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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/duchamp/135846477/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18106\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/135846477_6789f86dc91-300x165.jpg\" alt=\"\" width=\"300\" height=\"165\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Duchamp\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/shelley-wright/\">Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>Teachers who are interested in shifting their classrooms often don’t know where to start. It can be overwhelming, frightening, and even discouraging, especially when no one else around you seems to think the system is broken.\u003c/p>\n\u003cp>The question I’ve been asked often throughout the past year is “Where should a teacher begin?” I’ve reflected on this a fair amount, and I think small strategic steps are the key.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">1. START WITH ONE UNIT\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Start with creating one inquiry unit in one subject.\u003c/strong> You can jump in and change everything at once like I did, but that’s slightly crazy. Instead, if you design one unit in one subject, at the end of each day, or week, you can analyze what worked and what didn’t. While teaching doesn’t always leave a lot of time for luxuries like reflection, it really is the key to figuring out inquiry learning, and as the teacher, it’s one of your most important roles.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">Remember that inquiry learning is an emotional process\u003ca href=\"http://www.librijournal.org/pdf/2008-2pp66-73.pdf\" target=\"_blank\">\u003cspan style=\"color: #ff6600\">.\u003c/span>\u003c/a>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003c/p>\n\u003cp>Two of the best resources I’ve found for creating an inquiry classroom are \u003ca href=\"http://plpnetwork.com/2012/01/10/shift-your-classroom-small-strategic-steps/icwc.wikispaces.com/file/view/Guided+Inquiry.doc\" target=\"_blank\">Carol Kuhlthau’s \u003c/a>work and Alberta Learning’s \u003ca href=\"http://education.alberta.ca/media/313361/focusoninquiry.pdf\" target=\"_blank\">Guide to Inquiry Learning.\u003c/a>\u003c/p>\n\u003cp>If you don’t know how to create an inquiry classroom, ask me. I’m happy to help. You can begin by posting comments here. If you need resources, I can probably point you to some. Over the past \u003c!--more-->year, I’ve had the opportunity to email, Skype and, if distance allows, have teachers, administrators and superintendents visit my classroom to see what we do.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">2. TALK ABOUT LEARNING\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Talk to your students about their learning\u003c/strong> — \u003cstrong>a lot\u003c/strong>. Especially in the beginning, I talk to my students about why my classroom is structured differently than every other class in our school. I show them \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\" target=\"_blank\">Ken Robinson’s\u003c/a> talk about how the 20th century school system doesn’t really prepare students anymore. I also show them Chris Lehmann’s TED-X talk emphasizing how \u003ca href=\"http://www.youtube.com/watch?v=tS2IPfWZQM4\" target=\"_blank\">education is broken\u003c/a> and Karl Fisch’s\u003ca href=\"http://www.youtube.com/watch?v=cL9Wu2kWwSY\" target=\"_blank\"> Did You Know?\u003c/a>.\u003c/p>\n\u003cp>I tell my students that essentially I’m preparing them for jobs that don’t currently exist, that will use technology which hasn’t been invented yet, to fix problems we’re not currently aware of. They get the point. It’s about developing skills and habits of learning, and we use content to do that.\u003c/p>\n\u003cp>But I also talk to my student’s about stuff like how their brain works, and how neural connections need to be made. That often, in order for students to learn something new, it needs to be attached to things they already know. Just before the recent break, during the last week of school, we talked about cognitive dissonance and Vygotsky’s \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\" target=\"_blank\">zone of proximal development\u003c/a>. They like to know there’s a reason for the way they feel when they don’t “get it.” And they like to know that everyone’s zone of development is different. In fact, they were amazed to find out everyone’s brain is different.\u003c/p>\n\u003cp>And, yes, I use the big words. I simply explain what they mean. I don’t use them to sound smart. I use them because it makes my students feel smart; most of our society doesn’t treat our students like they’re capable of understanding or doing much. I do.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">3. MAKE TECH WORK FOR YOU\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Embed technology in ways that are authentic to the learning process.\u003c/strong> The first tools that I teach my students are Google Docs, Diigo or Delicious to bookmark their research, and Symbaloo to house their tools.\u003c/p>\n\u003cp>Experience has taught me that the first day I introduce a class to Google Docs, we will get nothing done. To them, it’s the most amazing thing ever. They usually spend most of the class typing back and forth to each other in the doc. No big deal. However, eventually, my students open Google Docs without me telling them to. I have students who literally use them for every lab, essay, and assignment. And the ability for a group to work on and edit the same document at the same time, more than makes up for the initial class we lose.\u003c/p>\n\u003cp>The social media tools we used to show our learning in our \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\" target=\"_blank\">slavery unit\u003c/a> seemed like the most natural and logical tools to use. As a learning community, we want our learning to extend beyond the four walls of our classroom. So we have a discussion, or likely multiple discussions, about what that should look like. We also want our projects to have “real world” implications. What’s more real world than advocacy against modern-day slavery using social media?\u003c/p>\n\u003cp>Essentially these are the two criteria we use to assess the product we’re going to create. How do we extend our learning beyond our classroom — and how can what we do here make a difference to the real world? Our tool selection is guided by the answers to these questions.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">4. EXPECT TO HIT THE WALL\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Remember that inquiry learning is an \u003ca href=\"http://www.librijournal.org/pdf/2008-2pp66-73.pdf\" target=\"_blank\">emotional process.\u003c/a>\u003c/strong> Each stage of learning has specific emotions attached to it, and at some point, you and your students will likely hit the wall. That’s normal.\u003c/p>\n\u003cp>I’ve found that we need to talk more as an inquiry class. My role is to be well aware of how my students are doing emotionally, especially when we’re dealing with a weighty, overwhelming topic like slavery. While this may not matter much in a traditional classroom, it can completely blow apart a community learning through inquiry.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I won’t promise you that any of this will be easy. It’s not. You’ll likely have days when you wonder why you ever started it. But trust me, it’s worth it.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://shelleywright.wordpress.com/\">Shelley Wright \u003c/a>is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/01/10/shift-your-classroom-small-strategic-steps/\">Voices of the Learning Revolution\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"excerpt": "On Thanksgiving Day, we acknowledge and thank educators like Shelley Wright, who tirelessly look for ways to inspire their students to dig deep and to love to learn.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/duchamp/135846477/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18106\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/135846477_6789f86dc91-300x165.jpg\" alt=\"\" width=\"300\" height=\"165\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Duchamp\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/shelley-wright/\">Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>Teachers who are interested in shifting their classrooms often don’t know where to start. It can be overwhelming, frightening, and even discouraging, especially when no one else around you seems to think the system is broken.\u003c/p>\n\u003cp>The question I’ve been asked often throughout the past year is “Where should a teacher begin?” I’ve reflected on this a fair amount, and I think small strategic steps are the key.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">1. START WITH ONE UNIT\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Start with creating one inquiry unit in one subject.\u003c/strong> You can jump in and change everything at once like I did, but that’s slightly crazy. Instead, if you design one unit in one subject, at the end of each day, or week, you can analyze what worked and what didn’t. While teaching doesn’t always leave a lot of time for luxuries like reflection, it really is the key to figuring out inquiry learning, and as the teacher, it’s one of your most important roles.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">Remember that inquiry learning is an emotional process\u003ca href=\"http://www.librijournal.org/pdf/2008-2pp66-73.pdf\" target=\"_blank\">\u003cspan style=\"color: #ff6600\">.\u003c/span>\u003c/a>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Sometimes you may not understand why certain things aren’t working. Ask your students. I’m often surprised by how much they know and how adept they are at articulating what they need.\u003c/p>\n\u003cp>Two of the best resources I’ve found for creating an inquiry classroom are \u003ca href=\"http://plpnetwork.com/2012/01/10/shift-your-classroom-small-strategic-steps/icwc.wikispaces.com/file/view/Guided+Inquiry.doc\" target=\"_blank\">Carol Kuhlthau’s \u003c/a>work and Alberta Learning’s \u003ca href=\"http://education.alberta.ca/media/313361/focusoninquiry.pdf\" target=\"_blank\">Guide to Inquiry Learning.\u003c/a>\u003c/p>\n\u003cp>If you don’t know how to create an inquiry classroom, ask me. I’m happy to help. You can begin by posting comments here. If you need resources, I can probably point you to some. Over the past \u003c!--more-->year, I’ve had the opportunity to email, Skype and, if distance allows, have teachers, administrators and superintendents visit my classroom to see what we do.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">2. TALK ABOUT LEARNING\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Talk to your students about their learning\u003c/strong> — \u003cstrong>a lot\u003c/strong>. Especially in the beginning, I talk to my students about why my classroom is structured differently than every other class in our school. I show them \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\" target=\"_blank\">Ken Robinson’s\u003c/a> talk about how the 20th century school system doesn’t really prepare students anymore. I also show them Chris Lehmann’s TED-X talk emphasizing how \u003ca href=\"http://www.youtube.com/watch?v=tS2IPfWZQM4\" target=\"_blank\">education is broken\u003c/a> and Karl Fisch’s\u003ca href=\"http://www.youtube.com/watch?v=cL9Wu2kWwSY\" target=\"_blank\"> Did You Know?\u003c/a>.\u003c/p>\n\u003cp>I tell my students that essentially I’m preparing them for jobs that don’t currently exist, that will use technology which hasn’t been invented yet, to fix problems we’re not currently aware of. They get the point. It’s about developing skills and habits of learning, and we use content to do that.\u003c/p>\n\u003cp>But I also talk to my student’s about stuff like how their brain works, and how neural connections need to be made. That often, in order for students to learn something new, it needs to be attached to things they already know. Just before the recent break, during the last week of school, we talked about cognitive dissonance and Vygotsky’s \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\" target=\"_blank\">zone of proximal development\u003c/a>. They like to know there’s a reason for the way they feel when they don’t “get it.” And they like to know that everyone’s zone of development is different. In fact, they were amazed to find out everyone’s brain is different.\u003c/p>\n\u003cp>And, yes, I use the big words. I simply explain what they mean. I don’t use them to sound smart. I use them because it makes my students feel smart; most of our society doesn’t treat our students like they’re capable of understanding or doing much. I do.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">3. MAKE TECH WORK FOR YOU\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Embed technology in ways that are authentic to the learning process.\u003c/strong> The first tools that I teach my students are Google Docs, Diigo or Delicious to bookmark their research, and Symbaloo to house their tools.\u003c/p>\n\u003cp>Experience has taught me that the first day I introduce a class to Google Docs, we will get nothing done. To them, it’s the most amazing thing ever. They usually spend most of the class typing back and forth to each other in the doc. No big deal. However, eventually, my students open Google Docs without me telling them to. I have students who literally use them for every lab, essay, and assignment. And the ability for a group to work on and edit the same document at the same time, more than makes up for the initial class we lose.\u003c/p>\n\u003cp>The social media tools we used to show our learning in our \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\" target=\"_blank\">slavery unit\u003c/a> seemed like the most natural and logical tools to use. As a learning community, we want our learning to extend beyond the four walls of our classroom. So we have a discussion, or likely multiple discussions, about what that should look like. We also want our projects to have “real world” implications. What’s more real world than advocacy against modern-day slavery using social media?\u003c/p>\n\u003cp>Essentially these are the two criteria we use to assess the product we’re going to create. How do we extend our learning beyond our classroom — and how can what we do here make a difference to the real world? Our tool selection is guided by the answers to these questions.\u003c/p>\n\u003ch5>\u003cspan style=\"color: #ff6600\">4. EXPECT TO HIT THE WALL\u003c/span>\u003c/h5>\n\u003cp>\u003cstrong>Remember that inquiry learning is an \u003ca href=\"http://www.librijournal.org/pdf/2008-2pp66-73.pdf\" target=\"_blank\">emotional process.\u003c/a>\u003c/strong> Each stage of learning has specific emotions attached to it, and at some point, you and your students will likely hit the wall. That’s normal.\u003c/p>\n\u003cp>I’ve found that we need to talk more as an inquiry class. My role is to be well aware of how my students are doing emotionally, especially when we’re dealing with a weighty, overwhelming topic like slavery. While this may not matter much in a traditional classroom, it can completely blow apart a community learning through inquiry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I won’t promise you that any of this will be easy. It’s not. You’ll likely have days when you wonder why you ever started it. But trust me, it’s worth it.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://shelleywright.wordpress.com/\">Shelley Wright \u003c/a>is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/01/10/shift-your-classroom-small-strategic-steps/\">Voices of the Learning Revolution\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Girls and Math: Busting the Stereotype",
"title": "Girls and Math: Busting the Stereotype",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27099\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27099\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/3597217248_993f5a7ef5_z-620x356.jpg\" alt=\"3597217248_993f5a7ef5_z\" width=\"620\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Do girls need special attention\u003c/strong> when it comes to science, math, and technology topics? In response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers\">last week's article\u003c/a> about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge.\u003c/p>\n\u003cp>\"'Steering' something suggests directing it in a path it would not normally, of its own inclination, go!\" wrote reader Julian Penrod. \"The very title connotes a program to give an impression of female overall interest in the hard sciences, even though it wouldn't necessarily, on its own, exist. In other words, a fraud.\"\u003c/p>\n\u003cp>The reader raises a subtle but important issue -- but it goes much deeper than that. According to Claude Steele, author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, \u003c/em>it's not that girls \u003cem>aren't\u003c/em> necessarily interested in science and math, it's whether they're discouraged from following their interests because of the persistent stereotype that girls aren't good at that sort of thing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #888888\">\"The idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/span>\u003c/aside>\n\u003cp>Steele has examined this very phenomenon closely for years and has identified it as a stereotype threat. The issue is much more complex than the very basic tendencies of what naturally interests either gender. Steele pinpoints the problem to what happens \u003cem>after\u003c/em> girls follow their interests in science and math studies, when inevitable obstacles come up.\u003c/p>\n\u003cp>\"When you perform in science and math... in the larger society you're stereotyped as not being good at it,\" Steele says of girls. \"You experience a little frustration, you say, 'Am I confirming that stereotype and am I going to be seen to confirm that stereotype? Am I going to have to live under this pressure for the rest of my life if I choose this as a career?' So there's a pressure coming just from those stereotypes that discourages women from engaging in those fields and, and staying in those fields even when their skills and abilities are A-plus. So that's an extra burden.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Steele says it's a subtle but crucial mindset that can make the difference between a girl choosing to go into a STEM field -- or trying harder on a math or science test -- and choosing not to.\u003c!--more-->\u003c/p>\n\u003cp>Stanford researcher Carol Dweck, who wrote \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAA&url=https%3A%2F%2Fwww.stanford.edu%2Fdept%2Fpsychology%2Fcgi-bin%2Fdrupalm%2Fsystem%2Ffiles%2Fcdweckmathgift.pdf&ei=JX4MT-_wCeiWiQLfw5ijBA&usg=AFQjCNGvR9Hdl5DZJbFmB8us0G9Zo2FnnQ&sig2=OO3737IZEYKrXAN6xsL9hg\">\u003cem>Is Math a Gift? Beliefs That Put Females at Risk\u003c/em>\u003c/a>, takes it one step further. Dweck has researched the topic of stereotypes, natural aptitude, and how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">praising effort or intelligence can be harmful\u003c/a>, and she's come up with a thought-provoking conclusion.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/#comments\">\u003cspan style=\"color: #888888\">Steering Girls to Science and Tech Careers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">\u003cspan style=\"color: #888888\">Can Everyone Be Smart at Everything?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/ada-lovelace-day-celebrates-women-in-stem/\">\u003cspan style=\"color: #888888\">Ada Lovelave Celebrates Women in STEM\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"One of the most damaging aspects of the 'gift' mentality is that it makes us think we can know in advance who has the gift. This, I believe, is what makes us try to identify groups who have it and groups who don’t—as in 'boys have it and girls don’t,'\" Dweck writes. \"Can anyone say for sure that there isn’t some gift that makes males better at math and science? What we can say is that many females have all the ability they need for successful careers in math-related and scientific fields and that the idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/p>\n\u003cp>\u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley, has also researched the phenomenon and says these detrimental stereotypes are enmeshed in our culture. “It’s pervasive in our cultural narrative,” he said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. “‘I’m not this kind of learner or that kind of learner. I’m good at words, but not math.’... It’s a theory about how the world works.\"\u003c/p>\n\u003cp>Societies without these stereotypes don't impose the same burden, Steele says, and as a result, there are a great deal more women engaging in science and math-based fields. \"Poland, India, parts of Asia, where there are many more women participating in math and STEM fields, the stereotype is much weaker. The girls going into those fields don't experience the same pressure they do in a society like ours where relatively few women participate in these fields. That strengthens the stereotype and the pressure they can feel.\"\u003c/p>\n\u003cp>Where do these stereotypes come from? Cues from the environment that suggest there aren't many women in this field, Steele says. In short, a self-fulfilling prophecy. \"The pictures on the wall don't show many women as famous mathematicians,\" Steele says. \"Examples used in math classes are more boy-oriented than girl-oriented.\"\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>THE FIX\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>It all comes down to our understanding (and thus, kids' understanding) that it's not about a fixed set of abilities, but about what can be learned. Dweck observed in her study that, by the end of eighth grade, \"there is a considerable gap between females and males in their math grades— but only for those students who believed that intellectual skills are a gift. When we look at students who believed that intellectual ability could be expanded, the gap is almost gone.