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"disqusTitle": "Sorry Video Games: TV Still Reigns as Kids' Favorite Media",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-10333\" href=\"http://ww2.kqed.org/mindshift/2011/04/sorry-video-games-tv-still-reins-as-kids-favorite-media/jack-mia-costume_016/\">\u003cimg class=\"size-medium wp-image-10333\" title=\"JACK-MIA-COSTUME_016\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/tv-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/p>\n\u003cp>Mobile phones, the Internet, and video games might be growing in popularity with kids, but according to one report, the trusty television is still the predominant media of choice.\u003c/p>\n\u003cp>“Even as technology evolves and young children increasingly turn to games and mobile media, they still love television best.” The statement comes from \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-28.html\">\"Always Connected,\" \u003c/a>a recent report from the \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-28.html\">Joan Ganz Cooney Center\u003c/a>, which reviewed seven recent studies (some of them never before released), and provides a comprehensive look at the implications of media exposure and use.\u003c/p>\n\u003cp>Kids age 8-10 watch 3.5 hours of television everyday. \"Although computer and Internet use are rising, they are still just a fraction of children’s overall media use, and nowhere near the amount of time spent with television.\"\u003c/p>\n\u003cp>In one example illustrated in the report, an 8-year-old named Gabriela watches Disney shows after school for 45 minutes, works on her homework while watching \"Oprah,\" and after dinner, watches the Discovery Channel and other shows with her parents, easily adding up to three or more hours per day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked the authors of the study, Dr. Lori Takeuchi, Dr. Jennifer Kotler, along with the center's executive director Dr. Michael Levine, some questions to help put the study into context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What's the implication of children ages 8-10 spending 3.5 hours watching TV everyday? How is watching television different from playing games online, whether on a laptop or on a mobile device?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It depends. The jury is still largely out about whether interactive game play is better than TV or vice versa. One could argue that the interactivity that these newer formats offer are \"better\" for kids than the lean-back nature of TV watching. Research has shown that both TV and video can provide experiences that are educational as well as harmful depending on the kind of content to which children have been exposed.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Kids are certainly better off watching high-quality, educational TV shows than playing video games that are either age inappropriate or which offer no educational value. The research on the educational benefits of video games is beginning to build, but risks are still well described in the research literature, especially around violent content. Intriguingly even some of the offensive play mechanics associated with some video games may be able to be turned around if placed in the right context. Recent research by neuroscientists such as Dr. Daphne Bevalier at the University of Rochester has shown that \u003cstrong>playing first-person shooter games can improve players' number sense (and consequently mathematical achievement). Others have shown that online multi-player games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft \u003c/a>can improve teamwork and collaboration skills.\u003c/strong> And a study by the Mayo Clinic demonstrated the benefits of playing physical action games such as Dance Dance Revolution in developing healthy exercise habits for kids. Much of this research, however has been conducted on older players (teens and older), so we're not certain if the same benefits will hold true with younger children. For a good review of the research on games, learning and health habits, readers might wish to read the Center's report, \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-18.html\">Game Changer\u003c/a>.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Why do you think kids 2 - 5 years old watch more TV than 6 - 11 year olds?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Younger children spend more time with television for the simple reason that they spend less time in school. Younger kids haven't yet developed the cognitive and physical capacities to interact with or manipulate what are, in essence, representational worlds. Simply watching these representational worlds is easier. Another reason younger kids aren't playing video games is because parents are more closely regulating their media consumption. They may worry more about little fingers breaking mobile devices/laptops than TV sets. Or believe that video games just aren't appropriate for their very young children.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How does children's media consumption change around age 8?\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. The developmental readiness factor described above is responsive to this shift in media consumption. The new focus is also influenced by peer interactions inside schools and by parents' loosening of the controls on the more sophisticated and costly technologies that allow independent game play and early use of mobile devices.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>Q. Do you think this will change once younger kids spend more time with mobile games?\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cem>\u003cstrong> \u003c/strong>\u003c/em> In the next few years, our trends data and that of other researchers indicates that more young children will be likely spending more time with interactive media at younger ages. There will however continue to be developmental and parental factors that make it less likely to ever rival the kind of use of older children. But who knows: one day children might literally be wired for learning from birth.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. \u003c/strong>\u003cstrong>When we talk about kids using 8 hours of media everyday, should all media be clumped into one category?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. No, it is useful to break out the categories of media consumption just as the Kaiser Family Foundation and the recent Cooney Center/Sesame Workshop study did. That way we have a more fine grained sense of which types of media are gaining currency and which types of media multitasking behaviors are underway. For example listening to an iPod while playing a videogame is a different experience from watching television while surfing the internet.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which specific apps or media do you recommend for parents who want to interact with kids while they're using media?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">We don't recommend specific apps that promote \"coviewing\" among kids and adults, but tablets such as iPads do appear to hold potential as an intergenerational learning platform given the ease with which kids and parents can mutually view and interact on them. iPad apps that are like board games look especially promising, as do electronic books that come on this format. TV console-based games such the Wii and other gesture-based systems such as the Kinect game system are also appealing to both generations. However there's a need for more games that are both educational and possess intergenerational appeal -- like Sesame Street the TV show!\u003c/p>\n\n",
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"description": "Mobile phones, the Internet, and video games might be growing in popularity with kids, but according to one report, the trusty television is still the predominant media of choice. “Even as technology evolves and young children increasingly turn to games and mobile media, they still love television best.” The statement comes from "Always Connected," a",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10333\" href=\"http://ww2.kqed.org/mindshift/2011/04/sorry-video-games-tv-still-reins-as-kids-favorite-media/jack-mia-costume_016/\">\u003cimg class=\"size-medium wp-image-10333\" title=\"JACK-MIA-COSTUME_016\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/tv-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/p>\n\u003cp>Mobile phones, the Internet, and video games might be growing in popularity with kids, but according to one report, the trusty television is still the predominant media of choice.\u003c/p>\n\u003cp>“Even as technology evolves and young children increasingly turn to games and mobile media, they still love television best.” The statement comes from \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-28.html\">\"Always Connected,\" \u003c/a>a recent report from the \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-28.html\">Joan Ganz Cooney Center\u003c/a>, which reviewed seven recent studies (some of them never before released), and provides a comprehensive look at the implications of media exposure and use.\u003c/p>\n\u003cp>Kids age 8-10 watch 3.5 hours of television everyday. \"Although computer and Internet use are rising, they are still just a fraction of children’s overall media use, and nowhere near the amount of time spent with television.\"\u003c/p>\n\u003cp>In one example illustrated in the report, an 8-year-old named Gabriela watches Disney shows after school for 45 minutes, works on her homework while watching \"Oprah,\" and after dinner, watches the Discovery Channel and other shows with her parents, easily adding up to three or more hours per day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked the authors of the study, Dr. Lori Takeuchi, Dr. Jennifer Kotler, along with the center's executive director Dr. Michael Levine, some questions to help put the study into context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What's the implication of children ages 8-10 spending 3.5 hours watching TV everyday? How is watching television different from playing games online, whether on a laptop or on a mobile device?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It depends. The jury is still largely out about whether interactive game play is better than TV or vice versa. One could argue that the interactivity that these newer formats offer are \"better\" for kids than the lean-back nature of TV watching. Research has shown that both TV and video can provide experiences that are educational as well as harmful depending on the kind of content to which children have been exposed.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Kids are certainly better off watching high-quality, educational TV shows than playing video games that are either age inappropriate or which offer no educational value. The research on the educational benefits of video games is beginning to build, but risks are still well described in the research literature, especially around violent content. Intriguingly even some of the offensive play mechanics associated with some video games may be able to be turned around if placed in the right context. Recent research by neuroscientists such as Dr. Daphne Bevalier at the University of Rochester has shown that \u003cstrong>playing first-person shooter games can improve players' number sense (and consequently mathematical achievement). Others have shown that online multi-player games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft \u003c/a>can improve teamwork and collaboration skills.\u003c/strong> And a study by the Mayo Clinic demonstrated the benefits of playing physical action games such as Dance Dance Revolution in developing healthy exercise habits for kids. Much of this research, however has been conducted on older players (teens and older), so we're not certain if the same benefits will hold true with younger children. For a good review of the research on games, learning and health habits, readers might wish to read the Center's report, \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-18.html\">Game Changer\u003c/a>.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Why do you think kids 2 - 5 years old watch more TV than 6 - 11 year olds?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Younger children spend more time with television for the simple reason that they spend less time in school. Younger kids haven't yet developed the cognitive and physical capacities to interact with or manipulate what are, in essence, representational worlds. Simply watching these representational worlds is easier. Another reason younger kids aren't playing video games is because parents are more closely regulating their media consumption. They may worry more about little fingers breaking mobile devices/laptops than TV sets. Or believe that video games just aren't appropriate for their very young children.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How does children's media consumption change around age 8?\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. The developmental readiness factor described above is responsive to this shift in media consumption. The new focus is also influenced by peer interactions inside schools and by parents' loosening of the controls on the more sophisticated and costly technologies that allow independent game play and early use of mobile devices.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>Q. Do you think this will change once younger kids spend more time with mobile games?\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cem>\u003cstrong> \u003c/strong>\u003c/em> In the next few years, our trends data and that of other researchers indicates that more young children will be likely spending more time with interactive media at younger ages. There will however continue to be developmental and parental factors that make it less likely to ever rival the kind of use of older children. But who knows: one day children might literally be wired for learning from birth.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. \u003c/strong>\u003cstrong>When we talk about kids using 8 hours of media everyday, should all media be clumped into one category?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. No, it is useful to break out the categories of media consumption just as the Kaiser Family Foundation and the recent Cooney Center/Sesame Workshop study did. That way we have a more fine grained sense of which types of media are gaining currency and which types of media multitasking behaviors are underway. For example listening to an iPod while playing a videogame is a different experience from watching television while surfing the internet.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which specific apps or media do you recommend for parents who want to interact with kids while they're using media?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">We don't recommend specific apps that promote \"coviewing\" among kids and adults, but tablets such as iPads do appear to hold potential as an intergenerational learning platform given the ease with which kids and parents can mutually view and interact on them. iPad apps that are like board games look especially promising, as do electronic books that come on this format. TV console-based games such the Wii and other gesture-based systems such as the Kinect game system are also appealing to both generations. However there's a need for more games that are both educational and possess intergenerational appeal -- like Sesame Street the TV show!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In 5 Years, U.S. Schools Will Be Connected to Others Worldwide",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/angelgb81/2255816387/\">\u003cimg class=\"size-medium wp-image-9586\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2255816387_7b040e39ec-300x214.jpg\" alt=\"\" width=\"300\" height=\"214\">\u003c/a>\u003c/p>\n\u003cp>If everything goes as hoped by supporters of the \u003ca href=\"http://www.connectallschools.org\" target=\"_blank\">Connect All Schools Initiative\u003c/a>, every school in the U.S. will be connected to schools abroad by 2016.\u003c/p>\n\u003cp>Whether that's through physical or virtual exchanges, and whether it's in order learn foreign languages, solve global issues, collaborate on new media projects, or extend professional development opportunities to teachers (to name just a few), the goal is the same: Get U.S. schools linked with the world so that kids can foster global understanding, communicate with different cultures and countries, and learn in a way that's exciting and meaningful.\u003c/p>\n\u003cp>Officially \u003ca href=\"http://www.us.iearn.org/announcement/connect-all-schools-initiative\" target=\"_blank\">launched\u003c/a> on March 19, 2011 at the \u003ca href=\"http://thirteencelebration.org/\" target=\"_blank\">Celebration of Teaching and Learning\u003c/a>, the campaign is led by the \u003ca href=\"http://www.us.iearn.org/\" target=\"_blank\">International Education and Resource Network (iEARN-USA)\u003c/a> and managed in partnership with 84 other organizations (and counting).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If teachers could tell their stories -- what they're doing, what impact it had on their students, how it changed their classroom, other teachers would be able to say, 'I can do that,'\"\u003c/aside>\n\u003cp>How do those organizations intend to reach their goal? Through stories. The Connect All Schools \u003ca href=\"http://www.connectallschools.org\" target=\"_blank\">website\u003c/a> is essentially a clearinghouse where teachers and students can \u003ca href=\"http://www.connectallschools.org/about/participate\" target=\"_blank\">share\u003c/a> how they've connected with the world and inspire others to do the same (or something quite different).