window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_21188": {
"type": "attachments",
"id": "mindshift_21188",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "21188",
"found": true
},
"parent": 21177,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-400x282.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 282
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-320x226.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 226
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441.jpg",
"width": 1218,
"height": 859
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-800x564.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 564
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-1180x832.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 832
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-768x542.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 542
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1336412579,
"modified": 1336412579,
"caption": null,
"description": null,
"title": "Hutton_SonyRdr_0644",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20928": {
"type": "attachments",
"id": "mindshift_20928",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20928",
"found": true
},
"parent": 20912,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki.jpg",
"width": 500,
"height": 333
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1335393469,
"modified": 1335393469,
"caption": null,
"description": null,
"title": "demoshelsinki",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20894": {
"type": "attachments",
"id": "mindshift_20894",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20894",
"found": true
},
"parent": 20886,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z-400x267.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 267
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z-320x214.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 214
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z-640x372.jpg",
"width": 640,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z.jpg",
"width": 640,
"height": 427
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/5227334827_80de8a689f_z-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1335297222,
"modified": 1335297222,
"caption": "Flickr: Incase",
"description": null,
"title": "5227334827_80de8a689f_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20787": {
"type": "attachments",
"id": "mindshift_20787",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20787",
"found": true
},
"parent": 20657,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-400x238.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 238
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-320x190.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 190
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg",
"width": 577,
"height": 343
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1334857133,
"modified": 1334857133,
"caption": null,
"description": null,
"title": "535565467_288651f10a_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20746": {
"type": "attachments",
"id": "mindshift_20746",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20746",
"found": true
},
"parent": 20740,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg",
"width": 500,
"height": 333
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1334681848,
"modified": 1334681848,
"caption": null,
"description": null,
"title": "2366471876_0733316fc9",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_19566": {
"type": "attachments",
"id": "mindshift_19566",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "19566",
"found": true
},
"parent": 19537,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30.jpg",
"width": 500,
"height": 333
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1330580044,
"modified": 1330580044,
"caption": null,
"description": null,
"title": "3772984885_e453a2cb30",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20582": {
"type": "attachments",
"id": "mindshift_20582",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20582",
"found": true
},
"parent": 20579,
"imgSizes": {
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-320x480.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 480
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-320x372.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc.jpg",
"width": 320,
"height": 480
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1333749200,
"modified": 1333749200,
"caption": null,
"description": null,
"title": "iphone",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20550": {
"type": "attachments",
"id": "mindshift_20550",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20550",
"found": true
},
"parent": 20548,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688-400x226.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 226
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688.jpg",
"width": 688,
"height": 388
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/04/MN_blue_688-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1333731097,
"modified": 1333731097,
"caption": null,
"description": null,
"title": "ISD",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23797": {
"type": "attachments",
"id": "mindshift_23797",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23797",
"found": true
},
"parent": 20350,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481-650x372.jpg",
"width": 650,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481.jpg",
"width": 650,
"height": 433
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/IMG_8481-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1347475983,
"modified": 1347475983,
"caption": null,
"description": null,
"title": "IMG_8481",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20282": {
"type": "attachments",
"id": "mindshift_20282",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20282",
"found": true
},
"parent": 20142,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-600x576.jpg",
"width": 600,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-400x400.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 400
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-320x320.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 320
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-600x372.jpg",
"width": 600,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo.jpg",
"width": 600,
"height": 600
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1332892282,
"modified": 1332892282,
"caption": null,
"description": null,
"title": "photo",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20264": {
"type": "attachments",
"id": "mindshift_20264",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20264",
"found": true
},
"parent": 20107,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495.jpg",
"width": 500,
"height": 333
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1332888412,
"modified": 1332888412,
"caption": null,
"description": null,
"title": "5600678778_5d2cbde495",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"tbarseghian": {
"type": "authors",
"id": "180",
"meta": {
"index": "authors_1716337520",
"id": "180",
"found": true
},
"name": "Tina Barseghian",
"firstName": "Tina",
"lastName": "Barseghian",
"slug": "tbarseghian",
"email": "tbarseghian@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "styleguide",
"roles": [
"contributor"
]
},
{
"site": "news",
"roles": [
"subscriber"
]
},
{
"site": "mindshift",
"roles": [
"subscriber"
]
},
{
"site": "bayareabites",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Tina Barseghian | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/tbarseghian"
},
"anniempaul": {
"type": "authors",
"id": "4355",
"meta": {
"index": "authors_1716337520",
"id": "4355",
"found": true
},
"name": "Annie Murphy Paul",
"firstName": "Annie",
"lastName": "Murphy Paul",
"slug": "anniempaul",
"email": "anniempaul@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Annie Murphy Paul | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/anniempaul"
}
},
"pagesReducer": {
"mindshift_category_culture": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"score": 12.457121
},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"title": "Culture",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 29
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=culture",
"seeMore": false,
"paginated": true,
"page": 29
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_21177": {
"type": "posts",
"id": "mindshift_21177",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "21177",
"score": null,
"sort": [
1336412835000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1336412835,
"format": "aside",
"disqusTitle": "Changing Policies On Digital Books Wreak Havoc on Libraries",
"title": "Changing Policies On Digital Books Wreak Havoc on Libraries",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_21188\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"size-large wp-image-21188\" title=\"Hutton_SonyRdr_0644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions.\u003c/p>\n\u003cp>Last month, the American Library Association released its annual \u003ca href=\"http://www.ala.org/news/mediapresscenter/americaslibraries/soal2012\">State of America's Libraries Report\u003c/a>, and many of its findings were grim. \"Public libraries continue to be battered by a national economy whose recovery from the Great Recession is proving to be sluggish at best,\" the report concluded. Twenty-three of the 49 chief officers of state libraries surveyed indicated that their library systems faced budget cuts over the past two years. \"For three years in a row, more than 40 percent of participating states have reported decreased public library funding,\" the report states.\u003c/p>\n\u003cp>While library budget cuts continue, demand for library services has soared. Lower income and unemployed patrons often turn to local libraries as their only source of Internet access.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It will take a few years for the dust to settle.\"\u003c/p>\n\u003c/aside>\n\u003cp>At the same time, libraries have sought to accommodate Americans' ever-increasing demand for access to digital materials, a mission that has put them at odds with the publishing industry, which is struggling to retain its viability as many American readers shift toward reading books electronically and purchasing those titles from online retailers rather than traditional bookstores.\u003c/p>\n\u003cp>\"In the end, it will be a matter of leadership and vision that will guide libraries through the current conditions,\" said Jorge Martinez, director of Information Systems for the John S. and James L. Knight Foundation, which supports libraries through grants.\u003c/p>\n\u003ch4>SPARRING OVER E-BOOKS\u003c/h4>\n\u003cp>One of the biggest challenges libraries face in this new digital age is the friction in their relationship with publishers, caused largely by the advent of e-books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Publishers argue that borrowing a printed book from a library requires a patron to physically visit the building and then return a few weeks later to bring it back, which is more difficult than \u003c!--more-->purchasing it from an online retailer. When libraries allow patrons to download e-books through one click on a website, the convenience factor that might drive a reader to purchase a book is eliminated. Penguin Group recently blocked Kindle owners from the ability to download library e-books directly from their devices -- now they must transfer the e-book from the library site to a computer, and then to a Kindle.\u003c/p>\n\u003cp>Just as printed books wear out after a lot of use, some publishers require libraries to re-purchase the electronic version of popular books after a certain number of patrons view it. HarperCollins allows each copy of its e-books to be loaned up to 26 times, which a recent press release from the American Library Association described as \"arbitrary.\" The libraries then must buy the book again at a lower price.\u003c/p>\n\u003cp>Simon & Schuster, Macmillan, and Penguin do not sell e-book versions of their titles to libraries, while Hachette refuses to sell its newest e-books to libraries. Although many small presses allow unlimited e-book access to libraries, Random House is the only one of the \"Big Six\" publishers to do so -- and it recently increased its prices significantly, \"by 100-200% in March 2012,\" according to the ALA's new report.\u003c/p>\n\u003cp>Most e-books come with embedded software that creates restrictions on how they can be used, such as allowing only one library patron to borrow each copy at a time. However, on April 25, Tor/Forge Books, an imprint of Macmillan that specializes in science fiction and other genres, announced that its entire catalog of books will be offered without DRM (digital rights management) software by July.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/\">Library Becomes as an Incubator for the Arts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws: the Future of Libraries\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"Library organizations are intimately involved in the ongoing discussions about digital rights management systems and some of the copyright issues associated with e-books,\" said Michael Crandall, senior lecturer and chair of the Master of Science in Information Management Program at the University of Washington's Information School. \"This is an area that will continue to evolve as the market becomes more widespread, since it impacts the way people use and share their books with each other and the way libraries are able to purchase and lend e-books.\"\u003c/p>\n\u003cp>Knight's Martinez said, \"It will take a few years for the dust to settle. Laws and contracts always seem to lag behind new technological innovations. But, it will get settled. Librarians, library service organizations, and others are engaged in trying to make sure the eventual terms and conditions for the use of digital books are ones that are fair to all involved.\"\u003c/p>\n\u003cp>For the moment, however, nothing is settled, as two industries with their backs against the wall struggle to reach a compromise.\u003c/p>\n\u003ch4>E-READER PETTING ZOOS, DIGITAL BOOKMOBILES\u003c/h4>\n\u003cp>Despite libraries' impasse with publishers over restricted e-book use, many are forging ahead in the digital realm, offering patrons new services.\u003c/p>\n\u003cp>According to the ALA's recent report, \"The proportion of U.S. libraries that made e-books available almost doubled over the past five years, climbing from 38.3 percent in 2007 to 67.2 percent in 2011.\"\u003c/p>\n\u003cp>Samantha Becker, the research project manager of the \u003ca href=\"http://tascha.washington.edu/usimpact/\">U.S. IMPACT Study at the University of Washington's Information School\u003c/a>, noted, \"The technology environment in libraries has provided a wonderful opportunity to preserve collections and enhance access to them through digitization, which many libraries are doing with out-of-print and local collections or digital artifacts. The Washington Rural Heritage project is a wonderful example.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.washingtonruralheritage.com/cdm/\">That project\u003c/a> allows users to search and access digital versions of material from libraries, heritage organizations, and private collections throughout the state of Washington. The Denver Public Library's Western History Department offers a \u003ca href=\"http://digital.denverlibrary.org/cdm/\">similar resource for photographs\u003c/a>, documents, and other materials related to the American West.\u003c/p>\n\u003ch4>THE DIGITAL DIVIDE\u003c/h4>\n\u003cp>A recent Pew Research Center report uncovered a digital divide in the use of e-books. People less likely to use e-books include Hispanics, those without a high school diploma, the unemployed, rural Americans, and those with household incomes of less than $30,000.\u003c/p>\n\u003cp>\"Without libraries, the division would be even greater, since for many people they serve as the only access point for digital information and services,\" Crandall said. \"\u003ca href=\"http://tascha.uw.edu/usimpact/us-public-library-study.html\">Our study of library computer use\u003c/a> found that for 22 percent of library computer users (age 14 and older), the library was their only source for access to computers and the Internet. This would suggest that similar restricted access would apply to e-books without libraries in the mix.\"\u003c/p>\n\u003cp>Martinez noted that libraries are finding creative ways to meet demand despite budget challenges. \"In Philadelphia they are placing equipment and trainers in community organizations to make these valuable services available to their patrons at these sites, even when their regular locations are closed due to budget cutbacks,\" he said. \"In other places, they have recreated the old bookmobile as mobile digital centers that take training, computers and Internet access to parts of their communities where there are no [library] buildings.\"\u003c/p>\n\u003cp>A \u003ca href=\"http://www.miamiherald.com/2012/04/13/2747039/beyond-books-check-out-your-public.html\">recent Op-Ed\u003c/a> put out by the Knight, Gates, and MacArthur foundations cited several other innovative uses of library resources:\u003c/p>\n\u003cblockquote>\u003cp>\"Bookmobiles have been supplemented by mobile computer labs -- visiting minority communities in St. Paul to teach digital literacy classes in Spanish, Hmong, and Somali, for example. In Dover, Mass., the library has installed QR codes around town that link signs at the market and playground to community information and services. Seattle Public Library offers live chats with librarians 24 hours a day getting answers to reference questions and live homework help.\"\u003c/p>\u003c/blockquote>\n\u003cp>It also mentioned an initiative at the main Chicago library called YOUmedia that \"lets any teen with a city library card have in-house access to computers plus video and audio recording equipment to create their own content with the help of a mentor. At another YOUmedia space in Miami, workshops help teens think critically and creatively about their lives, by teaching them to publish an autobiographical digital story, or to visualize their favorite books.\"\u003c/p>\n\u003cp>Becker said that libraries are working hard to provide access to e-reading materials, as well as helping patrons enter into the e-reading marketplace by exposing them to e-reading devices through lending and device \"petting zoos,\" and by helping them learn to use new devices in classes and one-on-one sessions with librarians.\u003c/p>\n\u003cp>Crandall said his study found that two-thirds of the library computer users asked a librarian for help in using the technology. \"The ability to use the new technology may seem intuitive to many,\" he said, \"but clearly for many others it is not, and having a community resource that is able to help people understand how to use digital technology and information, and why they might want to use it to improve the quality of their lives is something that libraries have taken on as a transformation of their traditional mission.\"\u003c/p>\n\u003cp>Martinez said the Knight Foundation's library funding will focus on \"innovative projects and leaders that help to show what the library of tomorrow should be.\"\u003c/p>\n\u003cp>The mission and responsibilities of libraries may be in flux due to Americans' ever-increasing use of digital information sources, but Becker points out that it's the same as it ever was: \"Libraries have long been at the front lines of providing people with access to new formats for reading and new technology, whether when switching from scrolls to the familiar book format, to newer trends in e-reading.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>. Her fiction, essays, and reviews have appeared in Prairie Schooner, Alaska Quarterly Review, McSweeney's Internet Tendency, Poets & Writers Magazine, Bust, Dallas Morning News, High Country News and The Onion.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-21181\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"44\" height=\"44\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n",
"disqusIdentifier": "21177 http://blogs.kqed.org/mindshift/?p=21177",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/05/07/changing-policies-on-digital-books-wreak-havoc-on-libraries/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1714,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 30
},
"modified": 1336412835,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Jenny Shank Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions. Last month, the American Library Association released its annual State of America's Libraries Report, and",
"title": "Changing Policies On Digital Books Wreak Havoc on Libraries | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Changing Policies On Digital Books Wreak Havoc on Libraries",
"datePublished": "2012-05-07T10:47:15-07:00",
"dateModified": "2012-05-07T10:47:15-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "changing-policies-on-digital-books-wreak-havoc-on-libraries",
"status": "publish",
