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"disqusTitle": "How Do We Prepare Our Children for What's Next?",
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"content": "\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-11302\" href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes, read alone. Even so, we're still compelled to share what we're reading with others -- whether we're reading for school or for pleasure.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>It's no surprise then, considering the ever-present \"social\" online world, that we've seen the rise of social reading websites, applications and features.\u003c/p>\n\u003cp>Over the last few weeks, for example, Amazon has expanded the social features connected with its \"\u003ca href=\"https://kindle.amazon.com/\">Public Notes\u003c/a>. \"Public Notes\" have been available since the beginning of the year, allowing readers to share publicly their highlights and notes from the Kindle books they're reading. Now Amazon has made it so that if you link your Twitter and Facebook accounts, you automatically follow all of your friends and followers from those networks. As \u003ca href=\"http://www.wired.com/epicenter/2011/08/amazons-newish-social-network-now-lifting-even-more-info-from-facebooktwitter/\">Wired's Tim Carmody\u003c/a> points out, it's \"a little bit creepy\" to have the default setting do this, and you have to uncheck a box that automatically broadcasts your reading status too. But there are more granular controls for making public which books you're reading, as well as the passages you highlight.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The social element can add depth to the understanding of what's being read, just as book clubs do.\u003c/aside>\n\u003cp>Amazon isn't the only company to offer this connection between reading and social networks either. Last week, Google too made it easy to \u003ca href=\"http://booksearch.blogspot.com/2011/08/share-your-favorite-books-with-literary.html\">share titles of what you're reading\u003c/a> from Google Books to Google Plus. And Amazon and Google join a long list of other reading-oriented social networks, such as \u003ca href=\"http://goodreads.com\">Goodreads\u003c/a>, wherein you can keep track of what you read, as well as what others read, and of course, talk about books.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers already use sites like Goodreads in their classes, creating private groups -- \"book clubs,\" if you will -- where students can talk about their assigned reading, write reviews, take quizzes, and the like. Unlike the nascent social networks being built around the Amazon Kindle or Google Books, a site like Goodreads doesn't require that everyone have the same \"hardware\" -- the same printed edition or the same e-reader, for example.\u003c/p>\n\u003cp>But there's a lot of potential once and if students do share hardware, particularly when it comes to e-readers and e-books. As we noted in our recent coverage of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">Highlighter\u003c/a>, we're seeing lots of ways to mark up content, make notes in the margins, and share or save these electronically. But there's also the potential for real-time interaction, within the e-book itself, where readers can hold discussions within the text and within the app itself.\u003c/p>\n\u003cp>That may seem like anathema to the idea of the solitary reading experience. And critics will point out that the social aspect create distractions from reading. But we can also argue that the social element can add depth to the understanding of what's being read, just as book clubs do. Peers can help define words and concepts that are sometimes hard to grasp when reading alone.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers: have you used any social reading sites or features, or do you plan to? We'd love to hear your thoughts on how this has changed your reading habits.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11302\" href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes, read alone. Even so, we're still compelled to share what we're reading with others -- whether we're reading for school or for pleasure.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>It's no surprise then, considering the ever-present \"social\" online world, that we've seen the rise of social reading websites, applications and features.\u003c/p>\n\u003cp>Over the last few weeks, for example, Amazon has expanded the social features connected with its \"\u003ca href=\"https://kindle.amazon.com/\">Public Notes\u003c/a>. \"Public Notes\" have been available since the beginning of the year, allowing readers to share publicly their highlights and notes from the Kindle books they're reading. Now Amazon has made it so that if you link your Twitter and Facebook accounts, you automatically follow all of your friends and followers from those networks. As \u003ca href=\"http://www.wired.com/epicenter/2011/08/amazons-newish-social-network-now-lifting-even-more-info-from-facebooktwitter/\">Wired's Tim Carmody\u003c/a> points out, it's \"a little bit creepy\" to have the default setting do this, and you have to uncheck a box that automatically broadcasts your reading status too. But there are more granular controls for making public which books you're reading, as well as the passages you highlight.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The social element can add depth to the understanding of what's being read, just as book clubs do.\u003c/aside>\n\u003cp>Amazon isn't the only company to offer this connection between reading and social networks either. Last week, Google too made it easy to \u003ca href=\"http://booksearch.blogspot.com/2011/08/share-your-favorite-books-with-literary.html\">share titles of what you're reading\u003c/a> from Google Books to Google Plus. And Amazon and Google join a long list of other reading-oriented social networks, such as \u003ca href=\"http://goodreads.com\">Goodreads\u003c/a>, wherein you can keep track of what you read, as well as what others read, and of course, talk about books.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers already use sites like Goodreads in their classes, creating private groups -- \"book clubs,\" if you will -- where students can talk about their assigned reading, write reviews, take quizzes, and the like. Unlike the nascent social networks being built around the Amazon Kindle or Google Books, a site like Goodreads doesn't require that everyone have the same \"hardware\" -- the same printed edition or the same e-reader, for example.\u003c/p>\n\u003cp>But there's a lot of potential once and if students do share hardware, particularly when it comes to e-readers and e-books. As we noted in our recent coverage of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">Highlighter\u003c/a>, we're seeing lots of ways to mark up content, make notes in the margins, and share or save these electronically. But there's also the potential for real-time interaction, within the e-book itself, where readers can hold discussions within the text and within the app itself.\u003c/p>\n\u003cp>That may seem like anathema to the idea of the solitary reading experience. And critics will point out that the social aspect create distractions from reading. But we can also argue that the social element can add depth to the understanding of what's being read, just as book clubs do. Peers can help define words and concepts that are sometimes hard to grasp when reading alone.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers: have you used any social reading sites or features, or do you plan to? We'd love to hear your thoughts on how this has changed your reading habits.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "10 Reasons to Ban Pens and Pencils in the Class",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-14544\" href=\"http://ww2.kqed.org/mindshift/2011/08/10-reasons-to-ban-pens-and-pencils-in-the-class/photo-620x463/\">\u003cimg class=\"size-medium wp-image-14544\" title=\"pens\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/photo-620x463-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>A \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/\">classic tongue-in-cheek MindShift post\u003c/a> from last November is making the rounds on Twitter. For those who haven't seen it yet, I'm happy to repost here, just in time for back-to-school.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff0000;\">\u003cstrong>[A PARODY]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>By Katie Stansberry\u003c/h5>\n\u003cp>According to a recent \u003ca href=\"http://www.msnbc.msn.com/id/35063840/\">MSNBC article\u003c/a>, 69% of high school currently ban cell phones. But you’d be hard-pressed to find a school anywhere that has enacted a blanket ban on pens and pencils. Here are 10 reasons to reconsider the widespread acceptance of these distracting and potentially dangerous implements.\u003c/p>\n\u003col>\n\u003cli>Pens and pencils are \u003cstrong>distracting\u003c/strong>. The tapping, clicking, flipping and rolling can drive just about any teacher around the bend. I remember a happy indoor recess spent throwing newly sharpened pencils at the classroom ceiling trying to make them stick.\u003c/li>\n\u003cli>Writing implements are \u003cstrong>dangerous.\u003c/strong> I still have a small lump of lead imbedded in the soft, fleshy area between my thumb and pointer finger. It’s a souvenir from a mini-sword fight that occurred between my close friend and I in third grade. She won.\u003c/li>\n\u003cli>Pens can be used to \u003cstrong>cheat.\u003c/strong> Now that I’m at the head of a classroom instead of behind a desk, I’ve seen some ingenious cheating techniques. One student managed to write an entire history of media studies on the bottom of their shoe. I’ve also found forearms covered with vocabulary words, ankles tattooed with definitions, and hands dyed with smeared blue ink.\u003c/li>\n\u003cli>They are incredibly \u003cstrong>messy\u003c/strong>. Dusty pencil shavings litter the floor in many elementary classrooms and pens filled with liquid ink are just disasters waiting to happen. Have you ever tried to clean a child’s backpack after a pen broke at the bottom of the bag? No amount of scrubbing can get the dye completely out.\u003c/li>\n\u003cli>Pens and pencils can be used to \u003cstrong>bully\u003c/strong> kids. Those notes that pass from hand to hand across the rows of desks are often far more sinister than they appear. Thanks to the ubiquitous use of writing implements in schools, kids have free reign to write and distribute messages that use offensive language and hateful speech. Recent high-profile cases of student bullying are just the latest examples of why we must crack down on these communication tools.\u003c!--more-->\u003c/li>\n\u003cli>Kids will just use them to \u003cstrong>play games\u003c/strong>. Hangman, Tic-Tac-Toe, word searches, crosswords, and now the latest craze: Sudoko. How can any student be expected to keep their mind on lessons when there are so many tempting distractions just a pen stroke away?\u003c/li>\n\u003cli>Fancy pens and pencils will cause \u003cstrong>jealousy\u003c/strong> and other problems. I remember in fifth grade when the girl who sat across from me came to school with a brand new pack of orange, sparkly pens that wrote in neon ink. Her father had brought them back as a souvenir from a recent trip to Florida. They were the coolest and I wanted them, but they were too expensive for me to just go out and buy. Wouldn’t it be better to nip those kinds of issue in the bud by instituting a widespread ban on pens in schools.\u003c/li>\n\u003cli>There are \u003cstrong>health\u003c/strong> concerns that can lead to bad habits. I think part of the reason I wore braces for six years stemmed from my lifelong habit of chewing pens and pencils. All that chomping in class had to affect my dental hygiene.\u003c/li>\n\u003cli>They lead to \u003cstrong>sedentary\u003c/strong> behavior. Have you ever seen a child running with a sharpened pencil? Or, writing a note while playing kickball? Writing and exercise don’t mix. The obesity crises is reaching epic levels. Let’s get pens and pencils out of our kid’s pudgy hands so they can get moving.\u003c/li>\n\u003cli>They can be used to \u003cstrong>embarrass teachers\u003c/strong>. Sure, no teacher wants to see their goofs show up on YouTube, but a skillfully done caricature can do as much or more damage than photos or video. At least cameras and video capture actual events, when students are given free reign to create images, text or stories about their teachers, there’s no limit to the damage they can do.\u003c/li>\n\u003c/ol>\n\u003cp>Let’s hope this blog post helps open people’s eyes to the danger of pens and pencils in schools. It’s high time someone spoke out in support of a ban on such hazardous tools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-14544\" href=\"http://ww2.kqed.org/mindshift/2011/08/10-reasons-to-ban-pens-and-pencils-in-the-class/photo-620x463/\">\u003cimg class=\"size-medium wp-image-14544\" title=\"pens\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/photo-620x463-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>A \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/\">classic tongue-in-cheek MindShift post\u003c/a> from last November is making the rounds on Twitter. For those who haven't seen it yet, I'm happy to repost here, just in time for back-to-school.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff0000;\">\u003cstrong>[A PARODY]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>By Katie Stansberry\u003c/h5>\n\u003cp>According to a recent \u003ca href=\"http://www.msnbc.msn.com/id/35063840/\">MSNBC article\u003c/a>, 69% of high school currently ban cell phones. But you’d be hard-pressed to find a school anywhere that has enacted a blanket ban on pens and pencils. Here are 10 reasons to reconsider the widespread acceptance of these distracting and potentially dangerous implements.\u003c/p>\n\u003col>\n\u003cli>Pens and pencils are \u003cstrong>distracting\u003c/strong>. The tapping, clicking, flipping and rolling can drive just about any teacher around the bend. I remember a happy indoor recess spent throwing newly sharpened pencils at the classroom ceiling trying to make them stick.\u003c/li>\n\u003cli>Writing implements are \u003cstrong>dangerous.\u003c/strong> I still have a small lump of lead imbedded in the soft, fleshy area between my thumb and pointer finger. It’s a souvenir from a mini-sword fight that occurred between my close friend and I in third grade. She won.\u003c/li>\n\u003cli>Pens can be used to \u003cstrong>cheat.\u003c/strong> Now that I’m at the head of a classroom instead of behind a desk, I’ve seen some ingenious cheating techniques. One student managed to write an entire history of media studies on the bottom of their shoe. I’ve also found forearms covered with vocabulary words, ankles tattooed with definitions, and hands dyed with smeared blue ink.\u003c/li>\n\u003cli>They are incredibly \u003cstrong>messy\u003c/strong>. Dusty pencil shavings litter the floor in many elementary classrooms and pens filled with liquid ink are just disasters waiting to happen. Have you ever tried to clean a child’s backpack after a pen broke at the bottom of the bag? No amount of scrubbing can get the dye completely out.