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"disqusTitle": "Mixed Perceptions About Kids Using Digital Media",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac-2/\" rel=\"attachment wp-att-16524\">\u003cimg class=\"alignleft size-medium wp-image-16524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac1-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The subject of kids and media -- how much they consume, what's \"good\" for them, what parents' role should be -- is a broad and complicated topic. New studies are continually released with a wide range of advice and information.\u003c/em>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center \u003c/a>is a great resource of illuminating research, and recently completed a comprehensive report called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-29.html\" target=\"_blank\">Family Matters: Designing Media for a Digital Age\u003c/a>. The report is packed full of interesting (and sometimes counter-intuitive) information, including \u003ca href=\"http://www.huffingtonpost.com/michael-levine/headsup-media-producers-f_b_871744.html\" target=\"_blank\">the following\u003c/a>:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>More than a third of parents have learned something technical from their child.\u003c/em>\u003c/li>\n\u003cli>\u003cem>Most believe that video games help children foster skills that are important to their academic achievement.\u003c/em>\u003c/li>\n\u003cli>\u003cem>57% recognize that digital media presents ways for children to converse and connect with friends and family.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Those are just some of the positive perspectives from the report. But it's a lot more nuanced than that. Here's more about the study.\u003c/em>\u003c/p>\n\u003ch5>By \u003cstrong>Eleanor Yang Su,\u003c/strong> \u003ca href=\"http://californiawatch.org/dailyreport/perceptions-mixed-kids-use-digital-media-13305\" target=\"_blank\">California Watch\u003c/a>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>A majority of American parents say they are concerned that digital media is interfering with childhood development. Yet most do not think their own children spend too much time with electronic devices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s according to a recent \u003ca href=\"http://www.joanganzcooneycenter.org/upload_kits/jgcc_familiesmatter.pdf\" target=\"_blank\">report [PDF]\u003c/a> by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop. The nonprofit research lab analyzed surveys of 810 parents with children ages 3 through 10 and reported some seemingly paradoxical findings:\u003c/p>\n\u003cul>\n\u003cli>About 59 percent of parents say their children’s digital media use prevents them from getting physical exercise.\u003c/li>\n\u003cli>More than half (53 percent) say the media use can pose a threat for online safety and privacy.\u003c/li>\n\u003cli>About 40 percent of parents say digital media infringes on time their children would otherwise spend in face-to-face interactions.\u003c/li>\n\u003cli>Only 18 percent of parents believe their own children spend too much time with digital media.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">“If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/aside>\n\u003cp>Why the apparent contradiction? Researchers say it’s likely because the nature of digital devices today is more private and portable. Parents may not be aware of just how much time their little ones are spending in their rooms, using social networks or playing video games.\u003c/p>\n\u003cp>Some childhood experts said the findings are not surprising, considering earlier reports on media use. Children ages 8 to 18 are spending an average of 7½ hours a day with digital media, including\u003c!--more-->TV, computers and video games, according to a \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\" target=\"_blank\">study\u003c/a> released last year by the Kaiser Family Foundation.\u003c/p>\n\u003cp>Parents need to consider what sort of activities their children are missing out on when they spend so much time with electronics, said Peter Mangione, co-director of the Center for Child & Family Studies at WestEd. The San Francisco-based nonprofit provides research, development and services to improve learning outcomes.\u003c/p>\n\u003cp>“I would not want a child spending half their free time on digital media,” Mangione said. “When they’re in the middle of the childhood period – age 7 through 10 – they’re meant to be engaged: talking with people face to face, working in groups, collaborating, learning how to regulate behavior. Those are the things that have an impact on how well the child will function later on.”\u003c/p>\n\u003cp>While many groups have blamed digital media for hindering family relationships and infringing on children’s physical activities, the Cooney Center researchers are cautiously optimistic about its potential to educate.\u003c/p>\n\u003cp>“It’s a digital world, so at some point, kids are going to use digital media, whether by choice or not,” said Lori Takeuchi, author of the Cooney Center report. “If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/p>\n\u003cp>Takeuchi added that social media can help expose children to other cultures and viewpoints.\u003c/p>\n\u003cp>“It gives kids this idea that they can communicate with the world outside their home,” she said. “So you can raise them to care about the planet and world issues.”\u003c/p>\n\u003cp>But, she said, that potential will be realized only once television producers, video game makers and other media producers create better-quality educational programs.\u003c/p>\n\u003cp>Unlike movies and TV shows with broader appeal, many video games tend to target just children or adults. There is an optimal period, around the time when children are 6 or 7, when they want to engage in games with their parents and could stand to learn something, Takeuchi said.\u003c/p>\n\u003cp>In the report, she made recommendations to those in the industry to innovate and create new programs and applications that would give children a chance to use their digital media to socialize, exercise and play with others.\u003c/p>\n\u003cp>As for her advice for parents, Takeuchi suggests that they make screen time into family time by watching TV or playing video games with their kids. That would help inform parents about how much digital media their kids are consuming and make it a more enriching experience.\u003c/p>\n\u003cp>“Research has found that kids learn a lot more when a parent is watching TV with their child and is there to explain what’s going on,” Takeuchi said. “Parents can be open-minded and seek out information about the potential of using digital media for learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eleanor Yang Su is a contributor for \u003ca href=\"http://www.californiawatch.org\">California Watch\u003c/a>, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at www.californiawatch.org\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac-2/\" rel=\"attachment wp-att-16524\">\u003cimg class=\"alignleft size-medium wp-image-16524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac1-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The subject of kids and media -- how much they consume, what's \"good\" for them, what parents' role should be -- is a broad and complicated topic. New studies are continually released with a wide range of advice and information.\u003c/em>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center \u003c/a>is a great resource of illuminating research, and recently completed a comprehensive report called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-29.html\" target=\"_blank\">Family Matters: Designing Media for a Digital Age\u003c/a>. The report is packed full of interesting (and sometimes counter-intuitive) information, including \u003ca href=\"http://www.huffingtonpost.com/michael-levine/headsup-media-producers-f_b_871744.html\" target=\"_blank\">the following\u003c/a>:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>More than a third of parents have learned something technical from their child.\u003c/em>\u003c/li>\n\u003cli>\u003cem>Most believe that video games help children foster skills that are important to their academic achievement.\u003c/em>\u003c/li>\n\u003cli>\u003cem>57% recognize that digital media presents ways for children to converse and connect with friends and family.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Those are just some of the positive perspectives from the report. But it's a lot more nuanced than that. Here's more about the study.\u003c/em>\u003c/p>\n\u003ch5>By \u003cstrong>Eleanor Yang Su,\u003c/strong> \u003ca href=\"http://californiawatch.org/dailyreport/perceptions-mixed-kids-use-digital-media-13305\" target=\"_blank\">California Watch\u003c/a>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>A majority of American parents say they are concerned that digital media is interfering with childhood development. Yet most do not think their own children spend too much time with electronic devices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s according to a recent \u003ca href=\"http://www.joanganzcooneycenter.org/upload_kits/jgcc_familiesmatter.pdf\" target=\"_blank\">report [PDF]\u003c/a> by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop. The nonprofit research lab analyzed surveys of 810 parents with children ages 3 through 10 and reported some seemingly paradoxical findings:\u003c/p>\n\u003cul>\n\u003cli>About 59 percent of parents say their children’s digital media use prevents them from getting physical exercise.\u003c/li>\n\u003cli>More than half (53 percent) say the media use can pose a threat for online safety and privacy.\u003c/li>\n\u003cli>About 40 percent of parents say digital media infringes on time their children would otherwise spend in face-to-face interactions.\u003c/li>\n\u003cli>Only 18 percent of parents believe their own children spend too much time with digital media.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">“If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/aside>\n\u003cp>Why the apparent contradiction? Researchers say it’s likely because the nature of digital devices today is more private and portable. Parents may not be aware of just how much time their little ones are spending in their rooms, using social networks or playing video games.\u003c/p>\n\u003cp>Some childhood experts said the findings are not surprising, considering earlier reports on media use. Children ages 8 to 18 are spending an average of 7½ hours a day with digital media, including\u003c!--more-->TV, computers and video games, according to a \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\" target=\"_blank\">study\u003c/a> released last year by the Kaiser Family Foundation.\u003c/p>\n\u003cp>Parents need to consider what sort of activities their children are missing out on when they spend so much time with electronics, said Peter Mangione, co-director of the Center for Child & Family Studies at WestEd. The San Francisco-based nonprofit provides research, development and services to improve learning outcomes.\u003c/p>\n\u003cp>“I would not want a child spending half their free time on digital media,” Mangione said. “When they’re in the middle of the childhood period – age 7 through 10 – they’re meant to be engaged: talking with people face to face, working in groups, collaborating, learning how to regulate behavior. Those are the things that have an impact on how well the child will function later on.”\u003c/p>\n\u003cp>While many groups have blamed digital media for hindering family relationships and infringing on children’s physical activities, the Cooney Center researchers are cautiously optimistic about its potential to educate.\u003c/p>\n\u003cp>“It’s a digital world, so at some point, kids are going to use digital media, whether by choice or not,” said Lori Takeuchi, author of the Cooney Center report. “If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/p>\n\u003cp>Takeuchi added that social media can help expose children to other cultures and viewpoints.\u003c/p>\n\u003cp>“It gives kids this idea that they can communicate with the world outside their home,” she said. “So you can raise them to care about the planet and world issues.”\u003c/p>\n\u003cp>But, she said, that potential will be realized only once television producers, video game makers and other media producers create better-quality educational programs.\u003c/p>\n\u003cp>Unlike movies and TV shows with broader appeal, many video games tend to target just children or adults. There is an optimal period, around the time when children are 6 or 7, when they want to engage in games with their parents and could stand to learn something, Takeuchi said.\u003c/p>\n\u003cp>In the report, she made recommendations to those in the industry to innovate and create new programs and applications that would give children a chance to use their digital media to socialize, exercise and play with others.\u003c/p>\n\u003cp>As for her advice for parents, Takeuchi suggests that they make screen time into family time by watching TV or playing video games with their kids. That would help inform parents about how much digital media their kids are consuming and make it a more enriching experience.\u003c/p>\n\u003cp>“Research has found that kids learn a lot more when a parent is watching TV with their child and is there to explain what’s going on,” Takeuchi said. “Parents can be open-minded and seek out information about the potential of using digital media for learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eleanor Yang Su is a contributor for \u003ca href=\"http://www.californiawatch.org\">California Watch\u003c/a>, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at www.californiawatch.org\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_16476\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/tapiolankirjasto/4501562959/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-16476\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/4501562959_07311317d0_z-300x269.jpg\" alt=\"\" width=\"300\" height=\"269\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Print books will always have a place in our lives, but e-books can come in handy, too.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/jenny-shank/\">Jenny Shank\u003c/a>\u003c/h5>\n\u003cp>When Amazon first introduced the Kindle in 2007, I had no desire to own one. I was happy with regular papery books. When the iPad went on sale in 2010, it was harder for me to resist.\u003c/p>\n\u003cp>I've been using Macs, and Macs only, since I was a 6-year-old trying to ford a river in the game \u003ca href=\"http://en.wikipedia.org/wiki/The_Oregon_Trail_%28video_game%29\">Oregon Trail\u003c/a> on my school's Apple II. I bought an iPad within a few months of its release, and I find it as loveable and gee-whiz-cool as every other Apple product has been. Still, old habits die hard. When I hit the couch at the end of the day to read, it's usually with an old-fashioned book.\u003c/p>\n\u003cp>E-books have nothing on regular books for reading in the bathtub, in the rain while you're pushing your kid on the playground swing, and with your toddler in the rocking chair so he can learn to use his chubby fingers to turn the page, not to mention enjoy books with pop-ups, cut-outs, and other surprises. Regular books autographed by a favorite author make a perfect souvenir of an enjoyable\u003c/p>\n\u003caside class=\"pullquote alignleft\">There are some books that I maybe don't need to own a printed copy of.\u003c/aside>\n\u003cp>night out at the bookstore. I write all over my books, make notes in the margins, and star and underline things. Ideas for my own writing come to me while I'm reading, and I scrawl these in the back blank pages of novels. Still, I have to admit that e-books are better than paper books in some situations. Here are five reasons I've switched to e-books, some of the time:\u003c/p>\n\u003cp>\u003cstrong>1. E-BOOKS ARE HELPFUL TO PARENTS. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Becoming a parent did not decrease my desire to read, but it did reduce the amount of time available for reading. I have to be creative about sneaking in reading, and the iPad has helped on several occasions. For example, on a recent vacation, my husband and two kids and I were staying together in one hotel room, and the only way to get the kids to go to bed at a reasonable hour was \u003c!--more-->to turn all the lights out at nine, leaving us all in the dark. I happily spent the time reading on the iPad, whose subtle glow didn't bother the kids. I've tried reading with regular books and book lights or flashlights in similar situations in the past, but the lights never illuminate the book well enough, and I'm always dropping, losing or breaking them. Plus, the sensation of whooshing the page away with a swipe of a finger across the iPad is great fun, and it's silent, a bonus when the kids are asleep.