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"content": "\u003cfigure id=\"attachment_27961\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27961\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/sun_has_long_been_set-620x370.jpg\" alt=\"sun_has_long_been_set\" width=\"620\" height=\"370\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">By Barbara Ray\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup>graders could develop a deeper understanding of poetry by playing around with robotics.\u003c/p>\n\u003cp>“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.\u003c/p>\n\u003cp>Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, \u003ca href=\"http://robotdiaries.posterous.com/tag/video\">students made 21st-century dioramas\u003c/a> with \u003ca href=\"http://www.hummingbirdkit.com\">robotic tool kits\u003c/a> containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program \u003ca href=\"http://audacity.sourceforge.net\">Audacity\u003c/a>—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A lot of kids aren’t crazy about poetry,” Mellon said. “But we have to help them engage with it. After spending two weeks analyzing the poem and creating visual imagery and symbolism for their dioramas, they really understand the work and get quite passionate.”\u003c!--more-->\u003c/p>\n\u003cp>Stories like Mellon’s can be found all around the Allegheny School District these days as the area, already renowned for its groundbreaking work in STEM, takes on STEAM.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>STEM stands for science, technology, engineering, and math; it’s become a shorthand way for talking about how to prepare American students for a 21st-century, globalized economy. But, as STEM took hold, some begun to wonder if there was a component missing. Enter the STEAM movement, championed by people like John Maeda, president of the prestigious Rhode Island School of Design, and former engineer Georgette Yakman. The idea is fairly simple: STEM needs to include art and design.\u003c/p>\n\u003cp>“STEAM is not a new curriculum,” Yakman said. “It’s a framework for teaching.” On February 14, the idea got the Beltway stamp of approval when the \u003ca href=\"http://stemtosteam.org/events/congressional-steam-caucus/\">Congressional STEAM Caucus\u003c/a> launched.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL FOR INNOVATION\u003c/strong>\u003c/p>\n\u003cp>The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. \u003ca href=\"https://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php\">Researchers are finding\u003c/a> that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a \u003ca href=\"http://www-03.ibm.com/press/us/en/pressrelease/31670.wss\">2010 IBM survey\u003c/a>, 1,500 CEOs identified creativity as a top leadership competency of the future.\u003c/p>\n\u003cp>That’s why the “A” for arts is so important, and why Pittsburgh’s school districts and afterschool networks are \u003ca href=\"http://remakelearning.org/blog/2013/02/15/pittsburgh-educators-marry-art-with-technology-in-new-steam-learning-projects/\">taking arts and design so seriously\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_27863\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-27863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/art-bots.jpg\" alt=\"art bots\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For some members of the Allegheny Valley School District, that extra A isn’t as radical as it may seem.\u003c/p>\n\u003cp>“We’ve always been STEAM based,” said Ed McKaveney, technology director for the Hampton Township School District. “It just didn’t have a name before.”\u003c/p>\n\u003cp>For others, it has slightly different meanings.\u003c/p>\n\u003cp>“The A is the creative element,” said Jennifer Vecchio, assistant elementary principal at Colfax Upper Elementary. “It’s looking at birds flying and understanding what that has to do with velocity.”\u003c/p>\n\u003cp>Bart Rocco, superintendent of the Elizabeth Forward School District, said the transition from STEM to STEAM isn’t really about adding anything at all.\u003c/p>\n\u003cp>“Personally, I’m not a big acronym guy,” Rocco said. “Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/p>\n\u003cp>Both Vecchio and Rocco are right, according to Linda Hippert, executive director of the Allegheny Intermediate Unit (AIU), a state agency that supports school districts in Allegheny County. Together with Intermediate Unit 1 in neighboring counties, the AIU oversees the \u003ca href=\"http://centerforcreativity.net/\">Center for Creativity\u003c/a>, an initiative that offers STEAM grants to enable teachers and administrators to implement classroom-based programs integrating left-brain and right-brain learning.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/nurturing-the-next-van-gogh-start-with-small-steps/\">Nurturing the Next Van Gogh? Start With Small Steps\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>For Hippert, the story really started one October afternoon six years ago at a professional development event for local superintendents. They’d all read Daniel Pink’s book, “\u003ca href=\"http://www.danpink.com/books/whole-new-mind\">A Whole New Mind\u003c/a>,” and then Pink came in to discuss the importance of creativity. He spoke to them about the importance of “right-brain qualities” like empathy and inventiveness.\u003c/p>\n\u003cp>“The message was loud and clear,” Hippert said. “And that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”\u003c/p>\n\u003cp>That kind of thinking is absolutely right.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD PROJECTS\u003c/strong>\u003c/p>\n\u003cp>As Enrico Moretti in his book, “\u003ca href=\"http://www.amazon.com/New-Geography-Jobs-Enrico-Moretti/dp/0547750110\">The New Geography of Jobs\u003c/a>,” notes, for the first time in history, “the factor that is scarce is not physical capital, but creativity.” The decline is driving the divergence in economies and in families’ wallets. The majority of a product’s value today, he writes, comes from its original idea, not the manufacturing of it. The latter can be done cheaply almost anywhere else, but the “good” jobs lie in innovation, design, and engineering.\u003c/p>\n\u003cp>As Pittsburgh well knows, the sector responsible for raising the wages of American workers was once manufacturing. Today, as Moretti writes, “the innovation sector determines the salary of many Americans, whether they work in innovation or not.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/should-hands-on-science-experiments-replace-bubble-tests/\">Hands-On Science Exams Reveal Students' Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>This thinking is evident throughout the Allegheny School District.\u003c/p>\n\u003cp>“The question is how do we keep our students competitive,” said Bille Rondinelli, superintendent of the South Fayette School District. “The answer is whole-brain thinking.”\u003c/p>\n\u003cp>One of the keys to success in implementing these ideas lies in collaborations and partnerships.\u003c/p>\n\u003cp>In South Fayette, students work with kitchenware maker All-Clad. Five years ago, when the partnership started, it focused on manufacturing and ran under a STEM grant. Now, students are helping design the pots and pans of the future and considering issues of environmental packaging. This new, more creative work is being done under a STEAM grant.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Allegheny Valley School District is using its STEAM grant to start a Living Class Room for upper elementary students. At the beginning of this school year, students started building an outdoor space where they designed and planted a garden. They’re also working on environmental issues like rain collection, solar cells, and composting. They design and make their own tables to use in the garden and use of iPads to identify birdcalls and keep their digital journals.\u003c/p>\n\u003cp>“STEAM offers a total experience for children,” said Cheryl Griffith, superintendent of Allegheny Valley School District, which is also home to Sue Mellon’s Robotics Poetry.\u003c/p>\n\u003cp>In the West Allegheny School District, high school students can take an electronic and acoustic sound class where they learn the science of sound, but, instead of sitting at their desk reading from a textbook, they’re studying and modifying different instruments.\u003c/p>\n\u003cp>Next year, the West Allegheny School District hopes to start a middle school game center. Chris Assetta, assistant superintendent for curriculum and instruction, has a date on her calendar to go visit the Elizabeth Forward School District, \u003ca href=\"http://remakelearning.org/blog/2013/02/14/serious-fun-and-games-in-pittsburgh/\">which launched one in January 2012\u003c/a>.\u003c/p>\n\u003cp>Heather Hibner is an English teacher who now teaches in the Elizabeth Forward Entertainment Technology Academy (ETA). If you walked by the four long windows of her classroom you’d see “people getting things done,” Hibner said. “If you walk by what I now call a boring classroom, it looks more orderly but really everyone is just zoned out.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should be Messy\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>It’s a lot messier in her classroom, Hibner said, but that’s because the students are engaged. They’re working in teams and at their own pace. They’re doing independent projects, modding games, and coming up with stories.\u003c/p>\n\u003cp>Curriculum for the ETA starts with a history of games going back to ancient Babylon. Then students go on to learn things like 3D design, scripting, storytelling, and computer programming.\u003c/p>\n\u003cp>“Today, you need teachers who can integrate both sides of the brain,” Rocco said.\u003c/p>\n\u003cp>According to Hibner, doing whole-brain teaching isn’t difficult but actually feels more natural. The real key, she said, is getting out of the way. “I’m a facilitator really,” she said. “I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">Remake Learning\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27961\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27961\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/sun_has_long_been_set-620x370.jpg\" alt=\"sun_has_long_been_set\" width=\"620\" height=\"370\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">By Barbara Ray\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup>graders could develop a deeper understanding of poetry by playing around with robotics.\u003c/p>\n\u003cp>“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.\u003c/p>\n\u003cp>Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, \u003ca href=\"http://robotdiaries.posterous.com/tag/video\">students made 21st-century dioramas\u003c/a> with \u003ca href=\"http://www.hummingbirdkit.com\">robotic tool kits\u003c/a> containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program \u003ca href=\"http://audacity.sourceforge.net\">Audacity\u003c/a>—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A lot of kids aren’t crazy about poetry,” Mellon said. “But we have to help them engage with it. After spending two weeks analyzing the poem and creating visual imagery and symbolism for their dioramas, they really understand the work and get quite passionate.”\u003c!--more-->\u003c/p>\n\u003cp>Stories like Mellon’s can be found all around the Allegheny School District these days as the area, already renowned for its groundbreaking work in STEM, takes on STEAM.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>STEM stands for science, technology, engineering, and math; it’s become a shorthand way for talking about how to prepare American students for a 21st-century, globalized economy. But, as STEM took hold, some begun to wonder if there was a component missing. Enter the STEAM movement, championed by people like John Maeda, president of the prestigious Rhode Island School of Design, and former engineer Georgette Yakman. The idea is fairly simple: STEM needs to include art and design.\u003c/p>\n\u003cp>“STEAM is not a new curriculum,” Yakman said. “It’s a framework for teaching.” On February 14, the idea got the Beltway stamp of approval when the \u003ca href=\"http://stemtosteam.org/events/congressional-steam-caucus/\">Congressional STEAM Caucus\u003c/a> launched.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL FOR INNOVATION\u003c/strong>\u003c/p>\n\u003cp>The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. \u003ca href=\"https://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php\">Researchers are finding\u003c/a> that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a \u003ca href=\"http://www-03.ibm.com/press/us/en/pressrelease/31670.wss\">2010 IBM survey\u003c/a>, 1,500 CEOs identified creativity as a top leadership competency of the future.\u003c/p>\n\u003cp>That’s why the “A” for arts is so important, and why Pittsburgh’s school districts and afterschool networks are \u003ca href=\"http://remakelearning.org/blog/2013/02/15/pittsburgh-educators-marry-art-with-technology-in-new-steam-learning-projects/\">taking arts and design so seriously\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_27863\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-27863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/art-bots.jpg\" alt=\"art bots\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For some members of the Allegheny Valley School District, that extra A isn’t as radical as it may seem.\u003c/p>\n\u003cp>“We’ve always been STEAM based,” said Ed McKaveney, technology director for the Hampton Township School District. “It just didn’t have a name before.”