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"disqusTitle": "Three Trends That Define the Future of Teaching and Learning",
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"content": "\u003ch5>\u003cem>This week, we feature the most popular posts of the year on MindShift.\u003c/em>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>In this post\u003c/h4>\n\u003ch5>\u003ca href=\"#3trends\">The 3 trends:\u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"#collaborative\">Collaborative\u003c/a>\u003cbr>\n\u003ca href=\"#techpowered\">Tech-Powered\u003c/a>\u003cbr>\n\u003ca href=\"#blended\">Blended\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"#whatthesetrendsmean\">What these trends means\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>\u003cem>In today's dynamic classrooms, the teaching and learning process is becoming more nuanced, more seamless, and it flows back and forth from students to teachers. Here's a look at current trends in teaching and learning, their implications, and changes to watch for.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003ch3>The Three Key Trends\u003cem> \u003c/em>\u003c/h3>\n\u003cp>\u003ca name=\"collaborative\">\u003c/a>\u003c/p>\n\u003ch4>1. Collaborative.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">If Web 2.0 has taught us anything, it’s to play nicely together. Sure, there are times for buckling down and working alone, but in most cases, the collaborative process boosts everyone's game. In progressives schools across the country, students and teachers are learning from each other in all sorts of ways.\u003c/p>\n\u003cfigure id=\"attachment_17762\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17762\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\">Sharing information and connecting with others -- whether we know them personally or not -- has proven to be \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">a powerful tool in education\u003c/a>. Students are collaborating with each other through social media to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/telling-tales-together-4-great-collaborative-writing-tools/\">learn more about specific subjects\u003c/a>, to test out ideas and theories, to learn facts, and to gauge each others' opinions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">They're finding each other on their own \u003ca href=\"../2011/01/8-social-media-sites-just-for-kids/\">kid-specific social networking sites\u003c/a>, on their blogs, on \u003ca href=\"http://rusdit.ning.com\">schools' sites\u003c/a>, and of course on \u003ca href=\"http://www.heppell.net/facebook_in_school/\">Facebook\u003c/a> and \u003ca href=\"http://www.whnt.com/news/tech/whnt-michelle-tech-in-schools-central-school-twitter-classroom-history-121610,0,2989708.story\">Twitter\u003c/a>. Though Facebook is still a red herring when it comes to school policy (Massachusetts districts \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">have threatened to fire teachers\u003c/a> who friend students on Facebook), and educators are split over whether tweeting in class is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/moving-beyond-digital-distractions-using-technology-to-enhance-the-classroom-dynamic/\">disruptive or helpful\u003c/a>, the sites continue to be \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\">pervasive \u003c/a>in both higher-ed and K-12. Educators know they can grab students' attention where they naturally live outside the classroom -- the online social world, whether or not it's Facebook.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"If you're teaching something that's usually bland and you insert a simple tool that allows students to connect with each other or their peers in other schools and countries whenever they want, you just see kids' faces light up,\" \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">says\u003c/a> \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">veteran educator \u003c/a>\u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">Chris Lehmann\u003c/a> of the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">\u003cem>Educators Unite\u003c/em>\u003c/h5>\n\u003cp style=\"padding-left: 30px\">But social networking is not just for teens, as evidenced by the 500 million-plus Facebook users. Teachers are \u003ca href=\"http://edublogs.org/\">putting their collective smarts\u003c/a> together to find the best ways of engaging students, using social media to teach everything from \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/the-future-of-reading-and-writing-is-collaborative/\">reading and writing\u003c/a> to \u003ca href=\"http://www.edutopia.org/teaching-shakespeare-digital-media\">Shakespeare\u003c/a>. Educators are also\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/\"> using social media to connect \u003c/a>with each other, share ideas, and \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\">find the \u003c!--more-->best teaching tools and practices\u003c/a>. Sites like \u003ca href=\"http://www.classroom20.com\">Classroom 2.0, \u003c/a>\u003ca href=\"http://www.teachertube.com\">Teacher Tube\u003c/a>, \u003ca href=\"http://www.pbs.org/teachers/\">PBS Teachers,\u003c/a> \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a>, and countless others are lit up with teachers sharing \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/the-future-of-reading-and-writing-is-collaborative/\">success stories\u003c/a>, asking for advice, and providing support. Collaboration is happening offline, too, at schools where \u003ca href=\"http://www.nytimes.com/2011/01/11/education/11class.html\">educators team-teach \u003c/a>and organize \u003ca href=\"http://edupln.ning.com/\">professional learning networks\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Collaboration is also finding its way into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">curriculum\u003c/a> with \u003ca href=\"http://ww2.kqed.org/mindshift/?s=open-source&x=0&y=0\">open-source sites\u003c/a> to which everyone is encouraged to contribute. Working together is woven into the fabric of project-based schools like the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership in Academy\u003c/a>, which focuses on science, technology, math and entrepreneurship, and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/napa-new-tech-high/\">Napa New Tech High High\u003c/a>. The idea is simple: by working together, students figure out how to find common ground, balance each others' skills, communicate clearly, and be accountable to the team for their part of the project. Just as they would in the work place.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">\u003cstrong>Watch for:\u003c/strong> \u003cem>(1) Department of Education working to establish a one-stop shop for teacher networks. (2) Commonly accepted guidelines for using YouTube, Facebook, and other social media in schools.\u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"techpowered\">\u003c/a>\u003c/p>\n\u003ch4>2. Tech-Powered.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Pens and pencils are far from obsolete, but forward-thinking educators are finding other interactive tools to grab their students' attention. School programs are built around \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19video-t.html?partner=rss&emc=rss\">teaching how to create video games\u003c/a>. Teachers are using Guitar Hero, \u003ca href=\"http://www.classbrain.com/artteach/publish/teaching_geography_with_geocaching.shtml\">geo-caching\u003c/a> (high-tech scavenger hunt), \u003ca href=\"http://www.googlelittrips.org/\">Google maps for teaching literature\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/wii-in-lieu-of-p-e/\">Wii in lieu of P.E\u003c/a>., \u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> to communicate, \u003ca href=\"http://www.epals.com\">ePals\u003c/a> and LiveMocha to learn global languages with native speakers, \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> to create avatars of characters in stories, and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/\">Skype to communicate with peers\u003c/a> from all over the world -- even \u003ca href=\"http://www.arise-project.org/\">augmented reality, \u003c/a>connecting \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2010/11/04/prwebprweb4729474.DTL\">students to virtual characters\u003c/a>. And that's just \u003ca href=\"www.freetech4teachers.com\">a tiny sampling\u003c/a>.\u003c/p>\n\u003cdiv class=\"module image right mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/randy-pertiet/\" rel=\"attachment wp-att-7910\">\u003cimg class=\"size-medium wp-image-7910\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Randy-Pertiet-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:Randy Pertiet\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp style=\"padding-left: 30px\">Creating media is another noteworthy tech-driven initiative in education. Media permeates our lives, and the better able students are to create and communicate with media, the better connected they'll be to global events and to the working world. To that end, programs like\u003ca href=\"http://www.digitalyouthnetwork.org/\"> Digital Youth Network\u003c/a> focus on teaching students to \u003ca href=\"http://http://spotlight.macfound.org/featured-stories/entry/digital-youth-network-program-expands-to-underserved-areas-in-chicago/\">create podcasts, videos, and record music\u003c/a>; and Adobe Youth Voices \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/creating-media-connects-kids-to-global-events/\">teaches kids how to make and edit films\u003c/a> and connects them to documentary filmmakers.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Tech-savvy teachers are threading media-making tools into the curriculum with\u003ca href=\"http://www.freetech4teachers.com/\"> free (or cheap) tools\u003c/a>, like comic strip-creation site \u003ca href=\"http://www.toondoo.com/\">ToonDo\u003c/a>, \u003ca href=\"//www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx\">Microsoft Photo Story 3\u003c/a> for slide shows, \u003ca href=\"http://www.soundslides.com/\">SoundSlides\u003c/a> for audio slide shows, \u003ca href=\"http://www.microsoft.com/windowsxp/downloads/updates/moviemaker2.mspx\">Microsoft Movie Maker\u003c/a>, and \u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> to string together images, videos, and documents, to name just a few.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Students in high school and \u003ca href=\"http://eportfolio.sfsu.edu/\">college\u003c/a> are using \u003ca href=\"http://www.eportfolio.org/\">digital portfolios\u003c/a> -- the equivalent of resumes -- to showcase the trajectory of their work on websites that link to their assignments, achievements, and course of study, using photos, graphics, spreadsheets and web pages.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">Watch for: \u003cem>The explosive growth of high-tech companies and venture capitalists investing ever-more capital in the education market. \u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"blended\">\u003c/a>\u003c/p>\n\u003ch4>3. Blended.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Simply stated, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">blended learning\u003c/a> is combining computers with traditional teaching. Knowing that today's learners are wired at all times, teachers are directing students' natural online proclivity towards schoolwork. It's referred to as different things -- reverse teaching, flip teaching, backwards classroom, or reverse instruction. But it \u003ca href=\"http://www.thedailyriff.com/articles/teachers-doing-the-flip-to-help-students-become-learners-531.php\">all means the same thing\u003c/a>: students conduct research, watch videos, participate in collaborative online discussions, and so on at home and at school -- both in K-12 schools and in \u003ca href=\"http://www.usnews.com/education/online-education/articles/2011/01/26/your-professor-your-computer-and-you\">colleges and universities.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_7915\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/11_1-21_ipad_algebra_0075-3/\" rel=\"attachment wp-att-7915\">\u003cimg class=\"size-medium wp-image-7915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/11_1.21_Ipad_Algebra_0075-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Watching videos on iPads in class with teacher's guidance.\u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\">Teachers use this technique in different ways. Some \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/students-learn-in-class-think-and-discuss-at-home/\">assign interactive quizzes\u003c/a> and online collaborative projects at home, some use \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">computer time in class\u003c/a>, some assign watching videos and lectures at home and use class time for hands-on projects, some place most of the curriculum online and work one-one-one with students in class. However they choose to do it, the best examples of blended learning programs involve teachers who use home-time online discussions and collaborative projects as fuel for content and discussion in the classroom.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This movement is growing quickly -- the Department of Education \u003ca href=\"http://http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">plans to spend $30 million \u003c/a>over the next three years to bring blended learning to 400 schools around the country.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">Watch for: \u003cem>Schools using blended learning to save costs on books and supplements.\u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"whatthesetrendsmean\">\u003c/a>\u003c/p>\n\u003ch3>What these trends mean\u003c/h3>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>Read the rest of this series:\u003c/h4>\n\u003ch5 style=\"background-color: #00c3c6\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Curriculum\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #e76e06\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Teaching and Learning\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #f32d08\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">Learning Environments\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large?\u003c/p>\n\u003cul>\n\u003cli>Teachers' and students' relationships are changing, as they learn from each other.\u003c/li>\n\u003cli>Teachers roles are shifting from owners of information to facilitators and guides to learning.\u003c/li>\n\u003cli>Educators are finding different ways of using class time.\u003c/li>\n\u003cli>Introverted students are finding ways to participate in class discussions online.\u003c/li>\n\u003cli>Different approaches to teaching are being used in the same class.\u003c/li>\n\u003cli>Students are getting a global perspective.\u003c/li>\n\u003c/ul>\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.\u003c/em>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>In this post\u003c/h4>\n\u003ch5>\u003ca href=\"#3trends\">The 3 trends:\u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"#collaborative\">Collaborative\u003c/a>\u003cbr>\n\u003ca href=\"#techpowered\">Tech-Powered\u003c/a>\u003cbr>\n\u003ca href=\"#blended\">Blended\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"#whatthesetrendsmean\">What these trends means\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>\u003cem>In today's dynamic classrooms, the teaching and learning process is becoming more nuanced, more seamless, and it flows back and forth from students to teachers. Here's a look at current trends in teaching and learning, their implications, and changes to watch for.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003ch3>The Three Key Trends\u003cem> \u003c/em>\u003c/h3>\n\u003cp>\u003ca name=\"collaborative\">\u003c/a>\u003c/p>\n\u003ch4>1. Collaborative.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">If Web 2.0 has taught us anything, it’s to play nicely together. Sure, there are times for buckling down and working alone, but in most cases, the collaborative process boosts everyone's game. In progressives schools across the country, students and teachers are learning from each other in all sorts of ways.\u003c/p>\n\u003cfigure id=\"attachment_17762\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17762\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\">Sharing information and connecting with others -- whether we know them personally or not -- has proven to be \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">a powerful tool in education\u003c/a>. Students are collaborating with each other through social media to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/telling-tales-together-4-great-collaborative-writing-tools/\">learn more about specific subjects\u003c/a>, to test out ideas and theories, to learn facts, and to gauge each others' opinions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">They're finding each other on their own \u003ca href=\"../2011/01/8-social-media-sites-just-for-kids/\">kid-specific social networking sites\u003c/a>, on their blogs, on \u003ca href=\"http://rusdit.ning.com\">schools' sites\u003c/a>, and of course on \u003ca href=\"http://www.heppell.net/facebook_in_school/\">Facebook\u003c/a> and \u003ca href=\"http://www.whnt.com/news/tech/whnt-michelle-tech-in-schools-central-school-twitter-classroom-history-121610,0,2989708.story\">Twitter\u003c/a>. Though Facebook is still a red herring when it comes to school policy (Massachusetts districts \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">have threatened to fire teachers\u003c/a> who friend students on Facebook), and educators are split over whether tweeting in class is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/moving-beyond-digital-distractions-using-technology-to-enhance-the-classroom-dynamic/\">disruptive or helpful\u003c/a>, the sites continue to be \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\">pervasive \u003c/a>in both higher-ed and K-12. Educators know they can grab students' attention where they naturally live outside the classroom -- the online social world, whether or not it's Facebook.