"path": "/mindshift/21177/changing-policies-on-digital-books-wreak-havoc-on-libraries",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21188\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"size-large wp-image-21188\" title=\"Hutton_SonyRdr_0644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">Public libraries are a major hub for Americans to gain access to e-books and other digital resources. But the nation's recent economic troubles and the transition to digital books are creating major difficulties for these public institutions.\u003c/p>\n\u003cp>Last month, the American Library Association released its annual \u003ca href=\"http://www.ala.org/news/mediapresscenter/americaslibraries/soal2012\">State of America's Libraries Report\u003c/a>, and many of its findings were grim. \"Public libraries continue to be battered by a national economy whose recovery from the Great Recession is proving to be sluggish at best,\" the report concluded. Twenty-three of the 49 chief officers of state libraries surveyed indicated that their library systems faced budget cuts over the past two years. \"For three years in a row, more than 40 percent of participating states have reported decreased public library funding,\" the report states.\u003c/p>\n\u003cp>While library budget cuts continue, demand for library services has soared. Lower income and unemployed patrons often turn to local libraries as their only source of Internet access.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It will take a few years for the dust to settle.\"\u003c/p>\n\u003c/aside>\n\u003cp>At the same time, libraries have sought to accommodate Americans' ever-increasing demand for access to digital materials, a mission that has put them at odds with the publishing industry, which is struggling to retain its viability as many American readers shift toward reading books electronically and purchasing those titles from online retailers rather than traditional bookstores.\u003c/p>\n\u003cp>\"In the end, it will be a matter of leadership and vision that will guide libraries through the current conditions,\" said Jorge Martinez, director of Information Systems for the John S. and James L. Knight Foundation, which supports libraries through grants.\u003c/p>\n\u003ch4>SPARRING OVER E-BOOKS\u003c/h4>\n\u003cp>One of the biggest challenges libraries face in this new digital age is the friction in their relationship with publishers, caused largely by the advent of e-books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Publishers argue that borrowing a printed book from a library requires a patron to physically visit the building and then return a few weeks later to bring it back, which is more difficult than \u003c!--more-->purchasing it from an online retailer. When libraries allow patrons to download e-books through one click on a website, the convenience factor that might drive a reader to purchase a book is eliminated. Penguin Group recently blocked Kindle owners from the ability to download library e-books directly from their devices -- now they must transfer the e-book from the library site to a computer, and then to a Kindle.\u003c/p>\n\u003cp>Just as printed books wear out after a lot of use, some publishers require libraries to re-purchase the electronic version of popular books after a certain number of patrons view it. HarperCollins allows each copy of its e-books to be loaned up to 26 times, which a recent press release from the American Library Association described as \"arbitrary.\" The libraries then must buy the book again at a lower price.\u003c/p>\n\u003cp>Simon & Schuster, Macmillan, and Penguin do not sell e-book versions of their titles to libraries, while Hachette refuses to sell its newest e-books to libraries. Although many small presses allow unlimited e-book access to libraries, Random House is the only one of the \"Big Six\" publishers to do so -- and it recently increased its prices significantly, \"by 100-200% in March 2012,\" according to the ALA's new report.\u003c/p>\n\u003cp>Most e-books come with embedded software that creates restrictions on how they can be used, such as allowing only one library patron to borrow each copy at a time. However, on April 25, Tor/Forge Books, an imprint of Macmillan that specializes in science fiction and other genres, announced that its entire catalog of books will be offered without DRM (digital rights management) software by July.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/\">Library Becomes as an Incubator for the Arts\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws: the Future of Libraries\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"Library organizations are intimately involved in the ongoing discussions about digital rights management systems and some of the copyright issues associated with e-books,\" said Michael Crandall, senior lecturer and chair of the Master of Science in Information Management Program at the University of Washington's Information School. \"This is an area that will continue to evolve as the market becomes more widespread, since it impacts the way people use and share their books with each other and the way libraries are able to purchase and lend e-books.\"\u003c/p>\n\u003cp>Knight's Martinez said, \"It will take a few years for the dust to settle. Laws and contracts always seem to lag behind new technological innovations. But, it will get settled. Librarians, library service organizations, and others are engaged in trying to make sure the eventual terms and conditions for the use of digital books are ones that are fair to all involved.\"\u003c/p>\n\u003cp>For the moment, however, nothing is settled, as two industries with their backs against the wall struggle to reach a compromise.\u003c/p>\n\u003ch4>E-READER PETTING ZOOS, DIGITAL BOOKMOBILES\u003c/h4>\n\u003cp>Despite libraries' impasse with publishers over restricted e-book use, many are forging ahead in the digital realm, offering patrons new services.\u003c/p>\n\u003cp>According to the ALA's recent report, \"The proportion of U.S. libraries that made e-books available almost doubled over the past five years, climbing from 38.3 percent in 2007 to 67.2 percent in 2011.\"\u003c/p>\n\u003cp>Samantha Becker, the research project manager of the \u003ca href=\"http://tascha.washington.edu/usimpact/\">U.S. IMPACT Study at the University of Washington's Information School\u003c/a>, noted, \"The technology environment in libraries has provided a wonderful opportunity to preserve collections and enhance access to them through digitization, which many libraries are doing with out-of-print and local collections or digital artifacts. The Washington Rural Heritage project is a wonderful example.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.washingtonruralheritage.com/cdm/\">That project\u003c/a> allows users to search and access digital versions of material from libraries, heritage organizations, and private collections throughout the state of Washington. The Denver Public Library's Western History Department offers a \u003ca href=\"http://digital.denverlibrary.org/cdm/\">similar resource for photographs\u003c/a>, documents, and other materials related to the American West.\u003c/p>\n\u003ch4>THE DIGITAL DIVIDE\u003c/h4>\n\u003cp>A recent Pew Research Center report uncovered a digital divide in the use of e-books. People less likely to use e-books include Hispanics, those without a high school diploma, the unemployed, rural Americans, and those with household incomes of less than $30,000.\u003c/p>\n\u003cp>\"Without libraries, the division would be even greater, since for many people they serve as the only access point for digital information and services,\" Crandall said. \"\u003ca href=\"http://tascha.uw.edu/usimpact/us-public-library-study.html\">Our study of library computer use\u003c/a> found that for 22 percent of library computer users (age 14 and older), the library was their only source for access to computers and the Internet. This would suggest that similar restricted access would apply to e-books without libraries in the mix.\"\u003c/p>\n\u003cp>Martinez noted that libraries are finding creative ways to meet demand despite budget challenges. \"In Philadelphia they are placing equipment and trainers in community organizations to make these valuable services available to their patrons at these sites, even when their regular locations are closed due to budget cutbacks,\" he said. \"In other places, they have recreated the old bookmobile as mobile digital centers that take training, computers and Internet access to parts of their communities where there are no [library] buildings.\"\u003c/p>\n\u003cp>A \u003ca href=\"http://www.miamiherald.com/2012/04/13/2747039/beyond-books-check-out-your-public.html\">recent Op-Ed\u003c/a> put out by the Knight, Gates, and MacArthur foundations cited several other innovative uses of library resources:\u003c/p>\n\u003cblockquote>\u003cp>\"Bookmobiles have been supplemented by mobile computer labs -- visiting minority communities in St. Paul to teach digital literacy classes in Spanish, Hmong, and Somali, for example. In Dover, Mass., the library has installed QR codes around town that link signs at the market and playground to community information and services. Seattle Public Library offers live chats with librarians 24 hours a day getting answers to reference questions and live homework help.\"\u003c/p>\u003c/blockquote>\n\u003cp>It also mentioned an initiative at the main Chicago library called YOUmedia that \"lets any teen with a city library card have in-house access to computers plus video and audio recording equipment to create their own content with the help of a mentor. At another YOUmedia space in Miami, workshops help teens think critically and creatively about their lives, by teaching them to publish an autobiographical digital story, or to visualize their favorite books.\"\u003c/p>\n\u003cp>Becker said that libraries are working hard to provide access to e-reading materials, as well as helping patrons enter into the e-reading marketplace by exposing them to e-reading devices through lending and device \"petting zoos,\" and by helping them learn to use new devices in classes and one-on-one sessions with librarians.\u003c/p>\n\u003cp>Crandall said his study found that two-thirds of the library computer users asked a librarian for help in using the technology. \"The ability to use the new technology may seem intuitive to many,\" he said, \"but clearly for many others it is not, and having a community resource that is able to help people understand how to use digital technology and information, and why they might want to use it to improve the quality of their lives is something that libraries have taken on as a transformation of their traditional mission.\"\u003c/p>\n\u003cp>Martinez said the Knight Foundation's library funding will focus on \"innovative projects and leaders that help to show what the library of tomorrow should be.\"\u003c/p>\n\u003cp>The mission and responsibilities of libraries may be in flux due to Americans' ever-increasing use of digital information sources, but Becker points out that it's the same as it ever was: \"Libraries have long been at the front lines of providing people with access to new formats for reading and new technology, whether when switching from scrolls to the familiar book format, to newer trends in e-reading.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>. Her fiction, essays, and reviews have appeared in Prairie Schooner, Alaska Quarterly Review, McSweeney's Internet Tendency, Poets & Writers Magazine, Bust, Dallas Morning News, High Country News and The Onion.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-21181\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"44\" height=\"44\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/21177/changing-policies-on-digital-books-wreak-havoc-on-libraries",
"authors": [
"4354"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_33",
"mindshift_252",
"mindshift_198",
"mindshift_470"
],
"featImg": "mindshift_21188",
"label": "mindshift"
},
"mindshift_20912": {
"type": "posts",
"id": "mindshift_20912",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20912",
"score": null,
"sort": [
1335395714000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1335395714,
"format": "aside",
"disqusTitle": "How Should Schools and Parents Be Involved in Kids' Online Lives?",
"title": "How Should Schools and Parents Be Involved in Kids' Online Lives?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20928\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20928\" title=\"demoshelsinki\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/demoshelsinki.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Demos Helsinki\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">Parents are constantly grappling with how to deal with online privacy issues with their kids. Issues about whether to share passwords to email and social media accounts, whether to filter or monitor Web sites, and how much leeway to give kids of different ages as they experiment with their online identities.\u003c/p>\n\u003cp>Because kids spend most of their time at school, it's not unusual when questions about these issues come up at school but have to be dealt with at home -- and vice versa.\u003c/p>\n\u003cp>A recent example presented itself when a parent discovered that her middle-school-age daughter was interested in a social network site called \u003ca href=\"http://www.zorpia.com\">Zorpia\u003c/a>, which bills itself as a site to \"share unlimited photos, post journals and make friends.\" She found out about it by reading her daughter's email, a policy they had both agreed to.\u003c/p>\n\u003cp>But after reading \u003ca href=\"http://social-networking-websites-review.toptenreviews.com/\">a review\u003c/a> of the site, the mother was concerned about whether it was too risky to allow her daughter to interact with strangers online. She wrote to the daughter's school \"in the spirit of keeping the school abreast of what is going on off-campus\" and with the goal of \"educating more parents about the types of sites that exist and what are some good, common-sense ground rules.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account.\u003c/p>\n\u003c/aside>\n\u003cp>This incident brings up a few complicated issues, including whether parents should be reading kids' private emails, and how parents should deal with open social media sites.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But even before addressing those questions, should schools even be involved in this conversation? Is this an issue for each family to sort out among themselves? One of the reverberating effects of online life is the fluidity of the connection between different environments, and with an instance like\u003c!--more--> this, school and home become inextricably tied. Off-campus activity plays out on-campus, at recess, in the lunchroom and on the bus. Word travels quickly, both verbally and through texts and emails, and some schools prefer to become a part of the conversation in order to help parents and kids build a safe community, online and offline.\u003c/p>\n\u003cp>\u003cstrong>PASSWORD PRIVACY AND SAFETY CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>When it comes to deciding about kids and parents sharing their passwords, the most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. It's a big responsibility, though, and changes with a kid's age. Is it too much to ask of a 10- or 11-year old to know what's worthy of alarm?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">\u003cspan style=\"color: #808080\">How Well Are Schools Teaching Cyber Ethics? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">\u003cspan style=\"color: #808080\">Should Parents Have the Backdoor Key to Their Kids' Facebook Accounts? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">\u003cspan style=\"color: #808080\">\u003cstrong>How Young Is Too Young To Start Social Networking?\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cspan style=\"color: #808080\">\u003cstrong>The Pitfalls and Promises of Social Media and Kids \u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Some kids and parents decide the parent can have email access, but as kids get older and want more independence and privacy, those agreements may change. Some parents and kids agree to keep kids' password in a sealed enveloped, promising only to open the seal when there's a question of safety. Others figure out an arrangement with a parent's close friend or relative with sound judgment who has emergency access to the email. The goal is to let kids know they're not alone.\u003c/p>\n\u003cp>Whether kids under 13 are ready for open social media sites like Zorpia is another thorny issue. Zorpia has more than 24 million users, and a large international community, which could provide a great way for kids to interact with other kids from across the world. But reviews of the site mention plenty of criticism about unsolicited and inappropriate messaging when its privacy settings blocking strangers are not in place.\u003c/p>\n\u003cp>Bottom line: Kids are curious. They hear about a new site or tool and they want to find out what it's all is about. It can be exciting and enticing to enter into a social network, and it's important to acknowledge that interest with kids. Facebook is flooded with millions of under-13 users and kids are going to want to explore social networking.\u003c/p>\n\u003cp>But rather than instill unnecessary fear of stranger danger, when talking with kids about privacy, anonymity and creating online identities, a few questions to ask:\u003c/p>\n\u003cul>\n\u003cli>How would you respond if a stranger tried to contact you through a social media site?\u003c/li>\n\u003cli>What would you do if you found out that one of your friends was talking to random strangers?\u003c/li>\n\u003cli>When would you go to an adult for help if something uncomfortable happened?\u003c/li>\n\u003cli>Why are you interested in social media sites?\u003c/li>\n\u003cli>Where do you find out about them? What do you friends say?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "20912 http://blogs.kqed.org/mindshift/?p=20912",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/04/25/how-should-schools-and-parents-be-involved-in-kids-online-lives/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 853,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1381190652,
"excerpt": "The most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. ",
"title": "How Should Schools and Parents Be Involved in Kids' Online Lives? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Should Schools and Parents Be Involved in Kids' Online Lives?",
"datePublished": "2012-04-25T16:15:14-07:00",
"dateModified": "2013-10-07T17:04:12-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-should-schools-and-parents-be-involved-in-kids-online-lives",
"status": "publish",
"path": "/mindshift/20912/how-should-schools-and-parents-be-involved-in-kids-online-lives",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20928\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20928\" title=\"demoshelsinki\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/demoshelsinki.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Demos Helsinki\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">Parents are constantly grappling with how to deal with online privacy issues with their kids. Issues about whether to share passwords to email and social media accounts, whether to filter or monitor Web sites, and how much leeway to give kids of different ages as they experiment with their online identities.\u003c/p>\n\u003cp>Because kids spend most of their time at school, it's not unusual when questions about these issues come up at school but have to be dealt with at home -- and vice versa.\u003c/p>\n\u003cp>A recent example presented itself when a parent discovered that her middle-school-age daughter was interested in a social network site called \u003ca href=\"http://www.zorpia.com\">Zorpia\u003c/a>, which bills itself as a site to \"share unlimited photos, post journals and make friends.\" She found out about it by reading her daughter's email, a policy they had both agreed to.\u003c/p>\n\u003cp>But after reading \u003ca href=\"http://social-networking-websites-review.toptenreviews.com/\">a review\u003c/a> of the site, the mother was concerned about whether it was too risky to allow her daughter to interact with strangers online. She wrote to the daughter's school \"in the spirit of keeping the school abreast of what is going on off-campus\" and with the goal of \"educating more parents about the types of sites that exist and what are some good, common-sense ground rules.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account.\u003c/p>\n\u003c/aside>\n\u003cp>This incident brings up a few complicated issues, including whether parents should be reading kids' private emails, and how parents should deal with open social media sites.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But even before addressing those questions, should schools even be involved in this conversation? Is this an issue for each family to sort out among themselves? One of the reverberating effects of online life is the fluidity of the connection between different environments, and with an instance like\u003c!--more--> this, school and home become inextricably tied. Off-campus activity plays out on-campus, at recess, in the lunchroom and on the bus. Word travels quickly, both verbally and through texts and emails, and some schools prefer to become a part of the conversation in order to help parents and kids build a safe community, online and offline.\u003c/p>\n\u003cp>\u003cstrong>PASSWORD PRIVACY AND SAFETY CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>When it comes to deciding about kids and parents sharing their passwords, the most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. It's a big responsibility, though, and changes with a kid's age. Is it too much to ask of a 10- or 11-year old to know what's worthy of alarm?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">\u003cspan style=\"color: #808080\">How Well Are Schools Teaching Cyber Ethics? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">\u003cspan style=\"color: #808080\">Should Parents Have the Backdoor Key to Their Kids' Facebook Accounts? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">\u003cspan style=\"color: #808080\">\u003cstrong>How Young Is Too Young To Start Social Networking?\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cspan style=\"color: #808080\">\u003cstrong>The Pitfalls and Promises of Social Media and Kids \u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Some kids and parents decide the parent can have email access, but as kids get older and want more independence and privacy, those agreements may change. Some parents and kids agree to keep kids' password in a sealed enveloped, promising only to open the seal when there's a question of safety. Others figure out an arrangement with a parent's close friend or relative with sound judgment who has emergency access to the email. The goal is to let kids know they're not alone.\u003c/p>\n\u003cp>Whether kids under 13 are ready for open social media sites like Zorpia is another thorny issue. Zorpia has more than 24 million users, and a large international community, which could provide a great way for kids to interact with other kids from across the world. But reviews of the site mention plenty of criticism about unsolicited and inappropriate messaging when its privacy settings blocking strangers are not in place.\u003c/p>\n\u003cp>Bottom line: Kids are curious. They hear about a new site or tool and they want to find out what it's all is about. It can be exciting and enticing to enter into a social network, and it's important to acknowledge that interest with kids. Facebook is flooded with millions of under-13 users and kids are going to want to explore social networking.\u003c/p>\n\u003cp>But rather than instill unnecessary fear of stranger danger, when talking with kids about privacy, anonymity and creating online identities, a few questions to ask:\u003c/p>\n\u003cul>\n\u003cli>How would you respond if a stranger tried to contact you through a social media site?\u003c/li>\n\u003cli>What would you do if you found out that one of your friends was talking to random strangers?\u003c/li>\n\u003cli>When would you go to an adult for help if something uncomfortable happened?\u003c/li>\n\u003cli>Why are you interested in social media sites?\u003c/li>\n\u003cli>Where do you find out about them? What do you friends say?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20912/how-should-schools-and-parents-be-involved-in-kids-online-lives",
"authors": [
"4354"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_31",
"mindshift_117",
"mindshift_30",
"mindshift_853"
],
"featImg": "mindshift_20928",
"label": "mindshift"
},
"mindshift_20886": {
"type": "posts",
"id": "mindshift_20886",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20886",
"score": null,
"sort": [
1335297701000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1335297701,
"format": "aside",
"disqusTitle": "Is Peer Input as Important as Content for Online Learning?",
"title": "Is Peer Input as Important as Content for Online Learning?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "20886 http://blogs.kqed.org/mindshift/?p=20886",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/04/24/is-community-as-important-as-content-for-online-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1015,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1346965726,