\u003c/p>\n\u003cp>For others, it has slightly different meanings.\u003c/p>\n\u003cp>“The A is the creative element,” said Jennifer Vecchio, assistant elementary principal at Colfax Upper Elementary. “It’s looking at birds flying and understanding what that has to do with velocity.”\u003c/p>\n\u003cp>Bart Rocco, superintendent of the Elizabeth Forward School District, said the transition from STEM to STEAM isn’t really about adding anything at all.\u003c/p>\n\u003cp>“Personally, I’m not a big acronym guy,” Rocco said. “Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/p>\n\u003cp>Both Vecchio and Rocco are right, according to Linda Hippert, executive director of the Allegheny Intermediate Unit (AIU), a state agency that supports school districts in Allegheny County. Together with Intermediate Unit 1 in neighboring counties, the AIU oversees the \u003ca href=\"http://centerforcreativity.net/\">Center for Creativity\u003c/a>, an initiative that offers STEAM grants to enable teachers and administrators to implement classroom-based programs integrating left-brain and right-brain learning.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/nurturing-the-next-van-gogh-start-with-small-steps/\">Nurturing the Next Van Gogh? Start With Small Steps\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>For Hippert, the story really started one October afternoon six years ago at a professional development event for local superintendents. They’d all read Daniel Pink’s book, “\u003ca href=\"http://www.danpink.com/books/whole-new-mind\">A Whole New Mind\u003c/a>,” and then Pink came in to discuss the importance of creativity. He spoke to them about the importance of “right-brain qualities” like empathy and inventiveness.\u003c/p>\n\u003cp>“The message was loud and clear,” Hippert said. “And that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”\u003c/p>\n\u003cp>That kind of thinking is absolutely right.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD PROJECTS\u003c/strong>\u003c/p>\n\u003cp>As Enrico Moretti in his book, “\u003ca href=\"http://www.amazon.com/New-Geography-Jobs-Enrico-Moretti/dp/0547750110\">The New Geography of Jobs\u003c/a>,” notes, for the first time in history, “the factor that is scarce is not physical capital, but creativity.” The decline is driving the divergence in economies and in families’ wallets. The majority of a product’s value today, he writes, comes from its original idea, not the manufacturing of it. The latter can be done cheaply almost anywhere else, but the “good” jobs lie in innovation, design, and engineering.\u003c/p>\n\u003cp>As Pittsburgh well knows, the sector responsible for raising the wages of American workers was once manufacturing. Today, as Moretti writes, “the innovation sector determines the salary of many Americans, whether they work in innovation or not.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/should-hands-on-science-experiments-replace-bubble-tests/\">Hands-On Science Exams Reveal Students' Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>This thinking is evident throughout the Allegheny School District.\u003c/p>\n\u003cp>“The question is how do we keep our students competitive,” said Bille Rondinelli, superintendent of the South Fayette School District. “The answer is whole-brain thinking.”\u003c/p>\n\u003cp>One of the keys to success in implementing these ideas lies in collaborations and partnerships.\u003c/p>\n\u003cp>In South Fayette, students work with kitchenware maker All-Clad. Five years ago, when the partnership started, it focused on manufacturing and ran under a STEM grant. Now, students are helping design the pots and pans of the future and considering issues of environmental packaging. This new, more creative work is being done under a STEAM grant.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Allegheny Valley School District is using its STEAM grant to start a Living Class Room for upper elementary students. At the beginning of this school year, students started building an outdoor space where they designed and planted a garden. They’re also working on environmental issues like rain collection, solar cells, and composting. They design and make their own tables to use in the garden and use of iPads to identify birdcalls and keep their digital journals.\u003c/p>\n\u003cp>“STEAM offers a total experience for children,” said Cheryl Griffith, superintendent of Allegheny Valley School District, which is also home to Sue Mellon’s Robotics Poetry.\u003c/p>\n\u003cp>In the West Allegheny School District, high school students can take an electronic and acoustic sound class where they learn the science of sound, but, instead of sitting at their desk reading from a textbook, they’re studying and modifying different instruments.\u003c/p>\n\u003cp>Next year, the West Allegheny School District hopes to start a middle school game center. Chris Assetta, assistant superintendent for curriculum and instruction, has a date on her calendar to go visit the Elizabeth Forward School District, \u003ca href=\"http://remakelearning.org/blog/2013/02/14/serious-fun-and-games-in-pittsburgh/\">which launched one in January 2012\u003c/a>.\u003c/p>\n\u003cp>Heather Hibner is an English teacher who now teaches in the Elizabeth Forward Entertainment Technology Academy (ETA). If you walked by the four long windows of her classroom you’d see “people getting things done,” Hibner said. “If you walk by what I now call a boring classroom, it looks more orderly but really everyone is just zoned out.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should be Messy\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>It’s a lot messier in her classroom, Hibner said, but that’s because the students are engaged. They’re working in teams and at their own pace. They’re doing independent projects, modding games, and coming up with stories.\u003c/p>\n\u003cp>Curriculum for the ETA starts with a history of games going back to ancient Babylon. Then students go on to learn things like 3D design, scripting, storytelling, and computer programming.\u003c/p>\n\u003cp>“Today, you need teachers who can integrate both sides of the brain,” Rocco said.\u003c/p>\n\u003cp>According to Hibner, doing whole-brain teaching isn’t difficult but actually feels more natural. The real key, she said, is getting out of the way. “I’m a facilitator really,” she said. “I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">Remake Learning\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27984\" class=\"wp-caption center\" style=\"max-width: 427px\">\u003ca href=\"http://www.flickr.com/photos/94693506@N00/3297855452/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27984\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3297855452_c967a8ea71_z.jpg\" alt=\"3297855452_c967a8ea71_z\" width=\"427\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/3297855452_c967a8ea71_z.jpg 427w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/3297855452_c967a8ea71_z-400x292.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/3297855452_c967a8ea71_z-320x234.jpg 320w\" sizes=\"(max-width: 427px) 100vw, 427px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Amanda Stupi\u003c/h5>\n\u003cp class=\"dropcap-serif\">Competition. The word conjures images of people pushing and shoving, trash talking, the exulted winner standing above a field of downtrodden losers. Not exactly what most parents consider healthy or constructive for their kids’ development.\u003c/p>\n\u003cp>Po Bronson presented a very different picture of competition when he spoke with Michael Krasny on \u003ca href=\"http://www.kqed.org/a/forum/R201303141000\">KQED’s Forum\u003c/a> about \u003ca href=\"http://www.topdogbook.com/\">Top Dog: The Science of Winning and Losing\u003c/a>, his latest book written with co-author Ashley Merryman.\u003c/p>\n\u003cp>The book examines competition from all angles – physiological, psychological, historical. Their main point: competition, if done right, is a good thing. In fact, competition and team activities can drive learning and performance better than solo endeavors.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“In finite games, you compete and then you let it go, and you have rest and recuperation – that’s actually really important for kids.”\u003c/strong>\u003c/aside>\n\u003cp>The performance-enhancing effects of competition and teams do not apply only at elite levels such as the Olympics or in physical match-ups. Competitions held in classrooms and lunch rooms across the country also push kids to do better.\u003c/p>\n\u003cp>“In academic settings, things like chess competitions, math competitions, and science fairs seem to be really great for kids,” Bronson said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Very quickly [the students] are learning in a couple of weeks, more advanced math than they \u003c!--more-->would learn in an entire semester in a regular class,” he said. “They’re there because they like their friends, they’re there because they like to learn a lot of stuff.”\u003c/p>\n\u003cp>For Bronson, that seems to be part of why clubs and teams are “healthy competition” – they have elements like camaraderie that “buffer the stress.” As opposed to say, the SAT exams.\u003c/p>\n\u003cp>“No one ever walks out of an SAT saying ‘Well, I bombed, but I met a lot of good friends at the Kaplan center,’” he said.\u003c/p>\n\u003cp>But even the friendly confines of say a chess club or a math team creates pressure.\u003c/p>\n\u003cp>“That social comparison, that sense of not wanting to let the group down, is still manifested as pressure. Kids are not absence of pressure, but what’s great about it, is the pressure has ebbs and flows.”\u003c/p>\n\u003cp>Pressure that has an end-point is another important element of healthy competition that Bronson and Merryman explore in the book – they borrow James Carse’s terms “infinite games” and “finite games.”\u003c/p>\n\u003cp>“In finite games, you compete and then you let it go, and you have rest and recuperation – that’s actually really important for kids,” said Bronson. “It’s the continuous sense of pressure that is unhealthy for them.”\u003c/p>\n\u003cp>Equally not beneficial is always letting kids win.\u003c/p>\n\u003cp>It’s a common scene: a child and an adult race, and the adult holds back to allow the child the thrill of winning or perhaps, more realistically, to avoid tears.\u003c/p>\n\u003cp>But losing, according to Bronson, is a lesson everyone should learn.\u003c/p>\n\u003cp>“If kids don’t learn to lose they’re going to feel entitled to win,” said Bronson. “They’re also going to make a connection that fear of losing is going to prevent them from taking the risk in the first place. And what kids do need to learn is losing is not that big a deal. They need to learn to lose and go ‘Oh, whatever,’ and move on and keep playing.”\u003c/p>\n\u003cp>But if and when you do let them win, base that decision on their effort.\u003c/p>\n\u003cfigure id=\"attachment_27981\" class=\"wp-caption left\" style=\"max-width: 229px\">\u003cimg class=\"size-full wp-image-27981\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Top_Dog_WebMed.jpg\" alt=\"Top_Dog_WebMed\" width=\"229\" height=\"346\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bronson says that it’s important to judge how hard a child is working before handing over victory.\u003c/p>\n\u003cp>“You want to get them to turn up the work ethic in order to win,” said Bronson. “And if they don’t turn up the work ethic, definitely don’t let them win.”\u003c/p>\n\u003cp>That approach should be taken in all kinds of situations, say if a child increases his concentration while playing a board game, or if trying harder in an academic situation, says Bronson.\u003c/p>\n\u003cp>“What kids need more than anything is not to win or lose but a close race, a fair competition where everyone feels like they’ve got a fighting chance,” said Bronson.\u003c/p>\n\u003cp>A “fighting chance” is a subjective call and some parents might be inclined to pull their kids from playing with older kids, including siblings. But being the underdog has developmental advantages.\u003c/p>\n\u003cp>Kids need to learn to work hard, even when they’re not the best.\u003c/p>\n\u003cp>“To go out there and compete outside the home as a kid, it means learning to keep going even though you’re not the best on the field, you’re not the best in the classroom, you need to learn to continue to supply that effort even when you’re comparing yourself to the best who are around you,” said Bronson.\u003c/p>\n\u003cp>\u003cstrong>LESSONS FROM SIBLINGS\u003c/strong>\u003c/p>\n\u003cp>That is a lesson that younger siblings receive in abundance.\u003c/p>\n\u003cp>“Siblings are competing or fighting three and half times every hour,” said Bronson. “They fight over and compete over parental affection, food, the remote control, whose leg has crossed over the invisible line in the back seat of the car. The younger siblings get used to standing up to someone who is bigger than them, better than them at almost everything.”\u003c/p>\n\u003cp>As a result, younger siblings have a competitive psyche and are more willing to take risks. Bronson points to research by Frank Sulloway that discovered of the 350 sets of brothers that have played in Major League Baseball, the younger ones are twice as likely to attempt to steal a base.\u003c/p>\n\u003cdiv>\n\u003cp>People who compete regularly have more opportunities to control their fear of being judged or performing poorly. Bronson found that even professional athletes get nervous before a competition, but they’ve learned to use that anxiety to their advantage.