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"If teachers could tell their stories -- what they're doing, what impact it had on their students, how it changed their classroom, how it prepared their students for the 21st Century, and what organizations they worked with to make it happen, other teachers would be able to say, 'I can do that,'\" says iEARN-USA Executive Director Ed Gragert.\u003c/p>\n\u003cp>And, via this interface, they'd be able to actually do it. If a school worked with the \u003ca href=\"http://asiasociety.org/\" target=\"_blank\">Asia Society\u003c/a> on a project, for instance, an interested teacher could click through to the Asia Society's Web site and contact them for more information.\u003c/p>\n\u003cp>While there are some sites that collect international education projects and link students and teachers (see a \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/5-ways-to-link-up-with-kids-and-educators-across-the-globe/\" target=\"_blank\">previous MindShift post\u003c/a> for examples), there isn't a lot of comprehensive, aggregated information out there about what's already happening in U.S. schools, says Gragert.\u003c/p>\n\u003cp>And it's important. Thanks in part to \"the \u003ca href=\"http://www.p21.org/\" target=\"_blank\">Partnership for 21st Century Skills\u003c/a> movement,\" he says, \"there's been the recognition that it's not just about science and math; students also need reading and writing skills, they need global awareness, they need to know how to work in teams, they need to know how to use technology.\" And years of iEARN project evaluation shows that \"having an authentic audience of their peers gets kids motivated.\" Gragert and initiative partners call this \"learning \u003cem>with\u003c/em> the world, not just about it.\"\u003c/p>\n\u003cp>For example, a Skype conference between students in Redwood City, California, and Karachi and Rawalpindi/Islamabad, Pakistan, to discuss youth-produced journalism, will soon be written up on the Connect All Schools site. The students in Karachi are involved in an \u003ca href=\"http://youthvoices.adobe.com/\" target=\"_blank\">Adobe Youth Voices (AYV)\u003c/a> filmmaking project (check out this \u003ca href=\"//blogs.kqed.org/mindshift/2011/01/creating-media-connects-kids-to-global-events/\" target=\"_blank\">MindShift post\u003c/a> about AYV) and the Rawalpindi/Islamabad students produce content for \u003ca href=\"http://www.worldyouthnews.org/\" target=\"_blank\">World Youth News\u003c/a>. The Redwood City students work on both projects. Under Secretary of State Judith McHale attended the call, sharing with the students how important these kind of virtual exchanges are becoming for diplomacy.\u003c/p>\n\u003cp>Other Connect All Schools stories so far include: Online collaboration between U.S. students and students in eight different countries to address \u003ca href=\"http://www.connectallschools.org/node/132215\" target=\"_blank\">local and global environmental issues\u003c/a>, online debates between \u003ca href=\"http://www.connectallschools.org/node/132185\" target=\"_blank\">Washingon, D.C. and Qatari students\u003c/a>, and teacher and student exchanges between \u003ca href=\"http://www.connectallschools.org/node/132218\" target=\"_blank\">Iowa and the Ukraine\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The response from education organizations on this has been dramatic,\" says Gragert. \"We're getting requests for new partnerships every day. We want this to go a bit viral. But it's only going to happen if we all work together, and if we don't see it as, 'Everybody must do it my way.'\" Despite the hefty aims of a five-year plan, \"I think we can do it, absolutely,\" he says. \"It's just not going to look the same in every school.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/angelgb81/2255816387/\">\u003cimg class=\"size-medium wp-image-9586\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2255816387_7b040e39ec-300x214.jpg\" alt=\"\" width=\"300\" height=\"214\">\u003c/a>\u003c/p>\n\u003cp>If everything goes as hoped by supporters of the \u003ca href=\"http://www.connectallschools.org\" target=\"_blank\">Connect All Schools Initiative\u003c/a>, every school in the U.S. will be connected to schools abroad by 2016.\u003c/p>\n\u003cp>Whether that's through physical or virtual exchanges, and whether it's in order learn foreign languages, solve global issues, collaborate on new media projects, or extend professional development opportunities to teachers (to name just a few), the goal is the same: Get U.S. schools linked with the world so that kids can foster global understanding, communicate with different cultures and countries, and learn in a way that's exciting and meaningful.\u003c/p>\n\u003cp>Officially \u003ca href=\"http://www.us.iearn.org/announcement/connect-all-schools-initiative\" target=\"_blank\">launched\u003c/a> on March 19, 2011 at the \u003ca href=\"http://thirteencelebration.org/\" target=\"_blank\">Celebration of Teaching and Learning\u003c/a>, the campaign is led by the \u003ca href=\"http://www.us.iearn.org/\" target=\"_blank\">International Education and Resource Network (iEARN-USA)\u003c/a> and managed in partnership with 84 other organizations (and counting).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If teachers could tell their stories -- what they're doing, what impact it had on their students, how it changed their classroom, other teachers would be able to say, 'I can do that,'\"\u003c/aside>\n\u003cp>How do those organizations intend to reach their goal? Through stories. The Connect All Schools \u003ca href=\"http://www.connectallschools.org\" target=\"_blank\">website\u003c/a> is essentially a clearinghouse where teachers and students can \u003ca href=\"http://www.connectallschools.org/about/participate\" target=\"_blank\">share\u003c/a> how they've connected with the world and inspire others to do the same (or something quite different).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"If teachers could tell their stories -- what they're doing, what impact it had on their students, how it changed their classroom, how it prepared their students for the 21st Century, and what organizations they worked with to make it happen, other teachers would be able to say, 'I can do that,'\" says iEARN-USA Executive Director Ed Gragert.\u003c/p>\n\u003cp>And, via this interface, they'd be able to actually do it. If a school worked with the \u003ca href=\"http://asiasociety.org/\" target=\"_blank\">Asia Society\u003c/a> on a project, for instance, an interested teacher could click through to the Asia Society's Web site and contact them for more information.\u003c/p>\n\u003cp>While there are some sites that collect international education projects and link students and teachers (see a \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/5-ways-to-link-up-with-kids-and-educators-across-the-globe/\" target=\"_blank\">previous MindShift post\u003c/a> for examples), there isn't a lot of comprehensive, aggregated information out there about what's already happening in U.S. schools, says Gragert.\u003c/p>\n\u003cp>And it's important. Thanks in part to \"the \u003ca href=\"http://www.p21.org/\" target=\"_blank\">Partnership for 21st Century Skills\u003c/a> movement,\" he says, \"there's been the recognition that it's not just about science and math; students also need reading and writing skills, they need global awareness, they need to know how to work in teams, they need to know how to use technology.\" And years of iEARN project evaluation shows that \"having an authentic audience of their peers gets kids motivated.\" Gragert and initiative partners call this \"learning \u003cem>with\u003c/em> the world, not just about it.\"\u003c/p>\n\u003cp>For example, a Skype conference between students in Redwood City, California, and Karachi and Rawalpindi/Islamabad, Pakistan, to discuss youth-produced journalism, will soon be written up on the Connect All Schools site. The students in Karachi are involved in an \u003ca href=\"http://youthvoices.adobe.com/\" target=\"_blank\">Adobe Youth Voices (AYV)\u003c/a> filmmaking project (check out this \u003ca href=\"//blogs.kqed.org/mindshift/2011/01/creating-media-connects-kids-to-global-events/\" target=\"_blank\">MindShift post\u003c/a> about AYV) and the Rawalpindi/Islamabad students produce content for \u003ca href=\"http://www.worldyouthnews.org/\" target=\"_blank\">World Youth News\u003c/a>. The Redwood City students work on both projects. Under Secretary of State Judith McHale attended the call, sharing with the students how important these kind of virtual exchanges are becoming for diplomacy.\u003c/p>\n\u003cp>Other Connect All Schools stories so far include: Online collaboration between U.S. students and students in eight different countries to address \u003ca href=\"http://www.connectallschools.org/node/132215\" target=\"_blank\">local and global environmental issues\u003c/a>, online debates between \u003ca href=\"http://www.connectallschools.org/node/132185\" target=\"_blank\">Washingon, D.C. and Qatari students\u003c/a>, and teacher and student exchanges between \u003ca href=\"http://www.connectallschools.org/node/132218\" target=\"_blank\">Iowa and the Ukraine\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The response from education organizations on this has been dramatic,\" says Gragert. \"We're getting requests for new partnerships every day. We want this to go a bit viral. But it's only going to happen if we all work together, and if we don't see it as, 'Everybody must do it my way.'\" Despite the hefty aims of a five-year plan, \"I think we can do it, absolutely,\" he says. \"It's just not going to look the same in every school.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>I'm excited about the upcoming\u003ca href=\"http://tedxsfed.org/\"> TEDxSF-ED\u003c/a> event on\u003cstrong> April 9\u003c/strong>. That's when big thinkers and innovators will come together to re-imagine education both in and out of the classroom.\u003c/p>\n\u003cp>The theme is \u003cstrong>mashEDup\u003c/strong> and will highlight new and different approaches to learning.\u003c/p>\n\u003cp>The main event will happen at \u003ca href=\"http://www.somarts.org/\">SOMArts\u003c/a>, plus there will be three simulcast locations at \u003ca href=\"http://tedxsfed-envision.eventbrite.com/\">Envision Academy\u003c/a>, \u003ca href=\"http://tedxsfed-asawa.eventbrite.com/\">Ruth Asawa School of the Arts\u003c/a>, and the \u003ca href=\"http://tedxsfed-urban.eventbrite.com/\">Urban School of San Francisco\u003c/a>.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10054\" href=\"http://ww2.kqed.org/mindshift/2011/03/tedxsfed-re-imagine-education/screen-shot-2011-03-30-at-3-56-18-pm/\">\u003cimg class=\"aligncenter size-full wp-image-10054\" title=\"Screen shot 2011-03-30 at 3.56.18 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-30-at-3.56.18-PM.png\" alt=\"\" width=\"325\" height=\"79\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/Screen-shot-2011-03-30-at-3.56.18-PM.png 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Screen-shot-2011-03-30-at-3.56.18-PM-320x78.png 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003c/p>\n\u003cp>The lineup of speakers is impressive:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>DALE DOUGHERTY,\u003c/strong>\u003c/span> founder of Make magazine and the creator of Maker Faire.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>TONY DEROSE\u003c/strong>\u003c/span>, Senior Scientist and lead of the Research Group at Pixar Animation Studios.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>SANDY SPEICHER\u003c/strong>\u003c/span>, IDEO's Design for Learning domain, which brings human-centered thinking to systemic challenges in education (and author of the popular MindShift post \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED)\u003c/a>.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>VICTOR DIAZ\u003c/strong>\u003c/span>, Founder and President of the Board of REALM Charter Schools.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>DAVID ORPHAL\u003c/strong>\u003c/span>, history teacher for the past 15 years for 7th to 12th grade students.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>ESTHER COOK\u003c/strong>\u003c/span>, Chef Teacher in the Edible Schoolyard kitchen since its inception in 1997.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>SUSAN STAUTER\u003c/strong>\u003c/span>, the Artistic Director for the San Francisco Unified School District.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>KAREN BROWN\u003c/strong>\u003c/span>, creative director of the Center for Ecoliteracy.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>BETSY CORCORAN,\u003c/strong>\u003c/span> co-founder of EdSurge, an educational newsletter and former Executive Editor for technology coverage at Forbes magazine and Forbes.com.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>GEORGE WATSKY\u003c/strong>\u003c/span>, writer and performer from San Francisco now based in Los Angeles.\u003c/li>\n\u003c/ul>\n\u003cp>Register for the event and grab your tickets before they sell out!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I'm excited about the upcoming\u003ca href=\"http://tedxsfed.org/\"> TEDxSF-ED\u003c/a> event on\u003cstrong> April 9\u003c/strong>. That's when big thinkers and innovators will come together to re-imagine education both in and out of the classroom.\u003c/p>\n\u003cp>The theme is \u003cstrong>mashEDup\u003c/strong> and will highlight new and different approaches to learning.\u003c/p>\n\u003cp>The main event will happen at \u003ca href=\"http://www.somarts.org/\">SOMArts\u003c/a>, plus there will be three simulcast locations at \u003ca href=\"http://tedxsfed-envision.eventbrite.com/\">Envision Academy\u003c/a>, \u003ca href=\"http://tedxsfed-asawa.eventbrite.com/\">Ruth Asawa School of the Arts\u003c/a>, and the \u003ca href=\"http://tedxsfed-urban.eventbrite.com/\">Urban School of San Francisco\u003c/a>.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10054\" href=\"http://ww2.kqed.org/mindshift/2011/03/tedxsfed-re-imagine-education/screen-shot-2011-03-30-at-3-56-18-pm/\">\u003cimg class=\"aligncenter size-full wp-image-10054\" title=\"Screen shot 2011-03-30 at 3.56.18 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-30-at-3.56.18-PM.png\" alt=\"\" width=\"325\" height=\"79\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/Screen-shot-2011-03-30-at-3.56.18-PM.png 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Screen-shot-2011-03-30-at-3.56.18-PM-320x78.png 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003c/p>\n\u003cp>The lineup of speakers is impressive:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>DALE DOUGHERTY,\u003c/strong>\u003c/span> founder of Make magazine and the creator of Maker Faire.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>TONY DEROSE\u003c/strong>\u003c/span>, Senior Scientist and lead of the Research Group at Pixar Animation Studios.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>SANDY SPEICHER\u003c/strong>\u003c/span>, IDEO's Design for Learning domain, which brings human-centered thinking to systemic challenges in education (and author of the popular MindShift post \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED)\u003c/a>.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>VICTOR DIAZ\u003c/strong>\u003c/span>, Founder and President of the Board of REALM Charter Schools.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>DAVID ORPHAL\u003c/strong>\u003c/span>, history teacher for the past 15 years for 7th to 12th grade students.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>ESTHER COOK\u003c/strong>\u003c/span>, Chef Teacher in the Edible Schoolyard kitchen since its inception in 1997.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>SUSAN STAUTER\u003c/strong>\u003c/span>, the Artistic Director for the San Francisco Unified School District.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>KAREN BROWN\u003c/strong>\u003c/span>, creative director of the Center for Ecoliteracy.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>BETSY CORCORAN,\u003c/strong>\u003c/span> co-founder of EdSurge, an educational newsletter and former Executive Editor for technology coverage at Forbes magazine and Forbes.com.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cstrong>GEORGE WATSKY\u003c/strong>\u003c/span>, writer and performer from San Francisco now based in Los Angeles.\u003c/li>\n\u003c/ul>\n\u003cp>Register for the event and grab your tickets before they sell out!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-9959\" href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/markus-pacher/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-9959\" href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/markus-pacher/\">\u003cimg class=\"size-medium wp-image-9959\" title=\"Markus Pacher'\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Markus-Pacher-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp>On the heels of Friday's MindShift article, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">Pitfalls and Promises of Social Media and Kids\u003c/a>, in which I enumerate the subtleties of parents navigating social media with their kids, comes this \u003ca href=\"http://pediatrics.aappublications.org/cgi/reprint/peds.2011-0054v1\">new report\u003c/a>, released today by the American Academy of Pediatricians: The Impact of Social Media on Children, Adolescents, and Families.