\"\u003c/p>\n\u003cp>If we as a society understand that ability is expandable and incrementable, and subject to deliberate practice, the impact of being stereotyped can be dramatically reduced, Steele adds. Schools should practice this strategy, and parents should create an atmosphere at home that learning math and science can be as challenging for girls as for boys -- and that the fun lives in solving the challenge.\u003c/p>\n\u003cp>At Techbridge, the after-school science and math program for girls, founder Linda Kekellis says the exposure to women role models has gone a long way in making careers in STEM fields a real possibility for students. She says more than 95 percent of girls believe engineering is a good career choice for women.\u003c/p>\n\u003cp>\"We've tracked back to some of our girls who have graduated from Techbridge and have found that a large percentage of them are studying science and engineering in college and are planning to have careers in those fields,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Do girls need special attention when it comes to science, math, and technology topics? In response to last week's article about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge. "'Steering' something suggests directing it in a path it would not normally, of",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27099\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27099\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/3597217248_993f5a7ef5_z-620x356.jpg\" alt=\"3597217248_993f5a7ef5_z\" width=\"620\" height=\"356\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Do girls need special attention\u003c/strong> when it comes to science, math, and technology topics? In response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers\">last week's article\u003c/a> about Techbridge, the after-school science program specifically geared to girls, some readers strongly refuted the notion that girls need the extra nudge.\u003c/p>\n\u003cp>\"'Steering' something suggests directing it in a path it would not normally, of its own inclination, go!\" wrote reader Julian Penrod. \"The very title connotes a program to give an impression of female overall interest in the hard sciences, even though it wouldn't necessarily, on its own, exist. In other words, a fraud.\"\u003c/p>\n\u003cp>The reader raises a subtle but important issue -- but it goes much deeper than that. According to Claude Steele, author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, \u003c/em>it's not that girls \u003cem>aren't\u003c/em> necessarily interested in science and math, it's whether they're discouraged from following their interests because of the persistent stereotype that girls aren't good at that sort of thing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #888888\">\"The idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/span>\u003c/aside>\n\u003cp>Steele has examined this very phenomenon closely for years and has identified it as a stereotype threat. The issue is much more complex than the very basic tendencies of what naturally interests either gender. Steele pinpoints the problem to what happens \u003cem>after\u003c/em> girls follow their interests in science and math studies, when inevitable obstacles come up.\u003c/p>\n\u003cp>\"When you perform in science and math... in the larger society you're stereotyped as not being good at it,\" Steele says of girls. \"You experience a little frustration, you say, 'Am I confirming that stereotype and am I going to be seen to confirm that stereotype? Am I going to have to live under this pressure for the rest of my life if I choose this as a career?' So there's a pressure coming just from those stereotypes that discourages women from engaging in those fields and, and staying in those fields even when their skills and abilities are A-plus. So that's an extra burden.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Steele says it's a subtle but crucial mindset that can make the difference between a girl choosing to go into a STEM field -- or trying harder on a math or science test -- and choosing not to.\u003c!--more-->\u003c/p>\n\u003cp>Stanford researcher Carol Dweck, who wrote \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAA&url=https%3A%2F%2Fwww.stanford.edu%2Fdept%2Fpsychology%2Fcgi-bin%2Fdrupalm%2Fsystem%2Ffiles%2Fcdweckmathgift.pdf&ei=JX4MT-_wCeiWiQLfw5ijBA&usg=AFQjCNGvR9Hdl5DZJbFmB8us0G9Zo2FnnQ&sig2=OO3737IZEYKrXAN6xsL9hg\">\u003cem>Is Math a Gift? Beliefs That Put Females at Risk\u003c/em>\u003c/a>, takes it one step further. Dweck has researched the topic of stereotypes, natural aptitude, and how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">praising effort or intelligence can be harmful\u003c/a>, and she's come up with a thought-provoking conclusion.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/#comments\">\u003cspan style=\"color: #888888\">Steering Girls to Science and Tech Careers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">\u003cspan style=\"color: #888888\">Can Everyone Be Smart at Everything?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #888888\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/ada-lovelace-day-celebrates-women-in-stem/\">\u003cspan style=\"color: #888888\">Ada Lovelave Celebrates Women in STEM\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"One of the most damaging aspects of the 'gift' mentality is that it makes us think we can know in advance who has the gift. This, I believe, is what makes us try to identify groups who have it and groups who don’t—as in 'boys have it and girls don’t,'\" Dweck writes. \"Can anyone say for sure that there isn’t some gift that makes males better at math and science? What we can say is that many females have all the ability they need for successful careers in math-related and scientific fields and that the idea of the 'gift-that-girls-don’t-have' is likely to be a key part of what’s keeping them from pursuing those careers.\"\u003c/p>\n\u003cp>\u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley, has also researched the phenomenon and says these detrimental stereotypes are enmeshed in our culture. “It’s pervasive in our cultural narrative,” he said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. “‘I’m not this kind of learner or that kind of learner. I’m good at words, but not math.’... It’s a theory about how the world works.\"\u003c/p>\n\u003cp>Societies without these stereotypes don't impose the same burden, Steele says, and as a result, there are a great deal more women engaging in science and math-based fields. \"Poland, India, parts of Asia, where there are many more women participating in math and STEM fields, the stereotype is much weaker. The girls going into those fields don't experience the same pressure they do in a society like ours where relatively few women participate in these fields. That strengthens the stereotype and the pressure they can feel.\"\u003c/p>\n\u003cp>Where do these stereotypes come from? Cues from the environment that suggest there aren't many women in this field, Steele says. In short, a self-fulfilling prophecy. \"The pictures on the wall don't show many women as famous mathematicians,\" Steele says. \"Examples used in math classes are more boy-oriented than girl-oriented.\"\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>THE FIX\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>It all comes down to our understanding (and thus, kids' understanding) that it's not about a fixed set of abilities, but about what can be learned. Dweck observed in her study that, by the end of eighth grade, \"there is a considerable gap between females and males in their math grades— but only for those students who believed that intellectual skills are a gift. When we look at students who believed that intellectual ability could be expanded, the gap is almost gone.\"\u003c/p>\n\u003cp>If we as a society understand that ability is expandable and incrementable, and subject to deliberate practice, the impact of being stereotyped can be dramatically reduced, Steele adds. Schools should practice this strategy, and parents should create an atmosphere at home that learning math and science can be as challenging for girls as for boys -- and that the fun lives in solving the challenge.\u003c/p>\n\u003cp>At Techbridge, the after-school science and math program for girls, founder Linda Kekellis says the exposure to women role models has gone a long way in making careers in STEM fields a real possibility for students. She says more than 95 percent of girls believe engineering is a good career choice for women.\u003c/p>\n\u003cp>\"We've tracked back to some of our girls who have graduated from Techbridge and have found that a large percentage of them are studying science and engineering in college and are planning to have careers in those fields,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_17985\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/soldering1/\" rel=\"attachment wp-att-17985\">\u003cimg class=\"size-large wp-image-17985\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/soldering1-620x331.jpg\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Middle-school students learn how to solder in an after-school science program.\u003c/figcaption>\u003c/figure>\n\u003cp>For Ebony Green, a career as a scientist might have seemed unlikely just last year.\u003c/p>\n\u003cp>The stereotypical outcome for girls like Ebony, an eighth-grader at Frick Middle School in a rough part of East Oakland, isn't necessarily a high-paying job in science, math, engineering or technology. In fact, 40 percent of Oakland Unified School District students \u003ca href=\"http://articles.sfgate.com/2010-12-08/news/25182692_1_dropout-rate-hispanic-students-graduation\">drop out\u003c/a>.\u003c/p>\n\u003cp>Still, despite her surroundings and the legacy of her race, gender, family background, and income bracket, Ebony sees a different future for herself. She wants to be a pediatrician, or maybe a vet, and she’s starting to take steps to get there.\u003c/p>\n\u003cp>Last fall, without her mother knowing, Ebony enrolled herself in \u003ca href=\"http://www.techbridgegirls.org/\">Techbridge\u003c/a>, an after-school science and math program geared specifically to girls. She signed up for math tutoring at school because she’s struggling in the subject. And her science teacher, Ken Eastman, says she even came to his science class twice a day for a while.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #333399\">\"Once these girls get that satisfaction from knowing they can do something that most adults don't know how to do, that knowledge in itself is so empowering.\"\u003c/span>\u003c/aside>\n\u003cp>Ebony's interest in science stands in contrast to the reality of women working in STEM fields. Although women make up half the country’s work force, they comprise less than 25 percent ofSTEM-related jobs, according to a \u003ca href=\"http://www.esa.doc.gov/Reports/women-stem-gender-gap-innovation\">Department of Commerce report \u003c/a>from last year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Apart from the overall problem of \u003ca href=\"http://www.mercurynews.com/education/ci_19187536\">cutting out\u003c/a> hands-on science projects and tinkering in schools, the issue is even more pointed when it comes to girls. A recent study called “\u003ca href=\"http://www.aauw.org/learn/research/upload/whysofew.pdf\">Why So Few\u003c/a>” shows \u003c!--more-->that only 20 percent of bachelors degrees in STEM fields go to girls.\u003c/p>\n\u003cfigure id=\"attachment_17917\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/ebony/\" rel=\"attachment wp-att-17917\">\u003cimg class=\"size-medium wp-image-17917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Ebony-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Thirteen-year-old Ebony Green has hopes for a career in science.\u003c/figcaption>\u003c/figure>\n\u003cp>But Techbridge is showing Ebony an alternate future. Once a week, she and 20 other girls voluntarily stay after school from 3 to 5 p.m. to get their hands on soldering irons and protractors to make things like LED-lit sculptures and catapults. Beyond teaching these girls those specific skills, Techbridge is giving them something much more.\u003c/p>\n\u003cp>“It's interesting to me,” Ebony says. “Because some things that I didn't believe, I believe in now. I never knew about soldering, or I never knew about crystals or anything like that and since I'm interested in that I wanted to get into a program where it's a lot about it.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>THE IMPORTANCE OF ROLE MODELS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>One thing research consistently shows is the impact that one-on-one relationships and role models can have in influencing kids. And that’s one of the defined goals of the Techbridge program.\u003c/p>\n\u003cp>To that end, Ebony and her peers get to work once a week with Esosa Ozigbo, who comes from a similar background as many of the girls in the program -- single-parent home, struggling financially, parents who never graduated from high school. But Ozigbo, a Stanford graduate with a science degree, is living proof that there’s a way out – and it might just be in a field like science or math.\u003c/p>\n\u003cp>“I definitely know that growing up, it would have been great to have someone like that come in and talk to me,” Ozigbo says.\u003c/p>\n\u003cp>Ozigbo leads Techbridge field trips, taking girls to companies like Google and Yahoo for site visits so they see for themselves the possibility of a life that’s different than what they’ve lived so far.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">Read \u003ca href=\"http://www.pbs.org/newshour/rundown/2011/12/oakland-schools-superintendent-a-tough-job-for-a-tough-guy.html\">\u003cspan style=\"color: #ff6600\">more about Oakland Unified School District's plans\u003c/span>\u003c/a> to address the dropout problem in this interview with Superintendent Tony Smith.\u003c/span>\u003c/aside>\n\u003cp>“I took some girls to San Francisco, they had never been on the other side of the bay,” she says. “It's just about seeing what's out there and seeing if it's in your grasp and saying, This is what I have to do, this is what I can do. I think that makes the world of a difference.”\u003c/p>\n\u003cp>Though they only meet once a week, Ozigbo makes sure to connect personally with the girls. Sometimes she takes Ebony home after, and they have a chance to talk about what’s going on.\u003c/p>\n\u003cp>“Even in that short time, we're going to reach them all, we talk, we laugh, we joke about things like guys and stuff like that,” she says. “We tell them to always stand up for what you believe in, we do shout-outs to the girls who get up so they learn how to be comfortable when speaking in a crowd. It's little but I'm hoping that those little different things will make a big difference in the end.”\u003c/p>\n\u003cp>Claude Steele thinks it will. Steele is the author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us\u003c/em> and the dean for the School of Education at Stanford University.\u003c/p>\n\u003cp>“What those girls will see from that kind of a program is that women do succeed in these fields, that role model strategy is a really effective one,” Steele says. “It's the existence proof idea, the stereotype may be out there, but look, there's a woman who is succeeding and that means it's possible for me to succeed and, and it starts to reduce the sense that I would worry about being seen stereotypically.”\u003c/p>\n\u003cfigure id=\"attachment_17923\" class=\"wp-caption left\" style=\"max-width: 478px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/esosa/\" rel=\"attachment wp-att-17923\">\u003cimg class=\"size-full wp-image-17923\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Esosa.png\" alt=\"\" width=\"478\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa.png 478w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa-400x209.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa-320x167.png 320w\" sizes=\"(max-width: 478px) 100vw, 478px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Esosa Ozigbo, far left, jokes with students, cheering them on when projects are complete.\u003c/figcaption>\u003c/figure>\n\u003cp>Tasha Bergson-Michelson, a search expert at Google, is one of the women that Techbridge girls get to meet. Last month, a group of girls from Montera Middle School in Oakland were brought to Google to learn some important tips in using the site to conduct research – whether it’s simply for curiosity or for a school project.\u003c/p>\n\u003cp>\"I believe that access to information is one of the greatest equalizing forces,” Bergson-Michelson said. “Knowing how to find information, evaluate it, and use it appropriately is one of the ways we see a divergence among people who have access to education and those who don’t. “\u003c/p>\n\u003cp>Bergson-Michelson hopes that her time with the Techbridge girls will show that her route could also be theirs. \"I want them to know that whatever path they choose to take, they have the power to, by experimentation and by engaging with our world and thinking creatively to learn a great deal about these technologies they use every day and become more powerful,\" she says. \"How could you possibly get a job at Google if you didn't start with a dream?\"\u003c/p>\n\u003cp>The fact that Ebony shows up to Techbridge week after week on her own volition is an encouraging sign to Ozigbo.\u003c/p>\n\u003cp>\"She's coming every week, finding some sort of acceptance or community or fun in here,\" she says. \"Once these girls get that satisfaction from completing that kit, or making that soldering ornament and knowing they can do something that most people aren't given the chance to do, that most adults don't know how to do or don't know about, that knowledge in itself is so empowering and can really take them places.\"\u003c/p>\n\u003cp>As part of the \u003ca href=\"http://www.pbs.org/newshour/topic/american-graduate/\">PBS American Graduate Program\u003c/a>, I produced a segment for the PBS NewsHour on Ebony Green and Techbridge with correspondent Spencer Michels. Here's \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec11/amgraduate_12_29.html\">the segment\u003c/a>:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"font-size: 11px;font-family: Arial, Helvetica, sans-serif;color: #808080;margin-top: 5px;background: transparent;text-align: center;width: 512px\">Watch \u003ca href=\"http://video.pbs.org/video/2181782923\" target=\"_blank\">Oakland Program Aims to Pique Girls' Interest in Science, Tech Careers\u003c/a> on PBS. See more from \u003ca href=\"http://www.pbs.org/newshour/\" target=\"_blank\">PBS NewsHour.\u003c/a>\u003c/p>\n\n",
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"excerpt": "For girls at risk of dropping out, a way to show them an alternate route by hooking them on learning.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17985\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/soldering1/\" rel=\"attachment wp-att-17985\">\u003cimg class=\"size-large wp-image-17985\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/soldering1-620x331.jpg\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Middle-school students learn how to solder in an after-school science program.\u003c/figcaption>\u003c/figure>\n\u003cp>For Ebony Green, a career as a scientist might have seemed unlikely just last year.\u003c/p>\n\u003cp>The stereotypical outcome for girls like Ebony, an eighth-grader at Frick Middle School in a rough part of East Oakland, isn't necessarily a high-paying job in science, math, engineering or technology. In fact, 40 percent of Oakland Unified School District students \u003ca href=\"http://articles.sfgate.com/2010-12-08/news/25182692_1_dropout-rate-hispanic-students-graduation\">drop out\u003c/a>.\u003c/p>\n\u003cp>Still, despite her surroundings and the legacy of her race, gender, family background, and income bracket, Ebony sees a different future for herself. She wants to be a pediatrician, or maybe a vet, and she’s starting to take steps to get there.\u003c/p>\n\u003cp>Last fall, without her mother knowing, Ebony enrolled herself in \u003ca href=\"http://www.techbridgegirls.org/\">Techbridge\u003c/a>, an after-school science and math program geared specifically to girls. She signed up for math tutoring at school because she’s struggling in the subject. And her science teacher, Ken Eastman, says she even came to his science class twice a day for a while.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #333399\">\"Once these girls get that satisfaction from knowing they can do something that most adults don't know how to do, that knowledge in itself is so empowering.\"\u003c/span>\u003c/aside>\n\u003cp>Ebony's interest in science stands in contrast to the reality of women working in STEM fields. Although women make up half the country’s work force, they comprise less than 25 percent ofSTEM-related jobs, according to a \u003ca href=\"http://www.esa.doc.gov/Reports/women-stem-gender-gap-innovation\">Department of Commerce report \u003c/a>from last year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Apart from the overall problem of \u003ca href=\"http://www.mercurynews.com/education/ci_19187536\">cutting out\u003c/a> hands-on science projects and tinkering in schools, the issue is even more pointed when it comes to girls. A recent study called “\u003ca href=\"http://www.aauw.org/learn/research/upload/whysofew.pdf\">Why So Few\u003c/a>” shows \u003c!--more-->that only 20 percent of bachelors degrees in STEM fields go to girls.\u003c/p>\n\u003cfigure id=\"attachment_17917\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/ebony/\" rel=\"attachment wp-att-17917\">\u003cimg class=\"size-medium wp-image-17917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Ebony-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Thirteen-year-old Ebony Green has hopes for a career in science.\u003c/figcaption>\u003c/figure>\n\u003cp>But Techbridge is showing Ebony an alternate future. Once a week, she and 20 other girls voluntarily stay after school from 3 to 5 p.m. to get their hands on soldering irons and protractors to make things like LED-lit sculptures and catapults. Beyond teaching these girls those specific skills, Techbridge is giving them something much more.