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"content": "\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_13751\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13751\" href=\"http://ww2.kqed.org/mindshift/2011/07/in-digital-age-schools-that-succeed-are-schools-that-connect/studentandteacher-5/\">\u003cimg class=\"size-medium wp-image-13751\" title=\"StudentAndTeacher\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/StudentAndTeacher-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School of One in New York City leverages technology throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A few months ago, I posted an article by Shelly Blake-Plock called \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things in Education That Will be Obsolete in 2020,\u003c/a> which lists some of the ways in which the face of schools will change in less than a decade. In this op-ed, which originally appeared in the\u003ca href=\"http://www.baltimoresun.com/news/opinion/oped/bs-ed-digital-students-20110712,0,5145271.story\"> Baltimore Sun\u003c/a>, he describes what exactly needs to be done to get to there. \u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003ca id=\"PEPLT00007733\" title=\"Michelle Rhee\" href=\"http://www.baltimoresun.com/topic/education/schools/michelle-rhee-PEPLT00007733.topic\">Michelle Rhee\u003c/a> is back in town.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This time it is as a \"grass-roots\" activist who only wants to put children first. Surely many of her fans in the testing industry think that's really at the heart of what they are doing. They look at failing public schools and they see reason for change.\u003c/p>\n\u003cp>As a teacher and as a parent of three public school students, I look at the type of change they are advocating for and I see the future of failure.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen.\u003c/aside>\n\u003cp>For the last five years, I have worked in a small, independent high school program at the experimental intersection of one-to-one computing and social media in education. For the last five semesters, I have worked with teachers on bringing those ideas to Baltimore City Public Schools. Through it all, I've watched three cracks widen in the foundation of American schooling.\u003c/p>\n\u003cp>Foremost are the effects of the \"digital divide.\" Many teachers I work with each semester wonder how social technology would ever relate to their assignments in cash-strapped Baltimore schools. So, we spend a semester reimagining funding and policy. Last year, one of my students persuaded his principal to let him pilot a tablet program with money that otherwise would have been spent on a more expensive desktop computer lab. Andrew Coy, a teacher at the Digital Harbor High School, has turned an unused room and a few computers into a new media center. But individually, teachers can only do so much.\u003c/p>\n\u003cp>The second crack is evident in those classrooms with technology. The \"access divide\" is marked by the blocking of access to the very heart of what resources are available on the Internet, including \u003ca id=\"ORCRP00000211004\" title=\"YouTube\" href=\"http://www.baltimoresun.com/topic/arts-culture/internet/social-media/youtube-ORCRP00000211004.topic\">YouTube\u003c/a>, blogs, new media and anywhere a student might actually read a comment. This tends to derive from a ham-fisted approach to digital safety. At a public school conference recently, I found myself struggling to rearrange my live-web multimedia slides because so many were blocked by the district filter.\u003c!--more-->\u003c/p>\n\u003cp>The trickiest of the cracks to get our heads around is the \"connected divide,\" separating those who are proficient in collaborative, creative and connected social networks and those who are not. It is growing exponentially wider on a daily basis. From students connecting with authors and scientists via \u003ca id=\"ORCRP000017592\" title=\"Skype\" href=\"http://www.baltimoresun.com/topic/economy-business-finance/computing-information-technology/skype-ORCRP000017592.topic\">Skype\u003c/a>, to kids engaging in STEM (Science, Technology, Engineering and Mathematics) curricula via \u003ca id=\"OREDU000047\" title=\"Massachusetts Institute of Technology\" href=\"http://www.baltimoresun.com/topic/science-technology/massachusetts-institute-of-technology-OREDU000047.topic\">MIT\u003c/a> OpenCourseWare, to students tweeting and conversing with people half a world away in the midst of a revolution (as students at my own school did during the events in Egypt), to teachers participating in daily worldwide discussions on professional development via the #edchat Twitter feed, connectedness will define the value of education over the next generation.\u003c/p>\n\u003cp>A gap will emerge between those schools that can offer the capacity for network building — represented by their own network of connected teachers and administrators — and those that will not make the connection. This is not an issue of public versus private school or wealthy versus impoverished school. Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen. This is about connected schools versus not-connected schools.\u003c/p>\n\u003cp>In the same way social media has changed the face of journalism, politics and entertainment, it will change the face of schools. Just as no business can afford to ignore social media, no school will be able to ignore it. For our students, the value of social media will prove not to be how many followers one has but with how many leaders one engages.\u003c/p>\n\u003cp>For most children, the key to success will continue to be sharp critical skills, strong connections, effective communication and the nerve to be creative and entrepreneurial. The difference is that we are living at a time in which all of those skills are defined by one's proficiency in connected media. Furthermore, for students facing poverty, violence and disability, online learning networks can provide empowering educational experiences that transcend the circumstances of the classroom.\u003c/p>\n\u003cp>Ultimately, the school that ignores the connection will be the school that we will identify as a failing institution. It is therefore even crueler that policymakers obsessed with standardized test results — like Ms. Rhee and her many disciples — ignore what the connection represents.\u003c/p>\n\u003cp>There is an opportunity to fix this now. But it is going to take less \"Race to the Top\" and more \"Connect with one another\" if we are really going to put students first.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Shelly Blake-Plock is blogger-in-chief at TeachPaperless.com; he leads courses in 21st century teaching at the \u003ca id=\"OREDU0000116\" title=\"Johns Hopkins University\" href=\"http://www.baltimoresun.com/topic/education/colleges-universities/johns-hopkins-university-OREDU0000116.topic\">Johns Hopkins University\u003c/a> School of Education. He and Michelle Rhee were keynote speakers this week at \u003ca id=\"ORCRP008990\" title=\"Lenovo Group\" href=\"http://www.baltimoresun.com/topic/economy-business-finance/lenovo-group-ORCRP008990.topic\">Lenovo\u003c/a> ThinkTank 2011, bringing together visionaries from K-12 and higher education. His email is \u003ca href=\"mailto:blakeplock@gmail.com\">blakeplock@gmail.com\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "A few months ago, I posted an article by Shelly Blake-Plock called 21 Things in Education That Will be Obsolete in 2020, which lists some of the ways in which the face of schools will change in less than a decade. In this op-ed, which originally appeared in the Baltimore Sun, he describes what exactly",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_13751\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13751\" href=\"http://ww2.kqed.org/mindshift/2011/07/in-digital-age-schools-that-succeed-are-schools-that-connect/studentandteacher-5/\">\u003cimg class=\"size-medium wp-image-13751\" title=\"StudentAndTeacher\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/StudentAndTeacher-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School of One in New York City leverages technology throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A few months ago, I posted an article by Shelly Blake-Plock called \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things in Education That Will be Obsolete in 2020,\u003c/a> which lists some of the ways in which the face of schools will change in less than a decade. In this op-ed, which originally appeared in the\u003ca href=\"http://www.baltimoresun.com/news/opinion/oped/bs-ed-digital-students-20110712,0,5145271.story\"> Baltimore Sun\u003c/a>, he describes what exactly needs to be done to get to there. \u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003ca id=\"PEPLT00007733\" title=\"Michelle Rhee\" href=\"http://www.baltimoresun.com/topic/education/schools/michelle-rhee-PEPLT00007733.topic\">Michelle Rhee\u003c/a> is back in town.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This time it is as a \"grass-roots\" activist who only wants to put children first. Surely many of her fans in the testing industry think that's really at the heart of what they are doing. They look at failing public schools and they see reason for change.\u003c/p>\n\u003cp>As a teacher and as a parent of three public school students, I look at the type of change they are advocating for and I see the future of failure.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen.\u003c/aside>\n\u003cp>For the last five years, I have worked in a small, independent high school program at the experimental intersection of one-to-one computing and social media in education. For the last five semesters, I have worked with teachers on bringing those ideas to Baltimore City Public Schools. Through it all, I've watched three cracks widen in the foundation of American schooling.\u003c/p>\n\u003cp>Foremost are the effects of the \"digital divide.\" Many teachers I work with each semester wonder how social technology would ever relate to their assignments in cash-strapped Baltimore schools. So, we spend a semester reimagining funding and policy. Last year, one of my students persuaded his principal to let him pilot a tablet program with money that otherwise would have been spent on a more expensive desktop computer lab. Andrew Coy, a teacher at the Digital Harbor High School, has turned an unused room and a few computers into a new media center. But individually, teachers can only do so much.\u003c/p>\n\u003cp>The second crack is evident in those classrooms with technology. The \"access divide\" is marked by the blocking of access to the very heart of what resources are available on the Internet, including \u003ca id=\"ORCRP00000211004\" title=\"YouTube\" href=\"http://www.baltimoresun.com/topic/arts-culture/internet/social-media/youtube-ORCRP00000211004.topic\">YouTube\u003c/a>, blogs, new media and anywhere a student might actually read a comment. This tends to derive from a ham-fisted approach to digital safety. At a public school conference recently, I found myself struggling to rearrange my live-web multimedia slides because so many were blocked by the district filter.\u003c!--more-->\u003c/p>\n\u003cp>The trickiest of the cracks to get our heads around is the \"connected divide,\" separating those who are proficient in collaborative, creative and connected social networks and those who are not. It is growing exponentially wider on a daily basis. From students connecting with authors and scientists via \u003ca id=\"ORCRP000017592\" title=\"Skype\" href=\"http://www.baltimoresun.com/topic/economy-business-finance/computing-information-technology/skype-ORCRP000017592.topic\">Skype\u003c/a>, to kids engaging in STEM (Science, Technology, Engineering and Mathematics) curricula via \u003ca id=\"OREDU000047\" title=\"Massachusetts Institute of Technology\" href=\"http://www.baltimoresun.com/topic/science-technology/massachusetts-institute-of-technology-OREDU000047.topic\">MIT\u003c/a> OpenCourseWare, to students tweeting and conversing with people half a world away in the midst of a revolution (as students at my own school did during the events in Egypt), to teachers participating in daily worldwide discussions on professional development via the #edchat Twitter feed, connectedness will define the value of education over the next generation.\u003c/p>\n\u003cp>A gap will emerge between those schools that can offer the capacity for network building — represented by their own network of connected teachers and administrators — and those that will not make the connection. This is not an issue of public versus private school or wealthy versus impoverished school. Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen. This is about connected schools versus not-connected schools.\u003c/p>\n\u003cp>In the same way social media has changed the face of journalism, politics and entertainment, it will change the face of schools. Just as no business can afford to ignore social media, no school will be able to ignore it. For our students, the value of social media will prove not to be how many followers one has but with how many leaders one engages.\u003c/p>\n\u003cp>For most children, the key to success will continue to be sharp critical skills, strong connections, effective communication and the nerve to be creative and entrepreneurial. The difference is that we are living at a time in which all of those skills are defined by one's proficiency in connected media. Furthermore, for students facing poverty, violence and disability, online learning networks can provide empowering educational experiences that transcend the circumstances of the classroom.\u003c/p>\n\u003cp>Ultimately, the school that ignores the connection will be the school that we will identify as a failing institution. It is therefore even crueler that policymakers obsessed with standardized test results — like Ms. Rhee and her many disciples — ignore what the connection represents.\u003c/p>\n\u003cp>There is an opportunity to fix this now. But it is going to take less \"Race to the Top\" and more \"Connect with one another\" if we are really going to put students first.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Shelly Blake-Plock is blogger-in-chief at TeachPaperless.com; he leads courses in 21st century teaching at the \u003ca id=\"OREDU0000116\" title=\"Johns Hopkins University\" href=\"http://www.baltimoresun.com/topic/education/colleges-universities/johns-hopkins-university-OREDU0000116.topic\">Johns Hopkins University\u003c/a> School of Education. He and Michelle Rhee were keynote speakers this week at \u003ca id=\"ORCRP008990\" title=\"Lenovo Group\" href=\"http://www.baltimoresun.com/topic/economy-business-finance/lenovo-group-ORCRP008990.topic\">Lenovo\u003c/a> ThinkTank 2011, bringing together visionaries from K-12 and higher education. His email is \u003ca href=\"mailto:blakeplock@gmail.com\">blakeplock@gmail.com\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\n\u003cfigure id=\"attachment_13657\" class=\"wp-caption left\" style=\"max-width: 225px\">\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\">\u003cimg class=\"size-full wp-image-13657\" title=\"timthumb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/timthumb.jpg\" alt=\"\" width=\"225\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Island School, a public school in New York City, embodies passion-based learning.\u003c/figcaption>\u003c/figure>\n\u003c/h5>\u003cp>By Kimberly Vincent\n\u003c/p>\u003cp>We hear a lot about \"passion-based\" learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent \u003ca href=\"http://www.stevehargadon.com/2011/05/may-10-second-panel-discussion-on.html\">Future of Education\u003c/a> talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers, Amy Sandvold, Lisa Nielsen, and George Couros, and the talk was mediated by Steve Hargadon. These are some of the key points that address the issues around passion-based learning that came from the talk, along with some additional thoughts from \u003ca href=\"http://www.johnseelybrown.com/\">John Seely Brown\u003c/a>, co-author of \u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>, \u003cem>\u003ca href=\"http://www.amazon.com/New-Culture-Learning-Cultivating-Imagination/dp/1456458884/\">\u003cstrong> \u003c/strong>\u003c/a>\u003c/em> and educator \u003ca href=\"http://jackiegerstein.weebly.com/\">Jackie Gerstein\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>REACH OUT TO THE DISENFRANCHISED.