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"disqusTitle": "Applying the 7 Golden Rules: One Teacher's Take of Technology",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>In response to the article \u003cem>\u003ca href=\"../2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">The 7 Golden Rules of Using Technology in Schools\u003c/a>\u003c/em>, teacher Patti Grayson wrote a point-by-point summary of exactly how it plays out in her class. Here's her take.\u003c/p>\n\u003ch5>By Patti Grayson\u003c/h5>\n\u003cp>Along with some colleagues in our lower school division, I lobbied to use money normally spent on workbooks and paper instructional materials to buy a classroom set of netbooks for our students. We’re only a month into the school year, and already, Bellow's golden rules have served me well. Here’s how they apply to my fourth grade classroom:\u003c/p>\n\u003col start=\"1\">\n\u003cli>\u003cstrong>DON’T TRAP TECHNOLOGY IN A ROOM\u003c/strong>. Best. Advice. Ever. If technology is used properly, it is a natural extension of learning – as useful as a textbook (and often more so). These days I say “Grab your netbook and…” more frequently than I ever thought I would. For students, this new way of instruction is seamless. When we are creating our own questions about a topic or digging deeper for information, they’ll ask, “Mrs. Grayson, can I get a netbook and look it up?” The netbooks have also provided the opportunity for daily keyboarding, blogging, math practice, web tool exploration anytime we have 15 minutes to fill.\u003c/li>\n\u003cli> \u003cstrong>TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT\u003c/strong>. Can I hear an amen? Bellow points out the wellspring of teaching knowledge accessible through YouTube and Twitter, and yet many of our teachers need help learning to wield these social \u003c!--more-->media tools effectively. At our school, we've added a half-day of \"connected learning\" professional development each month. In addition, our 6-member digital learning leadership team is available after school to organize sessions in the computer lab or work one-on-one with teachers.\u003c/li>\n\u003cli>\u003cstrong>MOBILE TECHNOLOGY STRETCHES A LONG WAY\u003c/strong>. As an elementary teacher, I don’t see much of this in my classroom, but we have worked to revise our middle and upper school policies to take advantage of opportunities presented by the wide availability of mobile devices. Many of our teachers are now allowing students to utilize these tools for recording lectures and presentations, as e-readers, for research, etc. Our journalism students are even tweeting school news on their cell phones.\u003c/li>\n\u003cli>\u003cstrong>THE NEW ‘F WORD’ IS FEAR\u003c/strong>. It's so true -- many schools are in a \"fear\" mindset. We're fortunate to have an IT department that does not block YouTube, Twitter, and other great learning sites. Our filters are strong, but if something is blocked that can be useful in the classroom, it usually just takes a quick email to get the site approved and unblocked. Am I fearful of being replaced by cheaper delivery systems? Not at all. I know that developing children into knowledgeable and successful adults is not about content. My role is to teach students \u003cem>how to learn\u003c/em>. Do I worry about them knowing more than I do? Nope. The amount of stuff to know about today is mind-boggling. We learn together and from each other. Want to get a kid excited? Let them teach \u003cem>you\u003c/em>something.We’re also working hard to get parents on board. We had a technology night where we spoke to parents about Internet safety and digital citizenship. Our students are learning about these things in their computer resource class, and daily in our classrooms as they use technology. There simply must be time in the curriculum to teach students how to validate sources, represent themselves online, and create a positive digital footprint.\u003c/li>\n\u003cli>\u003cstrong>TECH TOOLS ARE NOT JUST A PASSING FAD\u003c/strong>. Technology is ever-changing, but that doesn’t mean we can refuse to invest in it. Knowing this, our school has opted to lease our netbooks. If they become obsolete or something better comes along, we can adjust. If they have the opportunity for constant exposure and practice, students become proficient at applying their general knowledge of technology to new tools. Our role is to teach them the proper way to carry out the learning that the tools help enable. They will naturally adapt as new technologies emerge. Adam Bellow is right in saying that we are all natural lifelong learners.\u003c/li>\n\u003cli>\u003cstrong>MONEY IS NOT THE PROBLEM\u003c/strong>. This may be the one place where Bellows and I disagree a bit. The money to provide sufficient digital devices to access the Internet makes an enormous difference in the seamless integration of technology. Just this week, my class \u003ca href=\"http://education.skype.com/\">Skyped\u003c/a> with students in a less well-supported school as part of the \u003ca href=\"http://globalreadaloud.blogspot.com/\">Global Read Aloud Project\u003c/a>. The class did not have a webcam mounted over a Promethean board as I do. Instead, the students gathered around the teacher’s laptop, using a $10 microphone. They had to move about more and share the mic. The teacher made it happen -- she took advantage of the free technology to involve her students in a literature experience with others across the country. We all gained some great insights by sharing our interpretation and predictions about the book. But those kids in that school were clearly on the wrong side of a digital divide. Money \u003cem>is\u003c/em> a problem in their classrooms.\u003c/li>\n\u003cli>\u003cstrong>INVITE EVERY STAKEHOLDER TO THE CONVERSATION\u003c/strong>. This is critical. Every stakeholder deserves a voice. At our tech night, parents voiced concerns and suggestions that helped us improve our teaching and our support for their children. Students are stakeholders too. In the classroom, the kids (who are frequently more tech savvy than we are) come up with great ideas and ways to use technology and share learning. Students should always feel encouraged to say, “What if we….”\u003c/li>\n\u003c/ol>\n\u003cp>We’re off to a great year!\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Patti Grayson\u003c/em>\u003c/strong>\u003cem> is an elementary teacher at Virginia's Hampton Roads Academy and a member of her school's digital learning leadership team. This year she's looping with rising fourth graders. She blogs at \u003c/em>\u003ca href=\"http://pgrays.edublogs.org/\">\u003cem>Patti's Ponderings\u003c/em>\u003c/a>\u003cem> and contributes to the group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/voices/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. Follow her on Twitter @pattigrayson.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "TB In response to the article The 7 Golden Rules of Using Technology in Schools, teacher Patti Grayson wrote a point-by-point summary of exactly how it plays out in her class. Here's her take. By Patti Grayson Along with some colleagues in our lower school division, I lobbied to use money normally spent on workbooks",
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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-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>In response to the article \u003cem>\u003ca href=\"../2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">The 7 Golden Rules of Using Technology in Schools\u003c/a>\u003c/em>, teacher Patti Grayson wrote a point-by-point summary of exactly how it plays out in her class. Here's her take.\u003c/p>\n\u003ch5>By Patti Grayson\u003c/h5>\n\u003cp>Along with some colleagues in our lower school division, I lobbied to use money normally spent on workbooks and paper instructional materials to buy a classroom set of netbooks for our students. We’re only a month into the school year, and already, Bellow's golden rules have served me well. Here’s how they apply to my fourth grade classroom:\u003c/p>\n\u003col start=\"1\">\n\u003cli>\u003cstrong>DON’T TRAP TECHNOLOGY IN A ROOM\u003c/strong>. Best. Advice. Ever. If technology is used properly, it is a natural extension of learning – as useful as a textbook (and often more so). These days I say “Grab your netbook and…” more frequently than I ever thought I would. For students, this new way of instruction is seamless. When we are creating our own questions about a topic or digging deeper for information, they’ll ask, “Mrs. Grayson, can I get a netbook and look it up?” The netbooks have also provided the opportunity for daily keyboarding, blogging, math practice, web tool exploration anytime we have 15 minutes to fill.\u003c/li>\n\u003cli> \u003cstrong>TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT\u003c/strong>. Can I hear an amen? Bellow points out the wellspring of teaching knowledge accessible through YouTube and Twitter, and yet many of our teachers need help learning to wield these social \u003c!--more-->media tools effectively. At our school, we've added a half-day of \"connected learning\" professional development each month. In addition, our 6-member digital learning leadership team is available after school to organize sessions in the computer lab or work one-on-one with teachers.\u003c/li>\n\u003cli>\u003cstrong>MOBILE TECHNOLOGY STRETCHES A LONG WAY\u003c/strong>. As an elementary teacher, I don’t see much of this in my classroom, but we have worked to revise our middle and upper school policies to take advantage of opportunities presented by the wide availability of mobile devices. Many of our teachers are now allowing students to utilize these tools for recording lectures and presentations, as e-readers, for research, etc. Our journalism students are even tweeting school news on their cell phones.\u003c/li>\n\u003cli>\u003cstrong>THE NEW ‘F WORD’ IS FEAR\u003c/strong>. It's so true -- many schools are in a \"fear\" mindset. We're fortunate to have an IT department that does not block YouTube, Twitter, and other great learning sites. Our filters are strong, but if something is blocked that can be useful in the classroom, it usually just takes a quick email to get the site approved and unblocked. Am I fearful of being replaced by cheaper delivery systems? Not at all. I know that developing children into knowledgeable and successful adults is not about content. My role is to teach students \u003cem>how to learn\u003c/em>. Do I worry about them knowing more than I do? Nope. The amount of stuff to know about today is mind-boggling. We learn together and from each other. Want to get a kid excited? Let them teach \u003cem>you\u003c/em>something.We’re also working hard to get parents on board. We had a technology night where we spoke to parents about Internet safety and digital citizenship. Our students are learning about these things in their computer resource class, and daily in our classrooms as they use technology. There simply must be time in the curriculum to teach students how to validate sources, represent themselves online, and create a positive digital footprint.\u003c/li>\n\u003cli>\u003cstrong>TECH TOOLS ARE NOT JUST A PASSING FAD\u003c/strong>. Technology is ever-changing, but that doesn’t mean we can refuse to invest in it. Knowing this, our school has opted to lease our netbooks. If they become obsolete or something better comes along, we can adjust. If they have the opportunity for constant exposure and practice, students become proficient at applying their general knowledge of technology to new tools. Our role is to teach them the proper way to carry out the learning that the tools help enable. They will naturally adapt as new technologies emerge. Adam Bellow is right in saying that we are all natural lifelong learners.\u003c/li>\n\u003cli>\u003cstrong>MONEY IS NOT THE PROBLEM\u003c/strong>. This may be the one place where Bellows and I disagree a bit. The money to provide sufficient digital devices to access the Internet makes an enormous difference in the seamless integration of technology. Just this week, my class \u003ca href=\"http://education.skype.com/\">Skyped\u003c/a> with students in a less well-supported school as part of the \u003ca href=\"http://globalreadaloud.blogspot.com/\">Global Read Aloud Project\u003c/a>. The class did not have a webcam mounted over a Promethean board as I do. Instead, the students gathered around the teacher’s laptop, using a $10 microphone. They had to move about more and share the mic. The teacher made it happen -- she took advantage of the free technology to involve her students in a literature experience with others across the country. We all gained some great insights by sharing our interpretation and predictions about the book. But those kids in that school were clearly on the wrong side of a digital divide. Money \u003cem>is\u003c/em> a problem in their classrooms.\u003c/li>\n\u003cli>\u003cstrong>INVITE EVERY STAKEHOLDER TO THE CONVERSATION\u003c/strong>. This is critical. Every stakeholder deserves a voice. At our tech night, parents voiced concerns and suggestions that helped us improve our teaching and our support for their children. Students are stakeholders too. In the classroom, the kids (who are frequently more tech savvy than we are) come up with great ideas and ways to use technology and share learning. Students should always feel encouraged to say, “What if we….”\u003c/li>\n\u003c/ol>\n\u003cp>We’re off to a great year!\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Patti Grayson\u003c/em>\u003c/strong>\u003cem> is an elementary teacher at Virginia's Hampton Roads Academy and a member of her school's digital learning leadership team. This year she's looping with rising fourth graders. She blogs at \u003c/em>\u003ca href=\"http://pgrays.edublogs.org/\">\u003cem>Patti's Ponderings\u003c/em>\u003c/a>\u003cem> and contributes to the group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/voices/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. Follow her on Twitter @pattigrayson.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "A Case for Lifelong Kindergarten",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/3502480391/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/3502480391_36f467ae3f-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:wwworks\u003c/p>\n\u003c/div>\n\u003cp>Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called \u003ca href=\"http://www.scratch.mit.edu\">Scratch\u003c/a>.\u003c/p>\n\u003cp>Resnick brought up the idea last week at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/an-attempt-at-describing-the-schools-of-tomorrow/\">New York Times' School for Tomorrow summit\u003c/a>, and proclaimed that \"schools should be on the edge of chaos,\" a comment that lit up the Twitterverse.\u003c/p>\n\u003cp>Resnick is one of three recipients, including Robert Beichner, a physics professor at North Carolina State University, and Julie Young, president of Florida Virtual School, of the \u003ca href=\"http://www.mcgraw-hill.com/site/about-us/mcgraw-prize\">McGraw Prize in\u003cbr>\nEducation.\u003c/a> The three of them worked on a paper that exemplifies how technology should work seamlessly with learning.\u003c/p>\n\u003cp>Here's Resnick's excerpt from the \u003ca href=\"http://www.mcgrawprizeined.com\">paper\u003c/a>\u003cstrong>, \u003c/strong>which in turn excerpts parts of \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a> by Doug Thomas and John Seely Brown.\u003c/p>\n\u003ch5>By Mitch Resnick:\u003c/h5>\n\u003cp>At the \u003ca href=\"http://www.media.mit.edu/\">Media Lab at the Massachusetts Institute of Technology\u003c/a> our goal is to design technologies that empower people to explore, experiment, and express themselves in new ways. My \u003ca href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> develops tools that engage people in creative learning experiences, emphasizing the type of interest-driven, collaborative activities that traditionally exist in kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In the spirit of the blocks and finger paint of kindergarten, [let's] expand the range of what people can design, create, and learn.\"\u003c/aside>\n\u003cp>We are inspired by the way kindergarten students learn through a spiraling process in which they imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences – all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for today’s \u003c!--more-->fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We work to develop new technologies that, in the spirit of the blocks and finger paint of kindergarten, expand the range of what people can design, create, and learn – thus sowing the seeds for a more creative society. Our goal is to help children learn to think creatively, reason systematically, work collaboratively, and learn continuously – essential skills for success in the 21st century. We are developing a new generation of technologies that not only enable children to connect with new concepts and ideas but also enable them to connect with other people, providing new pathways for sharing, collaborating, and empathizing with one another.\u003c/p>\n\u003cp>Examples from two of my projects – Scratch and the Computer Clubhouse – illustrate this point.\u003cbr>\nScratch is a graphical programming environment that makes it easy for children ages eight and up to create their own interactive stories, games, animations, and simulations – and then share their creations with one another online. Roughly one million children have joined the \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> online community, where they share more than 2,000 new Scratch projects each day.