\u003c/p>\n\u003cp>“It's interesting to me,” Ebony says. “Because some things that I didn't believe, I believe in now. I never knew about soldering, or I never knew about crystals or anything like that and since I'm interested in that I wanted to get into a program where it's a lot about it.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>THE IMPORTANCE OF ROLE MODELS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>One thing research consistently shows is the impact that one-on-one relationships and role models can have in influencing kids. And that’s one of the defined goals of the Techbridge program.\u003c/p>\n\u003cp>To that end, Ebony and her peers get to work once a week with Esosa Ozigbo, who comes from a similar background as many of the girls in the program -- single-parent home, struggling financially, parents who never graduated from high school. But Ozigbo, a Stanford graduate with a science degree, is living proof that there’s a way out – and it might just be in a field like science or math.\u003c/p>\n\u003cp>“I definitely know that growing up, it would have been great to have someone like that come in and talk to me,” Ozigbo says.\u003c/p>\n\u003cp>Ozigbo leads Techbridge field trips, taking girls to companies like Google and Yahoo for site visits so they see for themselves the possibility of a life that’s different than what they’ve lived so far.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cspan style=\"color: #ff6600\">Read \u003ca href=\"http://www.pbs.org/newshour/rundown/2011/12/oakland-schools-superintendent-a-tough-job-for-a-tough-guy.html\">\u003cspan style=\"color: #ff6600\">more about Oakland Unified School District's plans\u003c/span>\u003c/a> to address the dropout problem in this interview with Superintendent Tony Smith.\u003c/span>\u003c/aside>\n\u003cp>“I took some girls to San Francisco, they had never been on the other side of the bay,” she says. “It's just about seeing what's out there and seeing if it's in your grasp and saying, This is what I have to do, this is what I can do. I think that makes the world of a difference.”\u003c/p>\n\u003cp>Though they only meet once a week, Ozigbo makes sure to connect personally with the girls. Sometimes she takes Ebony home after, and they have a chance to talk about what’s going on.\u003c/p>\n\u003cp>“Even in that short time, we're going to reach them all, we talk, we laugh, we joke about things like guys and stuff like that,” she says. “We tell them to always stand up for what you believe in, we do shout-outs to the girls who get up so they learn how to be comfortable when speaking in a crowd. It's little but I'm hoping that those little different things will make a big difference in the end.”\u003c/p>\n\u003cp>Claude Steele thinks it will. Steele is the author of \u003cem>Whistling Vivaldi and Other Clues to How Stereotypes Affect Us\u003c/em> and the dean for the School of Education at Stanford University.\u003c/p>\n\u003cp>“What those girls will see from that kind of a program is that women do succeed in these fields, that role model strategy is a really effective one,” Steele says. “It's the existence proof idea, the stereotype may be out there, but look, there's a woman who is succeeding and that means it's possible for me to succeed and, and it starts to reduce the sense that I would worry about being seen stereotypically.”\u003c/p>\n\u003cfigure id=\"attachment_17923\" class=\"wp-caption left\" style=\"max-width: 478px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/steering-girls-to-science-and-tech-careers/esosa/\" rel=\"attachment wp-att-17923\">\u003cimg class=\"size-full wp-image-17923\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Esosa.png\" alt=\"\" width=\"478\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa.png 478w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa-400x209.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Esosa-320x167.png 320w\" sizes=\"(max-width: 478px) 100vw, 478px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Esosa Ozigbo, far left, jokes with students, cheering them on when projects are complete.\u003c/figcaption>\u003c/figure>\n\u003cp>Tasha Bergson-Michelson, a search expert at Google, is one of the women that Techbridge girls get to meet. Last month, a group of girls from Montera Middle School in Oakland were brought to Google to learn some important tips in using the site to conduct research – whether it’s simply for curiosity or for a school project.\u003c/p>\n\u003cp>\"I believe that access to information is one of the greatest equalizing forces,” Bergson-Michelson said. “Knowing how to find information, evaluate it, and use it appropriately is one of the ways we see a divergence among people who have access to education and those who don’t. “\u003c/p>\n\u003cp>Bergson-Michelson hopes that her time with the Techbridge girls will show that her route could also be theirs. \"I want them to know that whatever path they choose to take, they have the power to, by experimentation and by engaging with our world and thinking creatively to learn a great deal about these technologies they use every day and become more powerful,\" she says. \"How could you possibly get a job at Google if you didn't start with a dream?\"\u003c/p>\n\u003cp>The fact that Ebony shows up to Techbridge week after week on her own volition is an encouraging sign to Ozigbo.\u003c/p>\n\u003cp>\"She's coming every week, finding some sort of acceptance or community or fun in here,\" she says. \"Once these girls get that satisfaction from completing that kit, or making that soldering ornament and knowing they can do something that most people aren't given the chance to do, that most adults don't know how to do or don't know about, that knowledge in itself is so empowering and can really take them places.\"\u003c/p>\n\u003cp>As part of the \u003ca href=\"http://www.pbs.org/newshour/topic/american-graduate/\">PBS American Graduate Program\u003c/a>, I produced a segment for the PBS NewsHour on Ebony Green and Techbridge with correspondent Spencer Michels. Here's \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec11/amgraduate_12_29.html\">the segment\u003c/a>:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Redefining \"Cheating\" With Homework ",
"title": "Redefining \"Cheating\" With Homework ",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>Technology is often blamed for encouraging bad behavior, particularly when it comes to academic dishonesty. There's the notion, for example, that it's much easier \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/plagiarism-tactics-differ-between-high-school-and-college-students/\">to plagiarize\u003c/a> now thanks to the ability to copy and paste information from the Web into a term paper.\u003c/p>\n\u003cp>So at first blush, the new homework help Web site \u003ca href=\"http://slader.com\">Slader\u003c/a> might be accused of fostering just this sort of cheating behavior. The site offers the answers to homework questions in most major high school level math textbooks, and depending on how much you use it, there's a fee. Students can pay for answers. Answers to \u003cem>all\u003c/em> the questions, not just the odd ones. And answers with explanations and \"proofs.\" But it's not as straightforward a transaction as it looks.\u003c/p>\n\u003cp>Though the site was originally launched with answers written by math tutors and teachers, the plan going forward is to use the peer-to-peer model -- students helping each other on the site. The most useful answers will be rated with stars to distinguish them.\u003c/p>\n\u003cp>Of course, students have long shared their answers the old fashioned way -- turning to one another for help, sharing their answers and solutions -- whether over the phone or face-to-face, whether transcribed word-for-word from another student's paper or solved thanks to the help and support from a peer. And that will be the model used for Slader: homework answers \u003cem>for\u003c/em> students written \u003cem>by\u003c/em> students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">These are homework answers \u003cem>for\u003c/em> students written \u003cem>by\u003c/em> students.\u003c/span>\u003c/aside>\n\u003cp>Anticipating the criticism, the New York-based startup believes it's a mistake to dismiss this simply as cheating; rather they say the aim is to provide real-time help to students to work through their homework -- an online study hall, if you will. The startup is providing the tools for students to share their work and teach and learn with one another.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That teaching element is important to recognize, and co-founder Scott Kolb says the site is much more of a tutoring resource than simply a place to go look up and jot down the right answer. It's a type of \"microtutoring,\" he says.\u003c/p>\n\u003cp>That \"micro\" element doesn't just mean simply that Slader offers help on a specific math problems rather than, say, hiring a math tutor for more generalized help with the subject. The Web site also features \"microtransactions.\" In other words, there's an intellectual and a monetary exchange per \u003c!--more-->answer, handled via points and via a per-answer access. While there is a free version of Slader, there are limitations on the number of answers users can view per day (two).\u003c/p>\n\u003cp>With a paid subscription, that limitation is still in place: subscription rates range from $2 to $4 per month with the ability to view 5, 15, or 30 solutions per day. Users can also purchase more views (in case of math emergency, I suppose).\u003c/p>\n\u003cp>It's worth pointing out here that the site is designed with the recognition that most high school students probably don't have credit cards to pay for these sorts of online transactions. As such, one can pay for points via parents' credit cards, but points can also be gifted to another person or offered as \"bounties\" to answer other questions. And most interestingly, users can also \u003cem>earn\u003c/em> points that can actually be \"cashed out.\"\u003c/p>\n\u003cp>One way to earn points: \u003ca href=\"http://www.slader.com/contribute/\">contributing\u003c/a> one's own homework answers back to the Slader community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">Users can earn points that can be \"cashed out\" by contributing one's own homework answers back to the Slader community.\u003c/span>\u003c/aside>\n\u003cp>It's an interesting way to encourage students to help one another and to share their homework solutions: doing so allows them to earn royalties of sorts on the work they do. Slader pays points each time a solution is viewed. So ideally the better the solution, the more views, and the more earnings. Users can actually \"cash out\" too, withdrawing the money they've earned via the site.\u003c/p>\n\u003cp>The ability for students to earn money from their homework is certainly an interesting twist on \"the work\" they are doing.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/screen-shot-2011-12-05-at-10-33-47-am/\" rel=\"attachment wp-att-17897\">\u003cimg class=\"aligncenter size-full wp-image-17897\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM.png\" alt=\"\" width=\"500\" height=\"379\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM-320x243.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>In order to create a platform that can handle math homework (all that mathematical notation and such), the Slader team has created a number of tools, including an equation editor that captures the step-by-step process of moving through a solution. The team has also seeded the site with solutions to the homework problems in most high school level math textbooks. That's no easy task with approximately 100 textbooks in their various versions and editions (so roughly 275 textbooks in all). To create the answers (and it's worth noting too that there are multiple answers to the same question, demonstrating there are multiple ways to solve math problems), Slader enlisted the help of some 2,500 math majors and math teachers.\u003c/p>\n\u003cp>But the startup's demand for answers to every single homework problem in every single math textbook may be an obstacle that Slader will have to cross if it plans to expand. As is, it's incredibly challenging to keep pace with the ever-changing textbook industry. And right now, much of this work on Slader's part is done by hand. This isn't a mechanized system; this is the Slader team verifying correct answers as well as verifying the pages and exercise numbers in textbooks. Things will be further complicated if, as the startup plans, it expands beyond math to other subject areas.\u003c/p>\n\u003cp>And the startup also faces competition from a variety of other online homework help sites: \u003ca href=\"http://cramster.com\">Cramster\u003c/a>, for example, or Yahoo Answers or \u003ca href=\"http://www.homeworkhelp.com/\">Homeworkhelp.com\u003c/a>. Googling \"I need help with homework\" makes evident that there are a lot of questionable Web sites out there, ones with questionable answers and questionable fees. That will make it challenging for Slader to win an SEO game against some of these sites so that the startup actually shows up in searches. But it's also a challenge on the \"social\" search aspect as well. After all, students want the \"right\" answer, but they also tend to want to hear it from sources they trust -- and oftentimes that's their friends.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Slader expands, it will have to win over interest (and pocketbooks) of high school students to convince them to move their homework activities to its online community. It will also have to win over teachers and parents (something that the startup already makes a \u003ca href=\"http://www.slader.com/for-parents/\">great effort\u003c/a> to do), to help them understand that this isn't about cheating. Rather it's about students teaching and learning and sharing with one another. It's about recognizing that they've \u003cem>always\u003c/em> done this. And as such, it's about helping students with the tools and a service so that they can benefit in doing so -- benefit intellectually as well as financially.\u003c/p>\n\n",
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"description": "B. Gilliard Technology is often blamed for encouraging bad behavior, particularly when it comes to academic dishonesty. There's the notion, for example, that it's much easier to plagiarize now thanks to the ability to copy and paste information from the Web into a term paper. So at first blush, the new homework help Web site",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>Technology is often blamed for encouraging bad behavior, particularly when it comes to academic dishonesty. There's the notion, for example, that it's much easier \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/plagiarism-tactics-differ-between-high-school-and-college-students/\">to plagiarize\u003c/a> now thanks to the ability to copy and paste information from the Web into a term paper.\u003c/p>\n\u003cp>So at first blush, the new homework help Web site \u003ca href=\"http://slader.com\">Slader\u003c/a> might be accused of fostering just this sort of cheating behavior. The site offers the answers to homework questions in most major high school level math textbooks, and depending on how much you use it, there's a fee. Students can pay for answers. Answers to \u003cem>all\u003c/em> the questions, not just the odd ones. And answers with explanations and \"proofs.\" But it's not as straightforward a transaction as it looks.\u003c/p>\n\u003cp>Though the site was originally launched with answers written by math tutors and teachers, the plan going forward is to use the peer-to-peer model -- students helping each other on the site. The most useful answers will be rated with stars to distinguish them.\u003c/p>\n\u003cp>Of course, students have long shared their answers the old fashioned way -- turning to one another for help, sharing their answers and solutions -- whether over the phone or face-to-face, whether transcribed word-for-word from another student's paper or solved thanks to the help and support from a peer. And that will be the model used for Slader: homework answers \u003cem>for\u003c/em> students written \u003cem>by\u003c/em> students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">These are homework answers \u003cem>for\u003c/em> students written \u003cem>by\u003c/em> students.\u003c/span>\u003c/aside>\n\u003cp>Anticipating the criticism, the New York-based startup believes it's a mistake to dismiss this simply as cheating; rather they say the aim is to provide real-time help to students to work through their homework -- an online study hall, if you will. The startup is providing the tools for students to share their work and teach and learn with one another.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That teaching element is important to recognize, and co-founder Scott Kolb says the site is much more of a tutoring resource than simply a place to go look up and jot down the right answer. It's a type of \"microtutoring,\" he says.\u003c/p>\n\u003cp>That \"micro\" element doesn't just mean simply that Slader offers help on a specific math problems rather than, say, hiring a math tutor for more generalized help with the subject. The Web site also features \"microtransactions.\" In other words, there's an intellectual and a monetary exchange per \u003c!--more-->answer, handled via points and via a per-answer access. While there is a free version of Slader, there are limitations on the number of answers users can view per day (two).\u003c/p>\n\u003cp>With a paid subscription, that limitation is still in place: subscription rates range from $2 to $4 per month with the ability to view 5, 15, or 30 solutions per day. Users can also purchase more views (in case of math emergency, I suppose).\u003c/p>\n\u003cp>It's worth pointing out here that the site is designed with the recognition that most high school students probably don't have credit cards to pay for these sorts of online transactions. As such, one can pay for points via parents' credit cards, but points can also be gifted to another person or offered as \"bounties\" to answer other questions. And most interestingly, users can also \u003cem>earn\u003c/em> points that can actually be \"cashed out.\"\u003c/p>\n\u003cp>One way to earn points: \u003ca href=\"http://www.slader.com/contribute/\">contributing\u003c/a> one's own homework answers back to the Slader community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">Users can earn points that can be \"cashed out\" by contributing one's own homework answers back to the Slader community.\u003c/span>\u003c/aside>\n\u003cp>It's an interesting way to encourage students to help one another and to share their homework solutions: doing so allows them to earn royalties of sorts on the work they do. Slader pays points each time a solution is viewed. So ideally the better the solution, the more views, and the more earnings. Users can actually \"cash out\" too, withdrawing the money they've earned via the site.\u003c/p>\n\u003cp>The ability for students to earn money from their homework is certainly an interesting twist on \"the work\" they are doing.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/screen-shot-2011-12-05-at-10-33-47-am/\" rel=\"attachment wp-att-17897\">\u003cimg class=\"aligncenter size-full wp-image-17897\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM.png\" alt=\"\" width=\"500\" height=\"379\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM-320x243.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>In order to create a platform that can handle math homework (all that mathematical notation and such), the Slader team has created a number of tools, including an equation editor that captures the step-by-step process of moving through a solution. The team has also seeded the site with solutions to the homework problems in most high school level math textbooks. That's no easy task with approximately 100 textbooks in their various versions and editions (so roughly 275 textbooks in all). To create the answers (and it's worth noting too that there are multiple answers to the same question, demonstrating there are multiple ways to solve math problems), Slader enlisted the help of some 2,500 math majors and math teachers.\u003c/p>\n\u003cp>But the startup's demand for answers to every single homework problem in every single math textbook may be an obstacle that Slader will have to cross if it plans to expand. As is, it's incredibly challenging to keep pace with the ever-changing textbook industry. And right now, much of this work on Slader's part is done by hand. This isn't a mechanized system; this is the Slader team verifying correct answers as well as verifying the pages and exercise numbers in textbooks. Things will be further complicated if, as the startup plans, it expands beyond math to other subject areas.\u003c/p>\n\u003cp>And the startup also faces competition from a variety of other online homework help sites: \u003ca href=\"http://cramster.com\">Cramster\u003c/a>, for example, or Yahoo Answers or \u003ca href=\"http://www.homeworkhelp.com/\">Homeworkhelp.com\u003c/a>. Googling \"I need help with homework\" makes evident that there are a lot of questionable Web sites out there, ones with questionable answers and questionable fees. That will make it challenging for Slader to win an SEO game against some of these sites so that the startup actually shows up in searches. But it's also a challenge on the \"social\" search aspect as well. After all, students want the \"right\" answer, but they also tend to want to hear it from sources they trust -- and oftentimes that's their friends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As Slader expands, it will have to win over interest (and pocketbooks) of high school students to convince them to move their homework activities to its online community. It will also have to win over teachers and parents (something that the startup already makes a \u003ca href=\"http://www.slader.com/for-parents/\">great effort\u003c/a> to do), to help them understand that this isn't about cheating. Rather it's about students teaching and learning and sharing with one another. It's about recognizing that they've \u003cem>always\u003c/em> done this. And as such, it's about helping students with the tools and a service so that they can benefit in doing so -- benefit intellectually as well as financially.