"excerpt": "Today, Open Education Resources (OER) industry leaders are arguing that the free content is only the starting point.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Today, Open Education Resources (OER) industry leaders are arguing that the free content is only the starting point.",
"title": "Is Peer Input as Important as Content for Online Learning? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Is Peer Input as Important as Content for Online Learning?",
"datePublished": "2012-04-24T13:01:41-07:00",
"dateModified": "2012-09-06T14:08:46-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "is-community-as-important-as-content-for-online-learning",
"status": "publish",
"path": "/mindshift/20886/is-community-as-important-as-content-for-online-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20886/is-community-as-important-as-content-for-online-learning",
"authors": [
"4354"
],
"categories": [
"mindshift_194",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_556",
"mindshift_346",
"mindshift_654",
"mindshift_159",
"mindshift_76",
"mindshift_79"
],
"featImg": "mindshift_20894",
"label": "mindshift"
},
"mindshift_20657": {
"type": "posts",
"id": "mindshift_20657",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20657",
"score": null,
"sort": [
1334857635000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1334857635,
"format": "aside",
"disqusTitle": "Where's the Joy in Learning? ",
"title": "Where's the Joy in Learning? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20787\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 577px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/535565467/sizes/z/in/set-72157627432819304/\">\u003cimg class=\"size-full wp-image-20787\" title=\"535565467_288651f10a_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg\" alt=\"\" width=\"577\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-400x238.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-320x190.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">A school is not a desert of emotions,” \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/03004430.2010.545124#preview\">begins an article\u003c/a> by Finnish educators Taina Rantala and Kaarina Määttä, published last month in the journal \u003cem>Early Child Development and Care\u003c/em>. But you’d never know that by looking at the scientific literature.\u003c/p>\n\u003cp>“In the field of educational psychology, research on feelings is lacking,” the authors note, “and the little that does exist has focused more on negative rather than positive feelings.” Rantala, the principal of an elementary school in the city of Rovaniemi, and Määttä, a professor of psychology at the University of Lapland, set out to remedy this oversight by studying one emotion in particular: joy.\u003c/p>\n\u003cp>The researchers followed a single class through first and second grade, documenting the students’ emotions with photographs and videos. Through what they call “ethnographic observation,” Rantala and Määttä identified the circumstances that were most likely to produce joy in the classroom. No doubt many pupils would agree with this example of their findings: “The joy of learning does not include listening to prolonged speeches.”\u003c/p>\n\u003cp>Such teacher-centric lessons are much less likely to generate joy than are lessons focused on the student, the authors report. The latter kind of learning involves active, engaged effort on the part of the child; joy arrives when the child surmounts a series of difficulties to achieve a goal. One of the authors’ videos shows seven-year-old Esko, tapping himself proudly on the chest and announcing, “Hey, I figured out how to do math!” A desire to master the material leads to more joy than a desire to simply perform well, Rantala and Määttä add: joy often accompanies “the feeling of shining as an expert.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Joy often accompanies “the feeling of shining as an expert.”\u003c/p>\n\u003c/aside>\n\u003cp>Likewise, the joy of learning is more likely to make an appearance when teachers permit students to work at their own level and their own pace, avoiding making comparisons among students. The authors recommend that children be taught to evaluate and monitor their own learning so they can tell when they’re making progress. Some pupils will take longer than others—as Rantala and Määttä write, “The joy of learning does not like to hurry.” Because joy is so often connected to finishing a task or solving a problem, they point out, allowing time for an activity to come to its \u003c!--more-->natural conclusion is important. Granting students a measure of freedom in how they learn also engenders joy. Such freedom doesn’t mean allowing children to do whatever they want, but giving them choices within limits set by a teacher. These choices need not be major ones, the authors note: “For us adults, it makes no difference whether we write on blue or red paper, but when a student can choose between these options, there will be a lot of joy in the air.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not surprisingly, play was a major source of joy in the classroom Rantala and Määttä observed (even when that play was not exactly what a teacher would wish: the researchers’ video camera caught one student fashioning a gun out of an environmental-studies handout). “Play is the child’s way of seeking pleasure,” the authors write, and it is a learning activity in itself; it shouldn’t be viewed as “a Trojan horse” in which to smuggle in academic lessons. Lastly, sharing and collaborating with other students is a great source of joy. One of the authors’ videotapes shows a student reacting with pleasure when a classmate, Paavo, says, “You are so good at making those dolls!” The researchers conclude: “Joy experienced together, and shared, adds up to even more joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Finland \u003ca href=\"http://www.minedu.fi/OPM/Koulutus/artikkelit/pisa-tutkimus/index.html?lang=en\">leads the world in its scores\u003c/a> on international tests, and the country has become an educational model for many in the U.S. Rantala and Määttä’s paper is a welcome reminder that academic excellence can coexist with delight.\u003c/p>\n\n",
"disqusIdentifier": "20657 http://blogs.kqed.org/mindshift/?p=20657",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/04/19/wheres-the-joy-in-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 713,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 9
},
"modified": 1334877897,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Flickr:WoodleyWonderworks A school is not a desert of emotions,” begins an article by Finnish educators Taina Rantala and Kaarina Määttä, published last month in the journal Early Child Development and Care. But you’d never know that by looking at the scientific literature. “In the field of educational psychology, research on feelings is lacking,” the authors",
"title": "Where's the Joy in Learning? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Where's the Joy in Learning? ",
"datePublished": "2012-04-19T10:47:15-07:00",
"dateModified": "2012-04-19T16:24:57-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "wheres-the-joy-in-learning",
"status": "publish",
"path": "/mindshift/20657/wheres-the-joy-in-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20787\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 577px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/535565467/sizes/z/in/set-72157627432819304/\">\u003cimg class=\"size-full wp-image-20787\" title=\"535565467_288651f10a_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg\" alt=\"\" width=\"577\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-400x238.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/535565467_288651f10a_z-320x190.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:WoodleyWonderworks\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">A school is not a desert of emotions,” \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/03004430.2010.545124#preview\">begins an article\u003c/a> by Finnish educators Taina Rantala and Kaarina Määttä, published last month in the journal \u003cem>Early Child Development and Care\u003c/em>. But you’d never know that by looking at the scientific literature.\u003c/p>\n\u003cp>“In the field of educational psychology, research on feelings is lacking,” the authors note, “and the little that does exist has focused more on negative rather than positive feelings.” Rantala, the principal of an elementary school in the city of Rovaniemi, and Määttä, a professor of psychology at the University of Lapland, set out to remedy this oversight by studying one emotion in particular: joy.\u003c/p>\n\u003cp>The researchers followed a single class through first and second grade, documenting the students’ emotions with photographs and videos. Through what they call “ethnographic observation,” Rantala and Määttä identified the circumstances that were most likely to produce joy in the classroom. No doubt many pupils would agree with this example of their findings: “The joy of learning does not include listening to prolonged speeches.”\u003c/p>\n\u003cp>Such teacher-centric lessons are much less likely to generate joy than are lessons focused on the student, the authors report. The latter kind of learning involves active, engaged effort on the part of the child; joy arrives when the child surmounts a series of difficulties to achieve a goal. One of the authors’ videos shows seven-year-old Esko, tapping himself proudly on the chest and announcing, “Hey, I figured out how to do math!” A desire to master the material leads to more joy than a desire to simply perform well, Rantala and Määttä add: joy often accompanies “the feeling of shining as an expert.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Joy often accompanies “the feeling of shining as an expert.”\u003c/p>\n\u003c/aside>\n\u003cp>Likewise, the joy of learning is more likely to make an appearance when teachers permit students to work at their own level and their own pace, avoiding making comparisons among students. The authors recommend that children be taught to evaluate and monitor their own learning so they can tell when they’re making progress. Some pupils will take longer than others—as Rantala and Määttä write, “The joy of learning does not like to hurry.” Because joy is so often connected to finishing a task or solving a problem, they point out, allowing time for an activity to come to its \u003c!--more-->natural conclusion is important. Granting students a measure of freedom in how they learn also engenders joy. Such freedom doesn’t mean allowing children to do whatever they want, but giving them choices within limits set by a teacher. These choices need not be major ones, the authors note: “For us adults, it makes no difference whether we write on blue or red paper, but when a student can choose between these options, there will be a lot of joy in the air.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not surprisingly, play was a major source of joy in the classroom Rantala and Määttä observed (even when that play was not exactly what a teacher would wish: the researchers’ video camera caught one student fashioning a gun out of an environmental-studies handout). “Play is the child’s way of seeking pleasure,” the authors write, and it is a learning activity in itself; it shouldn’t be viewed as “a Trojan horse” in which to smuggle in academic lessons. Lastly, sharing and collaborating with other students is a great source of joy. One of the authors’ videotapes shows a student reacting with pleasure when a classmate, Paavo, says, “You are so good at making those dolls!” The researchers conclude: “Joy experienced together, and shared, adds up to even more joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Finland \u003ca href=\"http://www.minedu.fi/OPM/Koulutus/artikkelit/pisa-tutkimus/index.html?lang=en\">leads the world in its scores\u003c/a> on international tests, and the country has become an educational model for many in the U.S. Rantala and Määttä’s paper is a welcome reminder that academic excellence can coexist with delight.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20657/wheres-the-joy-in-learning",
"authors": [
"4355"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_799"
],
"featImg": "mindshift_20787",
"label": "mindshift"
},
"mindshift_20740": {
"type": "posts",
"id": "mindshift_20740",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20740",
"score": null,
"sort": [
1334682021000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1334682021,
"format": "aside",
"disqusTitle": "When Technologies Collide: Consumer, K-12 and Higher Ed",
"title": "When Technologies Collide: Consumer, K-12 and Higher Ed",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_20746\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366471876/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-20746\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools have been adopting iPads with lightning speed -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">more than 1.5 million\u003c/a> have already been distributed to students, a mere\u003ca href=\"http://en.wikipedia.org/wiki/IPad\"> two years\u003c/a> after the original iPad launch. But beyond Apple's influence in education, the high-profile tablet appears to be the poster child for a different trend.\u003c/p>\n\u003cp>Call it the consumerization of education technology.\u003c/p>\n\u003cp>What the iPad’s rapid incursion into the classroom masks is that the walls that used to slow new instructional technology’s adoption in education are falling. And when walls fall, what’s inside can spill out in any one of several directions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003c/aside>\n\u003cp>A decade ago, the standard education technology adoption cycle was pretty straightforward. Cool tech was traditionally seeded in the consumer market. If the technology could be useful enough for teaching, it might be adopted in higher education where older students and their parents were the consumers. Then, after being thoroughly vetted and validated, it might eventually work its way down into K-12 classrooms where schools and districts bought the technology.\u003c/p>\n\u003cp>It was a long process, one that itself might take a decade -- and for good reasons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First, relative to today, technology was expensive – in 2002, a laptop with 512MB RAM, a 30GB hard drive and 15” screen running Windows XP or Mac OS X, sporting a not-so-fast 802.11b Wi-Fi connection and modem, cost \u003ca href=\"http://www.upenn.edu/computing/arch/standards/supportingdocs/01-02/laptop-01-02.html\">about $3,000\u003c/a>. For the most part, with the exception of these heavy laptops and some not-so-smart phones, mobile technologies were relatively unfamiliar in education.\u003c/p>\n\u003cp>Internet infrastructure was also a challenge. If any Web connections were prevalent in schools, they were rarely wireless. It really hasn’t been so long since NetDay, a grassroots volunteer effort, physically wired 75,000 classrooms for Internet access in 40 states between \u003ca href=\"http://www.netday.org/about_history.htm\">1996 and 2001\u003c/a>.\u003c/p>\n\u003cp>Yet the old evaluation cycle would work, haltingly. Online classes and distance learning began in higher education, as did digital textbooks, before filtering though the adoption strata into K-12 \u003c!--more-->education.\u003c/p>\n\u003cp>Other times a technology might stall or dead-end. While consumers were buying multimedia CD-ROMs for home educational use in the 1990s, for instance, schools were still investing in libraries of LaserDiscs.\u003c/p>\n\u003cp>But in the past handful of years, this traditional adoption cycle has been compressed – if not completely overturned.\u003c/p>\n\u003cp>\u003cstrong>SHRINKING TIME LAG\u003c/strong>\u003c/p>\n\u003cp>The iPad is just one example, as it moves from the consumer market to both higher education and K-12, not trickling through the former to reach the latter. A \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">survey\u003c/a> released in March by Harris Interactive and the Pearson Foundation found that 25% of college students own tablets (63% of those are iPads), tripling from 7% in a single year. At the same time, 17% of high school seniors own tablets, quadrupling from 4%.\u003c/p>\n\u003cp>Another instance: Online learning is bubbling back into consumer from higher ed. \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, an online-only initiative of MIT open to learners outside of the physical campus, \u003ca href=\"http://www.insidehighered.com/news/2012/04/06/how-could-mitx-change-mit\">attracted 120,000\u003c/a> students to its first course this spring – and could lead to an optional, official certification of completion for many. Even K-12 participates in this blurring: interactive whiteboards, a staple of many school classrooms, have made inroads into colleges and universities with 38% of college students recently telling a \u003ca href=\"http://www.prweb.com/releases/2012/2/prweb9212511.htm\">Book Industry Study Group survey\u003c/a> that they use them “to a large extent.”\u003c/p>\n\u003cp>On one hand, this decade-long lag allowed for thoughtful analysis, planning and observations of technologies that worked and were not just passing fads. On the other hand, it let educational institutions get horribly out of sync with the rest of students’ lives. But that time lapse has apparently become an adoption lag of two-to-three years. Or less.\u003c/p>\n\u003cp>A good chunk of the reason for the change is rational. Technology, now, is increasingly cheap. That $3,000 laptop is now about $500-700 – plus it’s far more powerful, and could be a netbook or a tablet with an optional keyboard. Upfront purchase instructional software is now supplemented or replaced entirely by individual apps, digital subscriptions or “free” Open Educational Resources.\u003c/p>\n\u003cp>And the required infrastructure has moved from wired and plugged to wireless, cloud-based and battery-operated, leapfrogging the earlier NetDay efforts.\u003c/p>\n\u003cp>But an equally large part of the reason for the acceleration may be both biological and psychological: Technology’s presence is familiar, almost expected, to accomplish a task. It’s not just students who are “digital natives” these days. No one under the age of 30 knew adolescence without a Web browser, let alone a personal computer (introduced, respectively, in 1993 and 1977). That means a lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003cdiv id=\"attachment_20752\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366473192/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20752\" title=\"2366473192_d3bf1feffd\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366473192_d3bf1feffd-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: OrangeFred\u003c/p>\n\u003c/div>\n\u003cp>Finally, layer on three outside forces that are caffeinating the bees in this consumer/K-12/higher ed cross-pollination. Venture capitalists see K-12’s Common Core State Standards leveling the playing field by potentially lessening the cost for entrants to be “standards aligned,” and able to sell into one nearly 50-state market rather than up to 50 individual state-standard specific markets. Foundations consider tech a lever for education reform.\u003c/p>\n\u003cp>And don't forget there are the non-edu technologists, who see an unmet need and are being propelled into ed-tech through competitions such as \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, SXSWedu’s \u003ca href=\"http://sxswedu.com/launchedu\">LAUNCHedu\u003c/a>, and at three years old, the comparative granddaddy of such events, the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/incubator.asp\">Innovation Incubator\u003c/a>.\u003c/p>\n\u003cp>What all these external efforts have in common is that they don’t necessarily respect the traditional separations between types of education markets. So what results is often a Dr. Doolittle pushmi-pullyu-esque mashup of ideas that could play in one or more of K-12, higher education, continuing/professional education, lifelong education and direct-to-parent. All of which will cause the walls to crumble even more.\u003c/p>\n\u003cp>Project Tomorrow, in last year’s \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">Speak Up National Research Project\u003c/a> report, summed up a key facet of the change: “Today’s students are functioning as a Digital Advance Team for the rest of us, scouting out these new technologies, adopting them for use in their personal lives and then effectively adapting them for education purpose….”\u003c/p>\n\u003cp>Except now, those digital scouts could be anyone who brings an outside device or app into a school or college.\u003c/p>\n\u003cp>The result? Something different, fluid, with less domain separation and more immediate influence. Altogether, it likely represents an unprecedented convergence of K-12, higher education and consumer technology – or a collision, one in which no tech, person or preconceived notion is just an innocent bystander.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">@FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>\u003c/em>\u003cem>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">GeekWire\u003c/a>. \u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "20740 http://blogs.kqed.org/mindshift/?p=20740",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/04/17/when-technologies-collide-consumer-k-12-and-higher-ed/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1188,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 26
},
"modified": 1334683530,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Frank Catalano Schools have been adopting iPads with lightning speed -- more than 1.5 million have already been distributed to students, a mere two years after the original iPad launch. But beyond Apple's influence in education, the high-profile tablet appears to be the poster child for a different trend. Call it the consumerization of",
"title": "When Technologies Collide: Consumer, K-12 and Higher Ed | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "When Technologies Collide: Consumer, K-12 and Higher Ed",
"datePublished": "2012-04-17T10:00:21-07:00",
"dateModified": "2012-04-17T10:25:30-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "when-technologies-collide-consumer-k-12-and-higher-ed",
"status": "publish",