\u003c/p>\n\u003cp>The way students use this online community provides a compelling example of how valuable human connections can be fostered by new digital tools. Participants in the Scratch community serve alternately as peers and teachers, solving problems and perfecting programs together. The following excerpt from \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a>, a recent book by Doug Thomas and John Seely Brown, describes the experiences of nine-year-old Sam, who uses Scratch to create his own animations and games:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Scratch has an additional element that takes the experience to a different level: a collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had. When Sam posted his game online to that community, it became accessible to thousands of other kids who were also working with Scratch, and that’s when some very interesting things started to happen. The other players were able not only to play Sam’s game, but also, with the click of a button, to download it into the Scratch interface, see the code, and modify it if they wished.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Perhaps the most important aspect of all, however, was the users’ ability to comment on projects they liked by clicking a “Love it?” button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well. The game does not just teach programming; it cultivated citizenship...\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Sam made perhaps the most revealing comment, one that tells us the most about the new culture of learning, when we asked him what he looks for in other people’s programs. He told us, “something really cool that you could never know yourself.” While playing Scratch, Sam has learned a lot about programming and a lot about participating in online communities. But what he has learned most of all is how to learn from others.\u003c/em>\u003c/p>\n\u003cp>The following example illustrates how a 13-year-old girl, identified as “BalaBethany,” learned to program through interactions with peers online:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>BalaBethany enjoys drawing anime characters. So when she started using Scratch, it was natural for her to program animated stories featuring these characters. She began sharing her projects on the Scratch Web site, and other members of the community responded positively, posting glowing comments under her projects (such as “Awesome!” and “OMG I LUV IT!!!!!!”), along with questions about how she achieved certain visual effects (such as “How do you make a sprite look see-through?”). Encouraged, BalaBethany then created and shared new Scratch projects on a regular basis, like episodes in a TV series.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>She periodically added new characters to her series and at one point asked why not involve the whole Scratch community in the process? She created and uploaded a new Scratch project that announced a “contest,” asking other community members to design a sister for one of her characters. The project listed a set of requirements for the new character, including “Must have red or blue hair, please choose” and “Has to have either cat or ram horns, or a combo of both.”\u003c/em>\u003cbr>\n\u003cem> The project received more than 100 comments. One was from a community member who wanted to enter the contest but said she didn’t know how to draw anime characters. So BalaBethany produced another Scratch project, a step-by step tutorial, demonstrating a 13-step process for drawing and coloring anime characters.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more). Her programming and artistic skills progressed, and her projects clearly resonated with the Scratch community, receiving more than 12,000 comments.\u003c/em>\u003c/p>\n\u003cp>Our group at MIT also founded the \u003ca href=\"http://www.computerclubhouse.org/\">Computer Clubhouse project\u003c/a>, an international network of 100 after-school centers where low-income youth ages 10-18 learn to express themselves creatively with new technologies. With support from adult mentors, participants create interactive stories, music videos, and robotic constructions. The following excerpt underscores how technology can help children forge their identities and establish themselves as part of a community:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Consider Mike Lee, who spent time at the original Computer Clubhouse in Boston. Mike first came to the Clubhouse after he had dropped out of high school. His true passion was drawing. He filled up notebook after notebook with sketches of cartoon characters. At the Clubhouse, Mike developed a new method for his artwork. First, he would draw black-and-white sketches by hand. Then, he would scan the sketches into the computer and use the computer to color them in. His work often involved comic-book images of himself and his friends.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over time, Mike learned to use more advanced computer techniques in his artwork. Everyone in the Clubhouse was impressed with Mike’s creations, and other youth began to come to him for advice. Some members explicitly mimicked Mike’s artistic style. Before long, a collection of “Mike Lee style” artwork filled the bulletin boards of the Clubhouse. “It’s kind of flattering,” said Mike.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>For the first time in Mike’s life, other people were looking up to him. He began to feel a new sense of responsibility. He decided to stop using guns in his artwork, feeling that it was a bad influence on the younger Clubhouse members. “My own personal artwork is more hard core, about street violence. I had a close friend who was shot and died,” Mike explained. “But I don’t want to bring that here. I have an extra responsibility. Kids don’t understand about guns; they think it’s cool. They see a fight, it’s natural they want to go see it. They don't understand. They’re just kids.”\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Mike began working with others at the Clubhouse on collaborative projects. Together, they created an Online Art Gallery on the Web. Once a week, they met with a local artist who agreed to be a mentor for the project. After a year, their online art show was accepted as an exhibition at Siggraph, the world’s premiere computer-graphics conference.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As Mike worked with others at the Clubhouse, he began to experiment with new artistic techniques. He added more computer effects, and he began working on digital collages combining photographs and graphics, while still maintaining his distinctive style. Over time, Mike explored how he might use his artwork as a form of social commentary and political expression.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As he worked at the Clubhouse, Mike Lee clearly learned a lot about computers and about graphic design. But he also began to develop his own ideas about teaching and learning. “At the Clubhouse, I was free to do what I wanted, learn what I wanted,” said Mike. “Whatever I did was just for me. If I had taken computer courses [in school], there would have been all those assignments. Here I could be totally creative.” Mike remembers – and appreciates – how the Clubhouse staff members treated him when he first started at the Clubhouse. They asked him to design the sign for the entrance to the Clubhouse, and looked to him as a resource. They never thought of him as a “high-school dropout” but as an artist.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>After several years of volunteer work at the Clubhouse, Mike earned his high- school equivalency diploma, then landed a job as a graphic designer at a high- tech company near Boston, designing graphics for the company’s web pages, stationery, catalogs, and brochures.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mike’s experiences at the Computer Clubhouse illustrate the power of human interaction and digital learning to support and encourage a learner who felt alienated by his traditional school experience. With access to the technology and social support at the Computer Clubhouse, Mike learned how to develop his artistic skills, to share his expertise with others, and to become an active and productive member of his community.\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://www.flickr.com/photos/wwworks/3502480391/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/3502480391_36f467ae3f-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:wwworks\u003c/p>\n\u003c/div>\n\u003cp>Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called \u003ca href=\"http://www.scratch.mit.edu\">Scratch\u003c/a>.\u003c/p>\n\u003cp>Resnick brought up the idea last week at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/an-attempt-at-describing-the-schools-of-tomorrow/\">New York Times' School for Tomorrow summit\u003c/a>, and proclaimed that \"schools should be on the edge of chaos,\" a comment that lit up the Twitterverse.\u003c/p>\n\u003cp>Resnick is one of three recipients, including Robert Beichner, a physics professor at North Carolina State University, and Julie Young, president of Florida Virtual School, of the \u003ca href=\"http://www.mcgraw-hill.com/site/about-us/mcgraw-prize\">McGraw Prize in\u003cbr>\nEducation.\u003c/a> The three of them worked on a paper that exemplifies how technology should work seamlessly with learning.\u003c/p>\n\u003cp>Here's Resnick's excerpt from the \u003ca href=\"http://www.mcgrawprizeined.com\">paper\u003c/a>\u003cstrong>, \u003c/strong>which in turn excerpts parts of \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a> by Doug Thomas and John Seely Brown.\u003c/p>\n\u003ch5>By Mitch Resnick:\u003c/h5>\n\u003cp>At the \u003ca href=\"http://www.media.mit.edu/\">Media Lab at the Massachusetts Institute of Technology\u003c/a> our goal is to design technologies that empower people to explore, experiment, and express themselves in new ways. My \u003ca href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> develops tools that engage people in creative learning experiences, emphasizing the type of interest-driven, collaborative activities that traditionally exist in kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In the spirit of the blocks and finger paint of kindergarten, [let's] expand the range of what people can design, create, and learn.\"\u003c/aside>\n\u003cp>We are inspired by the way kindergarten students learn through a spiraling process in which they imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences – all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for today’s \u003c!--more-->fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We work to develop new technologies that, in the spirit of the blocks and finger paint of kindergarten, expand the range of what people can design, create, and learn – thus sowing the seeds for a more creative society. Our goal is to help children learn to think creatively, reason systematically, work collaboratively, and learn continuously – essential skills for success in the 21st century. We are developing a new generation of technologies that not only enable children to connect with new concepts and ideas but also enable them to connect with other people, providing new pathways for sharing, collaborating, and empathizing with one another.\u003c/p>\n\u003cp>Examples from two of my projects – Scratch and the Computer Clubhouse – illustrate this point.\u003cbr>\nScratch is a graphical programming environment that makes it easy for children ages eight and up to create their own interactive stories, games, animations, and simulations – and then share their creations with one another online. Roughly one million children have joined the \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> online community, where they share more than 2,000 new Scratch projects each day.\u003c/p>\n\u003cp>The way students use this online community provides a compelling example of how valuable human connections can be fostered by new digital tools. Participants in the Scratch community serve alternately as peers and teachers, solving problems and perfecting programs together. The following excerpt from \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a>, a recent book by Doug Thomas and John Seely Brown, describes the experiences of nine-year-old Sam, who uses Scratch to create his own animations and games:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Scratch has an additional element that takes the experience to a different level: a collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had. When Sam posted his game online to that community, it became accessible to thousands of other kids who were also working with Scratch, and that’s when some very interesting things started to happen. The other players were able not only to play Sam’s game, but also, with the click of a button, to download it into the Scratch interface, see the code, and modify it if they wished.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Perhaps the most important aspect of all, however, was the users’ ability to comment on projects they liked by clicking a “Love it?” button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well. The game does not just teach programming; it cultivated citizenship...\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Sam made perhaps the most revealing comment, one that tells us the most about the new culture of learning, when we asked him what he looks for in other people’s programs. He told us, “something really cool that you could never know yourself.” While playing Scratch, Sam has learned a lot about programming and a lot about participating in online communities. But what he has learned most of all is how to learn from others.\u003c/em>\u003c/p>\n\u003cp>The following example illustrates how a 13-year-old girl, identified as “BalaBethany,” learned to program through interactions with peers online:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>BalaBethany enjoys drawing anime characters. So when she started using Scratch, it was natural for her to program animated stories featuring these characters. She began sharing her projects on the Scratch Web site, and other members of the community responded positively, posting glowing comments under her projects (such as “Awesome!” and “OMG I LUV IT!!!!!!”), along with questions about how she achieved certain visual effects (such as “How do you make a sprite look see-through?”). Encouraged, BalaBethany then created and shared new Scratch projects on a regular basis, like episodes in a TV series.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>She periodically added new characters to her series and at one point asked why not involve the whole Scratch community in the process? She created and uploaded a new Scratch project that announced a “contest,” asking other community members to design a sister for one of her characters. The project listed a set of requirements for the new character, including “Must have red or blue hair, please choose” and “Has to have either cat or ram horns, or a combo of both.”\u003c/em>\u003cbr>\n\u003cem> The project received more than 100 comments. One was from a community member who wanted to enter the contest but said she didn’t know how to draw anime characters. So BalaBethany produced another Scratch project, a step-by step tutorial, demonstrating a 13-step process for drawing and coloring anime characters.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more). Her programming and artistic skills progressed, and her projects clearly resonated with the Scratch community, receiving more than 12,000 comments.\u003c/em>\u003c/p>\n\u003cp>Our group at MIT also founded the \u003ca href=\"http://www.computerclubhouse.org/\">Computer Clubhouse project\u003c/a>, an international network of 100 after-school centers where low-income youth ages 10-18 learn to express themselves creatively with new technologies. With support from adult mentors, participants create interactive stories, music videos, and robotic constructions. The following excerpt underscores how technology can help children forge their identities and establish themselves as part of a community:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Consider Mike Lee, who spent time at the original Computer Clubhouse in Boston. Mike first came to the Clubhouse after he had dropped out of high school. His true passion was drawing. He filled up notebook after notebook with sketches of cartoon characters. At the Clubhouse, Mike developed a new method for his artwork. First, he would draw black-and-white sketches by hand. Then, he would scan the sketches into the computer and use the computer to color them in. His work often involved comic-book images of himself and his friends.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over time, Mike learned to use more advanced computer techniques in his artwork. Everyone in the Clubhouse was impressed with Mike’s creations, and other youth began to come to him for advice. Some members explicitly mimicked Mike’s artistic style. Before long, a collection of “Mike Lee style” artwork filled the bulletin boards of the Clubhouse. “It’s kind of flattering,” said Mike.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>For the first time in Mike’s life, other people were looking up to him. He began to feel a new sense of responsibility. He decided to stop using guns in his artwork, feeling that it was a bad influence on the younger Clubhouse members. “My own personal artwork is more hard core, about street violence. I had a close friend who was shot and died,” Mike explained. “But I don’t want to bring that here. I have an extra responsibility. Kids don’t understand about guns; they think it’s cool. They see a fight, it’s natural they want to go see it. They don't understand. They’re just kids.”\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Mike began working with others at the Clubhouse on collaborative projects. Together, they created an Online Art Gallery on the Web. Once a week, they met with a local artist who agreed to be a mentor for the project. After a year, their online art show was accepted as an exhibition at Siggraph, the world’s premiere computer-graphics conference.