\u003c/strong> We say that we want creative, passion-driven students, yet we reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don't understand the relevance of what they're being taught. We're rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don't know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.\u003c/li>\n\u003cli>\u003cstrong>SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL.\u003c/strong> Passion is the narrative of mattering. It's that simple and that difficult. Everyone has a deep rooted drive to know that they matter to others and that what they're doing matters. When you're doing work that matters, with people who matter, you're willing to suffer and study more. Passion-based learning is not about matching students with topics that interest them, it's about presenting subjects to students in a way that's relevant. People gain empowerment when they're doing work that matters and is respected. Angela Maiers suggests that a class essay rubric may seem irrelevant for some, and that having students surf the web to identify writing standards that are \"worthy of the world\" may engage them to take ownership of their writing.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>INDOCTRINATE PASSION INTO THE SYSTEM. \u003c/strong>We must switch from a control narrative in the classroom to a passion narrative. While our education system allows continuity between grade levels, provides a streamlined performance metric, and \"teacher-proofs\" schools, assessment-based education can quell the creative process in teachers. Lisa Nielsen writes in her \u003ca href=\"http://theinnovativeeducator.blogspot.com/\">Innovative Educator\u003c/a> blog: \"Are we going to lose another excellent, passion-driven teacher to a compulsory system of education that as Seth Godin so aptly expresses, 'only values compliance not initiative, because, of course, that's what's easiest to measure.'\" School mandates paralyze educators from taking a close look at their passion for learning. School administrators should support teachers and empower them to be creative. Teachers and leadership, as exemplified by those from Aurora High School in Ohio, can read books like \u003cem>\u003ca href=\"http://www.amazon.com/Passion-Driven-Classroom-Framework-Teaching-Learning/dp/1596671599\">Passion-Driven Classrooms\u003c/a>\u003c/em> (written by panelists Angela Maiers and Amy Sandvold) to discover ways to use more passion in their classrooms.The\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\"> Island School\u003c/a> is an example of a public-financed school in New York City that's implemented a schoolwide enrichment model focusing on talent development and nurturing multiple intelligences.\u003c/li>\n\u003cli>\u003cstrong>TRY USING THE SCHOOLWIDE ENRICHMENT MODEL. \u003c/strong>Passion-based learning is about finding a \"hero,\" learning what makes him/her successful, and acquiring the practices and the norms of established practitioners in that field. The \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/preparing-students-for-success-by.html\">Schoolwide Enrichment Mode\u003c/a>l identifies student strengths, nurtures skills, and creates authentic opportunities for students to utilize these skills not just as students, but as practicing professionals providing experiences and opportunities to work and learn with others in the fields in which they are interested. If a student takes interest in the culinary arts, watching the\u003cem> 60 Minutes\u003c/em> interview of Jose Andres, following up on studies of molecular gastronomy, volunteering at a local soup kitchen and exchanging recipes with a network of cooks is far more enriching than simply taking a cooking class. Jackie Gerstein said: \"I realized that it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that contributes to success as a culinary artist.\"\u003c/li>\n\u003cli>\u003cstrong>DIGITAL MEDIA IS KEY. \u003c/strong>Students can read and view media about their heroes and possibly even connect directly with them. John Seely Brown, a notable passion-based proponent and keynote at the New Media Consortium this past summer, says that passion involves an extreme performance with a deep questioning disposition. Without digital media, this quest is not possible in formal education.\u003c/li>\n\u003cli>\u003cstrong>TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. \u003c/strong>Social media and Personal Learning Networks (PLNs) are necessary. Teachers need to publish their innovative work and share it with their personal learning networks. It's also important for teachers to help students get connected to PLNs via social media.\u003c/li>\n\u003cli>\u003cstrong>BECOME A DIGITAL CITIZENS. \u003c/strong>If for no other reason, then to be able to guide students. Students need to be shown what's appropriate and instructive with \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">social media in and out of the classroom\u003c/a>. Schools'\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> banning of social media sites \u003c/a>impedes this process. Having teachers and students learn side-by-side can provide great opportunities for building respect and openness.\u003c/li>\n\u003cli>\u003cstrong>PASSION IS INFECTIOUS. \u003c/strong>Being around passionate people is the best way to become passionate. A passion-driven teacher is a model for her students. Teachers must be able to lead in the areas that they're passionate about (whether this be in the classroom or after school). They must demonstrate that they have lives outside of school and that they are well-balanced people. Being transparent with students and building relationships with them beyond the classroom can help drive learning - students work harder with people who matter to them. The \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, for example, uses Facebook as a means of connecting students and teachers to each others' interests. Students and teachers even do things together outside of the classroom.\u003c/li>\n\u003cli>\u003cstrong>CONNECT WITH PARENTS.\u003c/strong> Building relationships between parents and schools is crucial. George Couros says that having a pre-conference at the beginning of the school year with parents allows teachers and administrators to listen to parents talk about their kids and gives parents a chance to tell the school what their competencies are and where their expertise lies. Teachers can then create \"resident expert\" walls. By identifying strengths and talents of parents, parents gain a sense of recognition and human value - they feel engaged. This leads to opportunities for parents to teach topics that they love within the school.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003cfigure id=\"attachment_13657\" class=\"wp-caption left\" style=\"max-width: 225px\">\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\">\u003cimg class=\"size-full wp-image-13657\" title=\"timthumb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/timthumb.jpg\" alt=\"\" width=\"225\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Island School, a public school in New York City, embodies passion-based learning.\u003c/figcaption>\u003c/figure>\n\u003c/h5>\u003cp>By Kimberly Vincent\n\u003c/p>\u003cp>We hear a lot about \"passion-based\" learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent \u003ca href=\"http://www.stevehargadon.com/2011/05/may-10-second-panel-discussion-on.html\">Future of Education\u003c/a> talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers, Amy Sandvold, Lisa Nielsen, and George Couros, and the talk was mediated by Steve Hargadon. These are some of the key points that address the issues around passion-based learning that came from the talk, along with some additional thoughts from \u003ca href=\"http://www.johnseelybrown.com/\">John Seely Brown\u003c/a>, co-author of \u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>, \u003cem>\u003ca href=\"http://www.amazon.com/New-Culture-Learning-Cultivating-Imagination/dp/1456458884/\">\u003cstrong> \u003c/strong>\u003c/a>\u003c/em> and educator \u003ca href=\"http://jackiegerstein.weebly.com/\">Jackie Gerstein\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>REACH OUT TO THE DISENFRANCHISED.\u003c/strong> We say that we want creative, passion-driven students, yet we reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don't understand the relevance of what they're being taught. We're rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don't know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.\u003c/li>\n\u003cli>\u003cstrong>SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL.\u003c/strong> Passion is the narrative of mattering. It's that simple and that difficult. Everyone has a deep rooted drive to know that they matter to others and that what they're doing matters. When you're doing work that matters, with people who matter, you're willing to suffer and study more. Passion-based learning is not about matching students with topics that interest them, it's about presenting subjects to students in a way that's relevant. People gain empowerment when they're doing work that matters and is respected. Angela Maiers suggests that a class essay rubric may seem irrelevant for some, and that having students surf the web to identify writing standards that are \"worthy of the world\" may engage them to take ownership of their writing.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>INDOCTRINATE PASSION INTO THE SYSTEM. \u003c/strong>We must switch from a control narrative in the classroom to a passion narrative. While our education system allows continuity between grade levels, provides a streamlined performance metric, and \"teacher-proofs\" schools, assessment-based education can quell the creative process in teachers. Lisa Nielsen writes in her \u003ca href=\"http://theinnovativeeducator.blogspot.com/\">Innovative Educator\u003c/a> blog: \"Are we going to lose another excellent, passion-driven teacher to a compulsory system of education that as Seth Godin so aptly expresses, 'only values compliance not initiative, because, of course, that's what's easiest to measure.'\" School mandates paralyze educators from taking a close look at their passion for learning. School administrators should support teachers and empower them to be creative. Teachers and leadership, as exemplified by those from Aurora High School in Ohio, can read books like \u003cem>\u003ca href=\"http://www.amazon.com/Passion-Driven-Classroom-Framework-Teaching-Learning/dp/1596671599\">Passion-Driven Classrooms\u003c/a>\u003c/em> (written by panelists Angela Maiers and Amy Sandvold) to discover ways to use more passion in their classrooms.The\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\"> Island School\u003c/a> is an example of a public-financed school in New York City that's implemented a schoolwide enrichment model focusing on talent development and nurturing multiple intelligences.\u003c/li>\n\u003cli>\u003cstrong>TRY USING THE SCHOOLWIDE ENRICHMENT MODEL. \u003c/strong>Passion-based learning is about finding a \"hero,\" learning what makes him/her successful, and acquiring the practices and the norms of established practitioners in that field. The \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/preparing-students-for-success-by.html\">Schoolwide Enrichment Mode\u003c/a>l identifies student strengths, nurtures skills, and creates authentic opportunities for students to utilize these skills not just as students, but as practicing professionals providing experiences and opportunities to work and learn with others in the fields in which they are interested. If a student takes interest in the culinary arts, watching the\u003cem> 60 Minutes\u003c/em> interview of Jose Andres, following up on studies of molecular gastronomy, volunteering at a local soup kitchen and exchanging recipes with a network of cooks is far more enriching than simply taking a cooking class. Jackie Gerstein said: \"I realized that it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that contributes to success as a culinary artist.\"\u003c/li>\n\u003cli>\u003cstrong>DIGITAL MEDIA IS KEY. \u003c/strong>Students can read and view media about their heroes and possibly even connect directly with them. John Seely Brown, a notable passion-based proponent and keynote at the New Media Consortium this past summer, says that passion involves an extreme performance with a deep questioning disposition. Without digital media, this quest is not possible in formal education.\u003c/li>\n\u003cli>\u003cstrong>TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. \u003c/strong>Social media and Personal Learning Networks (PLNs) are necessary. Teachers need to publish their innovative work and share it with their personal learning networks. It's also important for teachers to help students get connected to PLNs via social media.\u003c/li>\n\u003cli>\u003cstrong>BECOME A DIGITAL CITIZENS. \u003c/strong>If for no other reason, then to be able to guide students. Students need to be shown what's appropriate and instructive with \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">social media in and out of the classroom\u003c/a>. Schools'\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> banning of social media sites \u003c/a>impedes this process. Having teachers and students learn side-by-side can provide great opportunities for building respect and openness.\u003c/li>\n\u003cli>\u003cstrong>PASSION IS INFECTIOUS. \u003c/strong>Being around passionate people is the best way to become passionate. A passion-driven teacher is a model for her students. Teachers must be able to lead in the areas that they're passionate about (whether this be in the classroom or after school). They must demonstrate that they have lives outside of school and that they are well-balanced people. Being transparent with students and building relationships with them beyond the classroom can help drive learning - students work harder with people who matter to them. The \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, for example, uses Facebook as a means of connecting students and teachers to each others' interests. Students and teachers even do things together outside of the classroom.\u003c/li>\n\u003cli>\u003cstrong>CONNECT WITH PARENTS.\u003c/strong> Building relationships between parents and schools is crucial. George Couros says that having a pre-conference at the beginning of the school year with parents allows teachers and administrators to listen to parents talk about their kids and gives parents a chance to tell the school what their competencies are and where their expertise lies. Teachers can then create \"resident expert\" walls. By identifying strengths and talents of parents, parents gain a sense of recognition and human value - they feel engaged. This leads to opportunities for parents to teach topics that they love within the school.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cform method=\"get\">\n\u003cdiv>\n\u003cp>\u003ca rel=\"attachment wp-att-13611\" href=\"http://ww2.kqed.org/mindshift/2011/07/how-do-you-negotiate-public-and-private-personas-on-twitter/topgold/\">\u003cimg class=\"size-medium wp-image-13611 alignleft\" title=\"topgold\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/topgold-300x268.jpg\" alt=\"\" width=\"300\" height=\"268\">\u003c/a>\u003c/p>\n\u003cp>As teachers try to suss out how to integrate \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/\">Google+ with their Facebook and Twitter networks\u003c/a> in and out of the classroom, the line between public and private posts becomes that much more the focus of discussion.\u003c/p>\n\u003cp>Google+ has made it somewhat easier by making users decide specifically which circles to post to. That function also works on Facebook, but it's not as transparent (the prompt is hidden next to the \"share\" button when you click on the lock icon, which allows you to customize which groups see your post).\u003c/p>\n\u003caside class=\"pullquote alignleft\">If your professors or students follow you on Twitter, do you feel you have to censor your Tweets?