"path": "/mindshift/20740/when-technologies-collide-consumer-k-12-and-higher-ed",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20746\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366471876/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-20746\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools have been adopting iPads with lightning speed -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">more than 1.5 million\u003c/a> have already been distributed to students, a mere\u003ca href=\"http://en.wikipedia.org/wiki/IPad\"> two years\u003c/a> after the original iPad launch. But beyond Apple's influence in education, the high-profile tablet appears to be the poster child for a different trend.\u003c/p>\n\u003cp>Call it the consumerization of education technology.\u003c/p>\n\u003cp>What the iPad’s rapid incursion into the classroom masks is that the walls that used to slow new instructional technology’s adoption in education are falling. And when walls fall, what’s inside can spill out in any one of several directions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003c/aside>\n\u003cp>A decade ago, the standard education technology adoption cycle was pretty straightforward. Cool tech was traditionally seeded in the consumer market. If the technology could be useful enough for teaching, it might be adopted in higher education where older students and their parents were the consumers. Then, after being thoroughly vetted and validated, it might eventually work its way down into K-12 classrooms where schools and districts bought the technology.\u003c/p>\n\u003cp>It was a long process, one that itself might take a decade -- and for good reasons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First, relative to today, technology was expensive – in 2002, a laptop with 512MB RAM, a 30GB hard drive and 15” screen running Windows XP or Mac OS X, sporting a not-so-fast 802.11b Wi-Fi connection and modem, cost \u003ca href=\"http://www.upenn.edu/computing/arch/standards/supportingdocs/01-02/laptop-01-02.html\">about $3,000\u003c/a>. For the most part, with the exception of these heavy laptops and some not-so-smart phones, mobile technologies were relatively unfamiliar in education.\u003c/p>\n\u003cp>Internet infrastructure was also a challenge. If any Web connections were prevalent in schools, they were rarely wireless. It really hasn’t been so long since NetDay, a grassroots volunteer effort, physically wired 75,000 classrooms for Internet access in 40 states between \u003ca href=\"http://www.netday.org/about_history.htm\">1996 and 2001\u003c/a>.\u003c/p>\n\u003cp>Yet the old evaluation cycle would work, haltingly. Online classes and distance learning began in higher education, as did digital textbooks, before filtering though the adoption strata into K-12 \u003c!--more-->education.\u003c/p>\n\u003cp>Other times a technology might stall or dead-end. While consumers were buying multimedia CD-ROMs for home educational use in the 1990s, for instance, schools were still investing in libraries of LaserDiscs.\u003c/p>\n\u003cp>But in the past handful of years, this traditional adoption cycle has been compressed – if not completely overturned.\u003c/p>\n\u003cp>\u003cstrong>SHRINKING TIME LAG\u003c/strong>\u003c/p>\n\u003cp>The iPad is just one example, as it moves from the consumer market to both higher education and K-12, not trickling through the former to reach the latter. A \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">survey\u003c/a> released in March by Harris Interactive and the Pearson Foundation found that 25% of college students own tablets (63% of those are iPads), tripling from 7% in a single year. At the same time, 17% of high school seniors own tablets, quadrupling from 4%.\u003c/p>\n\u003cp>Another instance: Online learning is bubbling back into consumer from higher ed. \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, an online-only initiative of MIT open to learners outside of the physical campus, \u003ca href=\"http://www.insidehighered.com/news/2012/04/06/how-could-mitx-change-mit\">attracted 120,000\u003c/a> students to its first course this spring – and could lead to an optional, official certification of completion for many. Even K-12 participates in this blurring: interactive whiteboards, a staple of many school classrooms, have made inroads into colleges and universities with 38% of college students recently telling a \u003ca href=\"http://www.prweb.com/releases/2012/2/prweb9212511.htm\">Book Industry Study Group survey\u003c/a> that they use them “to a large extent.”\u003c/p>\n\u003cp>On one hand, this decade-long lag allowed for thoughtful analysis, planning and observations of technologies that worked and were not just passing fads. On the other hand, it let educational institutions get horribly out of sync with the rest of students’ lives. But that time lapse has apparently become an adoption lag of two-to-three years. Or less.\u003c/p>\n\u003cp>A good chunk of the reason for the change is rational. Technology, now, is increasingly cheap. That $3,000 laptop is now about $500-700 – plus it’s far more powerful, and could be a netbook or a tablet with an optional keyboard. Upfront purchase instructional software is now supplemented or replaced entirely by individual apps, digital subscriptions or “free” Open Educational Resources.\u003c/p>\n\u003cp>And the required infrastructure has moved from wired and plugged to wireless, cloud-based and battery-operated, leapfrogging the earlier NetDay efforts.\u003c/p>\n\u003cp>But an equally large part of the reason for the acceleration may be both biological and psychological: Technology’s presence is familiar, almost expected, to accomplish a task. It’s not just students who are “digital natives” these days. No one under the age of 30 knew adolescence without a Web browser, let alone a personal computer (introduced, respectively, in 1993 and 1977). That means a lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003cdiv id=\"attachment_20752\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366473192/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20752\" title=\"2366473192_d3bf1feffd\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366473192_d3bf1feffd-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: OrangeFred\u003c/p>\n\u003c/div>\n\u003cp>Finally, layer on three outside forces that are caffeinating the bees in this consumer/K-12/higher ed cross-pollination. Venture capitalists see K-12’s Common Core State Standards leveling the playing field by potentially lessening the cost for entrants to be “standards aligned,” and able to sell into one nearly 50-state market rather than up to 50 individual state-standard specific markets. Foundations consider tech a lever for education reform.\u003c/p>\n\u003cp>And don't forget there are the non-edu technologists, who see an unmet need and are being propelled into ed-tech through competitions such as \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, SXSWedu’s \u003ca href=\"http://sxswedu.com/launchedu\">LAUNCHedu\u003c/a>, and at three years old, the comparative granddaddy of such events, the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/incubator.asp\">Innovation Incubator\u003c/a>.\u003c/p>\n\u003cp>What all these external efforts have in common is that they don’t necessarily respect the traditional separations between types of education markets. So what results is often a Dr. Doolittle pushmi-pullyu-esque mashup of ideas that could play in one or more of K-12, higher education, continuing/professional education, lifelong education and direct-to-parent. All of which will cause the walls to crumble even more.\u003c/p>\n\u003cp>Project Tomorrow, in last year’s \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">Speak Up National Research Project\u003c/a> report, summed up a key facet of the change: “Today’s students are functioning as a Digital Advance Team for the rest of us, scouting out these new technologies, adopting them for use in their personal lives and then effectively adapting them for education purpose….”\u003c/p>\n\u003cp>Except now, those digital scouts could be anyone who brings an outside device or app into a school or college.\u003c/p>\n\u003cp>The result? Something different, fluid, with less domain separation and more immediate influence. Altogether, it likely represents an unprecedented convergence of K-12, higher education and consumer technology – or a collision, one in which no tech, person or preconceived notion is just an innocent bystander.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">@FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>\u003c/em>\u003cem>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">GeekWire\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20740/when-technologies-collide-consumer-k-12-and-higher-ed",
"authors": [
"4354"
],
"categories": [
"mindshift_192",
"mindshift_194",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_81",
"mindshift_187",
"mindshift_65"
],
"featImg": "mindshift_20746",
"label": "mindshift"
},
"mindshift_20658": {
"type": "posts",
"id": "mindshift_20658",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20658",
"score": null,
"sort": [
1334170806000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1334170806,
"format": "aside",
"disqusTitle": "Do Students Have the Right to Post Negative Comments Online?",
"title": "Do Students Have the Right to Post Negative Comments Online?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_19566\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/3772984885_e453a2cb30/\" rel=\"attachment wp-att-19566\">\u003cimg class=\"size-full wp-image-19566\" title=\"3772984885_e453a2cb30\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/3772984885_e453a2cb30.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/corey-g-johnson\">Corey G. Johnson\u003c/a>\u003c/h5>\n\u003cp>Civil rights groups recently intervened in a free-speech controversy at the San Francisco Unified School District after a school suspended three high school seniors and banned them from graduation and prom over comments they made online.\u003c/p>\n\u003cp>The students were suspended from George Washington High School after a teacher learned about postings on a Tumblr page called \"Scumbag Teachers.\" Some of the comments allegedly linked to the students included: \"Teaches Pink Floyd for 3 Weeks; Makes Final Project Due In 3 Days” and “Nags Student Govt About Being On Task; Lags On Everything.”\u003c/p>\n\u003cp>The school principal accused the students of cyberbullying. They were suspended from school for three days, banned from prom and told they couldn't walk with their classmates during graduation. One of the students was kicked off the student council.\u003c/p>\n\u003cp>The Asian Law Caucus and ACLU of Northern California \u003ca href=\"http://www.aclunc.org/issues/technology/blog/aclu-nc_and_alc_help_teach_free_speech_civics_lesson_to_local_h.s._principal.shtml\" target=\"_blank\">said they were concerned\u003c/a> that the students' rights were being violated and wrote letters to district officials questioning whether the students and parents were given due process. The district then reinstated the students.\u003c/p>\n\u003cp>The district's initial punitive actions prompted student outrage on other Tumblr sites. One student stated:\u003c/p>\n\u003cblockquote>\u003cp>Find it ironic how Washington led the American Revolution against the British soldiers for freedom from King George, and here you are, sitting in this school trying to control the students the exact same way the king was, by taxing not our goods, but our freedom of\u003c!--more--> speech. Washington himself would be appalled.\u003c/p>\u003c/blockquote>\n\u003cp>Another student wrote:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>What kind of school environment do we live in where Tumblr allegedly is treated like a weapon?\u003c/strong> Where people are now afraid to write and express their feelings and opinions in a Tumblr community in fear that the adults that are supposed to encourage and teach us the meaning of “freedom” and “free expression” are the ones stamping it down and treating it with a double standard.\u003cstrong>You know what is ironic?\u003c/strong> In school we are going over 1984 by George Orwell and Brave New World by Alduous [sic] Huxley. Both are dystopian novels which express a fear of a future in which individual opinions are banned and people live in an authoritarian rule stripped of freedom and self-expression. What is so different from those novels and this situation in this school?\u003c/p>\u003c/blockquote>\n\u003cp>The district, the Asian Law Caucus and ACLU of Northern California all declined to name the school and the students involved. California Watch learned the name of the school from online postings and an interview with a student who attends Washington.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Angela Chan, an attorney with the Asian Law Caucus, said the students' parents don't speak English. She said the school didn't initially provide translators to help the parents understand the school's decision. And Linda Lye, an attorney with the ACLU, said the Tumblr postings didn't meet the definition of cyberbullying and weren't disruptive to the school environment.\u003c/p>\n\u003cp>\"Speech does not become 'disruptive' just because a teacher doesn’t like it or finds it offensive,\" Lye wrote on the ACLU website. \"In fact, criticism of authority figures is exactly the type of speech the Constitution was designed to protect.\"\u003c/p>\n\u003cp>Gentle Blythe, spokeswoman for San Francisco Unified, said the district swiftly\u003cstrong> \u003c/strong>reinstated the students once contacted by the civil rights groups. The disciplinary actions have been removed from the students' records, and they are no longer banned from the prom and graduation.\u003c/p>\n\u003cp>\"We absolutely recognize and value our students’ right to free speech. We also recognize that we need to educate them about responsible speech,\" Blythe said in an e-mail to California Watch. \"As soon as the district was notified of the school administration’s action, we responded. Part of having authority means recognizing that if you make a mistake you need to correct it.\"\u003c/p>\n\u003cp>Chan said her organization and San Francisco Unified will be working to improve district policies to ensure teachers and administrators are better trained to handle future incidents.\u003c/p>\n\u003cp>In August 2008, California passed \u003ca href=\"http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0051-0100/ab_86_cfa_20080115_125502_asm_comm.html\" rel=\"nofollow\" target=\"_blank\">AB 86\u003c/a>, one of the first laws in the country to deal directly with cyberbullying. The legislation gives school administrators the authority to discipline students for bullying others offline or online.\u003c/p>\n\u003cp>Last year, the ACLU intervened at the San Juan Unified School District in Northern California after school administrators at a Citrus Heights-area school suspended a 15-year-old sophomore for cyberbullying. Since then, the organization has responded to at least three separate instances in which different schools have punished students for online writing, Lye said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This article originally appeared on \u003ca href=\"http://californiawatch.org/dailyreport/sf-school-sparks-online-free-speech-battle-15721\">California Watch\u003c/a>. \u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "20658 http://blogs.kqed.org/mindshift/?p=20658",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/04/11/do-students-have-the-right-to-post-negative-comments-online/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 785,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1334166984,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Corey G. Johnson Civil rights groups recently intervened in a free-speech controversy at the San Francisco Unified School District after a school suspended three high school seniors and banned them from graduation and prom over comments they made online. The students were suspended from George Washington High School after a teacher learned about postings on",
"title": "Do Students Have the Right to Post Negative Comments Online? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Do Students Have the Right to Post Negative Comments Online?",
"datePublished": "2012-04-11T12:00:06-07:00",
"dateModified": "2012-04-11T10:56:24-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "do-students-have-the-right-to-post-negative-comments-online",
"status": "publish",
"path": "/mindshift/20658/do-students-have-the-right-to-post-negative-comments-online",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19566\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/3772984885_e453a2cb30/\" rel=\"attachment wp-att-19566\">\u003cimg class=\"size-full wp-image-19566\" title=\"3772984885_e453a2cb30\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/3772984885_e453a2cb30.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/3772984885_e453a2cb30-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/corey-g-johnson\">Corey G. Johnson\u003c/a>\u003c/h5>\n\u003cp>Civil rights groups recently intervened in a free-speech controversy at the San Francisco Unified School District after a school suspended three high school seniors and banned them from graduation and prom over comments they made online.\u003c/p>\n\u003cp>The students were suspended from George Washington High School after a teacher learned about postings on a Tumblr page called \"Scumbag Teachers.\" Some of the comments allegedly linked to the students included: \"Teaches Pink Floyd for 3 Weeks; Makes Final Project Due In 3 Days” and “Nags Student Govt About Being On Task; Lags On Everything.”\u003c/p>\n\u003cp>The school principal accused the students of cyberbullying. They were suspended from school for three days, banned from prom and told they couldn't walk with their classmates during graduation. One of the students was kicked off the student council.\u003c/p>\n\u003cp>The Asian Law Caucus and ACLU of Northern California \u003ca href=\"http://www.aclunc.org/issues/technology/blog/aclu-nc_and_alc_help_teach_free_speech_civics_lesson_to_local_h.s._principal.shtml\" target=\"_blank\">said they were concerned\u003c/a> that the students' rights were being violated and wrote letters to district officials questioning whether the students and parents were given due process. The district then reinstated the students.\u003c/p>\n\u003cp>The district's initial punitive actions prompted student outrage on other Tumblr sites. One student stated:\u003c/p>\n\u003cblockquote>\u003cp>Find it ironic how Washington led the American Revolution against the British soldiers for freedom from King George, and here you are, sitting in this school trying to control the students the exact same way the king was, by taxing not our goods, but our freedom of\u003c!--more--> speech. Washington himself would be appalled.\u003c/p>\u003c/blockquote>\n\u003cp>Another student wrote:\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>What kind of school environment do we live in where Tumblr allegedly is treated like a weapon?\u003c/strong> Where people are now afraid to write and express their feelings and opinions in a Tumblr community in fear that the adults that are supposed to encourage and teach us the meaning of “freedom” and “free expression” are the ones stamping it down and treating it with a double standard.\u003cstrong>You know what is ironic?\u003c/strong> In school we are going over 1984 by George Orwell and Brave New World by Alduous [sic] Huxley. Both are dystopian novels which express a fear of a future in which individual opinions are banned and people live in an authoritarian rule stripped of freedom and self-expression. What is so different from those novels and this situation in this school?\u003c/p>\u003c/blockquote>\n\u003cp>The district, the Asian Law Caucus and ACLU of Northern California all declined to name the school and the students involved. California Watch learned the name of the school from online postings and an interview with a student who attends Washington.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Angela Chan, an attorney with the Asian Law Caucus, said the students' parents don't speak English. She said the school didn't initially provide translators to help the parents understand the school's decision. And Linda Lye, an attorney with the ACLU, said the Tumblr postings didn't meet the definition of cyberbullying and weren't disruptive to the school environment.\u003c/p>\n\u003cp>\"Speech does not become 'disruptive' just because a teacher doesn’t like it or finds it offensive,\" Lye wrote on the ACLU website. \"In fact, criticism of authority figures is exactly the type of speech the Constitution was designed to protect.\"\u003c/p>\n\u003cp>Gentle Blythe, spokeswoman for San Francisco Unified, said the district swiftly\u003cstrong> \u003c/strong>reinstated the students once contacted by the civil rights groups. The disciplinary actions have been removed from the students' records, and they are no longer banned from the prom and graduation.\u003c/p>\n\u003cp>\"We absolutely recognize and value our students’ right to free speech. We also recognize that we need to educate them about responsible speech,\" Blythe said in an e-mail to California Watch. \"As soon as the district was notified of the school administration’s action, we responded. Part of having authority means recognizing that if you make a mistake you need to correct it.\"\u003c/p>\n\u003cp>Chan said her organization and San Francisco Unified will be working to improve district policies to ensure teachers and administrators are better trained to handle future incidents.\u003c/p>\n\u003cp>In August 2008, California passed \u003ca href=\"http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0051-0100/ab_86_cfa_20080115_125502_asm_comm.html\" rel=\"nofollow\" target=\"_blank\">AB 86\u003c/a>, one of the first laws in the country to deal directly with cyberbullying. The legislation gives school administrators the authority to discipline students for bullying others offline or online.\u003c/p>\n\u003cp>Last year, the ACLU intervened at the San Juan Unified School District in Northern California after school administrators at a Citrus Heights-area school suspended a 15-year-old sophomore for cyberbullying. Since then, the organization has responded to at least three separate instances in which different schools have punished students for online writing, Lye said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This article originally appeared on \u003ca href=\"http://californiawatch.org/dailyreport/sf-school-sparks-online-free-speech-battle-15721\">California Watch\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20658/do-students-have-the-right-to-post-negative-comments-online",
"authors": [
"4354"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_424",
"mindshift_31",
"mindshift_694"
],
"featImg": "mindshift_19566",
"label": "mindshift"
},
"mindshift_20617": {
"type": "posts",
"id": "mindshift_20617",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20617",
"score": null,
"sort": [
1334066442000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1334066442,
"format": "aside",
"disqusTitle": "Is Learning Facts a Trivial Pursuit?",