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"If you're teaching something that's usually bland and you insert a simple tool that allows students to connect with each other or their peers in other schools and countries whenever they want, you just see kids' faces light up,\" \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">says\u003c/a> \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">veteran educator \u003c/a>\u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">Chris Lehmann\u003c/a> of the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">\u003cem>Educators Unite\u003c/em>\u003c/h5>\n\u003cp style=\"padding-left: 30px\">But social networking is not just for teens, as evidenced by the 500 million-plus Facebook users. Teachers are \u003ca href=\"http://edublogs.org/\">putting their collective smarts\u003c/a> together to find the best ways of engaging students, using social media to teach everything from \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/the-future-of-reading-and-writing-is-collaborative/\">reading and writing\u003c/a> to \u003ca href=\"http://www.edutopia.org/teaching-shakespeare-digital-media\">Shakespeare\u003c/a>. Educators are also\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/\"> using social media to connect \u003c/a>with each other, share ideas, and \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\">find the \u003c!--more-->best teaching tools and practices\u003c/a>. Sites like \u003ca href=\"http://www.classroom20.com\">Classroom 2.0, \u003c/a>\u003ca href=\"http://www.teachertube.com\">Teacher Tube\u003c/a>, \u003ca href=\"http://www.pbs.org/teachers/\">PBS Teachers,\u003c/a> \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a>, and countless others are lit up with teachers sharing \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/the-future-of-reading-and-writing-is-collaborative/\">success stories\u003c/a>, asking for advice, and providing support. Collaboration is happening offline, too, at schools where \u003ca href=\"http://www.nytimes.com/2011/01/11/education/11class.html\">educators team-teach \u003c/a>and organize \u003ca href=\"http://edupln.ning.com/\">professional learning networks\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Collaboration is also finding its way into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">curriculum\u003c/a> with \u003ca href=\"http://ww2.kqed.org/mindshift/?s=open-source&x=0&y=0\">open-source sites\u003c/a> to which everyone is encouraged to contribute. Working together is woven into the fabric of project-based schools like the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership in Academy\u003c/a>, which focuses on science, technology, math and entrepreneurship, and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/napa-new-tech-high/\">Napa New Tech High High\u003c/a>. The idea is simple: by working together, students figure out how to find common ground, balance each others' skills, communicate clearly, and be accountable to the team for their part of the project. Just as they would in the work place.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">\u003cstrong>Watch for:\u003c/strong> \u003cem>(1) Department of Education working to establish a one-stop shop for teacher networks. (2) Commonly accepted guidelines for using YouTube, Facebook, and other social media in schools.\u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"techpowered\">\u003c/a>\u003c/p>\n\u003ch4>2. Tech-Powered.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Pens and pencils are far from obsolete, but forward-thinking educators are finding other interactive tools to grab their students' attention. School programs are built around \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19video-t.html?partner=rss&emc=rss\">teaching how to create video games\u003c/a>. Teachers are using Guitar Hero, \u003ca href=\"http://www.classbrain.com/artteach/publish/teaching_geography_with_geocaching.shtml\">geo-caching\u003c/a> (high-tech scavenger hunt), \u003ca href=\"http://www.googlelittrips.org/\">Google maps for teaching literature\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/wii-in-lieu-of-p-e/\">Wii in lieu of P.E\u003c/a>., \u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> to communicate, \u003ca href=\"http://www.epals.com\">ePals\u003c/a> and LiveMocha to learn global languages with native speakers, \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> to create avatars of characters in stories, and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/\">Skype to communicate with peers\u003c/a> from all over the world -- even \u003ca href=\"http://www.arise-project.org/\">augmented reality, \u003c/a>connecting \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2010/11/04/prwebprweb4729474.DTL\">students to virtual characters\u003c/a>. And that's just \u003ca href=\"www.freetech4teachers.com\">a tiny sampling\u003c/a>.\u003c/p>\n\u003cdiv class=\"module image right mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/randy-pertiet/\" rel=\"attachment wp-att-7910\">\u003cimg class=\"size-medium wp-image-7910\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Randy-Pertiet-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:Randy Pertiet\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp style=\"padding-left: 30px\">Creating media is another noteworthy tech-driven initiative in education. Media permeates our lives, and the better able students are to create and communicate with media, the better connected they'll be to global events and to the working world. To that end, programs like\u003ca href=\"http://www.digitalyouthnetwork.org/\"> Digital Youth Network\u003c/a> focus on teaching students to \u003ca href=\"http://http://spotlight.macfound.org/featured-stories/entry/digital-youth-network-program-expands-to-underserved-areas-in-chicago/\">create podcasts, videos, and record music\u003c/a>; and Adobe Youth Voices \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/creating-media-connects-kids-to-global-events/\">teaches kids how to make and edit films\u003c/a> and connects them to documentary filmmakers.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Tech-savvy teachers are threading media-making tools into the curriculum with\u003ca href=\"http://www.freetech4teachers.com/\"> free (or cheap) tools\u003c/a>, like comic strip-creation site \u003ca href=\"http://www.toondoo.com/\">ToonDo\u003c/a>, \u003ca href=\"//www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx\">Microsoft Photo Story 3\u003c/a> for slide shows, \u003ca href=\"http://www.soundslides.com/\">SoundSlides\u003c/a> for audio slide shows, \u003ca href=\"http://www.microsoft.com/windowsxp/downloads/updates/moviemaker2.mspx\">Microsoft Movie Maker\u003c/a>, and \u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> to string together images, videos, and documents, to name just a few.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Students in high school and \u003ca href=\"http://eportfolio.sfsu.edu/\">college\u003c/a> are using \u003ca href=\"http://www.eportfolio.org/\">digital portfolios\u003c/a> -- the equivalent of resumes -- to showcase the trajectory of their work on websites that link to their assignments, achievements, and course of study, using photos, graphics, spreadsheets and web pages.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">Watch for: \u003cem>The explosive growth of high-tech companies and venture capitalists investing ever-more capital in the education market. \u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"blended\">\u003c/a>\u003c/p>\n\u003ch4>3. Blended.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Simply stated, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">blended learning\u003c/a> is combining computers with traditional teaching. Knowing that today's learners are wired at all times, teachers are directing students' natural online proclivity towards schoolwork. It's referred to as different things -- reverse teaching, flip teaching, backwards classroom, or reverse instruction. But it \u003ca href=\"http://www.thedailyriff.com/articles/teachers-doing-the-flip-to-help-students-become-learners-531.php\">all means the same thing\u003c/a>: students conduct research, watch videos, participate in collaborative online discussions, and so on at home and at school -- both in K-12 schools and in \u003ca href=\"http://www.usnews.com/education/online-education/articles/2011/01/26/your-professor-your-computer-and-you\">colleges and universities.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_7915\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/11_1-21_ipad_algebra_0075-3/\" rel=\"attachment wp-att-7915\">\u003cimg class=\"size-medium wp-image-7915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/11_1.21_Ipad_Algebra_0075-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Watching videos on iPads in class with teacher's guidance.\u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\">Teachers use this technique in different ways. Some \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/students-learn-in-class-think-and-discuss-at-home/\">assign interactive quizzes\u003c/a> and online collaborative projects at home, some use \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">computer time in class\u003c/a>, some assign watching videos and lectures at home and use class time for hands-on projects, some place most of the curriculum online and work one-one-one with students in class. However they choose to do it, the best examples of blended learning programs involve teachers who use home-time online discussions and collaborative projects as fuel for content and discussion in the classroom.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This movement is growing quickly -- the Department of Education \u003ca href=\"http://http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">plans to spend $30 million \u003c/a>over the next three years to bring blended learning to 400 schools around the country.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">Watch for: \u003cem>Schools using blended learning to save costs on books and supplements.\u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"whatthesetrendsmean\">\u003c/a>\u003c/p>\n\u003ch3>What these trends mean\u003c/h3>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>Read the rest of this series:\u003c/h4>\n\u003ch5 style=\"background-color: #00c3c6\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Curriculum\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #e76e06\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Teaching and Learning\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #f32d08\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">Learning Environments\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large?\u003c/p>\n\u003cul>\n\u003cli>Teachers' and students' relationships are changing, as they learn from each other.\u003c/li>\n\u003cli>Teachers roles are shifting from owners of information to facilitators and guides to learning.\u003c/li>\n\u003cli>Educators are finding different ways of using class time.\u003c/li>\n\u003cli>Introverted students are finding ways to participate in class discussions online.\u003c/li>\n\u003cli>Different approaches to teaching are being used in the same class.\u003c/li>\n\u003cli>Students are getting a global perspective.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003cem>This week we feature the most popular MindShift posts of the year.\u003c/em>\u003c/h5>\n\u003cfigure id=\"attachment_17757\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/17717/3524879265_a0d9785230-1/\" rel=\"attachment wp-att-17757\">\u003cimg class=\"size-medium wp-image-17757\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/3524879265_a0d9785230-1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kind of diploma will lead to the best jobs? Trends point toward business degrees, but it's anyone's guess.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Ana Tintocalis\u003c/h5>\n\u003cp>The U.S. unemployment rate is \u003ca href=\"http://www.latimes.com/business/la-fi-jobs-report-20111008,0,2938687.story\">stuck at 9.1\u003c/a> percent. In that light, what are the “hot” majors among college students today? If you ask college counselors, it's business degrees.\u003c/p>\n\u003cp>That’s because today’s business degrees cover a wider range of fields than every before -- everything from accounting to advertising. But more importantly, business majors are more likely to get jobs after college, even in today's fluctuating economy.\u003c/p>\n\u003cp>But as industries like technology, medicine, and science continue to make rapid advancements, an increasing number of college students are also signing up for degrees in engineering, computer science, biomedicine, and biological sciences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Who's to know what jobs will exist 10 years from now?\u003c/aside>\n\u003cp>According to \u003ca href=\"http://jobs.aol.com/articles/2011/03/10/10-jobs-of-the-future/\">Career Builder\u003c/a>, the most promising majors will be related to cyber-security specialists, mobile application developers, social media managers, stem cell researchers, robotics technicians and simulation engineers.\u003c/p>\n\u003cp>These jobs didn’t exist 10 years ago. Who's to know what jobs will exist 10 years from now?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cathy Davidson, author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the \u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Way We Live, Work, and Learn(Viking), predicts that “\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>.\"\u003c/p>\n\u003cp>She says for this generation of grade-school kids, it’s time to redesign American education. \"It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and \u003c!--more-->practical improvements in our schools, our workplace, our every day lives,” Davidson said in a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">recent interview with MindShift\u003c/a>.\u003c/p>\n\u003cp>For their part, some universities are adapting to current trends by trying to \u003ca href=\"http://www.sunshinestatenews.com/story/universities-pressured-boost-science-math-degrees?quicktabs_1=1\">bolster their science, technology, and medical programs \u003c/a>– but often \u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/english-major/pressures-liberal-education.html\">at the expense of their liberal arts programs\u003c/a>. Across the country, universities are paring back on the humanities. In Florida, for example, the business community has \"clamored for a de-emphasis on liberal arts degrees such as philosophy and history toward degrees like engineering and computer science to keep pace with demand,\" according to \u003ca href=\"http://www.sunshinestatenews.com/story/universities-pressured-boost-science-math-degrees?quicktabs_1=1\">an article in the Sunshine State News\u003c/a>. \"Businesses recruiting for these high-paid, high-skilled jobs say they have to look out of state to fill positions, and Florida is ranked 'average' compared to other states in student preparation for science and math careers,\" the article states.\u003c/p>\n\u003cp>But college counselors are telling liberal arts students to focus on “transferable skills” like verbal communication, analytical and teamwork skills. They say these skills will always be in demand – now and in the future.\u003c/p>\n\u003cp>“Companies want to mold (students) in their own corporate culture,” says Marcie Kirk-Holland, project manager at the U.C. Davis Internship and Career Center. “So (companies) are looking for people that have these basic abilities … and students have ideally developed that during their time in college.”\u003c/p>\n\u003cp>For an increasing number of students, they’re open to falling into a job that is not directly in line with what they studied in college, so long as they are making a difference in their life and in the lives of others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I want to do something that is worth doing,” says Harrison Noah, a history major at U.C. Davis. “If I can die knowing that my environment or my world was slightly improved because of my presence, I’ll call that a win.”\u003c/p>\n\u003ch5>\u003cem>Hear the full story on \u003ca href=\"http://www.californiareport.org/archive/R201110070850/b\">The California Report.\u003c/a>\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 MindShift posts of the year.\u003c/em>\u003c/h5>\n\u003cfigure id=\"attachment_17757\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/17717/3524879265_a0d9785230-1/\" rel=\"attachment wp-att-17757\">\u003cimg class=\"size-medium wp-image-17757\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/3524879265_a0d9785230-1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kind of diploma will lead to the best jobs? Trends point toward business degrees, but it's anyone's guess.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Ana Tintocalis\u003c/h5>\n\u003cp>The U.S. unemployment rate is \u003ca href=\"http://www.latimes.com/business/la-fi-jobs-report-20111008,0,2938687.story\">stuck at 9.1\u003c/a> percent. In that light, what are the “hot” majors among college students today? If you ask college counselors, it's business degrees.