\u003c/p>\n\u003cp>“If you talk to athletes, or musicians or stage performers of any sort, people who give speeches, they tend to get just as anxious and stressed out as novices but they interpret it differently” said Bronson. “They see it as beneficial. They recognize that little bit of butterflies or that little bit of tension, adrenaline, are all getting them ready for the moment where they concentrate and they focus and they associate that feeling with some of their greatest performances.”\u003c/p>\n\u003cp>As one Forum caller put it, instead of fearing butterflies in the stomach, learn how to get them to fly in formation.\u003c/p>\n\u003c/div>\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_27984\" class=\"wp-caption center\" style=\"max-width: 427px\">\u003ca href=\"http://www.flickr.com/photos/94693506@N00/3297855452/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27984\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3297855452_c967a8ea71_z.jpg\" alt=\"3297855452_c967a8ea71_z\" width=\"427\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/3297855452_c967a8ea71_z.jpg 427w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/3297855452_c967a8ea71_z-400x292.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/3297855452_c967a8ea71_z-320x234.jpg 320w\" sizes=\"(max-width: 427px) 100vw, 427px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Amanda Stupi\u003c/h5>\n\u003cp class=\"dropcap-serif\">Competition. The word conjures images of people pushing and shoving, trash talking, the exulted winner standing above a field of downtrodden losers. Not exactly what most parents consider healthy or constructive for their kids’ development.\u003c/p>\n\u003cp>Po Bronson presented a very different picture of competition when he spoke with Michael Krasny on \u003ca href=\"http://www.kqed.org/a/forum/R201303141000\">KQED’s Forum\u003c/a> about \u003ca href=\"http://www.topdogbook.com/\">Top Dog: The Science of Winning and Losing\u003c/a>, his latest book written with co-author Ashley Merryman.\u003c/p>\n\u003cp>The book examines competition from all angles – physiological, psychological, historical. Their main point: competition, if done right, is a good thing. In fact, competition and team activities can drive learning and performance better than solo endeavors.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“In finite games, you compete and then you let it go, and you have rest and recuperation – that’s actually really important for kids.”\u003c/strong>\u003c/aside>\n\u003cp>The performance-enhancing effects of competition and teams do not apply only at elite levels such as the Olympics or in physical match-ups. Competitions held in classrooms and lunch rooms across the country also push kids to do better.\u003c/p>\n\u003cp>“In academic settings, things like chess competitions, math competitions, and science fairs seem to be really great for kids,” Bronson said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Very quickly [the students] are learning in a couple of weeks, more advanced math than they \u003c!--more-->would learn in an entire semester in a regular class,” he said. “They’re there because they like their friends, they’re there because they like to learn a lot of stuff.”\u003c/p>\n\u003cp>For Bronson, that seems to be part of why clubs and teams are “healthy competition” – they have elements like camaraderie that “buffer the stress.” As opposed to say, the SAT exams.\u003c/p>\n\u003cp>“No one ever walks out of an SAT saying ‘Well, I bombed, but I met a lot of good friends at the Kaplan center,’” he said.\u003c/p>\n\u003cp>But even the friendly confines of say a chess club or a math team creates pressure.\u003c/p>\n\u003cp>“That social comparison, that sense of not wanting to let the group down, is still manifested as pressure. Kids are not absence of pressure, but what’s great about it, is the pressure has ebbs and flows.”\u003c/p>\n\u003cp>Pressure that has an end-point is another important element of healthy competition that Bronson and Merryman explore in the book – they borrow James Carse’s terms “infinite games” and “finite games.”\u003c/p>\n\u003cp>“In finite games, you compete and then you let it go, and you have rest and recuperation – that’s actually really important for kids,” said Bronson. “It’s the continuous sense of pressure that is unhealthy for them.”\u003c/p>\n\u003cp>Equally not beneficial is always letting kids win.\u003c/p>\n\u003cp>It’s a common scene: a child and an adult race, and the adult holds back to allow the child the thrill of winning or perhaps, more realistically, to avoid tears.\u003c/p>\n\u003cp>But losing, according to Bronson, is a lesson everyone should learn.\u003c/p>\n\u003cp>“If kids don’t learn to lose they’re going to feel entitled to win,” said Bronson. “They’re also going to make a connection that fear of losing is going to prevent them from taking the risk in the first place. And what kids do need to learn is losing is not that big a deal. They need to learn to lose and go ‘Oh, whatever,’ and move on and keep playing.”\u003c/p>\n\u003cp>But if and when you do let them win, base that decision on their effort.\u003c/p>\n\u003cfigure id=\"attachment_27981\" class=\"wp-caption left\" style=\"max-width: 229px\">\u003cimg class=\"size-full wp-image-27981\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Top_Dog_WebMed.jpg\" alt=\"Top_Dog_WebMed\" width=\"229\" height=\"346\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bronson says that it’s important to judge how hard a child is working before handing over victory.\u003c/p>\n\u003cp>“You want to get them to turn up the work ethic in order to win,” said Bronson. “And if they don’t turn up the work ethic, definitely don’t let them win.”\u003c/p>\n\u003cp>That approach should be taken in all kinds of situations, say if a child increases his concentration while playing a board game, or if trying harder in an academic situation, says Bronson.\u003c/p>\n\u003cp>“What kids need more than anything is not to win or lose but a close race, a fair competition where everyone feels like they’ve got a fighting chance,” said Bronson.\u003c/p>\n\u003cp>A “fighting chance” is a subjective call and some parents might be inclined to pull their kids from playing with older kids, including siblings. But being the underdog has developmental advantages.\u003c/p>\n\u003cp>Kids need to learn to work hard, even when they’re not the best.\u003c/p>\n\u003cp>“To go out there and compete outside the home as a kid, it means learning to keep going even though you’re not the best on the field, you’re not the best in the classroom, you need to learn to continue to supply that effort even when you’re comparing yourself to the best who are around you,” said Bronson.\u003c/p>\n\u003cp>\u003cstrong>LESSONS FROM SIBLINGS\u003c/strong>\u003c/p>\n\u003cp>That is a lesson that younger siblings receive in abundance.\u003c/p>\n\u003cp>“Siblings are competing or fighting three and half times every hour,” said Bronson. “They fight over and compete over parental affection, food, the remote control, whose leg has crossed over the invisible line in the back seat of the car. The younger siblings get used to standing up to someone who is bigger than them, better than them at almost everything.”\u003c/p>\n\u003cp>As a result, younger siblings have a competitive psyche and are more willing to take risks. Bronson points to research by Frank Sulloway that discovered of the 350 sets of brothers that have played in Major League Baseball, the younger ones are twice as likely to attempt to steal a base.\u003c/p>\n\u003cdiv>\n\u003cp>People who compete regularly have more opportunities to control their fear of being judged or performing poorly. Bronson found that even professional athletes get nervous before a competition, but they’ve learned to use that anxiety to their advantage.\u003c/p>\n\u003cp>“If you talk to athletes, or musicians or stage performers of any sort, people who give speeches, they tend to get just as anxious and stressed out as novices but they interpret it differently” said Bronson. “They see it as beneficial. They recognize that little bit of butterflies or that little bit of tension, adrenaline, are all getting them ready for the moment where they concentrate and they focus and they associate that feeling with some of their greatest performances.”\u003c/p>\n\u003cp>As one Forum caller put it, instead of fearing butterflies in the stomach, learn how to get them to fly in formation.\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Four Meaningful Ways Students Can Contribute ",
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"content": "\u003cdiv id=\"attachment_27656\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-27656\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/students-collaborate-620x369.jpg\" alt=\"students-collaborate\" width=\"620\" height=\"369\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Bestselling author and educational expert Alan November's new book \u003cem>\u003ca href=\"http://novemberlearning.com/educational-resources-for-educators/books-on-educational-technology/\">Who Owns the Learning?: Preparing Students for Success in the Digital Age\u003c/a>\u003c/em> compiles lessons learned over 30 years of educational experience. Beginning with his first teaching job, November began to realize that the most powerful education happens when students take ownership of their learning and when they feel that what they produce contributes meaningfully to a community.\u003c/p>\n\u003cp>Using those two principles as his guide, November's book profiles innovative teachers' efforts to make learning meaningful to their students, sharing concrete ways to transform schools. The book uses the family farm as a metaphor to explain the importance of making students central contributors to the modern education system. The excerpt below helps explain the type of work students could do in this model and how technology can help along the way.\u003c/p>\n\u003ch4>Owning Their Learning: Student Jobs on the Digital Learning Farm\u003c/h4>\n\u003cp>Perhaps the greatest role shift in the Digital Learning Farm model is that of the student. As we help to transform students from passive receptors of information into active drivers of their educational \u003c!--more-->experiences and designers of their educational goals, we need to provide them with the incentives of meaningful work and authentic audiences. Here are the four types of jobs for students that we will discuss in this book:\u003c/p>\n\u003cp>1. Tutorial designers\u003cbr>\n2. Student scribes\u003cbr>\n3. Student researchers\u003cbr>\n4. Global communicators and collaborators\u003c/p>\n\u003ch4>Tutorial Designers\u003c/h4>\n\u003cp>Students often learn better from other students; they listen more intently, understand more completely, and participate more readily. Using webcams, video software, and other freely available recording and broadcasting tools, students can create tutorials that other students, parents, and viewers can access and use from any location. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27656\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-27656\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/students-collaborate-620x369.jpg\" alt=\"students-collaborate\" width=\"620\" height=\"369\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Bestselling author and educational expert Alan November's new book \u003cem>\u003ca href=\"http://novemberlearning.com/educational-resources-for-educators/books-on-educational-technology/\">Who Owns the Learning?: Preparing Students for Success in the Digital Age\u003c/a>\u003c/em> compiles lessons learned over 30 years of educational experience. 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"content": "\u003cdiv id=\"attachment_27843\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27843\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/connection-620x371.gif\" alt=\"connection\" width=\"620\" height=\"371\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Technology has often been called a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/ignore-the-potential-of-mobile-learning-risk-widening-the-digital-divide/\">democratizer in education\u003c/a>, allowing students from all backgrounds to access the same resources and tools. Others see potential for technology to do great harm, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">widening an already substantial achievement gap\u003c/a> related to issues of equity. Access to technology costs money and some fear lower-income schools and students will lag behind the frenzy for newer and better devices, faster connectivity and effective teacher training on digital tools.\u003c/p>\n\u003cp>\u003ca href=\"http://www.everyoneon.org/\">EveryoneOn\u003c/a> is one attempt to make sure that doesn’t happen. The campaign, coordinated by the non-profit \u003ca href=\"http://www.connect2compete.org/\">Connect2Compete\u003c/a>, launched today brings together partners from both the public and private sectors to address some of the most vexing aspects of the digital divide. The program offers low-cost devices and Internet service, as well as access to digital literacy training programs around the country, hoping to give access to the estimated 100 million Americans who have no broadband connection at home and another 62 million who don’t use the Internet at all.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our goal is 30 million connected in three years.