\u003c/aside>\n\u003cp>While Facebook has its own dynamics (read the \u003ca href=\"../2011/06/30-facebook-rules-for-college-professors/\">dos and dont's of using Facebook \u003c/a>in the college setting), Twitter is another animal altogether. By its very nature, it's almost always used publicly. Though you can send private messages, most people use it to broadcast news, links, and briefly described ideas to anyone and everyone willing to read.\u003c/p>\n\u003cp>Indeed, educators have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">creative ways to teach with Twitter.\u003c/a> But just as we, as individuals and parents of kids who want to join the socially wired world, must decide what's appropriate to Tweet (and Facebook and Google+ and all of what else is to come), teachers have to consider yet another layer of what works and what doesn't.\u003c!--more-->\u003c/p>\n\u003cp>Knowing that their public 140-character missives can be read by both teachers and students, how do they decide what information to share? Do students want their teachers knowing they went out with friends instead of studying for their exams? Do teachers want their students to hear about their workplace frustrations?\u003c/p>\n\u003cp>Phil Bronstein, editor at large at the San Francisco Chronicle, recently interviewed me about the subject for \u003ca href=\"http://articles.sfgate.com/2011-06-06/opinion/29624651_1_social-media-bad-teachers-tweet\">an article about guidelines for teachers\u003c/a>. We had a long conversation, but the gist of it was this: \"Educators have to find a way to walk the line between their professional persona and their personal opinion.\" It goes without saying that students do, too. It's all about learning to define digital footprints.\u003c/p>\n\u003cp>We recently conducted a small poll to \u003ca href=\"http://polldaddy.com/poll/5166951/\">gauge how students and teachers felt\u003c/a> about their Twitter habits. We asked just one question: If your professors or students follow you on Twitter, do you feel you have to censor yourself when you Tweet?\u003c/p>\n\u003cp>Most responders -- 62% -- said yes, \"Using my Twitter account for school makes me think twice about what I Tweet.\" A quarter of responders, 25%, said they don't feel any pressure to edit their Tweets. But here's what's interesting to me: 13% said they've created two different accounts to keep personal and academic feeds separate.\u003c/p>\n\u003cp>Teachers, students, what kind of information do you broadcast on Twitter?\u003c/p>\n\u003c/div>\n\u003c/form>\n\u003cp> \u003c/p>\n\u003cform id=\"formcomment\" action=\"/answers/post-comment.php\" method=\"post\"> \u003cinput id=\"poll_id\" name=\"poll_id\" type=\"hidden\" value=\"5166951\"> \u003cinput name=\"nonce\" type=\"hidden\" value=\"d631e43284\"> \u003ca href=\"http://polldaddy.com/poll/5166951/?view=results#\">\u003cbr>\n\u003c/a> \u003c/form>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/footage/308472054/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13525\" title=\"footage\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/footage-300x202.jpg\" alt=\"\" width=\"300\" height=\"202\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/gary-moskowitz/\">Gary Moskowitz\u003c/a>\u003c/p>\n\u003cp>When I ask my university journalism students why exactly they want to be journalists, a majority tell me it's because they \"like to write.\"\u003c/p>\n\u003cp>Considering most of them are in their 20s and grew up with the Internet, this response always surprises me. With a seemingly endless supply of emerging technology and digital storytelling tools at their fingertips, why pursue journalism exclusively for love of the written word?\u003c/p>\n\u003cp>A love of writing is one of many reasons I chose to pursue journalism, so I understand where they're coming from. But after working as a newspaper reporter from 2000 to 2004, I took a job as assistant editor at an online magazine in San Francisco, where my priorities shifted from words to podcasts and audio blogs. During a fellowship that followed at a national magazine, I took on all sorts of web duties: blogging, content management systems, video, digital audio, and visualized data projects. I continued to write, but it was only one of many daily newsroom tasks. The web was opening the floodgates in terms of \u003cem>how\u003c/em> journalists tell stories, and I've been embracing it ever since.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students complete many of our projects without writing a piece of text longer than an average tweet.\u003c/aside>\n\u003cp>I relocated from San Francisco to London nearly three years ago when my wife took a job here, and I've been lucky enough to take these web experiences and apply them to teaching postgraduate and undergraduate journalism classes at City University London and the London School of Journalism. Because students come to me for classes in online journalism -- in which writing takes a backseat to widgets, HTML, audio, video, live-blogging, tweeting, and data visualizations -- I often feel like telling my students who really love to write: \"Sorry, you've come to the wrong place. The creative writing lecture is down the hall.\"\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Writing is low on the priority list in our online journalism classes, not because I want it to be, but because we've got limited time to focus on other things. During two-hour classes, students create individual or group websites and learn how to operate online content management systems. They produce audio slideshows, podcasts and videos. They join online communities or create their own. They gather raw data and use it to create online visualizations. They tinker with HTML and CSS, and dissect their website's analytics, among many other tasks.\u003c/p>\n\u003cp>By the end of term, students will produce a body of multimedia journalism work and become active participants in an online network throughout which they can disseminate their work. Students complete many of our projects without writing a piece of text longer than an average tweet, which can be a major letdown for budding wordsmiths.\u003c/p>\n\u003ch4>Wait, this is what I signed up for?\u003c/h4>\n\u003cp>The student journalists my colleagues and I teach are not being trained to be writers; they're being encouraged to become multimedia producers, mobile reporters, hackers, graphic designers, website scrapers, and web entrepreneurs. With these goals in mind, we give them tools to help them get started. But how happy are they about it? Sometimes, not very. This past term, student uneasiness and confusion over the online journalism curriculum became so heated that one large hall lecture was interrupted by a large group complaining that the assignments were confusing and did not benefit their journalism career ambitions. At least one special discussion session with an instructor had to be scheduled outside of lectures to soothe the tension, and I spent several subsequent classes explaining the purpose of the assignments, rather than teaching actual skills.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It's safe to say there's a gap between student ideas of what journalism is, and how we actually train them to do journalism in 2011.\u003c/aside>\n\u003cp>This incident made me wonder if we, the lecturers, are more excited about the possibilities of web journalism than the students are. Their dream to write is easily deferred by a curriculum that leaves little room for discussion about writing style and technique. We're constantly telling them to write snappier, say what they need to with as few words as possible, and link to the rest, so how can they truly develop a unique writing voice in our classes? They need to do that on their own time or in another class, which inevitably causes some of them to then draw a line between \"real\" journalism and \"web\" journalism.\u003c/p>\n\u003cp>Maybe half of my students are from the U.K., and the others come from Europe, Africa, Asia, and the United States. Their online journalism perspectives vary greatly. Some have already created websites, utilize multiple social networks, can produce digital audio, and know Final Cut Pro. Some do not know what a memory stick is, what acronyms like \"CSS,\" \"HTML\" or \"CMS\" stand for or how to connect to WiFi. Some are eager to learn tech skills, but many spend a lot of time asking what all of these digital tools have to do with journalism in the first place, and are eager to get back to writing.\u003c/p>\n\u003cp>The strange thing is, when I do set aside time to discuss or critique their online writing, I'm surprised at how lackluster some of it really is. Many lack a firm grasp of the Who, What, Why, Where and How. They have a difficult time explaining seemingly simple but important details such as \"what has happened?\" and \"why does it matter?\" or \"how did it happen?\" and \"who is affected?\" When they do write, it often lacks specificity. For some, this is partly attributed to the fact that English is not their native language. But the majority of them are anxious to throw content up on the web quickly without properly explaining what the content actually is.\u003c/p>\n\u003ch4>Techie or Journalist?\u003c/h4>\n\u003cp>Some students, consciously or not, separate \"online\" journalism from \"print\" journalism because the former doesn't involve the traditional type of writing they're used to. If my students are a legitimate qualitative litmus test, it's safe to say there's a gap between student ideas of what journalism is, and how we actually train them to do journalism in 2011. Since we, as online journalism instructors, focus on instruments of technology rather than artful prose, there's an element of confusion among students as to what online journalism really is. Is it journalism, or is it technology? For many, the combination of both is jarring, and bridging the gap between the two is a struggle, especially for aspiring writers.\u003c/p>\n\u003cp>Because of this gap, many students confuse online journalism with information technology or tech support, which makes me think that we need to do more to help close that gap. For example, one of my students, in a recent email request to join their LinkedIn network, included a message that sums up this confusion in one brief sentence: \"Hi Gary, I was in one of your IT classes last year. Hope all's well!\"\u003c/p>\n\u003cp>I don't teach IT classes. Or do I?\u003c/p>\n\u003cp>\u003cem>Gary Moskowitz is a freelance journalist based in London. He blogs for the New York Times and Intelligent Life and has written for TIME Magazine. He teaches at City University London and London School of Journalism. He blogs at \u003ca href=\"http://blogowitz.com/\">blogowitz.com.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"../files/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "By Gary Moskowitz When I ask my university journalism students why exactly they want to be journalists, a majority tell me it's because they "like to write." Considering most of them are in their 20s and grew up with the Internet, this response always surprises me. With a seemingly endless supply of emerging technology and",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/footage/308472054/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13525\" title=\"footage\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/footage-300x202.jpg\" alt=\"\" width=\"300\" height=\"202\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/gary-moskowitz/\">Gary Moskowitz\u003c/a>\u003c/p>\n\u003cp>When I ask my university journalism students why exactly they want to be journalists, a majority tell me it's because they \"like to write.\"\u003c/p>\n\u003cp>Considering most of them are in their 20s and grew up with the Internet, this response always surprises me. With a seemingly endless supply of emerging technology and digital storytelling tools at their fingertips, why pursue journalism exclusively for love of the written word?\u003c/p>\n\u003cp>A love of writing is one of many reasons I chose to pursue journalism, so I understand where they're coming from. But after working as a newspaper reporter from 2000 to 2004, I took a job as assistant editor at an online magazine in San Francisco, where my priorities shifted from words to podcasts and audio blogs. During a fellowship that followed at a national magazine, I took on all sorts of web duties: blogging, content management systems, video, digital audio, and visualized data projects. I continued to write, but it was only one of many daily newsroom tasks. The web was opening the floodgates in terms of \u003cem>how\u003c/em> journalists tell stories, and I've been embracing it ever since.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students complete many of our projects without writing a piece of text longer than an average tweet.\u003c/aside>\n\u003cp>I relocated from San Francisco to London nearly three years ago when my wife took a job here, and I've been lucky enough to take these web experiences and apply them to teaching postgraduate and undergraduate journalism classes at City University London and the London School of Journalism. Because students come to me for classes in online journalism -- in which writing takes a backseat to widgets, HTML, audio, video, live-blogging, tweeting, and data visualizations -- I often feel like telling my students who really love to write: \"Sorry, you've come to the wrong place. The creative writing lecture is down the hall.\"\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Writing is low on the priority list in our online journalism classes, not because I want it to be, but because we've got limited time to focus on other things. During two-hour classes, students create individual or group websites and learn how to operate online content management systems. They produce audio slideshows, podcasts and videos. They join online communities or create their own. They gather raw data and use it to create online visualizations. They tinker with HTML and CSS, and dissect their website's analytics, among many other tasks.\u003c/p>\n\u003cp>By the end of term, students will produce a body of multimedia journalism work and become active participants in an online network throughout which they can disseminate their work. Students complete many of our projects without writing a piece of text longer than an average tweet, which can be a major letdown for budding wordsmiths.\u003c/p>\n\u003ch4>Wait, this is what I signed up for?\u003c/h4>\n\u003cp>The student journalists my colleagues and I teach are not being trained to be writers; they're being encouraged to become multimedia producers, mobile reporters, hackers, graphic designers, website scrapers, and web entrepreneurs. With these goals in mind, we give them tools to help them get started. But how happy are they about it? Sometimes, not very. This past term, student uneasiness and confusion over the online journalism curriculum became so heated that one large hall lecture was interrupted by a large group complaining that the assignments were confusing and did not benefit their journalism career ambitions. At least one special discussion session with an instructor had to be scheduled outside of lectures to soothe the tension, and I spent several subsequent classes explaining the purpose of the assignments, rather than teaching actual skills.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It's safe to say there's a gap between student ideas of what journalism is, and how we actually train them to do journalism in 2011.\u003c/aside>\n\u003cp>This incident made me wonder if we, the lecturers, are more excited about the possibilities of web journalism than the students are. Their dream to write is easily deferred by a curriculum that leaves little room for discussion about writing style and technique. We're constantly telling them to write snappier, say what they need to with as few words as possible, and link to the rest, so how can they truly develop a unique writing voice in our classes? They need to do that on their own time or in another class, which inevitably causes some of them to then draw a line between \"real\" journalism and \"web\" journalism.