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/2885861465_8b4101648a_z/\" rel=\"attachment wp-att-17883\">\u003cimg class=\"size-medium wp-image-17883\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/2885861465_8b4101648a_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Woodleywonderworks\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>It’s one of the biggest debates going on among early childhood development experts: Is it more important for kindergartners to focus on academics and learn their ABC’s and numbers? Or spend more time on social and emotional issues, like how to play nice and pay attention?\u003c/p>\n\u003cp>Recent research by a \u003ca href=\"http://www.gse.uci.edu/faculty/profilebridge.php?faculty_id=5614\" target=\"_blank\">UC Irvine education professor\u003c/a> shows that math skills among kindergartners turn out to be a key predictor for future academic success.\u003c/p>\n\u003cp>Professor Greg Duncan and his colleagues \u003ca href=\"http://www.gse.uci.edu/research/achieve_attent_behave.php\" target=\"_blank\">analyzed studies\u003c/a> conducted with close to 20,000 kindergartners, assessing their knowledge of math, literacy and other skills, including their ability to stay on task and make friends. The studies followed the kindergartners for several years through elementary school, testing them in reading and math.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Kindergartners are learning what used to be learned in the first grade.”\u003c/aside>\n\u003cp>Even after accounting for differences in IQ and family income, Duncan found that those who learned the most math in kindergarten tended to have the highest math and reading scores years later.\u003c/p>\n\u003cp>“It was very surprising,” said Duncan, whose research appears in a \u003ca href=\"http://www.spencer.org/content.cfm/russell_sage_whither_opportunity\" target=\"_blank\">new book\u003c/a>. “Everyone says reading is most important, and if a child can read by third grade, the chance of dropping out of \u003c!--more-->school is so much lower. But it was math that stood out as serving the kids best in promoting later achievement. Reading was next most important, and then attention skills were third most important.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Social skills, including the ability to self-regulate and control one’s temper, are also important. But Duncan found that they weren’t as closely linked to future academic success as math and reading. Students who exhibit antisocial behavior through elementary and middle school tend to drop out of high school at higher rates, Duncan found, but again, those with persistently low math scores also dropped out at higher rates.\u003c/p>\n\u003cp>He said his research shows that kindergarten teachers ought to devote more time to math instruction. It can be simple things, he said, like learning shapes and numbers and the concept of smaller and bigger numbers along a number line.\u003c/p>\n\u003cp>“If you show kindergartners a line with zero at one end and 10 at the other, and ask them, ‘Where’s the 8?’, they tend to put the 8 in the middle,” Duncan said. “They don’t know that there’s this cardinal pattern. And unless you show them a number line and they understand where numbers are in relation to each other, it’ll be hard for them to get addition and subtraction later on.”\u003c/p>\n\u003cp>But some question whether children are ready for certain math concepts in kindergarten. As kindergarten has grown more academically oriented in the past decade, there’s been an increasing emphasis on teaching more advanced material to younger children.\u003c/p>\n\u003cp>“Kindergartners are learning what used to be learned in the first grade,” said Jill Cannon, a researcher who has \u003ca href=\"http://www.ppic.org/main/publication.asp?i=792\" target=\"_blank\">written about kindergarten\u003c/a> for the \u003ca href=\"http://www.ppic.org/main/home.asp\" target=\"_blank\">Public Policy Institute of California\u003c/a>. “Some people even argue that preschool is becoming too academic.”\u003c/p>\n\u003cp>Some childhood advocates warn that instructional time is edging out playtime and putting unnecessary pressure and stress on kids. In its \u003ca href=\"http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/kindergarten_report.pdf\" target=\"_blank\">report [PDF]\u003c/a> “Crisis in the Kindergarten,” the nonprofit \u003ca href=\"http://allianceforchildhood.org/\" target=\"_blank\">Alliance for Childhood\u003c/a> argues that children were being taught to master material beyond their developmental level while being deprived of playtime to help them cope with the stress.\u003c/p>\n\u003cp>“Some kindergartners are being taught to count to 100 by 1’s and by 10’s,” said Edward Miller, a senior researcher for the Alliance for Childhood. “But it’s very clear from the research that 5-year-olds are not capable of really understanding that kind of large number. So they’re being taught to repeat something that’s meaningless. And if they don’t, they get labeled as failures.”\u003c/p>\n\u003cp>Duncan said kindergartners are ready for a variety of math concepts that can be taught in fun and playful ways.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m not implying that there needs to be flashcards and drill-and-kill exercises,” Duncan said. He suggests teachers use math lessons that let kids explore and manipulate numbers. For parents, he recommends they point out shapes to their kids and play cards and board games to help them get comfortable with counting.\u003c/p>\n\u003ch5>\u003cem>The story was \u003ca href=\"http://californiawatch.org/dailyreport/kindergarten-math-skills-key-later-success-researchers-say-14243\">originally posted\u003c/a> on California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org/\">www.californiawatch.org\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"description": "Flickr:Woodleywonderworks By Eleanor Yang Su It’s one of the biggest debates going on among early childhood development experts: Is it more important for kindergartners to focus on academics and learn their ABC’s and numbers? Or spend more time on social and emotional issues, like how to play nice and pay attention? Recent research by a UC",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/2885861465_8b4101648a_z/\" rel=\"attachment wp-att-17883\">\u003cimg class=\"size-medium wp-image-17883\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/2885861465_8b4101648a_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Woodleywonderworks\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>It’s one of the biggest debates going on among early childhood development experts: Is it more important for kindergartners to focus on academics and learn their ABC’s and numbers? Or spend more time on social and emotional issues, like how to play nice and pay attention?\u003c/p>\n\u003cp>Recent research by a \u003ca href=\"http://www.gse.uci.edu/faculty/profilebridge.php?faculty_id=5614\" target=\"_blank\">UC Irvine education professor\u003c/a> shows that math skills among kindergartners turn out to be a key predictor for future academic success.\u003c/p>\n\u003cp>Professor Greg Duncan and his colleagues \u003ca href=\"http://www.gse.uci.edu/research/achieve_attent_behave.php\" target=\"_blank\">analyzed studies\u003c/a> conducted with close to 20,000 kindergartners, assessing their knowledge of math, literacy and other skills, including their ability to stay on task and make friends. The studies followed the kindergartners for several years through elementary school, testing them in reading and math.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Kindergartners are learning what used to be learned in the first grade.”\u003c/aside>\n\u003cp>Even after accounting for differences in IQ and family income, Duncan found that those who learned the most math in kindergarten tended to have the highest math and reading scores years later.\u003c/p>\n\u003cp>“It was very surprising,” said Duncan, whose research appears in a \u003ca href=\"http://www.spencer.org/content.cfm/russell_sage_whither_opportunity\" target=\"_blank\">new book\u003c/a>. “Everyone says reading is most important, and if a child can read by third grade, the chance of dropping out of \u003c!--more-->school is so much lower. But it was math that stood out as serving the kids best in promoting later achievement. Reading was next most important, and then attention skills were third most important.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Social skills, including the ability to self-regulate and control one’s temper, are also important. But Duncan found that they weren’t as closely linked to future academic success as math and reading. Students who exhibit antisocial behavior through elementary and middle school tend to drop out of high school at higher rates, Duncan found, but again, those with persistently low math scores also dropped out at higher rates.\u003c/p>\n\u003cp>He said his research shows that kindergarten teachers ought to devote more time to math instruction. It can be simple things, he said, like learning shapes and numbers and the concept of smaller and bigger numbers along a number line.\u003c/p>\n\u003cp>“If you show kindergartners a line with zero at one end and 10 at the other, and ask them, ‘Where’s the 8?’, they tend to put the 8 in the middle,” Duncan said. “They don’t know that there’s this cardinal pattern. And unless you show them a number line and they understand where numbers are in relation to each other, it’ll be hard for them to get addition and subtraction later on.”\u003c/p>\n\u003cp>But some question whether children are ready for certain math concepts in kindergarten. As kindergarten has grown more academically oriented in the past decade, there’s been an increasing emphasis on teaching more advanced material to younger children.\u003c/p>\n\u003cp>“Kindergartners are learning what used to be learned in the first grade,” said Jill Cannon, a researcher who has \u003ca href=\"http://www.ppic.org/main/publication.asp?i=792\" target=\"_blank\">written about kindergarten\u003c/a> for the \u003ca href=\"http://www.ppic.org/main/home.asp\" target=\"_blank\">Public Policy Institute of California\u003c/a>. “Some people even argue that preschool is becoming too academic.”\u003c/p>\n\u003cp>Some childhood advocates warn that instructional time is edging out playtime and putting unnecessary pressure and stress on kids. In its \u003ca href=\"http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/kindergarten_report.pdf\" target=\"_blank\">report [PDF]\u003c/a> “Crisis in the Kindergarten,” the nonprofit \u003ca href=\"http://allianceforchildhood.org/\" target=\"_blank\">Alliance for Childhood\u003c/a> argues that children were being taught to master material beyond their developmental level while being deprived of playtime to help them cope with the stress.\u003c/p>\n\u003cp>“Some kindergartners are being taught to count to 100 by 1’s and by 10’s,” said Edward Miller, a senior researcher for the Alliance for Childhood. “But it’s very clear from the research that 5-year-olds are not capable of really understanding that kind of large number. So they’re being taught to repeat something that’s meaningless. And if they don’t, they get labeled as failures.”\u003c/p>\n\u003cp>Duncan said kindergartners are ready for a variety of math concepts that can be taught in fun and playful ways.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m not implying that there needs to be flashcards and drill-and-kill exercises,” Duncan said. He suggests teachers use math lessons that let kids explore and manipulate numbers. For parents, he recommends they point out shapes to their kids and play cards and board games to help them get comfortable with counting.\u003c/p>\n\u003ch5>\u003cem>The story was \u003ca href=\"http://californiawatch.org/dailyreport/kindergarten-math-skills-key-later-success-researchers-say-14243\">originally posted\u003c/a> on California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org/\">www.californiawatch.org\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/iboy/\">\u003cimg class=\"size-full wp-image-17862\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Ernst Vikne\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">By Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>The goal of the videogame \"Civilization\" is to build a civilization that stands the test of time. You start the game in 4000 B.C. as a settler and, with successful gameplay, can create a civilization that lasts until the Space Age. Throughout the game, you need to manage your civilization's military, science, technology, commerce and culture.\u003c/p>\n\u003cp>One doesn't read \"The Decline and Fall of the Roman Empire\" to develop strategy before playing the game. One starts by playing. This is true for all videogames. You start by exploring the world with curiosity and begin to develop a hypothesis of what you're supposed to do. Through trial, error, pattern recognition, logic and chance you continually reformulate your trajectory.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">Students begin to develop a self-reliance that enjoys independent experimentation and exploration.\u003c/span>\u003c/aside>\n\u003cp>This model of learning is not only effective for videogames but for all digital tools, and I would argue that play -- especially in the digital sense -- is emerging as a pedagogical keystone for education in the 21st century.\u003c/p>\n\u003cp>Stuart Brown, M.D., explains in his book, \u003cem>\u003ca href=\"http://www.stuartbrownmd.com/\">Play\u003c/a>\u003c/em>, how a range of scientific disciplines have revealed the importance of lifelong play. Playfulness amplifies our capacity to innovate and to adapt to changing circumstances. Adults who are deprived of play are often rigid, inflexible and closed to trying out new options. Play is an active process that reshapes our rigid views of the world.\u003c/p>\n\u003ch5>THE POWER OF PLAY\u003c/h5>\n\u003cp>Play is also a powerful vehicle for learning, something that's been underscored for me in my work at San Francisco University High School where we began a one-to-one iPad program in the fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The iPad has been hyped as a device that will revolutionize education. And, while I've witnessed glimmers of this potential, it isn't microwavable. Migrating from an analog to a digital environment sounds simple enough, but the reality has been more disruptive.\u003c/p>\n\u003cp>Disruption can signal the onset of innovation, but this isn't comforting to the organizations and individuals that are at the epicenter of such turbulence. Yet with a schema of play, we can start to \u003c!--more-->mitigate the resistance to change.\u003c/p>\n\u003ch5>CREATING A SANDBOX\u003c/h5>\n\u003cp>The virtues of Apple's intuitive interfaces have been widely extolled, and while you don't need to be computer-savvy to navigate the operating system, there still is a learning curve. As we've designed training programs to make the learning curve as frictionless as possible, I've noticed that sessions that put a premium on play were not only more effective at cultivating the targeted skills, but also encouraged a growth mindset.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cspan style=\"color: #000000\">Read more about learning and play\u003c/span>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">\u003cspan style=\"color: #ff6600\">Teaching Kids the Rules of the Game\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">\u003cspan style=\"color: #ff6600\">Is it Possible to Combine TV and Play?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/what-makes-a-great-toy-for-creative-play/\">\u003cspan style=\"color: #ff6600\">What Makes a Great Toy for Creative Play?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The atmosphere of play created a sandbox where both students and faculty could explore the features of the device and apps with the spirit of curiosity and experimentation. Rather than solely being guided through this virtual landscape, they were learning how to orient and guide themselves. Within this learning model, the teacher or trainer shifts into more of a coaching role. The value of this approach extends beyond the classroom because students begin to develop a self-reliance that enjoys independent experimentation and exploration.\u003c/p>\n\u003cp>Play is vital for normal cognitive, social and emotional development. It reduces stress and increases well-being. Absence of play leads to maladaptive behavior.\u003c/p>\n\u003cp>As positive as play is, it requires the ability to make mistakes. It implies being able to entertain multiple scenarios and outcomes. Bubble logic, i.e., our testing culture, is diametrically opposed. Our systems of education haven't prepared us to think and act playfully, nor do our institutions of work by and large encourage this behavior. Yet it is this kind of playful disposition that is the muse of all great thinkers, artists and innovators.\u003c/p>\n\u003cp>Joichi Ito, the director of the MIT Media Lab, in a recent \u003ca href=\"http://www.nytimes.com/2011/12/06/science/joichi-ito-innovating-by-the-seat-of-our-pants.html\">New York Times essay\u003c/a> emphasized the correlation between innovation and play. In Ito's view, retaining childlike qualities such as idealism, experimentation and wonder is vital for innovation. In his words, \"I don't think education is about centralized instruction anymore; rather, it is the process establishing oneself as a node in a broad network of distributed creativity.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Play is about exploring the possible. In times of rapid change, exploring the possible becomes an essential skill. We don't have maps for the territory of tomorrow. As a result, all citizens must become explorers of this emerging world. The best way to prepare for the emergence of the future is to learn how to be comfortable with uncertainty. To be comfortable with uncertainty, one must remain fluid, receptive and creative -- in a word: playful.\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has taught taught middle school history and science, integrating technology to enhance his teaching and student learning. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/pbs-mediashift-logo-final-12/\" rel=\"attachment wp-att-17864\">\u003cimg class=\"alignleft size-thumbnail wp-image-17864\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"54\" height=\"54\">\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",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/iboy/\">\u003cimg class=\"size-full wp-image-17862\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/ipad_kids_play_byErnst_Vikne_flickrcc-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Ernst Vikne\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">By Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>The goal of the videogame \"Civilization\" is to build a civilization that stands the test of time. You start the game in 4000 B.C. as a settler and, with successful gameplay, can create a civilization that lasts until the Space Age. Throughout the game, you need to manage your civilization's military, science, technology, commerce and culture.\u003c/p>\n\u003cp>One doesn't read \"The Decline and Fall of the Roman Empire\" to develop strategy before playing the game. One starts by playing. This is true for all videogames. You start by exploring the world with curiosity and begin to develop a hypothesis of what you're supposed to do. Through trial, error, pattern recognition, logic and chance you continually reformulate your trajectory.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">Students begin to develop a self-reliance that enjoys independent experimentation and exploration.\u003c/span>\u003c/aside>\n\u003cp>This model of learning is not only effective for videogames but for all digital tools, and I would argue that play -- especially in the digital sense -- is emerging as a pedagogical keystone for education in the 21st century.\u003c/p>\n\u003cp>Stuart Brown, M.D., explains in his book, \u003cem>\u003ca href=\"http://www.stuartbrownmd.com/\">Play\u003c/a>\u003c/em>, how a range of scientific disciplines have revealed the importance of lifelong play. Playfulness amplifies our capacity to innovate and to adapt to changing circumstances. Adults who are deprived of play are often rigid, inflexible and closed to trying out new options. Play is an active process that reshapes our rigid views of the world.\u003c/p>\n\u003ch5>THE POWER OF PLAY\u003c/h5>\n\u003cp>Play is also a powerful vehicle for learning, something that's been underscored for me in my work at San Francisco University High School where we began a one-to-one iPad program in the fall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The iPad has been hyped as a device that will revolutionize education. And, while I've witnessed glimmers of this potential, it isn't microwavable. Migrating from an analog to a digital environment sounds simple enough, but the reality has been more disruptive.\u003c/p>\n\u003cp>Disruption can signal the onset of innovation, but this isn't comforting to the organizations and individuals that are at the epicenter of such turbulence. Yet with a schema of play, we can start to \u003c!--more-->mitigate the resistance to change.\u003c/p>\n\u003ch5>CREATING A SANDBOX\u003c/h5>\n\u003cp>The virtues of Apple's intuitive interfaces have been widely extolled, and while you don't need to be computer-savvy to navigate the operating system, there still is a learning curve. As we've designed training programs to make the learning curve as frictionless as possible, I've noticed that sessions that put a premium on play were not only more effective at cultivating the targeted skills, but also encouraged a growth mindset.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cspan style=\"color: #000000\">Read more about learning and play\u003c/span>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">\u003cspan style=\"color: #ff6600\">Teaching Kids the Rules of the Game\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">\u003cspan style=\"color: #ff6600\">Is it Possible to Combine TV and Play?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff6600\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/what-makes-a-great-toy-for-creative-play/\">\u003cspan style=\"color: #ff6600\">What Makes a Great Toy for Creative Play?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The atmosphere of play created a sandbox where both students and faculty could explore the features of the device and apps with the spirit of curiosity and experimentation. Rather than solely being guided through this virtual landscape, they were learning how to orient and guide themselves. Within this learning model, the teacher or trainer shifts into more of a coaching role. The value of this approach extends beyond the classroom because students begin to develop a self-reliance that enjoys independent experimentation and exploration.\u003c/p>\n\u003cp>Play is vital for normal cognitive, social and emotional development. It reduces stress and increases well-being. Absence of play leads to maladaptive behavior.\u003c/p>\n\u003cp>As positive as play is, it requires the ability to make mistakes. It implies being able to entertain multiple scenarios and outcomes. Bubble logic, i.e., our testing culture, is diametrically opposed. Our systems of education haven't prepared us to think and act playfully, nor do our institutions of work by and large encourage this behavior. Yet it is this kind of playful disposition that is the muse of all great thinkers, artists and innovators.\u003c/p>\n\u003cp>Joichi Ito, the director of the MIT Media Lab, in a recent \u003ca href=\"http://www.nytimes.com/2011/12/06/science/joichi-ito-innovating-by-the-seat-of-our-pants.html\">New York Times essay\u003c/a> emphasized the correlation between innovation and play. In Ito's view, retaining childlike qualities such as idealism, experimentation and wonder is vital for innovation. In his words, \"I don't think education is about centralized instruction anymore; rather, it is the process establishing oneself as a node in a broad network of distributed creativity.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Play is about exploring the possible. In times of rapid change, exploring the possible becomes an essential skill. We don't have maps for the territory of tomorrow. As a result, all citizens must become explorers of this emerging world. The best way to prepare for the emergence of the future is to learn how to be comfortable with uncertainty. To be comfortable with uncertainty, one must remain fluid, receptive and creative -- in a word: playful.\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has taught taught middle school history and science, integrating technology to enhance his teaching and student learning. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/pbs-mediashift-logo-final-12/\" rel=\"attachment wp-att-17864\">\u003cimg class=\"alignleft size-thumbnail wp-image-17864\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"54\" height=\"54\">\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>",