\u003c/p>\n\u003cp>That’s because today’s business degrees cover a wider range of fields than every before -- everything from accounting to advertising. But more importantly, business majors are more likely to get jobs after college, even in today's fluctuating economy.\u003c/p>\n\u003cp>But as industries like technology, medicine, and science continue to make rapid advancements, an increasing number of college students are also signing up for degrees in engineering, computer science, biomedicine, and biological sciences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Who's to know what jobs will exist 10 years from now?\u003c/aside>\n\u003cp>According to \u003ca href=\"http://jobs.aol.com/articles/2011/03/10/10-jobs-of-the-future/\">Career Builder\u003c/a>, the most promising majors will be related to cyber-security specialists, mobile application developers, social media managers, stem cell researchers, robotics technicians and simulation engineers.\u003c/p>\n\u003cp>These jobs didn’t exist 10 years ago. Who's to know what jobs will exist 10 years from now?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cathy Davidson, author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the \u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Way We Live, Work, and Learn(Viking), predicts that “\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>.\"\u003c/p>\n\u003cp>She says for this generation of grade-school kids, it’s time to redesign American education. \"It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and \u003c!--more-->practical improvements in our schools, our workplace, our every day lives,” Davidson said in a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">recent interview with MindShift\u003c/a>.\u003c/p>\n\u003cp>For their part, some universities are adapting to current trends by trying to \u003ca href=\"http://www.sunshinestatenews.com/story/universities-pressured-boost-science-math-degrees?quicktabs_1=1\">bolster their science, technology, and medical programs \u003c/a>– but often \u003ca href=\"http://americanradioworks.publicradio.org/features/tomorrows-college/english-major/pressures-liberal-education.html\">at the expense of their liberal arts programs\u003c/a>. Across the country, universities are paring back on the humanities. In Florida, for example, the business community has \"clamored for a de-emphasis on liberal arts degrees such as philosophy and history toward degrees like engineering and computer science to keep pace with demand,\" according to \u003ca href=\"http://www.sunshinestatenews.com/story/universities-pressured-boost-science-math-degrees?quicktabs_1=1\">an article in the Sunshine State News\u003c/a>. \"Businesses recruiting for these high-paid, high-skilled jobs say they have to look out of state to fill positions, and Florida is ranked 'average' compared to other states in student preparation for science and math careers,\" the article states.\u003c/p>\n\u003cp>But college counselors are telling liberal arts students to focus on “transferable skills” like verbal communication, analytical and teamwork skills. They say these skills will always be in demand – now and in the future.\u003c/p>\n\u003cp>“Companies want to mold (students) in their own corporate culture,” says Marcie Kirk-Holland, project manager at the U.C. Davis Internship and Career Center. “So (companies) are looking for people that have these basic abilities … and students have ideally developed that during their time in college.”\u003c/p>\n\u003cp>For an increasing number of students, they’re open to falling into a job that is not directly in line with what they studied in college, so long as they are making a difference in their life and in the lives of others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I want to do something that is worth doing,” says Harrison Noah, a history major at U.C. Davis. “If I can die knowing that my environment or my world was slightly improved because of my presence, I’ll call that a win.”\u003c/p>\n\u003ch5>\u003cem>Hear the full story on \u003ca href=\"http://www.californiareport.org/archive/R201110070850/b\">The California Report.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003cem>This week, we feature the most popular posts from MindShift over the past year. \u003c/em>\u003c/h5>\n\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns. \u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives. It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out \u003c!--more-->what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\" rel=\"attachment wp-att-14670\">\u003cimg class=\"alignright size-medium wp-image-14670\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cem>This week, we feature the most popular posts from MindShift over the past year. \u003c/em>\u003c/h5>\n\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns. \u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives. It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out \u003c!--more-->what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\" rel=\"attachment wp-att-14670\">\u003cimg class=\"alignright size-medium wp-image-14670\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Will Informal Learning Carry the Same Weight as College Degrees?",
"title": "Will Informal Learning Carry the Same Weight as College Degrees?",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- \"credit,\" if you will -- for informal learning done online.\u003c/p>\n\u003cp>In September, the \u003ca href=\"http://mozilla.org\">Mozilla Foundation\u003c/a> launched its \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a>, an effort to develop a technology framework that would make it easier to build, display and share digital learning badges. These badges are meant to showcase and recognize all kinds of skills and competencies -- subject matter expertise as college degrees are meant to indicate for example, as well \"soft skills\" that aren't so easily apparent based on traditional forms of credentialing. (We examined some of the technology infrastructure of the Open Badges Project in a story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/\">earlier this year\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another.\u003c/aside>\n\u003cp>When the Mozilla Foundation announced the Open Badges Project, it was in conjunction with the MacArthur Foundation and HASTAC, as \"Badges for Lifelong Learning\" is the theme of this year's \u003ca href=\"http://www.dmlcompetition.net/\">Digital Media and Learning Competition\u003c/a>, an annual contest that supports research of how digital technologies are changing the way we learn and work. On stage at the formal unveiling of the Open Badges Project were representatives from not just Mozilla and the MacArthur Foundation, but from the Departments of Education, Labor and Veterans Affairs, from NASA as well as from other businesses.\u003c/p>\n\u003cp>When the Open Badges Project was first announced, some educators questioned whether \"badges\" were a form of \u003ca href=\"http://hastac.org/blogs/adarel/2011/09/22/bibbidi-bobbidi-badge\">gamification of education\u003c/a>, just another way, they said, to force learners to \u003c!--more-->\u003ca href=\"http://www.alex-reid.net/2011/09/welcome-to-badge-world.html\">think more about certification and credentialing\u003c/a> than about the learning process itself. But participation in the Open Badge Project from businesses and agencies like the Department of Labor has given it credibility. And whether we like it or not, many learners are extrinsically motivated to pursue certain educational endeavors -- they need skills and often certification in order to demonstrate their mastery to employers.\u003c/p>\n\u003cp>But even with the Department of Labor's involvement in the Open Badges Project and in the DML Competition, will employers recognize badges?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As informal learning opportunities grow, gaining employers' recognition and acceptance may well be one of the most important challenges of the coming years.\u003c/p>\n\u003cp>Having a formal degree -- whether it's a high school or a college diploma -- still carries the most weight with employers, and in some ways, badges may simply serve to complement these. But even with the emphasis on degrees, having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another. Indeed, many job descriptions do frame the necessity of a college degree this way -- \"or equivalent experience\" -- so the task ahead for the Mozilla Open Badges project will be, in part, to be seen as a valid \"equivalent.\"\u003c/p>\n\u003cp>A number of the badges that were submitted to the DML Competition, for example, serve to highlight the accomplishments of teens. As youth unemployment remains high -- \u003ca href=\"http://www.youthradio.org/news/excerpt-youth-unemployment-since-lehman-brothers-collapse-greece-compared-to-us\">16.8% in the U.S. and upwards of 50% in Spain\u003c/a> -- alternate forms of credentialing might be able to help those without any higher education and often without substantial work experience find ways to showcase the skills they do possess.\u003c/p>\n\u003cp>Similarly, a badge proposal from the Department of Veterans Affairs -- \u003ca href=\"http://www.dmlcompetition.net/Competition/4/badges-projects.php?id=2667\">Badges for Vets\u003c/a> -- may help veterans translate their military experience into civilian job skills.\u003c/p>\n\u003cp>While badges might help employers better identify and recruit qualified employees, there are still some questions about whether this would actually function any differently than current hiring practices. But a shift may already be underway, evident in other new forms of credentialing that the Internet is providing. The announcement from \u003ca href=\"http://web.mit.edu/press/2011/mitx-education-initiative.html\">MIT\u003c/a> this week about its plans to offer a certificate for its new online learning initiative is just one indication that informal learning is on the cusp of more formal recognition.\u003c/p>\n\u003cp>This is already happening, to a certain extent, in the tech industry where the right programming skills aren't necessarily correlated to college degrees (it's quite possible, for example, to have your Bachelor's in Computer Science and not know a particular programming language). \u003ca href=\"http://stackoverflow.com/\">Stack Overflow\u003c/a>, for example, launched a \u003ca href=\"http://careers.stackoverflow.com/\">job recruitment site\u003c/a> this year, allowing job hunters to highlight not just their resume but to showcase their best answers from the larger Q&A website. And another tech company \u003ca href=\"http://www.topcoder.com/\">TopCoder\u003c/a> offers programming competitions whereby participants have long had the ability to share their scores with potential employers, something that CTO Mike Lyons \u003ca href=\"http://www.nytimes.com/2011/11/20/business/digital-badges-may-highlight-job-seekers-skills.html\">says\u003c/a> is helpful during job searches: “Rather than saying ‘look me up,’ people have this transportable widget at their Web site.”\u003c/p>\n\u003cp>Showcasing these sorts of accomplishments on one's own Web site is becoming increasingly important as job applicants find ways to leverage their online presence -- their blogs, digital portfolios, LinkedIn recommendations and the like -- knowing that employers are prone to Google them. As such, it seems clear that the resume of the future will likely contain lots of digital links, whether they're Open Badges or otherwise. What's less clear is how much of this digital profile will matter to employers, or if they'll still look for that formal piece of paper, a college degree.\u003c/p>\n\u003cp>Open education advocate and university professor \u003ca href=\"http://opencontent.org/blog/archives/2113\">David Wiley\u003c/a> is optimistic. \"Say I’m Google,\" he \u003ca href=\"http://opencontent.org/blog/archives/2113\">writes on his blog\u003c/a>, \"and I need to hire an engineer. My job ad requirement says 'BS in Computer Science or equivalent.' I get two applicants. The first has a BS in Computer Science from XYZ State College. The second has certificates of successful completion for open courses in data structures and algorithms, artificial intelligence, and machine learning from Stanford and MITx. Do you think I’ll seriously consider candidate two? You bet I will.\"\u003c/p>\n\u003cp>But \u003ca href=\"http://larrysanger.org/2011/09/response-to-david-wiley-on-an-education-badge-system/\">Wikipedia co-founder Larry Sanger\u003c/a> is less certain that the Open Badges Project, in its current manifestation at least whereby anyone can create a badge and offer a credential, will actually mean anything to employers:\u003c/p>\n\u003cblockquote>\u003cp>If a “badge” is the sort of thing that by common practice almost anybody can define, and then claim, then I’m not likely to take it seriously, and most others won’t either. In other words, the badge is a credential and a credential has to have, well, credibility. If supposed credentials are granted as easily as diploma mill “degrees,” the whole endeavor will–obviously, I think–not get off the ground. Some geeks might go about claiming to have all sorts of “badges,” but when it comes to hiring, I will ignore such self-claimed badges.\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Of course, we have a long way to go before badges are ubiquitous the same way that college degrees are. As it currently stands, the Open Badges Project is too young to elicit much attention from Human Resources Departments. (The HR officials I talked to hadn't heard of the project.) But as alternative credentialing efforts -- whether from Stack Overflow or from MIT -- take off, it's likely to be an issue that more employers (and employees and higher education institutions) are going to have to face.\u003c/p>\n\n",
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"description": "Dave Herholz You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- "credit," if you will -- for informal learning done online.",
"title": "Will Informal Learning Carry the Same Weight as College Degrees? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- \"credit,\" if you will -- for informal learning done online.\u003c/p>\n\u003cp>In September, the \u003ca href=\"http://mozilla.org\">Mozilla Foundation\u003c/a> launched its \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a>, an effort to develop a technology framework that would make it easier to build, display and share digital learning badges. These badges are meant to showcase and recognize all kinds of skills and competencies -- subject matter expertise as college degrees are meant to indicate for example, as well \"soft skills\" that aren't so easily apparent based on traditional forms of credentialing. (We examined some of the technology infrastructure of the Open Badges Project in a story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/\">earlier this year\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another.\u003c/aside>\n\u003cp>When the Mozilla Foundation announced the Open Badges Project, it was in conjunction with the MacArthur Foundation and HASTAC, as \"Badges for Lifelong Learning\" is the theme of this year's \u003ca href=\"http://www.dmlcompetition.net/\">Digital Media and Learning Competition\u003c/a>, an annual contest that supports research of how digital technologies are changing the way we learn and work. On stage at the formal unveiling of the Open Badges Project were representatives from not just Mozilla and the MacArthur Foundation, but from the Departments of Education, Labor and Veterans Affairs, from NASA as well as from other businesses.\u003c/p>\n\u003cp>When the Open Badges Project was first announced, some educators questioned whether \"badges\" were a form of \u003ca href=\"http://hastac.org/blogs/adarel/2011/09/22/bibbidi-bobbidi-badge\">gamification of education\u003c/a>, just another way, they said, to force learners to \u003c!--more-->\u003ca href=\"http://www.alex-reid.net/2011/09/welcome-to-badge-world.html\">think more about certification and credentialing\u003c/a> than about the learning process itself. But participation in the Open Badge Project from businesses and agencies like the Department of Labor has given it credibility. And whether we like it or not, many learners are extrinsically motivated to pursue certain educational endeavors -- they need skills and often certification in order to demonstrate their mastery to employers.\u003c/p>\n\u003cp>But even with the Department of Labor's involvement in the Open Badges Project and in the DML Competition, will employers recognize badges?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As informal learning opportunities grow, gaining employers' recognition and acceptance may well be one of the most important challenges of the coming years.\u003c/p>\n\u003cp>Having a formal degree -- whether it's a high school or a college diploma -- still carries the most weight with employers, and in some ways, badges may simply serve to complement these. But even with the emphasis on degrees, having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another. Indeed, many job descriptions do frame the necessity of a college degree this way -- \"or equivalent experience\" -- so the task ahead for the Mozilla Open Badges project will be, in part, to be seen as a valid \"equivalent.