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“The consensus is that a big piece of how we are going to work in classrooms is with digital tools, both in class and at home,” said Zach Leverenz, CEO of Connect2Compete. Kids living in homes without the Internet are increasingly at a disadvantage as coursework and workplace skills become more dependent on technology. To help students get access to the Internet at home, the group is working with major Internet providers Comcast and Cox Communications to offer low cost Internet. Families with K-12 students eligible for free or reduced lunch can get a free router and \u003c!--more-->unlimited Internet service for less than $10 per month. And there’s a deal for households with no kids too: half off the cost of the router and $10 for 12 gigabits of Internet service per month. If a family lives in a zip code with a median income of $35,000 or less it immediately qualifies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/bridging-the-digital-divide-in-rural-schools/\">Bridging the Digital Divide in Rural Schools\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">]\u003c/a>\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“Access is a basic right. It’s the same as roads or clean water or electricity,” said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">SXSWEdu session recently\u003c/a>. “Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren’t going to use it right, we’re no better than governments who take away voting rights from minorities.”\u003c/p>\n\u003cp>The program is offering deals on devices, too – 70 percent discounts on PC desktop and laptop computers, and a similar offer for tablets coming in the summer of this year. The hope is that by providing low-income families with affordable devices and Internet, cost will no longer be the prohibitive barrier that it has become. Kids can use the Internet for school and adults might learn that things like searching for a job are made easier when connected.\u003c/p>\n\u003cp>But cost is not the only barrier. Many people don’t understand how the Internet could benefit their lives or how to use it. That’s why the campaign includes a media blitz through radio, TV, and print publications that target the population they are trying to reach. The ads feature first person narratives of digital literacy improving quality of life.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They are bringing people together who have power to make huge shifts and huge changes if they can be brought in.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>One of the biggest pieces of this initiative is providing digital literacy training. Using a network of partners already skilled in digital inclusion work, the campaign is working with 21,000 libraries and training centers that offer digital literacy trainings. The “EveryoneOn” website offers a\u003ca href=\"http://www.everyoneon.org/page/getting-started/\"> locator tool\u003c/a>, and information is available by texting \"Connect\" to 30364.\u003c/p>\n\u003cp>Connect2Compete is the organizing force, aggregating the resources specifically targeted at the populations they want to reach based on research on connectivity.\u003c/p>\n\u003cp>Leverenz is aware that the companies involved stand to profit from the initiative and he’s okay with that. Signing up 100 million new Internet users could mean big profits for Internet providers and device makers, even at discounted rates, but for Leverenz, the goal is connectivity.\u003c/p>\n\u003cp>“Our goal is 30 million connected in three years,” Leverenz said. “If we haven’t substantially moved the needle then we shouldn't be doing it at all.” He’d like to see this offer snowball into a bigger movement that recognizes how crucial access will be to equity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">By the Numbers: Teachers, Tech, and the Digital Divide\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The Department of Education has been using its bullhorn to help get the word out about the initiative, although it has no role in financing the effort. “They are leveraging this public-private partnership in a pretty unique way,” said Richard Culatta, acting director of the \u003ca href=\"http://www.ed.gov/edblogs/technology/\">Office of Education Technology\u003c/a>. “They are bringing people together who have power to make huge shifts and huge changes if they can be brought in.”\u003c/p>\n\u003cp>The DOE sees Internet access as one important piece of their larger plan to leverage digital technologies to personalize learning, help students and their parents use data to make informed educational choices and improve connectivity in schools.\u003c/p>\n\u003cp>“We've been waiting for a long time for an alignment of digital stars and I think we’re actually getting to this point where it’s all coming together to provide really incredible learning experiences,” Culatta said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The EveryoneOn website will serve as a portal for newly connected users. It will host educational content as well as employment search tools and digital literacy materials. The site is meant to offer a friendly way for new users to become acquainted with some of what's on the web.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27843\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27843\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/connection-620x371.gif\" alt=\"connection\" width=\"620\" height=\"371\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Technology has often been called a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/ignore-the-potential-of-mobile-learning-risk-widening-the-digital-divide/\">democratizer in education\u003c/a>, allowing students from all backgrounds to access the same resources and tools. Others see potential for technology to do great harm, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">widening an already substantial achievement gap\u003c/a> related to issues of equity. Access to technology costs money and some fear lower-income schools and students will lag behind the frenzy for newer and better devices, faster connectivity and effective teacher training on digital tools.\u003c/p>\n\u003cp>\u003ca href=\"http://www.everyoneon.org/\">EveryoneOn\u003c/a> is one attempt to make sure that doesn’t happen. The campaign, coordinated by the non-profit \u003ca href=\"http://www.connect2compete.org/\">Connect2Compete\u003c/a>, launched today brings together partners from both the public and private sectors to address some of the most vexing aspects of the digital divide. The program offers low-cost devices and Internet service, as well as access to digital literacy training programs around the country, hoping to give access to the estimated 100 million Americans who have no broadband connection at home and another 62 million who don’t use the Internet at all.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our goal is 30 million connected in three years.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“The consensus is that a big piece of how we are going to work in classrooms is with digital tools, both in class and at home,” said Zach Leverenz, CEO of Connect2Compete. Kids living in homes without the Internet are increasingly at a disadvantage as coursework and workplace skills become more dependent on technology. To help students get access to the Internet at home, the group is working with major Internet providers Comcast and Cox Communications to offer low cost Internet. Families with K-12 students eligible for free or reduced lunch can get a free router and \u003c!--more-->unlimited Internet service for less than $10 per month. And there’s a deal for households with no kids too: half off the cost of the router and $10 for 12 gigabits of Internet service per month. If a family lives in a zip code with a median income of $35,000 or less it immediately qualifies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/bridging-the-digital-divide-in-rural-schools/\">Bridging the Digital Divide in Rural Schools\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">]\u003c/a>\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“Access is a basic right. It’s the same as roads or clean water or electricity,” said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">SXSWEdu session recently\u003c/a>. “Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren’t going to use it right, we’re no better than governments who take away voting rights from minorities.”\u003c/p>\n\u003cp>The program is offering deals on devices, too – 70 percent discounts on PC desktop and laptop computers, and a similar offer for tablets coming in the summer of this year. The hope is that by providing low-income families with affordable devices and Internet, cost will no longer be the prohibitive barrier that it has become. Kids can use the Internet for school and adults might learn that things like searching for a job are made easier when connected.\u003c/p>\n\u003cp>But cost is not the only barrier. Many people don’t understand how the Internet could benefit their lives or how to use it. That’s why the campaign includes a media blitz through radio, TV, and print publications that target the population they are trying to reach. The ads feature first person narratives of digital literacy improving quality of life.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They are bringing people together who have power to make huge shifts and huge changes if they can be brought in.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>One of the biggest pieces of this initiative is providing digital literacy training. Using a network of partners already skilled in digital inclusion work, the campaign is working with 21,000 libraries and training centers that offer digital literacy trainings. The “EveryoneOn” website offers a\u003ca href=\"http://www.everyoneon.org/page/getting-started/\"> locator tool\u003c/a>, and information is available by texting \"Connect\" to 30364.\u003c/p>\n\u003cp>Connect2Compete is the organizing force, aggregating the resources specifically targeted at the populations they want to reach based on research on connectivity.\u003c/p>\n\u003cp>Leverenz is aware that the companies involved stand to profit from the initiative and he’s okay with that. 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"disqusTitle": "Study: Path Through College is Indirect and Stressful for Many Students",
"title": "Study: Path Through College is Indirect and Stressful for Many Students",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png\" alt=\"MyEdu\" title=\"\" width=\"404\" height=\"431\" class=\"size-full wp-image-27788\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png 404w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-400x427.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-320x341.png 320w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report.\u003c/p>\n\u003cp>Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from one phase to the next, the reality is quite different for many students. And as a result, stress and anxiety is causing them to make haphazard decisions about their education.\u003c/p>\n\u003cp>Switching majors, falling behind the academic schedule, and feeling disenfranchised by the conventional college system are becoming institutionalized student experiences, states the \u003ca href=\"https://www.myedu.com/assets/myedu/files/myedu_academicJourney_short_form.pdf\">report\u003c/a> [PDF] from \u003ca href=\"https://www.myedu.com/\">MyEdu\u003c/a>, an Austin, Texas-based company that offers online tools to help college students manage their academic lives and career opportunities.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">The study, which takes into account the randomly selected responses of 1,047 students from MyEdu's 300,000 profiles, shows that more than half of students have switched or considered switching their major during their academic career and that the overwhelming reason for this change was due to changing interests, and a lack of enjoyment in the first major selected. What's more, 37% of respondents classified themselves as \"nontraditional students.\"\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003c/div>\n\u003cp>So how to fix it?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though many believe access to online courses through one of the proliferating \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">MOOCs, \u003c/a>study author Jon Kolko suggested online learning represents the wrong application of the right technology. Instead, he says the same kinds of algorithms that contribute to a self-paced math course, for example, should instead be used to evaluate a student's progress in traditional college courses. For example, he envisions MyEdu and its competitors (such as \u003ca href=\"http://www.koofers.com/\">Koofers\u003c/a>, \u003ca href=\"www.princetonreview.com/\">Princeton Review\u003c/a>, and \u003ca href=\"http://www.heycampus.com/\">HeyCampus\u003c/a>) offering tools that can take a student's performance and feedback from a general education course and suggest or rule out potential majors.\u003c/p>\n\u003cp>“I don't think computers are that good for learning, but they're really good for this administrative side of things,” said Kolko, MyEdu's vice president of design, who is planning on using feedback \u003c!--more-->from the study to hone its tools and inspire new ones. The company currently has profiles of about 300,000 students who are mostly enrolled in large state institutions in Texas and elsewhere in the American Southwest. The company makes its revenue by providing data about those students to career recruiters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study.”