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"disqusTitle": "Two Students + Video Game = Innovations in Science",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5391282117/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17855\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/5391282117_4c1fdac59d-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Vancouver Film School\u003c/p>\n\u003c/div>\n\u003cp>The potential of using video games for purposes other than entertainment is starting to be unleashed -- not just by veteran scientists, but by young students.\u003c/p>\n\u003cp>Cassee Cain and Ziyuan Liu, Seniors at Oak Ridge High School in Tennessee, recently won the top team prize -- $100,000 -- at the Siemens Competition in Math, Science and Technology for modifying Microsoft's Xbox Kinect -- a motion sensor used for video games -- to monitor the gaits of people with prosthetic limbs or with illnesses that affect movement.\u003c/p>\n\u003cp>The team did this not as a part of a school project, but on their own time -- \"as soon as school got out for the summer,\" learning computer programming and human physiology.\u003c/p>\n\u003cp>They hope their device will improve diagnoses and physical therapy.\u003c/p>\n\u003cp>Robert Siegel, host of NPR's All Things Considered,\u003ca href=\"http://www.npr.org/2011/12/27/144335732/teens-win-top-honors-for-xbox-innovation?ft=1&f=1007,1013,1019,1024,1030,1049,1052,1130\"> talked to them\u003c/a> recently about their new innovation as part of the show's Young Innovators series.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Let's start with Cassee. First of all, how did the two of you come up with this idea?\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Well, Ziyuan and I have been friends for about four years now and we've had a lot of the same classes together and I've always been really interested in the medical field and Ziyuan has always been interested in computer science. And one day, he was at my house playing the Kinect. We were kind of curious how the Kinect could see and critique our dance moves and so this was just something that we were both really interested in and it kind of sparked our interest in this field.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: In a nutshell, how does it work?\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Well, the Kinect actually has two cameras and a laser emitter, so the laser emitter scatters little laser dots around the environment and that one of the cameras senses the distortion in these laser \u003c!--more-->dots to measure depth and the other camera takes in the picture of the environment and correlates that with the depth.\u003c/p>\n\u003cp>And with that, we're practically able to reconstruct the environment in 3D, but our project focuses on extracting certain points like joints, knee angles.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: So, for our project, because we were interested in the way that people are walking, so we tracked the hip, the knee and the ankle and, just by tracking those three points, we were able to find the knee angle, which is really useful for therapists and clinicians and prosthetists when not only fitting prosthetics, but also helping people with therapy and rehabilitation.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Well, take us back to your - after the moment when you decided this was a project you might do, how did you go about doing the project and how much study did you both have to do to apply the Kinect to this problem you'd identified?\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Actually, as soon as school got out for the summer, we began working at the Oakridge National Lab and went in to work about eight hours a day. We had to learn computer programming languages, but it also took a lot of learning about the background and how we could even apply this project.\u003c/p>\n\u003cp>So we learned a lot about gait analysis and that field and the work that's been previously done and also about future applications, as well as the computer side.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: What strikes me as so remarkable here is that, nowadays, the typical household might have something like a Kinect in it which is a phenomenal piece of technology. What you found was an interesting way of applying that technology, but it's in millions of homes all over the country.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Yeah. This is a device that you can go buy at Walmart and take out of the box and use, so it really adds to the portability and accessibility of this device and also the affordability.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Did you look, Ziyuan, at the kind of machinery that this might be replacing and how much more expensive it is than what you were working with?\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Oh, yeah. Oh, yes. Actually, we did research replays from the stereo cameras and those cost usually around $2,000 each and the Kinect - it's many, many more times more affordable.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: So if this gets around, you know, the two of you are going to be cited by a million kids as they tell their parents, no, I'm not just playing with the Kinect. It's my science project.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: That's actually how I got my parents to buy me the Kinect.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Same here.\u003c/p>\n\u003ch5>\u003cem>The transcript was originally \u003ca href=\"http://www.npr.org/2011/12/27/144335732/teens-win-top-honors-for-xbox-innovation?ft=1&f=1007,1013,1019,1024,1030,1049,1052,1130\">posted on NPR\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Let's start with Cassee. First of all, how did the two of you come up with this idea?\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Well, Ziyuan and I have been friends for about four years now and we've had a lot of the same classes together and I've always been really interested in the medical field and Ziyuan has always been interested in computer science. And one day, he was at my house playing the Kinect. We were kind of curious how the Kinect could see and critique our dance moves and so this was just something that we were both really interested in and it kind of sparked our interest in this field.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: In a nutshell, how does it work?\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Well, the Kinect actually has two cameras and a laser emitter, so the laser emitter scatters little laser dots around the environment and that one of the cameras senses the distortion in these laser \u003c!--more-->dots to measure depth and the other camera takes in the picture of the environment and correlates that with the depth.\u003c/p>\n\u003cp>And with that, we're practically able to reconstruct the environment in 3D, but our project focuses on extracting certain points like joints, knee angles.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: So, for our project, because we were interested in the way that people are walking, so we tracked the hip, the knee and the ankle and, just by tracking those three points, we were able to find the knee angle, which is really useful for therapists and clinicians and prosthetists when not only fitting prosthetics, but also helping people with therapy and rehabilitation.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Well, take us back to your - after the moment when you decided this was a project you might do, how did you go about doing the project and how much study did you both have to do to apply the Kinect to this problem you'd identified?\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Actually, as soon as school got out for the summer, we began working at the Oakridge National Lab and went in to work about eight hours a day. We had to learn computer programming languages, but it also took a lot of learning about the background and how we could even apply this project.\u003c/p>\n\u003cp>So we learned a lot about gait analysis and that field and the work that's been previously done and also about future applications, as well as the computer side.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: What strikes me as so remarkable here is that, nowadays, the typical household might have something like a Kinect in it which is a phenomenal piece of technology. What you found was an interesting way of applying that technology, but it's in millions of homes all over the country.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Yeah. This is a device that you can go buy at Walmart and take out of the box and use, so it really adds to the portability and accessibility of this device and also the affordability.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Did you look, Ziyuan, at the kind of machinery that this might be replacing and how much more expensive it is than what you were working with?\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Oh, yeah. Oh, yes. Actually, we did research replays from the stereo cameras and those cost usually around $2,000 each and the Kinect - it's many, many more times more affordable.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: So if this gets around, you know, the two of you are going to be cited by a million kids as they tell their parents, no, I'm not just playing with the Kinect. It's my science project.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: That's actually how I got my parents to buy me the Kinect.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Same here.\u003c/p>\n\u003ch5>\u003cem>The transcript was originally \u003ca href=\"http://www.npr.org/2011/12/27/144335732/teens-win-top-honors-for-xbox-innovation?ft=1&f=1007,1013,1019,1024,1030,1049,1052,1130\">posted on NPR\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17846\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/87463263-300x247.jpg\" alt=\"\" width=\"300\" height=\"247\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Looking ahead at some of the education technology trends we'll likely see in 2012, many are already underway.\u003c/p>\n\u003cp>But here are 12 areas where we believe we'll see significant adoption and innovation in the coming months.\u003c/p>\n\u003cp>\u003cstrong>MOBILE PHONES\u003c/strong>: Mobile learning is hardly a new trend, but we have now reached the point with near ubiquitous cellphone ownership among adults, and growing ownership among children. More than three-quarters of teens own a cellphone, and about \u003ca href=\"http://blog.nielsen.com/nielsenwire/?p=29786\">40%\u003c/a> own a smartphone. As such, these mobile devices will help unlock some of the promise of \"anytime, anywhere\" learning opportunities.\u003c/p>\n\u003cp>\u003cstrong>BYOD (BRING YOUR OWN DEVICE)\u003c/strong>: A related trend to mobile learning. More schools will grapple with their policies surrounding students bringing their own devices to school. They do so already, of course, although cellphones in particular are often required to be turned off or stowed in backpacks or lockers. It isn't just cellphones that are brought from home now either. There are iPod Touches, tablets, laptops, e-readers, and netbooks, and schools will weigh whether or not students will be permitted or even encouraged to bring their own devices to school.\u003c/p>\n\u003cp>\u003cstrong>BANDWIDTH ISSUES\u003c/strong>: The \u003ca href=\"http://fcc.gov/\">FCC\u003c/a> has made broadband access the focus of some of its efforts over the last few years, arguing for its importance to the U.S. economy and education. It’s pushing for better access across the board, but also recognizing the importance of high-speed Internet specifically at schools and libraries. Even those schools with broadband access may find their \u003c!--more-->resources strained in coming months -- with the increasing number of mobile devices brought to schools, tapping into the local network as well as with growing demands for streaming video content.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>NATURAL USER INTERFACES\u003c/strong>: The last few year have brought about a number of important innovations in the ways in which we interact and interface with technology: motion-sensing as with the Microsoft Kinect, the touchscreen of the iPhone, the voice-activation of Siri. Just as the graphical user interface, the GUI, opened computer technologies to new populations (specifically non-programmers), these natural user interfaces will likely push those things further forward, increasing accessibility.\u003c/p>\n\u003cp>\u003cstrong>WEB APPS (HTML5)\u003c/strong>: Despite the popularity of Apple devices -- among consumers and in the classroom -- an emphasis or reliance on native (iOS or Mac) apps excludes a lot of people. The demands for tools that can be used at home and at school, regardless of device, will lead to more Web-based education applications. Thanks to HTML5 technology, Flash, which is still used by a lot of educational content providers, will no longer be as ubiquitous.\u003c/p>\n\u003cp>\u003cstrong>DATA\u003c/strong>: \"Data-driven\" has been a buzz phrase in education for a number of years now, but much of the emphasis has been on standardized testing. With more \"data exhaust\" from our usage of technology and the Web, there's a trove of information we aren't really fully tracking when it comes to teaching and learning. 2012 will likely bring about a search for new analytical tools to account for just this (many sidestepping the question of whether or not teaching and learning can be quantified and analyzed this way).\u003c/p>\n\u003cp>\u003cstrong>ADAPTIVE LEARNING\u003c/strong>: Adaptive learning companies had an interesting year: Knewton and Grockit raised substantial investment, for example, while Carnegie Learning found itself critiqued in a \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?pagewanted=all\">New York Times story\u003c/a>. With the promise of personalized learning -- that is, instruction and quizzes aimed at a student's specific needs and skills -- adaptive learning is poised for widespread adoption, both at the K-12 and higher ed levels.\u003c/p>\n\u003cp>\u003cstrong>PRIVACY/SECURITY\u003c/strong>: There was an increasing realization in 2011 that many of the pieces of legislation that govern children and students' online interactions are woefully out of date. As such, there will be increased scrutiny in 2012 to COPPA (the Children's Online Privacy Protection Act), CIPA (the Children's Internet Protection Act), and FERPA (the Family Educational Rights and Privacy Act). Whether or not the government's legislation and kids' usage actually match up will be another thing entirely. Another major trend of the year, particularly in light of an increasing importance of data: user (student) control of their own educational data -- that means both privacy protections and data portability.\u003c/p>\n\u003cp>\u003cstrong>OPEN LICENSING\u003c/strong>: \"Open\" may well be one of the big marketing terms we'll hear in the coming months, and it'll take some scrutiny to really evaluate what many companies mean when they adopt the label. That said, openly licensed content and openly licensed code is likely to be one of the most important trends in 2012: open source technology, open source textbooks, open educational resources, and open data.\u003c/p>\n\u003cp>\u003cstrong>PEER TO PEER\u003c/strong>: \"Social learning\" has gained a lot of attention in recent years as new technologies have offered ways for students to communicate and collaborate -- whether they're side-by-side in the classroom or thousands of miles away. The ability for learners to connect with one another will be one of the most important trends of the coming year. This isn't just a matter of connecting learners with online resources or with online instruction. Rather, one of the big opportunities will be to create a space in which learners can help and teach each other.\u003c/p>\n\u003cp>\u003cstrong>THE MAKER MOVEMENT\u003c/strong>: The Maker Movement -- encouraging people to make things by hand -- may be one of the most important keys to improving STEM education in this country. That's because it works outside the realm of standardized testing and all the associated hand-wringing. The movement, which includes efforts like Maker Faire and \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, may be the key to helping new demographics (or at the very least, \"kids\") discover science, technology, engineering and math (STEM) in an exciting and hands-on way. Building and tinkering and playing all offer powerful ways to learn and experiment. We need more of this -- lots more.\u003c/p>\n\u003cp>\u003cstrong>GAMING\u003c/strong>: Game-based learning has been on the cusp of being \"the next big thing\" for a while now. Perhaps 2012 will be the year. With the flourishing of mobile technologies, with the promise of data and analytics, and with a realization that we can create new and engaging ways to move through lessons, we are likely to see an explosion of educational gaming apps this year. The big question, of course -- with this as with every new ed-tech development: does this actually improve learning? When is a educational game fun? What makes it engaging? What makes it actually educational?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>What are your predictions for technology and learning in 2012? We'd love to hear your thoughts in the comments.\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>NATURAL USER INTERFACES\u003c/strong>: The last few year have brought about a number of important innovations in the ways in which we interact and interface with technology: motion-sensing as with the Microsoft Kinect, the touchscreen of the iPhone, the voice-activation of Siri. Just as the graphical user interface, the GUI, opened computer technologies to new populations (specifically non-programmers), these natural user interfaces will likely push those things further forward, increasing accessibility.\u003c/p>\n\u003cp>\u003cstrong>WEB APPS (HTML5)\u003c/strong>: Despite the popularity of Apple devices -- among consumers and in the classroom -- an emphasis or reliance on native (iOS or Mac) apps excludes a lot of people. The demands for tools that can be used at home and at school, regardless of device, will lead to more Web-based education applications. Thanks to HTML5 technology, Flash, which is still used by a lot of educational content providers, will no longer be as ubiquitous.\u003c/p>\n\u003cp>\u003cstrong>DATA\u003c/strong>: \"Data-driven\" has been a buzz phrase in education for a number of years now, but much of the emphasis has been on standardized testing. With more \"data exhaust\" from our usage of technology and the Web, there's a trove of information we aren't really fully tracking when it comes to teaching and learning. 2012 will likely bring about a search for new analytical tools to account for just this (many sidestepping the question of whether or not teaching and learning can be quantified and analyzed this way).