\u003c/p>\n\u003cp>Maybe half of my students are from the U.K., and the others come from Europe, Africa, Asia, and the United States. Their online journalism perspectives vary greatly. Some have already created websites, utilize multiple social networks, can produce digital audio, and know Final Cut Pro. Some do not know what a memory stick is, what acronyms like \"CSS,\" \"HTML\" or \"CMS\" stand for or how to connect to WiFi. Some are eager to learn tech skills, but many spend a lot of time asking what all of these digital tools have to do with journalism in the first place, and are eager to get back to writing.\u003c/p>\n\u003cp>The strange thing is, when I do set aside time to discuss or critique their online writing, I'm surprised at how lackluster some of it really is. Many lack a firm grasp of the Who, What, Why, Where and How. They have a difficult time explaining seemingly simple but important details such as \"what has happened?\" and \"why does it matter?\" or \"how did it happen?\" and \"who is affected?\" When they do write, it often lacks specificity. For some, this is partly attributed to the fact that English is not their native language. But the majority of them are anxious to throw content up on the web quickly without properly explaining what the content actually is.\u003c/p>\n\u003ch4>Techie or Journalist?\u003c/h4>\n\u003cp>Some students, consciously or not, separate \"online\" journalism from \"print\" journalism because the former doesn't involve the traditional type of writing they're used to. If my students are a legitimate qualitative litmus test, it's safe to say there's a gap between student ideas of what journalism is, and how we actually train them to do journalism in 2011. Since we, as online journalism instructors, focus on instruments of technology rather than artful prose, there's an element of confusion among students as to what online journalism really is. Is it journalism, or is it technology? For many, the combination of both is jarring, and bridging the gap between the two is a struggle, especially for aspiring writers.\u003c/p>\n\u003cp>Because of this gap, many students confuse online journalism with information technology or tech support, which makes me think that we need to do more to help close that gap. For example, one of my students, in a recent email request to join their LinkedIn network, included a message that sums up this confusion in one brief sentence: \"Hi Gary, I was in one of your IT classes last year. Hope all's well!\"\u003c/p>\n\u003cp>I don't teach IT classes. Or do I?\u003c/p>\n\u003cp>\u003cem>Gary Moskowitz is a freelance journalist based in London. He blogs for the New York Times and Intelligent Life and has written for TIME Magazine. He teaches at City University London and London School of Journalism. He blogs at \u003ca href=\"http://blogowitz.com/\">blogowitz.com.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"../files/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "From last year's ISTE talk by Adam Bellow that's making the rounds again: The new \"F\" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\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-13316\" href=\"http://ww2.kqed.org/mindshift/2011/06/how-to-address-yeah-but-objections-from-resisters/sb10069451r-001/\">\u003cimg class=\"size-medium wp-image-13316\" title=\"sb10069451r-001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Getty-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>What's stopping you or your peers from making a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">meaningful change\u003c/a> in your teaching practice? What are the \"yeah, but\" arguments you hear when you propose a new idea, a way to do something differently?\u003c/p>\n\u003cp>Rob Mancabelli and Will Richardson, authors of \u003cem>\u003ca href=\"http://www.amazon.com/Personal-Learning-Networks-Connections-Transform/dp/193554327X/ref=sr_1_3?s=books&ie=UTF8&qid=1309456024&sr=1-3\">Personal Learning Networks\u003c/a>\u003ca href=\"http://www.amazon.com/Personal-Learning-Networks-Connections-Transform/dp/193554327X/ref=sr_1_3?s=books&ie=UTF8&qid=1309456024&sr=1-3\">: Using the Power of Connections to Transform Education\u003c/a>\u003c/em>, asked a few hundred teachers to list the \"yeah-buts\" they hear from other teachers, administrators, and parents.\u003c/p>\n\u003cp>The audience attending the packed\u003ca href=\"http://www.iste2011.org/\"> ISTE Conference \u003c/a>yesterday had a long list of complaints and objections they've heard along the way.\u003c/p>\n\u003cp>Here are just a few:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Yeah, but:\u003c/p>\n\u003cul>\n\u003cli>It's not safe to let kids experiment on the Internet.\u003c/li>\n\u003cli>We need to block and filter sites.\u003c/li>\n\u003cli>It's always been this way.\u003c/li>\n\u003cli>Is it standards-based?\u003c/li>\n\u003cli>We don't have this technology in our school.\u003c/li>\n\u003cli>We don't know how to use this technology\u003c/li>\n\u003cli>It's disruptive to the classroom.\u003c/li>\n\u003cli>Will it help our assessment scores?\u003c/li>\n\u003cli>It's not rigorous enough.\u003cbr>\n\u003c!--more-->\n\u003c/li>\n\u003cli>We don't have enough bandwidth or infrastructure.\u003c/li>\n\u003cli>We don't have enough money.\u003c/li>\n\u003cli>There's no room for this in our curriculum.\u003c/li>\n\u003cli>Teachers can't be trusted.\u003c/li>\n\u003cli>It has a negative effect on the brain.\u003c/li>\n\u003cli>Does everyone have to do it? Why isn't something that you do, if you're so interested.\u003c/li>\n\u003cli>Students are cheating when they look stuff up.\u003c/li>\n\u003cli>It's too fun.\u003c/li>\n\u003c/ul>\n\u003cp>Richardson and Mancabelli have some advice for frustrated educators who run into the proverbial wall when they propose new ideas: appeal to the nay-sayers' emotions, rather than their intellect.\u003c/p>\n\u003cp>\"Often our response to a 'yeah-but' is one of defensiveness and this can sometimes derail the conversation,\" wrote Trevor Shaw in a \u003ca href=\"http://todaysmeet.com/wriste11a\">simultaneous chat during the session\u003c/a>.\u003c/p>\n\u003cp>In addition to listing all the rational reasons why the idea might work (introducing critical thinking, introducing autonomy, showing trust, engaging thought), ask them: \"What’s at the root of this for you? Why don’t you think you can’t make this change?\"\u003c/p>\n\u003cp>Chances are you'll hear some interesting answer, which can then be rationally addressed.\u003c/p>\n\u003cp>For example, if you're proposing a new way of using cell phones in the classroom, and you hear objections about how it'll take too much time to figure out how that might work, your \u003cem>\u003cstrong>rational\u003c/strong>\u003c/em> tactic, Mancabelli says, could be:\u003c/p>\n\u003cul>\n\u003cli>Explaining that investing time up front will pay dividends later. The learning curve always gets easier after the first try.\u003c/li>\n\u003cli>Offering ways of reallocating time, such as using a faculty meeting or departmental meeting for professional development.\u003c/li>\n\u003cli>Suggesting a couple of half days for students so that teachers can work together on professional development.\u003c/li>\n\u003cli> Teaching people to use social networks so they can learn on their own time.\u003c/li>\n\u003c/ul>\n\u003cp>But that will only go so far, Mancabelli says. You have to also dig into the \u003cem>\u003cstrong>emotional\u003c/strong>\u003c/em> objections. Ask them, \"What’s your feeling behind it\"? You might here one or more of the following:\u003c/p>\n\u003cul>\n\u003cli>I'm already overwhelmed with all the work I have to do.\u003c/li>\n\u003cli>If I don't succeed at this, I'm afraid I'll make a fool of myself in front of not just other teachers but also the students.\u003c/li>\n\u003cli>It isn't fair that I have to learn about one more thing.\u003c/li>\n\u003c/ul>\n\u003cp>Now that you've gotten to the bottom of the issue, you can address the emotional concerns. These are some of Mancabelli's suggestions:\u003c/p>\n\u003cul>\n\u003cli>How long do you think it'll take to learn this? What's an appropriate amount of time to set aside?\u003c/li>\n\u003cli>Invite them into a conversation about how long this change is going to take.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Ask them what they need to succeed.\u003c/li>\n\u003cli>Tell them that there is no bar to get over.\u003c/li>\n\u003cli>Give them permission to fail.\u003c/li>\n\u003cli>Provide support if they run into roadblocks by reallocating funds, if you need to.\u003c/li>\n\u003c/ul>\n\u003cp>When it comes to allowing access to blocked sites at schools (read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Department of Education's list of rational reasons\u003c/a>, those in favor can appeal to the emotional side of the argument. Ask students to share about their online lives, and how they keep safe. Tell educators that it's part of their job to prepare kids from pitfalls of social media sites. Ask them: \"Wouldn't you be more scared about kids accessing sites without proper training and guidance?\" And of course, lead by example: share your own work online on open,collaborative sites and bring in others who do, too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>See the entire presentation \u003ca href=\"https://docs.google.com/present/view?id=dg832hc9_1p4q6ksg5\">here\u003c/a>. And how appropriate: as with most everything Richardson does, it's on a collaborative site:\u003ca href=\"https://docs.google.com/present/view?id=dg832hc9_1p4q6ksg5\"> a Google Doc\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13316\" href=\"http://ww2.kqed.org/mindshift/2011/06/how-to-address-yeah-but-objections-from-resisters/sb10069451r-001/\">\u003cimg class=\"size-medium wp-image-13316\" title=\"sb10069451r-001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Getty-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>What's stopping you or your peers from making a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">meaningful change\u003c/a> in your teaching practice? What are the \"yeah, but\" arguments you hear when you propose a new idea, a way to do something differently?\u003c/p>\n\u003cp>Rob Mancabelli and Will Richardson, authors of \u003cem>\u003ca href=\"http://www.amazon.com/Personal-Learning-Networks-Connections-Transform/dp/193554327X/ref=sr_1_3?s=books&ie=UTF8&qid=1309456024&sr=1-3\">Personal Learning Networks\u003c/a>\u003ca href=\"http://www.amazon.com/Personal-Learning-Networks-Connections-Transform/dp/193554327X/ref=sr_1_3?s=books&ie=UTF8&qid=1309456024&sr=1-3\">: Using the Power of Connections to Transform Education\u003c/a>\u003c/em>, asked a few hundred teachers to list the \"yeah-buts\" they hear from other teachers, administrators, and parents.\u003c/p>\n\u003cp>The audience attending the packed\u003ca href=\"http://www.iste2011.org/\"> ISTE Conference \u003c/a>yesterday had a long list of complaints and objections they've heard along the way.\u003c/p>\n\u003cp>Here are just a few:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yeah, but:\u003c/p>\n\u003cul>\n\u003cli>It's not safe to let kids experiment on the Internet.\u003c/li>\n\u003cli>We need to block and filter sites.\u003c/li>\n\u003cli>It's always been this way.\u003c/li>\n\u003cli>Is it standards-based?\u003c/li>\n\u003cli>We don't have this technology in our school.\u003c/li>\n\u003cli>We don't know how to use this technology\u003c/li>\n\u003cli>It's disruptive to the classroom.\u003c/li>\n\u003cli>Will it help our assessment scores?\u003c/li>\n\u003cli>It's not rigorous enough.\u003cbr>\n\u003c!--more-->\n\u003c/li>\n\u003cli>We don't have enough bandwidth or infrastructure.\u003c/li>\n\u003cli>We don't have enough money.\u003c/li>\n\u003cli>There's no room for this in our curriculum.\u003c/li>\n\u003cli>Teachers can't be trusted.\u003c/li>\n\u003cli>It has a negative effect on the brain.\u003c/li>\n\u003cli>Does everyone have to do it? Why isn't something that you do, if you're so interested.\u003c/li>\n\u003cli>Students are cheating when they look stuff up.\u003c/li>\n\u003cli>It's too fun.\u003c/li>\n\u003c/ul>\n\u003cp>Richardson and Mancabelli have some advice for frustrated educators who run into the proverbial wall when they propose new ideas: appeal to the nay-sayers' emotions, rather than their intellect.\u003c/p>\n\u003cp>\"Often our response to a 'yeah-but' is one of defensiveness and this can sometimes derail the conversation,\" wrote Trevor Shaw in a \u003ca href=\"http://todaysmeet.com/wriste11a\">simultaneous chat during the session\u003c/a>.\u003c/p>\n\u003cp>In addition to listing all the rational reasons why the idea might work (introducing critical thinking, introducing autonomy, showing trust, engaging thought), ask them: \"What’s at the root of this for you? Why don’t you think you can’t make this change?\"\u003c/p>\n\u003cp>Chances are you'll hear some interesting answer, which can then be rationally addressed.\u003c/p>\n\u003cp>For example, if you're proposing a new way of using cell phones in the classroom, and you hear objections about how it'll take too much time to figure out how that might work, your \u003cem>\u003cstrong>rational\u003c/strong>\u003c/em> tactic, Mancabelli says, could be:\u003c/p>\n\u003cul>\n\u003cli>Explaining that investing time up front will pay dividends later. The learning curve always gets easier after the first try.\u003c/li>\n\u003cli>Offering ways of reallocating time, such as using a faculty meeting or departmental meeting for professional development.\u003c/li>\n\u003cli>Suggesting a couple of half days for students so that teachers can work together on professional development.\u003c/li>\n\u003cli> Teaching people to use social networks so they can learn on their own time.\u003c/li>\n\u003c/ul>\n\u003cp>But that will only go so far, Mancabelli says. You have to also dig into the \u003cem>\u003cstrong>emotional\u003c/strong>\u003c/em> objections. Ask them, \"What’s your feeling behind it\"? You might here one or more of the following:\u003c/p>\n\u003cul>\n\u003cli>I'm already overwhelmed with all the work I have to do.\u003c/li>\n\u003cli>If I don't succeed at this, I'm afraid I'll make a fool of myself in front of not just other teachers but also the students.\u003c/li>\n\u003cli>It isn't fair that I have to learn about one more thing.\u003c/li>\n\u003c/ul>\n\u003cp>Now that you've gotten to the bottom of the issue, you can address the emotional concerns. These are some of Mancabelli's suggestions:\u003c/p>\n\u003cul>\n\u003cli>How long do you think it'll take to learn this? What's an appropriate amount of time to set aside?\u003c/li>\n\u003cli>Invite them into a conversation about how long this change is going to take.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Ask them what they need to succeed.\u003c/li>\n\u003cli>Tell them that there is no bar to get over.\u003c/li>\n\u003cli>Give them permission to fail.\u003c/li>\n\u003cli>Provide support if they run into roadblocks by reallocating funds, if you need to.\u003c/li>\n\u003c/ul>\n\u003cp>When it comes to allowing access to blocked sites at schools (read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Department of Education's list of rational reasons\u003c/a>, those in favor can appeal to the emotional side of the argument. Ask students to share about their online lives, and how they keep safe. Tell educators that it's part of their job to prepare kids from pitfalls of social media sites. Ask them: \"Wouldn't you be more scared about kids accessing sites without proper training and guidance?\" And of course, lead by example: share your own work online on open,collaborative sites and bring in others who do, too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>See the entire presentation \u003ca href=\"https://docs.google.com/present/view?id=dg832hc9_1p4q6ksg5\">here\u003c/a>. And how appropriate: as with most everything Richardson does, it's on a collaborative site:\u003ca href=\"https://docs.google.com/present/view?id=dg832hc9_1p4q6ksg5\"> a Google Doc\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Exactly Can You Learn on a Mobile Phone? Part II",
"title": "What Exactly Can You Learn on a Mobile Phone? Part II",