\u003c/li>\n\u003cli>Pens and pencils can be used to \u003cstrong>bully\u003c/strong> kids. Those notes that pass from hand to hand across the rows of desks are often far more sinister than they appear. Thanks to the ubiquitous use of writing implements in schools, kids have free reign to write and distribute messages that use offensive language and hateful speech. Recent high-profile cases of student bullying are just the latest examples of why we must crack down on these communication tools.\u003c!--more-->\u003c/li>\n\u003cli>Kids will just use them to \u003cstrong>play games\u003c/strong>. Hangman, Tic-Tac-Toe, word searches, crosswords, and now the latest craze: Sudoko. How can any student be expected to keep their mind on lessons when there are so many tempting distractions just a pen stroke away?\u003c/li>\n\u003cli>Fancy pens and pencils will cause \u003cstrong>jealousy\u003c/strong> and other problems. I remember in fifth grade when the girl who sat across from me came to school with a brand new pack of orange, sparkly pens that wrote in neon ink. Her father had brought them back as a souvenir from a recent trip to Florida. They were the coolest and I wanted them, but they were too expensive for me to just go out and buy. Wouldn’t it be better to nip those kinds of issue in the bud by instituting a widespread ban on pens in schools.\u003c/li>\n\u003cli>There are \u003cstrong>health\u003c/strong> concerns that can lead to bad habits. I think part of the reason I wore braces for six years stemmed from my lifelong habit of chewing pens and pencils. All that chomping in class had to affect my dental hygiene.\u003c/li>\n\u003cli>They lead to \u003cstrong>sedentary\u003c/strong> behavior. Have you ever seen a child running with a sharpened pencil? Or, writing a note while playing kickball? Writing and exercise don’t mix. The obesity crises is reaching epic levels. Let’s get pens and pencils out of our kid’s pudgy hands so they can get moving.\u003c/li>\n\u003cli>They can be used to \u003cstrong>embarrass teachers\u003c/strong>. Sure, no teacher wants to see their goofs show up on YouTube, but a skillfully done caricature can do as much or more damage than photos or video. At least cameras and video capture actual events, when students are given free reign to create images, text or stories about their teachers, there’s no limit to the damage they can do.\u003c/li>\n\u003c/ol>\n\u003cp>Let’s hope this blog post helps open people’s eyes to the danger of pens and pencils in schools. It’s high time someone spoke out in support of a ban on such hazardous tools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_14527\" class=\"wp-caption left\" style=\"max-width: 287px\">\u003ca href=\"http://blogs.kqed.org/climatewatch/2011/01/29/citizen-science-the-iphone-app/\">\u003cimg class=\"size-full wp-image-14527\" title=\"Screen shot 2011-08-12 at 1.28.49 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png\" alt=\"\" width=\"287\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png 287w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-75x75.png 75w\" sizes=\"(max-width: 287px) 100vw, 287px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ken-ichi Ueda and Scott Loarie demonstrated the new iNaturalist iPhone app at Stanford's Jasper Ridge Biological Preserve\u003c/figcaption>\u003c/figure>\n\u003cp>It’s great to be a student these days. The opportunities to learn math, science, technology and engineering have come such a long way from the days of sitting through interminable hours of watching teachers solve equations and explain complicated theories on the chalkboard.\u003c/p>\n\u003cp>Witnessing how technology has redefined learning makes me wish I could start school all over again. Covering the subject of education innovation and the future of learning for \u003ca href=\"../\">MindShift\u003c/a>, I’m excited to see that the old model is changing. With access to a computer or mobile device, apps and websites, students can have a completely different learning experience – one that resonates within the digital world they live.\u003c/p>\n\u003cp>\u003cstrong>1. LOCAL AND GLOBAL COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The stereotypical image of a scientist is that of one who works long, solitary hours in a sealed lab sequestered from others. But most science research in the real world happens with lots of collaboration between researchers from across the globe. And the same scenario is happening in schools, too.\u003c/p>\n\u003cp>In schools like \u003ca href=\"../2011/01/napa-new-tech-school-of-the-future-is-here/\">Napa New Tech High\u003c/a> in Napa, Calif., students work in groups on projects for every subject they study. At \u003ca href=\"../2011/06/three-public-schools-a-study-in-contrast/\">Covington Elementary School\u003c/a> in Los Altos, Calif., students help each other figure out math problems they’re learning on the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> website. And when they’re stuck with a problem, their teacher Richard Julian steps in -- he doesn’t solve it for them, but helps them figure out how to solve it themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scientists are also collaborating with students, asking eager, young learners to help them gather data and conduct \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">research\u003c/a>. So when \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\">ornithologists \u003c/a>at Cornell University study breeding and nesting behavior, when \u003ca href=\"http://www.edutopia.org/charter-school-observatory-lewis\">NASA \u003c/a>researchers need an extra few thousand pairs of eyes on a telescope, and when biologists and gardeners investigate changes in \u003ca href=\"http://www.lostladybug.org/\">ladybug \u003c/a>populations, they ask K-12 students to participate in the research — often as part of their regular class curriculum.\u003c/p>\n\u003cp>Students are also working with each other and scientists across the globe on their own science projects, as with Tanya Katovich’s class in Palatine, Illinois. Katovich’s students connected to a radioactivity lab clear across the globe — a Geiger counter in Australia — to find out whether their \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">cell phones\u003c/a> are frying their brains. Now that’s worth learning!\u003c/p>\n\u003cp>\u003cstrong>2) ADDRESSING REAL-WORLD CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Studying a subject just for the sake of knowing it is no longer a viable reason to learn. Educators are realizing that connecting curriculum to what’s important to students in their daily lives, as well as to what’s meaningful in the real world, will motivate students to want to learn more.\u003c/p>\n\u003cp>That was the case with Tanya Katovich’s class, whose students were invested in learning the outcomes of whether sleeping with their cell phones under their pillows was harming them. Similarly, challenged with the task of finding engaging ways to measure asthmatic kids’ oxygen levels, a group of students at Microsoft’s \u003ca href=\"http://www.imaginecup.com/\">Imagine Cup\u003c/a> contest created a \u003ca href=\"../2011/07/a-student-built-game-attempts-to-improve-health/\">mobile game\u003c/a> that makes those annoying breathing tests more fun. The game connects the mobile phone to a spirometer, which controls Azmo, a fire-breathing dragon whose fiery breath destroys villages and castles.\u003c/p>\n\u003cp>Another student at the Imagine Cup created a \u003ca href=\"../2011/07/student-built-technology-helping-low-vision-students/\">tool \u003c/a>designed to help visually impaired students with taking notes in class.\u003c/p>\n\u003cp>With access to real data and real tools available online, students are able to draw their own conclusions and create their own problem-solving devices, giving them a glimpse into the world outside the confines of school, and making them responsible, contributing citizens of the world. Today, anyone can be an engineer.\u003c/p>\n\u003cp>\u003cstrong>3) TEXTBOOKS, BEGONE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>There will come a day when textbooks will no longer be the predominant source of learning in schools. That time is not as far off as you might think.\u003c/p>\n\u003cp>And it’s not just a matter of \u003ca href=\"../tag/digital-textbooks/\">digitizing textbooks\u003c/a>, though that’s the very first baby-step. Subjects like math, science and engineering are becoming untethered from print books and gaining new life in apps, games and websites.\u003c/p>\n\u003cp>\u003ca href=\"../tag/citizen-science/\">Citizen science\u003c/a> apps like \u003ca href=\"http://www.projectnoah.org/\">Project Noah\u003c/a>, \u003ca href=\"http://inaturalist.org/\">iNaturalist\u003c/a> and \u003ca href=\"http://www.thewildlab.org/\">The WildLab\u003c/a> are just a few mobile phone apps that encourage learners to gather scientific data in their surrounding environment and submit it to sites that use the information for everything from geo-tagging bird species to logging plants and animals.\u003c/p>\n\u003cp>Not to mention sites that teach students how to program and \u003ca href=\"../2011/06/preventing-the-summer-slide-with-diy-tech-and-science-projects\">build robots\u003c/a>, \u003ca href=\"../tag/motion-math\">motion-sensor apps\u003c/a> that teach fractions, and apps that \u003ca href=\"../2010/10/get-a-hobby-astronomy-apps/\">chart the stars\u003c/a> for astronomy buffs.\u003c/p>\n\u003cp>With tools like \u003ca href=\"http://sketchup.google.com/\">Sketchup\u003c/a>, students can design and create anything in their imagination. With sites like Microsoft’s \u003ca href=\"http://www.worldwidetelescope.org/Home.aspx\">WorldWide Telescope\u003c/a> and \u003ca href=\"http://www.google.com/earth/index.html\">Google Earth\u003c/a>, they can virtually explore every part of the world from their own classrooms or bedrooms.\u003c/p>\n\u003cp>These examples just barely scratch the surface of the types of innovations that are happening in STEM education. As technology becomes more sophisticated, so will the young minds that harness it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally written for NBC's Education Nation blog called \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=00D30BAE-C425-11E0-A76D000C296BA163&aka=0\">The Learning Curve\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14527\" class=\"wp-caption left\" style=\"max-width: 287px\">\u003ca href=\"http://blogs.kqed.org/climatewatch/2011/01/29/citizen-science-the-iphone-app/\">\u003cimg class=\"size-full wp-image-14527\" title=\"Screen shot 2011-08-12 at 1.28.49 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png\" alt=\"\" width=\"287\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png 287w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-75x75.png 75w\" sizes=\"(max-width: 287px) 100vw, 287px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ken-ichi Ueda and Scott Loarie demonstrated the new iNaturalist iPhone app at Stanford's Jasper Ridge Biological Preserve\u003c/figcaption>\u003c/figure>\n\u003cp>It’s great to be a student these days. The opportunities to learn math, science, technology and engineering have come such a long way from the days of sitting through interminable hours of watching teachers solve equations and explain complicated theories on the chalkboard.\u003c/p>\n\u003cp>Witnessing how technology has redefined learning makes me wish I could start school all over again. Covering the subject of education innovation and the future of learning for \u003ca href=\"../\">MindShift\u003c/a>, I’m excited to see that the old model is changing. With access to a computer or mobile device, apps and websites, students can have a completely different learning experience – one that resonates within the digital world they live.\u003c/p>\n\u003cp>\u003cstrong>1. LOCAL AND GLOBAL COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The stereotypical image of a scientist is that of one who works long, solitary hours in a sealed lab sequestered from others. But most science research in the real world happens with lots of collaboration between researchers from across the globe. And the same scenario is happening in schools, too.\u003c/p>\n\u003cp>In schools like \u003ca href=\"../2011/01/napa-new-tech-school-of-the-future-is-here/\">Napa New Tech High\u003c/a> in Napa, Calif., students work in groups on projects for every subject they study. At \u003ca href=\"../2011/06/three-public-schools-a-study-in-contrast/\">Covington Elementary School\u003c/a> in Los Altos, Calif., students help each other figure out math problems they’re learning on the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> website. And when they’re stuck with a problem, their teacher Richard Julian steps in -- he doesn’t solve it for them, but helps them figure out how to solve it themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Scientists are also collaborating with students, asking eager, young learners to help them gather data and conduct \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">research\u003c/a>. So when \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\">ornithologists \u003c/a>at Cornell University study breeding and nesting behavior, when \u003ca href=\"http://www.edutopia.org/charter-school-observatory-lewis\">NASA \u003c/a>researchers need an extra few thousand pairs of eyes on a telescope, and when biologists and gardeners investigate changes in \u003ca href=\"http://www.lostladybug.org/\">ladybug \u003c/a>populations, they ask K-12 students to participate in the research — often as part of their regular class curriculum.\u003c/p>\n\u003cp>Students are also working with each other and scientists across the globe on their own science projects, as with Tanya Katovich’s class in Palatine, Illinois. Katovich’s students connected to a radioactivity lab clear across the globe — a Geiger counter in Australia — to find out whether their \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">cell phones\u003c/a> are frying their brains. Now that’s worth learning!\u003c/p>\n\u003cp>\u003cstrong>2) ADDRESSING REAL-WORLD CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Studying a subject just for the sake of knowing it is no longer a viable reason to learn. Educators are realizing that connecting curriculum to what’s important to students in their daily lives, as well as to what’s meaningful in the real world, will motivate students to want to learn more.\u003c/p>\n\u003cp>That was the case with Tanya Katovich’s class, whose students were invested in learning the outcomes of whether sleeping with their cell phones under their pillows was harming them. Similarly, challenged with the task of finding engaging ways to measure asthmatic kids’ oxygen levels, a group of students at Microsoft’s \u003ca href=\"http://www.imaginecup.com/\">Imagine Cup\u003c/a> contest created a \u003ca href=\"../2011/07/a-student-built-game-attempts-to-improve-health/\">mobile game\u003c/a> that makes those annoying breathing tests more fun. The game connects the mobile phone to a spirometer, which controls Azmo, a fire-breathing dragon whose fiery breath destroys villages and castles.