\u003c/p>\n\u003cp>My friend Jennifer Sullivan, who is a mother of twins, tells me that there's only one way for a book-loving mom to cope with endless bouts of nursing two kids at once -- reading on a Kindle. It has only one button to press, so it works better than turning pages when your arms are full.\u003c/p>\n\u003cp>\u003cstrong>2. IT'S EASIER TO SEARCH AN E-BOOK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>I've been a book reviewer for a number of newspapers and websites for more than a decade, and I always use lots of quotes from the book. Sometimes I can't find the quote I want, no matter how many times I flip through the review copy, looking for that pencil mark I made. But if I can remember even a word or two from the quote, I can find the passage instantly in an e-book or through Amazon's \"Search Inside This Book\" feature.\u003c/p>\n\u003cp>My husband has been trying to read my novel on his iPad, but he's making slow progress because he says it's too long and there are too many characters. (He's a minimalist; I'm a maximalist: There you have it.) Whenever he comes across a character name that he can't remember, he searches for the first time the character was introduced to refresh his memory.\u003c/p>\n\u003cp>\u003cstrong>3. SOME APPS ARE IRRESISTIBLE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Usually the only magic I want from a book is the kind I conjure in my own mind when I am transported by an incredible story. But some designers are coming up with fascinating reading apps. My favorite is the \u003ca href=\"http://itunes.apple.com/us/app/the-new-yorker-magazine/id370614765?mt=8\">The New Yorker app\u003c/a> for the iPad, which comes free with a magazine subscription. On the iPad, I enjoy reading those front parts of The New Yorker that appear in please-don't-read-me small print in the magazine. I don't feel guilty when I skip parts, which for some reason I do with the magazine. (Is this a Catholic thing?) When you come to a cartoon in the app, you can go ahead and gorge on all the cartoons in a row first, which is what I like to do with the magazine anyway. Also, seeing The New Yorker issues that I haven't read yet arrayed on the iPad does not induce the flurry of panic, shame, and existential dread that seeing the decaying pile of printed New Yorkers in the corner of my living room does. I try not to visit that corner.\u003c/p>\n\u003cp>\u003cstrong>4. IT'S EASIER TO FIND FOREIGN-LANGUAGE BOOKS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>My husband has been raising our kids to speak French, his mother language, and one of the challenges of this is finding plenty of books and DVDs for them to enjoy. We have a sizable collection, but still, the kids get bored. Often my daughter would rather read the new books in English that we checked out from the library than the same old books in French. There are lots of Spanish language materials available here in Colorado, but for any other language, it's tricky. The library only has a few dozen books in French that we've checked out so often the kids have them memorized. Ordering books from France is expensive, and carting them home after we visit family there is difficult.\u003c/p>\n\u003cp>Recently, my husband discovered a trove of children's story e-books in French from GoodBye Paper Éditions. They are fun, interactive stories that include games, so my daughter doesn't drag her feet anymore when it's French story time. (Our favorite: \"Marcel, le cochon qui avait peur de se salir\" -- that's, \"Marcel, the Pig Afraid of Getting Himself Dirty.\")\u003c/p>\n\u003cp>\u003cstrong>5. EASIER TO KEEP NEAT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16479\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/desk2-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\n\u003cp class=\"wp-media-credit\">Jenny Shank\u003c/p>\n\u003c/div>\n\u003cp>I've been using these books you see piled around my computer to write book reviews, research author interviews and an anthology I'm helping with, and study for the writing class I teach. I can tell by the publication dates of the lower strata that some of these books have been on my desk since February. I need to move them somewhere -- but there is no remaining bookshelf space. I need to buy a new bookshelf, which I've learned over the years only inevitably leads me to buying another bookshelf.\u003c/p>\n\u003cp>When former Apple CEO Steve Jobs died, my husband showed me a photo of Jobs in his 20s, sitting in a room furnished only with a lamp, a stereo, and a cup of tea. \"This is how we should live,\" my husband said.\u003c/p>\n\u003cp>In my case, it would have to be the lamp, the tea, the stereo, and a couple thousand books. I love books. I will never stop bringing them into the house, but yeah, there are some books that I maybe don't need to own a printed copy of.\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011). The Ringer was a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>, sponsored by the Mountains & Plains Independent Booksellers Association, and is a Tattered Cover Book Store \u003ca href=\"http://www.tatteredcover.com/summer-reading-list-2011\">Summer Reading 2011\u003c/a> selection. \u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/5-reasons-e-books-are-awesome-even-for-the-most-reluctant/pbs-mediashift-logo-final-8/\" rel=\"attachment wp-att-16478\">\u003cimg class=\"alignleft size-thumbnail wp-image-16478\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final2-140x140.jpg\" alt=\"\" width=\"55\" height=\"55\">\u003c/a>\u003cem>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>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16476\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/tapiolankirjasto/4501562959/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-16476\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/4501562959_07311317d0_z-300x269.jpg\" alt=\"\" width=\"300\" height=\"269\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Print books will always have a place in our lives, but e-books can come in handy, too.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/jenny-shank/\">Jenny Shank\u003c/a>\u003c/h5>\n\u003cp>When Amazon first introduced the Kindle in 2007, I had no desire to own one. I was happy with regular papery books. When the iPad went on sale in 2010, it was harder for me to resist.\u003c/p>\n\u003cp>I've been using Macs, and Macs only, since I was a 6-year-old trying to ford a river in the game \u003ca href=\"http://en.wikipedia.org/wiki/The_Oregon_Trail_%28video_game%29\">Oregon Trail\u003c/a> on my school's Apple II. I bought an iPad within a few months of its release, and I find it as loveable and gee-whiz-cool as every other Apple product has been. Still, old habits die hard. When I hit the couch at the end of the day to read, it's usually with an old-fashioned book.\u003c/p>\n\u003cp>E-books have nothing on regular books for reading in the bathtub, in the rain while you're pushing your kid on the playground swing, and with your toddler in the rocking chair so he can learn to use his chubby fingers to turn the page, not to mention enjoy books with pop-ups, cut-outs, and other surprises. Regular books autographed by a favorite author make a perfect souvenir of an enjoyable\u003c/p>\n\u003caside class=\"pullquote alignleft\">There are some books that I maybe don't need to own a printed copy of.\u003c/aside>\n\u003cp>night out at the bookstore. I write all over my books, make notes in the margins, and star and underline things. Ideas for my own writing come to me while I'm reading, and I scrawl these in the back blank pages of novels. Still, I have to admit that e-books are better than paper books in some situations. Here are five reasons I've switched to e-books, some of the time:\u003c/p>\n\u003cp>\u003cstrong>1. E-BOOKS ARE HELPFUL TO PARENTS. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Becoming a parent did not decrease my desire to read, but it did reduce the amount of time available for reading. I have to be creative about sneaking in reading, and the iPad has helped on several occasions. For example, on a recent vacation, my husband and two kids and I were staying together in one hotel room, and the only way to get the kids to go to bed at a reasonable hour was \u003c!--more-->to turn all the lights out at nine, leaving us all in the dark. I happily spent the time reading on the iPad, whose subtle glow didn't bother the kids. I've tried reading with regular books and book lights or flashlights in similar situations in the past, but the lights never illuminate the book well enough, and I'm always dropping, losing or breaking them. Plus, the sensation of whooshing the page away with a swipe of a finger across the iPad is great fun, and it's silent, a bonus when the kids are asleep.\u003c/p>\n\u003cp>My friend Jennifer Sullivan, who is a mother of twins, tells me that there's only one way for a book-loving mom to cope with endless bouts of nursing two kids at once -- reading on a Kindle. It has only one button to press, so it works better than turning pages when your arms are full.\u003c/p>\n\u003cp>\u003cstrong>2. IT'S EASIER TO SEARCH AN E-BOOK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>I've been a book reviewer for a number of newspapers and websites for more than a decade, and I always use lots of quotes from the book. Sometimes I can't find the quote I want, no matter how many times I flip through the review copy, looking for that pencil mark I made. But if I can remember even a word or two from the quote, I can find the passage instantly in an e-book or through Amazon's \"Search Inside This Book\" feature.\u003c/p>\n\u003cp>My husband has been trying to read my novel on his iPad, but he's making slow progress because he says it's too long and there are too many characters. (He's a minimalist; I'm a maximalist: There you have it.) Whenever he comes across a character name that he can't remember, he searches for the first time the character was introduced to refresh his memory.\u003c/p>\n\u003cp>\u003cstrong>3. SOME APPS ARE IRRESISTIBLE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Usually the only magic I want from a book is the kind I conjure in my own mind when I am transported by an incredible story. But some designers are coming up with fascinating reading apps. My favorite is the \u003ca href=\"http://itunes.apple.com/us/app/the-new-yorker-magazine/id370614765?mt=8\">The New Yorker app\u003c/a> for the iPad, which comes free with a magazine subscription. On the iPad, I enjoy reading those front parts of The New Yorker that appear in please-don't-read-me small print in the magazine. I don't feel guilty when I skip parts, which for some reason I do with the magazine. (Is this a Catholic thing?) When you come to a cartoon in the app, you can go ahead and gorge on all the cartoons in a row first, which is what I like to do with the magazine anyway. Also, seeing The New Yorker issues that I haven't read yet arrayed on the iPad does not induce the flurry of panic, shame, and existential dread that seeing the decaying pile of printed New Yorkers in the corner of my living room does. I try not to visit that corner.\u003c/p>\n\u003cp>\u003cstrong>4. IT'S EASIER TO FIND FOREIGN-LANGUAGE BOOKS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>My husband has been raising our kids to speak French, his mother language, and one of the challenges of this is finding plenty of books and DVDs for them to enjoy. We have a sizable collection, but still, the kids get bored. Often my daughter would rather read the new books in English that we checked out from the library than the same old books in French. There are lots of Spanish language materials available here in Colorado, but for any other language, it's tricky. The library only has a few dozen books in French that we've checked out so often the kids have them memorized. Ordering books from France is expensive, and carting them home after we visit family there is difficult.\u003c/p>\n\u003cp>Recently, my husband discovered a trove of children's story e-books in French from GoodBye Paper Éditions. They are fun, interactive stories that include games, so my daughter doesn't drag her feet anymore when it's French story time. (Our favorite: \"Marcel, le cochon qui avait peur de se salir\" -- that's, \"Marcel, the Pig Afraid of Getting Himself Dirty.\")\u003c/p>\n\u003cp>\u003cstrong>5. EASIER TO KEEP NEAT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16479\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/desk2-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\n\u003cp class=\"wp-media-credit\">Jenny Shank\u003c/p>\n\u003c/div>\n\u003cp>I've been using these books you see piled around my computer to write book reviews, research author interviews and an anthology I'm helping with, and study for the writing class I teach. I can tell by the publication dates of the lower strata that some of these books have been on my desk since February. I need to move them somewhere -- but there is no remaining bookshelf space. I need to buy a new bookshelf, which I've learned over the years only inevitably leads me to buying another bookshelf.\u003c/p>\n\u003cp>When former Apple CEO Steve Jobs died, my husband showed me a photo of Jobs in his 20s, sitting in a room furnished only with a lamp, a stereo, and a cup of tea. \"This is how we should live,\" my husband said.\u003c/p>\n\u003cp>In my case, it would have to be the lamp, the tea, the stereo, and a couple thousand books. I love books. I will never stop bringing them into the house, but yeah, there are some books that I maybe don't need to own a printed copy of.\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011). The Ringer was a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>, sponsored by the Mountains & Plains Independent Booksellers Association, and is a Tattered Cover Book Store \u003ca href=\"http://www.tatteredcover.com/summer-reading-list-2011\">Summer Reading 2011\u003c/a> selection. \u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/5-reasons-e-books-are-awesome-even-for-the-most-reluctant/pbs-mediashift-logo-final-8/\" rel=\"attachment wp-att-16478\">\u003cimg class=\"alignleft size-thumbnail wp-image-16478\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final2-140x140.jpg\" alt=\"\" width=\"55\" height=\"55\">\u003c/a>\u003cem>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>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom.\u003c/p>\n\u003cp>Here's a comprehensive list of open education sites MindShift has covered. As always, we love to hear about sites that aren't included in the list, so add them to the comments!\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ocw.mit.edu/index.htm\" target=\"_blank\">MIT Open CourseWare\u003c/a>: The Massachusetts Institute of Technology publishes nearly all of its course content on this site, from videos to lecture notes to exams, all free of charge and open to the public. Many other universities are doing the same, often using the content management system \u003ca href=\"http://educommons.com/\" target=\"_blank\">EduCommons\u003c/a>. Read about how this seminal project \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-educational-resources/\">changed the education landscape\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>Wikis (a.k.a. collaborative Web pages) and nonprofits devoted to enabling open-source curricula are springing up everywhere. One of the most well-known, \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Main/About\" target=\"_blank\">Curriki\u003c/a>, encourages teachers to both publish and download materials -- anything from a vocabulary quiz to a full biology textbook -- and vets its content through member ratings and incentives such as the annual \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Demo/SOCGrantees2010\" target=\"_blank\">Summer of Content Awards\u003c/a>, which offers grants for specific contributions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oercommons.org/\" target=\"_blank\">Open Educational Resources (OER) Commons\u003c/a>\u003c/strong>: Created by the \u003ca href=\"http://www.iskme.org/\" target=\"_blank\">Institute for the Study of Knowledge Management in Education\u003c/a> (ISKME), OER is a rich and comprehensive landing site for open source education software, from peer-reviewed e-textbooks to lesson plans, video lectures to worksheets. Almost everything is Creative Commons licensed and open for \u003c!--more-->modification and adaptation. You can follow their blog or find them on Twitter, and the \u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/Projects\" target=\"_blank\">OER Commons Initiative\u003c/a> is also hard at work developing training programs and collaborative projects with teachers, students, and schools.