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"content": "\u003cfigure id=\"attachment_13227\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13227\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/shlala-3/\">\u003cimg class=\"size-medium wp-image-13227\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's the second part of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">my original interview\u003c/a> with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>Ito talks about whether intervention programs and educational outreach make formal schooling more interesting or relevant.\u003c/p>\n\u003cp>\"A lot of kids were doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world,\" she says regarding case studies she observed.\u003c/p>\n\u003cp>Ito also addresses the difference between letting kids experiment and figure out what they want to learn on their own versus setting them on a specific course.\u003c/p>\n\u003cp>\u003cstrong>Q. Is there any research that shows mobile phones are raising literacy or reading skills? Does it matter?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. I see opportunities that digital mobile devices can provide for learning in three ways: information access; social connection and peer learning; and expression and creative production.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[A mobile phone] is much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\"\u003c/aside>\n\u003cp>A mobile phone does really well and delivers better in the first two than the PC does, because it’s ubiquitous and demand-driven. When we’re out somewhere with family, we have a question, whatever it might be, there’s instant ability to access information. The ability to access information within a social face-to-face context is actually a powerful enabler of learning. You don’t have to be locked into a screen in solitary mode to access this big ecosystem of information. You feel a pervasive connection to that. These devices become a way of connecting, ideally providing a social support.\u003c/p>\n\u003cp>What it doesn’t deliver as well on is the actual production of knowledge and culture and things like that. It’s not a platform that’s optimized for that. Most activated learning is making use of multiple platforms and learning opportunities in multiple settings. And the mobile phone is a device that could potentially knit together those multiple contexts. Whether it’s an iPad or a phone, it’s a stable platform that kids can carry from home to school or after school programs to cobble together resources and social networks.\u003c!--more-->\u003c/p>\n\u003cp>But they do have to have those more intensive computing kinds of spaces to do more sophisticated forms of writing and production and self expression, and that’s the problem with relying exclusively on a mobile platform. It’s much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you think programs like \u003ca href=\"http://www.digitalyouthnetwork.org/team_members/2-nichole-pinkard\">the Digital Youth Network\u003c/a> are making an impact on giving a leg up to low-income kids?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A. The results are still coming in intervention, but I can speak about what we observed in our digital youth study, and the differences these programs, certain forms of access, and new media opportunities have made.\u003c/p>\n\u003cp>What I saw that was interesting is that class and privilege are incredibly important.\u003c/p>\n\u003cp>We found that middle class kids had a wealth of opportunities, but had little space for autonomy and exploration, because their lives were over-scheduled. They were on a track to do a certain thing, and were parented in the context of risk and fear about what they should and shouldn’t be doing that worked against a certain kind agency and exploration and certain kind of learning because they knew what they were supposed to learn.\u003c/p>\n\u003cp>We found that when less privileged kids were given access to the tools and trust and space to mess around with technology, and it was often incredibly transformative for them. They would do incredibly creative things, and it wasn’t necessarily getting them to fast-track to something, they were just messing around and enjoying their sense of agency.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you mean by their \"sense of agency?\"\u003c/strong>\u003c/p>\n\u003cp>A. So for example, we were looking at a high school that had an open-minded computer lab teacher and a local computer kids' club. They’d get together and play network games, set up businesses on their own to refurbish computers and sell on eBay and take proceeds and do organizing and activating on multi-user games. They were doing creative and innovative and entrepreneurial activities, using new media. It was really interesting. It was a space where they could exercise a new kind of agency. And we saw quite a few of case studies.\u003c/p>\n\u003cp>\u003cstrong>Q. How is that kind of agency helpful in their lives?\u003c/strong>\u003c/p>\n\u003cp>A. It has the potential to ignite a transformative identity shift if it’s not in a context where kids are given a lot of agency in what they explore.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>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. This is the foundation of the model of interest-driven learning -- the voluntary nature and the fact that kids have chosen what they want to specialize in and pursue has been incredibly important in fostering an authentic learning identity for kids.\u003c/p>\n\u003cp>A lot of kids in schools that aren’t structured around this more progressive philosophy of learning are not often given opportunities to allow their own voice and choice in learning. They’re either in environments that may be specialized already that kids have chosen, or they’re in environments like a computer lab where the teacher opens doors to kid and sets baseline rule for behavior, but allows them to do what they wanted.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any sense whether these opportunities have a lasting effect? \u003c/strong>\u003c/p>\n\u003cp>A. You have to follow kids over a longer haul. In our case studies, we had a lot of kids who were young adults telling us their retrospectives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\"\u003c/aside>\n\u003cp>A lot of kids point to some early experiences they have in connecting with other people who they respected who share those interests, and be able to choose the interests they have and mobilize their learning, instead of what they were told to learn. Somehow that set of factors was transformative in producing an identity in them that they were able to have a sense of efficacy that’s tied to their engagement in area of interest. They could mobilize learning and knowledge acquisition that set them on a different track in terms of how they approached learning.\u003c/p>\n\u003cp>Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\u003c/p>\n\u003cp>That’s where we feel like there’s a gap and our educational outreach approach and ecology and meeting kids where they are, but also making those things relevant to things like formal schooling and accreditation and career relevance trajectory.\u003c/p>\n\u003cp>\u003cstrong>Q. So does their interest-driven path lead to what we define as success in adulthood?\u003c/strong>\u003c/p>\n\u003cp>A. That's the big question I’d have: a lot of kids are doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world. So that’s the question. It’s the kids who can make that translation who can become incredibly successful.\u003c/p>\n\u003cp>A lot of it is how we think of relation between play and work. I’ve also talked to passionate hobbyists who see work as something separate and want to keep it separate. It’s the characteristic of a particular cut of middle class who want to see their passions aligned with their work in a particular way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>At the level of childhood experience, the more even within the context of K-12 trajectory, if we can use these interest-driven contexts in a way to reduce alienation with formal schooling, even putting aside work issues, that would be a huge plus for the kids.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13227\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13227\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/shlala-3/\">\u003cimg class=\"size-medium wp-image-13227\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's the second part of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">my original interview\u003c/a> with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>Ito talks about whether intervention programs and educational outreach make formal schooling more interesting or relevant.\u003c/p>\n\u003cp>\"A lot of kids were doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world,\" she says regarding case studies she observed.\u003c/p>\n\u003cp>Ito also addresses the difference between letting kids experiment and figure out what they want to learn on their own versus setting them on a specific course.\u003c/p>\n\u003cp>\u003cstrong>Q. Is there any research that shows mobile phones are raising literacy or reading skills? Does it matter?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A. I see opportunities that digital mobile devices can provide for learning in three ways: information access; social connection and peer learning; and expression and creative production.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[A mobile phone] is much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\"\u003c/aside>\n\u003cp>A mobile phone does really well and delivers better in the first two than the PC does, because it’s ubiquitous and demand-driven. When we’re out somewhere with family, we have a question, whatever it might be, there’s instant ability to access information. The ability to access information within a social face-to-face context is actually a powerful enabler of learning. You don’t have to be locked into a screen in solitary mode to access this big ecosystem of information. You feel a pervasive connection to that. These devices become a way of connecting, ideally providing a social support.\u003c/p>\n\u003cp>What it doesn’t deliver as well on is the actual production of knowledge and culture and things like that. It’s not a platform that’s optimized for that. Most activated learning is making use of multiple platforms and learning opportunities in multiple settings. And the mobile phone is a device that could potentially knit together those multiple contexts. Whether it’s an iPad or a phone, it’s a stable platform that kids can carry from home to school or after school programs to cobble together resources and social networks.\u003c!--more-->\u003c/p>\n\u003cp>But they do have to have those more intensive computing kinds of spaces to do more sophisticated forms of writing and production and self expression, and that’s the problem with relying exclusively on a mobile platform. It’s much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you think programs like \u003ca href=\"http://www.digitalyouthnetwork.org/team_members/2-nichole-pinkard\">the Digital Youth Network\u003c/a> are making an impact on giving a leg up to low-income kids?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A. The results are still coming in intervention, but I can speak about what we observed in our digital youth study, and the differences these programs, certain forms of access, and new media opportunities have made.\u003c/p>\n\u003cp>What I saw that was interesting is that class and privilege are incredibly important.\u003c/p>\n\u003cp>We found that middle class kids had a wealth of opportunities, but had little space for autonomy and exploration, because their lives were over-scheduled. They were on a track to do a certain thing, and were parented in the context of risk and fear about what they should and shouldn’t be doing that worked against a certain kind agency and exploration and certain kind of learning because they knew what they were supposed to learn.\u003c/p>\n\u003cp>We found that when less privileged kids were given access to the tools and trust and space to mess around with technology, and it was often incredibly transformative for them. They would do incredibly creative things, and it wasn’t necessarily getting them to fast-track to something, they were just messing around and enjoying their sense of agency.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you mean by their \"sense of agency?\"\u003c/strong>\u003c/p>\n\u003cp>A. So for example, we were looking at a high school that had an open-minded computer lab teacher and a local computer kids' club. They’d get together and play network games, set up businesses on their own to refurbish computers and sell on eBay and take proceeds and do organizing and activating on multi-user games. They were doing creative and innovative and entrepreneurial activities, using new media. It was really interesting. It was a space where they could exercise a new kind of agency. And we saw quite a few of case studies.\u003c/p>\n\u003cp>\u003cstrong>Q. How is that kind of agency helpful in their lives?\u003c/strong>\u003c/p>\n\u003cp>A. It has the potential to ignite a transformative identity shift if it’s not in a context where kids are given a lot of agency in what they explore.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>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. This is the foundation of the model of interest-driven learning -- the voluntary nature and the fact that kids have chosen what they want to specialize in and pursue has been incredibly important in fostering an authentic learning identity for kids.\u003c/p>\n\u003cp>A lot of kids in schools that aren’t structured around this more progressive philosophy of learning are not often given opportunities to allow their own voice and choice in learning. They’re either in environments that may be specialized already that kids have chosen, or they’re in environments like a computer lab where the teacher opens doors to kid and sets baseline rule for behavior, but allows them to do what they wanted.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any sense whether these opportunities have a lasting effect? \u003c/strong>\u003c/p>\n\u003cp>A. You have to follow kids over a longer haul. In our case studies, we had a lot of kids who were young adults telling us their retrospectives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\"\u003c/aside>\n\u003cp>A lot of kids point to some early experiences they have in connecting with other people who they respected who share those interests, and be able to choose the interests they have and mobilize their learning, instead of what they were told to learn. Somehow that set of factors was transformative in producing an identity in them that they were able to have a sense of efficacy that’s tied to their engagement in area of interest. They could mobilize learning and knowledge acquisition that set them on a different track in terms of how they approached learning.\u003c/p>\n\u003cp>Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\u003c/p>\n\u003cp>That’s where we feel like there’s a gap and our educational outreach approach and ecology and meeting kids where they are, but also making those things relevant to things like formal schooling and accreditation and career relevance trajectory.\u003c/p>\n\u003cp>\u003cstrong>Q. So does their interest-driven path lead to what we define as success in adulthood?\u003c/strong>\u003c/p>\n\u003cp>A. That's the big question I’d have: a lot of kids are doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world. So that’s the question. It’s the kids who can make that translation who can become incredibly successful.\u003c/p>\n\u003cp>A lot of it is how we think of relation between play and work. I’ve also talked to passionate hobbyists who see work as something separate and want to keep it separate. It’s the characteristic of a particular cut of middle class who want to see their passions aligned with their work in a particular way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What Exactly Can You Learn on a Mobile Phone?",
"title": "What Exactly Can You Learn on a Mobile Phone?",
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"content": "\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n",
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"excerpt": "The mobile phone has been lauded as a tool with the potential to close the digital divide between the haves and have-nots. But what type of learning is best suited for a small mobile device?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Pottermore Fuels Harry Potter Mania",