\u003c/p>\n\u003cp>Another student at the Imagine Cup created a \u003ca href=\"../2011/07/student-built-technology-helping-low-vision-students/\">tool \u003c/a>designed to help visually impaired students with taking notes in class.\u003c/p>\n\u003cp>With access to real data and real tools available online, students are able to draw their own conclusions and create their own problem-solving devices, giving them a glimpse into the world outside the confines of school, and making them responsible, contributing citizens of the world. Today, anyone can be an engineer.\u003c/p>\n\u003cp>\u003cstrong>3) TEXTBOOKS, BEGONE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>There will come a day when textbooks will no longer be the predominant source of learning in schools. That time is not as far off as you might think.\u003c/p>\n\u003cp>And it’s not just a matter of \u003ca href=\"../tag/digital-textbooks/\">digitizing textbooks\u003c/a>, though that’s the very first baby-step. Subjects like math, science and engineering are becoming untethered from print books and gaining new life in apps, games and websites.\u003c/p>\n\u003cp>\u003ca href=\"../tag/citizen-science/\">Citizen science\u003c/a> apps like \u003ca href=\"http://www.projectnoah.org/\">Project Noah\u003c/a>, \u003ca href=\"http://inaturalist.org/\">iNaturalist\u003c/a> and \u003ca href=\"http://www.thewildlab.org/\">The WildLab\u003c/a> are just a few mobile phone apps that encourage learners to gather scientific data in their surrounding environment and submit it to sites that use the information for everything from geo-tagging bird species to logging plants and animals.\u003c/p>\n\u003cp>Not to mention sites that teach students how to program and \u003ca href=\"../2011/06/preventing-the-summer-slide-with-diy-tech-and-science-projects\">build robots\u003c/a>, \u003ca href=\"../tag/motion-math\">motion-sensor apps\u003c/a> that teach fractions, and apps that \u003ca href=\"../2010/10/get-a-hobby-astronomy-apps/\">chart the stars\u003c/a> for astronomy buffs.\u003c/p>\n\u003cp>With tools like \u003ca href=\"http://sketchup.google.com/\">Sketchup\u003c/a>, students can design and create anything in their imagination. With sites like Microsoft’s \u003ca href=\"http://www.worldwidetelescope.org/Home.aspx\">WorldWide Telescope\u003c/a> and \u003ca href=\"http://www.google.com/earth/index.html\">Google Earth\u003c/a>, they can virtually explore every part of the world from their own classrooms or bedrooms.\u003c/p>\n\u003cp>These examples just barely scratch the surface of the types of innovations that are happening in STEM education. As technology becomes more sophisticated, so will the young minds that harness it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally written for NBC's Education Nation blog called \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=00D30BAE-C425-11E0-A76D000C296BA163&aka=0\">The Learning Curve\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003cstrong>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cogdog/4393797546/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14471\" title=\"Road to the Horizon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/4393797546_103d415bf5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong>By Anne Raith\u003c/strong>\u003c/h5>\n\u003cp>\u003cstrong> \u003c/strong>Does school prepare students for life?\u003c/p>\n\u003cp>Not necessarily, \u003ca href=\"http://blogs.wsj.com/venturecapital/2011/08/03/airy-labs-founder-on-higher-education-bubble-vs-real-world/\">young entrepreneur Andrew Hsu\u003c/a> might say.\u003c/p>\n\u003cp>“At Stanford, I took every business course I could get my hands on. But I’ve actually found interestingly, that they weren’t that useful,” says the 20-year-old, who holds three college degrees in in Neurobiology, Biochemistry and Chemistry. “There was tons of stuff that I had to learn on the fly.”\u003c/p>\n\u003cp>After having left grad school, Hsu launched his own startup, \u003ca href=\"http://airylabs.com/\">Airy Labs,\u003c/a> where he develops social learning games for kids. Last week, Airy Labs \u003ca href=\"http://www.pehub.com/114331/airy-labs-raises-15m/\">secured $1.5 million\u003c/a> in seed funding. Hsu is what you would call a wunderkind, and one of the \u003ca href=\"http://thielfoundation.org/index.php?option=com_content&view=article&id=15&Itemid=19\">Thiel Fellows\u003c/a> who \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">received $100,000\u003c/a> from Paypal founder Peter Thiel, to launch a startup. “My background isn’t normal,” he admits, “but starting a start-up very young is quite common in Silicon Valley.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"These young entrepreneurs have to learn all these skills now, not when they’re 20.”\u003c/aside>\n\u003cp>\u003ca href=\"http://teensintech.com/\">Teens in Tech\u003c/a>, located in Palo Alto, not far away from Hsu’s office, seems to prove this. The \u003ca href=\"http://teensintech.com/conference/\">Teens in Tech Incubator Program\u003c/a> helps teenagers launch their own startup. Over the course of eight weeks, young entrepreneurs learn all they have to know about economics, marketing and fundraising. At his ripe old age, Hsu is now a mentor involved with this group, helping to prepare teenagers for this competitive and fast-moving industry.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When I started my first company when I was 14, I had nobody who helped me, nobody who held my hand. I had to learn everything the hard way,” says Daniel Brusilovsky, the founder of Teens in Tech, explaining why launched the organization\u003cem>.\u003c/em> “These young entrepreneurs have to learn all these skills now, not when they’re 20,” the 18-year-old says.\u003c!--more-->\u003c/p>\n\u003cp>On Friday the Incubator Program ended with a conference at which Hsu gave a speech, as did veterans like Michael Simmons. Simmons worked as a developer for Apple for more than 10 years before he had the courage to launch his own company.\u003c/p>\n\u003cp>“It’s incredible. I look back and wonder if, had I started the company then, would it be the same as now?” he says. “And of course I’ll never know the answer. But I do know one thing: All the experience I got working at Apple and all the other companies helped me build my knowledge.” He told his audience that entrepreneurship can certainly be fun, but it’s also a combination of hard work, luck and passion.\u003c/p>\n\u003cp>Matt Linton is one of the teens that attended the Incubator Program. The past eight weeks he and two others worked on their Project Zombie Survival, a computer game that will be available as a free app soon.\u003c/p>\n\u003cp>“The mentors helped us in all aspects: business, marketing, how to make money…everything. It was great talking to them,” Linton said. The 15-year-old hopes that his still-small company will be well-known one day.\u003c/p>\n\u003cp>Regardless of Hsu’s opinions of the value of college, Linton has no doubt he’ll attend.\u003c/p>\n\u003cp>“Definitely! College is fantastic. I hope that this will give me a bonus over the other kids,” he said. Although one degree might be enough.\u003c/p>\n\u003cp>\u003cem>Anne Raith works as a host and editor with German Public Radio \"Deutschlandfunk.\" She's stationed at KQED during her \u003ca href=\"http://www.icfj.org/OurWork/Fellowships/BurnsFellowships/tabid/207/Default.aspx\">Arthur F. Burns fellowship\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cstrong>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cogdog/4393797546/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14471\" title=\"Road to the Horizon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/4393797546_103d415bf5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong>By Anne Raith\u003c/strong>\u003c/h5>\n\u003cp>\u003cstrong> \u003c/strong>Does school prepare students for life?\u003c/p>\n\u003cp>Not necessarily, \u003ca href=\"http://blogs.wsj.com/venturecapital/2011/08/03/airy-labs-founder-on-higher-education-bubble-vs-real-world/\">young entrepreneur Andrew Hsu\u003c/a> might say.\u003c/p>\n\u003cp>“At Stanford, I took every business course I could get my hands on. But I’ve actually found interestingly, that they weren’t that useful,” says the 20-year-old, who holds three college degrees in in Neurobiology, Biochemistry and Chemistry. “There was tons of stuff that I had to learn on the fly.”\u003c/p>\n\u003cp>After having left grad school, Hsu launched his own startup, \u003ca href=\"http://airylabs.com/\">Airy Labs,\u003c/a> where he develops social learning games for kids. Last week, Airy Labs \u003ca href=\"http://www.pehub.com/114331/airy-labs-raises-15m/\">secured $1.5 million\u003c/a> in seed funding. Hsu is what you would call a wunderkind, and one of the \u003ca href=\"http://thielfoundation.org/index.php?option=com_content&view=article&id=15&Itemid=19\">Thiel Fellows\u003c/a> who \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">received $100,000\u003c/a> from Paypal founder Peter Thiel, to launch a startup. “My background isn’t normal,” he admits, “but starting a start-up very young is quite common in Silicon Valley.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"These young entrepreneurs have to learn all these skills now, not when they’re 20.”\u003c/aside>\n\u003cp>\u003ca href=\"http://teensintech.com/\">Teens in Tech\u003c/a>, located in Palo Alto, not far away from Hsu’s office, seems to prove this. The \u003ca href=\"http://teensintech.com/conference/\">Teens in Tech Incubator Program\u003c/a> helps teenagers launch their own startup. Over the course of eight weeks, young entrepreneurs learn all they have to know about economics, marketing and fundraising. At his ripe old age, Hsu is now a mentor involved with this group, helping to prepare teenagers for this competitive and fast-moving industry.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When I started my first company when I was 14, I had nobody who helped me, nobody who held my hand. I had to learn everything the hard way,” says Daniel Brusilovsky, the founder of Teens in Tech, explaining why launched the organization\u003cem>.\u003c/em> “These young entrepreneurs have to learn all these skills now, not when they’re 20,” the 18-year-old says.\u003c!--more-->\u003c/p>\n\u003cp>On Friday the Incubator Program ended with a conference at which Hsu gave a speech, as did veterans like Michael Simmons. Simmons worked as a developer for Apple for more than 10 years before he had the courage to launch his own company.\u003c/p>\n\u003cp>“It’s incredible. I look back and wonder if, had I started the company then, would it be the same as now?” he says. “And of course I’ll never know the answer. But I do know one thing: All the experience I got working at Apple and all the other companies helped me build my knowledge.” He told his audience that entrepreneurship can certainly be fun, but it’s also a combination of hard work, luck and passion.\u003c/p>\n\u003cp>Matt Linton is one of the teens that attended the Incubator Program. The past eight weeks he and two others worked on their Project Zombie Survival, a computer game that will be available as a free app soon.\u003c/p>\n\u003cp>“The mentors helped us in all aspects: business, marketing, how to make money…everything. It was great talking to them,” Linton said. The 15-year-old hopes that his still-small company will be well-known one day.\u003c/p>\n\u003cp>Regardless of Hsu’s opinions of the value of college, Linton has no doubt he’ll attend.\u003c/p>\n\u003cp>“Definitely! College is fantastic. I hope that this will give me a bonus over the other kids,” he said. Although one degree might be enough.\u003c/p>\n\u003cp>\u003cem>Anne Raith works as a host and editor with German Public Radio \"Deutschlandfunk.\" She's stationed at KQED during her \u003ca href=\"http://www.icfj.org/OurWork/Fellowships/BurnsFellowships/tabid/207/Default.aspx\">Arthur F. Burns fellowship\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>While Americans \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">debate whether higher education is worth its steep cost\u003c/a>, another movement is quietly taking hold: microfinancing college tuition for students around the world.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14397\" href=\"http://ww2.kqed.org/mindshift/2011/08/investing-in-students-and-in-education-globally/vittana_ss/\">\u003cimg class=\"alignleft size-medium wp-image-14397\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Vittana_ss-300x187.jpg\" alt=\"\" width=\"300\" height=\"187\">\u003c/a> Though microfinancing is usually referred to funding small businesses abroad, the Seattle-based non-profit \u003ca href=\"http://vittana.org/\">Vittana\u003c/a> aims to help students around the world attend post-secondary schools. Rather than lending to individual entrepreneurs, donors offer to pay for students' tuition. You can visit the Vittana website, view students' profiles and educational plans, and loan them small amounts -- $25 or $50 for example -- to pay for their tuition.\u003c/p>\n\u003cp>At the beginning of the year, Vittana operated in 10 countries. It's now expanded to 15 and plans to hit 18 by the end of the year. Its loan volume has increased accordingly, and 99% of the students have repaid their loans.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Young people are bankable.\"\u003c/aside>\n\u003cp>According to Vittana CEO and founder Kushal Chakrabarti, it's an effort to demonstrate that \"young people are bankable.\" By investing in students' education -- a \"sustainable investment,\" notes Chakrabarti -- Vittana helps connect students to economic and employment opportunities. \u003c!--more-->\u003c/p>\n\u003cp>There are no governmental student loan or financial aid programs in most of these students' countries represented on the site. Either they can afford tuition or they can't. And most young people simply can't. In fact, only about one out of every eight young people in developing countries can afford even to finish school. But with just one year of education post-high school, the students who've received Vittana loans have, on average, been able to exponentially increase their income -- from earning $3 a day to earning $8 a day, \u003ca href=\"http://vittana.org/howitworks\">according to the site\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Vittana has launched a new campaign today, asking people to address \"\u003ca href=\"http://www.vittana.org/what-does-education-mean-to-you\">What does education mean to you?\u003c/a>\" With all the discussion about how we need to rethink elements of the education system -- in the U.S. and elsewhere -- it's important to remember that for most people around the world, education is not just a privilege, it's a necessity.\u003c/p>\n\n",