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://oerconsortium.org/\" target=\"_blank\">Community College Consortium for Open Educational Resources\u003c/a>\u003c/strong>: A branch of the OER movement with the goal of growing and improving open textbooks for use in community colleges. Established in 2007 by the Foothill-De Anza Community College District, this is a community-college destination page for networking with colleagues and using and editing instructional materials in everything from anthropology to physics. Similarly, the \u003ca href=\"http://collegeopentextbooks.org/home.html\" target=\"_blank\">Community College Open Textbook Collaborative\u003c/a> catalogs textbooks by subject alongside reviews of those textbooks. Colleges, governmental agencies, and other education organizations belong to this group, which also provides training for instructors aiming to adopt and adapt open resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com/\" target=\"_blank\">Flat World Knowledge\u003c/a>\u003c/strong>: One of the leading organizations in the open textbook movement, this for-profit company provides online versions of their Creative Commons-licensed material to anyone free of charge (with the ability to customize and modify it), but sells print and downloadable versions of their books to keep business afloat. Also available: Audio books, study guides, and Webinars.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\">HippoCampus\u003c/a>\u003c/strong>: A project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education\u003c/a>, this affectionately-termed resource page is a one-stop shop for high school and college students looking for study and homework help, and for instructors interested in supplementing their course materials. The site includes multimedia lessons, complete courses, and study aids on a variety of topics.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.studentpirgs.org/open-textbooks/catalog\" target=\"_blank\">Open Textbook Catalog\u003c/a>\u003c/strong>: College students, professors, and the rest of the globe can access this collection of customizable, printable online textbooks. There’s still a disclaimer in place, though, since this site is organized by a student group that doesn’t have the resources or expertise to review and rate every listing extensively. Their \u003ca href=\"http://www.studentpirgs.org/open-textbooks/resources\" target=\"_blank\">Open Textbook Resources\u003c/a> page is a great spot for information and links to additional organizations, however.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>: The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003ca href=\"http://openstudy.com/\">OpenStudy\u003c/a>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>: NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students’ work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>: Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to “glue” together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>: iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>: OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities’ OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>: Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>: The CK-12 Foundation’s Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>: [UPDATED] The company offers digital content for college students published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay $29.95 for unlimited digital access to their textbook in different formats: e-books, audiobooks, downloadable PDFs and interactive study aids. The material is free of digital rights management (DRM) restrictions and never expires.\u003c/li>\n\u003cli>\u003ca href=\"http://www.cnx.org/\">Connexions\u003c/a>: Connexions is a repository of educational content, containing over 17,000 openly licensed learning modules. Teachers, students, and professionals can search and contribute scholarly content, organized into \"modules\" or topic areas instead of entire textbooks.\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/flexr/\">CK12 FlexBooks:\u003c/a> A nonprofit that aims to reduce the cost of textbook materials by encouraging the development of what they call the \"FlexBook.\" Anyone can view or help create these standards-based, customizable, collaborative texts.\u003c/li>\n\u003cli>\u003ca href=\"http://www.shmoop.com/\" target=\"_blank\">Shmoop\u003c/a>: An up-and-coming collection of freely shared, expert-written content (most Shmoop authors are Ph.D.s and high school or college-level educators) with the goal of inspiring students and providing tons of free resources to teachers that include writing guides, analyses, and discussions.\u003c/li>\n\u003cli>\u003ca href=\"http://hulk03.princeton.edu:8080/WebMedia/lectures/\">Princeton University\u003c/a>: The university's faculty is posting its lectures online for free.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom.\u003c/p>\n\u003cp>Here's a comprehensive list of open education sites MindShift has covered. As always, we love to hear about sites that aren't included in the list, so add them to the comments!\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ocw.mit.edu/index.htm\" target=\"_blank\">MIT Open CourseWare\u003c/a>: The Massachusetts Institute of Technology publishes nearly all of its course content on this site, from videos to lecture notes to exams, all free of charge and open to the public. Many other universities are doing the same, often using the content management system \u003ca href=\"http://educommons.com/\" target=\"_blank\">EduCommons\u003c/a>. Read about how this seminal project \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-educational-resources/\">changed the education landscape\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>Wikis (a.k.a. collaborative Web pages) and nonprofits devoted to enabling open-source curricula are springing up everywhere. One of the most well-known, \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Main/About\" target=\"_blank\">Curriki\u003c/a>, encourages teachers to both publish and download materials -- anything from a vocabulary quiz to a full biology textbook -- and vets its content through member ratings and incentives such as the annual \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Demo/SOCGrantees2010\" target=\"_blank\">Summer of Content Awards\u003c/a>, which offers grants for specific contributions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oercommons.org/\" target=\"_blank\">Open Educational Resources (OER) Commons\u003c/a>\u003c/strong>: Created by the \u003ca href=\"http://www.iskme.org/\" target=\"_blank\">Institute for the Study of Knowledge Management in Education\u003c/a> (ISKME), OER is a rich and comprehensive landing site for open source education software, from peer-reviewed e-textbooks to lesson plans, video lectures to worksheets. Almost everything is Creative Commons licensed and open for \u003c!--more-->modification and adaptation. You can follow their blog or find them on Twitter, and the \u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/Projects\" target=\"_blank\">OER Commons Initiative\u003c/a> is also hard at work developing training programs and collaborative projects with teachers, students, and schools.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://oerconsortium.org/\" target=\"_blank\">Community College Consortium for Open Educational Resources\u003c/a>\u003c/strong>: A branch of the OER movement with the goal of growing and improving open textbooks for use in community colleges. Established in 2007 by the Foothill-De Anza Community College District, this is a community-college destination page for networking with colleagues and using and editing instructional materials in everything from anthropology to physics. Similarly, the \u003ca href=\"http://collegeopentextbooks.org/home.html\" target=\"_blank\">Community College Open Textbook Collaborative\u003c/a> catalogs textbooks by subject alongside reviews of those textbooks. Colleges, governmental agencies, and other education organizations belong to this group, which also provides training for instructors aiming to adopt and adapt open resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com/\" target=\"_blank\">Flat World Knowledge\u003c/a>\u003c/strong>: One of the leading organizations in the open textbook movement, this for-profit company provides online versions of their Creative Commons-licensed material to anyone free of charge (with the ability to customize and modify it), but sells print and downloadable versions of their books to keep business afloat. Also available: Audio books, study guides, and Webinars.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\">HippoCampus\u003c/a>\u003c/strong>: A project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education\u003c/a>, this affectionately-termed resource page is a one-stop shop for high school and college students looking for study and homework help, and for instructors interested in supplementing their course materials. The site includes multimedia lessons, complete courses, and study aids on a variety of topics.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.studentpirgs.org/open-textbooks/catalog\" target=\"_blank\">Open Textbook Catalog\u003c/a>\u003c/strong>: College students, professors, and the rest of the globe can access this collection of customizable, printable online textbooks. There’s still a disclaimer in place, though, since this site is organized by a student group that doesn’t have the resources or expertise to review and rate every listing extensively. Their \u003ca href=\"http://www.studentpirgs.org/open-textbooks/resources\" target=\"_blank\">Open Textbook Resources\u003c/a> page is a great spot for information and links to additional organizations, however.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>: The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003ca href=\"http://openstudy.com/\">OpenStudy\u003c/a>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>: NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students’ work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>: Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to “glue” together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>: iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>: OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities’ OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>: Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>: The CK-12 Foundation’s Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>: [UPDATED] The company offers digital content for college students published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay $29.95 for unlimited digital access to their textbook in different formats: e-books, audiobooks, downloadable PDFs and interactive study aids. The material is free of digital rights management (DRM) restrictions and never expires.\u003c/li>\n\u003cli>\u003ca href=\"http://www.cnx.org/\">Connexions\u003c/a>: Connexions is a repository of educational content, containing over 17,000 openly licensed learning modules. Teachers, students, and professionals can search and contribute scholarly content, organized into \"modules\" or topic areas instead of entire textbooks.\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/flexr/\">CK12 FlexBooks:\u003c/a> A nonprofit that aims to reduce the cost of textbook materials by encouraging the development of what they call the \"FlexBook.\" Anyone can view or help create these standards-based, customizable, collaborative texts.\u003c/li>\n\u003cli>\u003ca href=\"http://www.shmoop.com/\" target=\"_blank\">Shmoop\u003c/a>: An up-and-coming collection of freely shared, expert-written content (most Shmoop authors are Ph.D.s and high school or college-level educators) with the goal of inspiring students and providing tons of free resources to teachers that include writing guides, analyses, and discussions.\u003c/li>\n\u003cli>\u003ca href=\"http://hulk03.princeton.edu:8080/WebMedia/lectures/\">Princeton University\u003c/a>: The university's faculty is posting its lectures online for free.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/technology-vs-learning-false-tiresome-eitheror-issue/screen-shot-2011-10-25-at-11-12-48-am/\" rel=\"attachment wp-att-16353\">\u003cimg class=\"size-medium wp-image-16353\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-25-at-11.12.48-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Last week, we saw two completely different ways to cover technology in schools in the \u003cem>New York Times\u003c/em>.\u003c/p>\n\u003cp>On Tuesday, Alan Schwarz wrote a fair and balanced article about \u003ca href=\"http://www.nytimes.com/2011/10/19/education/19textbooks.html?_r=1&pagewanted=all\">an Indiana school district\u003c/a> that's transitioning to digital textbooks. In the story, we heard from a veteran teacher, who said it's “the most exciting thing to happen in my 40 years of teaching\"; from another who said, “This way I can give my time to the kids who really need it. And it’s a lot more engaging for the kids. They’re actually doing their homework now.”\u003c/p>\n\u003cp>We heard from Tony Bennett, Indiana’s superintendent of public instruction, who said, “I believe in local control, and we don’t have the ability to be the keeper of knowledge we have been in the past. We’ll be better off if we uncuff people’s hands.” Even a student's perspective made it into the\u003c/p>\n\u003caside class=\"pullquote alignleft\">No one believes that engagement can only be found on a gadget. So why make that false distinction?\u003c/aside>\n\u003cp>story: “With a textbook, you can only read what’s on the pages — here you can click on things and watch videos,” said Patrick Wu, a seventh grader. “It’s more fun to use a keyboard than a pencil. And my grades are better because I’m focusing more.”\u003c/p>\n\u003cp>We read about the fees associated with the computers, parents worrying about exposing their kids to the \"online wilderness,\" as well as the realities of technical glitches that come with transitioning an entire school district to a digital curriculum: disappearing assignments, unsaved tests, and network failures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This article makes sense. After reading it, we can see the whole picture.\u003c/p>\n\u003cp>But Sunday's article by Matt Richtel, \"\u003ca href=\"http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html\">A Silicon Valley School That Doesn't Compute\u003c/a>,\" left many more questions than it answered. One of the big questions for me was why Richtel chose this school to write about. California is full of Waldorf and Waldorf-inspired schools. One of the main tenets of the Waldorf philosophy is \u003cem>not\u003c/em> to use technology. So why single out an education \u003c!--more-->philosophy that's long been known for not using technology ... for not using technology? Where's the news there? Headline: Waldorf Schools Eschew Technology! Great!\u003c/p>\n\u003cp>The fact that it's based in Silicon Valley can be construed as a bit of irony, I suppose, but that's the \u003cem>only\u003c/em> hook he uses to anchor an entire Sunday's front-page article.\u003c/p>\n\u003cp>There are many other arguments to make about this article, and in fact the entire series, \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?ref=technology\">Grading the Digital School\u003c/a> (also read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/in-classroom-of-future-outdated-testing-cant-keep-up/\">In Classroom of Future, Outdated Testing Can't Keep Up\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">Deconstructing What Works in Education, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/\">Why Should Schools Invest in Software\u003c/a>? for rebuttals to Richtel's stories).\u003c/p>\n\u003cp>But the question that keeps coming up is why this writer continues to take the black-and-white, either/or approach. It's far too simplistic a view for the newspaper's sophisticated readership. No one believes that learners don't need teachers. No one believes that engagement can only be found on a gadget. So why make that false distinction? Why portray technology as an all-pervasive evil force that's either shilled by greedy corporations, used by unsuspecting school administrators, or feared by parents who are just trying to protect their kids?\u003c/p>\n\u003cp>We are smarter than that, and we deserve better coverage of this topic. And here I thought we're starting to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/shifting-the-dialogue-for-the-public-at-large/\">shift the dialogue\u003c/a> for the public.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \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/technology-vs-learning-false-tiresome-eitheror-issue/screen-shot-2011-10-25-at-11-12-48-am/\" rel=\"attachment wp-att-16353\">\u003cimg class=\"size-medium wp-image-16353\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-25-at-11.12.48-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Last week, we saw two completely different ways to cover technology in schools in the \u003cem>New York Times\u003c/em>.