\u003c/p>\n\u003cp>The main news outlets focus in on the fear factor -- as usual:\u003c/p>\n\u003cul>\n\u003cli>From CBS: \"\u003ca href=\"http://www.cbsnews.com/stories/2011/03/28/earlyshow/living/parenting/main20047775.shtml\">Facebook depression\" seen as new risk for teens\u003c/a>.\u003c/li>\n\u003cli>From MSNBC: \u003ca href=\"http://www.msnbc.msn.com/id/42298789/ns/health-mental_health/\">Docs warn about teens and Facebook depression\u003c/a>.\u003c/li>\n\u003cli>From FoxNews: \u003ca href=\"http://www.msnbc.msn.com/id/42298789/ns/health-mental_health/\">Can Facebook depression affect you?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>I'll be looking closely at the full document and report back, but in the meantime, I want to highlight this quote from an AP article, which is found at the very end, many paragraphs after the opening sentence about \"Facebook depression.\"\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>The benefits of kids using social media sites like Facebook shouldn't be overlooked, however, such as connecting with friends and family, sharing pictures and exchanging ideas.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"A lot of what's happening is actually very healthy, but it can go too far,\" she said.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Dr. Megan Moreno, a University of Wisconsin adolescent medicine specialist who has studied online social networking among college students, said using Facebook can enhance feelings of social connectedness among well-adjusted kids, and have the opposite effect on those prone to depression.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Parents shouldn't get the idea that using Facebook \"is going to somehow infect their kids with depression,\" she said.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-9959\" href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/markus-pacher/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-9959\" href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/markus-pacher/\">\u003cimg class=\"size-medium wp-image-9959\" title=\"Markus Pacher'\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Markus-Pacher-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp>On the heels of Friday's MindShift article, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">Pitfalls and Promises of Social Media and Kids\u003c/a>, in which I enumerate the subtleties of parents navigating social media with their kids, comes this \u003ca href=\"http://pediatrics.aappublications.org/cgi/reprint/peds.2011-0054v1\">new report\u003c/a>, released today by the American Academy of Pediatricians: The Impact of Social Media on Children, Adolescents, and Families.\u003c/p>\n\u003cp>The main news outlets focus in on the fear factor -- as usual:\u003c/p>\n\u003cul>\n\u003cli>From CBS: \"\u003ca href=\"http://www.cbsnews.com/stories/2011/03/28/earlyshow/living/parenting/main20047775.shtml\">Facebook depression\" seen as new risk for teens\u003c/a>.\u003c/li>\n\u003cli>From MSNBC: \u003ca href=\"http://www.msnbc.msn.com/id/42298789/ns/health-mental_health/\">Docs warn about teens and Facebook depression\u003c/a>.\u003c/li>\n\u003cli>From FoxNews: \u003ca href=\"http://www.msnbc.msn.com/id/42298789/ns/health-mental_health/\">Can Facebook depression affect you?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>I'll be looking closely at the full document and report back, but in the meantime, I want to highlight this quote from an AP article, which is found at the very end, many paragraphs after the opening sentence about \"Facebook depression.\"\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>The benefits of kids using social media sites like Facebook shouldn't be overlooked, however, such as connecting with friends and family, sharing pictures and exchanging ideas.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"A lot of what's happening is actually very healthy, but it can go too far,\" she said.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Dr. Megan Moreno, a University of Wisconsin adolescent medicine specialist who has studied online social networking among college students, said using Facebook can enhance feelings of social connectedness among well-adjusted kids, and have the opposite effect on those prone to depression.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Parents shouldn't get the idea that using Facebook \"is going to somehow infect their kids with depression,\" she said.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/emeryjl/3495302347/\">\u003c/a>\u003ca rel=\"attachment wp-att-9869\" href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/hoyasmeg-2/\">\u003cimg class=\"aligncenter size-full wp-image-9869\" title=\"Hoyasmeg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Hoyasmeg1.jpg\" alt=\"\" width=\"517\" height=\"387\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1.jpg 517w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1-400x299.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1-320x240.jpg 320w\" sizes=\"(max-width: 517px) 100vw, 517px\">\u003c/a>\u003c/p>\n\u003cp>With more than 500 million \u003ca href=\"http://www.facebook.com/press/info.php?statistics\">Facebook\u003c/a> users across the world, it’s hard to refute that the social networking site has profoundly changed the way we communicate and share information. But what’s the \u003ca href=\"http://www.nytimes.com/2010/06/08/books/excerpt-facebook-effect.html\">Facebook effect\u003c/a> on kids? When it comes to navigating the social networking world – whether it’s Facebook or Fan Fiction sites – the terrain becomes even murkier.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Parents have to give kids the opportunities to figure out what it means to be digital citizens.\"\u003c/aside>\n\u003cp>Parents worry about what’s age-appropriate, what should be kept private, and exposure to cyberbullying, among many other issues. And it’s true -- there’s a lot to navigate, even for adults. But Facebook and social networks aren’t going away anytime soon, and the better parents understand this, the better they’ll be able to help their kids understand it too. Rather than block all access to the Internet, they can see that for every pitfall, there’s a potential promise, too.\u003c/p>\n\u003cp>“Parents can and should moderate sites, but they have to give kids the opportunities to figure out what it means to be digital citizens, and allow kids to be empowered,” said Carrie James, who’s conducting a qualitative survey of kids and social networks at the Harvard Graduate School of Education. “They need prompts and supports to develop guidelines together.\"\u003c/p>\n\u003cp>\u003cstrong>CONNECTION AND SELF-EXPRESSION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">For better or for worse, YouTube, Facebook, Twitter, and their ilk provide ways for kids to connect with each other and to express themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This level of unchecked expression, some argue, is too much for young children who can't handle the complexities of social networking sites. \"The amount of angst has increased in my school in the past few years,\" said Anthony Orsini, principal of Benjamin Franklin Middle School in Ridgewood, New Jersery. With three suicides (including \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/two-suicides-teacher-student-and-technologys-role/\">Tyler Clementi\u003c/a>) in the past year, he says \"it's been a fearful time in our town for our parents.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"We can’t fault kids for doing something wrong on Facebook or Twitter because we’re not teaching them.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The irony here is that the fear doesn't come from the traditional \"\u003ca href=\"http://www.missingkids.com/missingkids/servlet/NewsEventServlet?LanguageCountry=en_US&PageId=2349\">stranger danger\u003c/a>\" but from how kids behave towards each other online. \"Stranger danger is unbelievably minute compared to the social and emotional damage they receive from each other everyday,\" he said. Add to that the \u003ca href=\"http://www.csmonitor.com/USA/Education/2011/0310/Obama-takes-on-bullies-at-White-House-anti-bullying-summit\">strict anti-bullying laws\u003c/a> that Orsini says renders schools responsible for kids' online behavior, the matter becomes that much more complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But for administrators like Eric Sheninger, principal of New Milford High School in Bergen County, New Jersey, privacy and cyberbullying issues are a red herring. \"What if a kid swears in the hallway? It's the same thing. People want to hide behind the legal issues, but it's the same as swearing on Facebook,\" he says.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Either way, kids will have to learn that their digital footprint is born from the moment they start posting on each other's walls and create their first online avatar. They'll have to figure out that every YouTube video they upload will be a reflection of themselves as the public sees them. With guidance from parents and educators, they can figure out \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/what-does-the-public-know-about-you/\">what the world knows\u003c/a> about them.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But at the moment, it's not a high priority at most schools, Sheninger says. \"Schools aren’t teaching kids to be digitally responsible,\" he said. \"We can’t fault kids for doing something wrong on Facebook or Twitter because we’re not teaching them. We need to have digital citizenship curriculum in schools.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It's important to note here that Orisini is the principal of a middle school, while Sheninger is the principal of a high school, and the age difference can be a factor in how kids behave online.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cstrong>LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Chances are, anytime the computer is on near a kid (and let’s face it, even adults), some kind of social networking is happening. Whether it’s Facebook or instant-messaging, or watching or uploading videos to share, the distractions are endless. As we all know, one link can easily lead to another until suddenly an hour and half has passed and we’ve lost track of the task at hand.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Last year’s comprehensive study by \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Kaiser Family Foundation found\u003c/a> that kids age 8 – 18 actually manage to pack in almost 11 hours worth of media content into 7½ hours of using media.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So is there any time left for learning? Researchers like \u003ca href=\"http://henryjenkins.org\">Henry Jenkins \u003c/a>would argue that the best kind of learning – engaged and collaborative – is \u003ca href=\"http://henryjenkins.org/2010/02/_children_and_young_people.html\">happening on social network sites\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Jenkins talks about “deeply meaningful forms of learning … taking place through engagement with affinity groups and social networks online” such as \u003ca href=\"http://www.thehpalliance.org/\">Harry Pottery Alliance\u003c/a>, which \u003ca href=\"http://henryjenkins.org/2009/07/how_dumbledores_army_is_transf.html\">has mobilized more than 100,000 \u003c/a>people against the Darfur genocide and labor rights at Wal-Mart.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But because of privacy laws like the \u003ca href=\"http://www.ftc.gov/privacy/coppafaqs.shtm\">Children's Online Privacy Protection Act, \u003c/a>most schools shut off access to social networking sites -- with a few exceptions. To principal Sheninger, \"if you're not on Facebook, you can't really communicate with us. Our new hub of real-time information is Facebook. I post things about what the kids are doing, and when they comment or parents comment, as a principal, I'm proud,\" he said.\u003c/p>\n\u003cp>\u003cstrong>PRIVACY\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Facebook’s changing privacy settings and its tendency to default to more open information is a source of constant annoyance for its users. We have to keep close tabs on those changes, especially when it comes to kids.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But young children \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">are not the primary target\u003c/a> user for Facebook, which does not allow kids under 13 to sign up for an account. Parents must decide whether they’ll allow their children to become a part of the vast Facebook network, or to harness the social networking world into smaller, more contained sites like Togetherville or Club Penguin.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Parents can use the subject of privacy settings as an opportunity to teach kids about navigating the online world. They can talk about what information they agree is acceptable to be shared with friends and with the public at large and about social media \u003ca href=\"http://melissasais.com/2009/08/06/facebook-etiquette/\">etiquette\u003c/a>. With guidance and support, and with parents to set examples of what they think is appropriate, kids can learn their place and their responsibility as part of a worldwide community.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cem>Read more in the MindShift series about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">Children and Social Media\u003c/a>.\u003c/em>\u003c/h5>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\n",
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"description": "With more than 500 million Facebook users across the world, it’s hard to refute that the social networking site has profoundly changed the way we communicate and share information. But what’s the Facebook effect on kids? When it comes to navigating the social networking world – whether it’s Facebook or Fan Fiction sites – the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/emeryjl/3495302347/\">\u003c/a>\u003ca rel=\"attachment wp-att-9869\" href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/hoyasmeg-2/\">\u003cimg class=\"aligncenter size-full wp-image-9869\" title=\"Hoyasmeg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Hoyasmeg1.jpg\" alt=\"\" width=\"517\" height=\"387\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1.jpg 517w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1-400x299.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1-320x240.jpg 320w\" sizes=\"(max-width: 517px) 100vw, 517px\">\u003c/a>\u003c/p>\n\u003cp>With more than 500 million \u003ca href=\"http://www.facebook.com/press/info.php?statistics\">Facebook\u003c/a> users across the world, it’s hard to refute that the social networking site has profoundly changed the way we communicate and share information. But what’s the \u003ca href=\"http://www.nytimes.com/2010/06/08/books/excerpt-facebook-effect.html\">Facebook effect\u003c/a> on kids? When it comes to navigating the social networking world – whether it’s Facebook or Fan Fiction sites – the terrain becomes even murkier.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Parents have to give kids the opportunities to figure out what it means to be digital citizens.\"\u003c/aside>\n\u003cp>Parents worry about what’s age-appropriate, what should be kept private, and exposure to cyberbullying, among many other issues. And it’s true -- there’s a lot to navigate, even for adults. But Facebook and social networks aren’t going away anytime soon, and the better parents understand this, the better they’ll be able to help their kids understand it too. Rather than block all access to the Internet, they can see that for every pitfall, there’s a potential promise, too.\u003c/p>\n\u003cp>“Parents can and should moderate sites, but they have to give kids the opportunities to figure out what it means to be digital citizens, and allow kids to be empowered,” said Carrie James, who’s conducting a qualitative survey of kids and social networks at the Harvard Graduate School of Education. “They need prompts and supports to develop guidelines together.\"\u003c/p>\n\u003cp>\u003cstrong>CONNECTION AND SELF-EXPRESSION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">For better or for worse, YouTube, Facebook, Twitter, and their ilk provide ways for kids to connect with each other and to express themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This level of unchecked expression, some argue, is too much for young children who can't handle the complexities of social networking sites. \"The amount of angst has increased in my school in the past few years,\" said Anthony Orsini, principal of Benjamin Franklin Middle School in Ridgewood, New Jersery. With three suicides (including \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/two-suicides-teacher-student-and-technologys-role/\">Tyler Clementi\u003c/a>) in the past year, he says \"it's been a fearful time in our town for our parents.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"We can’t fault kids for doing something wrong on Facebook or Twitter because we’re not teaching them.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The irony here is that the fear doesn't come from the traditional \"\u003ca href=\"http://www.missingkids.com/missingkids/servlet/NewsEventServlet?LanguageCountry=en_US&PageId=2349\">stranger danger\u003c/a>\" but from how kids behave towards each other online. \"Stranger danger is unbelievably minute compared to the social and emotional damage they receive from each other everyday,\" he said. Add to that the \u003ca href=\"http://www.csmonitor.com/USA/Education/2011/0310/Obama-takes-on-bullies-at-White-House-anti-bullying-summit\">strict anti-bullying laws\u003c/a> that Orsini says renders schools responsible for kids' online behavior, the matter becomes that much more complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But for administrators like Eric Sheninger, principal of New Milford High School in Bergen County, New Jersey, privacy and cyberbullying issues are a red herring. \"What if a kid swears in the hallway? It's the same thing. People want to hide behind the legal issues, but it's the same as swearing on Facebook,\" he says.