"title": "Is Learning Facts a Trivial Pursuit?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_20604\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-learning-facts-a-trivial-pursuit/1363093703_2216d8c0af/\" rel=\"attachment wp-att-20604\">\u003cimg class=\"size-full wp-image-20604\" title=\"1363093703_2216d8c0af\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg\" alt=\"\" width=\"500\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-400x318.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-320x255.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch6 style=\"text-align: right\">By Tasha Bergson-Michelson\n\u003c/h6>\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>You wrote recently about the importance of teaching search skills. What do you make of the whole idea that kids no longer need to learn facts because they can find answers so easily online? Do you think that is true?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Concerned Teacher\u003c/em>\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>When I was growing up, we used to say that you don’t need to know everything, just know how to find it. I firmly believe the same today, but I now appreciate that an integral part of search literacy is knowing enough background information to make informed decisions about what sources to believe. The ability to evaluate sources is one of the linchpin skills students need for navigating research both online and off.\u003c/p>\n\u003cp>As I argued in my \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">last post\u003c/a>, research skills can't be taught in a single lesson, but must be cultivated slowly, over time. There are many technical skills that students should develop to learn more about a source. But no matter how well we can analyze web addresses, research authors, or uncover who owns a website, the most fundamental skill we have for judging a source is what Ernest Hemingway called our “\u003ca href=\"http://www.theatlantic.com/past/docs/issues/65aug/6508manning.htm\">built-in automatic crap detector\u003c/a>.” What fuels this “crap detector,” if not a collection of learned facts?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the lingering spirit of April Fools’ Day, consider the famous hoax Web site,\u003ca href=\"http://zapatopi.net/treeoctopus/\"> Save the Pacific Northwest Tree Octopus\u003c/a>. Now, I am not particularly enamored of using hoax sites to teach evaluation. Identifying a popular hoax is a whole lot easier than dealing with the more subtle types of misinformation students need to learn to avoid. However, the tree octopus site is well-constructed, and we can use it to practice reflecting on how common sense and background knowledge combine to set off the crap detector. After all, many students have seen or heard about some octopus in the past, and have the ability to surmise that one probably does not live in a tree. My experience is that most students encountering the tree octopus for the first time say, “That’s weird!” giving a great opening for discussion about how when common sense alarms go off, it is good to dig further.\u003c/p>\n\u003cp>Such a lesson can be both fun and empowering. The message is not, “There is so much misinformation out there and you have been wrongly believing it all,” but rather, “You already \u003c!--more-->possess many of the tools you need to tell good information from bad, and by being observant of the world around you, you can develop even more!”\u003c/p>\n\u003cp>It is specifically this empowerment through observation and the curiosity it kindles that I think we need to pass on to our students; it drives both better search skills and the development of background knowledge. To me, these processes are one and the same. As long as we teach students to interact meaningfully with the information they encounter--to really \u003cem>see\u003c/em> their results pages, and really \u003cem>see\u003c/em> their sources--students will continue to build on their foundation of knowledge throughout their lives.\u003c/p>\n\u003cp>If you are an educator, here are some things you can do to help students practice simultaneously enriching their background knowledge and searching effectively for what they need to know:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Consciously drawing on terms from trusted sources to write stronger searches.\u003c/strong> Model using textbooks, selected articles, etc., to identify terms that are unique and relevant to that topic. Then, practice remembering terms used in class reading and try searching for them. See how using “terms of art” makes finding what you want even faster. This experience can draw on scholarly topics, or on everyday popular topics, such as knowing the term\u003cem> cheats\u003c/em> to refer to expert tricks for succeeding at video games.\u003c/li>\n\u003cli>\u003cstrong>Thoughtfully journaling the process of using stepping stone resources.\u003c/strong> Model for students the process of learning from sources you find and folding what you learn back into your search process. This strategy may include both discovering new vocabulary words that make stronger search terms, and encountering new facts or ideas and specifically choosing to explore them further. Ask students to consciously track their research process and record where they make use of background knowledge or stepping stone resources to learn something new or validate a source.\u003c/li>\n\u003cli>\u003cstrong>Collaboratively filling out a graphic organizer to record what's learned during a search process.\u003c/strong> For example, a group of third graders investigated the story of the curse on King Tut’s tomb. They added “facts” they found to a KWL (Know, Want to know, Learn) chart on the class whiteboard. They discovered many facts that appeared consistently across sources, but also exposed points in the story where many different versions circulate. Everyone agreed that Lord Carnarvon died soon after the tomb was discovered, but where was this canary that supposedly died right when the tomb was opened--near the entrance to the tomb? In Howard Carter’s home in England? Under the care of Carter’s assistant? The students concluded independently that it is important to read multiple sources and compare “facts” to decide what should be added to one’s own body of knowledge.\u003c/li>\n\u003c/ul>\n\u003cp>As we help our students engage in a cycle of drawing on what they know and building on that background knowledge as part of the search process, we create people who are much more prepared to make good decisions as they function in the modern world.\u003c/p>\n\u003cp>How do you instill this hunger for broader contextual knowledge and critical thinking in your students?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "20617 http://blogs.kqed.org/mindshift/?p=20617",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/04/10/is-learning-facts-a-trivial-pursuit-2/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 964,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1333752830,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Tasha Bergson-Michelson Dear Savvy Searcher, You wrote recently about the importance of teaching search skills. What do you make of the whole idea that kids no longer need to learn facts because they can find answers so easily online? Do you think that is true? Concerned Teacher When I was growing up, we used",
"title": "Is Learning Facts a Trivial Pursuit? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Is Learning Facts a Trivial Pursuit?",
"datePublished": "2012-04-10T07:00:42-07:00",
"dateModified": "2012-04-06T15:53:50-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "is-learning-facts-a-trivial-pursuit-2",
"status": "publish",
"path": "/mindshift/20617/is-learning-facts-a-trivial-pursuit-2",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20604\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-learning-facts-a-trivial-pursuit/1363093703_2216d8c0af/\" rel=\"attachment wp-att-20604\">\u003cimg class=\"size-full wp-image-20604\" title=\"1363093703_2216d8c0af\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg\" alt=\"\" width=\"500\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-400x318.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/1363093703_2216d8c0af-320x255.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch6 style=\"text-align: right\">By Tasha Bergson-Michelson\n\u003c/h6>\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>You wrote recently about the importance of teaching search skills. What do you make of the whole idea that kids no longer need to learn facts because they can find answers so easily online? Do you think that is true?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Concerned Teacher\u003c/em>\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>When I was growing up, we used to say that you don’t need to know everything, just know how to find it. I firmly believe the same today, but I now appreciate that an integral part of search literacy is knowing enough background information to make informed decisions about what sources to believe. The ability to evaluate sources is one of the linchpin skills students need for navigating research both online and off.\u003c/p>\n\u003cp>As I argued in my \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">last post\u003c/a>, research skills can't be taught in a single lesson, but must be cultivated slowly, over time. There are many technical skills that students should develop to learn more about a source. But no matter how well we can analyze web addresses, research authors, or uncover who owns a website, the most fundamental skill we have for judging a source is what Ernest Hemingway called our “\u003ca href=\"http://www.theatlantic.com/past/docs/issues/65aug/6508manning.htm\">built-in automatic crap detector\u003c/a>.” What fuels this “crap detector,” if not a collection of learned facts?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the lingering spirit of April Fools’ Day, consider the famous hoax Web site,\u003ca href=\"http://zapatopi.net/treeoctopus/\"> Save the Pacific Northwest Tree Octopus\u003c/a>. Now, I am not particularly enamored of using hoax sites to teach evaluation. Identifying a popular hoax is a whole lot easier than dealing with the more subtle types of misinformation students need to learn to avoid. However, the tree octopus site is well-constructed, and we can use it to practice reflecting on how common sense and background knowledge combine to set off the crap detector. After all, many students have seen or heard about some octopus in the past, and have the ability to surmise that one probably does not live in a tree. My experience is that most students encountering the tree octopus for the first time say, “That’s weird!” giving a great opening for discussion about how when common sense alarms go off, it is good to dig further.\u003c/p>\n\u003cp>Such a lesson can be both fun and empowering. The message is not, “There is so much misinformation out there and you have been wrongly believing it all,” but rather, “You already \u003c!--more-->possess many of the tools you need to tell good information from bad, and by being observant of the world around you, you can develop even more!”\u003c/p>\n\u003cp>It is specifically this empowerment through observation and the curiosity it kindles that I think we need to pass on to our students; it drives both better search skills and the development of background knowledge. To me, these processes are one and the same. As long as we teach students to interact meaningfully with the information they encounter--to really \u003cem>see\u003c/em> their results pages, and really \u003cem>see\u003c/em> their sources--students will continue to build on their foundation of knowledge throughout their lives.\u003c/p>\n\u003cp>If you are an educator, here are some things you can do to help students practice simultaneously enriching their background knowledge and searching effectively for what they need to know:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Consciously drawing on terms from trusted sources to write stronger searches.\u003c/strong> Model using textbooks, selected articles, etc., to identify terms that are unique and relevant to that topic. Then, practice remembering terms used in class reading and try searching for them. See how using “terms of art” makes finding what you want even faster. This experience can draw on scholarly topics, or on everyday popular topics, such as knowing the term\u003cem> cheats\u003c/em> to refer to expert tricks for succeeding at video games.\u003c/li>\n\u003cli>\u003cstrong>Thoughtfully journaling the process of using stepping stone resources.\u003c/strong> Model for students the process of learning from sources you find and folding what you learn back into your search process. This strategy may include both discovering new vocabulary words that make stronger search terms, and encountering new facts or ideas and specifically choosing to explore them further. Ask students to consciously track their research process and record where they make use of background knowledge or stepping stone resources to learn something new or validate a source.\u003c/li>\n\u003cli>\u003cstrong>Collaboratively filling out a graphic organizer to record what's learned during a search process.\u003c/strong> For example, a group of third graders investigated the story of the curse on King Tut’s tomb. They added “facts” they found to a KWL (Know, Want to know, Learn) chart on the class whiteboard. They discovered many facts that appeared consistently across sources, but also exposed points in the story where many different versions circulate. Everyone agreed that Lord Carnarvon died soon after the tomb was discovered, but where was this canary that supposedly died right when the tomb was opened--near the entrance to the tomb? In Howard Carter’s home in England? Under the care of Carter’s assistant? The students concluded independently that it is important to read multiple sources and compare “facts” to decide what should be added to one’s own body of knowledge.\u003c/li>\n\u003c/ul>\n\u003cp>As we help our students engage in a cycle of drawing on what they know and building on that background knowledge as part of the search process, we create people who are much more prepared to make good decisions as they function in the modern world.\u003c/p>\n\u003cp>How do you instill this hunger for broader contextual knowledge and critical thinking in your students?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20617/is-learning-facts-a-trivial-pursuit-2",
"authors": [
"4354"
],
"categories": [
"mindshift_192",
"mindshift_194",
"mindshift_193"
],
"tags": [
"mindshift_843",
"mindshift_695"
],
"label": "mindshift"
},
"mindshift_20579": {
"type": "posts",
"id": "mindshift_20579",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20579",
"score": null,
"sort": [
1333980034000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1333980034,
"format": "aside",
"disqusTitle": "The Importance of Teaching Mindfulness",
"title": "The Importance of Teaching Mindfulness",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20582\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ssoosay/5612100521/in/set-72157625767844669\">\u003cimg class=\"size-medium wp-image-20582\" title=\"iphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: ssoosay\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levasseur\u003c/h5>\n\u003cp>Think of sitting quietly in a spartan room. There are no TVs, computers, smartphones, books, magazines or music. If you're like most people, this probably sounds like a recipe for boredom. In our culture, we avoid moments of \"not-doing\" because we don't associate boredom with having any value. And our aversion to boredom and not-doing have been amplified in our hyper-connected age.\u003c/p>\n\u003cp>It's been said that the \u003ca href=\"http://www.wired.com/wired/archive/5.12/es_attention.html\">currency of the Net\u003c/a> is attention. As connectivity penetrates the furthest reaches of our lives, all of us, but schools in particular, need to treat attention as a skill to be cultivated.\u003c/p>\n\u003cp>A torrent of stimulation is just a click or touchscreen away, ensuring that even the slightest trace of boredom can be mitigated through constant screen connectivity. As beneficial as this perpetual connectivity can be, neuroscience has been uncovering some detrimental side effects.\u003c/p>\n\u003cp>Recent \u003ca href=\"http://www.pnas.org/content/early/2009/05/11/0900234106.abstract\">brain imaging studies\u003c/a> reveal that sections of our brains are highly active during down time. This has led scientists to imply that moments of not-doing are critical for connecting and synthesizing new information, ideas and experiences. Dr. Michael Rich, a professor at Harvard Medical School \u003ca href=\"http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all\">put it this way in a 2010 New York Times article:\u003c/a> \"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">a report\u003c/a> from the University of California, San Diego, in 28 years -- from 1980 to 2008 -- our consumption of information increased 350 percent, while our downtime continues to shrink.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the midst of this multimedia blitzkrieg, the importance of mindfulness and focused attention is rising. If we can't cultivate mindfulness and focused attention while sitting quietly in a room, then how can we expect to bring these qualities of mind into turbulent circumstances -- both on and offline?\u003c/p>\n\u003ch5>FRACTURED ATTENTION, FRACTURED MIND\u003c/h5>\n\u003cp>The average American consumes 34 gigabytes of content and 100,000 words every single day, according to the \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">2008 report\u003c/a> from UC San Diego. To put these numbers in perspective, one \u003c!--more-->gigabyte is a symphony in high-fidelity sound or a broadcast quality movie.\u003c/p>\n\u003cp>Our colossal consuming habits are not only crowding out essential neurological downtime, but they're creating a chemical addiction that has interest in little else. When we \u003ca href=\"http://blogs.hbr.org/cs/2009/10/why_the_internet_is_so_distrac.html\">consume media\u003c/a> -- from watching TV to surfing the Net, and from playing videogames to using social media -- we're triggering the brain chemical dopamine. Dopamine creates a \"high,\" and we are wired to do what it takes to maintain this elevated state. When the dopamine levels decrease, we begin to look for diversions that will restore the high.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">HOW MEDITATING HELPS WITH MULTITASKING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/amidst-chaos-15-minutes-of-quiet-time-helps-focus-students/\">AMIDST CHAOS, 15 MINUTES OF QUIET TIME HELPS STUDENTS COPE\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the absence of stimulation, and the corresponding dopamine high, we're likely to feel bored. As a result, many of us become stimulation junkies and incessant multitaskers. In the New York Times article, \"\u003ca href=\"http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all\">Attached to Technology and Paying the Price\u003c/a>,\" Matt Richtel wrote, \"While many people say multitasking makes them more productive, research shows otherwise. Heavy multitaskers actually have more trouble focusing and shutting out irrelevant information, scientists say, and they experience more stress ... And scientists are discovering that even after the multitasking ends, fractured thinking and lack of focus persist. In other words, this is also your brain off computers.\"\u003c/p>\n\u003ch5>THE ANTIDOTE: MINDFULNESS\u003c/h5>\n\u003cp>Living in a connected age is double-edged. While policy and regulation have their place within this matrix, it seems that human agency should be the keystone. Therefore, for the body politic to walk the edge between being empowered by our connectivity or hindered by it requires a steady dose of mind training.\u003c/p>\n\u003cp>Research at Duke University underscores why. Researchers found that more than \u003ca href=\"http://www.danpink.com/archives/2012/03/the-power-of-habits-and-the-power-to-change-them\">40 percent of our actions\u003c/a> are based on habits, not conscious decisions. Unconscious habits and assumptions aren't destiny, but if we don't bring them into focus then the force of these habits will continue to chart our course.\u003c/p>\n\u003cp>The practice of mindfulness is a time-tested antidote to operating in autopilot.\u003c/p>\n\u003cp>\"Mindfulness practice,\" according to \u003ca href=\"http://en.wikipedia.org/wiki/Jon_Kabat-Zinn\">Jon Kabat-Zinn\u003c/a>, a pioneer of mindfulness-based stress reduction, \"means that we commit fully in each moment to be present; inviting ourselves to interface with this moment in full awareness, with the intention to embody as best we can an orientation of calmness, mindfulness, and equanimity right here and right now.\"\u003c/p>\n\u003cp>While the technique of mindfulness isn't hard, developing a disciplined practice can feel like an Olympic challenge -- which is where education comes in.\u003c/p>\n\u003ch5>MIND TRAINING IN SCHOOLS\u003c/h5>\n\u003cdiv id=\"attachment_20589\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neeta_lind/4783353845/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20589\" title=\"4783353845_76cef41fba\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/4783353845_76cef41fba-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Neeta Lind\u003c/p>\n\u003c/div>\n\u003cp>The direction in which education orients a person, to paraphrase Plato, will determine their future in life. While educational aims should be varied, an underlying goal should be in focusing student awareness in a metacognitive direction. If schools hope to prepare students for our hyper-connected world, it reasons that training students to be proficient with digital tools is only part of the equation.\u003c/p>\n\u003cp>Students must also be mindful of how digital tools and perpetual web connectivity are shaping their brains, perceptions and habits.\u003c/p>\n\u003cp>To that end, several promising \u003ca href=\"http://www.edutopia.org/stw-student-stress-meditation-schools-research\">studies\u003c/a> have demonstrated the power of mindfulness mediation in schools to improve executive functioning, reducing stress, anxiety and aggression.\u003c/p>\n\u003cp>In his book, \u003cem>\u003ca href=\"http://www.amazon.com/TechGnosis-Magic-Mysticism-Information-Fiction/dp/1852427728\">Techgnosis\u003c/a>\u003c/em>, Erik Davis also sees another value in integrating mind training into schools:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"The contemporary rise of attention deficit disorder, a condition seemingly linked to the ubiquity of media nets, only underscores how much we need to treat attention as a craft, at once a skill to be learned and a vessel in flight. But the name of this chronic syndrome also contains a clue. For it is precisely disorder that we need to learn to pay attention to, because in that turbulence lies our own future manifold. The mind is an instrument, and we practice scales so that we may improvise with spontaneous grace.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/pbs-mediashift-logo-final-16/\" rel=\"attachment wp-att-20586\">\u003cimg class=\"alignleft size-thumbnail wp-image-20586\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n",
"disqusIdentifier": "20579 http://blogs.kqed.org/mindshift/?p=20579",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/04/09/the-importance-of-teaching-mindfulness/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1062,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 25
},
"modified": 1333754376,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Flickr: ssoosay By Aran Levasseur Think of sitting quietly in a spartan room. There are no TVs, computers, smartphones, books, magazines or music. If you're like most people, this probably sounds like a recipe for boredom. In our culture, we avoid moments of "not-doing" because we don't associate boredom with having any value. And our",
"title": "The Importance of Teaching Mindfulness | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Importance of Teaching Mindfulness",
"datePublished": "2012-04-09T07:00:34-07:00",