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"content": "\u003cp>\u003cobject width=\"526\" height=\"374\">\u003cparam name=\"movie\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talk/stream/2009/Blank/GeverTulley_2009-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/GeverTulley-2009.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=588&lang=&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=gever_tulley_s_tinkering_school_in_action;year=2009;theme=art_unusual;theme=speaking_at_ted2009;theme=the_creative_spark;theme=design_like_you_give_a_damn;theme=ted_in_3_minutes;theme=how_we_learn;theme=tales_of_invention;event=TED2009;tag=children;tag=development;tag=education;tag=innovation;tag=invention;tag=tedbooks;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cembed type=\"application/x-shockwave-flash\" width=\"526\" height=\"374\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" pluginspace=\"http://www.macromedia.com/go/getflashplayer\" wmode=\"transparent\" bgcolor=\"#ffffff\" allowfullscreen=\"true\" allowscriptaccess=\"always\" flashvars=\"vu=http://video.ted.com/talk/stream/2009/Blank/GeverTulley_2009-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/GeverTulley-2009.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=588&lang=&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=gever_tulley_s_tinkering_school_in_action;year=2009;theme=art_unusual;theme=speaking_at_ted2009;theme=the_creative_spark;theme=design_like_you_give_a_damn;theme=ted_in_3_minutes;theme=how_we_learn;theme=tales_of_invention;event=TED2009;tag=children;tag=development;tag=education;tag=innovation;tag=invention;tag=tedbooks;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>Check out Gever Tulley's \u003ca href=\"http://www.ted.com/talks/gever_tulley_s_tinkering_school_in_action.html\">TED Talk\u003c/a> about the importance of tinkering. \u003ca href=\"http://ww2.kqed.org/mindshift/?p=12830\">Read more about Brightworks\u003c/a>, Tulley's San Francisco school, which opens this fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"disqusTitle": "Brightworks: A School that Rethinks School",
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"content": "\u003cdiv id=\"attachment_12884\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/tinkering-unlimited/4401797531\">\u003cimg class=\"size-medium wp-image-12884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/4401797531_881c664e30_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a> \n\u003cp class=\"wp-media-credit\">Flickr: tinkering-unlimited\u003c/p>\n\u003c/div>\n\u003cp>At \u003ca href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.\u003c/p>\n\u003cp>Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share with the school, the community, and – via the Brightworks website – the world.\u003c/p>\n\u003cp>Brightworks is co-founded by \u003ca href=\"http://gevertulley.com/\" target=\"_blank\">Gever Tulley\u003c/a>, creator of \u003ca href=\"http://www.tinkeringschool.com/\" target=\"_blank\">Tinkering School\u003c/a> (a sleepover summer camp where kids explore and build things) and author of \u003cem>\u003ca href=\"http://www.fiftydangerousthings.com/\">50 Dangerous Things You Should Let Your Kids Do\u003c/a>\u003c/em>, and Bryan Welch, director of \u003ca href=\"http://acurious.org\" target=\"_blank\">A Curious Summer\u003c/a> (theme-based workshops for kids that spark curiosity and critical thinking).\u003c/p>\n\u003cp>The philosophy at Brightworks builds on the approaches to learning that Tulley and Welch have developed and tested through their respective summer programs, and the premise is simple: Get students passionate about something (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">The Nine Tenets of Passion-Based Learning\u003c/a> to learn more\"), then set them loose to explore and enact that passion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We will pickle these children in curiosity.\"\u003c/aside>\n\u003cp>\"What's been happening with A Curious Summer since I've been running it,\" says Welch, who co-founded the program with Marina McDougall, art projects director at the \u003ca href=\"http://www.exploratorium.edu/\" target=\"_blank\">Exploratorium\u003c/a>, \"is that we will pickle these children in curiosity. We'll get calls from parents months after the camp, saying, 'After taking your workshop in stop-motion and photography, my child can't stop playing with optics.' It can be problematic, even: Kids go back to school pickled in curiosity and that might supercede what they're being offered at school. So I felt like, wouldn't it serve our children better if we could then give them tools and materials and let them do their own work?\"\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14214\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14214\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/leaping-into-the-void/\">\u003cimg class=\"size-medium wp-image-14214\" title=\"Leaping Into The Void\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/08-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Isaac is determined to leave the ground, by any means necessary. Aka - jumping.\u003c/figcaption>\u003c/figure>\n\u003cp>He thought that Tinkering School could benefit, if prior to arriving, children could develop a passion on a certain theme at A Curious Summer and drive the tinkering themselves. \"At Tinkering School, children arrive not knowing what they're going to do,\" says Welch. \"Gever whips off the tablecloth and says, 'These are the tools and materials I challenge you with and this is what I challenge you to build.' But wouldn't it be better if the children said, 'We challenge ourselves'?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The result of this fusion is Brightworks, a school where children will get to spark their enthusiasm on a certain theme and tinker with it year-round, using what Tulley and Welch call \u003ca href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">\"the Brightworks arc,\"\u003c/a> a curriculum with three phases: 1) exploration, 2) expression, and 3) exposition.\u003c/p>\n\u003cp>This means that if the year's theme is \"wind,\" for instance, Brightworks students will look at wind from many disciplines and angles, such as meteorology, wind instruments, wind as an element in the body in Chinese medicine, sailing as a method of wind-powered transportation, or nautical history and the way wind has fueled colonialism and changed the way languages and cultures interact in the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\"\u003c/aside>\n\u003cp>The teachers (or \"collaborators,\" as they'll be called at Brightworks) will populate this vast thematic landscape with exploratory activities and professional expertise. \"Let's bring in a pilot. Let's bring in a kite flyer. Let's bring in a wind musician,\" says Welch. \"And we want them to bring the real tools and materials that they use\" in their careers in an effort to \"dismantle the membrane that so often in traditional schools keeps children and expertise separate.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14215\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/attachment/14/\">\u003cimg class=\"alignright size-medium wp-image-14215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/14-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>The project that the students subsequently design, Welch says, can be absolutely anything that deepens their understanding of the theme – from building a sailboat to writing a rock opera about Amelia Earhart. \"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\" he says.\u003c/p>\n\u003cp>And in the third phase, students will share their work with a \"legitimate audience\" – not just their classmates, but also, for instance, the elderly at a local assisted living center, a class of kindergartners, or students at U.C. Berkeley's Graduate School of Education.\u003c/p>\n\u003cp>The school, though private, will offer sliding-scale tuition to every applicant, effectively allowing for half the tuition to be given away. And the hope is that as soon as things get rolling, Brightworks will be able to offer sliding-scale after school programs, workshops, and night classes for children and adults in the neighborhood, too.\u003c/p>\n\u003cp>Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. \"We don't scale well at all,\" says Welch.\u003c/p>\n\u003cp>But they plan to replicate through offering their curriculum as an open-source platform online and building their reputation throughout San Francisco. This is something they're already doing. Tulley and Welch have already received plenty of calls from other educators asking how they could build their own Brightworks school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, Welch says, the development of the school's structure was hugely influenced by the nearly 200 home visits he made to explain its mission and methods to local parents. \"We've created, in dialogue with these families, a much more full-fleshed version of our school,\" he says. And at this point, \"it's as full-fleshed as it can be for a school that hasn't started yet.\"\u003c/p>\n\n",
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"headline": "Brightworks: A School that Rethinks School",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_12884\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/tinkering-unlimited/4401797531\">\u003cimg class=\"size-medium wp-image-12884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/4401797531_881c664e30_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a> \n\u003cp class=\"wp-media-credit\">Flickr: tinkering-unlimited\u003c/p>\n\u003c/div>\n\u003cp>At \u003ca href=\"http://sfbrightworks.org\" target=\"_blank\">Brightworks\u003c/a>, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.\u003c/p>\n\u003cp>Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they'll share with the school, the community, and – via the Brightworks website – the world.\u003c/p>\n\u003cp>Brightworks is co-founded by \u003ca href=\"http://gevertulley.com/\" target=\"_blank\">Gever Tulley\u003c/a>, creator of \u003ca href=\"http://www.tinkeringschool.com/\" target=\"_blank\">Tinkering School\u003c/a> (a sleepover summer camp where kids explore and build things) and author of \u003cem>\u003ca href=\"http://www.fiftydangerousthings.com/\">50 Dangerous Things You Should Let Your Kids Do\u003c/a>\u003c/em>, and Bryan Welch, director of \u003ca href=\"http://acurious.org\" target=\"_blank\">A Curious Summer\u003c/a> (theme-based workshops for kids that spark curiosity and critical thinking).\u003c/p>\n\u003cp>The philosophy at Brightworks builds on the approaches to learning that Tulley and Welch have developed and tested through their respective summer programs, and the premise is simple: Get students passionate about something (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/nine-tenets-of-passion-based-learning/\">The Nine Tenets of Passion-Based Learning\u003c/a> to learn more\"), then set them loose to explore and enact that passion.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We will pickle these children in curiosity.\"\u003c/aside>\n\u003cp>\"What's been happening with A Curious Summer since I've been running it,\" says Welch, who co-founded the program with Marina McDougall, art projects director at the \u003ca href=\"http://www.exploratorium.edu/\" target=\"_blank\">Exploratorium\u003c/a>, \"is that we will pickle these children in curiosity. We'll get calls from parents months after the camp, saying, 'After taking your workshop in stop-motion and photography, my child can't stop playing with optics.' It can be problematic, even: Kids go back to school pickled in curiosity and that might supercede what they're being offered at school. So I felt like, wouldn't it serve our children better if we could then give them tools and materials and let them do their own work?\"\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14214\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14214\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/leaping-into-the-void/\">\u003cimg class=\"size-medium wp-image-14214\" title=\"Leaping Into The Void\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/08-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Isaac is determined to leave the ground, by any means necessary. Aka - jumping.\u003c/figcaption>\u003c/figure>\n\u003cp>He thought that Tinkering School could benefit, if prior to arriving, children could develop a passion on a certain theme at A Curious Summer and drive the tinkering themselves. \"At Tinkering School, children arrive not knowing what they're going to do,\" says Welch. \"Gever whips off the tablecloth and says, 'These are the tools and materials I challenge you with and this is what I challenge you to build.' But wouldn't it be better if the children said, 'We challenge ourselves'?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The result of this fusion is Brightworks, a school where children will get to spark their enthusiasm on a certain theme and tinker with it year-round, using what Tulley and Welch call \u003ca href=\"http://sfbrightworks.org/the-brightworks-arc/\" target=\"_blank\">\"the Brightworks arc,\"\u003c/a> a curriculum with three phases: 1) exploration, 2) expression, and 3) exposition.\u003c/p>\n\u003cp>This means that if the year's theme is \"wind,\" for instance, Brightworks students will look at wind from many disciplines and angles, such as meteorology, wind instruments, wind as an element in the body in Chinese medicine, sailing as a method of wind-powered transportation, or nautical history and the way wind has fueled colonialism and changed the way languages and cultures interact in the world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\"\u003c/aside>\n\u003cp>The teachers (or \"collaborators,\" as they'll be called at Brightworks) will populate this vast thematic landscape with exploratory activities and professional expertise. \"Let's bring in a pilot. Let's bring in a kite flyer. Let's bring in a wind musician,\" says Welch. \"And we want them to bring the real tools and materials that they use\" in their careers in an effort to \"dismantle the membrane that so often in traditional schools keeps children and expertise separate.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14215\" href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/attachment/14/\">\u003cimg class=\"alignright size-medium wp-image-14215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/14-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>The project that the students subsequently design, Welch says, can be absolutely anything that deepens their understanding of the theme – from building a sailboat to writing a rock opera about Amelia Earhart. \"The kingdom of childhood is this place where we can actually support this incredibly experimental work,\" he says.\u003c/p>\n\u003cp>And in the third phase, students will share their work with a \"legitimate audience\" – not just their classmates, but also, for instance, the elderly at a local assisted living center, a class of kindergartners, or students at U.C. Berkeley's Graduate School of Education.\u003c/p>\n\u003cp>The school, though private, will offer sliding-scale tuition to every applicant, effectively allowing for half the tuition to be given away. And the hope is that as soon as things get rolling, Brightworks will be able to offer sliding-scale after school programs, workshops, and night classes for children and adults in the neighborhood, too.\u003c/p>\n\u003cp>Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. \"We don't scale well at all,\" says Welch.