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As Mike worked with others at the Clubhouse, he began to experiment with new artistic techniques. He added more computer effects, and he began working on digital collages combining photographs and graphics, while still maintaining his distinctive style. Over time, Mike explored how he might use his artwork as a form of social commentary and political expression.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As he worked at the Clubhouse, Mike Lee clearly learned a lot about computers and about graphic design. But he also began to develop his own ideas about teaching and learning. “At the Clubhouse, I was free to do what I wanted, learn what I wanted,” said Mike. “Whatever I did was just for me. If I had taken computer courses [in school], there would have been all those assignments. Here I could be totally creative.” Mike remembers – and appreciates – how the Clubhouse staff members treated him when he first started at the Clubhouse. They asked him to design the sign for the entrance to the Clubhouse, and looked to him as a resource. They never thought of him as a “high-school dropout” but as an artist.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>After several years of volunteer work at the Clubhouse, Mike earned his high- school equivalency diploma, then landed a job as a graphic designer at a high- tech company near Boston, designing graphics for the company’s web pages, stationery, catalogs, and brochures.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mike’s experiences at the Computer Clubhouse illustrate the power of human interaction and digital learning to support and encourage a learner who felt alienated by his traditional school experience. With access to the technology and social support at the Computer Clubhouse, Mike learned how to develop his artistic skills, to share his expertise with others, and to become an active and productive member of his community.\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://www.flickr.com/photos/crunchyfootsteps/4337785648/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15463\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/4337785648_87b22452cf-300x309.jpg\" alt=\"\" width=\"300\" height=\"309\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:CrunchyFootsteps\u003c/p>\n\u003c/div>\n\u003cp>Public education is, by its very nature, tangled with policy, dependent on rules and regulations set by federal, state, and district mandates. What most students do in school at any given moment has been prescribed by legislation passed years before they -- or their parents -- entered kindergarten.\u003c/p>\n\u003cp>But things are changing -- and quickly. With access to the Internet and learning devices in the hands of kids and teachers, and with technology ever-evolving and becoming ever more affordable and ubiquitous, the school experience will have to change.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We can create much more dynamic results that will change with time if we're flexible than if we take the top-down approach from the smartest people in the world.\"\u003c/aside>\n\u003cp>This was the big message echoed yesterday by folks like the Department of Education's Director of Technology Karen Cator, Innosight Institute's Michael Horn, former Governor \u003ca href=\"http://www.all4ed.org/about_the_alliance/bob-wise\">Bob Wise\u003c/a> who's now president of the Alliance of Excellent Education, and former Governor Jeb Bush, of the \u003ca href=\"http://www.excelined.org/\">Foundation for Excellent Education\u003c/a>. They were gathered to talk to journalists from around the country about how and where these changes are happening.\u003c/p>\n\u003cp>What's unusual about this moment in time is the collision between a number of forces at work: a strong-voiced, growing grassroots movement of teachers who object to having their hands tied by \u003c!--more-->an obsolete testing system, a hungry tech industry eager to jump into the education sector, a receptive Secretary of Education who wants to provide incentives for innovations, and successful examples of school models that are showing signs of high student achievement AND engagement.\u003c/p>\n\u003cp>But these changes will happen whether or not government on any level or the entrenched public education system mandates them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"My recommendation is not to try to prescribe anything,\" Bush said in reply to my question about schools' trepidation in using fast-changing technology and the disruption of bring-your-own-devices models. \"I think we should not do what public education has done for over 100 years -- to prescribe how it needs to be. We need to make sure that we don't pick winners and losers. We need to assume that technology will change, assume that there will be adaptive software, assume that there will be demand and there will be supply fulfilled.\"\u003c/p>\n\u003cp>He continued: \"I think we have a tendency to try to take our core beliefs and prescribe rules around how it will work. But we can create much more dynamic results that will change with time if we're flexible than if we take the top-down approach from the smartest people in the world.\"\u003c/p>\n\u003cp>Wise added another important point: \"Legislators cannot legislate technology,\" he said. \"By the time you get to a consensus, that technology has leapfrogged over you. What you have to do is to provide flexibility that allows systems to move. It’s recognizing that technology is like water, it finds its levels, it moves.\"\u003c/p>\n\u003cp>By far more important than waiting for rules to be created is to jump in. \"The alternative is not to, and that's a fatal mistake,\" Wise said.\u003c/p>\n\u003cp>Mistakes will be made, no question. As a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">new testing system is created\u003c/a>, how we measure learning will change, but all the steps to get to that ideal will go through lots of iterations, too. Whether we'll go to competency-based rather than age-based assessments (at the moment it's comparing apples to oranges), whether the textbook industry will crumble in the wake of free, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">open-source content\u003c/a> or if it will adapt, how teachers will respond to new blended-learning models, whether the majority of online schools will prove to provide high-quality education -- none of these issues will be resolved cleanly.\u003c/p>\n\u003cp>But from what I'm seeing, the momentum has been set in motion.\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://www.flickr.com/photos/crunchyfootsteps/4337785648/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15463\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/4337785648_87b22452cf-300x309.jpg\" alt=\"\" width=\"300\" height=\"309\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:CrunchyFootsteps\u003c/p>\n\u003c/div>\n\u003cp>Public education is, by its very nature, tangled with policy, dependent on rules and regulations set by federal, state, and district mandates. What most students do in school at any given moment has been prescribed by legislation passed years before they -- or their parents -- entered kindergarten.\u003c/p>\n\u003cp>But things are changing -- and quickly. With access to the Internet and learning devices in the hands of kids and teachers, and with technology ever-evolving and becoming ever more affordable and ubiquitous, the school experience will have to change.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We can create much more dynamic results that will change with time if we're flexible than if we take the top-down approach from the smartest people in the world.\"\u003c/aside>\n\u003cp>This was the big message echoed yesterday by folks like the Department of Education's Director of Technology Karen Cator, Innosight Institute's Michael Horn, former Governor \u003ca href=\"http://www.all4ed.org/about_the_alliance/bob-wise\">Bob Wise\u003c/a> who's now president of the Alliance of Excellent Education, and former Governor Jeb Bush, of the \u003ca href=\"http://www.excelined.org/\">Foundation for Excellent Education\u003c/a>. They were gathered to talk to journalists from around the country about how and where these changes are happening.\u003c/p>\n\u003cp>What's unusual about this moment in time is the collision between a number of forces at work: a strong-voiced, growing grassroots movement of teachers who object to having their hands tied by \u003c!--more-->an obsolete testing system, a hungry tech industry eager to jump into the education sector, a receptive Secretary of Education who wants to provide incentives for innovations, and successful examples of school models that are showing signs of high student achievement AND engagement.\u003c/p>\n\u003cp>But these changes will happen whether or not government on any level or the entrenched public education system mandates them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"My recommendation is not to try to prescribe anything,\" Bush said in reply to my question about schools' trepidation in using fast-changing technology and the disruption of bring-your-own-devices models. \"I think we should not do what public education has done for over 100 years -- to prescribe how it needs to be. We need to make sure that we don't pick winners and losers. We need to assume that technology will change, assume that there will be adaptive software, assume that there will be demand and there will be supply fulfilled.\"\u003c/p>\n\u003cp>He continued: \"I think we have a tendency to try to take our core beliefs and prescribe rules around how it will work. But we can create much more dynamic results that will change with time if we're flexible than if we take the top-down approach from the smartest people in the world.\"\u003c/p>\n\u003cp>Wise added another important point: \"Legislators cannot legislate technology,\" he said. \"By the time you get to a consensus, that technology has leapfrogged over you. What you have to do is to provide flexibility that allows systems to move. It’s recognizing that technology is like water, it finds its levels, it moves.\"\u003c/p>\n\u003cp>By far more important than waiting for rules to be created is to jump in. \"The alternative is not to, and that's a fatal mistake,\" Wise said.\u003c/p>\n\u003cp>Mistakes will be made, no question. As a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">new testing system is created\u003c/a>, how we measure learning will change, but all the steps to get to that ideal will go through lots of iterations, too. Whether we'll go to competency-based rather than age-based assessments (at the moment it's comparing apples to oranges), whether the textbook industry will crumble in the wake of free, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">open-source content\u003c/a> or if it will adapt, how teachers will respond to new blended-learning models, whether the majority of online schools will prove to provide high-quality education -- none of these issues will be resolved cleanly.\u003c/p>\n\u003cp>But from what I'm seeing, the momentum has been set in motion.\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 left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/skillshare/6033930222/in/set-72157626609682529\">\u003cimg class=\"size-medium wp-image-15328\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/scones-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Scone-baking class, by Skillshare HQ\u003c/p>\n\u003c/div>\n\u003cp>The Internet has become a powerful platform for sharing educational content and for finding information about almost every topic imaginable. But even with all the opportunities for teaching and learning online, the value of face-to-face instruction from a knowledgeable teacher can't be discounted.\u003c/p>\n\u003cp>That's the premise behind the New York City peer-to-peer learning company \u003ca href=\"http://skillshare.com\">Skillshare\u003c/a>. Skillshare builds on a basic premise proven by the immeasurable amount of content on the Internet: there are a lot of smart people with valuable skills to teach -- and leverages the Internet's grassroots community-building function. The result is a wide selection of person-to-person classes on any number of topics -- from wire jewelry, to scone-baking, to Web development, to Bayesian statistics.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If enough people show an interest in what you have to offer, your class is a go. \u003c/aside>\n\u003cp>It's a cross between \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a>, an online marketplace for handmade goods, and \u003ca href=\"http://www.kickstarter.com/\">Kickstarter\u003c/a>, an online fundraising tool. If enough people show an interest in what you have to offer, your class is a go. Classes run an average of $20 per student, and the startup takes a 15% cut. Skillshare doesn't \u003c!--more-->provide classroom space, but it does offer guidelines on finding a good venue to hold class.\u003c/p>\n\u003cp>So far, the startup has been focused solely in New York City, but it has recently expanded to San Francisco and Philadelphia. Skillshare is asking people all over the country to nominate their cities and with enough interest, the goal is to continue expanding.\u003c/p>\n\u003cp>But as the startup does so, it'll have to maintain the type of quality classes that have made it so popular in its native New York City. I talked to the company's community manager Danya Cheskis-Gold about Skillshare's mission and vision for peer-to-peer instruction and lifelong learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Q. Why did you opt for offline instruction?\u003c/strong>\u003c/p>\n\u003cp>Danya: There's something truly unique and magical about learning in-person with other people who geek out on the same things you do. Scott Heiferman, the founder and CEO of \u003ca href=\"http://www.meetup.com\">Meetup.com\u003c/a>, sent out an email to the entire Meetup community on 9/11, and he reminisced about his inspiration for starting that effort. After 9/11, he was talking to his neighbors more than ever and he saw people actually helping each other out in a world where we were increasingly becoming solitary and virtually connected. He had this brilliant idea to use the Web to actually get off the Web and grow local communities. Skillshare's all about that. Literally any location can be a place where people come together over learning -- any public space like a park, coffee shop, bar, restaurant, or office would work. It's incredible to see student staying after Skillshare classes for 30 minutes, 45 minutes, an hour...just getting to know each other and bonding over how they can apply the skills they just acquired.\u003c/p>\n\u003cp>\u003cstrong>Q. Why do you say \"no\" to tutoring and test-prep?\u003c/strong>\u003c/p>\n\u003cp>Danya: Sir Ken Robinson says that the current education system is “educating people out of their creativity.” For Skillshare, creativity in learning -- from designing 3-D printed models to cooking with color -- is at the top of the educational food chain. Creativity is about making something new, something of value, something so wacky or absurd that it challenges our stodgy intellectual constructs and forces us into open-mindedness and innovative thinking. We're really focused on fostering new and innovative ways of learning while providing people with the skills they need to actually get that job they want in design or get that promotion at work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/have-a-skill-to-share-collect-a-class-and-start-teaching/skillshare_ss/\" rel=\"attachment wp-att-15329\">\u003cimg class=\"aligncenter size-full wp-image-15329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Skillshare_ss.jpg\" alt=\"\" width=\"458\" height=\"310\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/Skillshare_ss.jpg 573w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/Skillshare_ss-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/Skillshare_ss-320x216.jpg 320w\" sizes=\"(max-width: 458px) 100vw, 458px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Q. What are some of the classes/topics that the Skillshare community has offered that have surprised you the most?\u003c/strong>\u003c/p>\n\u003cp>Danya: More than being surprised about the topics, it's more about the incredibly original things people have done with their use of our classes. For instance, Zach Klein, founder of \u003ca href=\"http://www.vimeo.com\">Vimeo\u003c/a> and \u003ca href=\"http://www.svpply.com/\">Svpply\u003c/a>, was so into Skillshare classes that he offered up $1,000 of his own money to give a scholarship of sorts to anyone who wanted to take classes. Wesley Verhoeve, founder of \u003ca href=\"http://www.thefamilyrecords.com/\">The Family Records,\u003c/a> recently just announced that he's giving all of his employees a stipend to take Skillshare classes for professional development purposes.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you help \"amateur\" teachers teach? (The flipside: How do you help \"amateur\" students learn better -- or take the reigns of their own learning?)\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Danya: We've got a whole slew of resources in our Support Center on everything from how to pick a topic to how to create an appealing class description that'll attract students to what to do if something comes up and you need to cancel a class. We've also got some exciting stuff in the works -- we want to be an essential go-to for info and inspiration about education, innovation, productivity, efficiency, creativity...all of the things we believe in and think will be valuable for both teachers and students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/skillshare/6033930222/in/set-72157626609682529\">\u003cimg class=\"size-medium wp-image-15328\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/scones-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Scone-baking class, by Skillshare HQ\u003c/p>\n\u003c/div>\n\u003cp>The Internet has become a powerful platform for sharing educational content and for finding information about almost every topic imaginable. But even with all the opportunities for teaching and learning online, the value of face-to-face instruction from a knowledgeable teacher can't be discounted.