\u003c/strong>\u003c/aside>\n\u003cp>On a larger—if more unrealistic—level, the simplest way to help students be more productive and less anxious in college may be to alter the typical path of their common experiences.\u003c/p>\n\u003cp>For example, in its analysis of 14 in-depth interviews with college students and more than 1,000 surveys completed by a representative sample of MyEdu users, the report found that students were most influenced by nontraditional academic experiences like study-abroad trips, internships, and mentorships. But while those experiences often lead to the identification of a long-term life goal, they generally come toward the end of college, and don't leave time for a change of course in study, at least while an undergraduate student.\u003c/p>\n\u003cp>Kolko accepted the suggestion that encouraging students to enroll in apprenticeships, service initiatives, or gap year programs might help more of them find their goals more quickly and lead to a more efficient path through college. But he said the stigma attached to an indirect path to college would likely keep most from considering them, so instead colleges should look at ways to make the path to a degree more flexible.\u003c/p>\n\u003cp>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study,” Kolko said. “But if we're not going to change the way the game works, we need to give them the information to make that decision more proactively, and we need to make those decisions less binding.”\u003c/p>\n\u003cfigure id=\"attachment_27784\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27784\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-10.09.06-AM-300x290.png\" alt=\"MyEdu\" width=\"300\" height=\"290\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This isn't to say students don't take college seriously—in fact the report finds most believe the college experience will determine what happens during the rest of their lives. But that sense of finality often leads to mistakes like choosing a major based on ease of completion, relying on parents who themselves did not go to college for college advice, and making any sort of big academic choice before it's necessary.\u003c/p>\n\u003cp>Here's a look at the report's four primary findings:\u003c/p>\n\u003cp>\u003cstrong>COLLEGE PREDETERMINATION:\u003c/strong> Students believe the path from college to career is relatively linear and rigid—choose a college, choose a major, get an internship, get a job—and then aren't mentally prepared to work around roadblocks to that path when they arise.\u003c/p>\n\u003cp>\u003cstrong>FORCED TO DECIDE:\u003c/strong> Students often feel they have inadequate time to make informed decisions about their academic future, and thus resort to less substantive reasons to guide that process, such as the plans of their friends and the opinions of their family.\u003c/p>\n\u003cp>\u003cstrong>OUTSIDE LOOKING IN:\u003c/strong> 37 percent of students labeled themselves as “nontraditional” because they could no longer meet the cost, time, or other requirements of conventional colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> APPEARANCES VS. REALITY:\u003c/strong> Most students feel empowered to apply to jobs and internships and believe how to effectively show their unique skills; instead they are more skilled at generic cover letter and resume writing than at selling their best talents.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png\" alt=\"MyEdu\" title=\"\" width=\"404\" height=\"431\" class=\"size-full wp-image-27788\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png 404w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-400x427.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-320x341.png 320w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report.\u003c/p>\n\u003cp>Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from one phase to the next, the reality is quite different for many students. And as a result, stress and anxiety is causing them to make haphazard decisions about their education.\u003c/p>\n\u003cp>Switching majors, falling behind the academic schedule, and feeling disenfranchised by the conventional college system are becoming institutionalized student experiences, states the \u003ca href=\"https://www.myedu.com/assets/myedu/files/myedu_academicJourney_short_form.pdf\">report\u003c/a> [PDF] from \u003ca href=\"https://www.myedu.com/\">MyEdu\u003c/a>, an Austin, Texas-based company that offers online tools to help college students manage their academic lives and career opportunities.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">The study, which takes into account the randomly selected responses of 1,047 students from MyEdu's 300,000 profiles, shows that more than half of students have switched or considered switching their major during their academic career and that the overwhelming reason for this change was due to changing interests, and a lack of enjoyment in the first major selected. What's more, 37% of respondents classified themselves as \"nontraditional students.\"\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003c/div>\n\u003cp>So how to fix it?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though many believe access to online courses through one of the proliferating \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">MOOCs, \u003c/a>study author Jon Kolko suggested online learning represents the wrong application of the right technology. Instead, he says the same kinds of algorithms that contribute to a self-paced math course, for example, should instead be used to evaluate a student's progress in traditional college courses. For example, he envisions MyEdu and its competitors (such as \u003ca href=\"http://www.koofers.com/\">Koofers\u003c/a>, \u003ca href=\"www.princetonreview.com/\">Princeton Review\u003c/a>, and \u003ca href=\"http://www.heycampus.com/\">HeyCampus\u003c/a>) offering tools that can take a student's performance and feedback from a general education course and suggest or rule out potential majors.\u003c/p>\n\u003cp>“I don't think computers are that good for learning, but they're really good for this administrative side of things,” said Kolko, MyEdu's vice president of design, who is planning on using feedback \u003c!--more-->from the study to hone its tools and inspire new ones. The company currently has profiles of about 300,000 students who are mostly enrolled in large state institutions in Texas and elsewhere in the American Southwest. The company makes its revenue by providing data about those students to career recruiters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study.”\u003c/strong>\u003c/aside>\n\u003cp>On a larger—if more unrealistic—level, the simplest way to help students be more productive and less anxious in college may be to alter the typical path of their common experiences.\u003c/p>\n\u003cp>For example, in its analysis of 14 in-depth interviews with college students and more than 1,000 surveys completed by a representative sample of MyEdu users, the report found that students were most influenced by nontraditional academic experiences like study-abroad trips, internships, and mentorships. But while those experiences often lead to the identification of a long-term life goal, they generally come toward the end of college, and don't leave time for a change of course in study, at least while an undergraduate student.\u003c/p>\n\u003cp>Kolko accepted the suggestion that encouraging students to enroll in apprenticeships, service initiatives, or gap year programs might help more of them find their goals more quickly and lead to a more efficient path through college. But he said the stigma attached to an indirect path to college would likely keep most from considering them, so instead colleges should look at ways to make the path to a degree more flexible.\u003c/p>\n\u003cp>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study,” Kolko said. “But if we're not going to change the way the game works, we need to give them the information to make that decision more proactively, and we need to make those decisions less binding.”\u003c/p>\n\u003cfigure id=\"attachment_27784\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27784\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-10.09.06-AM-300x290.png\" alt=\"MyEdu\" width=\"300\" height=\"290\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This isn't to say students don't take college seriously—in fact the report finds most believe the college experience will determine what happens during the rest of their lives. But that sense of finality often leads to mistakes like choosing a major based on ease of completion, relying on parents who themselves did not go to college for college advice, and making any sort of big academic choice before it's necessary.\u003c/p>\n\u003cp>Here's a look at the report's four primary findings:\u003c/p>\n\u003cp>\u003cstrong>COLLEGE PREDETERMINATION:\u003c/strong> Students believe the path from college to career is relatively linear and rigid—choose a college, choose a major, get an internship, get a job—and then aren't mentally prepared to work around roadblocks to that path when they arise.\u003c/p>\n\u003cp>\u003cstrong>FORCED TO DECIDE:\u003c/strong> Students often feel they have inadequate time to make informed decisions about their academic future, and thus resort to less substantive reasons to guide that process, such as the plans of their friends and the opinions of their family.\u003c/p>\n\u003cp>\u003cstrong>OUTSIDE LOOKING IN:\u003c/strong> 37 percent of students labeled themselves as “nontraditional” because they could no longer meet the cost, time, or other requirements of conventional colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> APPEARANCES VS. REALITY:\u003c/strong> Most students feel empowered to apply to jobs and internships and believe how to effectively show their unique skills; instead they are more skilled at generic cover letter and resume writing than at selling their best talents.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For Low-Income Kids, Access to Devices Could Be the Equalizer",
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"content": "\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27664\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27664\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/amplify-300x194.jpg\" alt=\"amplify\" width=\"300\" height=\"194\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Along with the big release last week of \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>'s tablet, produced by the education arm of media conglomerate News Corp, came details of the product that will vie for a spot in the growing education tablet market.\u003c/p>\n\u003cp>Amplify's tablet runs on the Android platform and comes pre-loaded with a curriculum that's aligned to Common Core State Standards. It's 10 inches long, with a hard exterior shell, and is pre-loaded with its own learning software, as well as Google Apps for Education, dictionaries, multimedia lessons, Encyclopedia Britannica, Khan Academy lessons, a graphing calculator. If the company wins rights from publishers, it can also be loaded with electronic textbooks. What's more, teachers can keep track of students' progress, as well as have access to classroom management tools that allow them to turn off apps when needed.\u003c/p>\n\u003cdiv>\n\u003cdiv id=\"module-post-detail\">\n\u003cdiv>\n\u003cp>But, as\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\"> Tech Crunch asks\u003c/a>, \"What in the sam hill is News Corp. doing messing around in education?\"\u003c/p>\n\u003cp>Joel Klein, former New York City schools chancellor, and now an executive vice president at News Corp, says it's time to shake up education. \"It's not about hardware, it's not about devices, it's really about learning,\" Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a>. \"And if this does what I believe it will do — which is enhance the teaching and learning processes — then it's going to be a home run.\"\u003c/p>\n\u003cp>But industry watchers have other ideas.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\">Tech Crunch\u003c/a> focuses on the profit angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"While the News Corp. founder’s \u003ca href=\"http://www.nytimes.com/2010/11/24/nyregion/24newscorp.html\" target=\"_blank\">sudden transformation\u003c/a> into an education reform advocate may seem a head-scratcher, the motivation becomes clear when, \u003ca href=\"http://www.newscorp.com/news/news_464.html\" target=\"_blank\">in Murdoch’s terms\u003c/a>, one considers that K-12 education is a $500 billion sector in the U.S. alone — and one that remains relatively untouched by corporations like News Corp.\"\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\" target=\"_blank\">NPR\u003c/a> points to the questioning of teachers' roles:\u003c/li>\n\u003c/ul>\n\u003cp>\"Leonie Haimson, executive director of the nonprofit Class Size Matters in New York City, said Klein and Murdoch 'believe that public school kids should have larger classes, and instead of getting personalized instruction via their teachers, should do it via a computer.'\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.forbes.com/sites/rogerkay/2013/03/08/conflict-of-interest-behind-news-corp-tablet/\" target=\"_blank\">Forbes' tech analyst Roger Kay\u003c/a> takes on the political angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"From my point of view, the problem with News being in this business is that it creates a channel to our youngest, most vulnerable minds for a guy with extreme politics and highly questionable ethics,\" Kay wrote. Unlike the transparent profit motives of companies like Apple and Google, News Corp's motivations should be further questioned, he said.