\u003c/p>\n\u003cp>On Tuesday, Alan Schwarz wrote a fair and balanced article about \u003ca href=\"http://www.nytimes.com/2011/10/19/education/19textbooks.html?_r=1&pagewanted=all\">an Indiana school district\u003c/a> that's transitioning to digital textbooks. In the story, we heard from a veteran teacher, who said it's “the most exciting thing to happen in my 40 years of teaching\"; from another who said, “This way I can give my time to the kids who really need it. And it’s a lot more engaging for the kids. They’re actually doing their homework now.”\u003c/p>\n\u003cp>We heard from Tony Bennett, Indiana’s superintendent of public instruction, who said, “I believe in local control, and we don’t have the ability to be the keeper of knowledge we have been in the past. We’ll be better off if we uncuff people’s hands.” Even a student's perspective made it into the\u003c/p>\n\u003caside class=\"pullquote alignleft\">No one believes that engagement can only be found on a gadget. So why make that false distinction?\u003c/aside>\n\u003cp>story: “With a textbook, you can only read what’s on the pages — here you can click on things and watch videos,” said Patrick Wu, a seventh grader. “It’s more fun to use a keyboard than a pencil. And my grades are better because I’m focusing more.”\u003c/p>\n\u003cp>We read about the fees associated with the computers, parents worrying about exposing their kids to the \"online wilderness,\" as well as the realities of technical glitches that come with transitioning an entire school district to a digital curriculum: disappearing assignments, unsaved tests, and network failures.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This article makes sense. After reading it, we can see the whole picture.\u003c/p>\n\u003cp>But Sunday's article by Matt Richtel, \"\u003ca href=\"http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html\">A Silicon Valley School That Doesn't Compute\u003c/a>,\" left many more questions than it answered. One of the big questions for me was why Richtel chose this school to write about. California is full of Waldorf and Waldorf-inspired schools. One of the main tenets of the Waldorf philosophy is \u003cem>not\u003c/em> to use technology. So why single out an education \u003c!--more-->philosophy that's long been known for not using technology ... for not using technology? Where's the news there? Headline: Waldorf Schools Eschew Technology! Great!\u003c/p>\n\u003cp>The fact that it's based in Silicon Valley can be construed as a bit of irony, I suppose, but that's the \u003cem>only\u003c/em> hook he uses to anchor an entire Sunday's front-page article.\u003c/p>\n\u003cp>There are many other arguments to make about this article, and in fact the entire series, \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?ref=technology\">Grading the Digital School\u003c/a> (also read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/in-classroom-of-future-outdated-testing-cant-keep-up/\">In Classroom of Future, Outdated Testing Can't Keep Up\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">Deconstructing What Works in Education, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/\">Why Should Schools Invest in Software\u003c/a>? for rebuttals to Richtel's stories).\u003c/p>\n\u003cp>But the question that keeps coming up is why this writer continues to take the black-and-white, either/or approach. It's far too simplistic a view for the newspaper's sophisticated readership. No one believes that learners don't need teachers. No one believes that engagement can only be found on a gadget. So why make that false distinction? Why portray technology as an all-pervasive evil force that's either shilled by greedy corporations, used by unsuspecting school administrators, or feared by parents who are just trying to protect their kids?\u003c/p>\n\u003cp>We are smarter than that, and we deserve better coverage of this topic. And here I thought we're starting to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/shifting-the-dialogue-for-the-public-at-large/\">shift the dialogue\u003c/a> for the public.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-16321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-24-at-10.41.49-AM-300x168.png\" alt=\"\" width=\"300\" height=\"168\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Startup Weekend EDU San Francisco\u003c/p>\n\u003c/div>\n\u003cp>Last weekend, at the Washington, DC \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, it was clear that teachers are starting to play a more important role in these intense entrepreneur-fests.\u003c/p>\n\u003cp>For those unfamiliar with Startup Weekend, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">here's the general idea\u003c/a>: entrepreneurs have 54 hours — from Friday night until Sunday afternoon — to pitch an idea, assemble a team, and build and demo a product. The pitch is judged on a number of factors, including whether it's been vetted by the community, the strength of the business model, and, of course, whether the actual product works.\u003c/p>\n\u003cp>The good news for the education community is that the Startup Weekend enterprise has recently made the \u003ca href=\"http://www.hackeducation.com/2011/09/08/get-ready-for-a-lot-more-startup-weekend-edus-a-lot-more-ed-tech-startups/\">commitment\u003c/a> to hold events specifically addressing education issues.\u003c/p>\n\u003cp>But what can you build in 54 hours, you might wonder? Turns out, a whole lot.\u003c/p>\n\u003caside class=\"pullquote alignleft\">How do you bridge the cultural divides between entrepreneurs and educators, between hackers and high school teachers?\u003c/aside>\n\u003cp>Since 2007, when the idea of these weekend-long events started, thousands of startups have been created, and least one-third of those are still working on their idea months after their individual Startup Weekend.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the move to create a series of Startup Weekends focused solely on education comes with its own set of challenges. Chief among these: how do you make sure to include educators? After all, if the goal is to help launch new education startups or to foster education innovation, how can those who are integral to the process -- those with the most extensive \"domain \u003c!--more-->expertise,\" those who know both the problems and what the potential solutions might look like -- feel welcome?\u003c/p>\n\u003cp>Watching Startup Weekend EDU develop over the course of the last few events, it's clear that the organizers are working hard to make sure that educators are not just present (reaching out to various teacher list-serves, for example, to encourage participation) but that their voice there is really recognized. After the pitches on Friday nights, for example, the educators present received special \"teacher approved\" stickers during the voting process, and they were asked to say why they thought some ideas were particularly important, needed, or doable.\u003c/p>\n\u003cp>But there is still lots of work to be done to make this event really \"work.\" How do you bridge the cultural divides -- perceived and real -- between entrepreneurs and educators, between hackers and high school teachers? How do you convince educators, already overworked, to spend 54 hours over the course of a weekend working on building an education technology startup?\u003c/p>\n\u003cp>In some ways, the emphasis on \"building a startup\" might be the wrong thing to tout. There are viable ideas that come out of the weekend. (\u003ca href=\"http://lessoncast.org/\">LessonCast\u003c/a>, for example, a startup that was founded back at the first Startup Weekend EDU in San Francisco in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">June\u003c/a> and that I covered back in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/a-teacher-built-technology-tool/\">July\u003c/a>, is still going strong.) But the most valuable outcome of Startup Weekends aren't just the products built or the startups launched. It's the process itself.\u003c/p>\n\u003cp>And it is an intensive learning process. For many who participate, it's their first hands-on experience in product pitching, product design, customer validation, and business model creation. It's a hands-on learning experience in what it means to build a tech product and potentially a tech company. That might sound appealing to the entrepreneurs and engineers who participate, but for the classroom teacher (particularly one with no intention to leave the field to start a business), not so much.\u003c/p>\n\u003cp>But if you ask teachers, there actually \u003cem>is\u003c/em> a reward. \"It was the most incredible and immersive learning experience I have ever have,\" said Sharon Grimes, from Baltimore County Schools.\u003c/p>\n\u003cp>Despite all the talk about implementing \"project-based learning\" in the classroom, much of educators' own professional development still looks a lot like the sorts of teaching practices and experiences that are beginning to be eschewed in the classroom: lectures, the \"sage on the stage,\" no participation, little to no interactivity, no opportunity to identify a problem let alone work towards designing or implementing a solution. Participating in Startup Weekend, on the other hand, provides a project-based learning opportunity, one where teams must be coordinated through research, development, and marketing -- something that educators may be incredibly well-suited to do here.\u003c/p>\n\u003cp>Some of the startups that were pitched last night at the end of the DC Startup Weekend EDU were clearly teacher-driven projects: a tool to translate student data into easy-to-read and actionable infographics for parents, an openly licensed bank of assessments created for teachers by teachers, an app to make the notion of \"our global world\" more engaging for students based on their own interests, a browser-based plug-in for language-learning.\u003c/p>\n\u003cp>Again, it's the experience itself, not just the products that were built over the course of the last 54 hours -- \u003cem>that's\u003c/em> what Startup Weekend EDU seems to be working towards. It isn't simply launching startups; it's building a network of educators, engineers, and entrepreneurs who've worked together and who are beginning to think through problem-solving and hands-on building in order to address needs in education.\u003c/p>\n\u003cp>Check out this quick overview video to get a sense of what these startup weekends are about.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://youtu.be/jjgg63cGRLY\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-16321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-24-at-10.41.49-AM-300x168.png\" alt=\"\" width=\"300\" height=\"168\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Startup Weekend EDU San Francisco\u003c/p>\n\u003c/div>\n\u003cp>Last weekend, at the Washington, DC \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, it was clear that teachers are starting to play a more important role in these intense entrepreneur-fests.\u003c/p>\n\u003cp>For those unfamiliar with Startup Weekend, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">here's the general idea\u003c/a>: entrepreneurs have 54 hours — from Friday night until Sunday afternoon — to pitch an idea, assemble a team, and build and demo a product. The pitch is judged on a number of factors, including whether it's been vetted by the community, the strength of the business model, and, of course, whether the actual product works.\u003c/p>\n\u003cp>The good news for the education community is that the Startup Weekend enterprise has recently made the \u003ca href=\"http://www.hackeducation.com/2011/09/08/get-ready-for-a-lot-more-startup-weekend-edus-a-lot-more-ed-tech-startups/\">commitment\u003c/a> to hold events specifically addressing education issues.\u003c/p>\n\u003cp>But what can you build in 54 hours, you might wonder? Turns out, a whole lot.\u003c/p>\n\u003caside class=\"pullquote alignleft\">How do you bridge the cultural divides between entrepreneurs and educators, between hackers and high school teachers?\u003c/aside>\n\u003cp>Since 2007, when the idea of these weekend-long events started, thousands of startups have been created, and least one-third of those are still working on their idea months after their individual Startup Weekend.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the move to create a series of Startup Weekends focused solely on education comes with its own set of challenges. Chief among these: how do you make sure to include educators? After all, if the goal is to help launch new education startups or to foster education innovation, how can those who are integral to the process -- those with the most extensive \"domain \u003c!--more-->expertise,\" those who know both the problems and what the potential solutions might look like -- feel welcome?\u003c/p>\n\u003cp>Watching Startup Weekend EDU develop over the course of the last few events, it's clear that the organizers are working hard to make sure that educators are not just present (reaching out to various teacher list-serves, for example, to encourage participation) but that their voice there is really recognized. After the pitches on Friday nights, for example, the educators present received special \"teacher approved\" stickers during the voting process, and they were asked to say why they thought some ideas were particularly important, needed, or doable.\u003c/p>\n\u003cp>But there is still lots of work to be done to make this event really \"work.\" How do you bridge the cultural divides -- perceived and real -- between entrepreneurs and educators, between hackers and high school teachers? How do you convince educators, already overworked, to spend 54 hours over the course of a weekend working on building an education technology startup?\u003c/p>\n\u003cp>In some ways, the emphasis on \"building a startup\" might be the wrong thing to tout. There are viable ideas that come out of the weekend. (\u003ca href=\"http://lessoncast.org/\">LessonCast\u003c/a>, for example, a startup that was founded back at the first Startup Weekend EDU in San Francisco in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">June\u003c/a> and that I covered back in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/a-teacher-built-technology-tool/\">July\u003c/a>, is still going strong.) But the most valuable outcome of Startup Weekends aren't just the products built or the startups launched. It's the process itself.\u003c/p>\n\u003cp>And it is an intensive learning process. For many who participate, it's their first hands-on experience in product pitching, product design, customer validation, and business model creation. It's a hands-on learning experience in what it means to build a tech product and potentially a tech company. That might sound appealing to the entrepreneurs and engineers who participate, but for the classroom teacher (particularly one with no intention to leave the field to start a business), not so much.\u003c/p>\n\u003cp>But if you ask teachers, there actually \u003cem>is\u003c/em> a reward. \"It was the most incredible and immersive learning experience I have ever have,\" said Sharon Grimes, from Baltimore County Schools.\u003c/p>\n\u003cp>Despite all the talk about implementing \"project-based learning\" in the classroom, much of educators' own professional development still looks a lot like the sorts of teaching practices and experiences that are beginning to be eschewed in the classroom: lectures, the \"sage on the stage,\" no participation, little to no interactivity, no opportunity to identify a problem let alone work towards designing or implementing a solution. Participating in Startup Weekend, on the other hand, provides a project-based learning opportunity, one where teams must be coordinated through research, development, and marketing -- something that educators may be incredibly well-suited to do here.\u003c/p>\n\u003cp>Some of the startups that were pitched last night at the end of the DC Startup Weekend EDU were clearly teacher-driven projects: a tool to translate student data into easy-to-read and actionable infographics for parents, an openly licensed bank of assessments created for teachers by teachers, an app to make the notion of \"our global world\" more engaging for students based on their own interests, a browser-based plug-in for language-learning.\u003c/p>\n\u003cp>Again, it's the experience itself, not just the products that were built over the course of the last 54 hours -- \u003cem>that's\u003c/em> what Startup Weekend EDU seems to be working towards. It isn't simply launching startups; it's building a network of educators, engineers, and entrepreneurs who've worked together and who are beginning to think through problem-solving and hands-on building in order to address needs in education.