"dateModified": "2012-04-06T16:19:36-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-importance-of-teaching-mindfulness",
"status": "publish",
"path": "/mindshift/20579/the-importance-of-teaching-mindfulness",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20582\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ssoosay/5612100521/in/set-72157625767844669\">\u003cimg class=\"size-medium wp-image-20582\" title=\"iphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/iphonemindfulness_bysoosay_flickrcc-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: ssoosay\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levasseur\u003c/h5>\n\u003cp>Think of sitting quietly in a spartan room. There are no TVs, computers, smartphones, books, magazines or music. If you're like most people, this probably sounds like a recipe for boredom. In our culture, we avoid moments of \"not-doing\" because we don't associate boredom with having any value. And our aversion to boredom and not-doing have been amplified in our hyper-connected age.\u003c/p>\n\u003cp>It's been said that the \u003ca href=\"http://www.wired.com/wired/archive/5.12/es_attention.html\">currency of the Net\u003c/a> is attention. As connectivity penetrates the furthest reaches of our lives, all of us, but schools in particular, need to treat attention as a skill to be cultivated.\u003c/p>\n\u003cp>A torrent of stimulation is just a click or touchscreen away, ensuring that even the slightest trace of boredom can be mitigated through constant screen connectivity. As beneficial as this perpetual connectivity can be, neuroscience has been uncovering some detrimental side effects.\u003c/p>\n\u003cp>Recent \u003ca href=\"http://www.pnas.org/content/early/2009/05/11/0900234106.abstract\">brain imaging studies\u003c/a> reveal that sections of our brains are highly active during down time. This has led scientists to imply that moments of not-doing are critical for connecting and synthesizing new information, ideas and experiences. Dr. Michael Rich, a professor at Harvard Medical School \u003ca href=\"http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=all\">put it this way in a 2010 New York Times article:\u003c/a> \"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Downtime is to the brain what sleep is to the body.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">a report\u003c/a> from the University of California, San Diego, in 28 years -- from 1980 to 2008 -- our consumption of information increased 350 percent, while our downtime continues to shrink.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the midst of this multimedia blitzkrieg, the importance of mindfulness and focused attention is rising. If we can't cultivate mindfulness and focused attention while sitting quietly in a room, then how can we expect to bring these qualities of mind into turbulent circumstances -- both on and offline?\u003c/p>\n\u003ch5>FRACTURED ATTENTION, FRACTURED MIND\u003c/h5>\n\u003cp>The average American consumes 34 gigabytes of content and 100,000 words every single day, according to the \u003ca href=\"http://hmi.ucsd.edu/howmuchinfo.php\">2008 report\u003c/a> from UC San Diego. To put these numbers in perspective, one \u003c!--more-->gigabyte is a symphony in high-fidelity sound or a broadcast quality movie.\u003c/p>\n\u003cp>Our colossal consuming habits are not only crowding out essential neurological downtime, but they're creating a chemical addiction that has interest in little else. When we \u003ca href=\"http://blogs.hbr.org/cs/2009/10/why_the_internet_is_so_distrac.html\">consume media\u003c/a> -- from watching TV to surfing the Net, and from playing videogames to using social media -- we're triggering the brain chemical dopamine. Dopamine creates a \"high,\" and we are wired to do what it takes to maintain this elevated state. When the dopamine levels decrease, we begin to look for diversions that will restore the high.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">HOW MEDITATING HELPS WITH MULTITASKING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/amidst-chaos-15-minutes-of-quiet-time-helps-focus-students/\">AMIDST CHAOS, 15 MINUTES OF QUIET TIME HELPS STUDENTS COPE\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the absence of stimulation, and the corresponding dopamine high, we're likely to feel bored. As a result, many of us become stimulation junkies and incessant multitaskers. In the New York Times article, \"\u003ca href=\"http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=all\">Attached to Technology and Paying the Price\u003c/a>,\" Matt Richtel wrote, \"While many people say multitasking makes them more productive, research shows otherwise. Heavy multitaskers actually have more trouble focusing and shutting out irrelevant information, scientists say, and they experience more stress ... And scientists are discovering that even after the multitasking ends, fractured thinking and lack of focus persist. In other words, this is also your brain off computers.\"\u003c/p>\n\u003ch5>THE ANTIDOTE: MINDFULNESS\u003c/h5>\n\u003cp>Living in a connected age is double-edged. While policy and regulation have their place within this matrix, it seems that human agency should be the keystone. Therefore, for the body politic to walk the edge between being empowered by our connectivity or hindered by it requires a steady dose of mind training.\u003c/p>\n\u003cp>Research at Duke University underscores why. Researchers found that more than \u003ca href=\"http://www.danpink.com/archives/2012/03/the-power-of-habits-and-the-power-to-change-them\">40 percent of our actions\u003c/a> are based on habits, not conscious decisions. Unconscious habits and assumptions aren't destiny, but if we don't bring them into focus then the force of these habits will continue to chart our course.\u003c/p>\n\u003cp>The practice of mindfulness is a time-tested antidote to operating in autopilot.\u003c/p>\n\u003cp>\"Mindfulness practice,\" according to \u003ca href=\"http://en.wikipedia.org/wiki/Jon_Kabat-Zinn\">Jon Kabat-Zinn\u003c/a>, a pioneer of mindfulness-based stress reduction, \"means that we commit fully in each moment to be present; inviting ourselves to interface with this moment in full awareness, with the intention to embody as best we can an orientation of calmness, mindfulness, and equanimity right here and right now.\"\u003c/p>\n\u003cp>While the technique of mindfulness isn't hard, developing a disciplined practice can feel like an Olympic challenge -- which is where education comes in.\u003c/p>\n\u003ch5>MIND TRAINING IN SCHOOLS\u003c/h5>\n\u003cdiv id=\"attachment_20589\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neeta_lind/4783353845/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20589\" title=\"4783353845_76cef41fba\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/4783353845_76cef41fba-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Neeta Lind\u003c/p>\n\u003c/div>\n\u003cp>The direction in which education orients a person, to paraphrase Plato, will determine their future in life. While educational aims should be varied, an underlying goal should be in focusing student awareness in a metacognitive direction. If schools hope to prepare students for our hyper-connected world, it reasons that training students to be proficient with digital tools is only part of the equation.\u003c/p>\n\u003cp>Students must also be mindful of how digital tools and perpetual web connectivity are shaping their brains, perceptions and habits.\u003c/p>\n\u003cp>To that end, several promising \u003ca href=\"http://www.edutopia.org/stw-student-stress-meditation-schools-research\">studies\u003c/a> have demonstrated the power of mindfulness mediation in schools to improve executive functioning, reducing stress, anxiety and aggression.\u003c/p>\n\u003cp>In his book, \u003cem>\u003ca href=\"http://www.amazon.com/TechGnosis-Magic-Mysticism-Information-Fiction/dp/1852427728\">Techgnosis\u003c/a>\u003c/em>, Erik Davis also sees another value in integrating mind training into schools:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The contemporary rise of attention deficit disorder, a condition seemingly linked to the ubiquity of media nets, only underscores how much we need to treat attention as a craft, at once a skill to be learned and a vessel in flight. But the name of this chronic syndrome also contains a clue. For it is precisely disorder that we need to learn to pay attention to, because in that turbulence lies our own future manifold. The mind is an instrument, and we practice scales so that we may improvise with spontaneous grace.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/the-importance-of-teaching-mindfulness/pbs-mediashift-logo-final-16/\" rel=\"attachment wp-att-20586\">\u003cimg class=\"alignleft size-thumbnail wp-image-20586\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20579/the-importance-of-teaching-mindfulness",
"authors": [
"4354"
],
"categories": [
"mindshift_194"
],
"tags": [
"mindshift_842",
"mindshift_841"
],
"featImg": "mindshift_20582",
"label": "mindshift"
},
"mindshift_20548": {
"type": "posts",
"id": "mindshift_20548",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20548",
"score": null,
"sort": [
1333732270000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1333732270,
"format": "aside",
"disqusTitle": "More School Districts Welcome Cell Phones in the Class",
"title": "More School Districts Welcome Cell Phones in the Class",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=_CastlWoH2c&feature=player_embedded\">\u003cimg class=\"size-large wp-image-20550\" title=\"ISD\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/MN_blue_688-620x349.jpg\" alt=\"\" width=\"620\" height=\"349\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Innovation in ISD\u003c/p>\n\u003c/div>\n\u003ch5>\u003cem>No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.\u003c/em>\u003c/h5>\n\u003ch5>By Heather Chaplin\u003c/h5>\n\u003cp class=\"dropcap-serif\">Since early 2001, every school accepting federal funding for discounted Internet access through the government’s E-rate program had to do two things – block “harmful” sites and create an Acceptable Use Policy.\u003c/p>\n\u003cp>The mantra of schools back then was pretty simple: Keep it out. The standard approach to this government mandate, the Children’s Internet Protection Act (CIPA), was to build the equivalent of walls, fences, and moats to keep kids from the web.\u003c/p>\n\u003cp>“It’s a historical hiccup in the history of learning,” said \u003ca title=\"Rich Halverson\" href=\"http://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/richard-halverson\">Rich Halverson\u003c/a>, a learning scientist at the University of Wisconsin-Madison, and the lead researcher on \u003ca title=\"KidGrid\" href=\"http://www.gameslearningsociety.org/research/kidgrid\">KidGrid\u003c/a>, a mobile app that helps teachers study and analyze student data. “Here we had the most sophisticated advances in the history of learning banned from schools out of fear.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/mobile-mind-shift-icon/\" rel=\"attachment wp-att-20566\">\u003cimg class=\"alignleft size-thumbnail wp-image-20566\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>GUIDE TO MOBILE LEARNING:\u003c/strong> Part two of a series exploring mobile learning co-produced by \u003cstrong>MindShift\u003c/strong> and \u003ca href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>. The first post in this series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Fear was definitely the word you heard when talking to school administrators – no doubt partly because in the age of the Internet, 2001 was a long time ago, and the Web was still unknown territory for plenty of people back then. Also, all it takes is one student downloading pornography and sending it around the school, or one case of sexting that makes it in the news, for a school to find itself in serious hot water.\u003c/p>\n\u003cp>But recently – in the last two or three years - something has changed. Schools seem to be getting over their fears and want to bring the Web and social media and all the attendant digital tools into \u003c!--more-->the classroom. You can see this change reflected in a slew of new Acceptable Use Policies (AUPs) across the country that emphasize responsibility over mere acceptance and the implementation of school-wide blogs and even the distribution of smartphones for classroom use.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This isn’t happening in the majority of schools,” said \u003ca title=\"Jim Bosco\" href=\"http://homepages.wmich.edu/%7Ebosco/bio.html\">Jim Bosco\u003c/a>, principal investigator at the Consortium of School Networking’s \u003ca title=\"Participatory Learning in Schools\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Home/tabid/7112/Default.aspx\">Participatory Learning in Schools\u003c/a> initiative. “But it’s not the rarity anymore, either.”\u003c/p>\n\u003cp>Bosco said that while he had no empirical data to track these changes in schools, he estimated that between 40 and 50 percent of school districts were developing more forward-thinking policies. The Consortium of School Networking (CoSN) is working with school leaders from 13 districts to \u003ca title=\"collaborate on creating models for district-level digital media use policies\" href=\"http://spotlight.macfound.org/blog/entry/school-leaders-collaborate-on-best-practices-for-district-level-digital-med/\">collaborate on creating models for district-level digital media use policies\u003c/a> in K-12 education.\u003c/p>\n\u003cp>COSN released a paper this month called “\u003ca title=\"Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>.”\u003c/p>\n\u003cp>“The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement,” the paper says.\u003c/p>\n\u003cp>It simply makes no sense, the paper argues, to try and keep students out of a world – a digital world – that is going to be paramount to how they live and work as adults. In fact, says Bosco, it’s not even possible to keep them out.\u003c/p>\n\u003cp>“You can build as big a moat as you want,” he said. “But it’s not going to work if for no other reason than they go home at night. A lot of people say, well, what they do when they get home is not my problem. But I think that seems borderline unethical.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“You can build as big a moat as you want, but it’s not going to work if for no other reason than they go home at night.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to Bosco, administrators at schools ought to be providing safe environments for students to learn how to be responsible digital citizens – not just protecting themselves from lawsuits by keeping the Internet out of the classroom and leaving kids to flail about when they go home.\u003c/p>\n\u003cp>“One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school,” the CoSN paper reads.\u003c/p>\n\u003cp>The Children’s Internet Protection Act requires Internet filters, but the changing thinking over the last two or three years is that maybe those “filters” aren’t best enforced by draconian AUPs.\u003c/p>\n\u003cp>“When I talk to colleagues in Finland, they say, how do you filter?” said \u003ca title=\"Jim Klein\" href=\"http://www.classroom20.com/profile/jimklein\">Jim Klein\u003c/a>, director of Information Services and Technology at the \u003ca title=\"Saugus Union School District\" href=\"http://www.saugususd.org/\">Saugus Union School District\u003c/a> in Southern California. “They say, our kids’ filters are in their heads. You do this by giving them a safe environment to educate themselves instead of sticking your head in the sand and pretending these technologies don’t exist.”\u003c/p>\n\u003cp>This doesn’t mean that students in Klein’s district have unfettered access to anything online. But Klein has a different approach to blocking. Instead of buying a commercial filter that blocks URLs, Klein, who uses only open source software, has created filters based on content. This means YouTube, for example, is available as a site, but a particular page – pornographic or hate-based – won’t be.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">DISPELLING MYTHS ABOUT BLOCKED WEBSITES\u003cstrong>\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">STUDENTS DEMAND THE RIGHT TO USE TECHNOLOGY IN SCHOOLS\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/when-school-web-filtering-comes-home/\">WHEN SCHOOL WEB FILTERING COMES HOME\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Klein also said that when he’s building filters, he doesn’t work with the mindset of keeping out every kid who desperately wants to get around them – those kids are going to get access anyway, he said, whether by breaking through the filter or waiting until they go home. Rather, he sets out to prevent students from accidentally stumbling on something harmful or upsetting.\u003c/p>\n\u003cp>“You have to understand the purpose of filters,” he said, “and change your assumptions about what you’re doing.”\u003c/p>\n\u003cp>When Klein was loosening the filter system, he spent a lot of time talking to teachers about what he was doing and why. Teachers have to be responsible for what happens in their classroom, Klein said. And the expectation has to be that students are responsible for their own behavior. His message of responsibility is echoed by the new CoSN paper and by other forward-thinking tech administrators at districts around the country.\u003c/p>\n\u003cp>\u003cstrong>DISTRICTS FIGURING IT OUT\u003c/strong>\u003c/p>\n\u003cp>The \u003ca title=\"Katy Independent School District\" href=\"http://www.katyisd.org/Pages/default.aspx\">Katy Independent School District\u003c/a> in Texas recently changed its AUP to focus on “responsible use,” said Darlene Rankin, director of instructional technology. “Digital responsibility is big.” Rankin said. “We’re teaching students how to operate in this new world. We wanted to change the wording in our guidelines because we don’t want students to accept them; we want students to be responsible for them.”\u003c/p>\n\u003cp>Do things ever go wrong? Of course. In the Katy ISD, one fifth grader did a search for and found videos of lap dancers. The parents, Rankin said, were irate.\u003c/p>\n\u003cp>“Things are going to happen,” Rankin said. “We talked to the parents – ultimately it was a great teaching moment.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The depth of thought and level of discourse gets much deeper when you add an online environment.\"\u003c/p>\n\u003c/aside>\n\u003cp>Halverson, of the University of Wisconsin-Madison, said one of the problems schools are now facing over responsible internet use is a legacy of the last 20-plus years of what he called an “accountability squeeze” in the school system. There’s been so much focus on “holding schools accountable” that school administrators have been living in a culture of fear – fear of innovating, fear of trying something that might be messy.\u003c/p>\n\u003cp>“Research-driven intervention like changing the curriculum or bringing in new textbooks leaves no room for error,” he said, “which is never going to be the case with digital technology. Of course there’s uncertainty and variation in what they’ve been doing – just look at the state of algebra in inner-city schools. But you can certify a textbook. Everyone wants a magic bullet that will solve all problems, but it doesn’t exist. We need to lay off schools and let them innovate.”\u003c/p>\n\u003cp>Katy ISD has been innovating by distributing Android phones to students. Three years ago, the district gave 150 phones to fifth graders at one elementary school. The next year, it gave out 1,500 phones at 11 schools; and this year, 3,200 students at 18 schools now have Androids.\u003c/p>\n\u003cdiv id=\"attachment_20565\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659976191/sizes/m/in/set-72157628777364255/\">\u003cimg class=\"size-medium wp-image-20565\" title=\"6659976191_5a16b0a624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/6659976191_5a16b0a624-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Flickinger\u003c/p>\n\u003c/div>\n\u003cp>In the classroom, students log in and receive assignments, take quizzes and do research on their phones. The school has made certain apps available, including an online catalog for the library and reference books. Teachers also plan specific lessons taking advantage of the phones; for example, when students are studying 3-D objects, they watch a video and then take pictures with their phones. Afterwards, they open a drawing program, where they do work based on the image, and then send the work to their teacher.\u003c/p>\n\u003cp>Katy ISD, like many other districts that embrace mobile technologies and other digital media, uses the social networking platform \u003ca title=\"Edmodo\" href=\"http://www.edmodo.com/\">Edmodo\u003c/a> to facilitate online work. Parents can log on to the site to view student grades.\u003c/p>\n\u003cp>The \u003ca title=\"Inner Grove Heights Community Schools\" href=\"http://www.invergrove.k12.mn.us/\">Inner Grove Heights Community Schools\u003c/a> in Minnesota use Edmodo. Two years ago, the district didn’t even have wireless Internet access. But six months later, administrators made the decision to add wireless to all schools, elementary as well as high school.\u003c/p>\n\u003cp>“Teachers were using digital tools, and we were getting more and more requests to open online sites and make it possible for teachers to, for example, use video from the web in the classroom,” said Lynn Tenney, director of technology for the district.\u003c/p>\n\u003cp>Now, Inner Grove offers hybrid classes. Students meet three times a week in the classroom, and twice a week they work independently online. One year after implementing the program in standardized 12th grade English, the failure rate dropped from 63 percent to 13 percent, said Deirdre Wells, superintendent of the school district.\u003c/p>\n\u003cp>Factors other than technology, including a different set of students, could have contributed to the decline. Wells couldn’t put her finger on one specific reason for the extraordinary drop, but she pointed to factors like increased flexibility and freedom, which students loved. Also, she said, struggling students could stay in class those two days a week and get more one-on-one help from the teacher, while the more confident students were off doing their online projects.\u003c/p>\n\u003cp>“The depth of thought and level of discourse gets much deeper when you add an online environment,” Wells said. The teacher can present information in class, and then the students are free to explore it online – they can look at other students’ work, or check out videos on YouTube. Time constraints are no longer a factor, the process becomes more individualized, and school becomes more relevant, Wells said.\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE SOCIAL ELEMENT\u003c/strong>\u003c/p>\n\u003cp>The social aspect is certainly a big factor in these new learning environments. A fourth grader in the Saugus Union School District in Southern California, for example, posted a plea for help on a Saturday, saying he was struggling with his math homework. His math teacher saw the post and, using his own Macbook web cam, made a video of himself explaining the subject in more depth. He put the video online, and by the end of the weekend his post was filled with comments from students chiming in about the work.\u003c/p>\n\u003cp>For Jim Bosco of CoSN, these advances are absolutely key to providing real educations, not only to the “haves” but to the “have-nots” as well. Bosco grew up in Pittsburg, the child of Italian immigrants. His father had a fourth-grade education, and the Catholic school Bosco attended was less than ideal, he said. But Bosco happened to live within walking distance of a Carnegie public library branch, where he spent much of his free time. He still remembers being struck by the fact that his cousins, who lived 60 miles away in Newcastle, didn’t have access to all that he did by the simple accident of where they lived.\u003c/p>\n\u003cp>“By being walking distance to that library, I had access to all kinds of information and really to all that human culture had produced,” Bosco said.\u003c/p>\n\u003cp>The library of his childhood is like the internet today – a repository of “human culture and knowledge.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What you have access to has traditionally been determined by money and location,” Bosco said. “But the internet has the potential to change that.”\u003c/p>\n\n",