\u003c/p>\n\u003cp>\u003cstrong>ADAPTIVE LEARNING\u003c/strong>: Adaptive learning companies had an interesting year: Knewton and Grockit raised substantial investment, for example, while Carnegie Learning found itself critiqued in a \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?pagewanted=all\">New York Times story\u003c/a>. With the promise of personalized learning -- that is, instruction and quizzes aimed at a student's specific needs and skills -- adaptive learning is poised for widespread adoption, both at the K-12 and higher ed levels.\u003c/p>\n\u003cp>\u003cstrong>PRIVACY/SECURITY\u003c/strong>: There was an increasing realization in 2011 that many of the pieces of legislation that govern children and students' online interactions are woefully out of date. As such, there will be increased scrutiny in 2012 to COPPA (the Children's Online Privacy Protection Act), CIPA (the Children's Internet Protection Act), and FERPA (the Family Educational Rights and Privacy Act). Whether or not the government's legislation and kids' usage actually match up will be another thing entirely. Another major trend of the year, particularly in light of an increasing importance of data: user (student) control of their own educational data -- that means both privacy protections and data portability.\u003c/p>\n\u003cp>\u003cstrong>OPEN LICENSING\u003c/strong>: \"Open\" may well be one of the big marketing terms we'll hear in the coming months, and it'll take some scrutiny to really evaluate what many companies mean when they adopt the label. That said, openly licensed content and openly licensed code is likely to be one of the most important trends in 2012: open source technology, open source textbooks, open educational resources, and open data.\u003c/p>\n\u003cp>\u003cstrong>PEER TO PEER\u003c/strong>: \"Social learning\" has gained a lot of attention in recent years as new technologies have offered ways for students to communicate and collaborate -- whether they're side-by-side in the classroom or thousands of miles away. The ability for learners to connect with one another will be one of the most important trends of the coming year. This isn't just a matter of connecting learners with online resources or with online instruction. Rather, one of the big opportunities will be to create a space in which learners can help and teach each other.\u003c/p>\n\u003cp>\u003cstrong>THE MAKER MOVEMENT\u003c/strong>: The Maker Movement -- encouraging people to make things by hand -- may be one of the most important keys to improving STEM education in this country. That's because it works outside the realm of standardized testing and all the associated hand-wringing. The movement, which includes efforts like Maker Faire and \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, may be the key to helping new demographics (or at the very least, \"kids\") discover science, technology, engineering and math (STEM) in an exciting and hands-on way. Building and tinkering and playing all offer powerful ways to learn and experiment. We need more of this -- lots more.\u003c/p>\n\u003cp>\u003cstrong>GAMING\u003c/strong>: Game-based learning has been on the cusp of being \"the next big thing\" for a while now. Perhaps 2012 will be the year. With the flourishing of mobile technologies, with the promise of data and analytics, and with a realization that we can create new and engaging ways to move through lessons, we are likely to see an explosion of educational gaming apps this year. The big question, of course -- with this as with every new ed-tech development: does this actually improve learning? When is a educational game fun? What makes it engaging? What makes it actually educational?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are your predictions for technology and learning in 2012? We'd love to hear your thoughts in the comments.\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/pp-dec11-infographic-1000/\" rel=\"attachment wp-att-17833\">\u003cimg class=\"alignright size-large wp-image-17833\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/pp-dec11-infographic-1000-620x789.jpg\" alt=\"\" width=\"620\" height=\"789\">\u003c/a>\u003c/p>\n\u003cp>In its \u003ca href=\"http://www.ascd.org/publications/newsletters/policy-priorities/vol17/num04/toc.aspx\">Policy Priorities report, Can Social Media and School Policies be \"Friends,\"\u003c/a> ASCD provides a state-of-the union on social media use in schools. How administrators and educators deal with federal regulations, defining what's legal, parsing out school responsibilities and weighing them against the benefits of using social media to engage and communicate with students are all addressed in this useful guide. MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Dispelling Myths About Blocked Sites\u003c/a> is also in the lineup.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003ch5>\u003cem>This week, we feature the most popular posts of the year on MindShift. This one, which seems most apropos to review on the eve of 2012, took the top spot.\u003c/em>\u003c/h5>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/booleansplit/3616922753/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/3616922753_14c7ec393d-300x346.jpg\" alt=\"\" width=\"300\" height=\"346\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Robert S. Donavan\u003c/p>\n\u003c/div>\n\u003cp>Inspired by Sandy Speicher's vision of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">designed school day of the future\u003c/a>, reader Shelly Blake-Plock shared\u003ca href=\"http://teachpaperless.blogspot.com/2009/12/21-things-that-will-become-obsolete-in.html\"> his own predictions\u003c/a> of that ideal day. How close are we to this? The post was written in December 2009, and Blake-Plock says he's seeing some of these already beginning to come to fruition.\u003c/p>\n\u003cp>\u003cem>[Update: I asked Blake-Plock to respond to comments to this post. Read it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">here\u003c/a>.]\u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003cstrong>1. DESKS\u003c/strong>\u003cbr>\nThe 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of flow, collaboration, and dynamism help you rearrange your room for authentic 21st century learning.\u003c/p>\n\u003cp>\u003cstrong>2. LANGUAGE LABS\u003c/strong>\u003cbr>\nForeign language acquisition is only a smartphone away. Get rid of those clunky desktops and monitors and do something fun with that room.\u003c/p>\n\u003cp>\u003cstrong>3. COMPUTERS\u003c/strong>\u003cbr>\nOk, so this is a trick answer. More precisely this one should read: \"Our concept of what a computer is.\" Because computing is going mobile and over the next decade we're going to see the full fury of individualized computing via handhelds come to the fore. Can't wait.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>4. HOMEWORK\u003c/strong>\u003cbr>\nThe 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don't need kids to 'go to school' more; we need them to 'learn' more. And this will be done 24/7 and on the move (see #3).\u003c/p>\n\u003cp>\u003cstrong>5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS\u003c/strong>\u003cbr>\nThe AP Exam is on its last legs. The SAT isn't far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.\u003c/p>\n\u003cp>\u003cstrong>6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER \u003c/strong>\u003cbr>\nThe 21st century is customizable. In ten years, the teacher who hasn't yet figured out how to use tech to personalize learning will be the teacher out of a job. Differentiation won't make you \u003c!--more-->'distinguished'; it'll just be a natural part of your work.\u003c/p>\n\u003cp>\u003cstrong>7. FEAR OF WIKIPEDIA\u003c/strong>\u003cbr>\nWikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, it's time you get over yourself.\u003c/p>\n\u003cp>\u003cstrong>8. PAPERBACKS\u003c/strong>\u003cbr>\nBooks were nice. In ten years' time, all reading will be via digital means. And yes, I know, you like the 'feel' of paper. Well, in ten years' time you'll hardly tell the difference as 'paper' itself becomes digitized.\u003c/p>\n\u003cp>\u003cstrong>9. ATTENDANCE OFFICES\u003c/strong>\u003cbr>\nBio scans. 'Nuff said.\u003c/p>\n\u003cp>\u003cstrong>10. LOCKERS\u003c/strong>\u003cbr>\nA coat-check, maybe.\u003c/p>\n\u003cp>\u003cstrong>11. I.T. DEPARTMENTS\u003c/strong>\u003cbr>\nOk, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade's worth of increased wifi and satellite access will make some of the traditional roles of IT -- software, security, and connectivity -- a thing of the past. What will IT professionals do with all their free time? Innovate. Look to tech departments to instigate real change in the function of schools over the next twenty years.\u003c/p>\n\u003cp>\u003cstrong>12. CENTRALIZED INSTITUTIONS\u003c/strong>\u003cbr>\nSchool buildings are going to become 'homebases' of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be going out into their communities to engage in experiential learning.\u003c/p>\n\u003cp>\u003cstrong>13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE \u003c/strong>\u003cbr>\nEducation over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The structure of K-12 will be fundamentally altered.\u003c/p>\n\u003cp>\u003cstrong>14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY\u003c/strong>\u003cbr>\nThis is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that 21st century tech integration be modeled by the very professors who are supposed to be preparing our teachers.\u003c/p>\n\u003cp>\u003cstrong>15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT\u003c/strong>\u003cbr>\nNo one knows your school as well as you. With the power of a PLN (professional learing networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. This is already happening.\u003c/p>\n\u003cp>\u003cstrong>16. CURRENT CURRICULAR NORMS\u003c/strong>\u003cbr>\nThere is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.\u003c/p>\n\u003cp>\u003cstrong>17. PARENT-TEACHER CONFERENCE NIGHT\u003c/strong>\u003cbr>\nOngoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years, parents and teachers will become closer than ever as a result of virtual communication opportunities. And parents will drive schools to become ever more tech integrated.\u003c/p>\n\u003cp>\u003cstrong>18. TYPICAL CAFETERIA FOOD\u003c/strong>\u003cbr>\nNutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.\u003c/p>\n\u003cp>\u003cstrong>19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN\u003c/strong>\u003cbr>\nYou need a website/brochure/promo/etc.? Well, for goodness sake just let your kids do it. By the end of the decade -- in the best of schools -- they will be.\u003c/p>\n\u003cp>\u003cstrong>20. HIGH SCHOOL ALGEBRA 1\u003c/strong>\u003cbr>\nWithin the decade, it will either become the norm to teach this course in middle school or we'll have finally woken up to the fact that there's no reason to give algebra weight over statistics and I.T. in high school for non-math majors (and they will have all taken it in middle school anyway).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>21. PAPER\u003c/strong>\u003cbr>\nIn ten years' time, schools will decrease their paper consumption by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/ms_school_future_th1342f08-9/\" rel=\"attachment wp-att-8871\">\u003cimg class=\"alignleft size-full wp-image-8871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cem>This week, we feature the most popular posts of the year on MindShift. This one, which seems most apropos to review on the eve of 2012, took the top spot.\u003c/em>\u003c/h5>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/booleansplit/3616922753/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/3616922753_14c7ec393d-300x346.jpg\" alt=\"\" width=\"300\" height=\"346\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Robert S. Donavan\u003c/p>\n\u003c/div>\n\u003cp>Inspired by Sandy Speicher's vision of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">designed school day of the future\u003c/a>, reader Shelly Blake-Plock shared\u003ca href=\"http://teachpaperless.blogspot.com/2009/12/21-things-that-will-become-obsolete-in.html\"> his own predictions\u003c/a> of that ideal day. How close are we to this? The post was written in December 2009, and Blake-Plock says he's seeing some of these already beginning to come to fruition.\u003c/p>\n\u003cp>\u003cem>[Update: I asked Blake-Plock to respond to comments to this post. Read it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">here\u003c/a>.]\u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003cstrong>1. DESKS\u003c/strong>\u003cbr>\nThe 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of flow, collaboration, and dynamism help you rearrange your room for authentic 21st century learning.\u003c/p>\n\u003cp>\u003cstrong>2. LANGUAGE LABS\u003c/strong>\u003cbr>\nForeign language acquisition is only a smartphone away. Get rid of those clunky desktops and monitors and do something fun with that room.\u003c/p>\n\u003cp>\u003cstrong>3. COMPUTERS\u003c/strong>\u003cbr>\nOk, so this is a trick answer. More precisely this one should read: \"Our concept of what a computer is.\" Because computing is going mobile and over the next decade we're going to see the full fury of individualized computing via handhelds come to the fore. Can't wait.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>4. HOMEWORK\u003c/strong>\u003cbr>\nThe 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don't need kids to 'go to school' more; we need them to 'learn' more. And this will be done 24/7 and on the move (see #3).\u003c/p>\n\u003cp>\u003cstrong>5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS\u003c/strong>\u003cbr>\nThe AP Exam is on its last legs. The SAT isn't far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.\u003c/p>\n\u003cp>\u003cstrong>6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER \u003c/strong>\u003cbr>\nThe 21st century is customizable. In ten years, the teacher who hasn't yet figured out how to use tech to personalize learning will be the teacher out of a job. Differentiation won't make you \u003c!--more-->'distinguished'; it'll just be a natural part of your work.\u003c/p>\n\u003cp>\u003cstrong>7. FEAR OF WIKIPEDIA\u003c/strong>\u003cbr>\nWikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, it's time you get over yourself.\u003c/p>\n\u003cp>\u003cstrong>8. PAPERBACKS\u003c/strong>\u003cbr>\nBooks were nice. In ten years' time, all reading will be via digital means. And yes, I know, you like the 'feel' of paper. Well, in ten years' time you'll hardly tell the difference as 'paper' itself becomes digitized.\u003c/p>\n\u003cp>\u003cstrong>9. ATTENDANCE OFFICES\u003c/strong>\u003cbr>\nBio scans. 'Nuff said.\u003c/p>\n\u003cp>\u003cstrong>10. LOCKERS\u003c/strong>\u003cbr>\nA coat-check, maybe.\u003c/p>\n\u003cp>\u003cstrong>11. I.T. DEPARTMENTS\u003c/strong>\u003cbr>\nOk, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade's worth of increased wifi and satellite access will make some of the traditional roles of IT -- software, security, and connectivity -- a thing of the past. What will IT professionals do with all their free time? Innovate. Look to tech departments to instigate real change in the function of schools over the next twenty years.\u003c/p>\n\u003cp>\u003cstrong>12. CENTRALIZED INSTITUTIONS\u003c/strong>\u003cbr>\nSchool buildings are going to become 'homebases' of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be going out into their communities to engage in experiential learning.\u003c/p>\n\u003cp>\u003cstrong>13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE \u003c/strong>\u003cbr>\nEducation over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The structure of K-12 will be fundamentally altered.\u003c/p>\n\u003cp>\u003cstrong>14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY\u003c/strong>\u003cbr>\nThis is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that 21st century tech integration be modeled by the very professors who are supposed to be preparing our teachers.\u003c/p>\n\u003cp>\u003cstrong>15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT\u003c/strong>\u003cbr>\nNo one knows your school as well as you. With the power of a PLN (professional learing networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. This is already happening.\u003c/p>\n\u003cp>\u003cstrong>16. CURRENT CURRICULAR NORMS\u003c/strong>\u003cbr>\nThere is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.\u003c/p>\n\u003cp>\u003cstrong>17. PARENT-TEACHER CONFERENCE NIGHT\u003c/strong>\u003cbr>\nOngoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years, parents and teachers will become closer than ever as a result of virtual communication opportunities. And parents will drive schools to become ever more tech integrated.\u003c/p>\n\u003cp>\u003cstrong>18. TYPICAL CAFETERIA FOOD\u003c/strong>\u003cbr>\nNutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.\u003c/p>\n\u003cp>\u003cstrong>19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN\u003c/strong>\u003cbr>\nYou need a website/brochure/promo/etc.? Well, for goodness sake just let your kids do it. By the end of the decade -- in the best of schools -- they will be.\u003c/p>\n\u003cp>\u003cstrong>20. HIGH SCHOOL ALGEBRA 1\u003c/strong>\u003cbr>\nWithin the decade, it will either become the norm to teach this course in middle school or we'll have finally woken up to the fact that there's no reason to give algebra weight over statistics and I.T. in high school for non-math majors (and they will have all taken it in middle school anyway).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>21. PAPER\u003c/strong>\u003cbr>\nIn ten years' time, schools will decrease their paper consumption by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/ms_school_future_th1342f08-9/\" rel=\"attachment wp-att-8871\">\u003cimg class=\"alignleft size-full wp-image-8871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/the-touchy-feely-future-of-technology/6226457945_25fbf1675c_z/\" rel=\"attachment wp-att-17790\">\u003cimg class=\"size-medium wp-image-17790\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/6226457945_25fbf1675c_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: maxcosworth\u003c/p>\n\u003c/div>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp>In 1975, when then-composer and performer \u003ca href=\"http://billbuxton.com/\" target=\"_blank\">Bill Buxton\u003c/a> started designing his own digital musical instruments, he had no way of knowing he was helping to spark the next technological revolution. But nine years — and a master's in computer science — later, that all changed.\u003c/p>\n\u003cp>\"I wasn't trying to make a computer interface, I was just trying to make a drum,\" Buxton tells NPR's Robert Siegel. \"Did I envision what was going to happen today, that it would be in everybody's pocket — in their smartphone? Absolutely not. Did we realize that things were going to be different, that you could do things that we never imagined? ... Absolutely.\"\u003c/p>\n\u003cp>Today, Buxton is known as a pioneer in human-computer interaction, a field of computer science that has seen a spike in consumer demand thanks to a new, seemingly ubiquitous technology: Touch.\u003c/p>\n\u003cp>According to the technology, media and telecommunications company \u003ca href=\"http://www.ihs.com/products/isuppli/index.aspx\" target=\"_blank\">IHS iSuppli\u003c/a>, global shipments of touch-screen cellphones and tablets have gone from 244 million units to 630 million units in just two years. This year, iPad sales nearly quadrupled compared to 2010.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 140px\">\u003ca href=\"http://research.microsoft.com/en-us/um/people/bibuxton/buxtoncollection/detail.aspx?id=227\">\u003cimg class=\"size-thumbnail wp-image-17777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/IMG_0558-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Casio AT 550 watch\u003c/p>\n\u003c/div>\n\u003cp>\u003ca href=\"http://www.npr.org/2011/12/23/144185699/timeline-a-history-of-touch-screen-technology\">Read more about the history of touch-screen technology as it has evolved over the years. \u003c/a>\u003c/p>\u003c/aside>\n\u003cp>But if you ask Bill Buxton, the touch explosion has been long in the making. It's part of a theory he calls \u003ca href=\"http://www.businessweek.com/innovate/content/jan2008/id2008012_297369.htm\" target=\"_blank\">The Long Nose of Innovation\u003c/a> and it says that much of the innovation behind any technological breakthrough actually takes place over a long period of time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Buxton became part of the long nose of touch technology when, in 1977, he signed up to study computer science at the University of Toronto. Today, Buxton is \u003ca href=\"http://research.microsoft.com/en-us/people/bibuxton/\" target=\"_blank\">principal researcher at Microsoft Research\u003c/a>, but he says the fact that he started out as a musician and not a technology insider has been invaluable to his work in computer science.\u003c/p>\n\u003cp>\"It's just your imagination that's driving it and you're not trying to be so deliberate,\" he says. \"That usually just makes you get uptight, constrained and it's far better just to find something you love doing, chase it down and the rest will just fall out.\"\u003c/p>\n\u003cp>\u003cstrong>Sci-Fi: Boldly Going Where No Science Has Gone Before\u003c/strong>\u003c/p>\n\u003cp>To many, the tablet computer seems new. But NPR's Laura Sydell reports that the idea for a flat, personal computer shaped like a book has actually been around for a long time. Just think of Arthur C. Clarke's 1968 novel \u003ca href=\"http://www.npr.org/books/titles/139095392/2001-a-space-odyssey\" target=\"_blank\">2001: A Space Odyssey\u003c/a> in which space travelers follow news on Earth via a \"Newspad\" that downloads the world's major electronic papers.\u003c/p>\n\u003cp>Clarke's newspads also show up in Stanley Kubrick's 1968 film by the same name, where the fictional devices look so much like an iPad that today \u003ca href=\"http://www.npr.org/blogs/thetwo-way/2011/08/24/139925696/samsung-objects-to-ipad-patent-saying-stanley-kubrick-came-up-with-it-first\" target=\"_blank\">Samsung says it proves their Galaxy Tab isn't a rip off of Apple's iPad\u003c/a>. They've even included a link to a YouTube clip from the film in their court documents.