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Either way, kids will have to learn that their digital footprint is born from the moment they start posting on each other's walls and create their first online avatar. They'll have to figure out that every YouTube video they upload will be a reflection of themselves as the public sees them. With guidance from parents and educators, they can figure out \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/what-does-the-public-know-about-you/\">what the world knows\u003c/a> about them.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But at the moment, it's not a high priority at most schools, Sheninger says. \"Schools aren’t teaching kids to be digitally responsible,\" he said. \"We can’t fault kids for doing something wrong on Facebook or Twitter because we’re not teaching them. We need to have digital citizenship curriculum in schools.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It's important to note here that Orisini is the principal of a middle school, while Sheninger is the principal of a high school, and the age difference can be a factor in how kids behave online.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cstrong>LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Chances are, anytime the computer is on near a kid (and let’s face it, even adults), some kind of social networking is happening. Whether it’s Facebook or instant-messaging, or watching or uploading videos to share, the distractions are endless. As we all know, one link can easily lead to another until suddenly an hour and half has passed and we’ve lost track of the task at hand.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Last year’s comprehensive study by \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Kaiser Family Foundation found\u003c/a> that kids age 8 – 18 actually manage to pack in almost 11 hours worth of media content into 7½ hours of using media.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So is there any time left for learning? Researchers like \u003ca href=\"http://henryjenkins.org\">Henry Jenkins \u003c/a>would argue that the best kind of learning – engaged and collaborative – is \u003ca href=\"http://henryjenkins.org/2010/02/_children_and_young_people.html\">happening on social network sites\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Jenkins talks about “deeply meaningful forms of learning … taking place through engagement with affinity groups and social networks online” such as \u003ca href=\"http://www.thehpalliance.org/\">Harry Pottery Alliance\u003c/a>, which \u003ca href=\"http://henryjenkins.org/2009/07/how_dumbledores_army_is_transf.html\">has mobilized more than 100,000 \u003c/a>people against the Darfur genocide and labor rights at Wal-Mart.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But because of privacy laws like the \u003ca href=\"http://www.ftc.gov/privacy/coppafaqs.shtm\">Children's Online Privacy Protection Act, \u003c/a>most schools shut off access to social networking sites -- with a few exceptions. To principal Sheninger, \"if you're not on Facebook, you can't really communicate with us. Our new hub of real-time information is Facebook. I post things about what the kids are doing, and when they comment or parents comment, as a principal, I'm proud,\" he said.\u003c/p>\n\u003cp>\u003cstrong>PRIVACY\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Facebook’s changing privacy settings and its tendency to default to more open information is a source of constant annoyance for its users. We have to keep close tabs on those changes, especially when it comes to kids.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But young children \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">are not the primary target\u003c/a> user for Facebook, which does not allow kids under 13 to sign up for an account. Parents must decide whether they’ll allow their children to become a part of the vast Facebook network, or to harness the social networking world into smaller, more contained sites like Togetherville or Club Penguin.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Parents can use the subject of privacy settings as an opportunity to teach kids about navigating the online world. They can talk about what information they agree is acceptable to be shared with friends and with the public at large and about social media \u003ca href=\"http://melissasais.com/2009/08/06/facebook-etiquette/\">etiquette\u003c/a>. With guidance and support, and with parents to set examples of what they think is appropriate, kids can learn their place and their responsibility as part of a worldwide community.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cem>Read more in the MindShift series about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">Children and Social Media\u003c/a>.\u003c/em>\u003c/h5>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Science, Math, and Fan Fiction: What's Worth Learning?",
"title": "Science, Math, and Fan Fiction: What's Worth Learning?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_9792\" class=\"module image center mceTemp\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003c/a>\n\u003cdiv id=\"attachment_9792\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003cimg class=\"size-full wp-image-9792\" title=\"FoundphotoSLJ\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/FoundphotoSLJ.jpg\" alt=\"\" width=\"500\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-400x194.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-320x156.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FoundPhotoSLJ\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions \u003ca href=\"http://www.wcer.wisc.edu/people/staff.php?sid=511\">Richard Halverson\u003c/a>, co-author of \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, brings up in this interview at the \u003ca href=\"http://www.cyberlearningstem.org/\">CYTSE conference\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"A lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. We can follow the trail of engagement to figure out what kinds of things interest them and [whether] there are legitimate academic pursuits to be discerned in that form of participation.\" \u003c/aside>\n\u003cp>There's a difference, Halverson says, between using cyberlearning tools for specific purposes -- to learn math or health, for example -- and towards open-ended discoveries, such as participatory cultures like \u003ca href=\"http://us.battle.net/wow/\">World of Warcraft\u003c/a> or \u003ca href=\"http://www.fanfiction.net/\">FanFiction sites\u003c/a> that teach kids the intangibles.\u003c/p>\n\u003cp>It's a huge leap to make. Educators are still \u003ca href=\"http://weblogg-ed.com/2011/valuing-change/\">not wholly convinced\u003c/a> that technology is anything more than just \"bells and whistles,\" so is it even possible to think about giving kids free rein to design their own path online?\u003c/p>\n\u003cp>And even in those communities that \u003cem>do \u003c/em>embrace technology, \"those two communities don’t really overlap very well,\" he says. \"One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\"\u003c/p>\n\u003cp>The closest comparison to this kind of learning model, Halverson says, is the community college. \"I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what…what interests you,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As for the issue about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift\u003c/a> -- of teachers letting go of the idea of filling students' heads with facts and information -- Halverson adds yet another level of complexity to the equation. With so much pressure to teach to the test and standardize learning, Halverson says he's heartened by the fact that \"teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students.\"\u003c/p>\n\u003cp>And for the innovative educator, this is promising.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=G_eAXXSfay8\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\"> entire interview with Halverson's here\u003c/a>.\u003c/strong>\u003c/em>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What trends are you seeing in cyberlearning world?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been the big challenge in the cyberlearning debate I think is that there’s a whole group of people who wants to use the tools to transform what we’re already doing in school. So we have cyberlearning for STEM education or cyberlearning for health education. But then there’s another group of folks who are looking at cyberlearning tools just to see what kind of learning occurs when people engage in…in participatory cultures or they organize around technologies. And those two communities don’t really overlap very well. One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The big contrast I think is, like imagine a world in which you already knew what students should learn. Then the technologies are just means. And then you want to test the ability of the technologies to deliver those…those ends that you already know. But then imagine another world in which we don’t really know what the learning goals are. The tools sort of embed practices that go in their own directions. And so there’s a whole group of researchers studying that, too, to see like what kinds of learning emerge from using these tools.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is that what you think will eventually be the norm?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s the thing that’s transforming our society. I mean everybody uses Google now. Everybody’s got an account at the DMV. Everybody shops online. Everybody pays their taxes on line. Like people maintain virtual selves all over the place. It’s just integrated into their, into their lives. And the people who invented cyberlearning tools are the ones who pioneered these new forms of virtual interaction. \u003cstrong>\u003cspan style=\"color: #cc3300;\">So looking at things like World of Warcraft or FanFiction or participatory media cultures really shows the future of what everyday interaction is going to be.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well kids, I mean the interesting thing about kids is that they’re very early adopters and, but they adopt…they adapt actually the tools to what they think is interesting. And so social media sites really took off when highschoolers embraced them, first My Space and then Facebook as virtual extensions of their ability to interact with their friends. And the folks in schools have been scrambling ever since to figure out how do we get social network interaction in our school. And the transition has not been very hard because we’re trying…I mean it’s not been very easy because we’re…we’re trying to export natural practices from their native land into an artificial context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How can this all be integrated into curriculum?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think one of the problems that curriculum instruction is going to have is the very long sort of industrial model for how curriculum gets organized. It’s over a hundred years old. It’s based on standards and it’s based on shared model of what’s learning. And so in schools you have a model for what’s learned and then all the kids have to go along with that model. And I think\u003cspan style=\"color: #cc3300;\"> \u003cstrong>the new models that are being developed now are much more production focused where kids integrate what they know into meaningful performances or products. And then the technologies organize around those products both in their production but also in their sharing to give kids a real investment in what they’re building and doing\u003c/strong>.\u003c/span> But the kind of movies or the kinds of machinima or the kinds of production that kids are engaging in does not map very well onto traditional curriculum maps. And so like what happens with chemistry. Well that’s a big problem because kids are engaged in a lot of sophisticated media production practices that don’t really involve chemistry.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\u003cstrong> \u003c/strong>\"The voice of teachers who aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra ... those stories are just not being heard in the contemporary discourse.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are different kinds of learning goals like a huge part of our education process is cultural inheritance. There’s a whole bunch of knowledge that we think that educated citizens should have and that our schools are designed very efficiently to transmit that knowledge. I mean you can’t teach algebra much better than it’s currently being taught in our schools. And to have game to do it or other kinds of media to do it, it just the new methods are just inefficient compared to what we already have. The question is, or the question for us is that a lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. And so we can follow the trail of engagement to figure out what kinds of things interest them and are there…are there legitimate academic pursuits to be sort of discerned in…in that form of participation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think the best model that I can think of now is what’s going to happen with high schools in the next twenty, thirty years. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The community college model which is an enormous range of electives for all kinds of practices, right, from media production to professional trades, to sciences, to math, to literature, a huge smorgasbord. It almost takes a comprehensive high school and explodes it and puts the learning in charge constructing an educational pathway.\u003c/span> \u003c/strong>I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what interests you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What happens to \"core curriculum\" in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well I think we’ve settled as a culture on sort of a 19\u003csup>th\u003c/sup> century definition of what constitutes and educated person. Chemistry was a rather late edition to that but math is definitely a part of it. And I think what we’re going to find out in the next fifty, a hundred years, at least from the perspective of an economic productivity that some of those disciplines just don’t matter for creating ways of life and…and new economic productions. I mean I work in a group that does game production. And we see really smart kids all the time who are disaffected from their schooling, want to come, they want to build worlds. And they want to use programming tools to do it. And if it’s about learning then that’s great. And it’s not clear that that’s directly related to chemistry or any other of the things that we currently teach in schools.\u003cspan style=\"color: #cc3300;\">\u003cstrong> I mean algebra gives you a routine of thinking. But the actual content of algebra it just doesn’t come up very often\u003c/strong>.\u003c/span> The sad fact of it is you just don’t need algebra. You need proportions. You need need to be able to make judgments about similarity and difference.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What message do you have for parents who are unhappy with the public school system?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What should parents’ reaction be the current state of schools? And one of the issues is that schools are not a monolithic entity. There’s your local school and a lot of parents understand that if they participate in their school that benefits their kids and so local community participation in school is a really important thing.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think a bigger question is how do we react to other people’s schools? It’s sort of the general public support for public schooling. Like how do we feel about creating a common institution that helps the needs…the education needs of all of our kids? And that right now in 2010 is a think an emerging public dispute. I’m from Wisconsin. And so right now in the state capitol the future of public education is being debated, the future of how, whether teachers are going to be able to unionize and to bargain and so forth. And it’s brought out a lot of discussion about how our schools aren’t any good anyway so why don’t we hasten their destruction and bring in charters and so forth.\u003cspan style=\"color: #cc3300;\"> \u003cstrong>And so we as a culture we don’t really have a good sense of the quality of other people’s schools. And that’s an important thing for us to understand. It’s almost not as a parent but as a citizen, it’s important to understand like what’s the role of public education as an ongoing sort of institutional benefit of our culture.\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s really hard to discern the state of public education because all the press is negative like the liberals are (unschooled/on schools) because of their failures. The conservatives are unschooled because they cost too much. Parents are (unschooled) because of taxation and disciplinary issues, students are unschooled because they don’t want to be there. Teachers are overworked, and it’s a universally negative message. And so it’s really hard to discern what’s actually going on, what are the day to day practices that give people life in schools. And that voice is just not being heard. The voice of teachers who, you know, aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra. They’re just trying to teach programming. They’re trying to teach kids how to read. Those stories are just not being heard in the…in the contemporary discourse.