\u003c/p>\n\u003cp>Check out this quick overview video to get a sense of what these startup weekends are about.\u003c/p>\n\u003cp>\u003c/p>\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/jjgg63cGRLY'\n title='//www.youtube.com/embed/jjgg63cGRLY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_16242\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/anna-b/\">\u003cimg class=\"size-medium wp-image-16242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-19-at-6.43.51-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Educators are finding ways to leverage social media sites like Facebook with learning.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>We are witnessing the emergence of something profound: Humans, historically divided by geography, culture and creed, are beginning to connect and collaborate on a scale never seen before. The driving force behind this creative wave are digital tools and networks that allow new forms of collaboration and knowledge creation.\u003c/p>\n\u003cp>What starts out as social networking is evolving into social production. We've witnessed how self-organizing groups, leveraging social media such as Twitter, Facebook and Wikipedia, have launched revolutions throughout the Arab world and created the most important reference work in the English language in less than 10 years.\u003c/p>\n\u003cp>In spite of all the potential to innovate surrounding blogs, forums, wikis and social networks, there are legions of detractors. And no institution is more skeptical about the benefits of social media than education. But there are also few institutions that have more to gain from social media.\u003c/p>\n\u003cp>\u003cstrong>AMPLIFYING LEARNING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Granted, not every use of social media is remarkable. And some might be downright problematic, even detestable. But all media evolves and can be used or misused.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Educators ought to be asking what social dimensions of learning might be enhanced by using these tools and networks?\"\u003c/aside>\n\u003cp>Writing initially emerged as a \u003ca href=\"http://www.mesopotamia.co.uk/writing/story/sto_set.html\">form of record keeping in Mesopotamia\u003c/a>. Only later was it used to tell stories, write laws and record history. And just because some people used writing in this more noble fashion, it didn't prevent others from writing propaganda, hate, smut and gossip.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rather than focusing exclusively on the problems, educators should be experimenting with how these new forms of social media can amplify student learning. Because social media \u003c!--more-->enables collaboration, educators ought to be asking what social dimensions of learning might be enhanced by using these tools and networks?\u003c/p>\n\u003cp>Fortunately, \u003ca href=\"http://athome.harvard.edu/programs/light/index.html\">a compelling landmark study on the importance of social interaction\u003c/a> provides valuable insight. Richard J. Light, of the Harvard Graduate School of Education, discovered that one of the most significant factors in students' success was their ability to participate in study groups. What the study reveals boils down to this: Understanding is socially constructed through interactions with others. This implies that we need to focus more attention on how we learn most effectively, and the signs point toward social interaction.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THROUGH COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Since the beginning of our evolutionary adventure on the east African savanna, humans have been social creatures. Although we can think and create in isolation, it's when we work, delegate and exchange within the hive that synergy is created. If the whole is greater than the sum of its parts, then it underscores the power of group effort. And, according to Clay Shirky, a professor of Interactive Telecommunications at NYU, who wrote in his book \u003cem>\u003ca href=\"http://www.amazon.com/Cognitive-Surplus-Creativity-Generosity-Connected/dp/1594202532\">Cognitive Surplus: Creativity and Generosity in a Connected Age\u003c/a>\u003c/em>, \"The centrality of group effort to human life means that anything that changes the way groups function will have profound ramifications for everything from commerce and government to media and religion.\"\u003c/p>\n\u003cp>Social media has the potential to revolutionize our model of learning by transforming individual students from information silos into smart nodes within a dynamic and interdependent learning network. By serving as the connective tissue of a learning environment -- whether it's a class, school or community organized around common interests -- social media can enhance student communication, collaboration and problem solving by aggregating perspectives. Through the process of sharing our perspectives we can get closer to seeing the whole picture. With a more comprehensive picture we improve our ability to innovate and problem solve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.wired.com/wired/archive/4.02/jobs_pr.html\">1996 interview with Wired magazine\u003c/a>, former Apple CEO Steve Jobs said that without diverse experiences and perspectives you won't \"have enough dots to connect and one ends up with very linear solutions without a broad perspective on the problem.\" Social media exposes us to a galaxy of dots, and through education we can provide students with the tools to begin the connection process.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-case-for-using-social-media-with-learning/pbs-mediashift-logo-final-7/\" rel=\"attachment wp-att-16241\">\u003cimg class=\"alignleft size-thumbnail wp-image-16241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final1-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\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>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16242\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/anna-b/\">\u003cimg class=\"size-medium wp-image-16242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-19-at-6.43.51-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Educators are finding ways to leverage social media sites like Facebook with learning.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>We are witnessing the emergence of something profound: Humans, historically divided by geography, culture and creed, are beginning to connect and collaborate on a scale never seen before. The driving force behind this creative wave are digital tools and networks that allow new forms of collaboration and knowledge creation.\u003c/p>\n\u003cp>What starts out as social networking is evolving into social production. We've witnessed how self-organizing groups, leveraging social media such as Twitter, Facebook and Wikipedia, have launched revolutions throughout the Arab world and created the most important reference work in the English language in less than 10 years.\u003c/p>\n\u003cp>In spite of all the potential to innovate surrounding blogs, forums, wikis and social networks, there are legions of detractors. And no institution is more skeptical about the benefits of social media than education. But there are also few institutions that have more to gain from social media.\u003c/p>\n\u003cp>\u003cstrong>AMPLIFYING LEARNING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Granted, not every use of social media is remarkable. And some might be downright problematic, even detestable. But all media evolves and can be used or misused.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Educators ought to be asking what social dimensions of learning might be enhanced by using these tools and networks?\"\u003c/aside>\n\u003cp>Writing initially emerged as a \u003ca href=\"http://www.mesopotamia.co.uk/writing/story/sto_set.html\">form of record keeping in Mesopotamia\u003c/a>. Only later was it used to tell stories, write laws and record history. And just because some people used writing in this more noble fashion, it didn't prevent others from writing propaganda, hate, smut and gossip.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rather than focusing exclusively on the problems, educators should be experimenting with how these new forms of social media can amplify student learning. Because social media \u003c!--more-->enables collaboration, educators ought to be asking what social dimensions of learning might be enhanced by using these tools and networks?\u003c/p>\n\u003cp>Fortunately, \u003ca href=\"http://athome.harvard.edu/programs/light/index.html\">a compelling landmark study on the importance of social interaction\u003c/a> provides valuable insight. Richard J. Light, of the Harvard Graduate School of Education, discovered that one of the most significant factors in students' success was their ability to participate in study groups. What the study reveals boils down to this: Understanding is socially constructed through interactions with others. This implies that we need to focus more attention on how we learn most effectively, and the signs point toward social interaction.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THROUGH COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Since the beginning of our evolutionary adventure on the east African savanna, humans have been social creatures. Although we can think and create in isolation, it's when we work, delegate and exchange within the hive that synergy is created. If the whole is greater than the sum of its parts, then it underscores the power of group effort. And, according to Clay Shirky, a professor of Interactive Telecommunications at NYU, who wrote in his book \u003cem>\u003ca href=\"http://www.amazon.com/Cognitive-Surplus-Creativity-Generosity-Connected/dp/1594202532\">Cognitive Surplus: Creativity and Generosity in a Connected Age\u003c/a>\u003c/em>, \"The centrality of group effort to human life means that anything that changes the way groups function will have profound ramifications for everything from commerce and government to media and religion.\"\u003c/p>\n\u003cp>Social media has the potential to revolutionize our model of learning by transforming individual students from information silos into smart nodes within a dynamic and interdependent learning network. By serving as the connective tissue of a learning environment -- whether it's a class, school or community organized around common interests -- social media can enhance student communication, collaboration and problem solving by aggregating perspectives. Through the process of sharing our perspectives we can get closer to seeing the whole picture. With a more comprehensive picture we improve our ability to innovate and problem solve.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.wired.com/wired/archive/4.02/jobs_pr.html\">1996 interview with Wired magazine\u003c/a>, former Apple CEO Steve Jobs said that without diverse experiences and perspectives you won't \"have enough dots to connect and one ends up with very linear solutions without a broad perspective on the problem.\" Social media exposes us to a galaxy of dots, and through education we can provide students with the tools to begin the connection process.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-case-for-using-social-media-with-learning/pbs-mediashift-logo-final-7/\" rel=\"attachment wp-att-16241\">\u003cimg class=\"alignleft size-thumbnail wp-image-16241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final1-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\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>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \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/2011/08/class-turn-on-your-cell-phones-its-time-to-text/87549956-3/\" rel=\"attachment wp-att-14817\">\u003cimg class=\"size-medium wp-image-14817\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Over the last few months, there has been \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">increased interest\u003c/a> in using text-messaging at school. Although many schools do still have \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">strict policies\u003c/a> that forbid using cell phones in class, more are exploring ways to use text-messaging as a communication tool to bridge home and school.\u003c/p>\n\u003cp>There's also been an explosion in new tech start-ups that offer services for just this purpose. They're taking advantage of students' and families' access to cell phones, but more importantly perhaps, they're tapping into the \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">popularity of text-messaging\u003c/a> among teens. They're also working to make sure that the SMS communication is safe, that both student and teacher privacy is protected, and that records are kept so that any inappropriate behavior can be identified. Some of these startups include \u003ca href=\"http://remind101.com\">Remind 101\u003c/a>, \u003ca href=\"http://cel.ly/\">Cel.ly\u003c/a>, and \u003ca href=\"http://snappschool.com/\">Snapp School\u003c/a>. (You can read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Cel.ly here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Just as text messaging may be on the cusp of widespread adoption in schools, there are rumblings in other sectors that it's dead.\u003c/aside>\n\u003cp>Interesting, at some of the most recent \u003ca href=\"http://startupweekend.org\">Startup Weekend\u003c/a> EDUs -- an event that brings together educators, engineers, and entrepreneurs to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">launch education startups\u003c/a> over the course of a weekend -- winning teams have built text-messaging apps: \u003ca href=\"http://classparrot.com\">ClassParrot\u003c/a> was the winner of the recent \u003ca href=\"http://mega.startupweekend.org/\">Mega Startup Weekend\u003c/a> in Mountain View, and \u003ca href=\"http://www.text2teach.org/\">Text2Teach\u003c/a> won first prize at \u003ca href=\"http://seattleedu.startupweekend.org/\">Seattle's Startup Weekend\u003c/a>.\u003c/p>\n\u003cp>It's an indication that text-messaging is becoming recognized as a powerful tool that schools should find a way to use. It's one that can keep students engaged in class (though that idea \u003c!--more-->remains fairly controversial, as cell phones are still viewed by many as a \u003ca href=\"http://www.pbs.org/mediashift/2011/09/cell-phones-in-classrooms-no-students-need-to-pay-attention264.html\">distraction\u003c/a>). And it's one that can help bridge the communication gulf between home and school.\u003c/p>\n\u003cp>But just as text-messaging may be on the cusp of widespread adoption in schools, there are rumblings in other sectors that text-messaging is dead. Or more accurately, perhaps, that text-messaging should simply die.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Part of the call for the end of text-messaging is that it is an incredibly expensive service, one that the phone carriers profit greatly from. Although text-messaging involves sending data, the charges for SMS are separated from a cell phone user's regular data plan. Earlier this year, the technology blog \u003ca href=\"http://gizmodo.com/5832245/atts-new-text-plan-overcharges-you-by-10000000\">Gizmodo\u003c/a> did the math on how much users pay for a text versus how much they pay for the same amount of data -- assuming, that is, that the typical text is roughly 160 bytes. According to its calculations, you pay $.20 per text for a \"text.\" But when you send that same amount of data as, well, \"data,\" you pay $.000002. Ouch.\u003c/p>\n\u003cp>The cost of a text-message might seem inconsequential, but when you consider the number of text-messages that the average teen sends per day, it adds up quickly. And if you consider the number of text messages that a school might send to hundreds of students, or a teacher might send to multiple classes of 30 or so students -- during a typical week or over the course of the school year -- the cost of text-messaging starts to look like it might outweigh any argument about the benefits of better communication.\u003c/p>\n\u003cp>While there could be solutions here on the carriers' end -- discounted messaging for schools, for example -- some people are placing their bets on apps versus SMS. Take last week's release of Apple's latest mobile operating system, iOS 5, that included iMessage. This is a new messaging service that allows anyone using iOS 5 -- whether on an iPad, iPhone, or iPod Touch, to send -- to communicate with others who use the devices. You can send text messages, photos, videos. It also includes a group-messaging feature. These messages are all free (or rather, they're included as part of users' data plans, which as indicated above, comes at a cheaper per byte rate than SMS).