\u003c/p>\n\u003cp>That's the premise behind the New York City peer-to-peer learning company \u003ca href=\"http://skillshare.com\">Skillshare\u003c/a>. Skillshare builds on a basic premise proven by the immeasurable amount of content on the Internet: there are a lot of smart people with valuable skills to teach -- and leverages the Internet's grassroots community-building function. The result is a wide selection of person-to-person classes on any number of topics -- from wire jewelry, to scone-baking, to Web development, to Bayesian statistics.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If enough people show an interest in what you have to offer, your class is a go. \u003c/aside>\n\u003cp>It's a cross between \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a>, an online marketplace for handmade goods, and \u003ca href=\"http://www.kickstarter.com/\">Kickstarter\u003c/a>, an online fundraising tool. If enough people show an interest in what you have to offer, your class is a go. Classes run an average of $20 per student, and the startup takes a 15% cut. Skillshare doesn't \u003c!--more-->provide classroom space, but it does offer guidelines on finding a good venue to hold class.\u003c/p>\n\u003cp>So far, the startup has been focused solely in New York City, but it has recently expanded to San Francisco and Philadelphia. Skillshare is asking people all over the country to nominate their cities and with enough interest, the goal is to continue expanding.\u003c/p>\n\u003cp>But as the startup does so, it'll have to maintain the type of quality classes that have made it so popular in its native New York City. I talked to the company's community manager Danya Cheskis-Gold about Skillshare's mission and vision for peer-to-peer instruction and lifelong learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q. Why did you opt for offline instruction?\u003c/strong>\u003c/p>\n\u003cp>Danya: There's something truly unique and magical about learning in-person with other people who geek out on the same things you do. Scott Heiferman, the founder and CEO of \u003ca href=\"http://www.meetup.com\">Meetup.com\u003c/a>, sent out an email to the entire Meetup community on 9/11, and he reminisced about his inspiration for starting that effort. After 9/11, he was talking to his neighbors more than ever and he saw people actually helping each other out in a world where we were increasingly becoming solitary and virtually connected. He had this brilliant idea to use the Web to actually get off the Web and grow local communities. Skillshare's all about that. Literally any location can be a place where people come together over learning -- any public space like a park, coffee shop, bar, restaurant, or office would work. It's incredible to see student staying after Skillshare classes for 30 minutes, 45 minutes, an hour...just getting to know each other and bonding over how they can apply the skills they just acquired.\u003c/p>\n\u003cp>\u003cstrong>Q. Why do you say \"no\" to tutoring and test-prep?\u003c/strong>\u003c/p>\n\u003cp>Danya: Sir Ken Robinson says that the current education system is “educating people out of their creativity.” For Skillshare, creativity in learning -- from designing 3-D printed models to cooking with color -- is at the top of the educational food chain. Creativity is about making something new, something of value, something so wacky or absurd that it challenges our stodgy intellectual constructs and forces us into open-mindedness and innovative thinking. We're really focused on fostering new and innovative ways of learning while providing people with the skills they need to actually get that job they want in design or get that promotion at work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/have-a-skill-to-share-collect-a-class-and-start-teaching/skillshare_ss/\" rel=\"attachment wp-att-15329\">\u003cimg class=\"aligncenter size-full wp-image-15329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Skillshare_ss.jpg\" alt=\"\" width=\"458\" height=\"310\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/Skillshare_ss.jpg 573w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/Skillshare_ss-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/Skillshare_ss-320x216.jpg 320w\" sizes=\"(max-width: 458px) 100vw, 458px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Q. What are some of the classes/topics that the Skillshare community has offered that have surprised you the most?\u003c/strong>\u003c/p>\n\u003cp>Danya: More than being surprised about the topics, it's more about the incredibly original things people have done with their use of our classes. For instance, Zach Klein, founder of \u003ca href=\"http://www.vimeo.com\">Vimeo\u003c/a> and \u003ca href=\"http://www.svpply.com/\">Svpply\u003c/a>, was so into Skillshare classes that he offered up $1,000 of his own money to give a scholarship of sorts to anyone who wanted to take classes. Wesley Verhoeve, founder of \u003ca href=\"http://www.thefamilyrecords.com/\">The Family Records,\u003c/a> recently just announced that he's giving all of his employees a stipend to take Skillshare classes for professional development purposes.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you help \"amateur\" teachers teach? (The flipside: How do you help \"amateur\" students learn better -- or take the reigns of their own learning?)\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Danya: We've got a whole slew of resources in our Support Center on everything from how to pick a topic to how to create an appealing class description that'll attract students to what to do if something comes up and you need to cancel a class. We've also got some exciting stuff in the works -- we want to be an essential go-to for info and inspiration about education, innovation, productivity, efficiency, creativity...all of the things we believe in and think will be valuable for both teachers and students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Facebook, Students and Teachers: A Question of Free Speech",
"title": "Facebook, Students and Teachers: A Question of Free Speech",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/rob-arcamona/\">Rob Arcamona\u003c/a>\u003c/h5>\n\u003cp>Last week, a Missouri judge issued a \u003ca href=\"http://www.msta.org/files/resources/publications/injunction.pdf\">preliminary injunction\u003c/a> against the state, suspending part of a law that would have made it illegal for teachers and students to connect via social networks.\u003c/p>\n\u003cp>Section 162.069.4 of the \u003ca href=\"http://www.senate.mo.gov/11info/pdf-bill/tat/SB54.pdf\">Amy Hestir Student Protection Act\u003c/a> -- which aims to protect children from sexual predators -- prohibits teachers from establishing, maintaining or using a \"non-work-related Internet site which allows exclusive access with a current or former student.\"\u003c/p>\n\u003cp>On its face, the law appears to stop teachers from using popular websites and services such as Facebook, Twitter or Gmail -- any site where there is a function allowing a teacher to privately message a student. But the injunction showcases that the law may go much further than that -- into shaky First Amendment territory.\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is a \"substantial likelihood\" that Section 162 violates educators' First Amendment rights.\u003c/aside>\n\u003cp>In issuing the injunction order, Cole County Circuit Judge Jon Beetem stated that the breadth of this one provision was simply \"staggering.\" The provision, Beetem wrote, creates a \"chilling effect\" on teachers' speech.\u003c/p>\n\u003cp>According to the judge's order, there is a \"substantial likelihood\" that Section 162 violates educators' First Amendment rights. As a result, Beetem temporarily suspended the law while the government and teachers' associations prepare for their next move.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The law came under fire from a variety of groups, including the \u003ca href=\"http://www.forbes.com/sites/mobiledia/2011/08/22/missouri-teachers-union-sues-over-facebook-friends-law/\">Missouri Teachers Association\u003c/a> and the \u003ca href=\"http://www.huffingtonpost.com/2011/08/22/christina-thomas-missouri_n_933338.html\">American Civil Liberties Union\u003c/a>, which filed separate lawsuits. However, educational groups largely supported the Student Protection Act while it was making its way through the General Assembly.\u003c/p>\n\u003cp>\u003ca href=\"http://www.molawcenter.com/\">Kent Brown\u003c/a>, the attorney who won the injunction on behalf of the Missouri Teachers Association, said social networking sites can have a distinct pedagogical purpose. These web pages have become a popular way for teachers to share notes, prepare presentations, answer questions, review papers, and communicate with students about coursework outside of the classroom. But, lawmakers fear that allowing teachers to communicate privately with students on the Internet may lead to improper relationships, and possibly sexual abuse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">People will err on the side of caution and not engage in speech rather than risk being prosecuted for violating an unclear law.\u003c/aside>\n\u003cp>State Sen. Jane Cunningham, a Republican representing the suburbs of St. Louis and sponsor of the law, said many inappropriate sexual relationships that develop between students and teachers originate from private communications.\u003c/p>\n\u003cp>After the injunction was issued, Missouri Gov. Jay Nixon \u003ca href=\"http://www.gov.mo.gov/newsroom/2011/Gov_Nixon_to_ask_General_Assembly_to_repeal_provision_of_SB_54_on_teacher_student_communication\">called\u003c/a> for the state General Assembly to repeal Section 162, \"while preserving other vital protections included in the bill\" in a special legislative session. According to Scott Holste, a spokesman for Nixon, Missouri legislators could then reconsider the provision later this year with input from teachers and school administrators.\u003c/p>\n\u003cp>Sen. Cunningham does not believe the Assembly needs to wait that long, saying she's confident amended language could be passed in the special session set to begin on Sept. 6. The lawmaker said she has been in contact with a variety of educational groups and other state Assembly members who are \"very supportive of what we're trying to do.\"\u003c/p>\n\u003cp>The court order is only a temporary suspension of this one subsection of the Amy Hestir Student Protection Act. The order may become permanent, or be rescinded, once the court has had a chance to more fully consider the constitutional questions at stake.\u003c/p>\n\u003ch4>Balancing Free Speech Against Student Protection\u003c/h4>\n\u003cp>Public school officials, like state legislators, have a responsibility to protect students from sexual assault, particularly at the hands of teachers or other state employees. In fact, it is hard to imagine a higher interest than protecting students from sexual predators. Yet, the constitution mandates that any law, regardless of the interest it seeks to protect, meet certain criteria. Among these criteria is the requirement that laws not be \"substantially overbroad\" or unconstitutionally \"vague.\"\u003c/p>\n\u003cp>The First Amendment overbreadth principle originates from the 1973 Supreme Court case, \u003ca href=\"http://scholar.google.com/scholar_case?case=15763855873494372375&hl=en&as_sdt=2&as_vis=1&oi=scholarr\">Broadrick v. Oklahoma\u003c/a>. According to this doctrine, state and federal legislatures may not enact laws that are so broad in scope that they prohibit substantially more speech than necessary to achieve the law's purpose. In banning teachers from \"establish[ing], maintain[ing] or us[ing]\" a website that \"allows access with a current or former student,\" the Student Protection Act may do just that.\u003c/p>\n\u003cp>According to Brown, the law prohibits a teacher from using any website that has a function allowing educators to privately contact students. \"On its face, the law prohibits use, period,\" Brown said.\u003c/p>\n\u003cp>If Brown is correct, teachers would be prohibited from simply having a Facebook or Gmail account, regardless of whether they attempt to contact students, because these websites facilitate private messaging.\u003c/p>\n\u003cp>Sen. Cunningham disputes this reading, claiming that the law only stops teachers from privately messaging students.\u003c/p>\n\u003cp>Even if the law is read as the state senator suggests, however, Section 162 still restricts proper pedagogical uses of the Internet as currently written. For instance, the law would prohibit a teacher from sending a Gchat message to a student reminding him or her that a homework assignment is due. As Judge Beetem noted, the law would also prohibit a parent who is also a teacher from communicating on websites with their own children who are students.\u003c/p>\n\u003cp>In order to completely stop teachers from having any private contact with students on the Internet, the state would need to meet the most stringent form of judicial review. Namely, Missouri attorneys would have to put forth a \"compelling\" rationale for the wholesale ban and demonstrate how it is the least speech-restrictive means available to protect students.\u003c/p>\n\u003cp>To Sen. Cunningham, completely blocking private Internet messages between students and teachers, even those relating to schoolwork, is needed. \"A lot of sexual relationships start with the most innocent text message: 'How do I do this math problem?' or 'I'm going to be late for practice,'\" \u003ca href=\"http://abcnews.go.com/Technology/missouri-facebook-law-injunction-granted-law-ban-teachers/story?id=14388569\">Cunningham said\u003c/a>. To the state senator, this ban is nothing more than a way to avoid parents being \"cut out\" of student-teacher contact and protect both teachers and students.\u003c/p>\n\u003cp>The question a court will have to answer, if the law is not amended, is two-fold: First, a judge would have to determine whether the law only prohibits private messaging or whether it stops educators from using social networks at all; second, if the former reading is accepted, a judge will have to determine whether a blanket ban on private messaging is truly the \"least restrictive means\" to protect students.\u003c/p>\n\u003ch4>But What Does It Mean?\u003c/h4>\n\u003cp>There is yet another constitutional issue raised by restricting teachers' ability to \"establish, maintain, or use\" a website that \"allows exclusive access with a current or former student.\"\u003c/p>\n\u003cp>Under First Amendment principles, a law will be held unconstitutional if it is \"vague.\" The Supreme Court has stated that laws are \u003ca href=\"http://www.law.cornell.edu/wex/vagueness_doctrine\">void for vagueness\u003c/a> when a \"would be law-abiding\" citizen cannot tell what conduct or speech is permitted, and what is prohibited. Such vague laws chill speech -- people will err on the side of caution and not engage in speech rather than risk being prosecuted for violating an unclear law.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A judge will have to determine whether a blanket ban on private messaging is truly the \"least restrictive means\" to protect students.\u003c/aside>\n\u003cp>The primary vagueness issue raised by Section 162 relates to the terms \"establish,\" \"maintain\" and \"use.\" By Sen. Cunningham's reading, the law is not overbroad because it only applies to private communications between teachers and students, and does not stop a teacher from simply using certain websites. But nowhere in the text of the law does it actually say that.\u003c/p>\n\u003cp>\"This issue came up from teachers who identified the main problem as not being able to tell what is allowed and what is prohibited under the law,\" Brown said. This, Brown said, is the hallmark of vagueness.\u003c/p>\n\u003cp>If a court finds that a reasonable person would not know what conduct is prohibited under the Act, the provision will be stricken for its unconstitutional chilling effect on free speech.\u003c/p>\n\u003cp>Judge Beetem has ordered a scheduling conference for this case on Oct. 14. If the provision has not been repealed by the General Assembly by then, the court will be forced to conclude whether the law is substantially overbroad or unconstitutionally vague.\u003c/p>\n\u003ch4>A New Law With The Same Problems\u003c/h4>\n\u003cp>As it is currently drafted, Section 162 of the Amy Hestir Student Protection Act has some substantial constitutional problems. But lawmakers are currently working to amend the section in early September, raising a new constitutional question.\u003c/p>\n\u003cp>Sen. Cunningham is actively working to amend the enjoined provision and \"clear up any ambiguities that people might see in it,\" she said. Likely, what will result is new language that clearly prohibits teachers from privately messaging students through electronic communications. This, however, still might not pass constitutional muster.\u003c/p>\n\u003cp>When a state employee, such as a public school teacher, makes \"statements pursuant to their official duties, the employees are not speaking as citizens for First Amendment purposes, and the Constitution does not insulate their communications from employer discipline,\" \u003ca href=\"http://www.oyez.org/cases/2000-2009/2005/2005_04_473\">the Supreme Court has said\u003c/a>. Thus, if the General Assembly wished to ban a teacher from privately messaging a student regarding homework or a book report, they would have some constitutional precedent in their sails. Although, this is \u003ca href=\"http://www.law.cornell.edu/supct/html/historics/USSC_CR_0461_0138_ZS.html\">certainly not\u003c/a> an open-and-shut case.