\"\u003c/p>\n\u003cp>A number of the badges that were submitted to the DML Competition, for example, serve to highlight the accomplishments of teens. As youth unemployment remains high -- \u003ca href=\"http://www.youthradio.org/news/excerpt-youth-unemployment-since-lehman-brothers-collapse-greece-compared-to-us\">16.8% in the U.S. and upwards of 50% in Spain\u003c/a> -- alternate forms of credentialing might be able to help those without any higher education and often without substantial work experience find ways to showcase the skills they do possess.\u003c/p>\n\u003cp>Similarly, a badge proposal from the Department of Veterans Affairs -- \u003ca href=\"http://www.dmlcompetition.net/Competition/4/badges-projects.php?id=2667\">Badges for Vets\u003c/a> -- may help veterans translate their military experience into civilian job skills.\u003c/p>\n\u003cp>While badges might help employers better identify and recruit qualified employees, there are still some questions about whether this would actually function any differently than current hiring practices. But a shift may already be underway, evident in other new forms of credentialing that the Internet is providing. The announcement from \u003ca href=\"http://web.mit.edu/press/2011/mitx-education-initiative.html\">MIT\u003c/a> this week about its plans to offer a certificate for its new online learning initiative is just one indication that informal learning is on the cusp of more formal recognition.\u003c/p>\n\u003cp>This is already happening, to a certain extent, in the tech industry where the right programming skills aren't necessarily correlated to college degrees (it's quite possible, for example, to have your Bachelor's in Computer Science and not know a particular programming language). \u003ca href=\"http://stackoverflow.com/\">Stack Overflow\u003c/a>, for example, launched a \u003ca href=\"http://careers.stackoverflow.com/\">job recruitment site\u003c/a> this year, allowing job hunters to highlight not just their resume but to showcase their best answers from the larger Q&A website. And another tech company \u003ca href=\"http://www.topcoder.com/\">TopCoder\u003c/a> offers programming competitions whereby participants have long had the ability to share their scores with potential employers, something that CTO Mike Lyons \u003ca href=\"http://www.nytimes.com/2011/11/20/business/digital-badges-may-highlight-job-seekers-skills.html\">says\u003c/a> is helpful during job searches: “Rather than saying ‘look me up,’ people have this transportable widget at their Web site.”\u003c/p>\n\u003cp>Showcasing these sorts of accomplishments on one's own Web site is becoming increasingly important as job applicants find ways to leverage their online presence -- their blogs, digital portfolios, LinkedIn recommendations and the like -- knowing that employers are prone to Google them. As such, it seems clear that the resume of the future will likely contain lots of digital links, whether they're Open Badges or otherwise. What's less clear is how much of this digital profile will matter to employers, or if they'll still look for that formal piece of paper, a college degree.\u003c/p>\n\u003cp>Open education advocate and university professor \u003ca href=\"http://opencontent.org/blog/archives/2113\">David Wiley\u003c/a> is optimistic. \"Say I’m Google,\" he \u003ca href=\"http://opencontent.org/blog/archives/2113\">writes on his blog\u003c/a>, \"and I need to hire an engineer. My job ad requirement says 'BS in Computer Science or equivalent.' I get two applicants. The first has a BS in Computer Science from XYZ State College. The second has certificates of successful completion for open courses in data structures and algorithms, artificial intelligence, and machine learning from Stanford and MITx. Do you think I’ll seriously consider candidate two? You bet I will.\"\u003c/p>\n\u003cp>But \u003ca href=\"http://larrysanger.org/2011/09/response-to-david-wiley-on-an-education-badge-system/\">Wikipedia co-founder Larry Sanger\u003c/a> is less certain that the Open Badges Project, in its current manifestation at least whereby anyone can create a badge and offer a credential, will actually mean anything to employers:\u003c/p>\n\u003cblockquote>\u003cp>If a “badge” is the sort of thing that by common practice almost anybody can define, and then claim, then I’m not likely to take it seriously, and most others won’t either. In other words, the badge is a credential and a credential has to have, well, credibility. If supposed credentials are granted as easily as diploma mill “degrees,” the whole endeavor will–obviously, I think–not get off the ground. Some geeks might go about claiming to have all sorts of “badges,” but when it comes to hiring, I will ignore such self-claimed badges.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Of course, we have a long way to go before badges are ubiquitous the same way that college degrees are. As it currently stands, the Open Badges Project is too young to elicit much attention from Human Resources Departments. (The HR officials I talked to hadn't heard of the project.) But as alternative credentialing efforts -- whether from Stack Overflow or from MIT -- take off, it's likely to be an issue that more employers (and employees and higher education institutions) are going to have to face.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is Lego Stereotyping Girls with New Product Line?",
"title": "Is Lego Stereotyping Girls with New Product Line?",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-olivias-workshop/\" rel=\"attachment wp-att-17649\">\u003cimg class=\"alignleft size-full wp-image-17649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/LEGO-Friends-Olivias-Workshop.jpg\" alt=\"\" width=\"300\" height=\"163\">\u003c/a>Legos remain one of the world's most popular and most beloved toys, and for more than 60 years, children of all ages have played with the plastic bricks. But starting January 1, a new line of Legos called Lego Friends will appear on store shelves, introducing what Lego's CEO \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html\">calls\u003c/a> \"the most significant strategic launch we’ve done in a decade.\"\u003c/p>\n\u003cp>From all appearances, the new product line is aimed directly at girls, a huge shift from their current product offerings.\u003c/p>\n\u003cp>“They might as well have a No Girls Allowed sign,” says author Peggy Orenstein in the\u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\"> BusinessWeek article about the new Lego products\u003c/a>. Orenstein wrote \u003cem>Cinderella Ate My Daughter\u003c/em>, about the toy industry's leveraging young girls' fascination with princesses.\u003c/p>\n\u003cp>Toy store shelves clearly reflect Lego's strategy, aiming products squarely at boys. Sure, girls play with the \u003ca href=\"http://ninjago.lego.com/en-us/Default.aspx\">Ninjago\u003c/a>, \u003ca href=\"http://alienconquest.lego.com/en-us/Default.aspx\">Alien Conquest\u003c/a>, or \u003ca href=\"http://starwars.lego.com/en-us/Default.aspx\">Star Wars\u003c/a> sets, but the themes all revolve around battles, no matter what the brick-building potentials might be.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Does Lego Friends just reinforce some of the stereotypes that already exist?\u003c/aside>\n\u003cp>Those themed sets have been wildly successful, and since Lego started building these types of sets in the mid-2000s (often associated with movie brands like Star Wars or Pirates of the Caribbean), Lego's revenue has soared. The company \u003ca href=\"http://www.npr.org/2011/12/15/143724644/ith-new-toys-lego-hopes-to-build-girls-market\">topped $1 billion in sales\u003c/a> for the first time last year, according to NPR.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So with the new Lego Friends product line, the company wants to \"reach the other 50 percent of \u003c!--more-->the world’s children,\" Lego CEO Jørgen Vig Knudstorp \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\">told Business Week\u003c/a>.\u003c/p>\n\u003cp>It's not the first time that Lego has created products to appeal specifically to girls, most notably with the \u003ca href=\"http://images.businessweek.com/cms/2011-12-14/feature_lego52__01__popup.jpg\">failed\u003c/a> Belleville line in the mid-1990s. Lego Friends addresses many of the problems with the Belleville sets, which contained larger Lego figures to play with that were incompatible with other \"regular\" Legos.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-8/\" rel=\"attachment wp-att-17652\">\u003cimg class=\"alignright size-full wp-image-17652\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/lego-friends-8.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>The new Lego Friends are slightly taller than the traditional Lego mini-figures, but they do \"fit\" with other Lego pieces and the new figures can hold any Lego accessory. The Lego Friends are less blocky, more curvy than Lego mini-figures. (Yes, curvy.) Unlike the mini-figures, the new Lego Friends aren't yellow; their skin is flesh-colored and represent nine different nationalities. Lego Friends have large eyes, a plastic bump for a nose, a big smile. They're more doll-like, and much like the American Girls line of dolls, several of the characters will have names and backstories: Mia loves animals, Emma has a beauty shop, Andrea loves to make music, Stephanie's the \"social girl,\" and Olivia is an inventor.\u003c/p>\n\u003cp>Lego says that the new line of toys has been developed after years of anthropological research into how girls play. Girls role-play more, says Lego, and they tend to project themselves more onto the figures they play with (one of the reasons, according to the company, that girls tend not to like the blocky, yellow-faced mini-figures).\u003c/p>\n\u003cp>But one of the wonderful things about Lego has long been that the toy's imaginative game-play also involves engineering and design. And as the work that \u003ca href=\"http://www.legoeducation.us/\">Lego Education\u003c/a> makes clear, the toy has also become an entry point for students to explore STEM subjects and to transfer their brick-building skills to robot-building ones. (See story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">Khan Academy's summer camp \u003c/a>featuring sumo wrestling with Lego Mindstorms NXT robots.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The broader question here is whether Lego Friends encourage more girls to engineer and tinker, or does it just reinforce some of the stereotypes that already exist -- on the toy aisle as elsewhere: boys build Legos, girls play with dolls.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-olivias-workshop/\" rel=\"attachment wp-att-17649\">\u003cimg class=\"alignleft size-full wp-image-17649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/LEGO-Friends-Olivias-Workshop.jpg\" alt=\"\" width=\"300\" height=\"163\">\u003c/a>Legos remain one of the world's most popular and most beloved toys, and for more than 60 years, children of all ages have played with the plastic bricks. But starting January 1, a new line of Legos called Lego Friends will appear on store shelves, introducing what Lego's CEO \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html\">calls\u003c/a> \"the most significant strategic launch we’ve done in a decade.\"\u003c/p>\n\u003cp>From all appearances, the new product line is aimed directly at girls, a huge shift from their current product offerings.\u003c/p>\n\u003cp>“They might as well have a No Girls Allowed sign,” says author Peggy Orenstein in the\u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\"> BusinessWeek article about the new Lego products\u003c/a>. Orenstein wrote \u003cem>Cinderella Ate My Daughter\u003c/em>, about the toy industry's leveraging young girls' fascination with princesses.\u003c/p>\n\u003cp>Toy store shelves clearly reflect Lego's strategy, aiming products squarely at boys. Sure, girls play with the \u003ca href=\"http://ninjago.lego.com/en-us/Default.aspx\">Ninjago\u003c/a>, \u003ca href=\"http://alienconquest.lego.com/en-us/Default.aspx\">Alien Conquest\u003c/a>, or \u003ca href=\"http://starwars.lego.com/en-us/Default.aspx\">Star Wars\u003c/a> sets, but the themes all revolve around battles, no matter what the brick-building potentials might be.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Does Lego Friends just reinforce some of the stereotypes that already exist?\u003c/aside>\n\u003cp>Those themed sets have been wildly successful, and since Lego started building these types of sets in the mid-2000s (often associated with movie brands like Star Wars or Pirates of the Caribbean), Lego's revenue has soared. The company \u003ca href=\"http://www.npr.org/2011/12/15/143724644/ith-new-toys-lego-hopes-to-build-girls-market\">topped $1 billion in sales\u003c/a> for the first time last year, according to NPR.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So with the new Lego Friends product line, the company wants to \"reach the other 50 percent of \u003c!--more-->the world’s children,\" Lego CEO Jørgen Vig Knudstorp \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\">told Business Week\u003c/a>.\u003c/p>\n\u003cp>It's not the first time that Lego has created products to appeal specifically to girls, most notably with the \u003ca href=\"http://images.businessweek.com/cms/2011-12-14/feature_lego52__01__popup.jpg\">failed\u003c/a> Belleville line in the mid-1990s. Lego Friends addresses many of the problems with the Belleville sets, which contained larger Lego figures to play with that were incompatible with other \"regular\" Legos.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-8/\" rel=\"attachment wp-att-17652\">\u003cimg class=\"alignright size-full wp-image-17652\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/lego-friends-8.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>The new Lego Friends are slightly taller than the traditional Lego mini-figures, but they do \"fit\" with other Lego pieces and the new figures can hold any Lego accessory. The Lego Friends are less blocky, more curvy than Lego mini-figures. (Yes, curvy.) Unlike the mini-figures, the new Lego Friends aren't yellow; their skin is flesh-colored and represent nine different nationalities. Lego Friends have large eyes, a plastic bump for a nose, a big smile. They're more doll-like, and much like the American Girls line of dolls, several of the characters will have names and backstories: Mia loves animals, Emma has a beauty shop, Andrea loves to make music, Stephanie's the \"social girl,\" and Olivia is an inventor.\u003c/p>\n\u003cp>Lego says that the new line of toys has been developed after years of anthropological research into how girls play. Girls role-play more, says Lego, and they tend to project themselves more onto the figures they play with (one of the reasons, according to the company, that girls tend not to like the blocky, yellow-faced mini-figures).\u003c/p>\n\u003cp>But one of the wonderful things about Lego has long been that the toy's imaginative game-play also involves engineering and design. And as the work that \u003ca href=\"http://www.legoeducation.us/\">Lego Education\u003c/a> makes clear, the toy has also become an entry point for students to explore STEM subjects and to transfer their brick-building skills to robot-building ones. (See story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">Khan Academy's summer camp \u003c/a>featuring sumo wrestling with Lego Mindstorms NXT robots.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The broader question here is whether Lego Friends encourage more girls to engineer and tinker, or does it just reinforce some of the stereotypes that already exist -- on the toy aisle as elsewhere: boys build Legos, girls play with dolls.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/screen-shot-2011-12-21-at-11-05-17-am/\" rel=\"attachment wp-att-17617\">\u003cimg class=\"alignleft size-medium wp-image-17617\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-11.05.17-AM-300x206.png\" alt=\"\" width=\"300\" height=\"206\">\u003c/a>Facebook and schools have been on a collision course, and especially in the past week, the media has spotlighted the tension between the social media site and its relationship with students and teachers.\u003c/p>\n\u003cp>In the meantime, Lisa Nielsen, who works for the New York City Department of Education teaching teachers how to use technology in innovative ways, has come up with \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/12/facebook-timeline-21st-century-resume.html?mid=5554033\">a list of ways\u003c/a> for teachers who aren't bound by school rules to take advantage of Facebook's new Timeline feature.\u003c/p>\n\u003ch5>By Lisa Nielsen\u003c/h5>\n\u003cp>Timeline provides an easy way to rediscover the things you shared, and collect all your best moments in a single place. It is a tremendous resource for any school admission counselor or human resource executive interested in seeing if a candidate is a good match. It's the job of today's innovative educator to ensure their students know how to create an online image that will lead to the school or job of their dreams.\u003c/p>\n\u003cp>\u003cstrong>Five Ideas for Getting Your Students Started with Facebook Timeline\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Know your brand. \u003c/strong>Everything you post online says something about you. Ensure that is a message you want to convey.\u003c/li>\n\u003cli>\u003cstrong>Fix mistakes. \u003c/strong>Sometimes something is shared that does not represent our best selves to the world. If this happens, Timeline will let you hide the story, post, or picture shared by you or someone else.