\u003c/p>\n\u003cp>But they plan to replicate through offering their curriculum as an open-source platform online and building their reputation throughout San Francisco. This is something they're already doing. Tulley and Welch have already received plenty of calls from other educators asking how they could build their own Brightworks school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, Welch says, the development of the school's structure was hugely influenced by the nearly 200 home visits he made to explain its mission and methods to local parents. \"We've created, in dialogue with these families, a much more full-fleshed version of our school,\" he says. And at this point, \"it's as full-fleshed as it can be for a school that hasn't started yet.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/mikebaird/5356324450/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14112\" title=\"Surfer flipping on a top turn\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5356324450_67866bf101-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca title=\"Posts by Shelley Wright\" rel=\"author\" href=\"http://plpnetwork.com/author/shelley-wright/\">Shelley Wright\u003c/a>\n\u003c/p>\u003cp>I love the flip. I do. And I realize by saying this I’m making a controversial statement. I believe if used judiciously, in the right context, the flip can free up valuable class time and provide the background knowledge that is fundamental for students to then go forward and wrestle with higher order thinking.\u003c/p>\n\u003cp>The flip that I’m talking about is the flipped classroom or reverse instruction. It’s called the flip because, essentially, it reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs. Lectures are viewed at home by students, via videos or podcasts, and class time is devoted to assignments or projects based on this knowledge. It’s different from traditional homework because students know that we won’t spend the next class period going over the content they’ve engaged with at home. Instead, we’ll use it as a springboard into deeper discussion and activities. Brilliant.\u003c/p>\n\u003cp>As much as I like the flip, I don’t believe that it’s the savior of education (or the epitome of evil) as some would suggest. The point of the flip is to capture more of the time when teacher and students are together for deeper learning — to create more opportunities to apply knowledge and skills to challenging in-class assignments. Bottom line: it’s not always the right instructional choice, it’s only one tool in our educational repertoire. But it can be a powerful one.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Bottom line: It’s not always the right instructional choice, it’s only one tool in our educational repertoire. But it can be a powerful one.\u003c/aside>\n\u003cp>Some believe that the flip is somehow designed to replace teachers. I think that’s only possible if you think the most important, or sole, job that I perform in my classroom is content dispenser. I don’t believe that at all.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As a teacher, my job is to facilitate my students’ acquisition of skills and understanding. I do that using different kinds of content. I also challenge them, encourage them, believe in them, love them, and offer correction when necessary. The most important thing I do in my classroom is show students how to dig deep, solve problems, and reflect carefully on the constant stream of information that inundates us all. At the same time, I’m modelling important learning skills that they’ll need for the rest of their lives.\u003c!--more-->\u003c/p>\n\u003cp>I think the flip is only as good as the teacher who performs it. I suppose it’s possible to abuse the flip, and use it to abdicate your responsibility as a teacher by assigning videos or podcasts every night. But my guess is that the same teachers who would do this are already showing an endless stream of videos to their classes anyway. That’s a teacher problem, not a problem with the strategy itself. A great teacher knows how to use videos to augment student knowledge or rouse curiosity.\u003c/p>\n\u003ch4>How Can We Flip Successfully?\u003c/h4>\n\u003cp>I think in bite-sized chunks.\u003c/p>\n\u003cp>For me, inquiry learning is where it’s at. I don’t believe in assigning videos every night as a substitute for my own lecturing. To me, that’s simply the traditional classroom rearranged, not flipped. I use the flip when my students need to absorb a few chunks of new information to continue learning. I don’t use it to front-load information at the beginning of a unit. I think that can rob students of the experience of authentically building knowledge and skills as they encounter new concepts.\u003c/p>\n\u003cp>My science classes are one place where I can, at times, introduce chunks of new information for home study and then use interactive labs and activities in class so that my students have to wrestle deeply with concepts they’ve just been introduced to. But not always. While I wish I taught in a world that allows my students to discover everything by inquiry, I don’t. I teach chemistry and biology; both are classes that are content dense. Until that changes, there are times I need to teach concepts through direct instruction.\u003c/p>\n\u003cp>That said, many times the flip can help me keep up the pace in science classes by allowing students who are struggling with new material to watch and re-watch the parts of the concept outside of class. I’ve had students who are ecstatic because they can learn at their own pace at home. During class time I’m able to interact with every student, and target those who are \u003cem>really\u003c/em> struggling with extra time, which is not something that happened when I taught in a more traditional way.\u003c/p>\n\u003ch4>How Do I Use the Flip?\u003c/h4>\n\u003cp>I use flip time to create curiosity in my students. This video is an example. When I assign it, I ask, “With the knowledge that you have, try to explain why you think this happened?”\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>http://youtu.be/sNdijknRxfU\u003c/p>\n\u003cp>You can see from the video why I don’t hand out dollops of Cesium to my students! I find, especially in Chemistry, that my students come to the subject lacking much of the background knowledge essential to advance their learning. They’re also often limited in their ability to create models and “talk” science.\u003c/p>\n\u003cp>Part of the way I help them learn requires me to determine their ability to construct a conceptual framework from their observations. After they’ve watched this video, and tried to create a plausible reason for why it occurred, we’ll begin class the next day by discussing the theories they’ve come up with. (This gives me a lot of information about where each student is on the concept-creation continuum.) From their theories, we’ll create models, through collaboration, that we can test.\u003c/p>\n\u003cp>I’ve also used the flip after we’ve spent class time learning through inquiry. I might assign a video that pulls together all that we’ve learned. Does every student need to watch it? Not necessarily. Students who thoroughly understand a concept can decide that for themselves. But those who are still struggling with the ideas, after we’ve examined them for an hour, can watch the video, take notes, and see if they can pull it all together. In the past I might have referred struggling students to a summary in the textbook for review at home. On their own time, they’re much more likely to watch and benefit from a good visual demonstration.\u003c/p>\n\u003cp>My students also enjoy watching TED videos, so at times they’re assigned a TED talk, often of a leading scientist or thinker, to expand their appreciation for how science or other knowledge is applied. Using the flip, I can target these to particular student interests and expose them to learning opportunities that I’d never have time to offer during our daily jam-packed class periods.\u003c/p>\n\u003cp>\u003cem>None of this is passive learning.\u003c/em> My students are required to interact with the knowledge that is being presented to them. The videos are posted on our wiki, which now serves as our digital textbook. Our wiki is custom-designed to support what we’re learning. Students can then respond with either a blog post sharing their thoughts, or through interaction with their peers in a wiki discussion tab.\u003c/p>\n\u003ch4>Flipping school\u003c/h4>\n\u003cp>While some are sounding the alarm, I think the flip makes good sense. It helps teachers make the most of class time to deeply engage our students \u003cem>in community\u003c/em>. As Jonathon Martin states, “We know that collaboration is a critical skill set which can’t be developed easily either on-line or at home alone – let’s have students learn it with us in our classrooms. Let every classroom be a collaborative problem solving laboratory or studio.”\u003c/p>\n\u003cp>So this fall, instead of your students returning to a traditional setting, flip your classroom. Create a collaborative problem solving studio for them to learn in. It will be a year they’ll never forget.\u003c/p>\n\u003cp>\u003cem>Photos: (surfing) \u003ca href=\"http://www.flickr.com/photos/mikebaird/5356324450/\" target=\"_blank\">Mike Baird\u003c/a> (otter) \u003ca href=\"http://www.flickr.com/photos/abennett96/2352216653/\">Ben Spark\u003c/a>. Creative Commons.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. Her passion in education is social justice, global education and helping her students make the world a better place. She blogs at \u003ca href=\"http://shelleywright.wordpress.com/\">Wright’s Room\u003c/a>. Follow her on Twitter at \u003ca href=\"http://www.twitter.com/wrightsroom\">@wrightsroom\u003c/a>. \u003ca href=\"http://plpnetwork.com/about/voices\">Meet the rest of our Voices.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Wright's article first appeared in the \u003ca href=\"http://plpnetwork.com/category/voices/\">Voices from the Learning Revolution \u003c/a>blog at Powerful Learning Practice. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/mikebaird/5356324450/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14112\" title=\"Surfer flipping on a top turn\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5356324450_67866bf101-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca title=\"Posts by Shelley Wright\" rel=\"author\" href=\"http://plpnetwork.com/author/shelley-wright/\">Shelley Wright\u003c/a>\n\u003c/p>\u003cp>I love the flip. I do. And I realize by saying this I’m making a controversial statement. I believe if used judiciously, in the right context, the flip can free up valuable class time and provide the background knowledge that is fundamental for students to then go forward and wrestle with higher order thinking.\u003c/p>\n\u003cp>The flip that I’m talking about is the flipped classroom or reverse instruction. It’s called the flip because, essentially, it reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs. Lectures are viewed at home by students, via videos or podcasts, and class time is devoted to assignments or projects based on this knowledge. It’s different from traditional homework because students know that we won’t spend the next class period going over the content they’ve engaged with at home. Instead, we’ll use it as a springboard into deeper discussion and activities. Brilliant.\u003c/p>\n\u003cp>As much as I like the flip, I don’t believe that it’s the savior of education (or the epitome of evil) as some would suggest. The point of the flip is to capture more of the time when teacher and students are together for deeper learning — to create more opportunities to apply knowledge and skills to challenging in-class assignments. Bottom line: it’s not always the right instructional choice, it’s only one tool in our educational repertoire. But it can be a powerful one.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Bottom line: It’s not always the right instructional choice, it’s only one tool in our educational repertoire. But it can be a powerful one.\u003c/aside>\n\u003cp>Some believe that the flip is somehow designed to replace teachers. I think that’s only possible if you think the most important, or sole, job that I perform in my classroom is content dispenser. I don’t believe that at all.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As a teacher, my job is to facilitate my students’ acquisition of skills and understanding. I do that using different kinds of content. I also challenge them, encourage them, believe in them, love them, and offer correction when necessary. The most important thing I do in my classroom is show students how to dig deep, solve problems, and reflect carefully on the constant stream of information that inundates us all. At the same time, I’m modelling important learning skills that they’ll need for the rest of their lives.\u003c!--more-->\u003c/p>\n\u003cp>I think the flip is only as good as the teacher who performs it. I suppose it’s possible to abuse the flip, and use it to abdicate your responsibility as a teacher by assigning videos or podcasts every night. But my guess is that the same teachers who would do this are already showing an endless stream of videos to their classes anyway. That’s a teacher problem, not a problem with the strategy itself. A great teacher knows how to use videos to augment student knowledge or rouse curiosity.\u003c/p>\n\u003ch4>How Can We Flip Successfully?\u003c/h4>\n\u003cp>I think in bite-sized chunks.\u003c/p>\n\u003cp>For me, inquiry learning is where it’s at. I don’t believe in assigning videos every night as a substitute for my own lecturing. To me, that’s simply the traditional classroom rearranged, not flipped. I use the flip when my students need to absorb a few chunks of new information to continue learning. I don’t use it to front-load information at the beginning of a unit. I think that can rob students of the experience of authentically building knowledge and skills as they encounter new concepts.\u003c/p>\n\u003cp>My science classes are one place where I can, at times, introduce chunks of new information for home study and then use interactive labs and activities in class so that my students have to wrestle deeply with concepts they’ve just been introduced to. But not always. While I wish I taught in a world that allows my students to discover everything by inquiry, I don’t. I teach chemistry and biology; both are classes that are content dense. Until that changes, there are times I need to teach concepts through direct instruction.\u003c/p>\n\u003cp>That said, many times the flip can help me keep up the pace in science classes by allowing students who are struggling with new material to watch and re-watch the parts of the concept outside of class. I’ve had students who are ecstatic because they can learn at their own pace at home. During class time I’m able to interact with every student, and target those who are \u003cem>really\u003c/em> struggling with extra time, which is not something that happened when I taught in a more traditional way.\u003c/p>\n\u003ch4>How Do I Use the Flip?\u003c/h4>\n\u003cp>I use flip time to create curiosity in my students. This video is an example. When I assign it, I ask, “With the knowledge that you have, try to explain why you think this happened?”\u003c/p>\n\u003cp> \u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/sNdijknRxfU'\n title='//www.youtube.com/embed/sNdijknRxfU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>You can see from the video why I don’t hand out dollops of Cesium to my students! I find, especially in Chemistry, that my students come to the subject lacking much of the background knowledge essential to advance their learning. They’re also often limited in their ability to create models and “talk” science.