\u003c/p>\n\u003cp>Yet, any amended language is likely to do more -- a lot more. The law we could see come from the General Assembly would completely prohibit non-work related speech. If it does, the state would need to show, with some particularity and rigor, just why a total ban is absolutely necessary to protect students. The legislature could do this though affidavits, hearings, in-depth studies, and statements from Assembly members on the State House floor. And, even then, a court could simply disagree.\u003c/p>\n\u003cp>The problem the General Assembly will face is that given Judge Beetem's injunction, the constitutional problems Section 162 is currently facing, and the national media spotlight focused on this law, every free-speech advocate in the country will have an eye on what the General Assembly passes, possibly making a lawsuit difficult to avoid.\u003c/p>\n\u003cp>\u003cem>Rob Arcamona is a legal fellow at the Student Press Law Center. He graduated from The George Washington University Law School.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/pbs-mediashift-logo-final-5/\" rel=\"attachment wp-att-15002\">\u003cimg class=\"alignleft size-thumbnail wp-image-15002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"63\" height=\"63\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Getty By Rob Arcamona Last week, a Missouri judge issued a preliminary injunction against the state, suspending part of a law that would have made it illegal for teachers and students to connect via social networks. Section 162.069.4 of the Amy Hestir Student Protection Act -- which aims to protect children from sexual predators --",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/rob-arcamona/\">Rob Arcamona\u003c/a>\u003c/h5>\n\u003cp>Last week, a Missouri judge issued a \u003ca href=\"http://www.msta.org/files/resources/publications/injunction.pdf\">preliminary injunction\u003c/a> against the state, suspending part of a law that would have made it illegal for teachers and students to connect via social networks.\u003c/p>\n\u003cp>Section 162.069.4 of the \u003ca href=\"http://www.senate.mo.gov/11info/pdf-bill/tat/SB54.pdf\">Amy Hestir Student Protection Act\u003c/a> -- which aims to protect children from sexual predators -- prohibits teachers from establishing, maintaining or using a \"non-work-related Internet site which allows exclusive access with a current or former student.\"\u003c/p>\n\u003cp>On its face, the law appears to stop teachers from using popular websites and services such as Facebook, Twitter or Gmail -- any site where there is a function allowing a teacher to privately message a student. But the injunction showcases that the law may go much further than that -- into shaky First Amendment territory.\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is a \"substantial likelihood\" that Section 162 violates educators' First Amendment rights.\u003c/aside>\n\u003cp>In issuing the injunction order, Cole County Circuit Judge Jon Beetem stated that the breadth of this one provision was simply \"staggering.\" The provision, Beetem wrote, creates a \"chilling effect\" on teachers' speech.\u003c/p>\n\u003cp>According to the judge's order, there is a \"substantial likelihood\" that Section 162 violates educators' First Amendment rights. As a result, Beetem temporarily suspended the law while the government and teachers' associations prepare for their next move.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The law came under fire from a variety of groups, including the \u003ca href=\"http://www.forbes.com/sites/mobiledia/2011/08/22/missouri-teachers-union-sues-over-facebook-friends-law/\">Missouri Teachers Association\u003c/a> and the \u003ca href=\"http://www.huffingtonpost.com/2011/08/22/christina-thomas-missouri_n_933338.html\">American Civil Liberties Union\u003c/a>, which filed separate lawsuits. However, educational groups largely supported the Student Protection Act while it was making its way through the General Assembly.\u003c/p>\n\u003cp>\u003ca href=\"http://www.molawcenter.com/\">Kent Brown\u003c/a>, the attorney who won the injunction on behalf of the Missouri Teachers Association, said social networking sites can have a distinct pedagogical purpose. These web pages have become a popular way for teachers to share notes, prepare presentations, answer questions, review papers, and communicate with students about coursework outside of the classroom. But, lawmakers fear that allowing teachers to communicate privately with students on the Internet may lead to improper relationships, and possibly sexual abuse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">People will err on the side of caution and not engage in speech rather than risk being prosecuted for violating an unclear law.\u003c/aside>\n\u003cp>State Sen. Jane Cunningham, a Republican representing the suburbs of St. Louis and sponsor of the law, said many inappropriate sexual relationships that develop between students and teachers originate from private communications.\u003c/p>\n\u003cp>After the injunction was issued, Missouri Gov. Jay Nixon \u003ca href=\"http://www.gov.mo.gov/newsroom/2011/Gov_Nixon_to_ask_General_Assembly_to_repeal_provision_of_SB_54_on_teacher_student_communication\">called\u003c/a> for the state General Assembly to repeal Section 162, \"while preserving other vital protections included in the bill\" in a special legislative session. According to Scott Holste, a spokesman for Nixon, Missouri legislators could then reconsider the provision later this year with input from teachers and school administrators.\u003c/p>\n\u003cp>Sen. Cunningham does not believe the Assembly needs to wait that long, saying she's confident amended language could be passed in the special session set to begin on Sept. 6. The lawmaker said she has been in contact with a variety of educational groups and other state Assembly members who are \"very supportive of what we're trying to do.\"\u003c/p>\n\u003cp>The court order is only a temporary suspension of this one subsection of the Amy Hestir Student Protection Act. The order may become permanent, or be rescinded, once the court has had a chance to more fully consider the constitutional questions at stake.\u003c/p>\n\u003ch4>Balancing Free Speech Against Student Protection\u003c/h4>\n\u003cp>Public school officials, like state legislators, have a responsibility to protect students from sexual assault, particularly at the hands of teachers or other state employees. In fact, it is hard to imagine a higher interest than protecting students from sexual predators. Yet, the constitution mandates that any law, regardless of the interest it seeks to protect, meet certain criteria. Among these criteria is the requirement that laws not be \"substantially overbroad\" or unconstitutionally \"vague.\"\u003c/p>\n\u003cp>The First Amendment overbreadth principle originates from the 1973 Supreme Court case, \u003ca href=\"http://scholar.google.com/scholar_case?case=15763855873494372375&hl=en&as_sdt=2&as_vis=1&oi=scholarr\">Broadrick v. Oklahoma\u003c/a>. According to this doctrine, state and federal legislatures may not enact laws that are so broad in scope that they prohibit substantially more speech than necessary to achieve the law's purpose. In banning teachers from \"establish[ing], maintain[ing] or us[ing]\" a website that \"allows access with a current or former student,\" the Student Protection Act may do just that.\u003c/p>\n\u003cp>According to Brown, the law prohibits a teacher from using any website that has a function allowing educators to privately contact students. \"On its face, the law prohibits use, period,\" Brown said.\u003c/p>\n\u003cp>If Brown is correct, teachers would be prohibited from simply having a Facebook or Gmail account, regardless of whether they attempt to contact students, because these websites facilitate private messaging.\u003c/p>\n\u003cp>Sen. Cunningham disputes this reading, claiming that the law only stops teachers from privately messaging students.\u003c/p>\n\u003cp>Even if the law is read as the state senator suggests, however, Section 162 still restricts proper pedagogical uses of the Internet as currently written. For instance, the law would prohibit a teacher from sending a Gchat message to a student reminding him or her that a homework assignment is due. As Judge Beetem noted, the law would also prohibit a parent who is also a teacher from communicating on websites with their own children who are students.\u003c/p>\n\u003cp>In order to completely stop teachers from having any private contact with students on the Internet, the state would need to meet the most stringent form of judicial review. Namely, Missouri attorneys would have to put forth a \"compelling\" rationale for the wholesale ban and demonstrate how it is the least speech-restrictive means available to protect students.\u003c/p>\n\u003cp>To Sen. Cunningham, completely blocking private Internet messages between students and teachers, even those relating to schoolwork, is needed. \"A lot of sexual relationships start with the most innocent text message: 'How do I do this math problem?' or 'I'm going to be late for practice,'\" \u003ca href=\"http://abcnews.go.com/Technology/missouri-facebook-law-injunction-granted-law-ban-teachers/story?id=14388569\">Cunningham said\u003c/a>. To the state senator, this ban is nothing more than a way to avoid parents being \"cut out\" of student-teacher contact and protect both teachers and students.\u003c/p>\n\u003cp>The question a court will have to answer, if the law is not amended, is two-fold: First, a judge would have to determine whether the law only prohibits private messaging or whether it stops educators from using social networks at all; second, if the former reading is accepted, a judge will have to determine whether a blanket ban on private messaging is truly the \"least restrictive means\" to protect students.\u003c/p>\n\u003ch4>But What Does It Mean?\u003c/h4>\n\u003cp>There is yet another constitutional issue raised by restricting teachers' ability to \"establish, maintain, or use\" a website that \"allows exclusive access with a current or former student.\"\u003c/p>\n\u003cp>Under First Amendment principles, a law will be held unconstitutional if it is \"vague.\" The Supreme Court has stated that laws are \u003ca href=\"http://www.law.cornell.edu/wex/vagueness_doctrine\">void for vagueness\u003c/a> when a \"would be law-abiding\" citizen cannot tell what conduct or speech is permitted, and what is prohibited. Such vague laws chill speech -- people will err on the side of caution and not engage in speech rather than risk being prosecuted for violating an unclear law.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A judge will have to determine whether a blanket ban on private messaging is truly the \"least restrictive means\" to protect students.\u003c/aside>\n\u003cp>The primary vagueness issue raised by Section 162 relates to the terms \"establish,\" \"maintain\" and \"use.\" By Sen. Cunningham's reading, the law is not overbroad because it only applies to private communications between teachers and students, and does not stop a teacher from simply using certain websites. But nowhere in the text of the law does it actually say that.\u003c/p>\n\u003cp>\"This issue came up from teachers who identified the main problem as not being able to tell what is allowed and what is prohibited under the law,\" Brown said. This, Brown said, is the hallmark of vagueness.\u003c/p>\n\u003cp>If a court finds that a reasonable person would not know what conduct is prohibited under the Act, the provision will be stricken for its unconstitutional chilling effect on free speech.\u003c/p>\n\u003cp>Judge Beetem has ordered a scheduling conference for this case on Oct. 14. If the provision has not been repealed by the General Assembly by then, the court will be forced to conclude whether the law is substantially overbroad or unconstitutionally vague.\u003c/p>\n\u003ch4>A New Law With The Same Problems\u003c/h4>\n\u003cp>As it is currently drafted, Section 162 of the Amy Hestir Student Protection Act has some substantial constitutional problems. But lawmakers are currently working to amend the section in early September, raising a new constitutional question.\u003c/p>\n\u003cp>Sen. Cunningham is actively working to amend the enjoined provision and \"clear up any ambiguities that people might see in it,\" she said. Likely, what will result is new language that clearly prohibits teachers from privately messaging students through electronic communications. This, however, still might not pass constitutional muster.\u003c/p>\n\u003cp>When a state employee, such as a public school teacher, makes \"statements pursuant to their official duties, the employees are not speaking as citizens for First Amendment purposes, and the Constitution does not insulate their communications from employer discipline,\" \u003ca href=\"http://www.oyez.org/cases/2000-2009/2005/2005_04_473\">the Supreme Court has said\u003c/a>. Thus, if the General Assembly wished to ban a teacher from privately messaging a student regarding homework or a book report, they would have some constitutional precedent in their sails. Although, this is \u003ca href=\"http://www.law.cornell.edu/supct/html/historics/USSC_CR_0461_0138_ZS.html\">certainly not\u003c/a> an open-and-shut case.\u003c/p>\n\u003cp>Yet, any amended language is likely to do more -- a lot more. The law we could see come from the General Assembly would completely prohibit non-work related speech. If it does, the state would need to show, with some particularity and rigor, just why a total ban is absolutely necessary to protect students. The legislature could do this though affidavits, hearings, in-depth studies, and statements from Assembly members on the State House floor. And, even then, a court could simply disagree.\u003c/p>\n\u003cp>The problem the General Assembly will face is that given Judge Beetem's injunction, the constitutional problems Section 162 is currently facing, and the national media spotlight focused on this law, every free-speech advocate in the country will have an eye on what the General Assembly passes, possibly making a lawsuit difficult to avoid.\u003c/p>\n\u003cp>\u003cem>Rob Arcamona is a legal fellow at the Student Press Law Center. He graduated from The George Washington University Law School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/pbs-mediashift-logo-final-5/\" rel=\"attachment wp-att-15002\">\u003cimg class=\"alignleft size-thumbnail wp-image-15002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"63\" height=\"63\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Has Technology Changed the Way Children Play?",
"title": "Has Technology Changed the Way Children Play?",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/has-technology-changed-the-way-children-play/screen-shot-2011-09-01-at-1-48-09-pm/\" rel=\"attachment wp-att-14994\">\u003cimg class=\"size-medium wp-image-14994\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-01-at-1.48.09-PM-300x200.png\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Last spring, there was a \u003ca href=\"http://www.hackeducation.com/2011/04/16/lets-all-freak-out-about-ipads-kindergarteners/\">minor outcry\u003c/a> when the \u003ca href=\"http://bangordailynews.com/2011/04/22/education/ipad-use-among-kindergartners-sparks-debate/\">Auburn School District in Maine\u003c/a> announced that it would be piloting a one-to-one iPad program with its kindergarteners. Part of the uproar involved the cost of the program -- some $200,000. But much of it involved the notion that somehow young children should not be exposed to technology, that somehow iPads and other gadgets inhibit their imagination and make them play less -- or, to slightly modify one of Apple's famous logos, to \"play different.\"\u003c/p>\n\u003cp>But is that really the case? Has technology really dampened the way children play?\u003c/p>\n\u003cp>A new study (\u003ca href=\"http://projects.beyondtext.ac.uk/playgroundgames/uploads/end_of_project_report.pdf\">PDF\u003c/a>) of children's playground games and songs suggests that much of the outcry about declining kids' play may be exaggerated. The research comes from a collaboration between the Universities of London, Sheffield and East London, along with the British Library, and draws from the Opie Collection and the work of the famous children's folklorists \u003ca href=\"http://en.wikipedia.org/wiki/Iona_and_Peter_Opie\">Lona and Peter Opie\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Playground culture and children’s games are not overwhelmed, marginalized or threatened by media.\"\u003c/aside>\n\u003cp>And as most folklorists will tell you, the discipline itself has always been associated with the idea that cultural practices -- whether of children or adults -- are dying out, and that songs and games and folktales must be collected and preserved to prevent that from happening. So it was in the 19th century, and so it is today.\u003c/p>\n\u003cp>\u003c!