\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all\">New York Times\u003c/a> questions the security of student data.\u003c/li>\n\u003c/ul>\n\u003cp>“I’m very concerned about them tracking children or using their data because they’ve proven not to be very trustworthy on that,” said \u003ca href=\"http://topics.nytimes.com/topics/reference/timestopics/people/m/michael_mulgrew/index.html\">Michael Mulgrew\u003c/a>, the president of the United Federation of Teachers, in light of News Corp's history with the \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/n/news_of_the_world/index.html\">phone-hacking scandal\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>News Corp is dividing into two separate companies this summer. Amplify will be part of the publishing division along with The Wall Street Journal and Harper Collins. The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all&_r=0\">New York Times reports\u003c/a> News Corp is investing heavily in Amplify; it spent $360 million in 2010 to acquire 90 percent of Wireless Generation, a company specializing in data and assessment tools for teachers. And Amplify had operational losses of $180 million in 2012 as they built their business. But the company is betting that is money well spent.\u003c/p>\n\u003cp>Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a> that Amplify should not be confused with its corporate siblings that often serve as a platform for political stands.\u003c/p>\n\u003cp>\"Rupert realized this from the beginning: This is a division that's going to be focused on education,\" Klein said. \"We don't have a political mission — none whatsoever. What we're doing is developing materials in math and science and the English language arts — designed by leading experts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Our commitment,\" Klein said, \"is education only. We have no subsidiary agenda.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27664\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27664\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/amplify-300x194.jpg\" alt=\"amplify\" width=\"300\" height=\"194\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Along with the big release last week of \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>'s tablet, produced by the education arm of media conglomerate News Corp, came details of the product that will vie for a spot in the growing education tablet market.\u003c/p>\n\u003cp>Amplify's tablet runs on the Android platform and comes pre-loaded with a curriculum that's aligned to Common Core State Standards. It's 10 inches long, with a hard exterior shell, and is pre-loaded with its own learning software, as well as Google Apps for Education, dictionaries, multimedia lessons, Encyclopedia Britannica, Khan Academy lessons, a graphing calculator. If the company wins rights from publishers, it can also be loaded with electronic textbooks. What's more, teachers can keep track of students' progress, as well as have access to classroom management tools that allow them to turn off apps when needed.\u003c/p>\n\u003cdiv>\n\u003cdiv id=\"module-post-detail\">\n\u003cdiv>\n\u003cp>But, as\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\"> Tech Crunch asks\u003c/a>, \"What in the sam hill is News Corp. doing messing around in education?\"\u003c/p>\n\u003cp>Joel Klein, former New York City schools chancellor, and now an executive vice president at News Corp, says it's time to shake up education. \"It's not about hardware, it's not about devices, it's really about learning,\" Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a>. \"And if this does what I believe it will do — which is enhance the teaching and learning processes — then it's going to be a home run.\"\u003c/p>\n\u003cp>But industry watchers have other ideas.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\">Tech Crunch\u003c/a> focuses on the profit angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"While the News Corp. founder’s \u003ca href=\"http://www.nytimes.com/2010/11/24/nyregion/24newscorp.html\" target=\"_blank\">sudden transformation\u003c/a> into an education reform advocate may seem a head-scratcher, the motivation becomes clear when, \u003ca href=\"http://www.newscorp.com/news/news_464.html\" target=\"_blank\">in Murdoch’s terms\u003c/a>, one considers that K-12 education is a $500 billion sector in the U.S. alone — and one that remains relatively untouched by corporations like News Corp.\"\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\" target=\"_blank\">NPR\u003c/a> points to the questioning of teachers' roles:\u003c/li>\n\u003c/ul>\n\u003cp>\"Leonie Haimson, executive director of the nonprofit Class Size Matters in New York City, said Klein and Murdoch 'believe that public school kids should have larger classes, and instead of getting personalized instruction via their teachers, should do it via a computer.'\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.forbes.com/sites/rogerkay/2013/03/08/conflict-of-interest-behind-news-corp-tablet/\" target=\"_blank\">Forbes' tech analyst Roger Kay\u003c/a> takes on the political angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"From my point of view, the problem with News being in this business is that it creates a channel to our youngest, most vulnerable minds for a guy with extreme politics and highly questionable ethics,\" Kay wrote. Unlike the transparent profit motives of companies like Apple and Google, News Corp's motivations should be further questioned, he said.\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all\">New York Times\u003c/a> questions the security of student data.\u003c/li>\n\u003c/ul>\n\u003cp>“I’m very concerned about them tracking children or using their data because they’ve proven not to be very trustworthy on that,” said \u003ca href=\"http://topics.nytimes.com/topics/reference/timestopics/people/m/michael_mulgrew/index.html\">Michael Mulgrew\u003c/a>, the president of the United Federation of Teachers, in light of News Corp's history with the \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/n/news_of_the_world/index.html\">phone-hacking scandal\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>News Corp is dividing into two separate companies this summer. Amplify will be part of the publishing division along with The Wall Street Journal and Harper Collins. The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all&_r=0\">New York Times reports\u003c/a> News Corp is investing heavily in Amplify; it spent $360 million in 2010 to acquire 90 percent of Wireless Generation, a company specializing in data and assessment tools for teachers. And Amplify had operational losses of $180 million in 2012 as they built their business. But the company is betting that is money well spent.\u003c/p>\n\u003cp>Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a> that Amplify should not be confused with its corporate siblings that often serve as a platform for political stands.\u003c/p>\n\u003cp>\"Rupert realized this from the beginning: This is a division that's going to be focused on education,\" Klein said. \"We don't have a political mission — none whatsoever. What we're doing is developing materials in math and science and the English language arts — designed by leading experts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Remixing Melville: Moby Dick Meets the Digital Generation",
"title": "Remixing Melville: Moby Dick Meets the Digital Generation",
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"content": "\u003cp>\u003ca href=\"http://www.henryjenkins.org\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-shot-2013-03-08-at-11.26.36-AM-620x336.png\" alt=\"Screen shot 2013-03-08 at 11.26.36 AM\" title=\"\" width=\"620\" height=\"336\" class=\"size-large wp-image-27616\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In a traditional English class, a teacher might assign Herman Melville’s famous novel \u003cem>Moby Dick\u003c/em> in small chunks. Students might complete their reading (or not), discuss major themes and perhaps write an essay at the end of the unit. But if a student never gets past the first few pages, the rest of that unit is lost.\u003c/p>\n\u003cp>It’s become a common refrain that traditional education isn't serving a generation of students whose lives outside of school are completely disconnected from what happens inside. But there are plenty of teachers working hard to make reading material relevant to students, including a team of researchers from \u003ca href=\"http://www.annenberglab.com/\">University of Southern California Annenberg's Innovation Lab\u003c/a> that includes Henry Jenkins and Erin Reilly. They've created a model of what they call \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">participatory learning\u003c/a> that engages students with materials on a personal level, often by incorporating different types of media into the classroom and offering varying points of entry to a text. Most recently, the team has put together a teacher’s strategy guide, \u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cem>Reading in a Participatory Culture: Remixing Moby-Dick in the English, Classroom\u003c/em>\u003c/a> and an interactive digital book, \u003ca href=\"http://scalar.usc.edu/anvc/flowsofreading/index\">\u003cem>Flows of Reading,\u003c/em>\u003c/a> to provide models of their approach.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“We want to raise a generation of kids who have a mouse in one hand and a book in the other.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Moby Dick\u003c/em> is a notoriously difficult book. “This book defeated me as an Advanced Placement kid,” Henry Jenkins said. He remembers hating the book, gritting his teeth to get through it and writing the worst essay of his high school career. That’s why he was so impressed by the work of the playwright\u003ca href=\"http://ricardopittswiley.com/\"> Ricardo Pitts-Wiley\u003c/a> who was teaching \u003cem>Moby Dick\u003c/em> to incarcerated youth in Rhode Island, many of whom read below grade level.\u003c/p>\n\u003cp>Pitts-Wiley asked his students to reinterpret the novel in the context of their own lives. In their retelling Captain Ahab became a powerful drug dealer trying to avenge the death of his loved ones. \u003c!--more-->His drug crew is forced to decide how far they’ll go for their charismatic leader. Together with his students Pitts-Wiley turned their re-interpretation into a play:\u003cem> \u003ca href=\"http://video.mit.edu/watch/moby-dick-then-and-now-full-play-act-i-2466/\">Moby Dick: Then and Now\u003c/a>\u003c/em>. The students understood the themes when placed into familiar context and related to the character’s struggles when the story was no longer placed in an era and industry unfamiliar to them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Pitts-Wiley’s work correlates strongly to the research Jenkins has been doing on weaving more varieties of media into the classroom in order to make the learning experience more participatory, creative, multidisciplinary, and therefore meaningful to students. He teamed up with \u003ca href=\"http://lit.mit.edu/people/wkelley.php\">Wyn Kelley\u003c/a> a Melville scholar from MIT, and a team of educational experts to design a curriculum around \u003cem>Moby Dick\u003c/em> that would build in remixing, reinterpretation, and multimedia elements. They tested their new curriculum in six different schools.\u003c/p>\n\u003cp>“We want to raise a generation of kids who have a mouse in one hand and a book in the other,” said Jenkins. To do that the curriculum focuses on Melville as a master mash-up artist of 19th century culture; his book includes Shakespeare plays, the Bible, whaling culture and more. From there, the door is open for classes to discuss how remixed elements are allusions and what happens to a text when an author incorporates the work of others.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We may be romanticizing what people got out of Moby Dick in the traditional classroom. This is just taking ownership over that and allowing students to pursue their passion and interests.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“Culture matters, history matters, the goal is to foster old fashioned close reading,” Jenkins said. A typical assignment might ask students to take one page of \u003cem>Moby Dick\u003c/em>, highlight words they don’t know, define terms, draw pictures and share with one another. The idea is to focus closely in order to incite curiosity about the whole. And to let students creatively express their opinions and thoughts about the book, hopefully with a better understanding of what their own remixing might add to the broader cultural body of work around \u003cem>Moby Dick\u003c/em>.\u003c/p>\n\u003cp>If this sounds a little messy and confusing – it is. That was the feedback teachers gave Jenkins’ team when they piloted these participatory learning strategies in the classroom. Teacher’s felt uncertain whether learning was taking place in this non-linear style. One teacher came to realize that if a student could get a purchase on the text anywhere, they understood how much more there is to learn about the book.