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And on the one hand I think all this attention is good because institutions don’t grow if you don’t point out their critiques. You got to have a persistent atmosphere of criticism otherwise it just becomes good enough. And so the fact that American public education is such a hot button issue really gives us sort of a public incentive to make change in schools. But I am worried about the baby in the bathwater problem that the stuff that works in schools just doesn’t get reported and so we, in this cycle of constant reform that doesn’t really stick to what we’re already doing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your thoughts about the role of the teacher, and the idea of them letting go of control of owning subjects and the content they teach?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It’s been a dream for the progressive movement in education for a long time that teachers would let go of the control over to students and engage in constructive conversations with students. But that dream has really been on the run in the past ten years. We’ve entered an era where we’ve used information technologies to capture outcomes for student learning. And once we determine the patterns and the outcomes that leads to prescribed methods of instruction, so teachers have less and less control than they ever had over the methods that they use, more often teachers are being asked to stand and deliver. \"Here’s my curriculum. I’m supposed to deliver it to my students.\" And then we’re supposed to measure the outcomes. And that’s what constitutes teaching.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now that being said at a macro level I think it looks sort of bleak for teachers. But at a micro level, teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The great promise of the whole school reform argument that we’re having is that at the micro level teachers have as much control as they ever had.\u003c/span> \u003c/strong>And they can ask questions in however they see fit to interact with students. So to me there’s enormous amounts of hope in the very place where that makes the most difference.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_9792\" class=\"module image center mceTemp\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003c/a>\n\u003cdiv id=\"attachment_9792\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003cimg class=\"size-full wp-image-9792\" title=\"FoundphotoSLJ\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/FoundphotoSLJ.jpg\" alt=\"\" width=\"500\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-400x194.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-320x156.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FoundPhotoSLJ\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions \u003ca href=\"http://www.wcer.wisc.edu/people/staff.php?sid=511\">Richard Halverson\u003c/a>, co-author of \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, brings up in this interview at the \u003ca href=\"http://www.cyberlearningstem.org/\">CYTSE conference\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"A lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. We can follow the trail of engagement to figure out what kinds of things interest them and [whether] there are legitimate academic pursuits to be discerned in that form of participation.\" \u003c/aside>\n\u003cp>There's a difference, Halverson says, between using cyberlearning tools for specific purposes -- to learn math or health, for example -- and towards open-ended discoveries, such as participatory cultures like \u003ca href=\"http://us.battle.net/wow/\">World of Warcraft\u003c/a> or \u003ca href=\"http://www.fanfiction.net/\">FanFiction sites\u003c/a> that teach kids the intangibles.\u003c/p>\n\u003cp>It's a huge leap to make. Educators are still \u003ca href=\"http://weblogg-ed.com/2011/valuing-change/\">not wholly convinced\u003c/a> that technology is anything more than just \"bells and whistles,\" so is it even possible to think about giving kids free rein to design their own path online?\u003c/p>\n\u003cp>And even in those communities that \u003cem>do \u003c/em>embrace technology, \"those two communities don’t really overlap very well,\" he says. \"One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\"\u003c/p>\n\u003cp>The closest comparison to this kind of learning model, Halverson says, is the community college. \"I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what…what interests you,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As for the issue about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift\u003c/a> -- of teachers letting go of the idea of filling students' heads with facts and information -- Halverson adds yet another level of complexity to the equation. With so much pressure to teach to the test and standardize learning, Halverson says he's heartened by the fact that \"teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students.\"\u003c/p>\n\u003cp>And for the innovative educator, this is promising.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/G_eAXXSfay8'\n title='//www.youtube.com/embed/G_eAXXSfay8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cem>\u003cstrong>Read the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\"> entire interview with Halverson's here\u003c/a>.\u003c/strong>\u003c/em>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What trends are you seeing in cyberlearning world?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been the big challenge in the cyberlearning debate I think is that there’s a whole group of people who wants to use the tools to transform what we’re already doing in school. So we have cyberlearning for STEM education or cyberlearning for health education. But then there’s another group of folks who are looking at cyberlearning tools just to see what kind of learning occurs when people engage in…in participatory cultures or they organize around technologies. And those two communities don’t really overlap very well. One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The big contrast I think is, like imagine a world in which you already knew what students should learn. Then the technologies are just means. And then you want to test the ability of the technologies to deliver those…those ends that you already know. But then imagine another world in which we don’t really know what the learning goals are. The tools sort of embed practices that go in their own directions. And so there’s a whole group of researchers studying that, too, to see like what kinds of learning emerge from using these tools.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is that what you think will eventually be the norm?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s the thing that’s transforming our society. I mean everybody uses Google now. Everybody’s got an account at the DMV. Everybody shops online. Everybody pays their taxes on line. Like people maintain virtual selves all over the place. It’s just integrated into their, into their lives. And the people who invented cyberlearning tools are the ones who pioneered these new forms of virtual interaction. \u003cstrong>\u003cspan style=\"color: #cc3300;\">So looking at things like World of Warcraft or FanFiction or participatory media cultures really shows the future of what everyday interaction is going to be.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well kids, I mean the interesting thing about kids is that they’re very early adopters and, but they adopt…they adapt actually the tools to what they think is interesting. And so social media sites really took off when highschoolers embraced them, first My Space and then Facebook as virtual extensions of their ability to interact with their friends. And the folks in schools have been scrambling ever since to figure out how do we get social network interaction in our school. And the transition has not been very hard because we’re trying…I mean it’s not been very easy because we’re…we’re trying to export natural practices from their native land into an artificial context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How can this all be integrated into curriculum?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think one of the problems that curriculum instruction is going to have is the very long sort of industrial model for how curriculum gets organized. It’s over a hundred years old. It’s based on standards and it’s based on shared model of what’s learning. And so in schools you have a model for what’s learned and then all the kids have to go along with that model. And I think\u003cspan style=\"color: #cc3300;\"> \u003cstrong>the new models that are being developed now are much more production focused where kids integrate what they know into meaningful performances or products. And then the technologies organize around those products both in their production but also in their sharing to give kids a real investment in what they’re building and doing\u003c/strong>.\u003c/span> But the kind of movies or the kinds of machinima or the kinds of production that kids are engaging in does not map very well onto traditional curriculum maps. And so like what happens with chemistry. Well that’s a big problem because kids are engaged in a lot of sophisticated media production practices that don’t really involve chemistry.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\u003cstrong> \u003c/strong>\"The voice of teachers who aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra ... those stories are just not being heard in the contemporary discourse.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are different kinds of learning goals like a huge part of our education process is cultural inheritance. There’s a whole bunch of knowledge that we think that educated citizens should have and that our schools are designed very efficiently to transmit that knowledge. I mean you can’t teach algebra much better than it’s currently being taught in our schools. And to have game to do it or other kinds of media to do it, it just the new methods are just inefficient compared to what we already have. The question is, or the question for us is that a lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. And so we can follow the trail of engagement to figure out what kinds of things interest them and are there…are there legitimate academic pursuits to be sort of discerned in…in that form of participation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think the best model that I can think of now is what’s going to happen with high schools in the next twenty, thirty years. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The community college model which is an enormous range of electives for all kinds of practices, right, from media production to professional trades, to sciences, to math, to literature, a huge smorgasbord. It almost takes a comprehensive high school and explodes it and puts the learning in charge constructing an educational pathway.\u003c/span> \u003c/strong>I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what interests you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What happens to \"core curriculum\" in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well I think we’ve settled as a culture on sort of a 19\u003csup>th\u003c/sup> century definition of what constitutes and educated person. Chemistry was a rather late edition to that but math is definitely a part of it. And I think what we’re going to find out in the next fifty, a hundred years, at least from the perspective of an economic productivity that some of those disciplines just don’t matter for creating ways of life and…and new economic productions. I mean I work in a group that does game production. And we see really smart kids all the time who are disaffected from their schooling, want to come, they want to build worlds. And they want to use programming tools to do it. And if it’s about learning then that’s great. And it’s not clear that that’s directly related to chemistry or any other of the things that we currently teach in schools.\u003cspan style=\"color: #cc3300;\">\u003cstrong> I mean algebra gives you a routine of thinking. But the actual content of algebra it just doesn’t come up very often\u003c/strong>.\u003c/span> The sad fact of it is you just don’t need algebra. You need proportions. You need need to be able to make judgments about similarity and difference.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What message do you have for parents who are unhappy with the public school system?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What should parents’ reaction be the current state of schools? And one of the issues is that schools are not a monolithic entity. There’s your local school and a lot of parents understand that if they participate in their school that benefits their kids and so local community participation in school is a really important thing.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think a bigger question is how do we react to other people’s schools? It’s sort of the general public support for public schooling. Like how do we feel about creating a common institution that helps the needs…the education needs of all of our kids? And that right now in 2010 is a think an emerging public dispute. I’m from Wisconsin. And so right now in the state capitol the future of public education is being debated, the future of how, whether teachers are going to be able to unionize and to bargain and so forth. And it’s brought out a lot of discussion about how our schools aren’t any good anyway so why don’t we hasten their destruction and bring in charters and so forth.\u003cspan style=\"color: #cc3300;\"> \u003cstrong>And so we as a culture we don’t really have a good sense of the quality of other people’s schools. And that’s an important thing for us to understand. It’s almost not as a parent but as a citizen, it’s important to understand like what’s the role of public education as an ongoing sort of institutional benefit of our culture.\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s really hard to discern the state of public education because all the press is negative like the liberals are (unschooled/on schools) because of their failures. The conservatives are unschooled because they cost too much. Parents are (unschooled) because of taxation and disciplinary issues, students are unschooled because they don’t want to be there. Teachers are overworked, and it’s a universally negative message. And so it’s really hard to discern what’s actually going on, what are the day to day practices that give people life in schools. And that voice is just not being heard. The voice of teachers who, you know, aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra. They’re just trying to teach programming. They’re trying to teach kids how to read. Those stories are just not being heard in the…in the contemporary discourse.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And on the one hand I think all this attention is good because institutions don’t grow if you don’t point out their critiques. You got to have a persistent atmosphere of criticism otherwise it just becomes good enough. And so the fact that American public education is such a hot button issue really gives us sort of a public incentive to make change in schools. But I am worried about the baby in the bathwater problem that the stuff that works in schools just doesn’t get reported and so we, in this cycle of constant reform that doesn’t really stick to what we’re already doing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your thoughts about the role of the teacher, and the idea of them letting go of control of owning subjects and the content they teach?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It’s been a dream for the progressive movement in education for a long time that teachers would let go of the control over to students and engage in constructive conversations with students. But that dream has really been on the run in the past ten years. We’ve entered an era where we’ve used information technologies to capture outcomes for student learning. And once we determine the patterns and the outcomes that leads to prescribed methods of instruction, so teachers have less and less control than they ever had over the methods that they use, more often teachers are being asked to stand and deliver. \"Here’s my curriculum. I’m supposed to deliver it to my students.\" And then we’re supposed to measure the outcomes. And that’s what constitutes teaching.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now that being said at a macro level I think it looks sort of bleak for teachers. But at a micro level, teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The great promise of the whole school reform argument that we’re having is that at the micro level teachers have as much control as they ever had.\u003c/span> \u003c/strong>And they can ask questions in however they see fit to interact with students. So to me there’s enormous amounts of hope in the very place where that makes the most difference.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-9722\" href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/children_online/\">\u003cimg class=\"size-full wp-image-9722\" title=\"children_online\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/children_online.jpg\" alt=\"\" width=\"500\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online-400x285.