\u003c/li>\n\u003cli>\u003cstrong>Celebrate what you are proud of. \u003c/strong>Was there something that occurred that you are especially proud of and really represents the image you want to convey? If so, Timeline lets you feature it and star your favorites to double its size.\u003c/li>\n\u003cli>\u003cstrong>Imagine yourself as a historical figure. \u003c/strong>We know that social media is a tool necessary for success in many fields. For instance, if our students choose to run for office, they'll need \u003c!--more-->social media savvy and a respectable digital footprint. It is reasonable in fact that any student today could become a historical figure in the future. Ask your students to think about themselves as future historical figures and contemplate what their timeline says about the young version of who they are to become.\u003c/li>\n\u003cli>\u003cstrong>Tell your story. \u003c/strong>Have your students think deliberately about their Timeline from the perspective of an autobiography that would be attractive to those considering them as candidates for college and career. Have them actually write an autobiography selling themselves by pointing out important milestones on their timeline that would make them desirable to those considering them for employment or acceptance into their program. You could extend this activity by having students write the biography of a classmate to see how they are perceived by others.\u003c/li>\n\u003cli>\u003cstrong>Fill in the blanks. \u003c/strong>As students think critically about their image, they may realize that important parts of their story aren't included on their Timeline. No problem. They can go back to when they happened and add them.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/screen-shot-2011-12-21-at-11-05-17-am/\" rel=\"attachment wp-att-17617\">\u003cimg class=\"alignleft size-medium wp-image-17617\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-11.05.17-AM-300x206.png\" alt=\"\" width=\"300\" height=\"206\">\u003c/a>Facebook and schools have been on a collision course, and especially in the past week, the media has spotlighted the tension between the social media site and its relationship with students and teachers.\u003c/p>\n\u003cp>In the meantime, Lisa Nielsen, who works for the New York City Department of Education teaching teachers how to use technology in innovative ways, has come up with \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/12/facebook-timeline-21st-century-resume.html?mid=5554033\">a list of ways\u003c/a> for teachers who aren't bound by school rules to take advantage of Facebook's new Timeline feature.\u003c/p>\n\u003ch5>By Lisa Nielsen\u003c/h5>\n\u003cp>Timeline provides an easy way to rediscover the things you shared, and collect all your best moments in a single place. It is a tremendous resource for any school admission counselor or human resource executive interested in seeing if a candidate is a good match. It's the job of today's innovative educator to ensure their students know how to create an online image that will lead to the school or job of their dreams.\u003c/p>\n\u003cp>\u003cstrong>Five Ideas for Getting Your Students Started with Facebook Timeline\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Know your brand. \u003c/strong>Everything you post online says something about you. Ensure that is a message you want to convey.\u003c/li>\n\u003cli>\u003cstrong>Fix mistakes. \u003c/strong>Sometimes something is shared that does not represent our best selves to the world. If this happens, Timeline will let you hide the story, post, or picture shared by you or someone else.\u003c/li>\n\u003cli>\u003cstrong>Celebrate what you are proud of. \u003c/strong>Was there something that occurred that you are especially proud of and really represents the image you want to convey? If so, Timeline lets you feature it and star your favorites to double its size.\u003c/li>\n\u003cli>\u003cstrong>Imagine yourself as a historical figure. \u003c/strong>We know that social media is a tool necessary for success in many fields. For instance, if our students choose to run for office, they'll need \u003c!--more-->social media savvy and a respectable digital footprint. It is reasonable in fact that any student today could become a historical figure in the future. Ask your students to think about themselves as future historical figures and contemplate what their timeline says about the young version of who they are to become.\u003c/li>\n\u003cli>\u003cstrong>Tell your story. \u003c/strong>Have your students think deliberately about their Timeline from the perspective of an autobiography that would be attractive to those considering them as candidates for college and career. Have them actually write an autobiography selling themselves by pointing out important milestones on their timeline that would make them desirable to those considering them for employment or acceptance into their program. You could extend this activity by having students write the biography of a classmate to see how they are perceived by others.\u003c/li>\n\u003cli>\u003cstrong>Fill in the blanks. \u003c/strong>As students think critically about their image, they may realize that important parts of their story aren't included on their Timeline. No problem. They can go back to when they happened and add them.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/toolstop/4324413963/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17594\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/4324413963_f703f734f3-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Toolstop\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish, NPR\u003c/h5>\n\u003cp>As information becomes more digital, public libraries are striving to redefine their roles. A small number are working to create \"hackerspaces,\" where do-it-yourselfers share sophisticated tools and their expertise.\u003c/p>\n\u003cp>The Allen County Public Library, which serves the city of Fort Wayne, Ind., has a modest hackerspace inside a trailer in its parking lot. Library director Jeff Krull says hosting it is consistent with the library's mission.\u003c/p>\n\u003cp>\"We see the library as not being in the book business, but being in the learning business and the exploration business and the expand-your-mind business,\" he says. \"We feel this is really in that spirit, that we provide a resource to the community that individuals would not be able to have access to on their own.\"\u003c/p>\n\u003cp>The 50-foot trailer is known as the Maker Station and belongs to TekVenture, an educational nonprofit that had struggled to find a building it could afford before it was approached by the library. TekVenture signed an agreement with the library to operate in its parking lot for a year. TekVenture President Greg Jacobs says this partnership made sense.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We see the library as not being in the book business, but being in the learning business and the exploration business and the expand-your-mind business.\"\u003c/aside>\n\u003cp>\"The library is a well-established, respectable institution in the area. The library is used by everybody,\" he says. \"Regardless of your stripe in society, you're going to use library facilities.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Allen County facility includes a CNC router, a computer-controlled power tool that cuts wood, plastic and some metals. The Maker Station also has a lathe, scroll and band saws, an electronics \u003c!--more-->bench and an injection molding machine, which makes objects by heating up recycled plastic chips.\u003c/p>\n\u003cp>Like any hackerspace worth its salt, it has a 3-D printer, which can produce plastic objects based on a computer file. In recent years, there's been some chatter on the librarian blogs about the rise of 3-D printing. Meg Backus has a blog about \"interventionist librarianship\" and teaches a course at Syracuse University called \"Innovations in Public Libraries.\"\u003c/p>\n\u003cp>\"People in the library world have noticed that 3-D printers would be a fit for libraries or that libraries should be paying attention to this technology and how it develops, because this could be a really big deal,\" Backus says. \"I'd be completely surprised if we don't all have 3-D printers in 20 years.\"\u003c/p>\n\u003cp>There's already a 3-D printer, donated by a local computer store, in the Fayetteville Free Library in upstate New York. Not only that, the library was recently awarded $10,000 for the creation of a hackerspace. Lauren Smedley, 29, is the librarian responsible for winning the grant and raising $3,500 in pledges for the hackerspace on the website IndieGoGo.\u003c/p>\n\u003cp>Smedley walks a visitor into an unoccupied wing of her library with 10-foot-high ceilings. She explains that this was once the home of the Stickley furniture factory.\u003c/p>\n\u003cp>\"People used to make things in this very room, and we're going to offer this community the opportunity to once again make things here,\" she says. \"And it's just a thrill. It's really exciting.\"\u003c/p>\n\u003cp>Smedley is calling the Fayetteville hackerspace the \"Fabulous Laboratory.\" It will have about 8,000 square feet and be equipped with a number of sophisticated, computer-controlled power tools. This Fabulous Laboratory may not seem out of place in a library that has a cafe, video-gaming stations and iPads available for checkout, and regular author appearances via Skype.\u003c/p>\n\u003cp>\"I really envision this space being a place for people to come and tinker and explore,\" she says. \"We're really looking to have a peer-to-peer training that has proven effective in maker spaces, really, across the world, with some facilitation from the library staff. It's really whatever the community wants to use it for is how we'll support it.\"\u003c/p>\n\u003cp>The library is expecting a grant from the state of New York to renovate the wing for the hackerspace and a business incubation center.\u003c/p>\n\u003cp>Meg Backus teaches a course on \"Innovation in Public Libraries\" with colleague Thomas Gokey. They put together this video to explain more about 3-D printing and hackerspaces.\u003cbr>\nhttp://youtu.be/HCXlJ36x-q0\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story \u003ca href=\"http://www.npr.org/2011/12/10/143401182/libraries-make-room-for-high-tech-hackerspaces\">originally appeared on NPR.org\u003c/a>. Read a related story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">reimagined public library in Fayetville. \u003c/a>\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Allen County facility includes a CNC router, a computer-controlled power tool that cuts wood, plastic and some metals. The Maker Station also has a lathe, scroll and band saws, an electronics \u003c!--more-->bench and an injection molding machine, which makes objects by heating up recycled plastic chips.\u003c/p>\n\u003cp>Like any hackerspace worth its salt, it has a 3-D printer, which can produce plastic objects based on a computer file. In recent years, there's been some chatter on the librarian blogs about the rise of 3-D printing. Meg Backus has a blog about \"interventionist librarianship\" and teaches a course at Syracuse University called \"Innovations in Public Libraries.\"\u003c/p>\n\u003cp>\"People in the library world have noticed that 3-D printers would be a fit for libraries or that libraries should be paying attention to this technology and how it develops, because this could be a really big deal,\" Backus says. \"I'd be completely surprised if we don't all have 3-D printers in 20 years.\"\u003c/p>\n\u003cp>There's already a 3-D printer, donated by a local computer store, in the Fayetteville Free Library in upstate New York. Not only that, the library was recently awarded $10,000 for the creation of a hackerspace. Lauren Smedley, 29, is the librarian responsible for winning the grant and raising $3,500 in pledges for the hackerspace on the website IndieGoGo.\u003c/p>\n\u003cp>Smedley walks a visitor into an unoccupied wing of her library with 10-foot-high ceilings. She explains that this was once the home of the Stickley furniture factory.\u003c/p>\n\u003cp>\"People used to make things in this very room, and we're going to offer this community the opportunity to once again make things here,\" she says. \"And it's just a thrill. It's really exciting.\"\u003c/p>\n\u003cp>Smedley is calling the Fayetteville hackerspace the \"Fabulous Laboratory.\" It will have about 8,000 square feet and be equipped with a number of sophisticated, computer-controlled power tools. This Fabulous Laboratory may not seem out of place in a library that has a cafe, video-gaming stations and iPads available for checkout, and regular author appearances via Skype.\u003c/p>\n\u003cp>\"I really envision this space being a place for people to come and tinker and explore,\" she says. \"We're really looking to have a peer-to-peer training that has proven effective in maker spaces, really, across the world, with some facilitation from the library staff. It's really whatever the community wants to use it for is how we'll support it.\"\u003c/p>\n\u003cp>The library is expecting a grant from the state of New York to renovate the wing for the hackerspace and a business incubation center.\u003c/p>\n\u003cp>Meg Backus teaches a course on \"Innovation in Public Libraries\" with colleague Thomas Gokey. They put together this video to explain more about 3-D printing and hackerspaces.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/HCXlJ36x-q0'\n title='//www.youtube.com/embed/HCXlJ36x-q0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cem>This story \u003ca href=\"http://www.npr.org/2011/12/10/143401182/libraries-make-room-for-high-tech-hackerspaces\">originally appeared on NPR.org\u003c/a>. Read a related story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">reimagined public library in Fayetville. \u003c/a>\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/catholic-school-clamps-down-on-kids-using-facebook/facebook-5/\" rel=\"attachment wp-att-17588\">\u003cimg class=\"size-medium wp-image-17588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/facebook1-300x200.png\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Joshua Johnson\u003c/h5>\n\u003cp>This past October, Saint Timothy Catholic School in San Mateo caused a stir when it added an addendum to its parent/student handbook. The new rule? Any student with a Facebook account will be suspended until the account is closed.\u003c/p>\n\u003cp>Monica Miller, principal of Saint Timothy, acknowledges that she panicked some parents.\u003c/p>\n\u003cp>\"I hit a nerve,\" said Miller. \"And I know that I hit a nerve. It's just part of my M.O., that when I see things happening I need to take a stand and look at them.\"\u003c/p>\n\u003cp>After some parents complained, Miller called a meeting. A meeting that began in prayer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Most teens consider their peers to be kind online.\u003c/aside>\n\u003cp>Miller told parents you have to be 13 to have a Facebook account. Most students at Saint Timothy are too young. But Miller said that's not stopping some of their kids.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have one in kindergarten, five in the first grade, and countless numbers throughout the school who have Facebook accounts. And with the permission of their parents,\" said Miller.\u003c/p>\n\u003cp>Saint Timothy falls under the Archdiocese of San Francisco's Department of Catholic Schools. Each school sets its own policy for online behavior, in line with the Archdiocese's overarching \u003ca href=\"http://www.sfarchdiocese.org/media/files/policy-index/D%2D2%20Administrative%20Handbook.pdf\">Code \u003c!--more-->of Christian Conduct\u003c/a> [pdf]. Diocesan rules essentially view underage Facebook users as having lied to get an account.\u003c/p>\n\u003cp>Jenny Luciano has two kids at Saint Timothy, ages six and 11. Luciano says she sees Principal Miller's point, but she also thinks parents should take the lead in keeping their kids safe on line.\u003c/p>\n\u003cp>\"Those social filters become harmful; they become very knee-jerk, and we need to figure out how to both protect our kids as well as arm them with the tools that they need to be, you know, self-protective,\" said Luciano.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.pewinternet.org/Reports/2011/Teens-and-social-media.aspx\">recent study\u003c/a> from the Pew Research Center confirms some of Luciano's concerns, saying that 88 percent of teens say they've witnessed online bullying. Fifteen percent were the target of bullying.\u003c/p>\n\u003cp>Pew also finds that most teens consider their peers to be mostly kind online, and their parents have taught them how to behave responsibly.\u003c/p>\n\u003cp>But Pew researcher Amanda Lenhart says teens still need all the good advice they can get.\u003c/p>\n\u003cp>\"Youth pastors, coaches, neighbors, parents' friends, it really does take the entire village to help raise the digital child,\" said Lenhart\u003c/p>\n\u003cp>Principal Miller agrees.\u003c/p>\n\u003cp>\"Catholic social teaching is one of the best-kept secrets in the Catholic Church.\"\u003c/p>\n\u003cp>Still, Catholics have been wrestling with how to behave online. Back in June Pope Benedict XVI \u003ca href=\"http://www.vatican.va/holy_father/benedict_xvi/messages/communications/documents/hf_ben-xvi_mes_20110124_45th-world-communications-day_en.html\">gave a speech\u003c/a> on the digital age for the 45th World Communications Day. The Pope said that digital interactions cannot replace the real world for spreading the Gospel, and he warned against the inauthentic, self-indulgent side of social networking.\u003c/p>\n\u003cp>However, the Pope added that there is what he called a \"Christian way\" of being online: honest, open, responsible and respectful.\u003c/p>\n\u003cp>\"I would like then,\" the Pope said, \"to invite Christians, confidently and with an informed and responsible creativity, to join the network of relationships which the digital era has made possible. This is not simply to satisfy the desire to be present, but because this network is an integral part of human life.\"\u003c/p>\n\u003cp>Principal Miller says her student's Catholic faith should be a good guide for their behavior on line. But after meeting with parents, the school's pastor approved a more relaxed policy.\u003c/p>\n\u003cp>Now rather than automatically suspending any student with Facebook account, a committee must consider each incident separately and recommend a response ranging from a reprimand to suspension in an egregious case, such as online bullying.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"For now,\" says Principal Miller, \"Saint Timothy Catholic School is continuing to choose prevention over permission.\"\u003c/p>\n\n",