"disqusIdentifier": "20548 http://blogs.kqed.org/mindshift/?p=20548",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/04/06/in-the-digital-age-welcoming-cell-phones-in-the-class/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 2225,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 46
},
"modified": 1339190391,
"excerpt": "No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.",
"title": "More School Districts Welcome Cell Phones in the Class | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "More School Districts Welcome Cell Phones in the Class",
"datePublished": "2012-04-06T10:11:10-07:00",
"dateModified": "2012-06-08T14:19:51-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "in-the-digital-age-welcoming-cell-phones-in-the-class",
"status": "publish",
"path": "/mindshift/20548/in-the-digital-age-welcoming-cell-phones-in-the-class",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=_CastlWoH2c&feature=player_embedded\">\u003cimg class=\"size-large wp-image-20550\" title=\"ISD\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/MN_blue_688-620x349.jpg\" alt=\"\" width=\"620\" height=\"349\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Innovation in ISD\u003c/p>\n\u003c/div>\n\u003ch5>\u003cem>No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.\u003c/em>\u003c/h5>\n\u003ch5>By Heather Chaplin\u003c/h5>\n\u003cp class=\"dropcap-serif\">Since early 2001, every school accepting federal funding for discounted Internet access through the government’s E-rate program had to do two things – block “harmful” sites and create an Acceptable Use Policy.\u003c/p>\n\u003cp>The mantra of schools back then was pretty simple: Keep it out. The standard approach to this government mandate, the Children’s Internet Protection Act (CIPA), was to build the equivalent of walls, fences, and moats to keep kids from the web.\u003c/p>\n\u003cp>“It’s a historical hiccup in the history of learning,” said \u003ca title=\"Rich Halverson\" href=\"http://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/richard-halverson\">Rich Halverson\u003c/a>, a learning scientist at the University of Wisconsin-Madison, and the lead researcher on \u003ca title=\"KidGrid\" href=\"http://www.gameslearningsociety.org/research/kidgrid\">KidGrid\u003c/a>, a mobile app that helps teachers study and analyze student data. “Here we had the most sophisticated advances in the history of learning banned from schools out of fear.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/mobile-mind-shift-icon/\" rel=\"attachment wp-att-20566\">\u003cimg class=\"alignleft size-thumbnail wp-image-20566\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>GUIDE TO MOBILE LEARNING:\u003c/strong> Part two of a series exploring mobile learning co-produced by \u003cstrong>MindShift\u003c/strong> and \u003ca href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>. The first post in this series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Fear was definitely the word you heard when talking to school administrators – no doubt partly because in the age of the Internet, 2001 was a long time ago, and the Web was still unknown territory for plenty of people back then. Also, all it takes is one student downloading pornography and sending it around the school, or one case of sexting that makes it in the news, for a school to find itself in serious hot water.\u003c/p>\n\u003cp>But recently – in the last two or three years - something has changed. Schools seem to be getting over their fears and want to bring the Web and social media and all the attendant digital tools into \u003c!--more-->the classroom. You can see this change reflected in a slew of new Acceptable Use Policies (AUPs) across the country that emphasize responsibility over mere acceptance and the implementation of school-wide blogs and even the distribution of smartphones for classroom use.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This isn’t happening in the majority of schools,” said \u003ca title=\"Jim Bosco\" href=\"http://homepages.wmich.edu/%7Ebosco/bio.html\">Jim Bosco\u003c/a>, principal investigator at the Consortium of School Networking’s \u003ca title=\"Participatory Learning in Schools\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Home/tabid/7112/Default.aspx\">Participatory Learning in Schools\u003c/a> initiative. “But it’s not the rarity anymore, either.”\u003c/p>\n\u003cp>Bosco said that while he had no empirical data to track these changes in schools, he estimated that between 40 and 50 percent of school districts were developing more forward-thinking policies. The Consortium of School Networking (CoSN) is working with school leaders from 13 districts to \u003ca title=\"collaborate on creating models for district-level digital media use policies\" href=\"http://spotlight.macfound.org/blog/entry/school-leaders-collaborate-on-best-practices-for-district-level-digital-med/\">collaborate on creating models for district-level digital media use policies\u003c/a> in K-12 education.\u003c/p>\n\u003cp>COSN released a paper this month called “\u003ca title=\"Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>.”\u003c/p>\n\u003cp>“The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement,” the paper says.\u003c/p>\n\u003cp>It simply makes no sense, the paper argues, to try and keep students out of a world – a digital world – that is going to be paramount to how they live and work as adults. In fact, says Bosco, it’s not even possible to keep them out.\u003c/p>\n\u003cp>“You can build as big a moat as you want,” he said. “But it’s not going to work if for no other reason than they go home at night. A lot of people say, well, what they do when they get home is not my problem. But I think that seems borderline unethical.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“You can build as big a moat as you want, but it’s not going to work if for no other reason than they go home at night.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to Bosco, administrators at schools ought to be providing safe environments for students to learn how to be responsible digital citizens – not just protecting themselves from lawsuits by keeping the Internet out of the classroom and leaving kids to flail about when they go home.\u003c/p>\n\u003cp>“One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school,” the CoSN paper reads.\u003c/p>\n\u003cp>The Children’s Internet Protection Act requires Internet filters, but the changing thinking over the last two or three years is that maybe those “filters” aren’t best enforced by draconian AUPs.\u003c/p>\n\u003cp>“When I talk to colleagues in Finland, they say, how do you filter?” said \u003ca title=\"Jim Klein\" href=\"http://www.classroom20.com/profile/jimklein\">Jim Klein\u003c/a>, director of Information Services and Technology at the \u003ca title=\"Saugus Union School District\" href=\"http://www.saugususd.org/\">Saugus Union School District\u003c/a> in Southern California. “They say, our kids’ filters are in their heads. You do this by giving them a safe environment to educate themselves instead of sticking your head in the sand and pretending these technologies don’t exist.”\u003c/p>\n\u003cp>This doesn’t mean that students in Klein’s district have unfettered access to anything online. But Klein has a different approach to blocking. Instead of buying a commercial filter that blocks URLs, Klein, who uses only open source software, has created filters based on content. This means YouTube, for example, is available as a site, but a particular page – pornographic or hate-based – won’t be.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">DISPELLING MYTHS ABOUT BLOCKED WEBSITES\u003cstrong>\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">STUDENTS DEMAND THE RIGHT TO USE TECHNOLOGY IN SCHOOLS\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/when-school-web-filtering-comes-home/\">WHEN SCHOOL WEB FILTERING COMES HOME\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Klein also said that when he’s building filters, he doesn’t work with the mindset of keeping out every kid who desperately wants to get around them – those kids are going to get access anyway, he said, whether by breaking through the filter or waiting until they go home. Rather, he sets out to prevent students from accidentally stumbling on something harmful or upsetting.\u003c/p>\n\u003cp>“You have to understand the purpose of filters,” he said, “and change your assumptions about what you’re doing.”\u003c/p>\n\u003cp>When Klein was loosening the filter system, he spent a lot of time talking to teachers about what he was doing and why. Teachers have to be responsible for what happens in their classroom, Klein said. And the expectation has to be that students are responsible for their own behavior. His message of responsibility is echoed by the new CoSN paper and by other forward-thinking tech administrators at districts around the country.\u003c/p>\n\u003cp>\u003cstrong>DISTRICTS FIGURING IT OUT\u003c/strong>\u003c/p>\n\u003cp>The \u003ca title=\"Katy Independent School District\" href=\"http://www.katyisd.org/Pages/default.aspx\">Katy Independent School District\u003c/a> in Texas recently changed its AUP to focus on “responsible use,” said Darlene Rankin, director of instructional technology. “Digital responsibility is big.” Rankin said. “We’re teaching students how to operate in this new world. We wanted to change the wording in our guidelines because we don’t want students to accept them; we want students to be responsible for them.”\u003c/p>\n\u003cp>Do things ever go wrong? Of course. In the Katy ISD, one fifth grader did a search for and found videos of lap dancers. The parents, Rankin said, were irate.\u003c/p>\n\u003cp>“Things are going to happen,” Rankin said. “We talked to the parents – ultimately it was a great teaching moment.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The depth of thought and level of discourse gets much deeper when you add an online environment.\"\u003c/p>\n\u003c/aside>\n\u003cp>Halverson, of the University of Wisconsin-Madison, said one of the problems schools are now facing over responsible internet use is a legacy of the last 20-plus years of what he called an “accountability squeeze” in the school system. There’s been so much focus on “holding schools accountable” that school administrators have been living in a culture of fear – fear of innovating, fear of trying something that might be messy.\u003c/p>\n\u003cp>“Research-driven intervention like changing the curriculum or bringing in new textbooks leaves no room for error,” he said, “which is never going to be the case with digital technology. Of course there’s uncertainty and variation in what they’ve been doing – just look at the state of algebra in inner-city schools. But you can certify a textbook. Everyone wants a magic bullet that will solve all problems, but it doesn’t exist. We need to lay off schools and let them innovate.”\u003c/p>\n\u003cp>Katy ISD has been innovating by distributing Android phones to students. Three years ago, the district gave 150 phones to fifth graders at one elementary school. The next year, it gave out 1,500 phones at 11 schools; and this year, 3,200 students at 18 schools now have Androids.\u003c/p>\n\u003cdiv id=\"attachment_20565\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659976191/sizes/m/in/set-72157628777364255/\">\u003cimg class=\"size-medium wp-image-20565\" title=\"6659976191_5a16b0a624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/6659976191_5a16b0a624-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Flickinger\u003c/p>\n\u003c/div>\n\u003cp>In the classroom, students log in and receive assignments, take quizzes and do research on their phones. The school has made certain apps available, including an online catalog for the library and reference books. Teachers also plan specific lessons taking advantage of the phones; for example, when students are studying 3-D objects, they watch a video and then take pictures with their phones. Afterwards, they open a drawing program, where they do work based on the image, and then send the work to their teacher.\u003c/p>\n\u003cp>Katy ISD, like many other districts that embrace mobile technologies and other digital media, uses the social networking platform \u003ca title=\"Edmodo\" href=\"http://www.edmodo.com/\">Edmodo\u003c/a> to facilitate online work. Parents can log on to the site to view student grades.\u003c/p>\n\u003cp>The \u003ca title=\"Inner Grove Heights Community Schools\" href=\"http://www.invergrove.k12.mn.us/\">Inner Grove Heights Community Schools\u003c/a> in Minnesota use Edmodo. Two years ago, the district didn’t even have wireless Internet access. But six months later, administrators made the decision to add wireless to all schools, elementary as well as high school.\u003c/p>\n\u003cp>“Teachers were using digital tools, and we were getting more and more requests to open online sites and make it possible for teachers to, for example, use video from the web in the classroom,” said Lynn Tenney, director of technology for the district.\u003c/p>\n\u003cp>Now, Inner Grove offers hybrid classes. Students meet three times a week in the classroom, and twice a week they work independently online. One year after implementing the program in standardized 12th grade English, the failure rate dropped from 63 percent to 13 percent, said Deirdre Wells, superintendent of the school district.\u003c/p>\n\u003cp>Factors other than technology, including a different set of students, could have contributed to the decline. Wells couldn’t put her finger on one specific reason for the extraordinary drop, but she pointed to factors like increased flexibility and freedom, which students loved. Also, she said, struggling students could stay in class those two days a week and get more one-on-one help from the teacher, while the more confident students were off doing their online projects.\u003c/p>\n\u003cp>“The depth of thought and level of discourse gets much deeper when you add an online environment,” Wells said. The teacher can present information in class, and then the students are free to explore it online – they can look at other students’ work, or check out videos on YouTube. Time constraints are no longer a factor, the process becomes more individualized, and school becomes more relevant, Wells said.\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE SOCIAL ELEMENT\u003c/strong>\u003c/p>\n\u003cp>The social aspect is certainly a big factor in these new learning environments. A fourth grader in the Saugus Union School District in Southern California, for example, posted a plea for help on a Saturday, saying he was struggling with his math homework. His math teacher saw the post and, using his own Macbook web cam, made a video of himself explaining the subject in more depth. He put the video online, and by the end of the weekend his post was filled with comments from students chiming in about the work.\u003c/p>\n\u003cp>For Jim Bosco of CoSN, these advances are absolutely key to providing real educations, not only to the “haves” but to the “have-nots” as well. Bosco grew up in Pittsburg, the child of Italian immigrants. His father had a fourth-grade education, and the Catholic school Bosco attended was less than ideal, he said. But Bosco happened to live within walking distance of a Carnegie public library branch, where he spent much of his free time. He still remembers being struck by the fact that his cousins, who lived 60 miles away in Newcastle, didn’t have access to all that he did by the simple accident of where they lived.\u003c/p>\n\u003cp>“By being walking distance to that library, I had access to all kinds of information and really to all that human culture had produced,” Bosco said.\u003c/p>\n\u003cp>The library of his childhood is like the internet today – a repository of “human culture and knowledge.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What you have access to has traditionally been determined by money and location,” Bosco said. “But the internet has the potential to change that.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20548/in-the-digital-age-welcoming-cell-phones-in-the-class",
"authors": [
"4354"
],
"categories": [
"mindshift_194",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_544",
"mindshift_227",
"mindshift_187"
],
"featImg": "mindshift_20550",
"label": "mindshift"
},
"mindshift_20350": {
"type": "posts",
"id": "mindshift_20350",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20350",
"score": null,
"sort": [
1333130732000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1333130732,
"format": "aside",
"disqusTitle": "Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?",
"title": "Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n",
"disqusIdentifier": "20350 http://blogs.kqed.org/mindshift/?p=20350",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/30/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 3002,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 55
},
"modified": 1347475937,
"excerpt": "The first of a multi-part series exploring mobile learning, a look at what teaching practices are being used to integrate cell phones and other mobile devices into classrooms.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The first of a multi-part series exploring mobile learning, a look at what teaching practices are being used to integrate cell phones and other mobile devices into classrooms.",
"title": "Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?",
"datePublished": "2012-03-30T11:05:32-07:00",
"dateModified": "2012-09-12T11:52:17-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail",
"status": "publish",
"path": "/mindshift/20350/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20350/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail",
"authors": [
"180"
],
"categories": [
"mindshift_192",
"mindshift_194",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_484",
"mindshift_20906",
"mindshift_187",
"mindshift_421"
],
"featImg": "mindshift_23797",
"label": "mindshift"
},
"mindshift_20142": {
"type": "posts",
"id": "mindshift_20142",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20142",
"score": null,
"sort": [
1332892808000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332892808,
"format": "aside",
"disqusTitle": "What Will Be Obsolete in 2020?",
"title": "What Will Be Obsolete in 2020?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20282\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-20282\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/photo-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Expounding on the ideas of the wildly popular article \u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will Be Obsolete in 2020\u003c/a>, \u003c/em>we asked a few of those who attended \u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/\">Big Ideas Fest\u003c/a>, a recent gathering of teachers, administrators, entrepreneurs and policymakers, to predict what they think will be obsolete in 2020.\u003c/p>\n\u003cp>Walls around the classroom, said\u003cstrong> Bernadette Adams Yates\u003c/strong>, senior research analyst, who works at the Office of Education Technology at the Department of Education. \"We're moving towards students being able to create their own learning environments. It would be great for them to be able to put together their own learning path,\" she said.\u003c/p>\n\u003cp>New Orleans teacher \u003cstrong>Kaycee Eckhart\u003c/strong> would love to see an end to remediation, which currently absorbs a lot of her teaching time. \"My own teaching methods will be obsolete,\" she said. Educators can't tend to teaching higher order critical thinking skills if \"we're constantly remediating a population that's been under-served.\"\u003c/p>\n\u003cp>Not surprisingly, print books will be obsolete, predicts \u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks.\" Instead of print books, Khosla predicts students will use devices for learning.\u003c/p>\n\u003cp>Metaphorically speaking, the front of the classroom will disappear, says \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign \u003c!--more-->learning environments. \"The classroom becomes more malleable,\" he says. \"Learning is more messy and dynamic. There's no archetype of what belongs where in the room. That entire model is up for grabs depending on what the challenge is.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Professional guilds will replace teachers' unions, educators will become facilitators, and, if Oakland teacher Constance Moore had her way, large classes would be obsolete.\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/jSyUSALeDq8\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/jSyUSALeDq8\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>[Co=produced with Matthew Williams.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "20142 http://blogs.kqed.org/mindshift/?p=20142",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/27/what-will-be-obsolete-in-2020/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 303,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"http://www.youtube.com/embed/jSyUSALeDq8"
],
"paragraphCount": 12
},
"modified": 1332963140,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "TB Expounding on the ideas of the wildly popular article 21 Things That Will Be Obsolete in 2020, we asked a few of those who attended Big Ideas Fest, a recent gathering of teachers, administrators, entrepreneurs and policymakers, to predict what they think will be obsolete in 2020. Walls around the classroom, said Bernadette Adams",
"title": "What Will Be Obsolete in 2020? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What Will Be Obsolete in 2020?",
"datePublished": "2012-03-27T17:00:08-07:00",
"dateModified": "2012-03-28T12:32:20-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "what-will-be-obsolete-in-2020",
"status": "publish",