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online-320x228.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>What's the appropriate age to start logging onto social networking sites? According to the Terms of Service for Facebook, at least, the answer is 13.\u003c/p>\n\u003cp>But that doesn't stop thousands of younger children from signing up. According to Facebook's chief privacy adviser Mozelle Thompson, Facebook removes about 20,000 users a day who are underage.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Should parents allow their under-13 kids to sign up on Facebook?\u003c/aside>\n\u003cp>That figure was revealed during testimony to the Australian parliament's cyber-safety committee, reports \u003ca href=\"http://www.dailytelegraph.com.au/news/banning-baby-faces-from-social-site-facebook/story-e6freuy9-1226025663992\">The Daily Telegraph\u003c/a>. Australia is considering legislation that would require teens to get parental permission before joining Facebook.\u003c/p>\n\u003cp>As it stands, Facebook policy simply recommends that minors 13 or older get their parents' permission. Those younger than 13 are forbidden outright. But as Thompson testified: \"There are people who lie. There are people who are under 13 [accessing Facebook].\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That age cut-off isn't arbitrary. It keeps Facebook in line with \u003ca href=\"http://www.ftc.gov/privacy/coppafaqs.shtm\">COPPA\u003c/a>, the Children’s Online Privacy Protection Act, which requires that Internet sites that allow those under 13 to join secure parental permission.\u003c/p>\n\u003cp>But as a recent \u003ca href=\"http://www.nytimes.com/2011/03/12/technology/internet/12underage.html?_r=2\">New York Times\u003c/a> article quipped, \"the fake ID has gone digital, and spread to elementary school.\" That story suggests that the 20,000 youngsters booted from Facebook daily are really just the tip of the iceberg, citing research from the web analysis company \u003ca href=\"http://www.comscore.com\">Comscore\u003c/a>, that over 3.6 million of Facebook's 153 million monthly visitors from the U.S. are under age.\u003c/p>\n\u003cp>There are social networking sites\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/8-social-media-sites-just-for-kids/\"> aimed specifically at this age group\u003c/a>. \u003ca href=\"http://www.togetherville.com\">Togetherville\u003c/a>, which was \u003ca href=\"http://www.hackeducation.com/2011/02/24/disney-acquires-childrens-social-network-togetherville/\">recently acquired\u003c/a> by Disney, is designed for children under 10. Disney also operates \u003ca href=\"http://www.clubpenguin.com\">Club Penguin\u003c/a> which targets those 6-14.\u003c/p>\n\u003cp>Togetherville stresses the importance of teaching children about safety online by introducing them to a social networking site where their parents can monitor their interactions and control who they \"friend.\" The idea addresses concerns about younger children and teens on Facebook -- fears that they'll be preyed upon or they'll misbehave.\u003c/p>\n\u003cp>But will kids be interested in Togetherville or Club Penguin when their friends and family are on Facebook? Should parents be complicit in signing up their under-13 kids on Facebook? Some feel strongly that parents should set the right example for digital citizenship by following set rules and guidelines, and those who feel that allowing kids to navigate the social networking world will provide valuable lessons through practice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear thoughts from parents and educators about their approach.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-9722\" href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/children_online/\">\u003cimg class=\"size-full wp-image-9722\" title=\"children_online\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/children_online.jpg\" alt=\"\" width=\"500\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online-400x285.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online-320x228.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>What's the appropriate age to start logging onto social networking sites? According to the Terms of Service for Facebook, at least, the answer is 13.\u003c/p>\n\u003cp>But that doesn't stop thousands of younger children from signing up. According to Facebook's chief privacy adviser Mozelle Thompson, Facebook removes about 20,000 users a day who are underage.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Should parents allow their under-13 kids to sign up on Facebook?\u003c/aside>\n\u003cp>That figure was revealed during testimony to the Australian parliament's cyber-safety committee, reports \u003ca href=\"http://www.dailytelegraph.com.au/news/banning-baby-faces-from-social-site-facebook/story-e6freuy9-1226025663992\">The Daily Telegraph\u003c/a>. Australia is considering legislation that would require teens to get parental permission before joining Facebook.\u003c/p>\n\u003cp>As it stands, Facebook policy simply recommends that minors 13 or older get their parents' permission. Those younger than 13 are forbidden outright. But as Thompson testified: \"There are people who lie. There are people who are under 13 [accessing Facebook].\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That age cut-off isn't arbitrary. It keeps Facebook in line with \u003ca href=\"http://www.ftc.gov/privacy/coppafaqs.shtm\">COPPA\u003c/a>, the Children’s Online Privacy Protection Act, which requires that Internet sites that allow those under 13 to join secure parental permission.\u003c/p>\n\u003cp>But as a recent \u003ca href=\"http://www.nytimes.com/2011/03/12/technology/internet/12underage.html?_r=2\">New York Times\u003c/a> article quipped, \"the fake ID has gone digital, and spread to elementary school.\" That story suggests that the 20,000 youngsters booted from Facebook daily are really just the tip of the iceberg, citing research from the web analysis company \u003ca href=\"http://www.comscore.com\">Comscore\u003c/a>, that over 3.6 million of Facebook's 153 million monthly visitors from the U.S. are under age.\u003c/p>\n\u003cp>There are social networking sites\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/8-social-media-sites-just-for-kids/\"> aimed specifically at this age group\u003c/a>. \u003ca href=\"http://www.togetherville.com\">Togetherville\u003c/a>, which was \u003ca href=\"http://www.hackeducation.com/2011/02/24/disney-acquires-childrens-social-network-togetherville/\">recently acquired\u003c/a> by Disney, is designed for children under 10. Disney also operates \u003ca href=\"http://www.clubpenguin.com\">Club Penguin\u003c/a> which targets those 6-14.\u003c/p>\n\u003cp>Togetherville stresses the importance of teaching children about safety online by introducing them to a social networking site where their parents can monitor their interactions and control who they \"friend.\" The idea addresses concerns about younger children and teens on Facebook -- fears that they'll be preyed upon or they'll misbehave.\u003c/p>\n\u003cp>But will kids be interested in Togetherville or Club Penguin when their friends and family are on Facebook? Should parents be complicit in signing up their under-13 kids on Facebook? Some feel strongly that parents should set the right example for digital citizenship by following set rules and guidelines, and those who feel that allowing kids to navigate the social networking world will provide valuable lessons through practice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear thoughts from parents and educators about their approach.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Video Games Help Close the Digital Divide?",
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"content": "\u003ch4>\u003cem>Applying African-American boys' passion for sports video games toward building confidence in a learning environment.\u003c/em>\u003c/h4>\n\u003cp>\u003ca rel=\"attachment wp-att-9609\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-video-games-help-close-the-digital-divide/disalvo-600/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-full wp-image-9609\" title=\"DiSalvo.600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/DiSalvo.600.jpg\" alt=\"\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-320x192.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399;\">\u003cem>This fascinating article by \u003ca href=\"http://dmlcentral.net/blog/liz-losh/young-black-males-learning-and-video-games\">Liz Losh on Digital Media & Learning\u003c/a> looks at how video games as learning motivator can be a completely different experience for different cultures.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A recent report on educational achievement among young black males describes a “national catastrophe” in primary, secondary, and higher education that is reinforced by policy failures and funding shortfalls. “\u003ca href=\"http://www.cgcs.org/cgcs/Call_For_Change.pdf\">A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools\u003c/a>” uses data largely from the U.S. Department of Education to paint a grim picture of an achievement gap between black and white students, reinforcing the message of recent books like Pedro Noguera’s \u003ca href=\"http://www.amazon.com/Trouble-Black-Boys-Reflections-Education/dp/0470452080/\">\u003cem>The Trouble with Black Boys: Race, Equity, and the Future of Public Education\u003c/em>\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003c/aside>\n\u003cp style=\"padding-left: 30px;\">While the Obama White House has become known for promoting video games as a way to teach \u003ca href=\"http://www.whitehouse.gov/the-press-office/president-obama-launches-educate-innovate-campaign-excellence-science-technology-en\">science, technology, engineering, math\u003c/a>, and as a method to promote \u003ca href=\"http://www.whitehouse.gov/blog/2010/09/28/apps-healthy-kids-envelope-please\">healthier eating\u003c/a> and exercise among kids with sedentary lifestyles and pop culture habits, often the Presidential message targeted to African-American urban youth emphasizes traditional print culture literacies in reading and writing. Researcher \u003ca href=\"http://www.betsydisalvo.com/\">Betsy James DiSalvo\u003c/a> from the Georgia Institute of Technology is taking a different approach to the achievement gap. Her work is focused on understanding the role that video games play in urban African-American youth culture.\u003c!--break-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo engages African-American teenage boys with video game design and seeks to provide them intensive college and career counseling that “A Call for Change” argues they might not be getting in school despite a desperate need for intervention. She also takes advantage of the fact that video games can bridge the digital divide in African-American homes, because “game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>UNUSUAL APPROACH\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Unlike other after-school programs with technology labs, DiSalvo’s “\u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/GlitchTest.html\">Glitch Game Testers\u003c/a>” treats students as paid employees rather than charity cases. Participants have part-time jobs during the school year and full-time jobs during the summer that provide economic as well as educational incentives to pursue careers in computer science and other STEM-related fields. The program makes a long-term commitment to mentoring and economic support and tries to tailor services around stated needs. According to DiSalvo, other programs “parachute-in” with a rescue mentality that shows little respect for existing attitudes in African-American communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">“Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve. You have to think about the culture that people come from first.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo has come up with a pragmatic series of solutions designed around symbiotic relationships between corporate products and consumer populations to foster STEM learning around sports video games that are usually not seen as particularly educational. She recruits Atlanta-area youth attending schools that are 99% African-American and where most students are well below the poverty line as play \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/clients.html\">testers for commercial video game companies\u003c/a> to search for bugs in new video games. Local mentors from Georgia Tech and historically black Morehouse College are also part of the Glitch Game Testers team and serve as both \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/staff.html\">coaches and role models\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In her work, DiSalvo finds that video game play practices such as “hacking, cheating, and modding,” which provide powerful informal learning practices among self-described “geeks” destined for careers in technology, are often treated with disdain by African-American teenagers. For many black urban youth, DiSalvo says, their notions of masculinity are defined by codes of idealized sportsmanship and pure physical embodiment, rather than the so-called “hacker ethic” that emphasizes subverting systems and authority.\u003c/p>\n\u003cp>\u003cstrong>GENDER, IDENTITY AND TECHNOLOGY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo’s advisor, \u003ca href=\"http://www.cc.gatech.edu/%7Easb/\">Professor Amy Bruckman\u003c/a>, has been known for her research on gender and computer gaming that stretches back for more than a decade. (Bruckman also wrote seminal essays questioning cyber-utopianism that were written in the nineties, such as “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/tr-finding-ones-own.pdf\">Finding One’s Own in Cyberspace\u003c/a>” and “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/getty/disneyland.html\">Cyberspace is Not Disneyland\u003c/a>\").\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In an interview for DML Central, Bruckman praises DiSalvo’s work because it is “specifically targeting African-American teenage boys” in a larger research environment in which the discussion about gender and technology has often been focused on “women and this, and women and that” without enough serious research on masculinity and how “cultural groups have unique challenges.”\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By thinking about “games as a motivator” rather than as a means of what \u003cem>The Chronicle of Higher Education\u003c/em> has recently called “\u003ca href=\"http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/\">stealth assessment\u003c/a>,\" Bruckman argues that researchers can find out a lot more about learning and its relationship to cultural norms and that “looking at masculinity” might provide a fundamental “key to understanding.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Bruckman also asserts that other researchers interested in how young people make “the transition from interest in games to an interest in computer science” should be thinking more about “theories of the body” and why an ideology that seems to devalue sports and sportsmanship might be repugnant to some groups. The stereotype of “the computer scientist who doesn’t eat and doesn’t sleep and drinks Jolt cola” represents a “denial of the body” that probably seems alien to those young people for whom “the body is first and foremost in identity” and the epitome of success is defined by “owning” people in athletic competition.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHALLENGING THE NARRATIVE ON GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As Bruckman puts it, “I think that the discourse on games and learning is filled with assumptions that I don’t buy.” For her, “Betsy is using games in a way that makes sense . . . to take the passion that African-American boys have for sports video games to build confidence in creating a learning environment.” According to Bruckman, DiSalvo’s work on play testing emphasizes a “different side of computer science” rather than a campaign to change African-American youth culture in transferring their interest from “entertainment to intellectual discipline.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">More generally, Bruckman warns that many who are devoted to making educational games are part of a larger enterprise that is “ill-motivated and doomed,” because it is based on the simplistic assumption that “if it is fun, then they’ll love it” without asking the most basic of questions: “What is fun?” Bruckman titled one of her essays from the nineties “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/bruckman-gdc99.pdf\">Can Educational Be Fun?\u003c/a>” and it has been a theme in her work since then. “Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve,\" Bruckman insists. “You have to think about the culture that people come from first.”\u003c/p>\n\n",