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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/2011/12/catholic-school-clamps-down-on-kids-using-facebook/facebook-5/\" rel=\"attachment wp-att-17588\">\u003cimg class=\"size-medium wp-image-17588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/facebook1-300x200.png\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Joshua Johnson\u003c/h5>\n\u003cp>This past October, Saint Timothy Catholic School in San Mateo caused a stir when it added an addendum to its parent/student handbook. The new rule? Any student with a Facebook account will be suspended until the account is closed.\u003c/p>\n\u003cp>Monica Miller, principal of Saint Timothy, acknowledges that she panicked some parents.\u003c/p>\n\u003cp>\"I hit a nerve,\" said Miller. \"And I know that I hit a nerve. It's just part of my M.O., that when I see things happening I need to take a stand and look at them.\"\u003c/p>\n\u003cp>After some parents complained, Miller called a meeting. A meeting that began in prayer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Most teens consider their peers to be kind online.\u003c/aside>\n\u003cp>Miller told parents you have to be 13 to have a Facebook account. Most students at Saint Timothy are too young. But Miller said that's not stopping some of their kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have one in kindergarten, five in the first grade, and countless numbers throughout the school who have Facebook accounts. And with the permission of their parents,\" said Miller.\u003c/p>\n\u003cp>Saint Timothy falls under the Archdiocese of San Francisco's Department of Catholic Schools. Each school sets its own policy for online behavior, in line with the Archdiocese's overarching \u003ca href=\"http://www.sfarchdiocese.org/media/files/policy-index/D%2D2%20Administrative%20Handbook.pdf\">Code \u003c!--more-->of Christian Conduct\u003c/a> [pdf]. Diocesan rules essentially view underage Facebook users as having lied to get an account.\u003c/p>\n\u003cp>Jenny Luciano has two kids at Saint Timothy, ages six and 11. Luciano says she sees Principal Miller's point, but she also thinks parents should take the lead in keeping their kids safe on line.\u003c/p>\n\u003cp>\"Those social filters become harmful; they become very knee-jerk, and we need to figure out how to both protect our kids as well as arm them with the tools that they need to be, you know, self-protective,\" said Luciano.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.pewinternet.org/Reports/2011/Teens-and-social-media.aspx\">recent study\u003c/a> from the Pew Research Center confirms some of Luciano's concerns, saying that 88 percent of teens say they've witnessed online bullying. Fifteen percent were the target of bullying.\u003c/p>\n\u003cp>Pew also finds that most teens consider their peers to be mostly kind online, and their parents have taught them how to behave responsibly.\u003c/p>\n\u003cp>But Pew researcher Amanda Lenhart says teens still need all the good advice they can get.\u003c/p>\n\u003cp>\"Youth pastors, coaches, neighbors, parents' friends, it really does take the entire village to help raise the digital child,\" said Lenhart\u003c/p>\n\u003cp>Principal Miller agrees.\u003c/p>\n\u003cp>\"Catholic social teaching is one of the best-kept secrets in the Catholic Church.\"\u003c/p>\n\u003cp>Still, Catholics have been wrestling with how to behave online. Back in June Pope Benedict XVI \u003ca href=\"http://www.vatican.va/holy_father/benedict_xvi/messages/communications/documents/hf_ben-xvi_mes_20110124_45th-world-communications-day_en.html\">gave a speech\u003c/a> on the digital age for the 45th World Communications Day. The Pope said that digital interactions cannot replace the real world for spreading the Gospel, and he warned against the inauthentic, self-indulgent side of social networking.\u003c/p>\n\u003cp>However, the Pope added that there is what he called a \"Christian way\" of being online: honest, open, responsible and respectful.\u003c/p>\n\u003cp>\"I would like then,\" the Pope said, \"to invite Christians, confidently and with an informed and responsible creativity, to join the network of relationships which the digital era has made possible. This is not simply to satisfy the desire to be present, but because this network is an integral part of human life.\"\u003c/p>\n\u003cp>Principal Miller says her student's Catholic faith should be a good guide for their behavior on line. But after meeting with parents, the school's pastor approved a more relaxed policy.\u003c/p>\n\u003cp>Now rather than automatically suspending any student with Facebook account, a committee must consider each incident separately and recommend a response ranging from a reprimand to suspension in an egregious case, such as online bullying.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"For now,\" says Principal Miller, \"Saint Timothy Catholic School is continuing to choose prevention over permission.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Trouble with Gifting an E-Book",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/calliope/430307600/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-17567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/430307600_687bd2d08a_z-300x197.jpg\" alt=\"\" width=\"300\" height=\"197\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Muffet\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/jenny-shank/\">Jenny Shank\u003c/a>\u003c/h5>\n\u003cp>Is it possible to personalize the gift of an e-book?\u003c/p>\n\u003cp>I asked Arsen Kashkashian, head buyer at the Boulder Book Store, if he had any ideas, and he was as stumped as I am.\u003c/p>\n\u003cp>\"I'm not sure what the best way to personalize an e-book would be,\" he said.\u003c/p>\n\u003cp>His store and many other independent bookstores sell Google e-books, which are\u003c/p>\n\u003cp>usually the same price as e-books available for Kindle, and can be used on multiple platforms. But you can't use a store gift certificate to purchase them because buying the e-book is a transaction with Google, and Google doesn't accept indie bookstore gift cards. Currently, there isn't a way to give an e-book as a gift from most independent bookstores.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It is possible to give a Kindle e-book as a present from Amazon. According to Amazon's FAQ on the subject, you don't need to own a Kindle to give someone a Kindle e-book gift: \"Kindle books can be given and received by anyone with an e-mail address.\" You can schedule the date the e-book gift is delivered to the recipient, and if the recipient isn't happy with your selection, he or she can exchange it for another.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Even if people have e-readers, they want to give a physical book, because it's so impersonal giving e-books.\"\u003c/aside>\n\u003cp>As for Barnes & Noble's Nook books, you can't give someone a specific Nook book, but you cangive them a Barnes & Noble gift card to purchase Nook books, or you can lend a Nook book from one reader to another. Although you can give a friend specific songs from iTunes, that isn't possible yet for iBooks -- the only way to give an iBook is through an iTunes gift card or certificate. It's all a little confusing, because each type of e-book and e-reader has its own rules. Last month, Open Road Media launched \u003ca href=\"http://www.openroadmedia.com/giftofe/\">a website with instructions\u003c/a> on how to give e-books from Apple, Amazon, Barnes & Noble, Kobo and the Sony Reader Store.\u003c!--more-->\u003c/p>\n\u003cp>Still, these digital transactions via email feel a little chilly to me. One year I gave someone a subscription to Netflix, and almost a year later I received an email that said the person never used the credit that was about to expire, which made me feel like I had never given them a gift at all.\u003c/p>\n\u003ch5>PRINT BOOKS IS STILL KING\u003c/h5>\n\u003cp>I spoke with Cathy Langer, lead buyer at the Tattered Cover, who said, \"I contend that even if people have e-readers, they want to give a physical book, because it's so impersonal giving e-books. And this was actually proven with several customers I've helped.\"\u003c/p>\n\u003cp>I told her that I am leaning toward giving actual books to friends and family that have e-readers, and she said that my thoughts on this subject are typical. \"I've been predicting almost since last Christmas that I'm not afraid of the holiday season. People ordering off of Amazon has cut into our business to some extent, no matter what. But even though people are getting e-readers for Christmas and Hanukkah, when someone wants to give a gift of a book, they want to give the gift of a physical book. Even though there are e-readers in millions of households, the gift-giving vehicle is still the physical book.\"\u003c/p>\n\u003cp>Langer gave some examples of how this dynamic has played out among customers at the Tattered Cover that she's helped. \"I had a customer who wanted two copies of 'Ready Player One' [by Ernest Cline], which is a futuristic, hip novel from Random House that was big this fall. He said, 'I read it on my Kindle, and I loved it, so I want to give it as gifts.'\"\u003c/p>\n\u003cp>It's almost as if the e-book has become the lower-priced preview mechanism for readers who might then go onto buy the physical book for themselves or others.\u003c/p>\n\u003cp>And for kids, although there are some wonderful interactive e-book programs, printed books still are the rule. Langer said, \"A couple days ago, there was a little girl -- maybe 5 years old -- traipsing through the store with her grandfather, and they were talking about a book. He said, 'Well, we can get that for you on your Kindle,' and she said, 'No, Grandpa, I want a real book.'\"\u003c/p>\n\u003cp>Langer said, \"Giving books as gifts is a very strong, personal statement. It's an object of love and affection and real meaning. It's an object rather than just a commodity of words.\"\u003c/p>\n\u003cp>I agree -- for this year, I'm sticking with printed books for gifts. In future years, who knows? But as long as no one invents digital beer, there will always be some presents under the Christmas tree.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/the-trouble-with-gifting-an-e-book/pbs-mediashift-logo-final-11/\" rel=\"attachment wp-att-17570\">\u003cimg class=\"alignleft size-thumbnail wp-image-17570\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final1-140x140.jpg\" alt=\"\" width=\"40\" height=\"40\">\u003c/a>Part of this story 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 alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/calliope/430307600/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-17567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/430307600_687bd2d08a_z-300x197.jpg\" alt=\"\" width=\"300\" height=\"197\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Muffet\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/jenny-shank/\">Jenny Shank\u003c/a>\u003c/h5>\n\u003cp>Is it possible to personalize the gift of an e-book?\u003c/p>\n\u003cp>I asked Arsen Kashkashian, head buyer at the Boulder Book Store, if he had any ideas, and he was as stumped as I am.\u003c/p>\n\u003cp>\"I'm not sure what the best way to personalize an e-book would be,\" he said.\u003c/p>\n\u003cp>His store and many other independent bookstores sell Google e-books, which are\u003c/p>\n\u003cp>usually the same price as e-books available for Kindle, and can be used on multiple platforms. But you can't use a store gift certificate to purchase them because buying the e-book is a transaction with Google, and Google doesn't accept indie bookstore gift cards. Currently, there isn't a way to give an e-book as a gift from most independent bookstores.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It is possible to give a Kindle e-book as a present from Amazon. According to Amazon's FAQ on the subject, you don't need to own a Kindle to give someone a Kindle e-book gift: \"Kindle books can be given and received by anyone with an e-mail address.\" You can schedule the date the e-book gift is delivered to the recipient, and if the recipient isn't happy with your selection, he or she can exchange it for another.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Even if people have e-readers, they want to give a physical book, because it's so impersonal giving e-books.\"\u003c/aside>\n\u003cp>As for Barnes & Noble's Nook books, you can't give someone a specific Nook book, but you cangive them a Barnes & Noble gift card to purchase Nook books, or you can lend a Nook book from one reader to another. Although you can give a friend specific songs from iTunes, that isn't possible yet for iBooks -- the only way to give an iBook is through an iTunes gift card or certificate. It's all a little confusing, because each type of e-book and e-reader has its own rules. Last month, Open Road Media launched \u003ca href=\"http://www.openroadmedia.com/giftofe/\">a website with instructions\u003c/a> on how to give e-books from Apple, Amazon, Barnes & Noble, Kobo and the Sony Reader Store.\u003c!--more-->\u003c/p>\n\u003cp>Still, these digital transactions via email feel a little chilly to me. One year I gave someone a subscription to Netflix, and almost a year later I received an email that said the person never used the credit that was about to expire, which made me feel like I had never given them a gift at all.\u003c/p>\n\u003ch5>PRINT BOOKS IS STILL KING\u003c/h5>\n\u003cp>I spoke with Cathy Langer, lead buyer at the Tattered Cover, who said, \"I contend that even if people have e-readers, they want to give a physical book, because it's so impersonal giving e-books. And this was actually proven with several customers I've helped.\"\u003c/p>\n\u003cp>I told her that I am leaning toward giving actual books to friends and family that have e-readers, and she said that my thoughts on this subject are typical. \"I've been predicting almost since last Christmas that I'm not afraid of the holiday season. People ordering off of Amazon has cut into our business to some extent, no matter what. But even though people are getting e-readers for Christmas and Hanukkah, when someone wants to give a gift of a book, they want to give the gift of a physical book. Even though there are e-readers in millions of households, the gift-giving vehicle is still the physical book.\"\u003c/p>\n\u003cp>Langer gave some examples of how this dynamic has played out among customers at the Tattered Cover that she's helped. \"I had a customer who wanted two copies of 'Ready Player One' [by Ernest Cline], which is a futuristic, hip novel from Random House that was big this fall. He said, 'I read it on my Kindle, and I loved it, so I want to give it as gifts.'\"\u003c/p>\n\u003cp>It's almost as if the e-book has become the lower-priced preview mechanism for readers who might then go onto buy the physical book for themselves or others.\u003c/p>\n\u003cp>And for kids, although there are some wonderful interactive e-book programs, printed books still are the rule. Langer said, \"A couple days ago, there was a little girl -- maybe 5 years old -- traipsing through the store with her grandfather, and they were talking about a book. He said, 'Well, we can get that for you on your Kindle,' and she said, 'No, Grandpa, I want a real book.'\"\u003c/p>\n\u003cp>Langer said, \"Giving books as gifts is a very strong, personal statement. It's an object of love and affection and real meaning. It's an object rather than just a commodity of words.\"\u003c/p>\n\u003cp>I agree -- for this year, I'm sticking with printed books for gifts. In future years, who knows? But as long as no one invents digital beer, there will always be some presents under the Christmas tree.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/the-trouble-with-gifting-an-e-book/pbs-mediashift-logo-final-11/\" rel=\"attachment wp-att-17570\">\u003cimg class=\"alignleft size-thumbnail wp-image-17570\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final1-140x140.jpg\" alt=\"\" width=\"40\" height=\"40\">\u003c/a>Part of this story 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": "For a Holiday Gift, Board Game or App of Board Game?",
"title": "For a Holiday Gift, Board Game or App of Board Game?",