\u003c/p>\n\u003cp>Part of the way I help them learn requires me to determine their ability to construct a conceptual framework from their observations. After they’ve watched this video, and tried to create a plausible reason for why it occurred, we’ll begin class the next day by discussing the theories they’ve come up with. (This gives me a lot of information about where each student is on the concept-creation continuum.) From their theories, we’ll create models, through collaboration, that we can test.\u003c/p>\n\u003cp>I’ve also used the flip after we’ve spent class time learning through inquiry. I might assign a video that pulls together all that we’ve learned. Does every student need to watch it? Not necessarily. Students who thoroughly understand a concept can decide that for themselves. But those who are still struggling with the ideas, after we’ve examined them for an hour, can watch the video, take notes, and see if they can pull it all together. In the past I might have referred struggling students to a summary in the textbook for review at home. On their own time, they’re much more likely to watch and benefit from a good visual demonstration.\u003c/p>\n\u003cp>My students also enjoy watching TED videos, so at times they’re assigned a TED talk, often of a leading scientist or thinker, to expand their appreciation for how science or other knowledge is applied. Using the flip, I can target these to particular student interests and expose them to learning opportunities that I’d never have time to offer during our daily jam-packed class periods.\u003c/p>\n\u003cp>\u003cem>None of this is passive learning.\u003c/em> My students are required to interact with the knowledge that is being presented to them. The videos are posted on our wiki, which now serves as our digital textbook. Our wiki is custom-designed to support what we’re learning. Students can then respond with either a blog post sharing their thoughts, or through interaction with their peers in a wiki discussion tab.\u003c/p>\n\u003ch4>Flipping school\u003c/h4>\n\u003cp>While some are sounding the alarm, I think the flip makes good sense. It helps teachers make the most of class time to deeply engage our students \u003cem>in community\u003c/em>. As Jonathon Martin states, “We know that collaboration is a critical skill set which can’t be developed easily either on-line or at home alone – let’s have students learn it with us in our classrooms. Let every classroom be a collaborative problem solving laboratory or studio.”\u003c/p>\n\u003cp>So this fall, instead of your students returning to a traditional setting, flip your classroom. Create a collaborative problem solving studio for them to learn in. It will be a year they’ll never forget.\u003c/p>\n\u003cp>\u003cem>Photos: (surfing) \u003ca href=\"http://www.flickr.com/photos/mikebaird/5356324450/\" target=\"_blank\">Mike Baird\u003c/a> (otter) \u003ca href=\"http://www.flickr.com/photos/abennett96/2352216653/\">Ben Spark\u003c/a>. Creative Commons.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology. Her passion in education is social justice, global education and helping her students make the world a better place. She blogs at \u003ca href=\"http://shelleywright.wordpress.com/\">Wright’s Room\u003c/a>. Follow her on Twitter at \u003ca href=\"http://www.twitter.com/wrightsroom\">@wrightsroom\u003c/a>. \u003ca href=\"http://plpnetwork.com/about/voices\">Meet the rest of our Voices.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Wright's article first appeared in the \u003ca href=\"http://plpnetwork.com/category/voices/\">Voices from the Learning Revolution \u003c/a>blog at Powerful Learning Practice. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>http://youtu.be/jx1L8AZEBSI\u003c/p>\n\u003cp>How can learning to blog make a lasting impact on a 12-year-old boy living in a rough, East Oakland neighborhood?\u003c/p>\n\u003cp>In the second installment of MindShift's \u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">My Education\u003c/a>\u003c/em> series, which examines whether technology in learning can have a lasting impact on low-income kids through the perspective of one child, the question focuses on Makeal Surrell, a sweet-natured kid who lives with his two sisters and his aunt/guardian a few blocks from \u003ca href=\"www.elmhurstcommunityprep.org/%20\">Elmhurst Community Prep\u003c/a> (ECP) middle school.\u003c/p>\n\u003cp>Last year, Makeal missed more than 20 days of school, partly due to being sick from asthma. But since he started an after-school blogging apprenticeship with Google, through the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools\u003c/a> enrichment program, his absences have declined. During the spring semester, Makeal and his classmates were bussed once a week to the Google offices in San Francisco, where they were taught by Google employees all about blogging. By the end of the semester, Makeal had published \u003ca href=\"http://makealskateboardindustries.blogspot.com/\">his own blog \u003c/a>about his favorite subject: skateboarding.\u003c/p>\n\u003cp>Or at least a little about skateboarding. During the spring semester, Makeal published eight posts consisting of mostly videos, photos, and a couple of short written entries. And though he started with three skateboarding-related posts, he moved onto other subjects that interested him: movie reviews and rap videos.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And that was the point -- to get Makeal and his classmates a medium for their self-expression, as they learn technical skills like how to create a blog and upload content.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The idea is to give them confidence as they move through school and potentially enter the workplace.\"\u003c/aside>\n\u003cp>“The educational environments ... that have most impact will be the ones that create opportunities for kids to create digital media literacies that we all recognize as important and that have social implications, educational implications and civic implications, as well,” said S. Craig Watkins, author of \u003cem>\u003ca href=\"http://www.amazon.com/Young-Digital-Migration-Network-Anywhere/dp/080706193X/ref=ntt_at_ep_dpt_3\">The Young and the Digital\u003c/a>\u003c/em> in a\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-facebook-teaching-at-risk-youth-to-create-digital-media/\"> recent interview\u003c/a>. “So we have to equip kids with skills that help them not just to consume, but to become architects of their information environment.”\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14152\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14152\" href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/screen-shot-2011-07-27-at-1-30-12-pm/\">\u003cimg class=\"size-medium wp-image-14152\" title=\"workshop\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-1.30.12-PM-300x220.png\" alt=\"\" width=\"300\" height=\"220\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At ECP, Makeal and his classmates attend an after-school enrichment program.\u003c/figcaption>\u003c/figure>\n\u003cp>And for low-income kids like Makeal, who are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/three-public-schools-a-study-in-contrast/\">living under difficult circumstances\u003c/a> by anyone's standards, what might be considered a simple task like blogging can actually have an impact on what Watkins refers to as \"their disposition towards learning and as learners.”\u003c/p>\n\u003cp>And the fact that Makeal was given free rein to choose the topic of his blog made the experience more meaningful. Digital media expert Mimi Ito \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">puts it this way\u003c/a>:\u003c/p>\n\u003cp>\"[The freedom to choose] has the potential to ignite a transformative identity shift,\" she said. \"For kids who are alienated from mainstream structures of schooling, they don’t feel like they have choices in their own identity and trajectory, so for them to be trusted to choose and have an interest is important.\"\u003c/p>\n\u003cp>Anna Wilson, a Google employee who was part of the after-school apprenticeship program and taught ECP kids how to blog, said she hopes the experience will help Makeal in the long run.\u003c/p>\n\u003cfigure id=\"attachment_14153\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14153\" href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/screen-shot-2011-07-27-at-1-29-58-pm/\">\u003cimg class=\"size-medium wp-image-14153\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-1.29.58-PM-300x201.png\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Makael, with his sister and his aunt, who's also his guardian.\u003c/figcaption>\u003c/figure>\n\u003cp>\"We wanted to show them that this was not just a viable revenue stream with a career -- because what we do at Google is advertising, we monetize the Web -- but also that it could be something very personal, that you only share with close friends and family, sort of like an online diary,\" she said. \"The idea is to give them confidence as they move through school and potentially enter the workplace.\"\u003c/p>\n\u003cp>Makeal says he may not be returning to ECP next fall, depending on his family circumstances, and if so, may not enroll in another after-school enrichment program. But the hope is that his blogging experience will give him a sense of lasting confidence that will stay with him wherever he ends up.\u003c/p>\n\u003cp>[Video co-produced with Matthew Williams.]\u003c/p>\n\u003ch5>\u003ca rel=\"attachment wp-att-14163\" href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/myed_square/\">\u003cimg class=\"alignleft size-full wp-image-14163\" title=\"myEd_square\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/myEd_square.png\" alt=\"\" width=\"79\" height=\"79\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-75x75.png 75w\" sizes=\"(max-width: 79px) 100vw, 79px\">\u003c/a>RESOURCES\u003c/h5>\n\u003cul>\n\u003cli>Learn more\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\"> about Citizen Schools\u003c/a>' expanded learning day initiative.\u003c/li>\n\u003cli>Learn about how hybrid learning has helped Sintia Marquez in the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">first installment of the \u003cem>My Education\u003c/em> series\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/jx1L8AZEBSI'\n title='//www.youtube.com/embed/jx1L8AZEBSI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>How can learning to blog make a lasting impact on a 12-year-old boy living in a rough, East Oakland neighborhood?\u003c/p>\n\u003cp>In the second installment of MindShift's \u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">My Education\u003c/a>\u003c/em> series, which examines whether technology in learning can have a lasting impact on low-income kids through the perspective of one child, the question focuses on Makeal Surrell, a sweet-natured kid who lives with his two sisters and his aunt/guardian a few blocks from \u003ca href=\"www.elmhurstcommunityprep.org/%20\">Elmhurst Community Prep\u003c/a> (ECP) middle school.\u003c/p>\n\u003cp>Last year, Makeal missed more than 20 days of school, partly due to being sick from asthma. But since he started an after-school blogging apprenticeship with Google, through the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools\u003c/a> enrichment program, his absences have declined. During the spring semester, Makeal and his classmates were bussed once a week to the Google offices in San Francisco, where they were taught by Google employees all about blogging. By the end of the semester, Makeal had published \u003ca href=\"http://makealskateboardindustries.blogspot.com/\">his own blog \u003c/a>about his favorite subject: skateboarding.\u003c/p>\n\u003cp>Or at least a little about skateboarding. During the spring semester, Makeal published eight posts consisting of mostly videos, photos, and a couple of short written entries. And though he started with three skateboarding-related posts, he moved onto other subjects that interested him: movie reviews and rap videos.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And that was the point -- to get Makeal and his classmates a medium for their self-expression, as they learn technical skills like how to create a blog and upload content.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The idea is to give them confidence as they move through school and potentially enter the workplace.\"\u003c/aside>\n\u003cp>“The educational environments ... that have most impact will be the ones that create opportunities for kids to create digital media literacies that we all recognize as important and that have social implications, educational implications and civic implications, as well,” said S. Craig Watkins, author of \u003cem>\u003ca href=\"http://www.amazon.com/Young-Digital-Migration-Network-Anywhere/dp/080706193X/ref=ntt_at_ep_dpt_3\">The Young and the Digital\u003c/a>\u003c/em> in a\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-facebook-teaching-at-risk-youth-to-create-digital-media/\"> recent interview\u003c/a>. “So we have to equip kids with skills that help them not just to consume, but to become architects of their information environment.”\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14152\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14152\" href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/screen-shot-2011-07-27-at-1-30-12-pm/\">\u003cimg class=\"size-medium wp-image-14152\" title=\"workshop\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-1.30.12-PM-300x220.png\" alt=\"\" width=\"300\" height=\"220\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At ECP, Makeal and his classmates attend an after-school enrichment program.\u003c/figcaption>\u003c/figure>\n\u003cp>And for low-income kids like Makeal, who are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/three-public-schools-a-study-in-contrast/\">living under difficult circumstances\u003c/a> by anyone's standards, what might be considered a simple task like blogging can actually have an impact on what Watkins refers to as \"their disposition towards learning and as learners.”\u003c/p>\n\u003cp>And the fact that Makeal was given free rein to choose the topic of his blog made the experience more meaningful. Digital media expert Mimi Ito \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">puts it this way\u003c/a>:\u003c/p>\n\u003cp>\"[The freedom to choose] has the potential to ignite a transformative identity shift,\" she said. \"For kids who are alienated from mainstream structures of schooling, they don’t feel like they have choices in their own identity and trajectory, so for them to be trusted to choose and have an interest is important.\"\u003c/p>\n\u003cp>Anna Wilson, a Google employee who was part of the after-school apprenticeship program and taught ECP kids how to blog, said she hopes the experience will help Makeal in the long run.\u003c/p>\n\u003cfigure id=\"attachment_14153\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14153\" href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/screen-shot-2011-07-27-at-1-29-58-pm/\">\u003cimg class=\"size-medium wp-image-14153\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-1.29.58-PM-300x201.png\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Makael, with his sister and his aunt, who's also his guardian.