"title": "Pottermore Fuels Harry Potter Mania",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-13108\" href=\"http://ww2.kqed.org/mindshift/2011/06/pottermore-fuels-harry-potter-mania/screen-shot-2011-06-24-at-11-57-27-am/\">\u003cimg class=\"size-medium wp-image-13108\" title=\"Screen shot 2011-06-24 at 11.57.27 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-24-at-11.57.27-AM-300x171.png\" alt=\"\" width=\"300\" height=\"171\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>[Correction 6/24]: Updated to note that the writer of Transmythology blog is Simon Pulman, not Henry Jenkins, an expert in participatory culture, Harry Potter's fan fictions sites, and their \u003ca href=\"../2011/05/harry-potter-henry-jenkins-and-the-power-of-social-media/\">role in fostering learning\u003c/a> and \u003ca href=\"http://thehpalliance.org/\">social justice\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Within days of announcing the new Harry Potter website, \u003ca href=\"http://www.pottermore.com/\">Pottermore\u003c/a>, the \"\u003ca href=\"http://www.npr.org/2011/06/23/137372112/pottermore-brings-harry-potter-to-the-digital-world\">official counterpart\u003c/a>\" to the wildly popular book series' fan fiction sites has more than \u003ca href=\"http://twitter.com/#!/POTTERMORE\">125,000 followers\u003c/a> on Twitter and more than 3,700 likes on \u003ca href=\"http://www.facebook.com/pages/Pottermore/130686860343641\">Facebook\u003c/a>.\u003c/p>\n\u003cp>Why the frenzy when so many other fan fiction sites -- more than 1 million -- are already devoted to the wizard fantasy? Some ideas:\u003c/p>\n\u003col>\n\u003cli>Pottermore will be the first place where readers can buy digital versions of the book.\u003c/li>\n\u003cli>New, unpublished material by J.K. Rowling herself will be on the site.\u003c/li>\n\u003cli>Savvy marketers are building up anticipation by announcing the site's existence three months before its launch.\u003c/li>\n\u003c/ol>\n\u003cp>With all this, who \u003cem>wouldn't\u003c/em> be excited?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But I suspect that behind all the marketing wizardry, one of the main reasons for the excitement stems from the fact that fans will get to interact with Rowling, the original creator of the series.\u003c/p>\n\u003cp>\"Without her presence, the whole endeavor would be instantly dismissed by fans as unofficial, inauthentic and perhaps even a little cynical,\" \u003ca href=\"http://transmythology.com/about/\">writes Simon Pulman,\u003c/a> an entertainment brand developer on his blog Transmythology.\u003c/p>\n\u003cp>But in order to breathe genuine life into Pottermore, it will have to mirror the fervor of unofficial fan sites -- without the slick marketing ploys of the big moneymakers, \u003ca href=\"http://transmythology.com/2011/06/23/pottermore-initial-observations/\">Pulman writes\u003c/a>. \u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>The biggest struggle will lie with avoiding the ultimate fate of most “official” fan communities. Because IP [intellectual property] owners are used to working in release cycles and focusing on return on investment, official communities tend to be focused around major releases. They launch with fanfare and users migrate to check out the initial content… before gradually returning to the fan sites from whence they came, frustrated by lack of updates and more oppressive monitoring of what they can say and do.\u003c/p>\n\u003cp>In order to succeed as a community, Pottermore will have to be more like Facebook than the typical movie website. It needs to focus on nurturing a community in the long run, and it must maintain momentum after the initial hype and ebook sales have died down. Fans, within reason, should not feel restricted or censored. Moreover, it cannot let its competitive advantage – direct contact with Rowling – lapse. While Rowling should maintain a degree of distance and mystery, she must pop up now and again at unexpected times to keep the community energized. New story content needs to be released incrementally and, ideally, should be substantial.\u003c/p>\u003c/blockquote>\n\u003cp>And like unofficial fan sites, those who run Pottermore will have to be involved constantly, nurturing discussions and keeping interest alive. \"It’s a genuine challenge,\" Pulman writes.\u003c/p>\n\u003cp>But if Pottermore is able to pull it off, what then will happen to all those unofficial Harry Potter fan fiction sites?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Here's Rowling announcing Pottermore:\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13108\" href=\"http://ww2.kqed.org/mindshift/2011/06/pottermore-fuels-harry-potter-mania/screen-shot-2011-06-24-at-11-57-27-am/\">\u003cimg class=\"size-medium wp-image-13108\" title=\"Screen shot 2011-06-24 at 11.57.27 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-24-at-11.57.27-AM-300x171.png\" alt=\"\" width=\"300\" height=\"171\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>[Correction 6/24]: Updated to note that the writer of Transmythology blog is Simon Pulman, not Henry Jenkins, an expert in participatory culture, Harry Potter's fan fictions sites, and their \u003ca href=\"../2011/05/harry-potter-henry-jenkins-and-the-power-of-social-media/\">role in fostering learning\u003c/a> and \u003ca href=\"http://thehpalliance.org/\">social justice\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Within days of announcing the new Harry Potter website, \u003ca href=\"http://www.pottermore.com/\">Pottermore\u003c/a>, the \"\u003ca href=\"http://www.npr.org/2011/06/23/137372112/pottermore-brings-harry-potter-to-the-digital-world\">official counterpart\u003c/a>\" to the wildly popular book series' fan fiction sites has more than \u003ca href=\"http://twitter.com/#!/POTTERMORE\">125,000 followers\u003c/a> on Twitter and more than 3,700 likes on \u003ca href=\"http://www.facebook.com/pages/Pottermore/130686860343641\">Facebook\u003c/a>.\u003c/p>\n\u003cp>Why the frenzy when so many other fan fiction sites -- more than 1 million -- are already devoted to the wizard fantasy? Some ideas:\u003c/p>\n\u003col>\n\u003cli>Pottermore will be the first place where readers can buy digital versions of the book.\u003c/li>\n\u003cli>New, unpublished material by J.K. Rowling herself will be on the site.\u003c/li>\n\u003cli>Savvy marketers are building up anticipation by announcing the site's existence three months before its launch.\u003c/li>\n\u003c/ol>\n\u003cp>With all this, who \u003cem>wouldn't\u003c/em> be excited?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But I suspect that behind all the marketing wizardry, one of the main reasons for the excitement stems from the fact that fans will get to interact with Rowling, the original creator of the series.\u003c/p>\n\u003cp>\"Without her presence, the whole endeavor would be instantly dismissed by fans as unofficial, inauthentic and perhaps even a little cynical,\" \u003ca href=\"http://transmythology.com/about/\">writes Simon Pulman,\u003c/a> an entertainment brand developer on his blog Transmythology.\u003c/p>\n\u003cp>But in order to breathe genuine life into Pottermore, it will have to mirror the fervor of unofficial fan sites -- without the slick marketing ploys of the big moneymakers, \u003ca href=\"http://transmythology.com/2011/06/23/pottermore-initial-observations/\">Pulman writes\u003c/a>. \u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>The biggest struggle will lie with avoiding the ultimate fate of most “official” fan communities. Because IP [intellectual property] owners are used to working in release cycles and focusing on return on investment, official communities tend to be focused around major releases. They launch with fanfare and users migrate to check out the initial content… before gradually returning to the fan sites from whence they came, frustrated by lack of updates and more oppressive monitoring of what they can say and do.\u003c/p>\n\u003cp>In order to succeed as a community, Pottermore will have to be more like Facebook than the typical movie website. It needs to focus on nurturing a community in the long run, and it must maintain momentum after the initial hype and ebook sales have died down. Fans, within reason, should not feel restricted or censored. Moreover, it cannot let its competitive advantage – direct contact with Rowling – lapse. While Rowling should maintain a degree of distance and mystery, she must pop up now and again at unexpected times to keep the community energized. New story content needs to be released incrementally and, ideally, should be substantial.\u003c/p>\u003c/blockquote>\n\u003cp>And like unofficial fan sites, those who run Pottermore will have to be involved constantly, nurturing discussions and keeping interest alive. \"It’s a genuine challenge,\" Pulman writes.\u003c/p>\n\u003cp>But if Pottermore is able to pull it off, what then will happen to all those unofficial Harry Potter fan fiction sites?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Here's Rowling announcing Pottermore:\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "30 Facebook Dos and Don'ts for College Professors",
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"content": "\u003cfigure id=\"attachment_13018\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13018\" title=\"birgerking\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/birgerking-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr:Birgerking\u003c/figcaption>\u003c/figure>\n\u003cp>Privacy in the age of social media is almost an oxymoron. What's acceptable to broadcast to each other and the world is constantly changing -- and that's especially the case in education. We've created a \u003ca href=\"http://polldaddy.com/poll/5166951/\">short poll about student/teacher Tweeting habits\u003c/a>, and would love your feedback.\u003c/p>\n\u003cp>In the meantime, check out these suggested Facebook guidelines for college professors, which \u003ca href=\"http://www.onlinecolleges.net/2011/06/21/30-important-rules-for-professors-on-facebook/\">Online Colleges\u003c/a> asked me to repost.\u003c/p>\n\u003cp>Do you agree?\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usatoday.com/news/education/2010-03-02-facebook-professors_N.htm\">Don’t vent about students\u003c/a>\u003c/strong>: You may forget that the student you’re ranting about is friends with one of your friends, and might still be able to see your status updates.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nytimes.com/2008/03/20/fashion/20professor.html\">Understand your motives for friending students\u003c/a>\u003c/strong>: Many professors become friends with students on Facebook so that they seem more accessible and to encourage intelligent discussion. If you want your students to continue to view you as a more conservative professor, don’t bring any relationships online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://thetartan.org/2009/2/9/news/facebook\">Don’t blast updates to the whole university network\u003c/a>\u003c/strong>: If your school is on its own Facebook network, make sure your privacy settings are set so that your updates aren’t sent to everyone on campus — this oversight can happen even if you’re not friends with them.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usatoday.com/news/education/2010-03-02-facebook-professors_N.htm\">Find out if your school has a social media policy\u003c/a>\u003c/strong>: Some universities now have policies for faculty use of social media: you may not be allowed to friend students or discuss work at all, even on your private account, so make sure before you update your profile.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://thetartan.org/2009/2/9/news/facebook\">Consider waiting until students have graduated\u003c/a>\u003c/strong>: Becoming friends with students after they’ve graduated could be a smart policy if you’re nervous about saying the wrong thing or offending someone.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Use Facebook to help online students\u003c/strong>: If you’re an online instructor, use Facebook regularly to interact with your students. Since they’re not able to meet with you in person, it’s especially important that you’re readily available across different platforms online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Use Facebook as a back-up tool\u003c/a>\u003c/strong>: If class is cancelled because of bad weather, direct students to Facebook, and send out course materials, readings and discussion questions so that your class doesn’t fall behind.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Take advantage of Groups\u003c/a>\u003c/strong>: Create Groups for different classes, study groups, projects, or special discussions. It will help you stay organized and bolster the community spirit, hopefully encouraging more active participation.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.schools.com/visuals/college-professors-on-facebook.html\">Set up a separate account\u003c/a>\u003c/strong>: Set up a private account under a nickname, and use another Facebook account to connect with students, share class materials, and fuel discussion.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://media.www.gwhatchet.com/media/storage/paper332/news/2010/11/04/News/Professor.Warns.Of.Social.Media.Use.At.Last.Lecture-3954054.shtml\">\"Mind your brand\"\u003c/a>\u003c/strong>: Everyone on Facebook should realize that they can’t keep their private and workplace identities completely separate on social media. Realize that everything you put up on your profile, including your updates, contributes to your personal brand.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.allfacebook.com/nj-teacher-suspended-for-calling-students-facebook-2011-04\">Don’t login when you’re upset\u003c/a>\u003c/strong>: A few teachers at lower level schools have been fired because of nasty comments they’ve made about their schools or students. Mouth off to your friends in person, and wait until you feel calmer to get online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://chronicle.com/blogs/wiredcampus/should-professors-use-facebook/2071\">Decide if you really want to spy on your students\u003c/a>\u003c/strong>: Do you really want to know that your student missed class because he or she was hungover, even though they emailed you with a nobler excuse? Sometimes, ignorance is bliss, particularly if you want to remain an unbiased grader.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.geekosystem.com/should-college-professors-kill-their-facebook-accounts/\">Don’t get violent\u003c/a>\u003c/strong>: Threats about campus violence are taken especially seriously these days after shootings have occurred at colleges across the country, and even comments made as jokes about killing students or colleagues can get you fired.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Get student feedback\u003c/a>\u003c/strong>: Facebook is an easy way to get feedback from students regarding what they learned in class, how they can apply it to their daily lives, and what they wish you’d discussed.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Connect students to each other via your own profile\u003c/a>\u003c/strong>: Encourage students to ask each other questions and critique each other’s work by giving them a forum to do so on your profile or in a message feed.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Use Pages\u003c/a>\u003c/strong>: Set up a Facebook Page for a particular class, like this Spanish professor did to encourage students to speak to each other in the foreign language without being graded.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Enrich the in-class atmosphere\u003c/a>\u003c/strong>: Connecting with students online can \"bring more closeness into the classroom,\" a graduate student and Kansas State teacher told UWire.com. If students feel more comfortable with you because they know more about your personal interests and experiences, they’ll be more likely to open up in class too.