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"content": "\u003cfigure id=\"attachment_17551\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/willfolsom/5134869124/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-17551\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5134869124_f7d9e11e6e_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">How does the experience of playing the real board game compare to playing the app?\u003c/figcaption>\u003c/figure>\n\u003cp>The holidays are screeching around the corner, and the frenzy to fill stockings and pile up presents is hitting its peak this weekend. For those with kids on their list, board games have always been the standby winners, but now there's a new rival on the scene: the board game app.\u003c/p>\n\u003cp>True, apps are not as fun to gift. The tiny, flat iTunes or Amazon gift card pales next to the big wrapped box. But beyond opening the gift, does the experience of playing with the app hold up to playing with the real thing?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's definitely room for both in our real and virtual game closet.\"\u003c/aside>\n\u003cp>Last summer, my eight-year-old daughter was introduced to LIFE, the board game. She was hooked instantly. She and her friends spent long summer afternoons spinning the number wheel, counting their savings and retirement, and moving their characters along in the path toward college or work, having kids, and buying homes. They talked about why they made each of those decisions and plotted their strategies with each other for their future.\u003c/p>\n\u003cp>Preparing to go on vacation, we decided to buy the \u003ca href=\"http://itunes.apple.com/us/app/the-game-of-life-for-ipad/id406233537?mt=8\">LIFE app \u003c/a>for the iPad rather than lug along the big box and all of its many components. The game itself is executed well enough on the touchscreen tablet. You can choose to play with up to six other virtual players within the app -- jolly characters like Zoe or Ernie or Malcom, or pass it around to play with real players. Spin the wheel \u003c!--more-->by making a circle on the touchscreen (the sound resembles the real wheel, the tap-tap-tap going quickly at first, then slowing down). Tap images of finance-related cards (the app does all the counting for you), and follow the prompts and arrows to keep the game moving. For the most part, all the logistics of playing the game are the same on the app as on the board.\u003c/p>\n\u003cp>LIFE was originally created in 1860 by Milton Bradley. More than 150 years and many iterations later, kids are playing the digital version of the game, and discovering for themselves the differences between the two.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/for-a-holiday-gift-board-game-or-app-of-board-game/life/\" rel=\"attachment wp-att-17552\">\u003cimg class=\"size-medium wp-image-17552\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/life-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">The LIFE app.\u003c/p>\n\u003c/div>\n\u003cp>Tara Runyan from Oakland plays LIFE with her daughter Julia on the iPad. Though they enjoyed it at first, it \"gets boring after the novelty wears off,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The physical board game is a lot more fun,\" Runyan said. \"There are things that are automated, like playing the cards you draw, that take away the strategy element, which is minimal anyway.\"\u003c/p>\n\u003cp>My daughter, Lucy, agrees. \"With the game, you have to do your own math, which is more fun, except when I'm feeling lazy,\" she said.\"Plus, your parents don't tell you to get off the iPad screen, because they think it's okay for you to play the real game.\"\u003c/p>\n\u003cp>And although you can technically play with others on the iPad version, Lucy points out it's more fun to play with real people \"because they can actually talk to me.\"\u003c/p>\n\u003cp>Any redeeming qualities of the app? It's easier to clean up and much more portable.\u003c/p>\n\u003cp>\u003cstrong>THE HUMAN ELEMENT\u003c/strong>\u003c/p>\n\u003cp>Somehow the image of passing around a tablet or mobile phone around the dining room table doesn't evoke the same warmth as the messy board game, piled up with cards and cash and rainbow-colored tokens. With the real game, you have a better sense of strategy, of players' predilections. You can see the real estate mogul's empire grow on the Monopoly board, miniature houses and hotels crowding out the other players' tokens. You can tell who likes to be in charge of counting the money, collecting fines, doling out people's pensions and rewards, ever the scrupulous banker (we hope).\u003c/p>\n\u003cp>Word games have their own dynamics, too. Playing the tactile versions of Boggle and Scrabble versus the apps are two completely different experiences. The Boggle app allows you to spin the board around clockwise, so it's easier to see new ways of putting letters together to make words. You create words by tapping each letter, and the app buzzes when you're wrong.\u003c/p>\n\u003cp>The Scrabble app also makes playing easier by giving you the option of looking up those ridiculous two-letter words that qualify, like \"xa\" and \"fa.\" On the other hand, you can play the app version at any time of day, with real friends and virtual friends who use the app.\u003c/p>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/fotologic/2638202771/\">\u003cimg class=\"size-medium wp-image-17553\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/2638202771_aeb38046af-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: ANGEL\u003c/p>\n\u003c/div>\n\u003cp>Amy Nathan of Berkeley, the mother of two grade-school boys, says her kids are not interested in the app version of Boggle. \"I think the manipulatives in each of those games is a big part of the learning,\" she said.\u003c/p>\n\u003cp>Telma Cox from Pacific Grove points out that playing a real board game with a big group is more engaging for players. \"As much as our kids love games and apps on their iPads and iPod touches, the tactile board games are more interactive and fun for a larger number of people, like when you have the whole family together,\" she said.\u003c/p>\n\u003cp>It's important to note, though, that there are wonderful, original, interactive, educational apps (see our list of \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">app reviews\u003c/a>.) And a lot of those don't exist in the tactile world.\u003c/p>\n\u003cp>For some families, it's not a matter of choosing one or the other. \"There's definitely room for both in our real and virtual game closet,\" Runyan said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If Lucy had too choose between the real game and the app, she says she'd choose the real game. \"But you know what,\" she said. \"I'd actually want to have both.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17551\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/willfolsom/5134869124/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-17551\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5134869124_f7d9e11e6e_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">How does the experience of playing the real board game compare to playing the app?\u003c/figcaption>\u003c/figure>\n\u003cp>The holidays are screeching around the corner, and the frenzy to fill stockings and pile up presents is hitting its peak this weekend. For those with kids on their list, board games have always been the standby winners, but now there's a new rival on the scene: the board game app.\u003c/p>\n\u003cp>True, apps are not as fun to gift. The tiny, flat iTunes or Amazon gift card pales next to the big wrapped box. But beyond opening the gift, does the experience of playing with the app hold up to playing with the real thing?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's definitely room for both in our real and virtual game closet.\"\u003c/aside>\n\u003cp>Last summer, my eight-year-old daughter was introduced to LIFE, the board game. She was hooked instantly. She and her friends spent long summer afternoons spinning the number wheel, counting their savings and retirement, and moving their characters along in the path toward college or work, having kids, and buying homes. They talked about why they made each of those decisions and plotted their strategies with each other for their future.\u003c/p>\n\u003cp>Preparing to go on vacation, we decided to buy the \u003ca href=\"http://itunes.apple.com/us/app/the-game-of-life-for-ipad/id406233537?mt=8\">LIFE app \u003c/a>for the iPad rather than lug along the big box and all of its many components. The game itself is executed well enough on the touchscreen tablet. You can choose to play with up to six other virtual players within the app -- jolly characters like Zoe or Ernie or Malcom, or pass it around to play with real players. Spin the wheel \u003c!--more-->by making a circle on the touchscreen (the sound resembles the real wheel, the tap-tap-tap going quickly at first, then slowing down). Tap images of finance-related cards (the app does all the counting for you), and follow the prompts and arrows to keep the game moving. For the most part, all the logistics of playing the game are the same on the app as on the board.\u003c/p>\n\u003cp>LIFE was originally created in 1860 by Milton Bradley. More than 150 years and many iterations later, kids are playing the digital version of the game, and discovering for themselves the differences between the two.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/for-a-holiday-gift-board-game-or-app-of-board-game/life/\" rel=\"attachment wp-att-17552\">\u003cimg class=\"size-medium wp-image-17552\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/life-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">The LIFE app.\u003c/p>\n\u003c/div>\n\u003cp>Tara Runyan from Oakland plays LIFE with her daughter Julia on the iPad. Though they enjoyed it at first, it \"gets boring after the novelty wears off,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The physical board game is a lot more fun,\" Runyan said. \"There are things that are automated, like playing the cards you draw, that take away the strategy element, which is minimal anyway.\"\u003c/p>\n\u003cp>My daughter, Lucy, agrees. \"With the game, you have to do your own math, which is more fun, except when I'm feeling lazy,\" she said.\"Plus, your parents don't tell you to get off the iPad screen, because they think it's okay for you to play the real game.\"\u003c/p>\n\u003cp>And although you can technically play with others on the iPad version, Lucy points out it's more fun to play with real people \"because they can actually talk to me.\"\u003c/p>\n\u003cp>Any redeeming qualities of the app? It's easier to clean up and much more portable.\u003c/p>\n\u003cp>\u003cstrong>THE HUMAN ELEMENT\u003c/strong>\u003c/p>\n\u003cp>Somehow the image of passing around a tablet or mobile phone around the dining room table doesn't evoke the same warmth as the messy board game, piled up with cards and cash and rainbow-colored tokens. With the real game, you have a better sense of strategy, of players' predilections. You can see the real estate mogul's empire grow on the Monopoly board, miniature houses and hotels crowding out the other players' tokens. You can tell who likes to be in charge of counting the money, collecting fines, doling out people's pensions and rewards, ever the scrupulous banker (we hope).\u003c/p>\n\u003cp>Word games have their own dynamics, too. Playing the tactile versions of Boggle and Scrabble versus the apps are two completely different experiences. The Boggle app allows you to spin the board around clockwise, so it's easier to see new ways of putting letters together to make words. You create words by tapping each letter, and the app buzzes when you're wrong.\u003c/p>\n\u003cp>The Scrabble app also makes playing easier by giving you the option of looking up those ridiculous two-letter words that qualify, like \"xa\" and \"fa.\" On the other hand, you can play the app version at any time of day, with real friends and virtual friends who use the app.\u003c/p>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/fotologic/2638202771/\">\u003cimg class=\"size-medium wp-image-17553\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/2638202771_aeb38046af-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: ANGEL\u003c/p>\n\u003c/div>\n\u003cp>Amy Nathan of Berkeley, the mother of two grade-school boys, says her kids are not interested in the app version of Boggle. \"I think the manipulatives in each of those games is a big part of the learning,\" she said.\u003c/p>\n\u003cp>Telma Cox from Pacific Grove points out that playing a real board game with a big group is more engaging for players. \"As much as our kids love games and apps on their iPads and iPod touches, the tactile board games are more interactive and fun for a larger number of people, like when you have the whole family together,\" she said.\u003c/p>\n\u003cp>It's important to note, though, that there are wonderful, original, interactive, educational apps (see our list of \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">app reviews\u003c/a>.) And a lot of those don't exist in the tactile world.\u003c/p>\n\u003cp>For some families, it's not a matter of choosing one or the other. \"There's definitely room for both in our real and virtual game closet,\" Runyan said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If Lucy had too choose between the real game and the app, she says she'd choose the real game. \"But you know what,\" she said. \"I'd actually want to have both.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Etiquette for Using Tech, In and Out of Class",
"title": "New Etiquette for Using Tech, In and Out of Class",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/10_11-15_newtech_0654-3/\" rel=\"attachment wp-att-17516\">\u003cimg class=\"size-medium wp-image-17516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">By Doug Ward\u003c/a>\u003c/h5>\n\u003cp>If you want to see a teacher fume, just bring up the topic of cell phones in class.\u003c/p>\n\u003cp>Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they \u003ca href=\"http://news.cnet.com/8301-27083_3-10469162-247.html\">check messages from bed\u003c/a>, and 11 percent of those 25 or younger are willing to interrupt sex for a Twitter or Facebook message, what chance do teachers have of keeping students' attention in class?\u003c/p>\n\u003cp>Then again, teachers often have their own problems paying attention.\u003c/p>\n\u003cp>We chide students for texting in class but then encourage them to tweet. We force students to put away their phones when we lead class discussions but then immerse ourselves in our own screens when colleagues speak. At meetings of all sorts, we have accepted a new posture: heads down, fingers tapping out words, eyes awaiting responses. Faculty members have adopted many of the same habits they condemn in their students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We want students to be engaged because it fosters learning. And yet the rules of engagement are changing -- in education, in business, in life.\u003c/aside>\n\u003cp>It seems, then, that everyone, teachers and students alike, need to find new ground rules on how to engage when real and online life collide.\u003c!--more-->\u003c/p>\n\u003ch5>WHAT ARE WE GAINING AND LOSING?\u003c/h5>\n\u003cp>At the recent \u003ca href=\"http://journalisminteractive.com/2011/\">Journalism Interactive\u003c/a> conference, for instance, an array of speakers grappled with the role of technology in the classroom, with the use of tech in the news media, its influence on teaching and learning, and its opportunities and frustrations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Audience members -- mostly professors -- sat heads down, eyes trained on smartphones, tablets and laptops. At the front of the room, panel members tweeted, checked messages from the audience, and followed the conference Twitter stream. It was hard to tell whether anyone was paying attention.\u003c/p>\n\u003cp>None of this was surprising. Promos for the conference encouraged participants to bring their gadgets. And this was, after all, a gathering of journalists, who crave constant information. With my own iPad and keyboard, I took copious notes and occasionally checked the live blog, the electronic schedule and, uh-hum, my email.\u003c/p>\n\u003cp>I began to wonder whether in our haste to share and record we haven't lost something. When we live tweet, are we truly paying attention? Has technology focused us so much on the 140-character sound bite that we miss the bigger message or even \u003ca href=\"https://www.nytimes.com/2009/05/27/dining/27text.html?pagewanted=all\">the dinner table conversation\u003c/a>? Are we becoming so hooked on the thrill of speed and immediacy that we are losing our sense of context?\u003c/p>\n\u003cp>More broadly, have we lost the ability to be present, to listen and pay attention -- really pay attention -- to make connections and ponder ramifications?\u003c/p>\n\u003ch5>VALUE OF ENGAGEMENT OF ALL KINDS\u003c/h5>\n\u003cp>I have no intention of condemning technology. Tweeting and live blogging during events can \u003ca href=\"https://chronicle.com/article/A-Social-Network-Can-Be-a/129609/\">create a broader conversation\u003c/a>, and can allow audience members to participate more easily and to ask questions and make observations that might otherwise fade away. They can be excellent tools for teaching and learning. They also create a potentially valuable archive.\u003c/p>\n\u003cp>And yet, the \u003ca href=\"http://chronicle.com/blogs/profhacker/developing-a-digital-etiquette-policy/35406\">rules of etiquette have grown murky\u003c/a>, in the classroom, the auditorium and nearly everywhere else that people gather. A recent conversation with a colleague about how students engaged with a guest speaker in a class drove that point home for me. The colleague had asked students to live tweet the event, something that made one student seem especially uncomfortable. As classmates and even the speaker tweeted, that lone student sat and watched, looking disturbed, even pained.