\u003c/p>\n\u003cp>The problem here, of course, is that this only works on Apple mobile devices. It's a good solution for those with the high-end smart-phones, but a lousy solution in terms of equity -- or for those who prefer to use non-Apple devices.\u003c/p>\n\u003cp>Of course, free messaging comes with other smartphone apps too. \u003ca href=\"https://www.google.com/voice/\">Google Voice\u003c/a>, for example, allows you to send text-messages without paying texting fees, and there are a number of generic \"messaging apps.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the beauty of SMS is that it works on any phone, whether it's an Android or an iPhone or a very basic flip phone. Text messaging is also the tool that many students already use. They're more apt to read and respond to texts -- they're comfortable communicating that way. That makes texting an important tool for reaching them and reaching families. But as schools begin to embrace SMS, it's still worth pointing out that it's an expensive way to communicate -- and one the tech world is hedging will go away.\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/2011/08/class-turn-on-your-cell-phones-its-time-to-text/87549956-3/\" rel=\"attachment wp-att-14817\">\u003cimg class=\"size-medium wp-image-14817\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Over the last few months, there has been \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">increased interest\u003c/a> in using text-messaging at school. Although many schools do still have \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">strict policies\u003c/a> that forbid using cell phones in class, more are exploring ways to use text-messaging as a communication tool to bridge home and school.\u003c/p>\n\u003cp>There's also been an explosion in new tech start-ups that offer services for just this purpose. They're taking advantage of students' and families' access to cell phones, but more importantly perhaps, they're tapping into the \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">popularity of text-messaging\u003c/a> among teens. They're also working to make sure that the SMS communication is safe, that both student and teacher privacy is protected, and that records are kept so that any inappropriate behavior can be identified. Some of these startups include \u003ca href=\"http://remind101.com\">Remind 101\u003c/a>, \u003ca href=\"http://cel.ly/\">Cel.ly\u003c/a>, and \u003ca href=\"http://snappschool.com/\">Snapp School\u003c/a>. (You can read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Cel.ly here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Just as text messaging may be on the cusp of widespread adoption in schools, there are rumblings in other sectors that it's dead.\u003c/aside>\n\u003cp>Interesting, at some of the most recent \u003ca href=\"http://startupweekend.org\">Startup Weekend\u003c/a> EDUs -- an event that brings together educators, engineers, and entrepreneurs to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">launch education startups\u003c/a> over the course of a weekend -- winning teams have built text-messaging apps: \u003ca href=\"http://classparrot.com\">ClassParrot\u003c/a> was the winner of the recent \u003ca href=\"http://mega.startupweekend.org/\">Mega Startup Weekend\u003c/a> in Mountain View, and \u003ca href=\"http://www.text2teach.org/\">Text2Teach\u003c/a> won first prize at \u003ca href=\"http://seattleedu.startupweekend.org/\">Seattle's Startup Weekend\u003c/a>.\u003c/p>\n\u003cp>It's an indication that text-messaging is becoming recognized as a powerful tool that schools should find a way to use. It's one that can keep students engaged in class (though that idea \u003c!--more-->remains fairly controversial, as cell phones are still viewed by many as a \u003ca href=\"http://www.pbs.org/mediashift/2011/09/cell-phones-in-classrooms-no-students-need-to-pay-attention264.html\">distraction\u003c/a>). And it's one that can help bridge the communication gulf between home and school.\u003c/p>\n\u003cp>But just as text-messaging may be on the cusp of widespread adoption in schools, there are rumblings in other sectors that text-messaging is dead. Or more accurately, perhaps, that text-messaging should simply die.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Part of the call for the end of text-messaging is that it is an incredibly expensive service, one that the phone carriers profit greatly from. Although text-messaging involves sending data, the charges for SMS are separated from a cell phone user's regular data plan. Earlier this year, the technology blog \u003ca href=\"http://gizmodo.com/5832245/atts-new-text-plan-overcharges-you-by-10000000\">Gizmodo\u003c/a> did the math on how much users pay for a text versus how much they pay for the same amount of data -- assuming, that is, that the typical text is roughly 160 bytes. According to its calculations, you pay $.20 per text for a \"text.\" But when you send that same amount of data as, well, \"data,\" you pay $.000002. Ouch.\u003c/p>\n\u003cp>The cost of a text-message might seem inconsequential, but when you consider the number of text-messages that the average teen sends per day, it adds up quickly. And if you consider the number of text messages that a school might send to hundreds of students, or a teacher might send to multiple classes of 30 or so students -- during a typical week or over the course of the school year -- the cost of text-messaging starts to look like it might outweigh any argument about the benefits of better communication.\u003c/p>\n\u003cp>While there could be solutions here on the carriers' end -- discounted messaging for schools, for example -- some people are placing their bets on apps versus SMS. Take last week's release of Apple's latest mobile operating system, iOS 5, that included iMessage. This is a new messaging service that allows anyone using iOS 5 -- whether on an iPad, iPhone, or iPod Touch, to send -- to communicate with others who use the devices. You can send text messages, photos, videos. It also includes a group-messaging feature. These messages are all free (or rather, they're included as part of users' data plans, which as indicated above, comes at a cheaper per byte rate than SMS).\u003c/p>\n\u003cp>The problem here, of course, is that this only works on Apple mobile devices. It's a good solution for those with the high-end smart-phones, but a lousy solution in terms of equity -- or for those who prefer to use non-Apple devices.\u003c/p>\n\u003cp>Of course, free messaging comes with other smartphone apps too. \u003ca href=\"https://www.google.com/voice/\">Google Voice\u003c/a>, for example, allows you to send text-messages without paying texting fees, and there are a number of generic \"messaging apps.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the beauty of SMS is that it works on any phone, whether it's an Android or an iPhone or a very basic flip phone. Text messaging is also the tool that many students already use. They're more apt to read and respond to texts -- they're comfortable communicating that way. That makes texting an important tool for reaching them and reaching families. But as schools begin to embrace SMS, it's still worth pointing out that it's an expensive way to communicate -- and one the tech world is hedging will go away.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's Behind the Culture of Academic Dishonesty",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>You've heard the stories: \u003ca href=\"http://www.ajc.com/news/atlanta/100-atlanta-school-employees-552164.html\">Cheating in Atlanta, Georgia\u003c/a>. \u003ca href=\"http://www.usatoday.com/news/education/2011-03-28-1Aschooltesting28_CV_N.htm\">Cheating in Washington, DC\u003c/a>. \u003ca href=\"http://thechoice.blogs.nytimes.com/2011/09/28/sat-fraud/\">Cheating in Long Island, New York\u003c/a>.\u003c/p>\n\u003cp>Academic dishonesty, plagiarism, and cheating are hardly new. And as the history of the banking industry and baseball demonstrate, cheating scandals aren't just limited to schools. With numerous incidents making headlines in recent months, however, questions are being raised about the validity and the pressures of standardized testing, as well as the security of testing practices. And some are asking if it's time to scrutinize the underlying behaviors and motivation for all this cheating.\u003c/p>\n\u003caside class=\"pullquote alignleft\">In a climate where they're told what really matters are grades, students turn to cheating (rather than to learning) in order to do well. \u003c/aside>\n\u003cp>Is the pressure to score high -- not just on standardized tests, but in all facets of school life -- leading to a rampant culture of academic dishonesty? Or is it simply that technology is making it easier to cheat?\u003c/p>\n\u003cp>Some studies indicate that \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/Chronicle/a/2007/09/09/CM59RIBI7.DTL\">cheating is at an all time high\u003c/a> -- or at least, students' willingness to admit they've cheated. Some \u003ca href=\"http://blog.learnboost.com/blog/cheating-in-21st-century-schools-infographic/\">75% of college students\u003c/a> admit that they've cheated at one point \u003c!--more-->or another during their academic careers. That's up from \u003ca>20% of students\u003c/a> back in the 1940s.\u003c/p>\n\u003cp>According to these studies, the types of students who are cheating has changed, too. It isn't necessarily the student who's struggling to do well in class who's cheating; it's top-performing students who are feeling the pressure to perform better. A recent article in \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn/201010/cheating-in-science-part-ii-school-is-breeding-ground-cheaters\">Psychology Today\u003c/a> cites one student saying, \"I was in honors classes in high school because I wanted to get into the best schools, and all of us in those classes cheated; we needed the grades to get into the best schools.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The pressures to test well are extending beyond students now too, as the cheating scandals in Atlanta and DC and elsewhere suggest. Students are cheating. Teachers are cheating. School administrators are cheating.\u003c/p>\n\u003cp>That Psychology Today article, written by Peter Gray, a research professor of psychology at Boston College, posits that there may be something about the structure of the school system that is becoming a \"breeding ground for cheaters.\" He argues that by being forced to spend time doing work they do not choose, students are unmotivated to learn. Furthermore, in a climate where they're told what really matters are grades, students turn to cheating (rather than to learning) in order to do well.\u003c/p>\n\u003cp>\"One of the tragedies of our system of schooling,\" he writes, \"is that it deflects students from discovering what they truly love and find worth doing for its own sake. Instead, it teaches them that life is a series of hoops that one must get through, by one means or another, and that success lies in others' judgments rather than in real, self-satisfying accomplishments.\"\u003c/p>\n\u003cp>Despite all the new ways that students can learn now -- via Web tools and mobile phone apps, for example -- it seems as though without a shift in this culture, cheating will continue. Indeed, I stumbled upon a Web site yesterday with instructions on how to cheat the point system on \u003ca href=\"http://khanacademy.org\">Khan Academy\u003c/a>. Rather than earn badges by watching (and hopefully learning from) the videos, the author of the post demonstrated how to artificially inflate one's points. Khan himself said he's heard from teachers that students try to \"game\" the system, and his engineers are working on finding ways to thwart those efforts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many people point to Khan Academy as a site that epitomizes a system that encourages self-paced, self-motivated learners to thrive. What does it say, then, that there are already cheating sites aimed at gaming that system?\u003c/p>\n\n",
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"description": "B. Gilliard You've heard the stories: Cheating in Atlanta, Georgia. Cheating in Washington, DC. Cheating in Long Island, New York. Academic dishonesty, plagiarism, and cheating are hardly new. And as the history of the banking industry and baseball demonstrate, cheating scandals aren't just limited to schools. With numerous incidents making headlines in recent months, however,",
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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/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>You've heard the stories: \u003ca href=\"http://www.ajc.com/news/atlanta/100-atlanta-school-employees-552164.html\">Cheating in Atlanta, Georgia\u003c/a>. \u003ca href=\"http://www.usatoday.com/news/education/2011-03-28-1Aschooltesting28_CV_N.htm\">Cheating in Washington, DC\u003c/a>. \u003ca href=\"http://thechoice.blogs.nytimes.com/2011/09/28/sat-fraud/\">Cheating in Long Island, New York\u003c/a>.\u003c/p>\n\u003cp>Academic dishonesty, plagiarism, and cheating are hardly new. And as the history of the banking industry and baseball demonstrate, cheating scandals aren't just limited to schools. With numerous incidents making headlines in recent months, however, questions are being raised about the validity and the pressures of standardized testing, as well as the security of testing practices. And some are asking if it's time to scrutinize the underlying behaviors and motivation for all this cheating.\u003c/p>\n\u003caside class=\"pullquote alignleft\">In a climate where they're told what really matters are grades, students turn to cheating (rather than to learning) in order to do well. \u003c/aside>\n\u003cp>Is the pressure to score high -- not just on standardized tests, but in all facets of school life -- leading to a rampant culture of academic dishonesty? Or is it simply that technology is making it easier to cheat?\u003c/p>\n\u003cp>Some studies indicate that \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/Chronicle/a/2007/09/09/CM59RIBI7.DTL\">cheating is at an all time high\u003c/a> -- or at least, students' willingness to admit they've cheated. Some \u003ca href=\"http://blog.learnboost.com/blog/cheating-in-21st-century-schools-infographic/\">75% of college students\u003c/a> admit that they've cheated at one point \u003c!--more-->or another during their academic careers. That's up from \u003ca>20% of students\u003c/a> back in the 1940s.\u003c/p>\n\u003cp>According to these studies, the types of students who are cheating has changed, too. It isn't necessarily the student who's struggling to do well in class who's cheating; it's top-performing students who are feeling the pressure to perform better. A recent article in \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn/201010/cheating-in-science-part-ii-school-is-breeding-ground-cheaters\">Psychology Today\u003c/a> cites one student saying, \"I was in honors classes in high school because I wanted to get into the best schools, and all of us in those classes cheated; we needed the grades to get into the best schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The pressures to test well are extending beyond students now too, as the cheating scandals in Atlanta and DC and elsewhere suggest. Students are cheating. Teachers are cheating. School administrators are cheating.\u003c/p>\n\u003cp>That Psychology Today article, written by Peter Gray, a research professor of psychology at Boston College, posits that there may be something about the structure of the school system that is becoming a \"breeding ground for cheaters.\" He argues that by being forced to spend time doing work they do not choose, students are unmotivated to learn. Furthermore, in a climate where they're told what really matters are grades, students turn to cheating (rather than to learning) in order to do well.\u003c/p>\n\u003cp>\"One of the tragedies of our system of schooling,\" he writes, \"is that it deflects students from discovering what they truly love and find worth doing for its own sake. Instead, it teaches them that life is a series of hoops that one must get through, by one means or another, and that success lies in others' judgments rather than in real, self-satisfying accomplishments.