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gigaom.com/collaboration/12-ways-to-use-facebook-professionally/\">Expand your professional network\u003c/a>\u003c/strong>: Friend colleagues you meet at conferences, lectures and other events to network professionally.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.schools.com/visuals/college-professors-on-facebook.html\">Host discussions on Facebook\u003c/a>\u003c/strong>: Add tabs for polls, surveys and discussions, and require students to jump in for \"class\" participation points.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Take advantage of Facebook’s convenience\u003c/a>\u003c/strong>: Send out bulk messages that everyone can see instead of setting yourself up to reply to lots of separate emails.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gigaom.com/collaboration/12-ways-to-use-facebook-professionally/\">Avoid the time suck\u003c/a>\u003c/strong>: You can’t blame your students for playing on Facebook instead of studying if you’re doing the same thing: set aside certain Facebook time for fun, and the rest of the time, use it for something productive, like posting course materials or responding to questions.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Use it to store and save information\u003c/a>\u003c/strong>: Ask students to dump research and brainstorming ideas — and help them add resources – into a Page for easy collaboration.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gawker.com/5729990/how-to-keep-facebook-from-humiliating-you-today\">Find out where you’ve been tagged\u003c/a>\u003c/strong>: You can find out if you’ve been tagged or added to photos and videos, even if you missed the e-mail update. Untag yourself from anything offensive or unprofessional.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.allfacebook.com/facebook-tutorials/facebook-profile-tutorial\">Stay active\u003c/a>\u003c/strong>: If your students want to become friends with you on Facebook and you’re open to the online connection, make an effort to engage with them. Keep your profile updated, and respond to questions and comments; otherwise, you’ll seem cold and snobbish.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Publicize your Facebook profile\u003c/a>\u003c/strong>: Make it easy for students to find you on Facebook, if you want them to. Add a link to your email signature or website if it’s convenient.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Invite everyone\u003c/a>\u003c/strong>: Don’t arbitrarily friend students as they find you if you plan to use Facebook as an extension of your class projects and discussions. You’ll seem like you’re favoring the students who find you by accident and are leaving everyone else out.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.onlinedegree.net/50-useful-facebook-tips-for-teachers/\">Don’t trash the school\u003c/a>\u003c/strong>: Professors often like to get involved in campus campaigns and student events, but don’t randomly trash the school or your university president with remarks that undermine their integrity or hint you’d rather be working somewhere else.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://roadtoteaching.com/2011/01/05/5-tips-to-avoid-facebook-and-other-social-media-pitfalls/\">Remember who’s watching\u003c/a>\u003c/strong>: Your department head or university president might be silently reading your updates, so keep everything clean.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Let students know if you won’t friend them back\u003c/a>\u003c/strong>: Students might be offended if you don’t accept their friend requests and don’t explain why. If you start getting requests, announce your policies for using (or not using) Facebook with them.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Only post or send messages you’d be proud to say in person\u003c/a>\u003c/strong>: Don’t get flirty, overly risque or sarcastic on students’ walls or in messages. Remember that just because it’s online doesn’t mean it isn’t real.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13018\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13018\" title=\"birgerking\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/birgerking-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr:Birgerking\u003c/figcaption>\u003c/figure>\n\u003cp>Privacy in the age of social media is almost an oxymoron. What's acceptable to broadcast to each other and the world is constantly changing -- and that's especially the case in education. We've created a \u003ca href=\"http://polldaddy.com/poll/5166951/\">short poll about student/teacher Tweeting habits\u003c/a>, and would love your feedback.\u003c/p>\n\u003cp>In the meantime, check out these suggested Facebook guidelines for college professors, which \u003ca href=\"http://www.onlinecolleges.net/2011/06/21/30-important-rules-for-professors-on-facebook/\">Online Colleges\u003c/a> asked me to repost.\u003c/p>\n\u003cp>Do you agree?\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usatoday.com/news/education/2010-03-02-facebook-professors_N.htm\">Don’t vent about students\u003c/a>\u003c/strong>: You may forget that the student you’re ranting about is friends with one of your friends, and might still be able to see your status updates.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nytimes.com/2008/03/20/fashion/20professor.html\">Understand your motives for friending students\u003c/a>\u003c/strong>: Many professors become friends with students on Facebook so that they seem more accessible and to encourage intelligent discussion. If you want your students to continue to view you as a more conservative professor, don’t bring any relationships online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://thetartan.org/2009/2/9/news/facebook\">Don’t blast updates to the whole university network\u003c/a>\u003c/strong>: If your school is on its own Facebook network, make sure your privacy settings are set so that your updates aren’t sent to everyone on campus — this oversight can happen even if you’re not friends with them.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usatoday.com/news/education/2010-03-02-facebook-professors_N.htm\">Find out if your school has a social media policy\u003c/a>\u003c/strong>: Some universities now have policies for faculty use of social media: you may not be allowed to friend students or discuss work at all, even on your private account, so make sure before you update your profile.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://thetartan.org/2009/2/9/news/facebook\">Consider waiting until students have graduated\u003c/a>\u003c/strong>: Becoming friends with students after they’ve graduated could be a smart policy if you’re nervous about saying the wrong thing or offending someone.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Use Facebook to help online students\u003c/strong>: If you’re an online instructor, use Facebook regularly to interact with your students. Since they’re not able to meet with you in person, it’s especially important that you’re readily available across different platforms online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Use Facebook as a back-up tool\u003c/a>\u003c/strong>: If class is cancelled because of bad weather, direct students to Facebook, and send out course materials, readings and discussion questions so that your class doesn’t fall behind.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Take advantage of Groups\u003c/a>\u003c/strong>: Create Groups for different classes, study groups, projects, or special discussions. It will help you stay organized and bolster the community spirit, hopefully encouraging more active participation.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.schools.com/visuals/college-professors-on-facebook.html\">Set up a separate account\u003c/a>\u003c/strong>: Set up a private account under a nickname, and use another Facebook account to connect with students, share class materials, and fuel discussion.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://media.www.gwhatchet.com/media/storage/paper332/news/2010/11/04/News/Professor.Warns.Of.Social.Media.Use.At.Last.Lecture-3954054.shtml\">\"Mind your brand\"\u003c/a>\u003c/strong>: Everyone on Facebook should realize that they can’t keep their private and workplace identities completely separate on social media. Realize that everything you put up on your profile, including your updates, contributes to your personal brand.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.allfacebook.com/nj-teacher-suspended-for-calling-students-facebook-2011-04\">Don’t login when you’re upset\u003c/a>\u003c/strong>: A few teachers at lower level schools have been fired because of nasty comments they’ve made about their schools or students. Mouth off to your friends in person, and wait until you feel calmer to get online.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://chronicle.com/blogs/wiredcampus/should-professors-use-facebook/2071\">Decide if you really want to spy on your students\u003c/a>\u003c/strong>: Do you really want to know that your student missed class because he or she was hungover, even though they emailed you with a nobler excuse? Sometimes, ignorance is bliss, particularly if you want to remain an unbiased grader.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.geekosystem.com/should-college-professors-kill-their-facebook-accounts/\">Don’t get violent\u003c/a>\u003c/strong>: Threats about campus violence are taken especially seriously these days after shootings have occurred at colleges across the country, and even comments made as jokes about killing students or colleagues can get you fired.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Get student feedback\u003c/a>\u003c/strong>: Facebook is an easy way to get feedback from students regarding what they learned in class, how they can apply it to their daily lives, and what they wish you’d discussed.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Connect students to each other via your own profile\u003c/a>\u003c/strong>: Encourage students to ask each other questions and critique each other’s work by giving them a forum to do so on your profile or in a message feed.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Use Pages\u003c/a>\u003c/strong>: Set up a Facebook Page for a particular class, like this Spanish professor did to encourage students to speak to each other in the foreign language without being graded.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Enrich the in-class atmosphere\u003c/a>\u003c/strong>: Connecting with students online can \"bring more closeness into the classroom,\" a graduate student and Kansas State teacher told UWire.com. If students feel more comfortable with you because they know more about your personal interests and experiences, they’ll be more likely to open up in class too.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gigaom.com/collaboration/12-ways-to-use-facebook-professionally/\">Expand your professional network\u003c/a>\u003c/strong>: Friend colleagues you meet at conferences, lectures and other events to network professionally.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.schools.com/visuals/college-professors-on-facebook.html\">Host discussions on Facebook\u003c/a>\u003c/strong>: Add tabs for polls, surveys and discussions, and require students to jump in for \"class\" participation points.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://deanartsandscience.wordpress.com/2011/05/02/do-college-professors-use-facebook/\">Take advantage of Facebook’s convenience\u003c/a>\u003c/strong>: Send out bulk messages that everyone can see instead of setting yourself up to reply to lots of separate emails.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gigaom.com/collaboration/12-ways-to-use-facebook-professionally/\">Avoid the time suck\u003c/a>\u003c/strong>: You can’t blame your students for playing on Facebook instead of studying if you’re doing the same thing: set aside certain Facebook time for fun, and the rest of the time, use it for something productive, like posting course materials or responding to questions.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://uwire.com/2010/09/02/techy-teaching-professors-use-facebook-to-promote-discussion-interaction/\">Use it to store and save information\u003c/a>\u003c/strong>: Ask students to dump research and brainstorming ideas — and help them add resources – into a Page for easy collaboration.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://gawker.com/5729990/how-to-keep-facebook-from-humiliating-you-today\">Find out where you’ve been tagged\u003c/a>\u003c/strong>: You can find out if you’ve been tagged or added to photos and videos, even if you missed the e-mail update. Untag yourself from anything offensive or unprofessional.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.allfacebook.com/facebook-tutorials/facebook-profile-tutorial\">Stay active\u003c/a>\u003c/strong>: If your students want to become friends with you on Facebook and you’re open to the online connection, make an effort to engage with them. Keep your profile updated, and respond to questions and comments; otherwise, you’ll seem cold and snobbish.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tree.com/education/blog-blog/archive-2011-03-17-5-reasons-to-use-facebook-in-college-classrooms.aspx\">Publicize your Facebook profile\u003c/a>\u003c/strong>: Make it easy for students to find you on Facebook, if you want them to. Add a link to your email signature or website if it’s convenient.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Invite everyone\u003c/a>\u003c/strong>: Don’t arbitrarily friend students as they find you if you plan to use Facebook as an extension of your class projects and discussions. You’ll seem like you’re favoring the students who find you by accident and are leaving everyone else out.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.onlinedegree.net/50-useful-facebook-tips-for-teachers/\">Don’t trash the school\u003c/a>\u003c/strong>: Professors often like to get involved in campus campaigns and student events, but don’t randomly trash the school or your university president with remarks that undermine their integrity or hint you’d rather be working somewhere else.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://roadtoteaching.com/2011/01/05/5-tips-to-avoid-facebook-and-other-social-media-pitfalls/\">Remember who’s watching\u003c/a>\u003c/strong>: Your department head or university president might be silently reading your updates, so keep everything clean.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Let students know if you won’t friend them back\u003c/a>\u003c/strong>: Students might be offended if you don’t accept their friend requests and don’t explain why. If you start getting requests, announce your policies for using (or not using) Facebook with them.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://arbiteronline.com/2011/02/07/friends-with-your-professors-on-facebook-tips-and-secrets-for-the-tricky-arena-of-online-social-networking/\">Only post or send messages you’d be proud to say in person\u003c/a>\u003c/strong>: Don’t get flirty, overly risque or sarcastic on students’ walls or in messages. Remember that just because it’s online doesn’t mean it isn’t real.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/anniferrr/4097009340/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12849\" title=\"anna gutermuth\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/anna-gutermuth-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Parents' directive to kids to \"go do your homework\" may soon be a thing of the past. School districts across the country, from New Jersey to Wyoming to California are banning homework -- or at least shortening the allotted time to make it more \"meaningful and manageable.\"\u003c/p>\n\u003cp>Simply put, the anti-homework camp points out the added stress and hours of rote drill work have not raised achievement levels, especially in elementary grades, \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html\">according to the New York Times.\u003c/a> Those who favor homework say important skills, whether they're rote or involve critical thinking, need to be practiced and honed.