\u003c/p>\n\u003cp>To a degree, I understood. The student was being asked to do the very thing most professors had warned about not doing in other classes. As professors, we expect our students to pay attention to classroom conversations rather than monitor their phones or \u003ca href=\"https://chronicle.com/blogs/wiredcampus/students-passing-notes-in-class-via-text-message/2523\">pass personal notes via text\u003c/a> message. Some professors have asked students to \u003ca href=\"https://chronicle.com/article/Thoreaus-Cellphone-Experiment/125962/\">check in their cell phones before class.\u003c/a> Some \u003ca href=\"https://chronicle.com/blogs/brainstorm/digital-doubts/35261\">don't even allow laptop computers\u003c/a> because students have trouble resisting the siren song of Facebook.\u003c/p>\n\u003cp>Students themselves have expressed concern about the boundaries and \u003ca href=\"https://chronicle.com/article/No-Cellphone-No-Internet-So/127391/\">ramifications of technology\u003c/a>. At my own university, the Student Senate recently polled faculty members about classroom technology use and asked about the usefulness of policy recommendations that professors could add to syllabuses. The announcement for the poll said students were confused by a wide variety of policies and practices across campus.\u003c/p>\n\u003ch5>REDRAWING THE BOUNDARIES\u003c/h5>\n\u003cp>We want our students to be engaged because engagement fosters learning. And yet the rules of engagement are changing -- in education, \u003ca href=\"http://www.inc.com/guides/how-to-create-a-cell-phone-policy.html\">in business\u003c/a>, in life. We once knew and accepted the unwritten standards of etiquette: When a speaker spoke, we paid attention. We may have taken notes, but we listened respectfully, eyes forward. Being present and attentive was simple courtesy.\u003c/p>\n\u003cp>Now, though, we're redrawing boundaries without discussing why the original ones existed in the first place -- or understanding what impact the new boundaries may have. Our tolerance and our culture are changing one tweet at a time.\u003c/p>\n\u003cp>It's something we need to pay attention to.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/pbs-mediashift-logo-final-10/\" rel=\"attachment wp-att-17515\">\u003cimg class=\"alignleft size-thumbnail wp-image-17515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"41\" height=\"41\">\u003c/a>This story 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 alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/10_11-15_newtech_0654-3/\" rel=\"attachment wp-att-17516\">\u003cimg class=\"size-medium wp-image-17516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">By Doug Ward\u003c/a>\u003c/h5>\n\u003cp>If you want to see a teacher fume, just bring up the topic of cell phones in class.\u003c/p>\n\u003cp>Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they \u003ca href=\"http://news.cnet.com/8301-27083_3-10469162-247.html\">check messages from bed\u003c/a>, and 11 percent of those 25 or younger are willing to interrupt sex for a Twitter or Facebook message, what chance do teachers have of keeping students' attention in class?\u003c/p>\n\u003cp>Then again, teachers often have their own problems paying attention.\u003c/p>\n\u003cp>We chide students for texting in class but then encourage them to tweet. We force students to put away their phones when we lead class discussions but then immerse ourselves in our own screens when colleagues speak. At meetings of all sorts, we have accepted a new posture: heads down, fingers tapping out words, eyes awaiting responses. Faculty members have adopted many of the same habits they condemn in their students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We want students to be engaged because it fosters learning. And yet the rules of engagement are changing -- in education, in business, in life.\u003c/aside>\n\u003cp>It seems, then, that everyone, teachers and students alike, need to find new ground rules on how to engage when real and online life collide.\u003c!--more-->\u003c/p>\n\u003ch5>WHAT ARE WE GAINING AND LOSING?\u003c/h5>\n\u003cp>At the recent \u003ca href=\"http://journalisminteractive.com/2011/\">Journalism Interactive\u003c/a> conference, for instance, an array of speakers grappled with the role of technology in the classroom, with the use of tech in the news media, its influence on teaching and learning, and its opportunities and frustrations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Audience members -- mostly professors -- sat heads down, eyes trained on smartphones, tablets and laptops. At the front of the room, panel members tweeted, checked messages from the audience, and followed the conference Twitter stream. It was hard to tell whether anyone was paying attention.\u003c/p>\n\u003cp>None of this was surprising. Promos for the conference encouraged participants to bring their gadgets. And this was, after all, a gathering of journalists, who crave constant information. With my own iPad and keyboard, I took copious notes and occasionally checked the live blog, the electronic schedule and, uh-hum, my email.\u003c/p>\n\u003cp>I began to wonder whether in our haste to share and record we haven't lost something. When we live tweet, are we truly paying attention? Has technology focused us so much on the 140-character sound bite that we miss the bigger message or even \u003ca href=\"https://www.nytimes.com/2009/05/27/dining/27text.html?pagewanted=all\">the dinner table conversation\u003c/a>? Are we becoming so hooked on the thrill of speed and immediacy that we are losing our sense of context?\u003c/p>\n\u003cp>More broadly, have we lost the ability to be present, to listen and pay attention -- really pay attention -- to make connections and ponder ramifications?\u003c/p>\n\u003ch5>VALUE OF ENGAGEMENT OF ALL KINDS\u003c/h5>\n\u003cp>I have no intention of condemning technology. Tweeting and live blogging during events can \u003ca href=\"https://chronicle.com/article/A-Social-Network-Can-Be-a/129609/\">create a broader conversation\u003c/a>, and can allow audience members to participate more easily and to ask questions and make observations that might otherwise fade away. They can be excellent tools for teaching and learning. They also create a potentially valuable archive.\u003c/p>\n\u003cp>And yet, the \u003ca href=\"http://chronicle.com/blogs/profhacker/developing-a-digital-etiquette-policy/35406\">rules of etiquette have grown murky\u003c/a>, in the classroom, the auditorium and nearly everywhere else that people gather. A recent conversation with a colleague about how students engaged with a guest speaker in a class drove that point home for me. The colleague had asked students to live tweet the event, something that made one student seem especially uncomfortable. As classmates and even the speaker tweeted, that lone student sat and watched, looking disturbed, even pained.\u003c/p>\n\u003cp>To a degree, I understood. The student was being asked to do the very thing most professors had warned about not doing in other classes. As professors, we expect our students to pay attention to classroom conversations rather than monitor their phones or \u003ca href=\"https://chronicle.com/blogs/wiredcampus/students-passing-notes-in-class-via-text-message/2523\">pass personal notes via text\u003c/a> message. Some professors have asked students to \u003ca href=\"https://chronicle.com/article/Thoreaus-Cellphone-Experiment/125962/\">check in their cell phones before class.\u003c/a> Some \u003ca href=\"https://chronicle.com/blogs/brainstorm/digital-doubts/35261\">don't even allow laptop computers\u003c/a> because students have trouble resisting the siren song of Facebook.\u003c/p>\n\u003cp>Students themselves have expressed concern about the boundaries and \u003ca href=\"https://chronicle.com/article/No-Cellphone-No-Internet-So/127391/\">ramifications of technology\u003c/a>. At my own university, the Student Senate recently polled faculty members about classroom technology use and asked about the usefulness of policy recommendations that professors could add to syllabuses. The announcement for the poll said students were confused by a wide variety of policies and practices across campus.\u003c/p>\n\u003ch5>REDRAWING THE BOUNDARIES\u003c/h5>\n\u003cp>We want our students to be engaged because engagement fosters learning. And yet the rules of engagement are changing -- in education, \u003ca href=\"http://www.inc.com/guides/how-to-create-a-cell-phone-policy.html\">in business\u003c/a>, in life. We once knew and accepted the unwritten standards of etiquette: When a speaker spoke, we paid attention. We may have taken notes, but we listened respectfully, eyes forward. Being present and attentive was simple courtesy.\u003c/p>\n\u003cp>Now, though, we're redrawing boundaries without discussing why the original ones existed in the first place -- or understanding what impact the new boundaries may have. Our tolerance and our culture are changing one tweet at a time.\u003c/p>\n\u003cp>It's something we need to pay attention to.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/pbs-mediashift-logo-final-10/\" rel=\"attachment wp-att-17515\">\u003cimg class=\"alignleft size-thumbnail wp-image-17515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"41\" height=\"41\">\u003c/a>This story 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": "Should Computer Science Be Required in K-12?",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/applying-the-7-golden-rules-one-teachers-take-of-technology/kids-computers/\" rel=\"attachment wp-att-15750\">\u003cimg class=\"size-medium wp-image-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Computer science is not widely taught, even though programming may be one of the most important skills of the 21st century. While most schools do recognize the importance of helping students learn how to use new technologies, you'll still find scant opportunities in K-12 classes for students to learn how to actually \u003cem>build\u003c/em> those very technologies.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.acm.org/runningonempty/\">report\u003c/a> issued last year by the Association of Computing Machinery found that very few states offer K-12 computer science education at all. Just nine states allow CS courses to count towards graduation requirements for math or science. And no states require computer science for graduation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too.\u003c/aside>\n\u003cp>Why the absence of CS courses from elementary and secondary schools? A\u003ca href=\"http://thejournal.com/Articles/2011/12/05/Overhauling-Computer-Science-Education.aspx\"> recent article in Technology Horizons Journal\u003c/a> points to a few obstacles to teaching computer science: questions about teacher certification, debates about what a CS curriculum should contain, and concerns about where CS fits into the curriculum and/or the schedule. Is computer science math? Is it \u003c!--more-->science? Does it replace another course?\u003c/p>\n\u003cp>There are, no doubt, increasing opportunities for kids to learn programming. But these often occur as after-school projects (things like the \u003ca href=\"http://www.firstlegoleague.org/\">First Lego League\u003c/a>) or as self-directed programs (such as learning to code with online materials like \u003ca href=\"http://hackety-hack.com/\">Hackety Hack\u003c/a>). While these do attract those students who are interested in programming, they do little to expose the general student population to computer science.\u003c/p>\n\u003cp>Studies have repeatedly shown that early exposure to science, technology, engineering and math (STEM) subjects is important in convincing students to think about STEM careers. Earlier this year, \u003ca href=\"http://www.microsoft.com/presspass/press/2011/sep11/09-07MSSTEMSurveyPR.mspx\">Microsoft surveyed\u003c/a> some 500 college students pursuing STEM degrees, and nearly four out of five of them said they had made the decision to be a STEM major in high school or earlier. One in five said they made the decision in middle school or earlier. These students pointed to the influence of a particular teacher or a particular class as sparking their interest -- notably, almost 70% of girls said this was what made them decide to study STEM (versus just 51% of boys).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But just one in five of these college students said that their K-12 education helped prepare them extremely well for their college courses. While that can be interpreted as a challenge to the state of STEM education broadly, this is particularly true when it comes to computer science. There are plenty of opportunities for students to take biology before stepping into a Biology 101 class in college; there are very few opportunities for students to take programming before stepping into CS 101.\u003c/p>\n\u003cp>\"Program or be programmed,\" as author \u003ca href=\"http://programorbeprogrammed.com/\">Douglas Rushkoff\u003c/a> says, noting that we must learn how to be producers not just consumers of computer technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too. These skills are imperative to what K-12 students should be learning. The challenge: finding the support among administrators and teachers to make learning computer science the way in which students gain these skills.\u003c/p>\n\n",
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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/applying-the-7-golden-rules-one-teachers-take-of-technology/kids-computers/\" rel=\"attachment wp-att-15750\">\u003cimg class=\"size-medium wp-image-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Computer science is not widely taught, even though programming may be one of the most important skills of the 21st century. While most schools do recognize the importance of helping students learn how to use new technologies, you'll still find scant opportunities in K-12 classes for students to learn how to actually \u003cem>build\u003c/em> those very technologies.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.acm.org/runningonempty/\">report\u003c/a> issued last year by the Association of Computing Machinery found that very few states offer K-12 computer science education at all. Just nine states allow CS courses to count towards graduation requirements for math or science. And no states require computer science for graduation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too.\u003c/aside>\n\u003cp>Why the absence of CS courses from elementary and secondary schools? A\u003ca href=\"http://thejournal.com/Articles/2011/12/05/Overhauling-Computer-Science-Education.aspx\"> recent article in Technology Horizons Journal\u003c/a> points to a few obstacles to teaching computer science: questions about teacher certification, debates about what a CS curriculum should contain, and concerns about where CS fits into the curriculum and/or the schedule. Is computer science math? Is it \u003c!--more-->science? Does it replace another course?\u003c/p>\n\u003cp>There are, no doubt, increasing opportunities for kids to learn programming. But these often occur as after-school projects (things like the \u003ca href=\"http://www.firstlegoleague.org/\">First Lego League\u003c/a>) or as self-directed programs (such as learning to code with online materials like \u003ca href=\"http://hackety-hack.com/\">Hackety Hack\u003c/a>). While these do attract those students who are interested in programming, they do little to expose the general student population to computer science.\u003c/p>\n\u003cp>Studies have repeatedly shown that early exposure to science, technology, engineering and math (STEM) subjects is important in convincing students to think about STEM careers. Earlier this year, \u003ca href=\"http://www.microsoft.com/presspass/press/2011/sep11/09-07MSSTEMSurveyPR.mspx\">Microsoft surveyed\u003c/a> some 500 college students pursuing STEM degrees, and nearly four out of five of them said they had made the decision to be a STEM major in high school or earlier. One in five said they made the decision in middle school or earlier. These students pointed to the influence of a particular teacher or a particular class as sparking their interest -- notably, almost 70% of girls said this was what made them decide to study STEM (versus just 51% of boys).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But just one in five of these college students said that their K-12 education helped prepare them extremely well for their college courses. While that can be interpreted as a challenge to the state of STEM education broadly, this is particularly true when it comes to computer science. There are plenty of opportunities for students to take biology before stepping into a Biology 101 class in college; there are very few opportunities for students to take programming before stepping into CS 101.\u003c/p>\n\u003cp>\"Program or be programmed,\" as author \u003ca href=\"http://programorbeprogrammed.com/\">Douglas Rushkoff\u003c/a> says, noting that we must learn how to be producers not just consumers of computer technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too. These skills are imperative to what K-12 students should be learning. The challenge: finding the support among administrators and teachers to make learning computer science the way in which students gain these skills.\u003c/p>\n\n\u003c/div>\u003c/p>",
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