\u003c/figcaption>\u003c/figure>\n\u003cp>\"We wanted to show them that this was not just a viable revenue stream with a career -- because what we do at Google is advertising, we monetize the Web -- but also that it could be something very personal, that you only share with close friends and family, sort of like an online diary,\" she said. \"The idea is to give them confidence as they move through school and potentially enter the workplace.\"\u003c/p>\n\u003cp>Makeal says he may not be returning to ECP next fall, depending on his family circumstances, and if so, may not enroll in another after-school enrichment program. But the hope is that his blogging experience will give him a sense of lasting confidence that will stay with him wherever he ends up.\u003c/p>\n\u003cp>[Video co-produced with Matthew Williams.]\u003c/p>\n\u003ch5>\u003ca rel=\"attachment wp-att-14163\" href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/myed_square/\">\u003cimg class=\"alignleft size-full wp-image-14163\" title=\"myEd_square\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/myEd_square.png\" alt=\"\" width=\"79\" height=\"79\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/myEd_square-75x75.png 75w\" sizes=\"(max-width: 79px) 100vw, 79px\">\u003c/a>RESOURCES\u003c/h5>\n\u003cul>\n\u003cli>Learn more\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\"> about Citizen Schools\u003c/a>' expanded learning day initiative.\u003c/li>\n\u003cli>Learn about how hybrid learning has helped Sintia Marquez in the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">first installment of the \u003cem>My Education\u003c/em> series\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-13985\" href=\"http://ww2.kqed.org/mindshift/2011/07/5-ways-teachers-are-getting-inspired-this-summer/2525332639_53d5cae9bb_z/\">\u003cimg class=\"size-medium wp-image-13985\" title=\"teacher at Louvre\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2525332639_53d5cae9bb_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Summertime is typically spent unwinding, unplugging, and for many educators, untangling from the daily rigors of teaching. But summer is also the perfect opportunity to get more familiar with ideas and tools that might take time to understand and use during the school year.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>We asked a few teachers how they've been spending their summer months to get inspired. We heard from educators from Alaska, Utah, Puerto Rico, Georgia, and California.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PLAYING WITH TECH TOOLS.\u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\"This summer I'm playing with many of the tools we want kids to use more of next year – things like \u003ca href=\"http://www.showmeapp.com/\" target=\"_blank\">ShowMe \u003c/a>and \u003ca href=\"http://www.inclassapp.com/\" target=\"_blank\">InClass,\u003c/a> as well as other apps for the iPad, iPod, and iPhone. I'm also experimenting with more \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/5-free-google-tools-for-educators/\" target=\"_blank\">Google apps\u003c/a> for learning, trying to get more paperless for next year. I'm reading up on many ideas that others have tried to help incorporate mobile devices and social media into classrooms and do so in a way that is safe but engaging to kids. I'm looking at more ways to 'flip' teaching so class time is more productive. Finally, I'm hiking, biking, and having lots of fun so I am refreshed and ready to go back!\" – \u003cem>Debbie Brewer, Math/Science teacher, Lumen Christi High School, Anchorage, AK\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>FINDING THE BEST HISTORY VIDEOS.\u003c/strong> \"I took a few weeks to just relax and then spent the last month rewriting my course to get it how I want it for next year, making sure I make all the changes necessary to make it better. I also watch a \u003cem>lot\u003c/em> of history videos. I watch them and I'm like, 'I love history! History is so great!' I want to make sure every student loves it, too.\" – \u003cem>Jennifer Klein, World Civilizations teacher, Open High School of Utah \u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.openhighschool.org/\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>READING, REMODELING, RECHARGING. \u003c/strong>\"This summer, I went to Dallas, Texas and traveled alone by trains and buses to find my way around. It was a first experience for me since I have always traveled in my own car since I was 16. Reading everything that falls into my hands has also been a worthwhile experience this summer. I read \u003ca href=\"http://www.abrahamverghese.com/books.asp\" target=\"_blank\">Cutting for Stone\u003c/a> by Abraham Verghese. Excellent reading! I have a stack of books waiting for me for the rest of the summer. I've also started to knit and looked into every nook and cranny of my house, cleaning, discarding, refreshing things. I've made dozens of plans to remodel the living room, renovate the terrace, and paint the house in the next two weeks. These four simple things have done wonders to refresh and relax me for the incoming semester.\" – \u003cstrong>\u003cem>N. Vargas, 7th grade English teacher at an all-girls' Catholic school in Puerto Rico\u003c!--more-->\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MAXING OUT SOCIAL NETWORKING TOOLS. \u003c/strong>\"We're already using Twitter, Facebook, and Edublogs in our course since we went almost totally paperless last year. This summer, I'm using \u003ca href=\"http://polleverywhere.com/\" target=\"_blank\">Poll Everywhere\u003c/a> during my professional presentations so I can try out their real-time response tracking. Students can respond via weblink, Twitter, or SMS text. Now Poll Everywhere even allows you to download the Flash version of your slide for use with \u003ca href=\"http://prezi.com/\" target=\"_blank\">Prezi\u003c/a>, so it's a slam dunk for me and my students since we use Prezi far more than PowerPoint. In fact, we pretty much only use PowerPoint to make slides that we'll import into a Prezi. LOL.\" – \u003cstrong>\u003cem>\u003ca href=\"http://ssilveri.edublogs.org/\" target=\"_blank\">Shekema Holmes Silveri\u003c/a>, AP Literature and AP Language teacher, Mt. Zion High School, Jonesboro, Georgia\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TAPPING INTO \u003cem>THE GREAT TURNING\u003c/em>.\u003c/strong>\"This summer, I have been spending a lot of time educating myself about the concept of 'The Great Turning.' Essentially, it speaks to this point that we are at in human and environmental existence where almost all of our major systems are in decline. It poses the decision that we must make to either let things decline as they have been or act as 'midwives' birthing into life a new way of relating to each other and the environment. Three major sources for this research have included the work of \u003ca href=\"http://www.yesmagazine.org/issues/5000-years-of-empire/the-great-turning-from-empire-to-earth-community-1\" target=\"_blank\">David Korten\u003c/a> (who wrote the book, \u003cem>The Great Turning\u003c/em>), \u003ca href=\"http://www.ecoliteracy.org/essays/great-turning\" target=\"_blank\">Joanna Macy\u003c/a> (and her workshop series and subsequent articles on \"The Work that Reconnects\"), and a wonderful organization called \u003ca href=\"www.generationwakingup.org/\" target=\"_blank\">Generation Waking Up\u003c/a> who use the concept in their interactive, multimedia, youth activist workshops. As the global issues teacher (education for global citizenship), a constant challenge is for me to simultaneously raise awareness of the devastating effects of our current systems without overwhelming and dis-empowering my intensely compassionate students. I am incredibly excited to bring the concept of 'The Great Turning' into my classroom as a source of hope, that although things look bad, there are an enormous amount of people working across borders and through barriers to take us to a more just and sustainable future.\u003cstrong> – \u003c/strong>\u003cem>\u003cstrong>Emily Zionts, Global Issues and Peace Studies teacher, \u003ca href=\"http://semester.woolman.org/\" target=\"_blank\">The Woolman Semester\u003c/a>, a semester program for juniors, seniors, and gap year students\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Teachers, we'd love to hear from you: What are you doing to get inspired this summer?\u003c/p>\n\u003cdiv>\u003cem> \u003c/em>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13985\" href=\"http://ww2.kqed.org/mindshift/2011/07/5-ways-teachers-are-getting-inspired-this-summer/2525332639_53d5cae9bb_z/\">\u003cimg class=\"size-medium wp-image-13985\" title=\"teacher at Louvre\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2525332639_53d5cae9bb_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Summertime is typically spent unwinding, unplugging, and for many educators, untangling from the daily rigors of teaching. But summer is also the perfect opportunity to get more familiar with ideas and tools that might take time to understand and use during the school year.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>We asked a few teachers how they've been spending their summer months to get inspired. We heard from educators from Alaska, Utah, Puerto Rico, Georgia, and California.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PLAYING WITH TECH TOOLS.\u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\"This summer I'm playing with many of the tools we want kids to use more of next year – things like \u003ca href=\"http://www.showmeapp.com/\" target=\"_blank\">ShowMe \u003c/a>and \u003ca href=\"http://www.inclassapp.com/\" target=\"_blank\">InClass,\u003c/a> as well as other apps for the iPad, iPod, and iPhone. I'm also experimenting with more \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/5-free-google-tools-for-educators/\" target=\"_blank\">Google apps\u003c/a> for learning, trying to get more paperless for next year. I'm reading up on many ideas that others have tried to help incorporate mobile devices and social media into classrooms and do so in a way that is safe but engaging to kids. I'm looking at more ways to 'flip' teaching so class time is more productive. Finally, I'm hiking, biking, and having lots of fun so I am refreshed and ready to go back!\" – \u003cem>Debbie Brewer, Math/Science teacher, Lumen Christi High School, Anchorage, AK\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>FINDING THE BEST HISTORY VIDEOS.\u003c/strong> \"I took a few weeks to just relax and then spent the last month rewriting my course to get it how I want it for next year, making sure I make all the changes necessary to make it better. I also watch a \u003cem>lot\u003c/em> of history videos. I watch them and I'm like, 'I love history! History is so great!' I want to make sure every student loves it, too.\" – \u003cem>Jennifer Klein, World Civilizations teacher, Open High School of Utah \u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.openhighschool.org/\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>READING, REMODELING, RECHARGING. \u003c/strong>\"This summer, I went to Dallas, Texas and traveled alone by trains and buses to find my way around. It was a first experience for me since I have always traveled in my own car since I was 16. Reading everything that falls into my hands has also been a worthwhile experience this summer. I read \u003ca href=\"http://www.abrahamverghese.com/books.asp\" target=\"_blank\">Cutting for Stone\u003c/a> by Abraham Verghese. Excellent reading! I have a stack of books waiting for me for the rest of the summer. I've also started to knit and looked into every nook and cranny of my house, cleaning, discarding, refreshing things. I've made dozens of plans to remodel the living room, renovate the terrace, and paint the house in the next two weeks. These four simple things have done wonders to refresh and relax me for the incoming semester.\" – \u003cstrong>\u003cem>N. Vargas, 7th grade English teacher at an all-girls' Catholic school in Puerto Rico\u003c!--more-->\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MAXING OUT SOCIAL NETWORKING TOOLS. \u003c/strong>\"We're already using Twitter, Facebook, and Edublogs in our course since we went almost totally paperless last year. This summer, I'm using \u003ca href=\"http://polleverywhere.com/\" target=\"_blank\">Poll Everywhere\u003c/a> during my professional presentations so I can try out their real-time response tracking. Students can respond via weblink, Twitter, or SMS text. Now Poll Everywhere even allows you to download the Flash version of your slide for use with \u003ca href=\"http://prezi.com/\" target=\"_blank\">Prezi\u003c/a>, so it's a slam dunk for me and my students since we use Prezi far more than PowerPoint. In fact, we pretty much only use PowerPoint to make slides that we'll import into a Prezi. LOL.\" – \u003cstrong>\u003cem>\u003ca href=\"http://ssilveri.edublogs.org/\" target=\"_blank\">Shekema Holmes Silveri\u003c/a>, AP Literature and AP Language teacher, Mt. Zion High School, Jonesboro, Georgia\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TAPPING INTO \u003cem>THE GREAT TURNING\u003c/em>.\u003c/strong>\"This summer, I have been spending a lot of time educating myself about the concept of 'The Great Turning.' Essentially, it speaks to this point that we are at in human and environmental existence where almost all of our major systems are in decline. It poses the decision that we must make to either let things decline as they have been or act as 'midwives' birthing into life a new way of relating to each other and the environment. Three major sources for this research have included the work of \u003ca href=\"http://www.yesmagazine.org/issues/5000-years-of-empire/the-great-turning-from-empire-to-earth-community-1\" target=\"_blank\">David Korten\u003c/a> (who wrote the book, \u003cem>The Great Turning\u003c/em>), \u003ca href=\"http://www.ecoliteracy.org/essays/great-turning\" target=\"_blank\">Joanna Macy\u003c/a> (and her workshop series and subsequent articles on \"The Work that Reconnects\"), and a wonderful organization called \u003ca href=\"www.generationwakingup.org/\" target=\"_blank\">Generation Waking Up\u003c/a> who use the concept in their interactive, multimedia, youth activist workshops. As the global issues teacher (education for global citizenship), a constant challenge is for me to simultaneously raise awareness of the devastating effects of our current systems without overwhelming and dis-empowering my intensely compassionate students. I am incredibly excited to bring the concept of 'The Great Turning' into my classroom as a source of hope, that although things look bad, there are an enormous amount of people working across borders and through barriers to take us to a more just and sustainable future.\u003cstrong> – \u003c/strong>\u003cem>\u003cstrong>Emily Zionts, Global Issues and Peace Studies teacher, \u003ca href=\"http://semester.woolman.org/\" target=\"_blank\">The Woolman Semester\u003c/a>, a semester program for juniors, seniors, and gap year students\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Teachers, we'd love to hear from you: What are you doing to get inspired this summer?\u003c/p>\n\u003cdiv>\u003cem> \u003c/em>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "For At-Risk Youth, is Learning Digital Media a Luxury? ",