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"description": "Applying African-American boys' passion for sports video games toward building confidence in a learning environment. This fascinating article by Liz Losh on Digital Media & Learning looks at how video games as learning motivator can be a completely different experience for different cultures. A recent report on educational achievement among young black males describes a",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>\u003cem>Applying African-American boys' passion for sports video games toward building confidence in a learning environment.\u003c/em>\u003c/h4>\n\u003cp>\u003ca rel=\"attachment wp-att-9609\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-video-games-help-close-the-digital-divide/disalvo-600/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-full wp-image-9609\" title=\"DiSalvo.600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/DiSalvo.600.jpg\" alt=\"\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-320x192.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399;\">\u003cem>This fascinating article by \u003ca href=\"http://dmlcentral.net/blog/liz-losh/young-black-males-learning-and-video-games\">Liz Losh on Digital Media & Learning\u003c/a> looks at how video games as learning motivator can be a completely different experience for different cultures.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A recent report on educational achievement among young black males describes a “national catastrophe” in primary, secondary, and higher education that is reinforced by policy failures and funding shortfalls. “\u003ca href=\"http://www.cgcs.org/cgcs/Call_For_Change.pdf\">A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools\u003c/a>” uses data largely from the U.S. Department of Education to paint a grim picture of an achievement gap between black and white students, reinforcing the message of recent books like Pedro Noguera’s \u003ca href=\"http://www.amazon.com/Trouble-Black-Boys-Reflections-Education/dp/0470452080/\">\u003cem>The Trouble with Black Boys: Race, Equity, and the Future of Public Education\u003c/em>\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003c/aside>\n\u003cp style=\"padding-left: 30px;\">While the Obama White House has become known for promoting video games as a way to teach \u003ca href=\"http://www.whitehouse.gov/the-press-office/president-obama-launches-educate-innovate-campaign-excellence-science-technology-en\">science, technology, engineering, math\u003c/a>, and as a method to promote \u003ca href=\"http://www.whitehouse.gov/blog/2010/09/28/apps-healthy-kids-envelope-please\">healthier eating\u003c/a> and exercise among kids with sedentary lifestyles and pop culture habits, often the Presidential message targeted to African-American urban youth emphasizes traditional print culture literacies in reading and writing. Researcher \u003ca href=\"http://www.betsydisalvo.com/\">Betsy James DiSalvo\u003c/a> from the Georgia Institute of Technology is taking a different approach to the achievement gap. Her work is focused on understanding the role that video games play in urban African-American youth culture.\u003c!--break-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo engages African-American teenage boys with video game design and seeks to provide them intensive college and career counseling that “A Call for Change” argues they might not be getting in school despite a desperate need for intervention. She also takes advantage of the fact that video games can bridge the digital divide in African-American homes, because “game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>UNUSUAL APPROACH\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Unlike other after-school programs with technology labs, DiSalvo’s “\u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/GlitchTest.html\">Glitch Game Testers\u003c/a>” treats students as paid employees rather than charity cases. Participants have part-time jobs during the school year and full-time jobs during the summer that provide economic as well as educational incentives to pursue careers in computer science and other STEM-related fields. The program makes a long-term commitment to mentoring and economic support and tries to tailor services around stated needs. According to DiSalvo, other programs “parachute-in” with a rescue mentality that shows little respect for existing attitudes in African-American communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">“Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve. You have to think about the culture that people come from first.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo has come up with a pragmatic series of solutions designed around symbiotic relationships between corporate products and consumer populations to foster STEM learning around sports video games that are usually not seen as particularly educational. She recruits Atlanta-area youth attending schools that are 99% African-American and where most students are well below the poverty line as play \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/clients.html\">testers for commercial video game companies\u003c/a> to search for bugs in new video games. Local mentors from Georgia Tech and historically black Morehouse College are also part of the Glitch Game Testers team and serve as both \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/staff.html\">coaches and role models\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In her work, DiSalvo finds that video game play practices such as “hacking, cheating, and modding,” which provide powerful informal learning practices among self-described “geeks” destined for careers in technology, are often treated with disdain by African-American teenagers. For many black urban youth, DiSalvo says, their notions of masculinity are defined by codes of idealized sportsmanship and pure physical embodiment, rather than the so-called “hacker ethic” that emphasizes subverting systems and authority.\u003c/p>\n\u003cp>\u003cstrong>GENDER, IDENTITY AND TECHNOLOGY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo’s advisor, \u003ca href=\"http://www.cc.gatech.edu/%7Easb/\">Professor Amy Bruckman\u003c/a>, has been known for her research on gender and computer gaming that stretches back for more than a decade. (Bruckman also wrote seminal essays questioning cyber-utopianism that were written in the nineties, such as “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/tr-finding-ones-own.pdf\">Finding One’s Own in Cyberspace\u003c/a>” and “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/getty/disneyland.html\">Cyberspace is Not Disneyland\u003c/a>\").\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In an interview for DML Central, Bruckman praises DiSalvo’s work because it is “specifically targeting African-American teenage boys” in a larger research environment in which the discussion about gender and technology has often been focused on “women and this, and women and that” without enough serious research on masculinity and how “cultural groups have unique challenges.”\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By thinking about “games as a motivator” rather than as a means of what \u003cem>The Chronicle of Higher Education\u003c/em> has recently called “\u003ca href=\"http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/\">stealth assessment\u003c/a>,\" Bruckman argues that researchers can find out a lot more about learning and its relationship to cultural norms and that “looking at masculinity” might provide a fundamental “key to understanding.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Bruckman also asserts that other researchers interested in how young people make “the transition from interest in games to an interest in computer science” should be thinking more about “theories of the body” and why an ideology that seems to devalue sports and sportsmanship might be repugnant to some groups. 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"content": "\u003cdiv id=\"attachment_9378\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-9378\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-social-networking-in-college-prevent-dropouts/student_directory/\">\u003cimg class=\"size-medium wp-image-9378\" title=\"student_directory\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/student_directory-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"credit\">Flickr: Helga Webber\u003c/p>\n\u003c/div>\n\u003cp>The vast majority of college students -- 60% to 84% -- will never participate in a school-sponsored activity, according to the \u003ca href=\"http://nsse.iub.edu/\">National Survey on Student Engagement\u003c/a>. This lack of engagement is cause for concern, and not simply because the NSSE score helps prospective students identify colleges with good campus environments.\u003c/p>\n\u003cp>The low scores mean students are missing out on the wealth of learning opportunities that occur outside the classroom. And they indicate that students aren't feeling connected or supported -- socially and intellectually -- by their schools, something that's linked in turn to high dropout rates, which currently hover around 30% for students in their first year of college.\u003c/p>\n\u003cp>The promise of social networking as a connection-builder might help schools foster better community. That's easier said than done, and launching a Facebook page or a Twitter account for your Admissions Office isn't likely to go very far in helping promote student engagement or keep students in school through graduation.\u003c/p>\n\u003cp>Even if you do create a vibrant online community through social media -- a lively blog with a lot of community engagement, for example, or a popular Facebook page -- how does that translate into offline engagement? How do students find the resources and activities they need both on- and offline?\u003c/p>\n\u003cp>A New York-based company called \u003ca href=\"http://www.redrover.com\">Red Rover\u003c/a> is building what it describes as the equivalent of an online student union, if you will, that helps students better connect to campus activities and build relationships with one another -- what they say are keys to improved student engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Red Rover's Tom Krieglstein described the company's plans to help build a better campus directory, one that isn't simply a giant phonebook with names and majors; rather, it's a social network that bridges students' academic and personal worlds. Red Rover's goal is to create a directory that encourages students to fill out a more robust entry, one that includes their interests as well as links to their other online profiles.\u003c/p>\n\u003cp>Ideally, the new directory leads students to easily find content, people, and activities on campus that interests them. It also helps schools deliver relevant information to the student body, with more granular and targeted control. The directory also helps schools have a better understanding of students' engagement, making it more easy to identify those who aren't involved.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/91695677@N00/3380834415\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_9162\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/rachaelvoorhees/2521106411/\">\u003cimg class=\"size-medium wp-image-9162\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2521106411_1241c47a31_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Entrepreneurship training is seen as a vital part of kids' schooling. Whether it's through after-school programs, summer camps, competitions, or in-class activities, advocates believe that learning the ins and outs of business-building can help develop some important real-world skills.\u003c/p>\n\u003cp>Here are some groups that provide this type of training:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nfte.com\" target=\"_blank\">Network for Teaching Entrepreneurship (NFTE):\u003c/a>\u003c/strong> A longstanding education organization that helps empower at-risk youth through teaching entrepreneurship in class, after school, and during the summer in 11 regions across the country and with partnerships across the world. Although NFTE has been around since 1987, naturally programming has shifted to accommodate what business smarts mean in 2011 by, for instance, developing curricula called \"\u003ca href=\"http://www.nfte.com/find-resources/buy-resources#exploring-careers\" target=\"_blank\">Exploring Careers for the 21st Century\u003c/a>\" and teaching skills like \u003ca href=\"http://www.nfte.com/why/blog/learn-to-tweet-from-the-best\" target=\"_blank\">how to effectively use Twitter\u003c/a> for marketing and branding purposes.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tyeglobal.org/\" target=\"_blank\">TiE Young Entrepreneurs\u003c/a>:\u003c/strong> A global program with local branches, TiE (Talent, Ideas, and Enterprise) brings seasoned entrepreneurs to K-12 classrooms to teach a 3-month business curriculum that ends with a business plan competition. The program hits nine cities, including Boston, Seattle, London, New Delhi, and \u003ca href=\"http://www.abjentrepreneur.com/news/2011/02/tie-austin-bringing-entrepreneurial.html\" target=\"_blank\">Austin, Texas\u003c/a>. Each local business plan competition sends student winners to the \u003ca href=\"http://www.tie.org/major_event/tie-young-entrepreneurs-global-competition\" target=\"_blank\">TiE global competition\u003c/a> for a chance at a $25,000 prize.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://sageglobal.org/\" target=\"_blank\">Students for the Advancement of Global Entrepreneurship (SAGE)\u003c/a>:\u003c/strong> An international community of teenage entrepreneurs that links kids with mentors, business consultants, and civic leaders through extensive regional and \u003ca href=\"http://www.sageglobal.org/what-we-do/regional-national-and-global-tournaments/\" target=\"_blank\">global tournaments\u003c/a> -- all with an emphasis on social entrepreneurship and environmental stewardship. Teenagers start either a socially responsible business or social enterprise business, get it underway, and enter it in a series of competitions that ends with the \"SAGE World Cup.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>More Resources:\u003c/strong>\u003c/p>\n\u003cp>For parents, instructors, or highly driven students interested in accessing resources, not entire programs -- some free, some with a fee -- they're out there, too. Mashable.com has great roundup of \u003ca href=\"http://mashable.com/2011/01/24/twitter-entrepreneur-tips/\" target=\"_blank\">ways entrepreneurs can make the most of Twitter\u003c/a>, for instance. \u003ca href=\"http://www.bizkids.com\" target=\"_blank\">BizKids\u003c/a> is a Web site and television show where kids teach other kids about business and money; parents and teachers can access family activities and lesson plans, while kids can watch episodes and play games. \u003ca href=\"http://www.unleashingideas.org/\" target=\"_blank\">Global Entrepreneurship Week\u003c/a> is an international network of changemakers and entrepreneurs that connects people, ideas, \u003ca href=\"http://www.unleashingideas.org/blog/students-unleash-ideas-increasing-number-young-entrepreneurs\" target=\"_blank\">student-specific initiatives\u003c/a>, and quick tips, like \"\u003ca href=\"http://www.unleashingideas.org/ideas-bank\" target=\"_blank\">How to Become an Entrepreneur in 10 Days\u003c/a>\"). And a learning tool available for purchase called \u003ca href=\"http://www.littlegreenmoneymachine.com/\">The Little Green Money Machine\u003c/a> (which just won a \u003ca href=\"http://www.prweb.com/releases/2011/03/prweb5141734.htm\" target=\"_blank\">Best Classic Toy Award\u003c/a>) provides fun, interactive ways for kids of all ages to design business plans, set goals, and get a handle on their financial literacy skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_9162\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/rachaelvoorhees/2521106411/\">\u003cimg class=\"size-medium wp-image-9162\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2521106411_1241c47a31_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Entrepreneurship training is seen as a vital part of kids' schooling. Whether it's through after-school programs, summer camps, competitions, or in-class activities, advocates believe that learning the ins and outs of business-building can help develop some important real-world skills.\u003c/p>\n\u003cp>Here are some groups that provide this type of training:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nfte.com\" target=\"_blank\">Network for Teaching Entrepreneurship (NFTE):\u003c/a>\u003c/strong> A longstanding education organization that helps empower at-risk youth through teaching entrepreneurship in class, after school, and during the summer in 11 regions across the country and with partnerships across the world. Although NFTE has been around since 1987, naturally programming has shifted to accommodate what business smarts mean in 2011 by, for instance, developing curricula called \"\u003ca href=\"http://www.nfte.com/find-resources/buy-resources#exploring-careers\" target=\"_blank\">Exploring Careers for the 21st Century\u003c/a>\" and teaching skills like \u003ca href=\"http://www.nfte.com/why/blog/learn-to-tweet-from-the-best\" target=\"_blank\">how to effectively use Twitter\u003c/a> for marketing and branding purposes.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tyeglobal.org/\" target=\"_blank\">TiE Young Entrepreneurs\u003c/a>:\u003c/strong> A global program with local branches, TiE (Talent, Ideas, and Enterprise) brings seasoned entrepreneurs to K-12 classrooms to teach a 3-month business curriculum that ends with a business plan competition. The program hits nine cities, including Boston, Seattle, London, New Delhi, and \u003ca href=\"http://www.abjentrepreneur.com/news/2011/02/tie-austin-bringing-entrepreneurial.html\" target=\"_blank\">Austin, Texas\u003c/a>. Each local business plan competition sends student winners to the \u003ca href=\"http://www.tie.org/major_event/tie-young-entrepreneurs-global-competition\" target=\"_blank\">TiE global competition\u003c/a> for a chance at a $25,000 prize.