\u003c/p>\n\u003cp>Even before \u003cem>Space Odyssey\u003c/em>, tablet computers had already appeared in 1966 on the original \u003cem>Star Trek\u003c/em>. The first iteration was called an electronic clipboard and was used to control the ship. Around 1989, it was redesigned to ultimately do a lot of the same things iPads do today; \u003ca href=\"http://www.youtube.com/watch?v=yVqHoGKQXLI&feature=player_embedded#%21\">the show's characters used it\u003c/a> to read books, look at reports and send messages.\u003c/p>\n\u003cp>Usability expert Kevin Fox says he's not surprised science fiction writers came up with the tablet before science did.\u003c/p>\n\u003cp>\"I think science fiction is the brainstorming part of science,\" Fox says. \"Look at \u003ca href=\"http://www.npr.org/books/authors/139110060/jules-verne\">Jules Verne\u003c/a> for example. He's talking about going to the moon; he's talking about submarines, that sort of thing. It's a lot easier to do that than it is to hold your tongue ... until you've actually made a rocket that can go to the moon.\"\u003c/p>\n\u003cp>\u003cstrong>How iPads Are Changing The Classroom\u003c/strong>\u003c/p>\n\u003cp>Now that the iPad \u003cem>does\u003c/em> exist, people are finding a lot of practical applications for it. Jamestown Elementary School in Arlington County, Va., has a growing cache of iPads, about 100 for 600 students. The school uses its tablets for everything from writing to math to reading graphic novels. \u003c!--more-->But NPR's Larry Abramson reports that in one classroom the iPad has been a real game changer.\u003c/p>\n\u003cp>Special education assistant Lesley McKeever uses an iPad to get her student, an affectionate autistic boy who can't speak, to learn to connect words with images by touching the right picture on the screen. Touch technology has been so helpful for students with autism that Arlington County provides enough iPads for every student in the special education classroom.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Four Ways Technology Will Change Our Lives In The Future\u003c/h5>\n\u003cp>\u003cem>Technology experts Mike McSherry, CEO of \u003ca href=\"http://www.npr.org/2011/12/26/144146395/%5C%5C%5C%5C%5C%22http://www.swype.com/%5C%5C%5C%5C%5C%22\">Swype\u003c/a>, and Bill Buxton make their predictions for where technology will go next. \u003c/em>\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>1. Gesture Technology:\u003c/strong> \"I think you're going to be able to do things with your head or your eyes,\" McSherry tells Robert Siegel. \"Maybe you're interacting with your laptop right in front of you and it's got a little camera that looks back at you. Right now that's only used for video chat and I think that's going to become more of an interpretive camera that identifies gestures while interacting with your common laptop.\"\u003c/p>\n\u003cp>\u003cstrong>2. Personal Profile Models: \u003c/strong>\"I think you're going to have personal profile models that follow you around. Your language is different than someone else's language and as you interact with a phone or a tablet or your car, your language is going to be different in all those different contextual environments,\" McSherry says. \"You're gonna build that profile with you and if you pick up a new device, you want to take that learned knowledge and behavior with you. You don't want to train it up from scratch.\"\u003c/p>\n\u003cp>\u003cstrong>3. The Cloud:\u003c/strong> \"Stand-alone devices are essentially going away,\" McSherry says. \"The phone's all connected; tablets you either have the Wi-Fi or cellular connection in there and you're also going to store settings up in the cloud, where the more I know about how you interact with something, the better I'm going to be able to predict future behavior of that. And I think people are going to want that ease of interaction and known preferences.\"\u003c/p>\n\u003cp>\u003cstrong>4. True Window Shopping:\u003c/strong> Researcher Bill Buxton says,\u003cstrong> \u003c/strong>\"I imagine in the future that we truly will have window shopping in the sense that you walk down the street and you can actually see some clothing and use your mobile to pass over your dimensions and you'll be able to on a screen see that piece of clothing, how well it fits your body shape, walking around through some avatar and then have it purchased and delivered.\"\u003c/p>\n\u003c/div>\n\u003c/aside>\n\u003cp>According to Apple, more than 2,300 school districts in the U.S. have iPad programs for students or teachers. But the benefits of having iPads in the classroom don't come free. Teachers say you have to invest time into the technology in order to get something out of it, which means much of the iPad's usefulness will depend on the applications both teachers and publishers discover as adoption grows.\u003c/p>\n\u003cp>\u003cstrong>The Jury's Still Out On Tablets In Hospitals\u003c/strong>\u003c/p>\n\u003cp>Hospitals are also exploring the usefulness of iPads. At the University of California, San Diego Hospital, physician's assistant Kate Franko uses an iPad 2 to update a patient who just received a brand new kidney on his recovery. She pulls up a graph of blood tests that charts how well his new kidney is working, then a chest X-ray from a few days ago.\u003c/p>\n\u003cp>It shouldn't come as a surprise that tablets are starting to find their way into hospitals, but Jenny Gold of NPR partner Kaiser Health News reports that their usefulness in the medical profession is still an open question. There are concerns about spotty wireless in hospitals, distracted doctors and the security of patient records.\u003c/p>\n\u003cp>Jonathan Mack of the \u003ca href=\"http://www.westwirelesshealth.org/\" target=\"_blank\">West Wireless Health Institute\u003c/a>, a nonprofit that works to lower the cost of health care through new technology, says another reason more hospitals aren't using tablets is that they've already invested millions into electronic record systems that aren't compatible with tablets.\u003c/p>\n\u003cp>\"In order to go back around and deploy these on iPads with full functionality,\" Mack says, \"it requires [that hospitals] cough up a lot more money.\"\u003c/p>\n\u003cp>And hospitals won't be willing to do that when they aren't even sure that tablets will make things easier. In the meantime, even pioneers like Franko are hedging their bets. In addition to her iPad and two iPhones, she also carries a good old-fashioned pager around — just in case.\u003c/p>\n\u003cp>\u003cstrong>Living The Fantasy Of Touch\u003c/strong>\u003c/p>\n\u003cp>Hospitals aren't the only ones expressing hesitation about touch. Professor \u003ca href=\"http://www.mit.edu/%7Esturkle/\" target=\"_blank\">Sherry Turkle\u003c/a>, director of the MIT Initiative on Technology and Self, sees the rise of technology like smartphones as \u003ca href=\"http://www.npr.org/2011/02/25/134059283/have-we-grown-too-fond-of-technology\" target=\"_blank\">cause for concern\u003c/a>. She says touch devices are more than just the latest in a sequence of high-tech distractions.\u003c/p>\n\u003cp>\"I think that the touch pad is a very important moment because the touch pad makes our devices feel more like an extension of ourselves,\" Turkle tells Robert Siegel. \"We feel anxious when we're not in contact [and] we feel a kind of psychic permission.\"\u003c/p>\n\u003cp>A psychic permission to, say, text in the middle of a class or even at a funeral. That's because whipping out your touch-screen smartphone is a lot more discreet then whipping out your laptop. And if touch-screen texting isn't subtle enough, Turkle says she knows of people who are trying to perfect the technique of texting without breaking eye-contact.\u003c/p>\n\u003cp>\"This is becoming a new, highly valued social skill,\" she says.\u003c/p>\n\u003cp>(In keeping with Bill Buxton's Long Nose theory, so-called blind texting technology has actually been around for a while — since 1984, to be exact. That's the year Casio released the \u003ca href=\"http://research.microsoft.com/en-us/um/people/bibuxton/buxtoncollection/detail.aspx?id=227\" target=\"_blank\">AT-550 watch\u003c/a> which allowed users to write character over character on the watch in order to control calculator functions. According to Buxton, \"Incredibly subtle texting is there just waiting for somebody to make a product. There's no impediment to that.\")\u003c/p>\n\u003cp>Even without blind texting, there's something almost instinctual about the relationship people are developing with their technology. Turkle says that's because touch-screen devices appeal to a sentiment that pretty much everyone can relate to: the desire to be a kid again.\u003c/p>\n\u003cp>\"[The] fantasy of using your body to control the virtual is a child's fantasy of their body being connected to the world,\" Turkle says. \"That's the child's earliest experience of the world and it kind of gets broken up by the reality that you're separate from the world. And what these phones do is bring back that fantasy in the most primitive way.\"\u003c/p>\n\u003cp>And Turkle warns that living in that fantasy world could mean missing out on the real world around you.\u003c/p>\n\u003cp>\u003cstrong>Surface: The Next 'Bingo' Moment\u003c/strong>\u003c/p>\n\u003cp>Still, it's clear that the fantasy world of touch technology isn't going anywhere. Samsung and Microsoft have just released a new product that's bound to once again change the way many people interact with computers.\u003c/p>\n\u003cp>It's called the Samsung SUR40, or Microsoft's Surface, and while it looks a lot like a table, it's actually a multi-touch computer. The Surface at the Microsoft facility in Reston, Va., has a screen saver that makes it look like a pool of water. When you wave your hands over it, the water ripples in response. But when your hands approach the screen, a menu turns to face you. If someone across the table moves \u003cem>their\u003c/em> hands to the monitor, the menu turns to face \u003cem>them\u003c/em>. That's because the Surface can actually see your hand approaching it.\u003c/p>\n\u003cp>\"Not only is it a display that can present graphical information to you, each pixel can be thought of as like a camera element in a digital camera, or scanner,\" says Bill Buxton, who came up with the idea for Surface.\u003c/p>\n\u003cp>Buxton explains the way Surface works as being similar to how two paper cups connected by a piece of string can serve as walkie-talkies. In the walkie-talkie scenario, each cup is used as both a microphone to speak into and a speaker to hear what the other person is saying. Somewhere around 1992, Buxton says he started wondering if the same thing could be done with light.\u003c/p>\n\u003cp>\"I asked an engineer who was way smarter than me, 'Could that be done?' and the answer was 'Yes,'\" Buxton recalls. \"In essence Surface is the first device that really has taken that approach.\"\u003c/p>\n\u003cp>Buxton explains that the Surface monitor is made of up pixels that can both display images and read them. So if you hold a piece of paper face-down on the monitor, it can tell you what it says — and that's pretty groundbreaking.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"That opens up a whole new realm of interaction that is something that some of us have been working on for over a decade, and dreamed about maybe 20 years ago,\" Buxton says. \"And bingo, it's starting to be manufactured.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/the-touchy-feely-future-of-technology/6226457945_25fbf1675c_z/\" rel=\"attachment wp-att-17790\">\u003cimg class=\"size-medium wp-image-17790\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/6226457945_25fbf1675c_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: maxcosworth\u003c/p>\n\u003c/div>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp>In 1975, when then-composer and performer \u003ca href=\"http://billbuxton.com/\" target=\"_blank\">Bill Buxton\u003c/a> started designing his own digital musical instruments, he had no way of knowing he was helping to spark the next technological revolution. But nine years — and a master's in computer science — later, that all changed.\u003c/p>\n\u003cp>\"I wasn't trying to make a computer interface, I was just trying to make a drum,\" Buxton tells NPR's Robert Siegel. \"Did I envision what was going to happen today, that it would be in everybody's pocket — in their smartphone? Absolutely not. Did we realize that things were going to be different, that you could do things that we never imagined? ... Absolutely.\"\u003c/p>\n\u003cp>Today, Buxton is known as a pioneer in human-computer interaction, a field of computer science that has seen a spike in consumer demand thanks to a new, seemingly ubiquitous technology: Touch.\u003c/p>\n\u003cp>According to the technology, media and telecommunications company \u003ca href=\"http://www.ihs.com/products/isuppli/index.aspx\" target=\"_blank\">IHS iSuppli\u003c/a>, global shipments of touch-screen cellphones and tablets have gone from 244 million units to 630 million units in just two years. This year, iPad sales nearly quadrupled compared to 2010.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 140px\">\u003ca href=\"http://research.microsoft.com/en-us/um/people/bibuxton/buxtoncollection/detail.aspx?id=227\">\u003cimg class=\"size-thumbnail wp-image-17777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/IMG_0558-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Casio AT 550 watch\u003c/p>\n\u003c/div>\n\u003cp>\u003ca href=\"http://www.npr.org/2011/12/23/144185699/timeline-a-history-of-touch-screen-technology\">Read more about the history of touch-screen technology as it has evolved over the years. \u003c/a>\u003c/p>\u003c/aside>\n\u003cp>But if you ask Bill Buxton, the touch explosion has been long in the making. It's part of a theory he calls \u003ca href=\"http://www.businessweek.com/innovate/content/jan2008/id2008012_297369.htm\" target=\"_blank\">The Long Nose of Innovation\u003c/a> and it says that much of the innovation behind any technological breakthrough actually takes place over a long period of time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Buxton became part of the long nose of touch technology when, in 1977, he signed up to study computer science at the University of Toronto. Today, Buxton is \u003ca href=\"http://research.microsoft.com/en-us/people/bibuxton/\" target=\"_blank\">principal researcher at Microsoft Research\u003c/a>, but he says the fact that he started out as a musician and not a technology insider has been invaluable to his work in computer science.\u003c/p>\n\u003cp>\"It's just your imagination that's driving it and you're not trying to be so deliberate,\" he says. \"That usually just makes you get uptight, constrained and it's far better just to find something you love doing, chase it down and the rest will just fall out.\"\u003c/p>\n\u003cp>\u003cstrong>Sci-Fi: Boldly Going Where No Science Has Gone Before\u003c/strong>\u003c/p>\n\u003cp>To many, the tablet computer seems new. But NPR's Laura Sydell reports that the idea for a flat, personal computer shaped like a book has actually been around for a long time. Just think of Arthur C. Clarke's 1968 novel \u003ca href=\"http://www.npr.org/books/titles/139095392/2001-a-space-odyssey\" target=\"_blank\">2001: A Space Odyssey\u003c/a> in which space travelers follow news on Earth via a \"Newspad\" that downloads the world's major electronic papers.\u003c/p>\n\u003cp>Clarke's newspads also show up in Stanley Kubrick's 1968 film by the same name, where the fictional devices look so much like an iPad that today \u003ca href=\"http://www.npr.org/blogs/thetwo-way/2011/08/24/139925696/samsung-objects-to-ipad-patent-saying-stanley-kubrick-came-up-with-it-first\" target=\"_blank\">Samsung says it proves their Galaxy Tab isn't a rip off of Apple's iPad\u003c/a>. They've even included a link to a YouTube clip from the film in their court documents.\u003c/p>\n\u003cp>Even before \u003cem>Space Odyssey\u003c/em>, tablet computers had already appeared in 1966 on the original \u003cem>Star Trek\u003c/em>. The first iteration was called an electronic clipboard and was used to control the ship. Around 1989, it was redesigned to ultimately do a lot of the same things iPads do today; \u003ca href=\"http://www.youtube.com/watch?v=yVqHoGKQXLI&feature=player_embedded#%21\">the show's characters used it\u003c/a> to read books, look at reports and send messages.\u003c/p>\n\u003cp>Usability expert Kevin Fox says he's not surprised science fiction writers came up with the tablet before science did.\u003c/p>\n\u003cp>\"I think science fiction is the brainstorming part of science,\" Fox says. \"Look at \u003ca href=\"http://www.npr.org/books/authors/139110060/jules-verne\">Jules Verne\u003c/a> for example. He's talking about going to the moon; he's talking about submarines, that sort of thing. It's a lot easier to do that than it is to hold your tongue ... until you've actually made a rocket that can go to the moon.\"\u003c/p>\n\u003cp>\u003cstrong>How iPads Are Changing The Classroom\u003c/strong>\u003c/p>\n\u003cp>Now that the iPad \u003cem>does\u003c/em> exist, people are finding a lot of practical applications for it. Jamestown Elementary School in Arlington County, Va., has a growing cache of iPads, about 100 for 600 students. The school uses its tablets for everything from writing to math to reading graphic novels. \u003c!--more-->But NPR's Larry Abramson reports that in one classroom the iPad has been a real game changer.\u003c/p>\n\u003cp>Special education assistant Lesley McKeever uses an iPad to get her student, an affectionate autistic boy who can't speak, to learn to connect words with images by touching the right picture on the screen. Touch technology has been so helpful for students with autism that Arlington County provides enough iPads for every student in the special education classroom.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Four Ways Technology Will Change Our Lives In The Future\u003c/h5>\n\u003cp>\u003cem>Technology experts Mike McSherry, CEO of \u003ca href=\"http://www.npr.org/2011/12/26/144146395/%5C%5C%5C%5C%5C%22http://www.swype.com/%5C%5C%5C%5C%5C%22\">Swype\u003c/a>, and Bill Buxton make their predictions for where technology will go next. \u003c/em>\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>1. Gesture Technology:\u003c/strong> \"I think you're going to be able to do things with your head or your eyes,\" McSherry tells Robert Siegel. \"Maybe you're interacting with your laptop right in front of you and it's got a little camera that looks back at you. Right now that's only used for video chat and I think that's going to become more of an interpretive camera that identifies gestures while interacting with your common laptop.\"\u003c/p>\n\u003cp>\u003cstrong>2. Personal Profile Models: \u003c/strong>\"I think you're going to have personal profile models that follow you around. Your language is different than someone else's language and as you interact with a phone or a tablet or your car, your language is going to be different in all those different contextual environments,\" McSherry says. \"You're gonna build that profile with you and if you pick up a new device, you want to take that learned knowledge and behavior with you. You don't want to train it up from scratch.\"\u003c/p>\n\u003cp>\u003cstrong>3. The Cloud:\u003c/strong> \"Stand-alone devices are essentially going away,\" McSherry says. \"The phone's all connected; tablets you either have the Wi-Fi or cellular connection in there and you're also going to store settings up in the cloud, where the more I know about how you interact with something, the better I'm going to be able to predict future behavior of that. And I think people are going to want that ease of interaction and known preferences.\"\u003c/p>\n\u003cp>\u003cstrong>4. True Window Shopping:\u003c/strong> Researcher Bill Buxton says,\u003cstrong> \u003c/strong>\"I imagine in the future that we truly will have window shopping in the sense that you walk down the street and you can actually see some clothing and use your mobile to pass over your dimensions and you'll be able to on a screen see that piece of clothing, how well it fits your body shape, walking around through some avatar and then have it purchased and delivered.\"\u003c/p>\n\u003c/div>\n\u003c/aside>\n\u003cp>According to Apple, more than 2,300 school districts in the U.S. have iPad programs for students or teachers. But the benefits of having iPads in the classroom don't come free. Teachers say you have to invest time into the technology in order to get something out of it, which means much of the iPad's usefulness will depend on the applications both teachers and publishers discover as adoption grows.\u003c/p>\n\u003cp>\u003cstrong>The Jury's Still Out On Tablets In Hospitals\u003c/strong>\u003c/p>\n\u003cp>Hospitals are also exploring the usefulness of iPads. At the University of California, San Diego Hospital, physician's assistant Kate Franko uses an iPad 2 to update a patient who just received a brand new kidney on his recovery. She pulls up a graph of blood tests that charts how well his new kidney is working, then a chest X-ray from a few days ago.\u003c/p>\n\u003cp>It shouldn't come as a surprise that tablets are starting to find their way into hospitals, but Jenny Gold of NPR partner Kaiser Health News reports that their usefulness in the medical profession is still an open question. There are concerns about spotty wireless in hospitals, distracted doctors and the security of patient records.\u003c/p>\n\u003cp>Jonathan Mack of the \u003ca href=\"http://www.westwirelesshealth.org/\" target=\"_blank\">West Wireless Health Institute\u003c/a>, a nonprofit that works to lower the cost of health care through new technology, says another reason more hospitals aren't using tablets is that they've already invested millions into electronic record systems that aren't compatible with tablets.\u003c/p>\n\u003cp>\"In order to go back around and deploy these on iPads with full functionality,\" Mack says, \"it requires [that hospitals] cough up a lot more money.