"path": "/mindshift/20142/what-will-be-obsolete-in-2020",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20282\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-20282\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/photo-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Expounding on the ideas of the wildly popular article \u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will Be Obsolete in 2020\u003c/a>, \u003c/em>we asked a few of those who attended \u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/\">Big Ideas Fest\u003c/a>, a recent gathering of teachers, administrators, entrepreneurs and policymakers, to predict what they think will be obsolete in 2020.\u003c/p>\n\u003cp>Walls around the classroom, said\u003cstrong> Bernadette Adams Yates\u003c/strong>, senior research analyst, who works at the Office of Education Technology at the Department of Education. \"We're moving towards students being able to create their own learning environments. It would be great for them to be able to put together their own learning path,\" she said.\u003c/p>\n\u003cp>New Orleans teacher \u003cstrong>Kaycee Eckhart\u003c/strong> would love to see an end to remediation, which currently absorbs a lot of her teaching time. \"My own teaching methods will be obsolete,\" she said. Educators can't tend to teaching higher order critical thinking skills if \"we're constantly remediating a population that's been under-served.\"\u003c/p>\n\u003cp>Not surprisingly, print books will be obsolete, predicts \u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks.\" Instead of print books, Khosla predicts students will use devices for learning.\u003c/p>\n\u003cp>Metaphorically speaking, the front of the classroom will disappear, says \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign \u003c!--more-->learning environments. \"The classroom becomes more malleable,\" he says. \"Learning is more messy and dynamic. There's no archetype of what belongs where in the room. That entire model is up for grabs depending on what the challenge is.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Professional guilds will replace teachers' unions, educators will become facilitators, and, if Oakland teacher Constance Moore had her way, large classes would be obsolete.\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/jSyUSALeDq8\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/jSyUSALeDq8\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>[Co=produced with Matthew Williams.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20142/what-will-be-obsolete-in-2020",
"authors": [
"180"
],
"categories": [
"mindshift_194",
"mindshift_193"
],
"featImg": "mindshift_20282",
"label": "mindshift"
},
"mindshift_20107": {
"type": "posts",
"id": "mindshift_20107",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20107",
"score": null,
"sort": [
1332888751000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332888751,
"format": "aside",
"disqusTitle": "How Open Education Can Transform Learning",
"title": "How Open Education Can Transform Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20264\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-can-open-education-transform-learning/5600678778_5d2cbde495/\" rel=\"attachment wp-att-20264\">\u003cimg class=\"size-medium wp-image-20264\" title=\"5600678778_5d2cbde495\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5600678778_5d2cbde495-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: NP_Josh\u003c/p>\n\u003c/div>\n\u003cp>As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement \u003c/a>grows, the ripple effects of what it means for teachers to take control of \u003cem>what\u003c/em> they teach is being witnessed across all spectrums in education. Customizable content, sharing and becoming part of a community, and deconstructing entrenched ideologies about what constitutes quality learning materials -- these are just a few paths that the open education movement is creating.\u003c/p>\n\u003cp>At the\u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/2011-big-ideas-fest\"> Big Ideas Fest\u003c/a> in December, we spoke to stakeholders in open education about how it's transforming learning.\u003c/p>\n\u003cp>For some, like \u003cstrong>Una Daly\u003c/strong>, associate director of Open College Textbooks the movement is inevitable. Open education is a natural progression in the freeing and sharing of information on the Internet. \"Open education is an evolutionary step in making sharing easier for students teachers and public,\" she said.\u003c/p>\n\u003cp>\u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks,” points out that customizable content allows educators to meet each of their students' specific needs, unlike the rigid text format.\u003c/p>\n\u003cp>But for public school teacher \u003cstrong>Constance Moore\u003c/strong>, who teaches art in Oakland, Calif., the logistics of finding open education resources online is a major challenge. \"You can't get online,\" she said. \u003c!--more-->\"You can barely send a fax from a lot of public schools. There's a big gap between what's available and how to access it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And that's exactly the point made by \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign learning environments. Long is worried that all the available resources online will get into the hands of those who already have means, leaving those who don't even further behind.\u003c/p>\n\u003cp>\"Those who have leverage, power and resources are going to pull it off, and those who don't will be further marginalized in terms of opportunity,\" Long said. If the debate is tangled around issues like \"public versus private versus charter, we're going to wake up sooner rather than later with a massive discrepancy.\"\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/iX95qyN2-Ro\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/iX95qyN2-Ro\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>[Co-produced with Matthew Williams.]\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "20107 http://blogs.kqed.org/mindshift/?p=20107",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/27/how-can-open-education-transform-learning/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 356,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"http://www.youtube.com/embed/iX95qyN2-Ro"
],
"paragraphCount": 12
},
"modified": 1346965761,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Flickr: NP_Josh As the open education movement grows, the ripple effects of what it means for teachers to take control of what they teach is being witnessed across all spectrums in education. Customizable content, sharing and becoming part of a community, and deconstructing entrenched ideologies about what constitutes quality learning materials -- these are just",
"title": "How Open Education Can Transform Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Open Education Can Transform Learning",
"datePublished": "2012-03-27T15:52:31-07:00",
"dateModified": "2012-09-06T14:09:21-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-can-open-education-transform-learning",
"status": "publish",
"path": "/mindshift/20107/how-can-open-education-transform-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20264\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-can-open-education-transform-learning/5600678778_5d2cbde495/\" rel=\"attachment wp-att-20264\">\u003cimg class=\"size-medium wp-image-20264\" title=\"5600678778_5d2cbde495\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5600678778_5d2cbde495-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: NP_Josh\u003c/p>\n\u003c/div>\n\u003cp>As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement \u003c/a>grows, the ripple effects of what it means for teachers to take control of \u003cem>what\u003c/em> they teach is being witnessed across all spectrums in education. Customizable content, sharing and becoming part of a community, and deconstructing entrenched ideologies about what constitutes quality learning materials -- these are just a few paths that the open education movement is creating.\u003c/p>\n\u003cp>At the\u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/2011-big-ideas-fest\"> Big Ideas Fest\u003c/a> in December, we spoke to stakeholders in open education about how it's transforming learning.\u003c/p>\n\u003cp>For some, like \u003cstrong>Una Daly\u003c/strong>, associate director of Open College Textbooks the movement is inevitable. Open education is a natural progression in the freeing and sharing of information on the Internet. \"Open education is an evolutionary step in making sharing easier for students teachers and public,\" she said.\u003c/p>\n\u003cp>\u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks,” points out that customizable content allows educators to meet each of their students' specific needs, unlike the rigid text format.\u003c/p>\n\u003cp>But for public school teacher \u003cstrong>Constance Moore\u003c/strong>, who teaches art in Oakland, Calif., the logistics of finding open education resources online is a major challenge. \"You can't get online,\" she said. \u003c!--more-->\"You can barely send a fax from a lot of public schools. There's a big gap between what's available and how to access it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And that's exactly the point made by \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign learning environments. Long is worried that all the available resources online will get into the hands of those who already have means, leaving those who don't even further behind.\u003c/p>\n\u003cp>\"Those who have leverage, power and resources are going to pull it off, and those who don't will be further marginalized in terms of opportunity,\" Long said. If the debate is tangled around issues like \"public versus private versus charter, we're going to wake up sooner rather than later with a massive discrepancy.\"\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/iX95qyN2-Ro\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/iX95qyN2-Ro\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>[Co-produced with Matthew Williams.]\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20107/how-can-open-education-transform-learning",
"authors": [
"180"
],
"categories": [
"mindshift_194",
"mindshift_193"
],
"tags": [
"mindshift_170",
"mindshift_159",
"mindshift_158"
],
"featImg": "mindshift_20264",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"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.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"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.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"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.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"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.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"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.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"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.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=culture": {
"isFetching": false,
"latestQuery": {
"from": 336,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 550,
"relation": "eq"
},
"items": [
"mindshift_21177",
"mindshift_20912",
"mindshift_20886",
"mindshift_20657",
"mindshift_20740",
"mindshift_20658",
"mindshift_20617",
"mindshift_20579",
"mindshift_20548",
"mindshift_20350",
"mindshift_20142",
"mindshift_20107"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_culture": {
"isLoading": true
},
"mindshift_194": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"link": "/mindshift/category/culture"
},
"mindshift_33": {
"type": "terms",
"id": "mindshift_33",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "33",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital textbooks",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital textbooks Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 33,
"slug": "digital-textbooks",
"isLoading": false,
"link": "/mindshift/tag/digital-textbooks"
},
"mindshift_252": {
"type": "terms",
"id": "mindshift_252",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "252",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital-divide",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital-divide Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 252,
"slug": "digital-divide",
"isLoading": false,
"link": "/mindshift/tag/digital-divide"
},
"mindshift_198": {
"type": "terms",
"id": "mindshift_198",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "198",
"found": true
},
"relationships": {},
"featImg": null,
"name": "e-readers",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "e-readers Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 198,
"slug": "e-readers",
"isLoading": false,
"link": "/mindshift/tag/e-readers"
},
"mindshift_470": {
"type": "terms",
"id": "mindshift_470",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "470",
"found": true
},
"relationships": {},
"featImg": null,
"name": "library",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "library Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 472,
"slug": "library",
"isLoading": false,
"link": "/mindshift/tag/library"
},
"mindshift_31": {
"type": "terms",
"id": "mindshift_31",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "31",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Facebook",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Facebook Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 31,
"slug": "facebook",
"isLoading": false,
"link": "/mindshift/tag/facebook"
},
"mindshift_117": {
"type": "terms",
"id": "mindshift_117",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "117",
"found": true
},
"relationships": {},
"featImg": null,
"name": "privacy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "privacy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 117,
"slug": "privacy",
"isLoading": false,
"link": "/mindshift/tag/privacy"
},
"mindshift_30": {
"type": "terms",
"id": "mindshift_30",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "30",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Social Media",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Social Media Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 30,
"slug": "social-media",
"isLoading": false,
"link": "/mindshift/tag/social-media"
},
"mindshift_853": {
"type": "terms",
"id": "mindshift_853",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "853",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Zorpia",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Zorpia Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 856,
"slug": "zorpia",
"isLoading": false,
"link": "/mindshift/tag/zorpia"
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_556": {
"type": "terms",
"id": "mindshift_556",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "556",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MIT",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MIT Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 559,
"slug": "mit",
"isLoading": false,
"link": "/mindshift/tag/mit"
},
"mindshift_346": {
"type": "terms",
"id": "mindshift_346",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "346",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MIT OpenCourseWare",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MIT OpenCourseWare Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 347,
"slug": "mit-opencourseware",
"isLoading": false,
"link": "/mindshift/tag/mit-opencourseware"
},
"mindshift_654": {
"type": "terms",
"id": "mindshift_654",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "654",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MOOC",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MOOC Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 657,
"slug": "mooc",
"isLoading": false,
"link": "/mindshift/tag/mooc"
},
"mindshift_159": {
"type": "terms",
"id": "mindshift_159",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "159",
"found": true
},
"relationships": {},
"featImg": null,
"name": "open education resources",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "open education resources Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 159,
"slug": "open-education-resources",
"isLoading": false,
"link": "/mindshift/tag/open-education-resources"
},
"mindshift_76": {
"type": "terms",
"id": "mindshift_76",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "76",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Open Source",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Open Source Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 76,
"slug": "open-source",
"isLoading": false,
"link": "/mindshift/tag/open-source"
},
"mindshift_79": {
"type": "terms",
"id": "mindshift_79",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "79",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Stanford",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Stanford Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 79,
"slug": "stanford",
"isLoading": false,
"link": "/mindshift/tag/stanford"
},
"mindshift_799": {
"type": "terms",
"id": "mindshift_799",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "799",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Finland",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Finland Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 802,
"slug": "finland",
"isLoading": false,
"link": "/mindshift/tag/finland"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_81": {
"type": "terms",
"id": "mindshift_81",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "81",
"found": true
},
"relationships": {},
"featImg": null,
"name": "iPad",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "iPad Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 81,
"slug": "ipad",
"isLoading": false,
"link": "/mindshift/tag/ipad"
},
"mindshift_187": {
"type": "terms",
"id": "mindshift_187",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "187",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Mobile Learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Mobile Learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 187,
"slug": "mobile-learning",
"isLoading": false,
"link": "/mindshift/tag/mobile-learning"
},
"mindshift_65": {
"type": "terms",
"id": "mindshift_65",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "65",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Technology in Schools",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Technology in Schools Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 65,
"slug": "technology-in-schools",
"isLoading": false,
"link": "/mindshift/tag/technology-in-schools"
},
"mindshift_424": {
"type": "terms",
"id": "mindshift_424",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "424",
"found": true
},
"relationships": {},
"featImg": null,
"name": "aclu",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "aclu Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 425,
"slug": "aclu",
"isLoading": false,
"link": "/mindshift/tag/aclu"
},
"mindshift_694": {
"type": "terms",
"id": "mindshift_694",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "694",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Free Speech",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Free Speech Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 697,
"slug": "free-speech",
"isLoading": false,
"link": "/mindshift/tag/free-speech"
},
"mindshift_843": {
"type": "terms",
"id": "mindshift_843",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "843",
"found": true
},
"relationships": {},
"featImg": null,
"name": "critical thinking",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "critical thinking Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 846,
"slug": "critical-thinking",
"isLoading": false,
"link": "/mindshift/tag/critical-thinking"
},
"mindshift_695": {
"type": "terms",
"id": "mindshift_695",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "695",
"found": true
},
"relationships": {},
"featImg": null,
"name": "search",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "search Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 698,
"slug": "search",
"isLoading": false,
"link": "/mindshift/tag/search"
},
"mindshift_842": {
"type": "terms",
"id": "mindshift_842",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "842",
"found": true
},
"relationships": {},
"featImg": null,
"name": "meditation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "meditation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 845,
"slug": "meditation",
"isLoading": false,
"link": "/mindshift/tag/meditation"
},
"mindshift_841": {
"type": "terms",
"id": "mindshift_841",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "841",
"found": true
},
"relationships": {},
"featImg": null,
"name": "mindfulness",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "mindfulness Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 844,
"slug": "mindfulness",
"isLoading": false,
"link": "/mindshift/tag/mindfulness"
},
"mindshift_544": {
"type": "terms",
"id": "mindshift_544",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "544",
"found": true
},
"relationships": {},
"featImg": null,
"name": "CoSN",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "CoSN Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 547,
"slug": "cosn",
"isLoading": false,
"link": "/mindshift/tag/cosn"
},
"mindshift_227": {
"type": "terms",
"id": "mindshift_227",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "227",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Internet filtering",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Internet filtering Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 227,
"slug": "internet-filtering",
"isLoading": false,
"link": "/mindshift/tag/internet-filtering"
},
"mindshift_484": {
"type": "terms",
"id": "mindshift_484",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "484",
"found": true
},
"relationships": {},
"featImg": null,
"name": "bring your own device",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "bring your own device Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 486,
"slug": "bring-your-own-device",
"isLoading": false,
"link": "/mindshift/tag/bring-your-own-device"
},
"mindshift_20906": {
"type": "terms",
"id": "mindshift_20906",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20906",
"found": true
},
"relationships": {},
"featImg": null,
"name": "BYOD",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "BYOD Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 935,
"slug": "byod",
"isLoading": false,
"link": "/mindshift/tag/byod"
},
"mindshift_421": {
"type": "terms",
"id": "mindshift_421",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "421",
"found": true
},
"relationships": {},
"featImg": null,
"name": "personalized learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "personalized learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 422,
"slug": "personalized-learning",
"isLoading": false,
"link": "/mindshift/tag/personalized-learning"
},
"mindshift_170": {
"type": "terms",
"id": "mindshift_170",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "170",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas Fest",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Big Ideas Fest Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 170,
"slug": "big-ideas-fest",
"isLoading": false,
"link": "/mindshift/tag/big-ideas-fest"
},
"mindshift_158": {
"type": "terms",
"id": "mindshift_158",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "158",
"found": true
},
"relationships": {},
"featImg": null,
"name": "open textbooks",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "open textbooks Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 158,
"slug": "open-textbooks",
"isLoading": false,
"link": "/mindshift/tag/open-textbooks"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