\u003c/p>\n\u003cp>“That’s a different kind of learning outcome than we usually get when we convince people they've exhausted a book, that they've gotten it, when they've only touched it superficially,” Jenkins said. He sees the goal as both teaching something about \u003cem>Moby Dick\u003c/em> in the moment as well as fostering a community of readers who know that reading Melville in high school English doesn't mean they've conquered it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">How Do We Define and Measure 'Deeper Learning'?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We may be romanticizing what people got out of \u003cem>Moby Dick\u003c/em> in the traditional classroom,” Jenkins said. “This is just taking ownership over that and allowing students to pursue their passion and interests.” Piloting this curriculum Jenkins’ team found that it worked less effectively when teachers used it more traditionally. “The closer we got to traditional school, the more they shut down,” Jenkins said. “No curriculum is idiot proof. You have to get teachers who understand the participatory mindset.”\u003c/p>\n\u003cp>The other part of the project, \u003cem>Flows of Reading\u003c/em>, helps encourage participation around literature and models an expanded approach to literacy and the reading and writing that make up the discipline. The digital book allows readers to follow hyperlinks, enjoy embedded video content, and add to an online space for related work. It broadens the model beyond \u003cem>Moby Dick\u003c/em> and applies it to reading at all age levels from a wordless picture book to the \u003cem>Hunger Games\u003c/em> and \u003cem>Lord of the Rings\u003c/em>. It offers four pathways or ways to view a text.\u003c/p>\n\u003cfigure id=\"attachment_27603\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cimg class=\"size-medium wp-image-27603\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-08-at-10.47.11-AM-300x437.png\" alt=\"Screen Shot 2013-03-08 at 10.47.11 AM\" width=\"300\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MOTIVES FOR READING\u003c/strong>\u003cbr>\nThis pathway and assorted material address the idea that people read various kinds of textual content for all kinds of reasons. Reading a website may be different from reading a book, but they both require literacy and are appropriate at different points. This pathway explores how seemingly different kinds of reading might be more akin than they seem.\u003c/p>\n\u003cp>\u003cstrong>ADAPTATION AND REMIXING\u003c/strong>\u003cbr>\nWhile the book encourages students to elaborate and create material based on parts of a text that speak to them, this section also discusses appropriate and respectful adaptation and remixing. It brings in the ethics of attribution and fair use.\u003c/p>\n\u003cp>\u003cstrong>NEGOTIATING CULTURAL SPACES\u003c/strong>\u003cbr>\nThis pathway discusses the various identities that each person brings to reading whether it is gender, ethnicity, specific experiences or anything else that shapes the reading process.\u003c/p>\n\u003cp>\u003cstrong>CONTINUITIES AND SPACES\u003c/strong>\u003cbr>\nThese are “the spaces where your imagination can go wild,” said Erin Reilly, who led the effort to create Flows. This pathway explores how to creatively share stories and layer upon the original.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Throughout the research and implementation of this project Jenkins and Reilly knew they’d need to think about assessment. They brought in \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=dthickey\">Dan Hickey\u003c/a> from Indiana University to help develop assessments that are immediate and happen as part of the learning process. The state standards are a minimum, Reilly and Jenkins maintain should be easy to reach if students are engaged. They insist that learning activities should be open and free -- a space for creativity; the reflection on that activity and how it ties back to the text is an area for worthwhile assessment.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.henryjenkins.org\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-shot-2013-03-08-at-11.26.36-AM-620x336.png\" alt=\"Screen shot 2013-03-08 at 11.26.36 AM\" title=\"\" width=\"620\" height=\"336\" class=\"size-large wp-image-27616\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In a traditional English class, a teacher might assign Herman Melville’s famous novel \u003cem>Moby Dick\u003c/em> in small chunks. Students might complete their reading (or not), discuss major themes and perhaps write an essay at the end of the unit. But if a student never gets past the first few pages, the rest of that unit is lost.\u003c/p>\n\u003cp>It’s become a common refrain that traditional education isn't serving a generation of students whose lives outside of school are completely disconnected from what happens inside. But there are plenty of teachers working hard to make reading material relevant to students, including a team of researchers from \u003ca href=\"http://www.annenberglab.com/\">University of Southern California Annenberg's Innovation Lab\u003c/a> that includes Henry Jenkins and Erin Reilly. They've created a model of what they call \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">participatory learning\u003c/a> that engages students with materials on a personal level, often by incorporating different types of media into the classroom and offering varying points of entry to a text. Most recently, the team has put together a teacher’s strategy guide, \u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cem>Reading in a Participatory Culture: Remixing Moby-Dick in the English, Classroom\u003c/em>\u003c/a> and an interactive digital book, \u003ca href=\"http://scalar.usc.edu/anvc/flowsofreading/index\">\u003cem>Flows of Reading,\u003c/em>\u003c/a> to provide models of their approach.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“We want to raise a generation of kids who have a mouse in one hand and a book in the other.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Moby Dick\u003c/em> is a notoriously difficult book. “This book defeated me as an Advanced Placement kid,” Henry Jenkins said. He remembers hating the book, gritting his teeth to get through it and writing the worst essay of his high school career. That’s why he was so impressed by the work of the playwright\u003ca href=\"http://ricardopittswiley.com/\"> Ricardo Pitts-Wiley\u003c/a> who was teaching \u003cem>Moby Dick\u003c/em> to incarcerated youth in Rhode Island, many of whom read below grade level.\u003c/p>\n\u003cp>Pitts-Wiley asked his students to reinterpret the novel in the context of their own lives. In their retelling Captain Ahab became a powerful drug dealer trying to avenge the death of his loved ones. \u003c!--more-->His drug crew is forced to decide how far they’ll go for their charismatic leader. Together with his students Pitts-Wiley turned their re-interpretation into a play:\u003cem> \u003ca href=\"http://video.mit.edu/watch/moby-dick-then-and-now-full-play-act-i-2466/\">Moby Dick: Then and Now\u003c/a>\u003c/em>. The students understood the themes when placed into familiar context and related to the character’s struggles when the story was no longer placed in an era and industry unfamiliar to them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Pitts-Wiley’s work correlates strongly to the research Jenkins has been doing on weaving more varieties of media into the classroom in order to make the learning experience more participatory, creative, multidisciplinary, and therefore meaningful to students. He teamed up with \u003ca href=\"http://lit.mit.edu/people/wkelley.php\">Wyn Kelley\u003c/a> a Melville scholar from MIT, and a team of educational experts to design a curriculum around \u003cem>Moby Dick\u003c/em> that would build in remixing, reinterpretation, and multimedia elements. They tested their new curriculum in six different schools.\u003c/p>\n\u003cp>“We want to raise a generation of kids who have a mouse in one hand and a book in the other,” said Jenkins. To do that the curriculum focuses on Melville as a master mash-up artist of 19th century culture; his book includes Shakespeare plays, the Bible, whaling culture and more. From there, the door is open for classes to discuss how remixed elements are allusions and what happens to a text when an author incorporates the work of others.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We may be romanticizing what people got out of Moby Dick in the traditional classroom. This is just taking ownership over that and allowing students to pursue their passion and interests.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“Culture matters, history matters, the goal is to foster old fashioned close reading,” Jenkins said. A typical assignment might ask students to take one page of \u003cem>Moby Dick\u003c/em>, highlight words they don’t know, define terms, draw pictures and share with one another. The idea is to focus closely in order to incite curiosity about the whole. And to let students creatively express their opinions and thoughts about the book, hopefully with a better understanding of what their own remixing might add to the broader cultural body of work around \u003cem>Moby Dick\u003c/em>.\u003c/p>\n\u003cp>If this sounds a little messy and confusing – it is. That was the feedback teachers gave Jenkins’ team when they piloted these participatory learning strategies in the classroom. Teacher’s felt uncertain whether learning was taking place in this non-linear style. One teacher came to realize that if a student could get a purchase on the text anywhere, they understood how much more there is to learn about the book.\u003c/p>\n\u003cp>“That’s a different kind of learning outcome than we usually get when we convince people they've exhausted a book, that they've gotten it, when they've only touched it superficially,” Jenkins said. He sees the goal as both teaching something about \u003cem>Moby Dick\u003c/em> in the moment as well as fostering a community of readers who know that reading Melville in high school English doesn't mean they've conquered it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">How Do We Define and Measure 'Deeper Learning'?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We may be romanticizing what people got out of \u003cem>Moby Dick\u003c/em> in the traditional classroom,” Jenkins said. “This is just taking ownership over that and allowing students to pursue their passion and interests.” Piloting this curriculum Jenkins’ team found that it worked less effectively when teachers used it more traditionally. “The closer we got to traditional school, the more they shut down,” Jenkins said. “No curriculum is idiot proof. You have to get teachers who understand the participatory mindset.”\u003c/p>\n\u003cp>The other part of the project, \u003cem>Flows of Reading\u003c/em>, helps encourage participation around literature and models an expanded approach to literacy and the reading and writing that make up the discipline. The digital book allows readers to follow hyperlinks, enjoy embedded video content, and add to an online space for related work. It broadens the model beyond \u003cem>Moby Dick\u003c/em> and applies it to reading at all age levels from a wordless picture book to the \u003cem>Hunger Games\u003c/em> and \u003cem>Lord of the Rings\u003c/em>. It offers four pathways or ways to view a text.\u003c/p>\n\u003cfigure id=\"attachment_27603\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cimg class=\"size-medium wp-image-27603\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-08-at-10.47.11-AM-300x437.png\" alt=\"Screen Shot 2013-03-08 at 10.47.11 AM\" width=\"300\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MOTIVES FOR READING\u003c/strong>\u003cbr>\nThis pathway and assorted material address the idea that people read various kinds of textual content for all kinds of reasons. Reading a website may be different from reading a book, but they both require literacy and are appropriate at different points. This pathway explores how seemingly different kinds of reading might be more akin than they seem.\u003c/p>\n\u003cp>\u003cstrong>ADAPTATION AND REMIXING\u003c/strong>\u003cbr>\nWhile the book encourages students to elaborate and create material based on parts of a text that speak to them, this section also discusses appropriate and respectful adaptation and remixing. It brings in the ethics of attribution and fair use.\u003c/p>\n\u003cp>\u003cstrong>NEGOTIATING CULTURAL SPACES\u003c/strong>\u003cbr>\nThis pathway discusses the various identities that each person brings to reading whether it is gender, ethnicity, specific experiences or anything else that shapes the reading process.\u003c/p>\n\u003cp>\u003cstrong>CONTINUITIES AND SPACES\u003c/strong>\u003cbr>\nThese are “the spaces where your imagination can go wild,” said Erin Reilly, who led the effort to create Flows. This pathway explores how to creatively share stories and layer upon the original.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Throughout the research and implementation of this project Jenkins and Reilly knew they’d need to think about assessment. They brought in \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=dthickey\">Dan Hickey\u003c/a> from Indiana University to help develop assessments that are immediate and happen as part of the learning process. The state standards are a minimum, Reilly and Jenkins maintain should be easy to reach if students are engaged. They insist that learning activities should be open and free -- a space for creativity; the reflection on that activity and how it ties back to the text is an area for worthwhile assessment.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Student Mentors: How 6th and 12th Graders Learn From Each Other",