\"\u003c/p>\n\u003cp>And hospitals won't be willing to do that when they aren't even sure that tablets will make things easier. In the meantime, even pioneers like Franko are hedging their bets. In addition to her iPad and two iPhones, she also carries a good old-fashioned pager around — just in case.\u003c/p>\n\u003cp>\u003cstrong>Living The Fantasy Of Touch\u003c/strong>\u003c/p>\n\u003cp>Hospitals aren't the only ones expressing hesitation about touch. Professor \u003ca href=\"http://www.mit.edu/%7Esturkle/\" target=\"_blank\">Sherry Turkle\u003c/a>, director of the MIT Initiative on Technology and Self, sees the rise of technology like smartphones as \u003ca href=\"http://www.npr.org/2011/02/25/134059283/have-we-grown-too-fond-of-technology\" target=\"_blank\">cause for concern\u003c/a>. She says touch devices are more than just the latest in a sequence of high-tech distractions.\u003c/p>\n\u003cp>\"I think that the touch pad is a very important moment because the touch pad makes our devices feel more like an extension of ourselves,\" Turkle tells Robert Siegel. \"We feel anxious when we're not in contact [and] we feel a kind of psychic permission.\"\u003c/p>\n\u003cp>A psychic permission to, say, text in the middle of a class or even at a funeral. That's because whipping out your touch-screen smartphone is a lot more discreet then whipping out your laptop. And if touch-screen texting isn't subtle enough, Turkle says she knows of people who are trying to perfect the technique of texting without breaking eye-contact.\u003c/p>\n\u003cp>\"This is becoming a new, highly valued social skill,\" she says.\u003c/p>\n\u003cp>(In keeping with Bill Buxton's Long Nose theory, so-called blind texting technology has actually been around for a while — since 1984, to be exact. That's the year Casio released the \u003ca href=\"http://research.microsoft.com/en-us/um/people/bibuxton/buxtoncollection/detail.aspx?id=227\" target=\"_blank\">AT-550 watch\u003c/a> which allowed users to write character over character on the watch in order to control calculator functions. According to Buxton, \"Incredibly subtle texting is there just waiting for somebody to make a product. There's no impediment to that.\")\u003c/p>\n\u003cp>Even without blind texting, there's something almost instinctual about the relationship people are developing with their technology. Turkle says that's because touch-screen devices appeal to a sentiment that pretty much everyone can relate to: the desire to be a kid again.\u003c/p>\n\u003cp>\"[The] fantasy of using your body to control the virtual is a child's fantasy of their body being connected to the world,\" Turkle says. \"That's the child's earliest experience of the world and it kind of gets broken up by the reality that you're separate from the world. And what these phones do is bring back that fantasy in the most primitive way.\"\u003c/p>\n\u003cp>And Turkle warns that living in that fantasy world could mean missing out on the real world around you.\u003c/p>\n\u003cp>\u003cstrong>Surface: The Next 'Bingo' Moment\u003c/strong>\u003c/p>\n\u003cp>Still, it's clear that the fantasy world of touch technology isn't going anywhere. Samsung and Microsoft have just released a new product that's bound to once again change the way many people interact with computers.\u003c/p>\n\u003cp>It's called the Samsung SUR40, or Microsoft's Surface, and while it looks a lot like a table, it's actually a multi-touch computer. The Surface at the Microsoft facility in Reston, Va., has a screen saver that makes it look like a pool of water. When you wave your hands over it, the water ripples in response. But when your hands approach the screen, a menu turns to face you. If someone across the table moves \u003cem>their\u003c/em> hands to the monitor, the menu turns to face \u003cem>them\u003c/em>. That's because the Surface can actually see your hand approaching it.\u003c/p>\n\u003cp>\"Not only is it a display that can present graphical information to you, each pixel can be thought of as like a camera element in a digital camera, or scanner,\" says Bill Buxton, who came up with the idea for Surface.\u003c/p>\n\u003cp>Buxton explains the way Surface works as being similar to how two paper cups connected by a piece of string can serve as walkie-talkies. In the walkie-talkie scenario, each cup is used as both a microphone to speak into and a speaker to hear what the other person is saying. Somewhere around 1992, Buxton says he started wondering if the same thing could be done with light.\u003c/p>\n\u003cp>\"I asked an engineer who was way smarter than me, 'Could that be done?' and the answer was 'Yes,'\" Buxton recalls. \"In essence Surface is the first device that really has taken that approach.\"\u003c/p>\n\u003cp>Buxton explains that the Surface monitor is made of up pixels that can both display images and read them. So if you hold a piece of paper face-down on the monitor, it can tell you what it says — and that's pretty groundbreaking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"That opens up a whole new realm of interaction that is something that some of us have been working on for over a decade, and dreamed about maybe 20 years ago,\" Buxton says. \"And bingo, it's starting to be manufactured.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003cem>This week, we feature the most popular posts over the past year on MindShift.\u003c/em>\u003c/h5>\n\u003cfigure id=\"attachment_17765\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/saxtouri/2461246945/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17765\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/2461246945_d9ba5b1d04-300x243.jpg\" alt=\"\" width=\"300\" height=\"243\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>When a student gets a good grade, wins an award, or proudly holds up a painting, we all know by now that we're not supposed to say, \"Good job!\" Praising the achievement rather than the effort will backfire.\u003c/p>\n\u003cp>To a kid, \"Good job\" means \"You're smart\" or \"You're talented\" -- the praise goes to inherent, natural-born abilities or intelligence. But that immediate spark of self-pride will turn into deep self-doubt when the child invariably comes across a bigger challenge and doesn't immediately succeed.\u003c/p>\n\u003cp>Kids who are praised for their intelligence end up caring more about grades, trophies, and awards than those who are praised for their effort, according to the famous 1998 Stanford report \"Effects of Intelligence and Effort Praise\" by Claudia Mueller and Carol Dweck. The study showed that \"after failure, [kids] also displayed less task persistence, less task enjoyment, more low-ability attributions, and worse task performance than children praised for effort.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">Kids might think that if they have to work hard at something, that must mean they're not smart. \"It’s a theory about how the world works.\"\u003c/aside>\n\u003cp>But there's another byproduct: children praised for intelligence \"described it as a \u003cem>fixed trait\u003c/em> more than children praised for hard work, who believed it to be subject to improvement.\"\u003c/p>\n\u003cp>Why is that such a bad thing? Because telling kids they're smart when they get good grades encourages them to continue focusing on the grade rather than the learning process. They just want to keep being smart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>BEYOND SMARTS\u003c/strong>\u003c/p>\n\u003cp>In more recent years, research on \u003cem>how \u003c/em>the brain learns is building on those studies. \"How we learn shapes what we know and what we can do,\" writes author Annie Murphy Paul \u003ca href=\"http://ideas.time.com/2011/10/12/the-science-of-how-we-learn/#ixzz1cl1QGIPI\">in a recent \u003cem>Time \u003c/em>column\u003c/a>. \"Our knowledge and our abilities are largely determined not by our IQ or some other fixed \u003c!--more-->measure of intelligence, but by the effectiveness of our learning process: call it our learning quotient.\"\u003c/p>\n\u003cp>The idea that anyone can learn, regardless of their inherent IQ -- with emphasis on the process, the work, the effort -- is at the heart of the work of \u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley.\u003c/p>\n\u003cp>Mendoza-Denton extends the idea that what's harmful about emphasis on achievement and intelligence can also be applied to emphasis on learning styles (audio, visual) or \"\u003ca href=\"pzweb.harvard.edu/pis/hg_mi_after_20_years.pdf\">multiple intelligences\u003c/a>,\" a theory by Harvard professor \u003ca href=\"http://www.howardgardner.com/http://www.howardgardner.com/\">Howard Gardner\u003c/a> who distinguishes between different kinds of learners: spatial, linguistic, logical-mathematical, and so on.\u003c/p>\n\u003cp>Mendoza-Denton believes that emphasizing \"native intelligences\" reinforces the belief that kids are good at some things and, conversely, bad at others.\u003c/p>\n\u003cp>\"It’s pervasive in our cultural narrative,\" Mendoza-Denton said at the recent \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. \"'I'm not this kind of learner or that kind of learner. I'm good at words, but not math.'\"\u003c/p>\n\u003cp>Taking that idea one step further, kids might think that if they have to work hard at something, that must mean they're not smart. \"It’s a theory about how the world works,\" he said.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely\">recent story on NPR\u003c/a> somewhat backs up Mendoza-Denton's theories. Although \"an entire industry has sprouted based on learning styles,\" a review of learning style studies led psychologist Doug Rohrer to believe that there is \"no scientific evidence backing up the idea.\"\u003c/p>\n\u003cp>\"We have not found evidence from a randomized control trial supporting any of these, and until such evidence exists, we don't recommend that they be used,\" he \u003ca href=\"http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely\">told NPR\u003c/a>.\u003c/p>\n\u003cp>Another researcher added more nuance. In a \u003ca href=\"http://californiawatch.org/dailyreport/researchers-question-learning-styles-theory-12734\">recent story by California Watch\u003c/a>, a researcher questions the effects of calling out native abilities. “Clearly, people have distinctive abilities and aptitudes. Some people have higher visual ability, and some have higher auditory ability,” said UCSD professor Hal Pashler, lead author on the report. “But the question is whether that predicts anything about the most effective way to teach them. … There is a complete lack of evidence of the sort.”\u003c/p>\n\u003cp>This has caused a \u003ca href=\"http://fwd.pearson.com/blog/2011/09/01/npr-says-learning-styles-are-a-myth/\">big debate\u003c/a> in education circles by those who question the motivation of those debunking learning styles. But Mendoza-Denton maintains that reinforcing the idea that effort and elbow grease are as important or more than innate smarts will place kids on the best path of learning.\u003c/p>\n\u003cp>\"Instead of saying, 'I’m not good at math, why bother trying,' she'll say, 'I didn’t study enough, so I should try harder,'\" Mendoza-Denton said. \"The meaning of difficulty changes. Difficulty means trying harder, trying a different strategy. They understand that change is possible, and progress occurs over time.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The meaning of difficulty changes. Difficulty means trying harder, trying a different strategy. They understand that change is possible, and progress occurs over time.\"\u003c/aside>\n\u003cp>And just as importantly, that mistakes are \u003cem>part\u003c/em> of good learning. As a \u003ca href=\"http://www.wired.com/wiredscience/2011/10/why-do-some-people-learn-faster-2/\">Wired article\u003c/a> recently reported about why some are more effective at learning from mistakes, \"the important part is what happens next.\" People with a \"growth mindset\" -- those who \"believe that we can get better at almost anything, provided we invest the necessary time and energy\" -- were significantly better at learning from their mistakes.\u003c/p>\n\u003cp>This also touches on social justice issues, of course, that bring up stereotype beliefs about gender and race -- Asians are better at math, girls are worse at math, African Americans don't do well on tests like the SAT. Mendoza-Denton cited a number of studies that showed students live up (or down) to the expectations set for them. It's a self-fulfilling prophecy.\u003c/p>\n\u003cp>All of this is not to say that people don't have specific talents, he said. \"People have aptitudes that are undeniable,\" he said. \"We can’t all be geniuses, but we can all access learning.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So what should parents and teachers take away from this? What we might consider ancillary to learning -- things like bonding with the teacher or mentor, words of praise about working hard over good grades -- are actually crucial to achievement. \"Simple things can affect achievement in a deep way,\" he said.\u003c/p>\n\u003cdiv>All of this raises further questions. What values about learning do we want for our kids? Is it important for them to be naturally smart to be ultimately successful? What does this say about our school assessments? How do we measure and define \"achievement\" without grades? More food for thought.\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cem>This week, we feature the most popular posts over the past year on MindShift.\u003c/em>\u003c/h5>\n\u003cfigure id=\"attachment_17765\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/saxtouri/2461246945/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17765\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/2461246945_d9ba5b1d04-300x243.jpg\" alt=\"\" width=\"300\" height=\"243\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>When a student gets a good grade, wins an award, or proudly holds up a painting, we all know by now that we're not supposed to say, \"Good job!\" Praising the achievement rather than the effort will backfire.\u003c/p>\n\u003cp>To a kid, \"Good job\" means \"You're smart\" or \"You're talented\" -- the praise goes to inherent, natural-born abilities or intelligence. But that immediate spark of self-pride will turn into deep self-doubt when the child invariably comes across a bigger challenge and doesn't immediately succeed.\u003c/p>\n\u003cp>Kids who are praised for their intelligence end up caring more about grades, trophies, and awards than those who are praised for their effort, according to the famous 1998 Stanford report \"Effects of Intelligence and Effort Praise\" by Claudia Mueller and Carol Dweck. The study showed that \"after failure, [kids] also displayed less task persistence, less task enjoyment, more low-ability attributions, and worse task performance than children praised for effort.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">Kids might think that if they have to work hard at something, that must mean they're not smart. \"It’s a theory about how the world works.\"\u003c/aside>\n\u003cp>But there's another byproduct: children praised for intelligence \"described it as a \u003cem>fixed trait\u003c/em> more than children praised for hard work, who believed it to be subject to improvement.\"\u003c/p>\n\u003cp>Why is that such a bad thing? Because telling kids they're smart when they get good grades encourages them to continue focusing on the grade rather than the learning process. They just want to keep being smart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>BEYOND SMARTS\u003c/strong>\u003c/p>\n\u003cp>In more recent years, research on \u003cem>how \u003c/em>the brain learns is building on those studies. \"How we learn shapes what we know and what we can do,\" writes author Annie Murphy Paul \u003ca href=\"http://ideas.time.com/2011/10/12/the-science-of-how-we-learn/#ixzz1cl1QGIPI\">in a recent \u003cem>Time \u003c/em>column\u003c/a>. \"Our knowledge and our abilities are largely determined not by our IQ or some other fixed \u003c!--more-->measure of intelligence, but by the effectiveness of our learning process: call it our learning quotient.\"\u003c/p>\n\u003cp>The idea that anyone can learn, regardless of their inherent IQ -- with emphasis on the process, the work, the effort -- is at the heart of the work of \u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley.\u003c/p>\n\u003cp>Mendoza-Denton extends the idea that what's harmful about emphasis on achievement and intelligence can also be applied to emphasis on learning styles (audio, visual) or \"\u003ca href=\"pzweb.harvard.edu/pis/hg_mi_after_20_years.pdf\">multiple intelligences\u003c/a>,\" a theory by Harvard professor \u003ca href=\"http://www.howardgardner.com/http://www.howardgardner.com/\">Howard Gardner\u003c/a> who distinguishes between different kinds of learners: spatial, linguistic, logical-mathematical, and so on.\u003c/p>\n\u003cp>Mendoza-Denton believes that emphasizing \"native intelligences\" reinforces the belief that kids are good at some things and, conversely, bad at others.\u003c/p>\n\u003cp>\"It’s pervasive in our cultural narrative,\" Mendoza-Denton said at the recent \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. \"'I'm not this kind of learner or that kind of learner. I'm good at words, but not math.'\"\u003c/p>\n\u003cp>Taking that idea one step further, kids might think that if they have to work hard at something, that must mean they're not smart. \"It’s a theory about how the world works,\" he said.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely\">recent story on NPR\u003c/a> somewhat backs up Mendoza-Denton's theories. Although \"an entire industry has sprouted based on learning styles,\" a review of learning style studies led psychologist Doug Rohrer to believe that there is \"no scientific evidence backing up the idea.\"\u003c/p>\n\u003cp>\"We have not found evidence from a randomized control trial supporting any of these, and until such evidence exists, we don't recommend that they be used,\" he \u003ca href=\"http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely\">told NPR\u003c/a>.\u003c/p>\n\u003cp>Another researcher added more nuance. In a \u003ca href=\"http://californiawatch.org/dailyreport/researchers-question-learning-styles-theory-12734\">recent story by California Watch\u003c/a>, a researcher questions the effects of calling out native abilities. “Clearly, people have distinctive abilities and aptitudes. Some people have higher visual ability, and some have higher auditory ability,” said UCSD professor Hal Pashler, lead author on the report. “But the question is whether that predicts anything about the most effective way to teach them. … There is a complete lack of evidence of the sort.”\u003c/p>\n\u003cp>This has caused a \u003ca href=\"http://fwd.pearson.com/blog/2011/09/01/npr-says-learning-styles-are-a-myth/\">big debate\u003c/a> in education circles by those who question the motivation of those debunking learning styles. But Mendoza-Denton maintains that reinforcing the idea that effort and elbow grease are as important or more than innate smarts will place kids on the best path of learning.\u003c/p>\n\u003cp>\"Instead of saying, 'I’m not good at math, why bother trying,' she'll say, 'I didn’t study enough, so I should try harder,'\" Mendoza-Denton said. \"The meaning of difficulty changes. Difficulty means trying harder, trying a different strategy. They understand that change is possible, and progress occurs over time.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The meaning of difficulty changes. Difficulty means trying harder, trying a different strategy. They understand that change is possible, and progress occurs over time.\"\u003c/aside>\n\u003cp>And just as importantly, that mistakes are \u003cem>part\u003c/em> of good learning. As a \u003ca href=\"http://www.wired.com/wiredscience/2011/10/why-do-some-people-learn-faster-2/\">Wired article\u003c/a> recently reported about why some are more effective at learning from mistakes, \"the important part is what happens next.\" People with a \"growth mindset\" -- those who \"believe that we can get better at almost anything, provided we invest the necessary time and energy\" -- were significantly better at learning from their mistakes.\u003c/p>\n\u003cp>This also touches on social justice issues, of course, that bring up stereotype beliefs about gender and race -- Asians are better at math, girls are worse at math, African Americans don't do well on tests like the SAT. Mendoza-Denton cited a number of studies that showed students live up (or down) to the expectations set for them. It's a self-fulfilling prophecy.\u003c/p>\n\u003cp>All of this is not to say that people don't have specific talents, he said. \"People have aptitudes that are undeniable,\" he said. \"We can’t all be geniuses, but we can all access learning.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So what should parents and teachers take away from this? What we might consider ancillary to learning -- things like bonding with the teacher or mentor, words of praise about working hard over good grades -- are actually crucial to achievement. \"Simple things can affect achievement in a deep way,\" he said.\u003c/p>\n\u003cdiv>All of this raises further questions. What values about learning do we want for our kids? Is it important for them to be naturally smart to be ultimately successful? What does this say about our school assessments? How do we measure and define \"achievement\" without grades? More food for thought.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"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",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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},
"radiolab": {
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"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.",
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"reveal": {
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"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.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"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.",
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"science-friday": {
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