, and take advantage of a wider range of features compared with whites. Most interesting is the finding that minority populations' attitude towards, and use of, the \u003cem>social \u003c/em>web is different. For instance, minority populations \u003ca href=\"http://pewinternet.org/Reports/2010/Government-Online/Part-Three.aspx\">are much more likely \u003c/a>than whites to view government use of social media as helpful and informative.\u003c/p>\n\u003cp>A \u003ca href=\"http://educationnext.org/files/Complete_Survey_Results_2010.pdf%20\">2010 poll by Education Next\u003c/a> found, “online learning is growing more acceptable to the public at large.” According to Harvard Graduate School of Education Professor Marty West, who conducted the survey, there was a 10-percent jump in support for the idea (from 42% to 52%). “In a single year, [that jump] is highly unusual,” he said. But what’s even more telling? That support for the idea of online learning is higher among minorities (African Americans: 61%; Hispanics: 65%).\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>Build for Your Audience\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Digital divide activists have struggled for years to get desktop computers into under-served communities and to provide broadband access, but they often found little traction within the communities.\u003cem> \u003c/em>Maybe now, armed with a better understanding of \u003cem>how \u003c/em>digital tools are being used, we can better serve those communities.\u003c/p>\n\u003cp>Research tells us the following:\u003c/p>\n\u003cul>\n\u003cli>Mobile phone ownership is highest in minority populations\u003c/li>\n\u003cli>Social media use is highest and most valued in minority populations\u003c/li>\n\u003cli>Online learning has its highest approval rate in minority populations\u003c/li>\n\u003c/ul>\n\u003cp>In that light, understanding usage is essential when designing educational apps if we want to have them used. So perhaps a tethered desktop computer is not the tool of choice in this particular context. Mobile learning, combined with social media, seems to be the way in.\u003c/p>\n\u003cp>Great teaching meets students where they are. Clearly, sadly, and to students' misfortune we educational technologists have not been meeting under-served communities where \u003cem>they\u003c/em> are, vis-a-vis \u003cem>their \u003c/em>use of new media tools. We need to figure out how the education community can start designing educational materials that take advantage of the ways tools are used in these communities.\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>My answer:\u003c/p>\n\u003cul>\n\u003cli>Ask the community\u003c/li>\n\u003cli>Do ethnography research and discover what those materials might look and feel like\u003c/li>\n\u003cli>Test and revise\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>It might lead to a great learning experience for all.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5827\" href=\"http://ww2.kqed.org/mindshift/2010/12/top-mindshift-stories-of-the-year/cishore/\">\u003cimg class=\"size-full wp-image-5827\" title=\"cishore\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cishore.png\" alt=\"\" width=\"335\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore.png 335w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore-320x307.png 320w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore-32x32.png 32w\" sizes=\"(max-width: 335px) 100vw, 335px\">\u003c/a>\u003c/p>\n\u003cp>In its short four-months existence, MindShift has covered a wide gamut of subjects about how we will learn. Thanks for all our readers' continued support.\u003c/p>\n\u003cp>Here are your 10 most-read stories of the year.\u003c/p>\n\u003cp>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One Revolutionizes Traditional Classroom\u003c/a>\u003c/p>\n\u003cp>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/\">How Should We Use Technology in Schools? Ask Students\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">The Future of Mobile Learning Apps\u003c/a>\u003c/p>\n\u003cp>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/technology-vs-learning-theyre-not-enemies/\">Technology vs. Learning? They're Not Enemies\u003c/a>\u003c/p>\n\u003cp>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/\">10 Reasons to Ban Pens and Pencils [A Parody}\u003c/a>\u003c/p>\n\u003cp>6.\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/apps-a-breakthrough-for-autism-too/\"> Apps: A Breakthrough for Autism Too\u003c/a>\u003c/p>\n\u003cp>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/5-apps-that-could-help-to-stop-cyberbullying/\">5 Apps that Could Help Stop Cyberbullying\u003c/a>\u003c/p>\n\u003cp>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/\">Alaska Educator Makes the Case for Throwing Out Textbooks\u003c/a>\u003c/p>\n\u003cp>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/will-college-textbooks-be-obsolete/\">Will College Textbooks Become Obsolete?