\"\u003c/p>\n\u003cp>Despite all the new ways that students can learn now -- via Web tools and mobile phone apps, for example -- it seems as though without a shift in this culture, cheating will continue. Indeed, I stumbled upon a Web site yesterday with instructions on how to cheat the point system on \u003ca href=\"http://khanacademy.org\">Khan Academy\u003c/a>. Rather than earn badges by watching (and hopefully learning from) the videos, the author of the post demonstrated how to artificially inflate one's points. Khan himself said he's heard from teachers that students try to \"game\" the system, and his engineers are working on finding ways to thwart those efforts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many people point to Khan Academy as a site that epitomizes a system that encourages self-paced, self-motivated learners to thrive. What does it say, then, that there are already cheating sites aimed at gaming that system?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_15895\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nazareth_college/3524879265/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15895\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3524879265_a0d9785230-300x199.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 Way We Live, Work, and Learn\u003c/em>\u003c/a> (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>\u003cfigure id=\"attachment_15895\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nazareth_college/3524879265/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15895\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3524879265_a0d9785230-300x199.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 Way We Live, Work, and Learn\u003c/em>\u003c/a> (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": "\u003cfigure id=\"attachment_15832\" class=\"wp-caption alignright\" style=\"max-width: 252px\">\u003ca href=\"http://en.wikipedia.org/wiki/Ada_Lovelace\">\u003cimg class=\"size-medium wp-image-15832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ada_l-300x300.jpg\" alt=\"\" width=\"252\" height=\"252\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Tomorrow, October 7 is \u003ca href=\"http://findingada.com/\">Ada Lovelace Day\u003c/a>, to commemorate the work of women in science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>For those who want to participate, there are a couple of options. You can blog about a woman in the STEM field who has inspired you to become what you are today. You can participate in \u003ca href=\"http://findingada.com/events/\">events\u003c/a> in your area that celebrate women in technology. And you can take the time to learn about the contributions that women have made to the field.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Many have never heard of Ada Lovelace, even though she's credited with writing the first computer program.\u003c/aside>\n\u003cp>The stereotypes about women in science and technology persist that it's \"men's work.\" And indeed, in some respects that has become a self-fulfilling prophecy. Women are still disproportionately underrepresented in STEM majors at school and in STEM careers:\u003c/p>\n\u003cul>\n\u003cli>Girls comprised 46% of Advanced Placement (AP) Calculus test-takers, but only 19% of AP Computer Science test-takers.\u003c/li>\n\u003cli>Women hold 56% of all professional occupations in the U.S. workforce, but only 25% of IT occupations. Only 11% of executives at Fortune 500 tech companies are women.\u003c/li>\n\u003cli>In 2009, just 18% of undergraduate Computing and Information Sciences degrees were awarded to women; in 1985, women earned 37% of these degrees (via \u003ca href=\"http://ncwit.org\">NCWIT\u003c/a>)\u003c/li>\n\u003c/ul>\n\u003cp>But it's crucial to \"\u003ca href=\"http://changetheratio.tumblr.com/\">change the ratio\u003c/a>\" and to encourage more girls and women to pursue STEM education and careers. (One encouraging sign was last year's Google Science Fair, \u003ca href=\"http://www.nytimes.com/2011/07/19/science/19google.html\">whose top \u003c!--more-->prizes\u003c/a> went to American girls.) Part how to do this involves being able to point to female role models and acknowledge their contributions to the field.\u003c/p>\n\u003cp>That's why an act as simple as blogging on Ada Lovelace Day is important. As it stands, many people cannot name a single female scientist or engineer or mathematician. (Or, if they can name one, it's Marie Curie.) Indeed, many have never heard of Ada Lovelace, even though she's credited with writing the first computer program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you haven't heard of her, here's some background.\u003c/p>\n\u003cp>Born in 1815, Ada Lovelace was the daughter of the poet Lord Byron, although he had no relationship with her and died when she was only nine. Ada pursued her interests in mathematics, studying with some of the best-known mathematicians of her time. In 1833, she was introduced to Charles Babbage, with whom she worked and corresponded about his early computing machines. She also translated the Italian mathematician Luigi Menabrea's memoir on Babbage's proposed machine, the Analytical Engine, and in doing so added her own notes to the translation. These notes included an algorithm designed to be processed by the machine -- the first computer program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ada Lovelace Day aims to help correct the ways in which women's contributions to science and technology are overlooked. If you're looking for inspirational women to highlight, the Geek Feminism blog has a wiki about \u003ca href=\"http://geekfeminism.wikia.com/wiki/Science\">women in science\u003c/a> and in \u003ca href=\"http://geekfeminism.wikia.com/wiki/List_of_women_in_Computer_Science\">computer science\u003c/a>. We'd love to hear about the women in science, technology, engineering, and mathematics who've inspired you.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15832\" class=\"wp-caption alignright\" style=\"max-width: 252px\">\u003ca href=\"http://en.wikipedia.org/wiki/Ada_Lovelace\">\u003cimg class=\"size-medium wp-image-15832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ada_l-300x300.jpg\" alt=\"\" width=\"252\" height=\"252\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Tomorrow, October 7 is \u003ca href=\"http://findingada.com/\">Ada Lovelace Day\u003c/a>, to commemorate the work of women in science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>For those who want to participate, there are a couple of options. You can blog about a woman in the STEM field who has inspired you to become what you are today. You can participate in \u003ca href=\"http://findingada.com/events/\">events\u003c/a> in your area that celebrate women in technology. And you can take the time to learn about the contributions that women have made to the field.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Many have never heard of Ada Lovelace, even though she's credited with writing the first computer program.\u003c/aside>\n\u003cp>The stereotypes about women in science and technology persist that it's \"men's work.\" And indeed, in some respects that has become a self-fulfilling prophecy. Women are still disproportionately underrepresented in STEM majors at school and in STEM careers:\u003c/p>\n\u003cul>\n\u003cli>Girls comprised 46% of Advanced Placement (AP) Calculus test-takers, but only 19% of AP Computer Science test-takers.\u003c/li>\n\u003cli>Women hold 56% of all professional occupations in the U.S. workforce, but only 25% of IT occupations. Only 11% of executives at Fortune 500 tech companies are women.\u003c/li>\n\u003cli>In 2009, just 18% of undergraduate Computing and Information Sciences degrees were awarded to women; in 1985, women earned 37% of these degrees (via \u003ca href=\"http://ncwit.org\">NCWIT\u003c/a>)\u003c/li>\n\u003c/ul>\n\u003cp>But it's crucial to \"\u003ca href=\"http://changetheratio.tumblr.com/\">change the ratio\u003c/a>\" and to encourage more girls and women to pursue STEM education and careers. (One encouraging sign was last year's Google Science Fair, \u003ca href=\"http://www.nytimes.com/2011/07/19/science/19google.html\">whose top \u003c!--more-->prizes\u003c/a> went to American girls.) Part how to do this involves being able to point to female role models and acknowledge their contributions to the field.\u003c/p>\n\u003cp>That's why an act as simple as blogging on Ada Lovelace Day is important. As it stands, many people cannot name a single female scientist or engineer or mathematician. (Or, if they can name one, it's Marie Curie.) Indeed, many have never heard of Ada Lovelace, even though she's credited with writing the first computer program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you haven't heard of her, here's some background.\u003c/p>\n\u003cp>Born in 1815, Ada Lovelace was the daughter of the poet Lord Byron, although he had no relationship with her and died when she was only nine. Ada pursued her interests in mathematics, studying with some of the best-known mathematicians of her time. In 1833, she was introduced to Charles Babbage, with whom she worked and corresponded about his early computing machines. She also translated the Italian mathematician Luigi Menabrea's memoir on Babbage's proposed machine, the Analytical Engine, and in doing so added her own notes to the translation. These notes included an algorithm designed to be processed by the machine -- the first computer program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ada Lovelace Day aims to help correct the ways in which women's contributions to science and technology are overlooked. If you're looking for inspirational women to highlight, the Geek Feminism blog has a wiki about \u003ca href=\"http://geekfeminism.wikia.com/wiki/Science\">women in science\u003c/a> and in \u003ca href=\"http://geekfeminism.wikia.com/wiki/List_of_women_in_Computer_Science\">computer science\u003c/a>. We'd love to hear about the women in science, technology, engineering, and mathematics who've inspired you.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/3tH2fi7rzUs\u003c/p>\n\u003ch5>[Video co-produced with Matthew Williams.]\u003c/h5>\n\u003cp>Juan Hernandez has had a life-changing summer. The 14-year-old math and science whiz got to geek out with like-minded kids for five weeks on the lush Stanford campus, learning about everything from computer programming to the infection rate of HIV.\u003c/p>\n\u003cp>Juan was among the 80 low-income, high-achieving students of color who are psyched about STEM and were chosen to participate in the \u003ca href=\"http://www.lpfi.org/smash\">SMASH program.\u003c/a> SMASH stands for Summer Math and Science Honors Academy, and it's part of the \u003ca href=\"http://www.lpfi.org\">Level Playing Field Institute\u003c/a>, a San Francisco-based nonprofit founded 10 years ago by Freada Kapor Klein. The enrichment program is held on the campuses of U.C. Berkeley and Stanford, where SMASH scholars, as they’re called, come back every summer during their high school years for an immersive college experience. And during the school year, they get SAT prep support, college counseling and financial aid workshops to make sure they stay on course.\u003c/p>\n\u003cfigure id=\"attachment_15807\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15807\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Juan1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003cfigcaption class=\"wp-caption-text\">Juan Hernandez is hopeful he'll get into Stanford.\u003c/figcaption>\u003c/figure>\n\u003cp>If Juan and his peers are already high-achieving, ambitious students, one might wonder why they need an extra boost with this kind of program. They're not exactly at-risk kids. Juan has a 4.0 GPA, takes A.P. classes, and has set lofty goals for himself. He wants to be a surgeon or a physicist.\u003c/p>\n\u003cp>But as driven as Juan is, his future is far from guaranteed. He must be admitted to a good college (his top choices are Stanford and Berkeley). He must secure financial aid or scholarships. And those are just the initial steps. Once he's in, the level of rigor in math and science classes at top-tier universities can destabilize even the most determined superstar.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At \u003ca href=\"http://www.leadps.org/our-schools/richmond/\">LPS\u003c/a>, the college prep charter high school he attends in Richmond, California, Juan does take A.P. classes in whatever classes are offered -- but math and science are not. So the lack of exposure to college-level academics could be an obstacle. Add to that the fact that for students of color, only 10% of those interested pursue a STEM career after their first two years of college. And for low-income, first-generation students of color, that number is significantly lower, according to Jarvis Sulcer, director of education programs \u003c!--more-->at the Level Playing Institute. (\u003ca href=\"http://www.lpfi.org/sites/default/files/dissecting_the_data_-_stem_ed_opportunity_gap_lpfi_report.pdf\">Read more\u003c/a> about the numbers behind the lack of students of color in STEM fields.)\u003c/p>\n\u003cfigure id=\"attachment_15808\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/juanstem/\" rel=\"attachment wp-att-15808\">\u003cimg class=\"size-medium wp-image-15808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/JuanSTEM-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Juan works in groups in the SMASH program.\u003c/figcaption>\u003c/figure>\n\u003cp>And that’s the point of programs like SMASH – to make sure that bright kids like Juan are exposed to the realities of the challenges that come up when they go from big fish to little fish. Things like living away from home, being able to find like-minded people who come from the same kind of background and who are as ambitious and motivated as they are. And that’s exactly what this experience has done for Juan.\u003c/p>\n\u003cp>Juan’s future seems bright. He’s naturally smart, he’s ambitious, and he’s got the support of a formidable program with big funders backing him up. Eight years from now, we’d like to follow up and find Juan happily toiling away in a science lab or at a hospital. Stay tuned.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/myed_square-3/\" rel=\"attachment wp-att-15816\">\u003cimg class=\"alignleft size-full wp-image-15816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/myEd_square.png\" alt=\"\" width=\"99\" height=\"99\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-75x75.png 75w\" sizes=\"(max-width: 99px) 100vw, 99px\">\u003c/a>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">My Education\u003c/a> series, focusing on how intervention programs influence the lives of low-income students\u003c/em>.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/\">Can Learning How to Blog Change Makael's Life?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Blended Learning Helps Students Move Ahead in Public School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/3tH2fi7rzUs'\n title='//www.youtube.com/embed/3tH2fi7rzUs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch5>[Video co-produced with Matthew Williams.]\u003c/h5>\n\u003cp>Juan Hernandez has had a life-changing summer. The 14-year-old math and science whiz got to geek out with like-minded kids for five weeks on the lush Stanford campus, learning about everything from computer programming to the infection rate of HIV.\u003c/p>\n\u003cp>Juan was among the 80 low-income, high-achieving students of color who are psyched about STEM and were chosen to participate in the \u003ca href=\"http://www.lpfi.org/smash\">SMASH program.\u003c/a> SMASH stands for Summer Math and Science Honors Academy, and it's part of the \u003ca href=\"http://www.lpfi.org\">Level Playing Field Institute\u003c/a>, a San Francisco-based nonprofit founded 10 years ago by Freada Kapor Klein. The enrichment program is held on the campuses of U.C. Berkeley and Stanford, where SMASH scholars, as they’re called, come back every summer during their high school years for an immersive college experience. And during the school year, they get SAT prep support, college counseling and financial aid workshops to make sure they stay on course.\u003c/p>\n\u003cfigure id=\"attachment_15807\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15807\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Juan1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003cfigcaption class=\"wp-caption-text\">Juan Hernandez is hopeful he'll get into Stanford.\u003c/figcaption>\u003c/figure>\n\u003cp>If Juan and his peers are already high-achieving, ambitious students, one might wonder why they need an extra boost with this kind of program. They're not exactly at-risk kids. Juan has a 4.0 GPA, takes A.P. classes, and has set lofty goals for himself. He wants to be a surgeon or a physicist.\u003c/p>\n\u003cp>But as driven as Juan is, his future is far from guaranteed. He must be admitted to a good college (his top choices are Stanford and Berkeley). He must secure financial aid or scholarships. And those are just the initial steps. Once he's in, the level of rigor in math and science classes at top-tier universities can destabilize even the most determined superstar.