"title": "Student Mentors: How 6th and 12th Graders Learn From Each Other",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Nurturing the Next Van Gogh? Start With Small Steps",
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"content": "\u003cfigure id=\"attachment_27446\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/edgygrrrl/2432101927/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27446\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/2432101927_82ece60ed2_z-620x401.jpg\" alt=\"2432101927_82ece60ed2_z\" width=\"620\" height=\"401\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: edgygrrrl\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\"> fostering creativity in learning\u003c/a> is not just a nice notion, but an imperative, then educators must find a way to integrate it into a system that has not made this intangible, un-testable attribute a priority. More and more, teachers are becoming alerted to the idea that nurturing creative minds is necessary to raise a generation of innovators.\u003c/p>\n\u003cp>Knowing that it's important is one thing, but integrating creativity into curriculum is harder than it sounds.\u003c/p>\n\u003cp>“In order for something to be creative, it has to be task appropriate,” said \u003ca href=\"http://psychology.csusb.edu/facultystaff/james_kaufman.htm\">Dr. James Kaufman\u003c/a>, director of the Learning Research Institute at California State University San Bernardino. Along with \u003ca href=\"https://education.uoregon.edu/users/beghetto\">Dr. Ronald Beghetto\u003c/a>, associate professor of Education Studies at University of Oregon, Kaufman has been studying how to make creativity more approachable for educators.\u003c/p>\n\u003cp>The first step is to help both students and educators understand \u003cem>productive\u003c/em> creativity. A wildly creative solution might not solve the problem. Conversely, it’s easy to come up with answers that aren't unique. Creativity is the ability to produce work that is unique and unexpected as well as appropriate, useful, and adaptive.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">What seems like a tangent could actually help other students think about the problem in a different way.\u003c/aside>\n\u003cp>The collective understanding puts creativity into two categories -- legendary status, like Van Gogh -- and everyday creativity, like cooking, scrapbooking, or drawing. Kaufman and Beghetto have dubbed these kinds of creativity “Big C” and “little C.\" The problem with this dichotomy, however, is that it privileges the legendary Big C above all else, making it seem that only few have the potential to be creative.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Instead Kaufman and Beghetto \u003ca href=\"http://pages.uoregon.edu/beghetto/KaufmanBeghetto2009.pdf\">favor what they call the 4 Cs\u003c/a>. They'd like to include “mini C” \u003c!--more-->moments, when one has a flash of inspiration or insight that is personally meaningful, but might not matter to anyone else, and “pro C” moments, when someone is an expert in their domain, but the full potential impact over time can't have been determined yet. With this more complete spectrum of creativity it’s easier to imagine becoming more creative. And, according to the researchers, to move from a “mini C” idea to a “little C,” all that’s needed is some feedback. And to move from “little C” to “pro C” a person just needs practice. Much harder is to move from “pro C” to “big C” because only time will tell what becomes legend. Still with us? Keep reading.\u003c/p>\n\u003cp>With creativity comes uncertainty, which many teachers would prefer to keep out of their classrooms. And, while everyone says they want creative thinkers, creativity isn't rewarded at the “mini-C” and “little-C” levels. Often the kids who operate at those levels are the ones considered to be distracting the class or straying off track. Because society favors the pro and big-C levels, it’s harder to nurture those lower levels.\u003c/p>\n\u003cp>But it's important to recognize that students can't get to be a legendary creative genius without having their creativity nurtured along the way -- recognizing the \"little C's.\" But that takes a shift in thinking for not just educators, but society at large -- that there's value in creativity beyond becoming the next Van Gogh.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/\">Five Ways to Bring Innovation Into the Classroom\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The result in classrooms is an either/or scenario in which \"creativity\" equals curricular chaos while \"learning\" equals mind-numbing conformity. An experienced teacher knows learning can exist alongside creativity and that uncertainty can lead to an opportunity. Beghetto sees the same fear of uncertainty with prospective educators who haven’t even had their own classroom yet. “When an uncertain moment appears, they don’t see that as an opportunity for creativity to manifest, they see it as an indicator of their own incompetence,” he said. Instead, they prefer to get expected responses to their questions – unexpected answers derail the class.\u003c/p>\n\u003cp>When kids leave high school, they become experts in what Beghetto calls the “asking known-answer-question syndrome.” They've learned it’s not really about how they understand it; it’s about how the teacher understands it and how she wants to hear it. That, then, becomes the definition of the \"educated mind.\"\u003c/p>\n\u003cp>Kaufman and Beghetto suggest teachers should meet unexpectedness with curiosity. Rather than shutting down a potentially creative solution to a problem, explore and evaluate it. What seems like a tangent could actually help other students think about the problem in a different way.\u003cbr>\nThey also note that part of incorporating creativity is helping students to read the situation. There’s a time and a place for a creative solution and kids need to learn when it’s appropriate to take the intellectual risk. They should also learn that there’s a cost to creativity; it takes effort, time, and resources and depending on the problem the most creative solution may not make sense.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>This discussion may seem removed from the rubrics and standards that dictate teachers’ lives, but Kaufman and Beghetto argue that fostering creative thinking is not mutually exclusive to meeting standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We do need academic domain knowledge in order to be creative,” Beghetto said. “The standards can serve as guideposts, but these should not be the end that we are driving towards.” They argue that constraint is always present in creativity and that something like memorization can provide the tools for improvisation within a discipline.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27446\" class=\"wp-caption alignnone\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/edgygrrrl/2432101927/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27446\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/2432101927_82ece60ed2_z-620x401.jpg\" alt=\"2432101927_82ece60ed2_z\" width=\"620\" height=\"401\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: edgygrrrl\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\"> fostering creativity in learning\u003c/a> is not just a nice notion, but an imperative, then educators must find a way to integrate it into a system that has not made this intangible, un-testable attribute a priority. More and more, teachers are becoming alerted to the idea that nurturing creative minds is necessary to raise a generation of innovators.\u003c/p>\n\u003cp>Knowing that it's important is one thing, but integrating creativity into curriculum is harder than it sounds.\u003c/p>\n\u003cp>“In order for something to be creative, it has to be task appropriate,” said \u003ca href=\"http://psychology.csusb.edu/facultystaff/james_kaufman.htm\">Dr. James Kaufman\u003c/a>, director of the Learning Research Institute at California State University San Bernardino. Along with \u003ca href=\"https://education.uoregon.edu/users/beghetto\">Dr. Ronald Beghetto\u003c/a>, associate professor of Education Studies at University of Oregon, Kaufman has been studying how to make creativity more approachable for educators.\u003c/p>\n\u003cp>The first step is to help both students and educators understand \u003cem>productive\u003c/em> creativity. A wildly creative solution might not solve the problem. Conversely, it’s easy to come up with answers that aren't unique. Creativity is the ability to produce work that is unique and unexpected as well as appropriate, useful, and adaptive.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">What seems like a tangent could actually help other students think about the problem in a different way.\u003c/aside>\n\u003cp>The collective understanding puts creativity into two categories -- legendary status, like Van Gogh -- and everyday creativity, like cooking, scrapbooking, or drawing. Kaufman and Beghetto have dubbed these kinds of creativity “Big C” and “little C.\" The problem with this dichotomy, however, is that it privileges the legendary Big C above all else, making it seem that only few have the potential to be creative.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead Kaufman and Beghetto \u003ca href=\"http://pages.uoregon.edu/beghetto/KaufmanBeghetto2009.pdf\">favor what they call the 4 Cs\u003c/a>. They'd like to include “mini C” \u003c!--more-->moments, when one has a flash of inspiration or insight that is personally meaningful, but might not matter to anyone else, and “pro C” moments, when someone is an expert in their domain, but the full potential impact over time can't have been determined yet. With this more complete spectrum of creativity it’s easier to imagine becoming more creative. And, according to the researchers, to move from a “mini C” idea to a “little C,” all that’s needed is some feedback. And to move from “little C” to “pro C” a person just needs practice. Much harder is to move from “pro C” to “big C” because only time will tell what becomes legend. Still with us? Keep reading.\u003c/p>\n\u003cp>With creativity comes uncertainty, which many teachers would prefer to keep out of their classrooms. And, while everyone says they want creative thinkers, creativity isn't rewarded at the “mini-C” and “little-C” levels. Often the kids who operate at those levels are the ones considered to be distracting the class or straying off track. Because society favors the pro and big-C levels, it’s harder to nurture those lower levels.\u003c/p>\n\u003cp>But it's important to recognize that students can't get to be a legendary creative genius without having their creativity nurtured along the way -- recognizing the \"little C's.\" But that takes a shift in thinking for not just educators, but society at large -- that there's value in creativity beyond becoming the next Van Gogh.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/\">Five Ways to Bring Innovation Into the Classroom\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The result in classrooms is an either/or scenario in which \"creativity\" equals curricular chaos while \"learning\" equals mind-numbing conformity. An experienced teacher knows learning can exist alongside creativity and that uncertainty can lead to an opportunity. Beghetto sees the same fear of uncertainty with prospective educators who haven’t even had their own classroom yet. “When an uncertain moment appears, they don’t see that as an opportunity for creativity to manifest, they see it as an indicator of their own incompetence,” he said. Instead, they prefer to get expected responses to their questions – unexpected answers derail the class.\u003c/p>\n\u003cp>When kids leave high school, they become experts in what Beghetto calls the “asking known-answer-question syndrome.” They've learned it’s not really about how they understand it; it’s about how the teacher understands it and how she wants to hear it. That, then, becomes the definition of the \"educated mind.\"\u003c/p>\n\u003cp>Kaufman and Beghetto suggest teachers should meet unexpectedness with curiosity. Rather than shutting down a potentially creative solution to a problem, explore and evaluate it. What seems like a tangent could actually help other students think about the problem in a different way.\u003cbr>\nThey also note that part of incorporating creativity is helping students to read the situation. There’s a time and a place for a creative solution and kids need to learn when it’s appropriate to take the intellectual risk. They should also learn that there’s a cost to creativity; it takes effort, time, and resources and depending on the problem the most creative solution may not make sense.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>This discussion may seem removed from the rubrics and standards that dictate teachers’ lives, but Kaufman and Beghetto argue that fostering creative thinking is not mutually exclusive to meeting standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We do need academic domain knowledge in order to be creative,” Beghetto said. “The standards can serve as guideposts, but these should not be the end that we are driving towards.” They argue that constraint is always present in creativity and that something like memorization can provide the tools for improvisation within a discipline.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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