"title": "For At-Risk Youth, is Learning Digital Media a Luxury? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_13977\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13977\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-22-at-3.36.11-PM-300x201.png\" alt=\"\" width=\"300\" height=\"201\">\u003cfigcaption class=\"wp-caption-text\">S. Craig Watkins maintains that teaching students to use digital media is not a luxury, but a necessity.\u003c/figcaption>\u003c/figure>\n\u003cp>For schools in low-income communities, the idea of investing money, time, and energy into a digital media program or mobile-learning program might seem superfluous. Administrators and teachers already have so much to contend with -- safety issues in high-crime communities, chronic student truancies, debilitating health issues due to poverty, families in constant state of flux, not to mention blocked access to wide swaths of the Internet.\u003c/p>\n\u003cp>In those cases, the idea of investing precious dollars or the attention of already overtaxed administrators seems unlikely.\u003c/p>\n\u003cp>But what if some of these very issues could be solved by creative ways of using digital technology in schools? That's the argument coming from S. Craig Watkins, author of \u003cem>\u003ca href=\"http://www.amazon.com/Young-Digital-Migration-Network-Anywhere/dp/080706193X/ref=ntt_at_ep_dpt_3\">The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future\u003c/a>\u003c/em>, and a professor of sociology, African American studies and radio-television-film at The University of Texas at Austin.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.\"\u003c/aside>\n\u003cp>\"My concern is that as schools are now struggling with budget cuts, digital media and digital literacy is looked as a luxury as opposed to a necessity,\" Watkins says. \"I understand the enormous pressure that teachers and administrators are under, especially in the public school system. But we need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.\"\u003c/p>\n\u003cp>Watkins points to research from the recent \u003ca href=\"http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf\">Horizon Report\u003c/a>, as well as the pilot study with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">Project K-Nect, \u003c/a>which clearly show the benefits of engaging students (even those considered \"at-risk\") through mobile phone programs and curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"They’re already seeing the potential of mobile devices in science, art, and math classes,\" Watkins says. \"So it's no longer a theoretical conversation -- it’s already happening, but only in 'islands of innovation.' The real challenge is, are those opportunities to encounter those types of learning being evenly distributed?\"\u003c/p>\n\u003cp>Probably not, he says. So even though studies have shown that kids in communities that are considered marginalized are actively online with their mobile phones, and we're seeing plenty of evidence showing the benefits of mobile technologies in learning, the discussion around the achievement gap gets pulled back into the \"no money\" conversation.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TEXTING AND FACEBOOK\u003c/strong>\u003c/p>\n\u003cp>Beyond just allowing kids to use their mobile phones in schools rather than telling them to shut it off -- which is already a blasphemous idea in most schools -- Watkins argues in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/ignore-the-potential-of-mobile-learning-risk-widening-the-digital-divide/\">a recent article \u003c/a>on his blog that at-risk students need to be taught how to use these important tech tools beyond just texting and posting updates on Facebook.\u003c!--more-->\u003c/p>\n\u003cp>\"The educational environments that will thrive, the ones that will be the most innovative, and the ones that have most impact will be the ones that create opportunities for kids to create digital media literacies that we all recognize as important and that have social implications, educational implications and civic implications, as well,\" he says. \"So we have to equip kids with skills that help them not just to consume, but to become architects of their information environment and that requires different skills in using mobile devices and using the Internet.\"\u003c/p>\n\u003cp>Watkins witnessed the powerful impact of helping low-income kids use technology to create digital tools that are directly relevant to them: A group of high school students who were charged with designing a playable game about green technology and green architecture.\u003c/p>\n\u003cp>\"Every single day during one of the hottest summers on record, they showed up enthusiastic, and with very little involvement from teachers, created this game,\" he said. \"The whole project was student-centered, totally collaborative, and it was pretty incredible to see.\"\u003c/p>\n\u003cp>But could a short-term, summertime project result in any kind of lasting impact on these kids' lives after the project is over?\u003c/p>\n\u003cfigure id=\"attachment_13966\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://rtf.utexas.edu/faculty/media-studies/s-craig-watkins\">\u003cimg class=\"size-thumbnail wp-image-13966\" title=\"s-craig-watkins\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/s-craig-watkins-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">S. Craig Watkins\u003c/figcaption>\u003c/figure>\n\u003cp>\"For some, it will ignite passion for learning that will translate to the formal learning space,\" he says. \"They felt like it was a powerful experience and one they could take with them into other endeavors. It gave them confidence, self-efficacy as learner. They felt like they’d developed a new skill, but more broadly, it influenced their disposition towards learning and as learners.\"\u003c/p>\n\u003cp>All of which points to the importance of teaching students how to create content -- not just consume, play with, or pass along to friends.\u003c/p>\n\u003cp>In continuing his work in this realm, Watkins is working on a number of initiatives.\u003c/p>\n\u003cul>\n\u003cli>Knowing the depth of impact of digital literacy on low-income kids, Watkins is now focusing his efforts on figuring out how to connect these skills to what he calls \"civic outcomes\" -- issues that have a direct bearing on disenfranchised communities. \"To teach them how to become community activists, and showing them how technology can be a powerful tool in problem-solving,\" he says, such as conducting original research about health challenges in their communities, such as H.I.V., diabetes, asthma -- \"problems they face in real and tangible ways.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With support from the MacArthur Foundation, Watkins and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">Mimi Ito\u003c/a>, among others will be embarking on a three-year study that examines how kids from low-income communities are \"craftily navigating the digital world.\" \"What are the learning outcomes, what are the learning potentials, what are the obstacles?\" he asks. In addition to a national survey of up to 1,000 people, there will be three case studies involving 100 to 150 students in four areas: Austin, Boulder, Southern California, and London.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "For schools in low-income communities, the idea of investing money, time, and energy into a digital media program or mobile-learning program might seem superfluous. Administrators and teachers already have so much to contend with -- safety issues in high-crime communities, chronic student truancies, debilitating health issues due to poverty, families in constant state of flux,",
"title": "For At-Risk Youth, is Learning Digital Media a Luxury? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13977\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13977\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-22-at-3.36.11-PM-300x201.png\" alt=\"\" width=\"300\" height=\"201\">\u003cfigcaption class=\"wp-caption-text\">S. Craig Watkins maintains that teaching students to use digital media is not a luxury, but a necessity.\u003c/figcaption>\u003c/figure>\n\u003cp>For schools in low-income communities, the idea of investing money, time, and energy into a digital media program or mobile-learning program might seem superfluous. Administrators and teachers already have so much to contend with -- safety issues in high-crime communities, chronic student truancies, debilitating health issues due to poverty, families in constant state of flux, not to mention blocked access to wide swaths of the Internet.\u003c/p>\n\u003cp>In those cases, the idea of investing precious dollars or the attention of already overtaxed administrators seems unlikely.\u003c/p>\n\u003cp>But what if some of these very issues could be solved by creative ways of using digital technology in schools? That's the argument coming from S. Craig Watkins, author of \u003cem>\u003ca href=\"http://www.amazon.com/Young-Digital-Migration-Network-Anywhere/dp/080706193X/ref=ntt_at_ep_dpt_3\">The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future\u003c/a>\u003c/em>, and a professor of sociology, African American studies and radio-television-film at The University of Texas at Austin.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.\"\u003c/aside>\n\u003cp>\"My concern is that as schools are now struggling with budget cuts, digital media and digital literacy is looked as a luxury as opposed to a necessity,\" Watkins says. \"I understand the enormous pressure that teachers and administrators are under, especially in the public school system. But we need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.\"\u003c/p>\n\u003cp>Watkins points to research from the recent \u003ca href=\"http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf\">Horizon Report\u003c/a>, as well as the pilot study with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">Project K-Nect, \u003c/a>which clearly show the benefits of engaging students (even those considered \"at-risk\") through mobile phone programs and curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They’re already seeing the potential of mobile devices in science, art, and math classes,\" Watkins says. \"So it's no longer a theoretical conversation -- it’s already happening, but only in 'islands of innovation.' The real challenge is, are those opportunities to encounter those types of learning being evenly distributed?\"\u003c/p>\n\u003cp>Probably not, he says. So even though studies have shown that kids in communities that are considered marginalized are actively online with their mobile phones, and we're seeing plenty of evidence showing the benefits of mobile technologies in learning, the discussion around the achievement gap gets pulled back into the \"no money\" conversation.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TEXTING AND FACEBOOK\u003c/strong>\u003c/p>\n\u003cp>Beyond just allowing kids to use their mobile phones in schools rather than telling them to shut it off -- which is already a blasphemous idea in most schools -- Watkins argues in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/ignore-the-potential-of-mobile-learning-risk-widening-the-digital-divide/\">a recent article \u003c/a>on his blog that at-risk students need to be taught how to use these important tech tools beyond just texting and posting updates on Facebook.\u003c!--more-->\u003c/p>\n\u003cp>\"The educational environments that will thrive, the ones that will be the most innovative, and the ones that have most impact will be the ones that create opportunities for kids to create digital media literacies that we all recognize as important and that have social implications, educational implications and civic implications, as well,\" he says. \"So we have to equip kids with skills that help them not just to consume, but to become architects of their information environment and that requires different skills in using mobile devices and using the Internet.\"\u003c/p>\n\u003cp>Watkins witnessed the powerful impact of helping low-income kids use technology to create digital tools that are directly relevant to them: A group of high school students who were charged with designing a playable game about green technology and green architecture.\u003c/p>\n\u003cp>\"Every single day during one of the hottest summers on record, they showed up enthusiastic, and with very little involvement from teachers, created this game,\" he said. \"The whole project was student-centered, totally collaborative, and it was pretty incredible to see.\"\u003c/p>\n\u003cp>But could a short-term, summertime project result in any kind of lasting impact on these kids' lives after the project is over?\u003c/p>\n\u003cfigure id=\"attachment_13966\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://rtf.utexas.edu/faculty/media-studies/s-craig-watkins\">\u003cimg class=\"size-thumbnail wp-image-13966\" title=\"s-craig-watkins\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/s-craig-watkins-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">S. Craig Watkins\u003c/figcaption>\u003c/figure>\n\u003cp>\"For some, it will ignite passion for learning that will translate to the formal learning space,\" he says. \"They felt like it was a powerful experience and one they could take with them into other endeavors. It gave them confidence, self-efficacy as learner. They felt like they’d developed a new skill, but more broadly, it influenced their disposition towards learning and as learners.\"\u003c/p>\n\u003cp>All of which points to the importance of teaching students how to create content -- not just consume, play with, or pass along to friends.\u003c/p>\n\u003cp>In continuing his work in this realm, Watkins is working on a number of initiatives.\u003c/p>\n\u003cul>\n\u003cli>Knowing the depth of impact of digital literacy on low-income kids, Watkins is now focusing his efforts on figuring out how to connect these skills to what he calls \"civic outcomes\" -- issues that have a direct bearing on disenfranchised communities. \"To teach them how to become community activists, and showing them how technology can be a powerful tool in problem-solving,\" he says, such as conducting original research about health challenges in their communities, such as H.I.V., diabetes, asthma -- \"problems they face in real and tangible ways.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With support from the MacArthur Foundation, Watkins and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">Mimi Ito\u003c/a>, among others will be embarking on a three-year study that examines how kids from low-income communities are \"craftily navigating the digital world.\" \"What are the learning outcomes, what are the learning potentials, what are the obstacles?\" he asks. In addition to a national survey of up to 1,000 people, there will be three case studies involving 100 to 150 students in four areas: Austin, Boulder, Southern California, and London.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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