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At \u003ca href=\"http://www.leadps.org/our-schools/richmond/\">LPS\u003c/a>, the college prep charter high school he attends in Richmond, California, Juan does take A.P. classes in whatever classes are offered -- but math and science are not. So the lack of exposure to college-level academics could be an obstacle. Add to that the fact that for students of color, only 10% of those interested pursue a STEM career after their first two years of college. And for low-income, first-generation students of color, that number is significantly lower, according to Jarvis Sulcer, director of education programs \u003c!--more-->at the Level Playing Institute. (\u003ca href=\"http://www.lpfi.org/sites/default/files/dissecting_the_data_-_stem_ed_opportunity_gap_lpfi_report.pdf\">Read more\u003c/a> about the numbers behind the lack of students of color in STEM fields.)\u003c/p>\n\u003cfigure id=\"attachment_15808\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/juanstem/\" rel=\"attachment wp-att-15808\">\u003cimg class=\"size-medium wp-image-15808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/JuanSTEM-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Juan works in groups in the SMASH program.\u003c/figcaption>\u003c/figure>\n\u003cp>And that’s the point of programs like SMASH – to make sure that bright kids like Juan are exposed to the realities of the challenges that come up when they go from big fish to little fish. Things like living away from home, being able to find like-minded people who come from the same kind of background and who are as ambitious and motivated as they are. And that’s exactly what this experience has done for Juan.\u003c/p>\n\u003cp>Juan’s future seems bright. He’s naturally smart, he’s ambitious, and he’s got the support of a formidable program with big funders backing him up. Eight years from now, we’d like to follow up and find Juan happily toiling away in a science lab or at a hospital. Stay tuned.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/myed_square-3/\" rel=\"attachment wp-att-15816\">\u003cimg class=\"alignleft size-full wp-image-15816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/myEd_square.png\" alt=\"\" width=\"99\" height=\"99\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-75x75.png 75w\" sizes=\"(max-width: 99px) 100vw, 99px\">\u003c/a>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">My Education\u003c/a> series, focusing on how intervention programs influence the lives of low-income students\u003c/em>.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/\">Can Learning How to Blog Change Makael's Life?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Blended Learning Helps Students Move Ahead in Public School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Apple Products Pave the Way to Personalized Learning?",
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"content": "\u003cfigure id=\"attachment_15310\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-technology-fuels-learning/11_1-21_ipad_algebra_0238-3/\" rel=\"attachment wp-att-15310\">\u003cimg class=\"size-medium wp-image-15310\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco middle school students watch instructional videos on their school-issued iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://apple.com\">Apple\u003c/a> held a press event today at its Cupertino headquarters, unveiling a variety of improvements to its line of iPods and iPhones, including an update to its mobile operating system and a brand new version of its wildly popular iPhone. As always happens around these Apple announcements, there's a flurry of excitement -- before, during, and after -- about what the company will reveal. Other tech companies hold similar press events, sure, but few seem to garner as much buzz as Apple's.\u003c/p>\n\u003cp>Some of that allure came from its former CEO. When Steve Jobs announced in August that he was \u003ca href=\"http://www.apple.com/pr/library/2011/08/24Steve-Jobs-Resigns-as-CEO-of-Apple.html\">stepping down\u003c/a> from his position as CEO, there was a \u003ca href=\"http://www.google.com/#q=steve+jobs+resigns\">massive outpouring of reflections and analyses\u003c/a> by the technology press about the impact that he and his company have had on technology -- on both hardware and software. Indeed, it's hard to understate that impact when you look at the role that Apple played in the development and adoption of personal computers, portable music devices, mobile phones, and tablets. By extension, Apple's influence has helped usher in new opportunities for digital content in the entertainment and publishing industries.\u003c/p>\n\u003cp>And, of course, the company has had a huge impact on education. Apple has had a long history of pushing its computers into the classrooms. For many years, a child's first exposure to a computer had been at school, and often that computer was an Apple. The company made a push back in the \u003c!--more-->1980s to get its PCs into the classroom, and even with the ascendancy of Microsoft and Windows in the personal computing market, schools have remained a stronghold for Apple.\u003c/p>\n\u003cp>The shift to mobile devices -- first the iPods, then the iPhones, and now the iPads -- has once again put Apple in the lead in the consumer market, and it's interesting to think about how the company continues to be embraced by schools and to influence education. Indeed, Steve Jobs often said that the company exists at the \"\u003ca href=\"http://www.wired.com/epicenter/2011/08/apple-liberal-arts/all/1\">intersection of technology and the liberal arts\u003c/a>,\" and as such arguably has had a very different approach to the devices it's produced -- their design and their capabilities -- as well as to these devices' applications and the types of software that runs on them.\u003c/p>\n\u003cp>The buzz around Apple products often seems to prompt both the company and its users to make sweeping predictions about their \"magic\" and about their \"\u003ca href=\"http://www.apple.com/education/ipad/\">revolutionary\u003c/a>\" impact on the world. That's particularly true for education. On stage today in Cupertino, Apple's new CEO Tim Cook told the audience that iPads are \"showing up everywhere\" and that in schools they are \"changing the way teachers teach and kids learn, and many educators agree with us.\" He added that there is an iPad deployment program in every state.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But as ZDNet's Christopher Dawson recently noted, \"\u003ca href=\"http://www.zdnet.com/blog/education/the-jury-is-still-out-on-school-ipad-deployments/4703?tag=mantle_skin;content\">the jury's still out\u003c/a>\" on the success of these deployments. Despite the move towards a more paper-free classroom and despite all the new apps and e-books available, it's hard to know if the adoption of the Apple devices -- the tablets as well as iPod Touches -- is necessarily changing things. Without adjusting classroom instruction to take full advantage of a one-to-one classroom, many of these schools are just doing the \"same old thing\" but using more expensive tools to do so. And the operative word here may be \"expensive\" too.\u003c/p>\n\u003cp>The idea of a one-to-one classroom does mean that students have their own computing devices, ones they carry with them at all times, at school and at home. That helps support mobile learning opportunities, as students have access to the Internet, to their digital textbooks, to their assignments and so on, no matter where they are. The desirability for Apple devices seems to have pushed forward the one-to-one \"buzz\" at a level that laptops and netbooks, the devices typically associated with one-to-one, never has.\u003c/p>\n\u003cp>But Apple's mobile devices are at their core consumer products. It's important to remember that its mobile operating system is thoroughly integrated with its App Store, which raises questions about the control of content there. (There is, obviously, still access to the Web on these devices, giving users and developers some opportunity to skirt iTunes.) Despite the rush to adopt Apple devices, it's still not easy to sync them simultaneously to one administrative account, nor is it possible to blend a school's iTunes account with a student's school account with her or his personal account. That may be a great stumbling block for the promise of having a truly personalized computing device with all its associated software and applications.\u003c/p>\n\u003cp>The promise of a personalized device was the \"big reveal\" at the end of today's Apple event, when the company unveiled its plans to integrate the Siri personal assistant technology into its iPhones. Siri allows users to now control many aspects of their iPhones with their voices, including asking research questions (among its resources are \u003ca href=\"http://wikipedia.org\">Wikipedia\u003c/a> and \u003ca href=\"wolframalpha.com\">WolframAlpha\u003c/a>) and listening to, dictating and transcribing messages.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, personalization in education (and education technology) means a lot more than just having a device that recognizes your voice. It could mean a technology that knows what you \"like\" (arguably, of course, that's Facebook). It could mean one that knows your academic strengths and weaknesses -- what you could or should be studying. It could mean recommending courses, books, and apps. I'm not sure that the artificial intelligence that underlies the new iPhone personal assistant is a first step towards any of this (not to mention if it's something that's possible or something we'd want), but considering the continued love of Apple products by teachers and students, I'm curious to see how the next generation of Apple devices will impact education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15310\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-technology-fuels-learning/11_1-21_ipad_algebra_0238-3/\" rel=\"attachment wp-att-15310\">\u003cimg class=\"size-medium wp-image-15310\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco middle school students watch instructional videos on their school-issued iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://apple.com\">Apple\u003c/a> held a press event today at its Cupertino headquarters, unveiling a variety of improvements to its line of iPods and iPhones, including an update to its mobile operating system and a brand new version of its wildly popular iPhone. As always happens around these Apple announcements, there's a flurry of excitement -- before, during, and after -- about what the company will reveal. Other tech companies hold similar press events, sure, but few seem to garner as much buzz as Apple's.\u003c/p>\n\u003cp>Some of that allure came from its former CEO. When Steve Jobs announced in August that he was \u003ca href=\"http://www.apple.com/pr/library/2011/08/24Steve-Jobs-Resigns-as-CEO-of-Apple.html\">stepping down\u003c/a> from his position as CEO, there was a \u003ca href=\"http://www.google.com/#q=steve+jobs+resigns\">massive outpouring of reflections and analyses\u003c/a> by the technology press about the impact that he and his company have had on technology -- on both hardware and software. Indeed, it's hard to understate that impact when you look at the role that Apple played in the development and adoption of personal computers, portable music devices, mobile phones, and tablets. By extension, Apple's influence has helped usher in new opportunities for digital content in the entertainment and publishing industries.\u003c/p>\n\u003cp>And, of course, the company has had a huge impact on education. Apple has had a long history of pushing its computers into the classrooms. For many years, a child's first exposure to a computer had been at school, and often that computer was an Apple. The company made a push back in the \u003c!--more-->1980s to get its PCs into the classroom, and even with the ascendancy of Microsoft and Windows in the personal computing market, schools have remained a stronghold for Apple.\u003c/p>\n\u003cp>The shift to mobile devices -- first the iPods, then the iPhones, and now the iPads -- has once again put Apple in the lead in the consumer market, and it's interesting to think about how the company continues to be embraced by schools and to influence education. Indeed, Steve Jobs often said that the company exists at the \"\u003ca href=\"http://www.wired.com/epicenter/2011/08/apple-liberal-arts/all/1\">intersection of technology and the liberal arts\u003c/a>,\" and as such arguably has had a very different approach to the devices it's produced -- their design and their capabilities -- as well as to these devices' applications and the types of software that runs on them.\u003c/p>\n\u003cp>The buzz around Apple products often seems to prompt both the company and its users to make sweeping predictions about their \"magic\" and about their \"\u003ca href=\"http://www.apple.com/education/ipad/\">revolutionary\u003c/a>\" impact on the world. That's particularly true for education. On stage today in Cupertino, Apple's new CEO Tim Cook told the audience that iPads are \"showing up everywhere\" and that in schools they are \"changing the way teachers teach and kids learn, and many educators agree with us.\" He added that there is an iPad deployment program in every state.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But as ZDNet's Christopher Dawson recently noted, \"\u003ca href=\"http://www.zdnet.com/blog/education/the-jury-is-still-out-on-school-ipad-deployments/4703?tag=mantle_skin;content\">the jury's still out\u003c/a>\" on the success of these deployments. Despite the move towards a more paper-free classroom and despite all the new apps and e-books available, it's hard to know if the adoption of the Apple devices -- the tablets as well as iPod Touches -- is necessarily changing things. Without adjusting classroom instruction to take full advantage of a one-to-one classroom, many of these schools are just doing the \"same old thing\" but using more expensive tools to do so. And the operative word here may be \"expensive\" too.\u003c/p>\n\u003cp>The idea of a one-to-one classroom does mean that students have their own computing devices, ones they carry with them at all times, at school and at home. That helps support mobile learning opportunities, as students have access to the Internet, to their digital textbooks, to their assignments and so on, no matter where they are. The desirability for Apple devices seems to have pushed forward the one-to-one \"buzz\" at a level that laptops and netbooks, the devices typically associated with one-to-one, never has.\u003c/p>\n\u003cp>But Apple's mobile devices are at their core consumer products. It's important to remember that its mobile operating system is thoroughly integrated with its App Store, which raises questions about the control of content there. (There is, obviously, still access to the Web on these devices, giving users and developers some opportunity to skirt iTunes.) Despite the rush to adopt Apple devices, it's still not easy to sync them simultaneously to one administrative account, nor is it possible to blend a school's iTunes account with a student's school account with her or his personal account. That may be a great stumbling block for the promise of having a truly personalized computing device with all its associated software and applications.\u003c/p>\n\u003cp>The promise of a personalized device was the \"big reveal\" at the end of today's Apple event, when the company unveiled its plans to integrate the Siri personal assistant technology into its iPhones. Siri allows users to now control many aspects of their iPhones with their voices, including asking research questions (among its resources are \u003ca href=\"http://wikipedia.org\">Wikipedia\u003c/a> and \u003ca href=\"wolframalpha.com\">WolframAlpha\u003c/a>) and listening to, dictating and transcribing messages.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, personalization in education (and education technology) means a lot more than just having a device that recognizes your voice. It could mean a technology that knows what you \"like\" (arguably, of course, that's Facebook). It could mean one that knows your academic strengths and weaknesses -- what you could or should be studying. It could mean recommending courses, books, and apps. I'm not sure that the artificial intelligence that underlies the new iPhone personal assistant is a first step towards any of this (not to mention if it's something that's possible or something we'd want), but considering the continued love of Apple products by teachers and students, I'm curious to see how the next generation of Apple devices will impact education.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"reveal": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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