--more-->Things have changed since the Opies did their research on children's folklore in World War II. It isn't simply the rise of technology or media influences; family structure is more fluid (with more divorces, for example) and the definitions of childhood, adolescence, and adulthood have changed too. Children, particularly those from higher socio-economic backgrounds, have more leisure time, but there's also more surveillance over their activities -- no matter their background. No more playing freely in the street, for example. The playground space -- where many folklorists observe children's games and songs -- has changed as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But despite the fears about an untoward influence of media and technology, the researchers found that children's folklore and children's imaginations still thrive:\u003c/p>\n\u003cblockquote>\u003cp>\"Modern children are, then, immersed in an enveloping mediascape, which is impossible for them to ignore. However, our research indicates that playground culture and children’s games are not overwhelmed, marginalised or threatened by the quantity and plurality of available media. We have seen that children make use of the cultural and media resources that surround them, and creatively manipulate them to their own ends. In the playground, children are still singing rhymes and songs that have come down through the decades, whilst sometimes bringing them up to date with references to the latest TV shows, soap opera characters and pop stars. Skipping games and clapping games are still popular, and hula‐hoops have made a come‐back. Cheerleading and other dance routines are in evidence, children citing influences as diverse as Michael Jackson and High School Musical. Make‐believe games and old favorites such as Tig are staples of the primary school playground. Media is an undeniably important aspect of children’s lives, but part of a wider repertoire of playground culture that also includes older games, songs and rhymes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Children still play hand-clapping games; they still play singing games; they still play \"counting out\" games; they still know the rules for \"tag\" and the like. And according to the researchers, there is \"evidence of a rich expansion of pretend play drawing on a wider media landscape.\"\u003c/p>\n\u003cp>Children's play is changing, as it always has and will continue to. But there seems very little evidence that the influence of technology and media is making them play less.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>(via \u003ca href=\"http://blog.genyes.org/index.php/2011/08/25/iplay-no-more-has-childhood-been-changed-by-technology/\">Sylvia Martinez\u003c/a>)\u003c/em>\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/2011/09/has-technology-changed-the-way-children-play/screen-shot-2011-09-01-at-1-48-09-pm/\" rel=\"attachment wp-att-14994\">\u003cimg class=\"size-medium wp-image-14994\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-01-at-1.48.09-PM-300x200.png\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Last spring, there was a \u003ca href=\"http://www.hackeducation.com/2011/04/16/lets-all-freak-out-about-ipads-kindergarteners/\">minor outcry\u003c/a> when the \u003ca href=\"http://bangordailynews.com/2011/04/22/education/ipad-use-among-kindergartners-sparks-debate/\">Auburn School District in Maine\u003c/a> announced that it would be piloting a one-to-one iPad program with its kindergarteners. Part of the uproar involved the cost of the program -- some $200,000. But much of it involved the notion that somehow young children should not be exposed to technology, that somehow iPads and other gadgets inhibit their imagination and make them play less -- or, to slightly modify one of Apple's famous logos, to \"play different.\"\u003c/p>\n\u003cp>But is that really the case? Has technology really dampened the way children play?\u003c/p>\n\u003cp>A new study (\u003ca href=\"http://projects.beyondtext.ac.uk/playgroundgames/uploads/end_of_project_report.pdf\">PDF\u003c/a>) of children's playground games and songs suggests that much of the outcry about declining kids' play may be exaggerated. The research comes from a collaboration between the Universities of London, Sheffield and East London, along with the British Library, and draws from the Opie Collection and the work of the famous children's folklorists \u003ca href=\"http://en.wikipedia.org/wiki/Iona_and_Peter_Opie\">Lona and Peter Opie\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Playground culture and children’s games are not overwhelmed, marginalized or threatened by media.\"\u003c/aside>\n\u003cp>And as most folklorists will tell you, the discipline itself has always been associated with the idea that cultural practices -- whether of children or adults -- are dying out, and that songs and games and folktales must be collected and preserved to prevent that from happening. So it was in the 19th century, and so it is today.\u003c/p>\n\u003cp>\u003c!--more-->Things have changed since the Opies did their research on children's folklore in World War II. It isn't simply the rise of technology or media influences; family structure is more fluid (with more divorces, for example) and the definitions of childhood, adolescence, and adulthood have changed too. Children, particularly those from higher socio-economic backgrounds, have more leisure time, but there's also more surveillance over their activities -- no matter their background. No more playing freely in the street, for example. The playground space -- where many folklorists observe children's games and songs -- has changed as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But despite the fears about an untoward influence of media and technology, the researchers found that children's folklore and children's imaginations still thrive:\u003c/p>\n\u003cblockquote>\u003cp>\"Modern children are, then, immersed in an enveloping mediascape, which is impossible for them to ignore. However, our research indicates that playground culture and children’s games are not overwhelmed, marginalised or threatened by the quantity and plurality of available media. We have seen that children make use of the cultural and media resources that surround them, and creatively manipulate them to their own ends. In the playground, children are still singing rhymes and songs that have come down through the decades, whilst sometimes bringing them up to date with references to the latest TV shows, soap opera characters and pop stars. Skipping games and clapping games are still popular, and hula‐hoops have made a come‐back. Cheerleading and other dance routines are in evidence, children citing influences as diverse as Michael Jackson and High School Musical. Make‐believe games and old favorites such as Tig are staples of the primary school playground. Media is an undeniably important aspect of children’s lives, but part of a wider repertoire of playground culture that also includes older games, songs and rhymes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Children still play hand-clapping games; they still play singing games; they still play \"counting out\" games; they still know the rules for \"tag\" and the like. And according to the researchers, there is \"evidence of a rich expansion of pretend play drawing on a wider media landscape.\"\u003c/p>\n\u003cp>Children's play is changing, as it always has and will continue to. But there seems very little evidence that the influence of technology and media is making them play less.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>(via \u003ca href=\"http://blog.genyes.org/index.php/2011/08/25/iplay-no-more-has-childhood-been-changed-by-technology/\">Sylvia Martinez\u003c/a>)\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_14902\" class=\"wp-caption left\" style=\"max-width: 240px\">\u003ca href=\"http://www.flickr.com/photos/dherholz/528993812/\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Just in time for back-to-school, \u003ca href=\"http://www.beloit.edu\">Beloit College\u003c/a> has released its annual \"\u003ca href=\"http://www.beloit.edu/mindset/2015/\">Mindset List\u003c/a>,\" listing some of the cultural experiences and expectations of the would-be Class of 2015. The 18-year-olds that comprise this year's incoming freshmen were born in 1993 -- the year that Mosaic introduced its popular Web browser and that The New Yorker published Paul Steiner's infamous \"\u003ca href=\"http://en.wikipedia.org/wiki/On_the_Internet,_nobody_knows_you're_a_dog\">On the Internet, Nobody Knows You're a Dog\u003c/a>.\"\u003c/p>\n\u003cp>This incoming class literally grew up with the Internet. They are \"the first generation to grow up taking the word 'online' for granted and for whom crossing the digital divide has redefined research, original sources and access to information,\" according to the college.\u003c/p>\n\u003cp>Beloit College has published its Mindset List every August since 1998, when the school's then-Public Affairs Director (now Emeritus) Ron Nief and Professor of English Tom McBride began to mark the historical and cultural touchstones that have shaped the lives of the school's new freshmen. The list remains a fascinating way for instructors -- as for the general public -- to think about the worldviews of their students.\u003c/p>\n\u003cp>This year's list has also prompted librarian Doug Johnson to update his \u003ca href=\"http://doug-johnson.squarespace.com/blue-skunk-blog/2011/8/27/mindset-lists-for-teachers-and-librarians-updated.html\">Mindset List for Librarians Entering the Field in 2011\u003c/a>\" -- a list that includes the end of typewritten library card catalogs and mimeograph machines, tools that new librarians and teachers entering the profession this year will never know.\u003c!--more-->\u003c/p>\n\u003cp>Of course, not all students who enter college this year are 18 (just as not all teachers and librarians entering the profession will be in their early twenties). And not every student will share these experiences. Even if \"there has always been an Internet ramp onto the information highway,\" not every student has had access. Nonetheless, the list is an interesting look, in general at least, at a generation, and as teachers and parents, it's important to think about how the mindsets of our students and children color what they see and know (and think they know).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>A Sampling of the Mindset List for the Class of 2015:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>Amazon has never been just a river in South America.\u003c/li>\n\u003cli>Ferris Bueller and Sloane Peterson could be their parents.\u003c/li>\n\u003cli>They “swipe” cards, not merchandise.\u003c/li>\n\u003cli>“Don’t touch that dial!”….what dial?\u003c/li>\n\u003cli>Video games have always had ratings.\u003c/li>\n\u003cli>Music has always been available via free downloads.\u003c/li>\n\u003cli>“PC” has come to mean Personal Computer, not Political Correctness.\u003c/li>\n\u003cli>Public schools have always made space available for advertising.\u003c/li>\n\u003cli>They’ve always had the privilege of talking with a chatterbot.\u003c/li>\n\u003cli>Charter schools have always been an alternative.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14902\" class=\"wp-caption left\" style=\"max-width: 240px\">\u003ca href=\"http://www.flickr.com/photos/dherholz/528993812/\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Just in time for back-to-school, \u003ca href=\"http://www.beloit.edu\">Beloit College\u003c/a> has released its annual \"\u003ca href=\"http://www.beloit.edu/mindset/2015/\">Mindset List\u003c/a>,\" listing some of the cultural experiences and expectations of the would-be Class of 2015. The 18-year-olds that comprise this year's incoming freshmen were born in 1993 -- the year that Mosaic introduced its popular Web browser and that The New Yorker published Paul Steiner's infamous \"\u003ca href=\"http://en.wikipedia.org/wiki/On_the_Internet,_nobody_knows_you're_a_dog\">On the Internet, Nobody Knows You're a Dog\u003c/a>.\"\u003c/p>\n\u003cp>This incoming class literally grew up with the Internet. They are \"the first generation to grow up taking the word 'online' for granted and for whom crossing the digital divide has redefined research, original sources and access to information,\" according to the college.\u003c/p>\n\u003cp>Beloit College has published its Mindset List every August since 1998, when the school's then-Public Affairs Director (now Emeritus) Ron Nief and Professor of English Tom McBride began to mark the historical and cultural touchstones that have shaped the lives of the school's new freshmen. The list remains a fascinating way for instructors -- as for the general public -- to think about the worldviews of their students.\u003c/p>\n\u003cp>This year's list has also prompted librarian Doug Johnson to update his \u003ca href=\"http://doug-johnson.squarespace.com/blue-skunk-blog/2011/8/27/mindset-lists-for-teachers-and-librarians-updated.html\">Mindset List for Librarians Entering the Field in 2011\u003c/a>\" -- a list that includes the end of typewritten library card catalogs and mimeograph machines, tools that new librarians and teachers entering the profession this year will never know.\u003c!--more-->\u003c/p>\n\u003cp>Of course, not all students who enter college this year are 18 (just as not all teachers and librarians entering the profession will be in their early twenties). And not every student will share these experiences. Even if \"there has always been an Internet ramp onto the information highway,\" not every student has had access. Nonetheless, the list is an interesting look, in general at least, at a generation, and as teachers and parents, it's important to think about how the mindsets of our students and children color what they see and know (and think they know).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A Sampling of the Mindset List for the Class of 2015:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>Amazon has never been just a river in South America.\u003c/li>\n\u003cli>Ferris Bueller and Sloane Peterson could be their parents.\u003c/li>\n\u003cli>They “swipe” cards, not merchandise.\u003c/li>\n\u003cli>“Don’t touch that dial!”….what dial?\u003c/li>\n\u003cli>Video games have always had ratings.\u003c/li>\n\u003cli>Music has always been available via free downloads.\u003c/li>\n\u003cli>“PC” has come to mean Personal Computer, not Political Correctness.\u003c/li>\n\u003cli>Public schools have always made space available for advertising.\u003c/li>\n\u003cli>They’ve always had the privilege of talking with a chatterbot.\u003c/li>\n\u003cli>Charter schools have always been an alternative.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Digital Comic Books Spark a Love of Reading?",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/can-digital-comic-books-spark-a-love-of-reading/maus-2/\" rel=\"attachment wp-att-14871\">\u003cimg class=\"alignleft size-full wp-image-14871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/maus1.jpg\" alt=\"\" width=\"197\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1.jpg 197w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-75x75.jpg 75w\" sizes=\"(max-width: 197px) 100vw, 197px\">\u003c/a>It has been a bitter pill for me to swallow as a parent and as a bibliophile: my son does not love to read. Sure, I read to him daily when he was a toddler, and even once he learned to read to himself, we still spent many evenings reading books aloud as a family. (Thank you, J.K. Rowling for that.) But he's never been one to pick up a book on his own accord, even though bookshelves line almost every room of our house and even though I've got endless suggestions for books that I just know he'll love.\u003c/p>\n\u003cp>My son did not love to read, that is, until he was assigned \u003ca href=\"http://en.wikipedia.org/wiki/Maus\">Art Spiegelman's Maus: A Survivor's Tale\u003c/a>. For those unfamiliar with the Pulitzer Prize-winning book, it's a graphic novel relating the biography of Spiegelman's father, a Polish Jew and Holocaust survivor. In the novel, the Jews are depicted as mice, and the Germans as cats. It's one of the most powerful pieces of literature about the Holocaust, I'd argue, and while its format as a graphic novel makes it very accessible, that isn't to say that the content is \"watered down.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and shared?\u003c/aside>\n\u003cp>Though graphic novels can be an entry point for struggling or disinterested readers into the world of books, graphic novels and comic books have long been deemed \u003ca href=\"http://this.org/magazine/2011/08/02/comic-books-graphic-novels-literacy/\">the enemy of literacy\u003c/a>. That was the attitude expressed earlier this month by sixth-grade language arts teacher Bill Ferriter, who wrote a great series on graphic novels on his blog \u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/08/wondering-worrying-about-graphic-novels.html\">The Tempered Radical\u003c/a>. Commenters, I think, helped change Ferriter's mind somewhat, challenging him on his original argument that graphic novels were the literary equivalent of the reality TV show \u003cem>Jersey Shore\u003c/em>.\u003c/p>\n\u003cp>But while schools move to embrace graphic novels and comic books in the classroom, the publishing industry's move to digital formats raises another set of challenges and possibilities for the genre. How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and -- most importantly, arguably with this genre -- shared?\u003c!--more-->\u003c/p>\n\u003cp>That sharing piece has always been an important part of the comic book subculture, where often you hear about new series and new artists and new storytellers because a friend shares it with you. But as e-books typically come with rights restrictions, it isn't possible to lend someone your beloved digital copy of, say, \u003ca href=\"http://en.wikipedia.org/wiki/The_Sandman_(Vertigo)\">Neil Gaiman's The Sandman\u003c/a>. Some comic book publishers are recognizing the importance of sharing as an integral part of the comic culture and as such are making some -- the first issue, for example available without digital rights management (DRM), specifically so others can share them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the DRM issue may prove a stumbling block for the comic book culture, there's a lot of promise with the move to digital literature. There's some indication already that \u003ca href=\"http://www.hackeducation.com/2010/09/29/kids-say-theyll-read-more-on-e-books/\">kids are more interested\u003c/a> in reading on e-readers and iPads than reading print copies (57% of kids age nine to 17 say they’re interested in reading via e-books, and a third say they’d read more for fun if they had more access to books on an electronic device). And the rise of digital comics and a new self-publishing industry (via sites like \u003ca href=\"http://kickstarter.com\">Kickstarter\u003c/a>) mean that more indie artists may be able to provide more content -- particularly content aimed at kids. (See the \u003ca href=\"http://www.wormworldsaga.com/\">Wormworld Saga\u003c/a> as an example.)