\u003c/p>\n\u003cp>Some schools are swapping homework for \"goal work,\" tailored to each student's progress, to be done at home or at class, as they're doing in Mango Elementary School in Fontana, Calif., while others, like Pleasanton, are cutting homework time back by half and prohibiting any assignments handed out on weekends, \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html\">the Times article states.\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>\"Homework is messing up the balance of kids' lives in terms of having downtime and playtime and family time,\" said Cathy Vatterott, associate professor of education at the University of Missouri-St. Louis and the author of \u003cem>Rethinking Homework: Best Practices that Support Diverse Needs\u003c/em> in\u003ca href=\"http://news.yahoo.com/s/nm/20110527/lf_nm_life/us_education_homework_2\"> a Reuters article.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This philosophical argument against overworked students is one perspective. But there's also a logistical argument to be made on behalf of low-income students, who may not have either the time or the physical space to complete homework assignments, putting them at even a greater disadvantage in the achievement gap. Many low-income students have to work to help support the family, don't have support at home because of working parents, or are confined to cramped living quarters and simply can't find the space to do homework.\u003c!--more-->\u003c/p>\n\u003cp>If the homework ban does become the norm rather than the exception, what does this mean for teachers?\u003c/p>\n\u003cp>Apart from having to coordinate with each other to ensure they don't exceed allotted homework time, how will educators change the way they design classroom time?\u003c/p>\n\u003cp>Today's \u003ca href=\"http://www.kqed.org/a/forum/R201106200900\">Forum show on KQED\u003c/a> discussed the issue in depth. You can listen to it here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"335\" height=\"85\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201106200900.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed type=\"application/x-shockwave-flash\" width=\"335\" height=\"85\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201106200900.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/anniferrr/4097009340/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12849\" title=\"anna gutermuth\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/anna-gutermuth-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Parents' directive to kids to \"go do your homework\" may soon be a thing of the past. School districts across the country, from New Jersey to Wyoming to California are banning homework -- or at least shortening the allotted time to make it more \"meaningful and manageable.\"\u003c/p>\n\u003cp>Simply put, the anti-homework camp points out the added stress and hours of rote drill work have not raised achievement levels, especially in elementary grades, \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html\">according to the New York Times.\u003c/a> Those who favor homework say important skills, whether they're rote or involve critical thinking, need to be practiced and honed.\u003c/p>\n\u003cp>Some schools are swapping homework for \"goal work,\" tailored to each student's progress, to be done at home or at class, as they're doing in Mango Elementary School in Fontana, Calif., while others, like Pleasanton, are cutting homework time back by half and prohibiting any assignments handed out on weekends, \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html\">the Times article states.\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>\"Homework is messing up the balance of kids' lives in terms of having downtime and playtime and family time,\" said Cathy Vatterott, associate professor of education at the University of Missouri-St. Louis and the author of \u003cem>Rethinking Homework: Best Practices that Support Diverse Needs\u003c/em> in\u003ca href=\"http://news.yahoo.com/s/nm/20110527/lf_nm_life/us_education_homework_2\"> a Reuters article.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This philosophical argument against overworked students is one perspective. But there's also a logistical argument to be made on behalf of low-income students, who may not have either the time or the physical space to complete homework assignments, putting them at even a greater disadvantage in the achievement gap. Many low-income students have to work to help support the family, don't have support at home because of working parents, or are confined to cramped living quarters and simply can't find the space to do homework.\u003c!--more-->\u003c/p>\n\u003cp>If the homework ban does become the norm rather than the exception, what does this mean for teachers?\u003c/p>\n\u003cp>Apart from having to coordinate with each other to ensure they don't exceed allotted homework time, how will educators change the way they design classroom time?\u003c/p>\n\u003cp>Today's \u003ca href=\"http://www.kqed.org/a/forum/R201106200900\">Forum show on KQED\u003c/a> discussed the issue in depth. You can listen to it here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"335\" height=\"85\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201106200900.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed type=\"application/x-shockwave-flash\" width=\"335\" height=\"85\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201106200900.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Interactive Books Get Kids to Read More?",
"title": "Can Interactive Books Get Kids to Read More?",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-12809\" href=\"http://ww2.kqed.org/mindshift/2011/06/can-interactive-books-get-kids-to-read-more/booksurfer/\">\u003cimg class=\"alignleft size-medium wp-image-12809\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/booksurfer-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003ca href=\"http://www.booksurfers.co.uk/\">Booksurfers\u003c/a> is a new e-book adventure series aimed at children age 9 to 12. In a lot of ways, it fits squarely within the long tradition of children's adventure stories: a group of kids is thrust into a strange scenario where they must use their wits to solve a problem, where they travel to strange and exotic locations to battle evil forces. But Booksurfers takes these generic conventions and gives them a very contemporary twist.\u003c/p>\n\u003cp>The four kid characters in Booksurfers -- Ryan, Jake, Becca and Harriet -- use a digital gadget called The Nautilus in order to\"jump into\" classic adventure stories in order to steal fictional artifacts. The evil Dr. Crookshanks compels them to do so, and he's taken their parents hostage in order to force the kids' cooperation.\u003c/p>\n\u003cp>For those familiar with Mary Pope Osborne's popular \u003cem>\u003ca href=\"http://en.wikipedia.org/wiki/Magic_Tree_House_series\">Magic Tree House\u003c/a>\u003c/em> series, the notion of traveling back in time or into magic lands may sound quite familiar, and as I read through one of the two available titles -- \u003cem>\u003ca href=\"http://www.booksurfers.co.uk/#/the-wizard-of-oz/4550055961\">The Wonderful Wizard of Oz\u003c/a>\u003c/em> -- I was reminded of how much my son loved that series when he was first learning to read chapter books.\u003c/p>\n\u003cp>That's the aim, in part, of the Booksurfers series: pique children's interest in reading, and specifically in reading classic works of fiction (the two available titles so far are \u003cem>The Wonderful Wizard of Oz \u003c/em>and \u003cem>\u003ca href=\"http://www.amazon.com/Booksurfers-Treasure-Island-ebook/dp/B0052G7BHC/ref=sr_1_1?ie=UTF8&qid=1308585029&sr=8-1\">Treasure Island\u003c/a>\u003c/em>).\u003c!--more-->\u003c/p>\n\u003cp>It isn't simply that the children in Booksurfers \"jump into\" these familiar classic novels and interact with characters from them. The e-books actually contain a number of passages that are lifted out of the earlier novels. These are hyperlinked, and when you click on the pages in your Kindle, you jump to that passage in the original novel. The full copy of \u003cem>Treasure Island\u003c/em> and \u003cem>The Wizard of Oz\u003c/em> is included in the download of the e-book (Booksurfers uses public domain works).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Harnessing the functionality of Kindle enables us to create the interactivity which we hope will draw young readers into classic books in a way which is fun, intuitive and user-friendly,\" said \u003ca href=\"http://futurebook.net/content/booksurfers-new-adventure-digital-publishing\">Zoe Watkins\u003c/a>, creative director of the series publisher FourteenFiftyFour,\u003c/p>\n\u003cp>But will this get more kids reading more of the classics?\u003c/p>\n\u003cp>Last year, \u003ca href=\"http://mediaroom.scholastic.com/node/378\">Scholastic\u003c/a> released a report stating that kids said they'd read more if they had an e-reader and access to digital books. In fact, 57% of kids age nine to 17 surveyed said they were interested in reading via e-books. And one-third said they’d read more for fun if they had more access to books on an electronic device. This response cut across demographics and included kids who read daily, once or so a week, and even those who ready rarely. In that case, Booksurfers, with its digital-only distribution, may find a way to increase interest in not only its own titles but in some of the classics.\u003c/p>\n\u003cp>On a personal note, as I read through \u003cem>The Wonderful Wizard of Oz\u003c/em>, I actually found the hyperlinks a little jarring. Although I'm accustomed to this type of reading and linking on the Web and in blog posts, it still feels a little out-of-place in a novel. I'm not sure my brain can easily flip between stories this way. That said, I was reminded of how wonderful Frank L. Baum's books are, how different the novel is from the Hollywood film -- and if that experience makes a young reader attracted to the novels in either Baum's or Booksurfers' catalog, then it's good news. Plus, a young reader's experience is sure to be different than my own, especially as e-readers increasingly become our primary source for reading.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Booksurfers plans to release more titles this year, including \u003cem>Robin Hood\u003c/em> and \u003cem>A Christmas Carol\u003c/em>. The company has also indicated that it may pursue print versions, but only if they can find the right print publishing partner to maintain that hyperlink functionality in paper form.\u003c/p>\n\n",
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"description": "Booksurfers is a new e-book adventure series aimed at children age 9 to 12. In a lot of ways, it fits squarely within the long tradition of children's adventure stories: a group of kids is thrust into a strange scenario where they must use their wits to solve a problem, where they travel to strange",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-12809\" href=\"http://ww2.kqed.org/mindshift/2011/06/can-interactive-books-get-kids-to-read-more/booksurfer/\">\u003cimg class=\"alignleft size-medium wp-image-12809\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/booksurfer-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003ca href=\"http://www.booksurfers.co.uk/\">Booksurfers\u003c/a> is a new e-book adventure series aimed at children age 9 to 12. In a lot of ways, it fits squarely within the long tradition of children's adventure stories: a group of kids is thrust into a strange scenario where they must use their wits to solve a problem, where they travel to strange and exotic locations to battle evil forces. But Booksurfers takes these generic conventions and gives them a very contemporary twist.\u003c/p>\n\u003cp>The four kid characters in Booksurfers -- Ryan, Jake, Becca and Harriet -- use a digital gadget called The Nautilus in order to\"jump into\" classic adventure stories in order to steal fictional artifacts. The evil Dr. Crookshanks compels them to do so, and he's taken their parents hostage in order to force the kids' cooperation.\u003c/p>\n\u003cp>For those familiar with Mary Pope Osborne's popular \u003cem>\u003ca href=\"http://en.wikipedia.org/wiki/Magic_Tree_House_series\">Magic Tree House\u003c/a>\u003c/em> series, the notion of traveling back in time or into magic lands may sound quite familiar, and as I read through one of the two available titles -- \u003cem>\u003ca href=\"http://www.booksurfers.co.uk/#/the-wizard-of-oz/4550055961\">The Wonderful Wizard of Oz\u003c/a>\u003c/em> -- I was reminded of how much my son loved that series when he was first learning to read chapter books.\u003c/p>\n\u003cp>That's the aim, in part, of the Booksurfers series: pique children's interest in reading, and specifically in reading classic works of fiction (the two available titles so far are \u003cem>The Wonderful Wizard of Oz \u003c/em>and \u003cem>\u003ca href=\"http://www.amazon.com/Booksurfers-Treasure-Island-ebook/dp/B0052G7BHC/ref=sr_1_1?ie=UTF8&qid=1308585029&sr=8-1\">Treasure Island\u003c/a>\u003c/em>).\u003c!--more-->\u003c/p>\n\u003cp>It isn't simply that the children in Booksurfers \"jump into\" these familiar classic novels and interact with characters from them. The e-books actually contain a number of passages that are lifted out of the earlier novels. These are hyperlinked, and when you click on the pages in your Kindle, you jump to that passage in the original novel. The full copy of \u003cem>Treasure Island\u003c/em> and \u003cem>The Wizard of Oz\u003c/em> is included in the download of the e-book (Booksurfers uses public domain works).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Harnessing the functionality of Kindle enables us to create the interactivity which we hope will draw young readers into classic books in a way which is fun, intuitive and user-friendly,\" said \u003ca href=\"http://futurebook.net/content/booksurfers-new-adventure-digital-publishing\">Zoe Watkins\u003c/a>, creative director of the series publisher FourteenFiftyFour,\u003c/p>\n\u003cp>But will this get more kids reading more of the classics?\u003c/p>\n\u003cp>Last year, \u003ca href=\"http://mediaroom.scholastic.com/node/378\">Scholastic\u003c/a> released a report stating that kids said they'd read more if they had an e-reader and access to digital books. In fact, 57% of kids age nine to 17 surveyed said they were interested in reading via e-books. And one-third said they’d read more for fun if they had more access to books on an electronic device. This response cut across demographics and included kids who read daily, once or so a week, and even those who ready rarely. In that case, Booksurfers, with its digital-only distribution, may find a way to increase interest in not only its own titles but in some of the classics.\u003c/p>\n\u003cp>On a personal note, as I read through \u003cem>The Wonderful Wizard of Oz\u003c/em>, I actually found the hyperlinks a little jarring. Although I'm accustomed to this type of reading and linking on the Web and in blog posts, it still feels a little out-of-place in a novel. I'm not sure my brain can easily flip between stories this way. That said, I was reminded of how wonderful Frank L. Baum's books are, how different the novel is from the Hollywood film -- and if that experience makes a young reader attracted to the novels in either Baum's or Booksurfers' catalog, then it's good news. Plus, a young reader's experience is sure to be different than my own, especially as e-readers increasingly become our primary source for reading.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Booksurfers plans to release more titles this year, including \u003cem>Robin Hood\u003c/em> and \u003cem>A Christmas Carol\u003c/em>. The company has also indicated that it may pursue print versions, but only if they can find the right print publishing partner to maintain that hyperlink functionality in paper form.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "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": {
"id": "reveal",
"title": "Reveal",
"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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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"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": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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},
"soldout": {
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