\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/getting-e-readers-into-schools-one-class-at-a-time/\">Getting E-readers Into Schools, One Class at a Time\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5827\" href=\"http://ww2.kqed.org/mindshift/2010/12/top-mindshift-stories-of-the-year/cishore/\">\u003cimg class=\"size-full wp-image-5827\" title=\"cishore\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cishore.png\" alt=\"\" width=\"335\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore.png 335w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore-320x307.png 320w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore-32x32.png 32w\" sizes=\"(max-width: 335px) 100vw, 335px\">\u003c/a>\u003c/p>\n\u003cp>In its short four-months existence, MindShift has covered a wide gamut of subjects about how we will learn. Thanks for all our readers' continued support.\u003c/p>\n\u003cp>Here are your 10 most-read stories of the year.\u003c/p>\n\u003cp>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One Revolutionizes Traditional Classroom\u003c/a>\u003c/p>\n\u003cp>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/\">How Should We Use Technology in Schools? Ask Students\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">The Future of Mobile Learning Apps\u003c/a>\u003c/p>\n\u003cp>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/technology-vs-learning-theyre-not-enemies/\">Technology vs. Learning? They're Not Enemies\u003c/a>\u003c/p>\n\u003cp>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/\">10 Reasons to Ban Pens and Pencils [A Parody}\u003c/a>\u003c/p>\n\u003cp>6.\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/apps-a-breakthrough-for-autism-too/\"> Apps: A Breakthrough for Autism Too\u003c/a>\u003c/p>\n\u003cp>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/5-apps-that-could-help-to-stop-cyberbullying/\">5 Apps that Could Help Stop Cyberbullying\u003c/a>\u003c/p>\n\u003cp>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/\">Alaska Educator Makes the Case for Throwing Out Textbooks\u003c/a>\u003c/p>\n\u003cp>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/will-college-textbooks-be-obsolete/\">Will College Textbooks Become Obsolete?\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/getting-e-readers-into-schools-one-class-at-a-time/\">Getting E-readers Into Schools, One Class at a Time\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5298\" href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/mikva-challenge/\">\u003cimg class=\"size-medium wp-image-5298\" title=\"mikva challenge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mikva-challenge-300x295.jpg\" alt=\"\" width=\"300\" height=\"295\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003c!--more-->\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003c!--more-->\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. 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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5206\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/apps/\">\u003cimg class=\"size-medium wp-image-5206 alignleft\" title=\"apps\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. 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We recommend a balanced media diet that consists of content that is fun, educational, and doesn't take up too much time in a given day. \u003c!--more-->\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. It's especially not surprising when you think about the context that children are most often playing with apps - in the car and on the go.\u003c/p>\n\u003cp>\u003cstrong>What are the most important factors of a great educational app?\u003c/strong>\u003c/p>\n\u003cp>At least for right now, mobile apps are meant as supplemental and informal - so make it fun! We also value the intergenerational potential for the apps to help start rich conversations among adults and their children. They should be based on pedagogy and we should continue to do more research in the area.\u003c/p>\n\u003cp>\u003cstrong>Why is adaptive technology important in these apps? Are you seeing any encouraging products in the market that truly qualify as such?\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The shortened sessions we observed will probably be an important factor for designing educational apps.\u003c/aside>\n\u003cp>Students learn and progress at different paces. It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5206\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/apps/\">\u003cimg class=\"size-medium wp-image-5206 alignleft\" title=\"apps\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. Kids probably aren't going to watch a 30-minute show on a phone or spend an hour playing a game like they might on a computer or video game console. This may help to allay concerns of too much screen time for kids. 2) The touch screen allows for more active involvement. This can help to address concerns of passive learning (like watching a show).\u003c/p>\n\u003cp>\u003cstrong>Should parents feel guilty about allowing their kids to use their mobile phones for games? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No. Kids see their parents using mobile phones all the time. It is only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly - with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn't take up too much time in a given day. \u003c!--more-->\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? 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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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