\u003c/p>\n\u003cp>Moreover, sites like \u003ca href=\"http://graphic.ly\">Graphic.ly\u003c/a> are putting comics and graphic novels on the Web, so that they're not only tied to devices like e-readers or iPads. Graphic.ly also has a thriving online community surrounding its comics, and as we recently noted here on Mindshift, these sorts of social networks might \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">change the way in which we read\u003c/a>. These online communities provide a place for readers to discuss plots and characters -- and in the case of students, struggling or not, it can be a place where they ask questions and learn to talk and analyze literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, the skeptics of graphic novels as literature remain. But as a parent of a reluctant reader, I can attest that graphic novels have made the difference in my kid's world. He's moved through all of Spiegelman's work and on to Neil Gaiman and Alan Moore, the latter of whom makes excellent fodder for all sorts of literary, political, and philosophical debates -- one of the things we absolutely want students to do when they read.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/can-digital-comic-books-spark-a-love-of-reading/maus-2/\" rel=\"attachment wp-att-14871\">\u003cimg class=\"alignleft size-full wp-image-14871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/maus1.jpg\" alt=\"\" width=\"197\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1.jpg 197w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-75x75.jpg 75w\" sizes=\"(max-width: 197px) 100vw, 197px\">\u003c/a>It has been a bitter pill for me to swallow as a parent and as a bibliophile: my son does not love to read. Sure, I read to him daily when he was a toddler, and even once he learned to read to himself, we still spent many evenings reading books aloud as a family. (Thank you, J.K. Rowling for that.) But he's never been one to pick up a book on his own accord, even though bookshelves line almost every room of our house and even though I've got endless suggestions for books that I just know he'll love.\u003c/p>\n\u003cp>My son did not love to read, that is, until he was assigned \u003ca href=\"http://en.wikipedia.org/wiki/Maus\">Art Spiegelman's Maus: A Survivor's Tale\u003c/a>. For those unfamiliar with the Pulitzer Prize-winning book, it's a graphic novel relating the biography of Spiegelman's father, a Polish Jew and Holocaust survivor. In the novel, the Jews are depicted as mice, and the Germans as cats. It's one of the most powerful pieces of literature about the Holocaust, I'd argue, and while its format as a graphic novel makes it very accessible, that isn't to say that the content is \"watered down.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and shared?\u003c/aside>\n\u003cp>Though graphic novels can be an entry point for struggling or disinterested readers into the world of books, graphic novels and comic books have long been deemed \u003ca href=\"http://this.org/magazine/2011/08/02/comic-books-graphic-novels-literacy/\">the enemy of literacy\u003c/a>. That was the attitude expressed earlier this month by sixth-grade language arts teacher Bill Ferriter, who wrote a great series on graphic novels on his blog \u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/08/wondering-worrying-about-graphic-novels.html\">The Tempered Radical\u003c/a>. Commenters, I think, helped change Ferriter's mind somewhat, challenging him on his original argument that graphic novels were the literary equivalent of the reality TV show \u003cem>Jersey Shore\u003c/em>.\u003c/p>\n\u003cp>But while schools move to embrace graphic novels and comic books in the classroom, the publishing industry's move to digital formats raises another set of challenges and possibilities for the genre. How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and -- most importantly, arguably with this genre -- shared?\u003c!--more-->\u003c/p>\n\u003cp>That sharing piece has always been an important part of the comic book subculture, where often you hear about new series and new artists and new storytellers because a friend shares it with you. But as e-books typically come with rights restrictions, it isn't possible to lend someone your beloved digital copy of, say, \u003ca href=\"http://en.wikipedia.org/wiki/The_Sandman_(Vertigo)\">Neil Gaiman's The Sandman\u003c/a>. Some comic book publishers are recognizing the importance of sharing as an integral part of the comic culture and as such are making some -- the first issue, for example available without digital rights management (DRM), specifically so others can share them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the DRM issue may prove a stumbling block for the comic book culture, there's a lot of promise with the move to digital literature. There's some indication already that \u003ca href=\"http://www.hackeducation.com/2010/09/29/kids-say-theyll-read-more-on-e-books/\">kids are more interested\u003c/a> in reading on e-readers and iPads than reading print copies (57% of kids age nine to 17 say they’re interested in reading via e-books, and a third say they’d read more for fun if they had more access to books on an electronic device). And the rise of digital comics and a new self-publishing industry (via sites like \u003ca href=\"http://kickstarter.com\">Kickstarter\u003c/a>) mean that more indie artists may be able to provide more content -- particularly content aimed at kids. (See the \u003ca href=\"http://www.wormworldsaga.com/\">Wormworld Saga\u003c/a> as an example.)\u003c/p>\n\u003cp>Moreover, sites like \u003ca href=\"http://graphic.ly\">Graphic.ly\u003c/a> are putting comics and graphic novels on the Web, so that they're not only tied to devices like e-readers or iPads. Graphic.ly also has a thriving online community surrounding its comics, and as we recently noted here on Mindshift, these sorts of social networks might \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">change the way in which we read\u003c/a>. These online communities provide a place for readers to discuss plots and characters -- and in the case of students, struggling or not, it can be a place where they ask questions and learn to talk and analyze literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, the skeptics of graphic novels as literature remain. But as a parent of a reluctant reader, I can attest that graphic novels have made the difference in my kid's world. He's moved through all of Spiegelman's work and on to Neil Gaiman and Alan Moore, the latter of whom makes excellent fodder for all sorts of literary, political, and philosophical debates -- one of the things we absolutely want students to do when they read.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_14856\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/coputer-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Parents are unfamiliar with new school scenarios like this fifth-grade class in Los Altos, Calif., which integrates online lessons into class time.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>by Marsha Ratzel\u003c/strong>\u003c/p>\n\u003cp>It's Back to School Night at our middle school, and as I finish my five-minute overview for parents about what their kids will learn in in my math and science classes this year, I can see the questions start bubbling up.\u003c/p>\n\u003cp>Their faces say it all. Since their kids were in kindergarten, they’ve been through half a dozen rounds of homework assignments, projects, and solving the logistics of getting things to and from school. But these parents haven’t had much experience with teaching practices that weren’t in use when they went to school. They’re concerned.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Parents' concerns revolve around safety and privacy when using Web sites in the class -- issues that seldom come up when we're just working on paper or reading out of textbooks.\u003c/aside>\n\u003cp>If I don’t handle the questions properly, the fear factor will take over and those concerns will turn into objections. My job is to paint a picture of what goes on in my classroom. I need to be both clear and reassuring about how I'll use my teacher expertise to teach the content and meet the particular learning needs of their kids.\u003c/p>\n\u003cp>\u003cstrong>PREPARING PARENTS FOR THE INTERNET\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I've dealt with this kind of trepidation before, when we introduced a new math curriculum that emphasized word problems and conceptual learning, which replaced the teach-drill-test approach that most adults with school-aged kids remembered. When I began to change my teaching to capitalize on the Internet and address important skills like collaborating online, I realized that I would once again need to engage parents, provide a sound rationale, and work through the fear factor.\u003c!--more-->\u003c/p>\n\u003cp>Sometimes teachers believe parents are overly concerned about our uses of technology, but I don’t think that’s true. I’ve learned that \u003cem>anything\u003c/em> new — whether it is a new curriculum, new support materials or a new kind of instructional strategy — is going to generate parent questions.\u003c/p>\n\u003cp>Still, when it came to the Internet, most parents didn’t use much technology in school so they don’t have a context for understanding how technology and Web-based instructional tools fit into teaching and learning. That's not too difficult to address. But many parents \u003cem>are\u003c/em> extra concerned about safety and privacy -- issues that seldom come up when we're just working on paper or reading out of textbooks. Parents want assurances that their child is safe. And who can blame them?\u003c/p>\n\u003cp>Now my Back to School Nights include a big chunk of time devoted to explaining how we use new instructional technology, some of which is based on Web 2.0 ideas. We talk about blogs, Wikis, VoiceThread, Google Docs, Diigo and more. In addition to the parent presentation, I link to examples of how these tools have been used by other students in recent years on my website. This helps parents imagine what will happen.\u003c/p>\n\u003cp>I also send home a letter that gives an overview of each tool students will use, including hyperlinks to the websites and screenshots that show how we’ll be using the tool. I even invite parents to take part in some of my lesson designing. It's another way to help them see how we're using the Internet to accelerate learning. And students get a chance to show off their growing skills by with homework assignments that require them to “teach a web tool to your parent.”\u003c/p>\n\u003cp>At the Back to School Night, one of the biggest questions is, “How can I help my student? I don’t know how to use this Web program myself.”\u003c/p>\n\u003cp>Great question! Last year, I started to migrate our classroom reading program in science to an online book club (\u003ca href=\"http://www.goodreads.com/\">Goodreads\u003c/a>) and parents had lots of questions. I told them about other teachers’ experiences who had used this free Web service and about how the local library had just finished their summer reading program using Goodreads. I think it reassures parents when you can show that you’ve been out there doing some action research and investigating the best ways to use the Web -- and that safety is always a top priority.\u003c/p>\n\u003cp>\u003cstrong>LETTING PARENTS OPT OUT\u003c/strong>\u003c/p>\n\u003cp>Whenever possible, I also think it’s important to allow parents to opt out their child. When parents choose this option, I typically ask them whether they’d be willing to revisit the decision in a month or so, when the experiences of other students can be taken into account. Sometimes that’s all it takes to overcome initial fears. Parents hear how it works, and they're welcome to come and observe. Most decide after a few weeks to let their student join in.\u003c/p>\n\u003cp>In the case of our Goodreads online book club, I suggested that anyone with concerns create a family reading account at the site where they could participate in reading student book reviews and commenting alongside their child. Parents were able to witness first-hand the process of posting, who their student encountered online, and the kinds of conversations that took place.\u003c/p>\n\u003cp>Parental fears spring from caring and concern. As teachers, we need to respond to those fears proactively and with respect. When we do, things usually work out. It’s not my place to unilaterally dictate anything. Philosophically, I believe it’s my place to use my teacher expertise to design the most engaging, learning-packed lessons I can and to use new innovations when they make learning sense. The back-and-forth dialog with parents only improves my understanding of what I’m doing in the classroom. It gives me the chance to see my work from another, very important perspective.\u003c/p>\n\u003cp>Embracing the questions – anticipating the questions – flooding the home/school communications channel with continuous information – trying to establish a two-way exchange whenever possible: these are the ways to help parents learn to trust us in our teaching role and to encourage them to learn about new tools and technologies alongside their students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified teacher in the Blue Valley School District in Kansas, where she teaches middle school math, science, and sometimes social studies. Ratzel is also a consultant for Powerful Learning Practice LLC and contributes to PLP's group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/2011/06/24/learning-like-a-hurricane/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. She also writes frequently about her teaching practice at her personal blog \u003c/em>\u003ca href=\"http://teachingtechie.typepad.com/\">\u003cem>Reflections of a Techie\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14856\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/coputer-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Parents are unfamiliar with new school scenarios like this fifth-grade class in Los Altos, Calif., which integrates online lessons into class time.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>by Marsha Ratzel\u003c/strong>\u003c/p>\n\u003cp>It's Back to School Night at our middle school, and as I finish my five-minute overview for parents about what their kids will learn in in my math and science classes this year, I can see the questions start bubbling up.\u003c/p>\n\u003cp>Their faces say it all. Since their kids were in kindergarten, they’ve been through half a dozen rounds of homework assignments, projects, and solving the logistics of getting things to and from school. But these parents haven’t had much experience with teaching practices that weren’t in use when they went to school. They’re concerned.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Parents' concerns revolve around safety and privacy when using Web sites in the class -- issues that seldom come up when we're just working on paper or reading out of textbooks.\u003c/aside>\n\u003cp>If I don’t handle the questions properly, the fear factor will take over and those concerns will turn into objections. My job is to paint a picture of what goes on in my classroom. I need to be both clear and reassuring about how I'll use my teacher expertise to teach the content and meet the particular learning needs of their kids.\u003c/p>\n\u003cp>\u003cstrong>PREPARING PARENTS FOR THE INTERNET\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I've dealt with this kind of trepidation before, when we introduced a new math curriculum that emphasized word problems and conceptual learning, which replaced the teach-drill-test approach that most adults with school-aged kids remembered. When I began to change my teaching to capitalize on the Internet and address important skills like collaborating online, I realized that I would once again need to engage parents, provide a sound rationale, and work through the fear factor.\u003c!--more-->\u003c/p>\n\u003cp>Sometimes teachers believe parents are overly concerned about our uses of technology, but I don’t think that’s true. I’ve learned that \u003cem>anything\u003c/em> new — whether it is a new curriculum, new support materials or a new kind of instructional strategy — is going to generate parent questions.\u003c/p>\n\u003cp>Still, when it came to the Internet, most parents didn’t use much technology in school so they don’t have a context for understanding how technology and Web-based instructional tools fit into teaching and learning. That's not too difficult to address. But many parents \u003cem>are\u003c/em> extra concerned about safety and privacy -- issues that seldom come up when we're just working on paper or reading out of textbooks. Parents want assurances that their child is safe. And who can blame them?\u003c/p>\n\u003cp>Now my Back to School Nights include a big chunk of time devoted to explaining how we use new instructional technology, some of which is based on Web 2.0 ideas. We talk about blogs, Wikis, VoiceThread, Google Docs, Diigo and more. In addition to the parent presentation, I link to examples of how these tools have been used by other students in recent years on my website. This helps parents imagine what will happen.\u003c/p>\n\u003cp>I also send home a letter that gives an overview of each tool students will use, including hyperlinks to the websites and screenshots that show how we’ll be using the tool. I even invite parents to take part in some of my lesson designing. It's another way to help them see how we're using the Internet to accelerate learning. And students get a chance to show off their growing skills by with homework assignments that require them to “teach a web tool to your parent.”\u003c/p>\n\u003cp>At the Back to School Night, one of the biggest questions is, “How can I help my student? I don’t know how to use this Web program myself.”\u003c/p>\n\u003cp>Great question! Last year, I started to migrate our classroom reading program in science to an online book club (\u003ca href=\"http://www.goodreads.com/\">Goodreads\u003c/a>) and parents had lots of questions. I told them about other teachers’ experiences who had used this free Web service and about how the local library had just finished their summer reading program using Goodreads. I think it reassures parents when you can show that you’ve been out there doing some action research and investigating the best ways to use the Web -- and that safety is always a top priority.\u003c/p>\n\u003cp>\u003cstrong>LETTING PARENTS OPT OUT\u003c/strong>\u003c/p>\n\u003cp>Whenever possible, I also think it’s important to allow parents to opt out their child. When parents choose this option, I typically ask them whether they’d be willing to revisit the decision in a month or so, when the experiences of other students can be taken into account. Sometimes that’s all it takes to overcome initial fears. Parents hear how it works, and they're welcome to come and observe. Most decide after a few weeks to let their student join in.\u003c/p>\n\u003cp>In the case of our Goodreads online book club, I suggested that anyone with concerns create a family reading account at the site where they could participate in reading student book reviews and commenting alongside their child. Parents were able to witness first-hand the process of posting, who their student encountered online, and the kinds of conversations that took place.\u003c/p>\n\u003cp>Parental fears spring from caring and concern. As teachers, we need to respond to those fears proactively and with respect. When we do, things usually work out. It’s not my place to unilaterally dictate anything. Philosophically, I believe it’s my place to use my teacher expertise to design the most engaging, learning-packed lessons I can and to use new innovations when they make learning sense. The back-and-forth dialog with parents only improves my understanding of what I’m doing in the classroom. It gives me the chance to see my work from another, very important perspective.\u003c/p>\n\u003cp>Embracing the questions – anticipating the questions – flooding the home/school communications channel with continuous information – trying to establish a two-way exchange whenever possible: these are the ways to help parents learn to trust us in our teaching role and to encourage them to learn about new tools and technologies alongside their students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified teacher in the Blue Valley School District in Kansas, where she teaches middle school math, science, and sometimes social studies. Ratzel is also a consultant for Powerful Learning Practice LLC and contributes to PLP's group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/2011/06/24/learning-like-a-hurricane/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. She also writes frequently about her teaching practice at her personal blog \u003c/em>\u003ca href=\"http://teachingtechie.typepad.com/\">\u003cem>Reflections of a Techie\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Which Rules Are Worth Circumventing?",
"title": "Which Rules Are Worth Circumventing?",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/barkbud/4803596914/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14795\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/4803596914_5c299f6af11-300x245.jpg\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bark\u003c/p>\n\u003c/div>\n\u003cp>Rules are important in any civilized society. Without them, chaos would ensue. But some rules are worth questioning, especially when the consequences negate their very purpose.\u003c/p>\n\u003cp>Teachers are grappling with how to address regulations they consider unnecessary at best and harmful at worst. There's no question that helpful guidelines can and should be put in place surrounding all of these issues, considering the privacy of both teachers and students. It's the outright banning that seems extreme, especially when many of these examples can be used in rich, educational contexts. The metaphor of throwing the baby out with the bathwater is most apropos in these scenarios.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>FACEBOOK\u003c/strong>. As we've been hearing for the past few weeks, Missouri \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/\">has banned teachers\u003c/a> from using Facebook (and other social media) to communicate with students. A couple of days ago, \u003ca href=\"http://www.wired.com/threatlevel/2011/08/online-student-teacher-communications/\">Wired reported that\u003c/a> \"a union representing 44,000 Missouri public school teachers is challenging a state law that dramatically restricts their online speech with current and former students. The lawsuit targets the legislation as a First Amendment breach.\" Meanwhile, in many cases, teachers have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">lots of ways to use Facebook in the classroom\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>TWITTER. \u003c/strong>Teachers are\u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\"> banned from using Twitter \u003c/a>in schools in Pinellas County, Florida. “I don’t know what information is being transmitted,” said school board attorney Jim Robinson of private communication with students in a \u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\">Patch.com article\u003c/a>. But couldn't that be said of any kind of communication, including simple conversation? An article in the \u003ca href=\"http://www.guardian.co.uk/education/2009/jun/10/teacher-banned-twitter\">U.K.'s Guardian\u003c/a> reports that teachers have been banned from using Twitter after one teacher's controversial public post. In response, a teacher wrote: \"Wouldn't you love to live in a place where public workers aren't allowed to express personal opinion? You now have the choice of China or Argyll, it seems.\" Meanwhile, teachers continue to find \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">creative ways for using Twitter in school.\u003c!--more-->\u003c/a>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>CELL PHONES FOR TEACHERS.\u003c/strong> We've\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/#comments\"> written about cell phone bans \u003c/a>and heard from a number of educators who express their frustrations as their individual schools try to figure out how or whether to allow students to use them. But it turns out that some schools are also banning teachers from using their own mobile phones. On\u003ca href=\"http://blogs.scholastic.com/practical_leadership/2010/08/career-questions-cellphones-for-teachers.html\"> Scholastic's Practical Leadership blog, \u003c/a>a teacher wrote in to say that \"to 'set a good example,' our principal has decided that teachers shouldn’t use [cell phones] either.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>YOUTUBE, SKYPE, NATIONAL GEOGRAPHIC, AND MANY OTHER WEBSITES. \u003c/strong>Schools unilaterally block a long list of sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">Eight Surprising Websites Schools Can't Access\u003c/a>\") under the guise of different federal laws that are meant to protect kids. But even the Department of Education's Karen Cator counters with useful facts that support unblocking many of these educational sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Straight from the DOE: Dispelling Myths About Blocked Sites.)\u003c/a>\"\u003c/li>\n\u003c/ul>\n\u003cp>As technologies evolve, so will school rules that define the best ways of using them. In the meantime, many teachers are flouting policy and taking it upon themselves to decide what's best for their students and for their teaching practice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/barkbud/4803596914/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14795\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/4803596914_5c299f6af11-300x245.jpg\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bark\u003c/p>\n\u003c/div>\n\u003cp>Rules are important in any civilized society. Without them, chaos would ensue. But some rules are worth questioning, especially when the consequences negate their very purpose.\u003c/p>\n\u003cp>Teachers are grappling with how to address regulations they consider unnecessary at best and harmful at worst. There's no question that helpful guidelines can and should be put in place surrounding all of these issues, considering the privacy of both teachers and students. It's the outright banning that seems extreme, especially when many of these examples can be used in rich, educational contexts. The metaphor of throwing the baby out with the bathwater is most apropos in these scenarios.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>FACEBOOK\u003c/strong>. As we've been hearing for the past few weeks, Missouri \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/\">has banned teachers\u003c/a> from using Facebook (and other social media) to communicate with students. A couple of days ago, \u003ca href=\"http://www.wired.com/threatlevel/2011/08/online-student-teacher-communications/\">Wired reported that\u003c/a> \"a union representing 44,000 Missouri public school teachers is challenging a state law that dramatically restricts their online speech with current and former students. The lawsuit targets the legislation as a First Amendment breach.\" Meanwhile, in many cases, teachers have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">lots of ways to use Facebook in the classroom\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>TWITTER. \u003c/strong>Teachers are\u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\"> banned from using Twitter \u003c/a>in schools in Pinellas County, Florida. “I don’t know what information is being transmitted,” said school board attorney Jim Robinson of private communication with students in a \u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\">Patch.com article\u003c/a>. But couldn't that be said of any kind of communication, including simple conversation? An article in the \u003ca href=\"http://www.guardian.co.uk/education/2009/jun/10/teacher-banned-twitter\">U.K.'s Guardian\u003c/a> reports that teachers have been banned from using Twitter after one teacher's controversial public post. In response, a teacher wrote: \"Wouldn't you love to live in a place where public workers aren't allowed to express personal opinion? 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On\u003ca href=\"http://blogs.scholastic.com/practical_leadership/2010/08/career-questions-cellphones-for-teachers.html\"> Scholastic's Practical Leadership blog, \u003c/a>a teacher wrote in to say that \"to 'set a good example,' our principal has decided that teachers shouldn’t use [cell phones] either.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>YOUTUBE, SKYPE, NATIONAL GEOGRAPHIC, AND MANY OTHER WEBSITES. \u003c/strong>Schools unilaterally block a long list of sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">Eight Surprising Websites Schools Can't Access\u003c/a>\") under the guise of different federal laws that are meant to protect kids. But even the Department of Education's Karen Cator counters with useful facts that support unblocking many of these educational sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Straight from the DOE: Dispelling Myths About Blocked Sites.)\u003c/a>\"\u003c/li>\n\u003c/ul>\n\u003cp>As technologies evolve, so will school rules that define the best ways of using them. In the meantime, many teachers are flouting policy and taking it upon themselves to decide what's best for their students and for their teaching practice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/shinealight/3008491313/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14731\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/3008491313_3e427c58c9-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:ShineaLight\u003c/p>\n\u003c/div>\n\u003cp>In her book \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), Duke University professor Cathy Davidson talks about how the education system must be overhauled.\u003c/p>\n\u003cp>\"Her recommendations center on \u003cstrong>one of the most astounding revelations\u003c/strong> of the digital age: Even academically reticent students publish work prolifically, subject it to critique and improve it on the Internet. This goes for everything from political commentary to still photography to satirical videos — all the stuff that parents and teachers habitually read as “distraction,” writes Virginia Heffernan in the \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">New York Times review\u003c/a> of Davidson's book recently.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Learning should have an impact beyond getting an “A” on the assignment.\u003c/aside>\n\u003cp>In last week's article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children for What's Next\u003c/a>,\" Davidson listed five changes she would put in place to bring the American education system into the 21st century\u003cstrong>.\u003c/strong> I'm reposting this part because I think it's worth calling out separately.\u003cstrong>\u003c/strong>\u003c/p>\n\u003ch5>\u003cstrong>\u003cbr>\nBy Cathy Davidson \u003c/strong>\u003c/h5>\n\u003col>\n\u003cli>\u003cstrong>End standardized end-of-grade tests.\u003c/strong> They demotivate learning and good teaching. Instead, test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test—not be taught to scam the test!\u003c/li>\n\u003cli>\u003cstrong>Make all learning real, relevant, tied to communities\u003c/strong>, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Teach kids to think \u003c/strong>through, with, about, for–and create–new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the “two cultures” binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>\u003cstrong>Restore arts, music, shop, P.E., dance\u003c/strong>: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>\u003cstrong>Eliminate the “college prep” and AP distinctions\u003c/strong>, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don’t need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/shinealight/3008491313/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14731\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/3008491313_3e427c58c9-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:ShineaLight\u003c/p>\n\u003c/div>\n\u003cp>In her book \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), Duke University professor Cathy Davidson talks about how the education system must be overhauled.\u003c/p>\n\u003cp>\"Her recommendations center on \u003cstrong>one of the most astounding revelations\u003c/strong> of the digital age: Even academically reticent students publish work prolifically, subject it to critique and improve it on the Internet. This goes for everything from political commentary to still photography to satirical videos — all the stuff that parents and teachers habitually read as “distraction,” writes Virginia Heffernan in the \u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">New York Times review\u003c/a> of Davidson's book recently.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Learning should have an impact beyond getting an “A” on the assignment.\u003c/aside>\n\u003cp>In last week's article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/\">How Do We Prepare Our Children for What's Next\u003c/a>,\" Davidson listed five changes she would put in place to bring the American education system into the 21st century\u003cstrong>.\u003c/strong> I'm reposting this part because I think it's worth calling out separately.\u003cstrong>\u003c/strong>\u003c/p>\n\u003ch5>\u003cstrong>\u003cbr>\nBy Cathy Davidson \u003c/strong>\u003c/h5>\n\u003col>\n\u003cli>\u003cstrong>End standardized end-of-grade tests.\u003c/strong> They demotivate learning and good teaching. Instead, test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test—not be taught to scam the test!\u003c/li>\n\u003cli>\u003cstrong>Make all learning real, relevant, tied to communities\u003c/strong>, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Teach kids to think \u003c/strong>through, with, about, for–and create–new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the “two cultures” binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>\u003cstrong>Restore arts, music, shop, P.E., dance\u003c/strong>: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>\u003cstrong>Eliminate the “college prep” and AP distinctions\u003c/strong>, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don’t need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\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/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\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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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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},
"mindshift": {
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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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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
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