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://sageglobal.org/\" target=\"_blank\">Students for the Advancement of Global Entrepreneurship (SAGE)\u003c/a>:\u003c/strong> An international community of teenage entrepreneurs that links kids with mentors, business consultants, and civic leaders through extensive regional and \u003ca href=\"http://www.sageglobal.org/what-we-do/regional-national-and-global-tournaments/\" target=\"_blank\">global tournaments\u003c/a> -- all with an emphasis on social entrepreneurship and environmental stewardship. Teenagers start either a socially responsible business or social enterprise business, get it underway, and enter it in a series of competitions that ends with the \"SAGE World Cup.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>More Resources:\u003c/strong>\u003c/p>\n\u003cp>For parents, instructors, or highly driven students interested in accessing resources, not entire programs -- some free, some with a fee -- they're out there, too. Mashable.com has great roundup of \u003ca href=\"http://mashable.com/2011/01/24/twitter-entrepreneur-tips/\" target=\"_blank\">ways entrepreneurs can make the most of Twitter\u003c/a>, for instance. \u003ca href=\"http://www.bizkids.com\" target=\"_blank\">BizKids\u003c/a> is a Web site and television show where kids teach other kids about business and money; parents and teachers can access family activities and lesson plans, while kids can watch episodes and play games. \u003ca href=\"http://www.unleashingideas.org/\" target=\"_blank\">Global Entrepreneurship Week\u003c/a> is an international network of changemakers and entrepreneurs that connects people, ideas, \u003ca href=\"http://www.unleashingideas.org/blog/students-unleash-ideas-increasing-number-young-entrepreneurs\" target=\"_blank\">student-specific initiatives\u003c/a>, and quick tips, like \"\u003ca href=\"http://www.unleashingideas.org/ideas-bank\" target=\"_blank\">How to Become an Entrepreneur in 10 Days\u003c/a>\"). And a learning tool available for purchase called \u003ca href=\"http://www.littlegreenmoneymachine.com/\">The Little Green Money Machine\u003c/a> (which just won a \u003ca href=\"http://www.prweb.com/releases/2011/03/prweb5141734.htm\" target=\"_blank\">Best Classic Toy Award\u003c/a>) provides fun, interactive ways for kids of all ages to design business plans, set goals, and get a handle on their financial literacy skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/amagill/26273015/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9375\" title=\"AMagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/AMagill-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003ch3>Context is as important as content. Time, place and purpose matter.\u003c/h3>\n\u003cp>\u003cem>Pushing forward our discussion about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">value of games and apps\u003c/a>, David Kleeman wrote in response to the article: \"Every screen has benefits and cautions, quality content and junk.\" In this essay on the Huffington Post, Kleeman, who's the president \u003c/em>o\u003cem>f the American Center for Children and Media \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/a-screen-is-a-screen-is-a_b_792742.html\">elaborates further.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By David Kleeman\u003c/strong>\u003c/p>\n\u003cp>\"A Screen is a Screen is a Meme\"\u003c/p>\n\u003cp>Children's television has been a playground for memes for as long as it's existed (much longer than \"meme\" has been a word!). Most are light and from pop culture -- from Davy Crockett coonskin caps to rumors of gay Teletubbies. Others grow from more dire murmurs about media's effects on children -- sit too close and you'll ruin your vision, short segments decrease attention span, digital kids can't write standard English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Recently, I've noticed an emerging meme -- \"a screen is a screen is a screen.\" This or similar phrases suggest that only total time matters in children's relationship with media, not what's being viewed or used by whom, nor how and why. As used, it's a facile way to tar all media and absolve parents or activists from doing the hard work of addressing specific content or context.\u003c/p>\n\u003cp>For example, last month the American Academy of Pediatrics released its updated policy on children and media. Not surprisingly, the AAP's new guidelines reiterate its \"no screen time for under twos\" position; dismayingly, they also treat enormous technology evolution almost coincidentally and entirely negatively (the \"new technology\" section addresses only sexting, porn and pro-anorexia websites). In a \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html\" target=\"_hplink\">article\u003c/a> on young children and mobile media, a member of the AAP's Council on Communications suggests the current landscape was just too difficult to parse in its revisions, saying \"at the moment, we seem to feel it's the same as TV.\"\u003c!--more-->\u003c/p>\n\u003cp>Around the same time, \u003ca href=\"http://www.commonsensemedia.org/whats-better-kids-computers-tv-or-games\" target=\"_hplink\">an article\u003c/a> on the trusted content review site Common Sense Media advised parents that \"as long as you limit the total screen time and choose age-appropriate shows, games, and websites, a screen is a screen is a screen.\" Quality content depends on far more than being age specific, but more important, it's absurd to suggest that one platform could be \"better\" than others, agnostic of content.\u003c/p>\n\u003cp>Back when children's media options were primarily storytelling delivery systems (TV, CDs, VHS/DVD, movies), equating screens might have been acceptable. Today, by contrast, kids encounter \"lean back\" media like TV and \"lean forward\" platforms like the web; touch, tap and tilt mobile media and the new \u003cem>sine qua non\u003c/em> of active, whole-body engagement, the Kinect (the \u003cem>New York Times'\u003c/em> David Pogue \u003ca href=\"http://www.nytimes.com/2010/11/04/technology/personaltech/04pogue.html\" target=\"_hplink\">says\u003c/a>, \"You can't play Kinect sitting down, and that's a plus\").\u003c/p>\n\u003cp>This is why it's frustrating when a blogger for Kidglue, a site that claims to help parents \"engage their kids through popular culture,\" not only says \u003ca href=\"http://www.kidglue.com/2009/09/24/silly-rabbit-video-games-are-now-shockingly-for-toddlers/\" target=\"_hplink\">all screens are equal\u003c/a> (and none necessary), but also that electronic devices only \"frustrate\" small children. She would need only to see \u003ca href=\"http://www.youtube.com/watch?v=TO80404kKvQ\" target=\"_hplink\">this remarkable video\u003c/a> of toddlers with iPhones/iPads (compiled by \u003cem>Children's Technology Review\u003c/em> editor Warren Buckleitner) to understand that, in tiny hands, the direct response of a multi-touch screen is day and night from the hand-eye coordination required to wield a mouse.\u003c/p>\n\u003cp>Debates about whether \"a screen is a screen is a screen\" range and rage, from \u003ca href=\"http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=116301\" target=\"_hplink\">marketing\u003c/a> to \u003ca href=\"http://abcnews.go.com/Technology/toddlers-tech-screens-created-equal/story?id=11910667\" target=\"_hplink\">early learning\u003c/a>. Moving beyond the hyperbole, though, here are a few thoughts that might help parents make smart use of the many media options available.\u003c/p>\n\u003cp>There's no transitive property of screens. You can watch video on an iPad, but you can't run apps on a TV, so while young people's TV viewing increasingly is time-shifted or done on devices other than the 42-inch flatscreen, many other gratifications young people seek from media can exist only on specific screens. Given the findings of the Kaiser Family Foundation's \"Generation M2\" \u003ca href=\"http://kff.org/entmedia/upload/8010.pdf\" target=\"_hplink\">study\u003c/a> -- that young people multi-screen, multi-task and add new devices without displacing old ones -- they themselves appears to view different screens as having unique and parallel, not identical, functions.\u003c/p>\n\u003cp>Context is as important as content. Time, place and purpose matter. Screens can be fixed or mobile; some excel at storytelling and others at gaming; different media are solitary or social; devices may be self-contained and may around the world. A PSP to relieve anxiety at the doctor's office is different from taking pictures with an iPhone on a walk, which is not the same as channel-surfing, which is unlike illustrating a story with \"KidPix.\"\u003c/p>\n\u003cp>Screens aren't inimical to reading, outdoor and imaginative play. Most often, messages to parents about \"screen time\" are \u003ca href=\"http://www.huffingtonpost.com/dr-david-perlmutter-md/television-and-the-develo_b_786934.html\" target=\"_hplink\">bundled\u003c/a> with cautions about it displacing more valued activities. This was disproved in the Kaiser study; even so, careful choice of screen and content can be a facilitator -- interactive eBooks may help children catch the reading habit; innovative apps like \"Google Goggles\" or the augmented reality game \"Hidden Park\" can add adventure to outdoor play. Smart parents use these as supplements, and not replacements for books, neighborhood exploration or free play.\u003c/p>\n\u003cp>Different screens, different levels of control. Even for today's \"digital native\" parents, keeping up with the constant introduction of new devices and flood of content can be daunting. This is another reason not all screens are equal; each offers unique ways both to find the best content and to avoid what you don't want. Parents can choose among levels of gate-keeping and curatorial oversight, from television's limited channel menu offering pre-selected content scheduled or on-demand, to the iTunes and App stores with nearly unlimited bandwidth but an editorial team deciding what to sell, to the \"wild west\" frontier of YouTube and the Internet.\u003c/p>\n\u003cp>Like parents, content creators are also struggling to make best use of the various screens. The best producers resent the \"screen is a screen is a screen\" meme because it frees those who are less scrupulous to throw \"\u003ca href=\"http://en.wikipedia.org/wiki/Shovelware\" target=\"_hplink\">shovelware\u003c/a>\" into a scary, fast-changing market. Happily, it seems that the industry is transitioning from \"360 commissioning\" (wanting one's stories and characters to be on all platforms regardless of fit, for fear of leaving eyeballs or money on the table) to \"\u003ca href=\"http://en.wikipedia.org/wiki/Transmedia_storytelling\" target=\"_hplink\">transmedia\u003c/a>,\" which emphasizes each screen's unique contribution to a coherent whole.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Worldwide, there is a movement afoot to employ media as a growth and learning tool -- from serious games and deeply educational apps, to kids TV that enlightens \u003cem>and\u003c/em> entertains, to production tools that turn young people into creators. Growing attention to media literacy training encourages young people to read screens as deeply as they read text. The truth seems self-evident; all screens are not created equal.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Recently, I've noticed an emerging meme -- \"a screen is a screen is a screen.\" This or similar phrases suggest that only total time matters in children's relationship with media, not what's being viewed or used by whom, nor how and why. As used, it's a facile way to tar all media and absolve parents or activists from doing the hard work of addressing specific content or context.\u003c/p>\n\u003cp>For example, last month the American Academy of Pediatrics released its updated policy on children and media. Not surprisingly, the AAP's new guidelines reiterate its \"no screen time for under twos\" position; dismayingly, they also treat enormous technology evolution almost coincidentally and entirely negatively (the \"new technology\" section addresses only sexting, porn and pro-anorexia websites). In a \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html\" target=\"_hplink\">article\u003c/a> on young children and mobile media, a member of the AAP's Council on Communications suggests the current landscape was just too difficult to parse in its revisions, saying \"at the moment, we seem to feel it's the same as TV.\"\u003c!--more-->\u003c/p>\n\u003cp>Around the same time, \u003ca href=\"http://www.commonsensemedia.org/whats-better-kids-computers-tv-or-games\" target=\"_hplink\">an article\u003c/a> on the trusted content review site Common Sense Media advised parents that \"as long as you limit the total screen time and choose age-appropriate shows, games, and websites, a screen is a screen is a screen.\" Quality content depends on far more than being age specific, but more important, it's absurd to suggest that one platform could be \"better\" than others, agnostic of content.\u003c/p>\n\u003cp>Back when children's media options were primarily storytelling delivery systems (TV, CDs, VHS/DVD, movies), equating screens might have been acceptable. Today, by contrast, kids encounter \"lean back\" media like TV and \"lean forward\" platforms like the web; touch, tap and tilt mobile media and the new \u003cem>sine qua non\u003c/em> of active, whole-body engagement, the Kinect (the \u003cem>New York Times'\u003c/em> David Pogue \u003ca href=\"http://www.nytimes.com/2010/11/04/technology/personaltech/04pogue.html\" target=\"_hplink\">says\u003c/a>, \"You can't play Kinect sitting down, and that's a plus\").\u003c/p>\n\u003cp>This is why it's frustrating when a blogger for Kidglue, a site that claims to help parents \"engage their kids through popular culture,\" not only says \u003ca href=\"http://www.kidglue.com/2009/09/24/silly-rabbit-video-games-are-now-shockingly-for-toddlers/\" target=\"_hplink\">all screens are equal\u003c/a> (and none necessary), but also that electronic devices only \"frustrate\" small children. She would need only to see \u003ca href=\"http://www.youtube.com/watch?v=TO80404kKvQ\" target=\"_hplink\">this remarkable video\u003c/a> of toddlers with iPhones/iPads (compiled by \u003cem>Children's Technology Review\u003c/em> editor Warren Buckleitner) to understand that, in tiny hands, the direct response of a multi-touch screen is day and night from the hand-eye coordination required to wield a mouse.\u003c/p>\n\u003cp>Debates about whether \"a screen is a screen is a screen\" range and rage, from \u003ca href=\"http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=116301\" target=\"_hplink\">marketing\u003c/a> to \u003ca href=\"http://abcnews.go.com/Technology/toddlers-tech-screens-created-equal/story?id=11910667\" target=\"_hplink\">early learning\u003c/a>. Moving beyond the hyperbole, though, here are a few thoughts that might help parents make smart use of the many media options available.\u003c/p>\n\u003cp>There's no transitive property of screens. You can watch video on an iPad, but you can't run apps on a TV, so while young people's TV viewing increasingly is time-shifted or done on devices other than the 42-inch flatscreen, many other gratifications young people seek from media can exist only on specific screens. Given the findings of the Kaiser Family Foundation's \"Generation M2\" \u003ca href=\"http://kff.org/entmedia/upload/8010.pdf\" target=\"_hplink\">study\u003c/a> -- that young people multi-screen, multi-task and add new devices without displacing old ones -- they themselves appears to view different screens as having unique and parallel, not identical, functions.\u003c/p>\n\u003cp>Context is as important as content. Time, place and purpose matter. Screens can be fixed or mobile; some excel at storytelling and others at gaming; different media are solitary or social; devices may be self-contained and may around the world. A PSP to relieve anxiety at the doctor's office is different from taking pictures with an iPhone on a walk, which is not the same as channel-surfing, which is unlike illustrating a story with \"KidPix.\"\u003c/p>\n\u003cp>Screens aren't inimical to reading, outdoor and imaginative play. Most often, messages to parents about \"screen time\" are \u003ca href=\"http://www.huffingtonpost.com/dr-david-perlmutter-md/television-and-the-develo_b_786934.html\" target=\"_hplink\">bundled\u003c/a> with cautions about it displacing more valued activities. This was disproved in the Kaiser study; even so, careful choice of screen and content can be a facilitator -- interactive eBooks may help children catch the reading habit; innovative apps like \"Google Goggles\" or the augmented reality game \"Hidden Park\" can add adventure to outdoor play. Smart parents use these as supplements, and not replacements for books, neighborhood exploration or free play.\u003c/p>\n\u003cp>Different screens, different levels of control. Even for today's \"digital native\" parents, keeping up with the constant introduction of new devices and flood of content can be daunting. This is another reason not all screens are equal; each offers unique ways both to find the best content and to avoid what you don't want. Parents can choose among levels of gate-keeping and curatorial oversight, from television's limited channel menu offering pre-selected content scheduled or on-demand, to the iTunes and App stores with nearly unlimited bandwidth but an editorial team deciding what to sell, to the \"wild west\" frontier of YouTube and the Internet.\u003c/p>\n\u003cp>Like parents, content creators are also struggling to make best use of the various screens. The best producers resent the \"screen is a screen is a screen\" meme because it frees those who are less scrupulous to throw \"\u003ca href=\"http://en.wikipedia.org/wiki/Shovelware\" target=\"_hplink\">shovelware\u003c/a>\" into a scary, fast-changing market. Happily, it seems that the industry is transitioning from \"360 commissioning\" (wanting one's stories and characters to be on all platforms regardless of fit, for fear of leaving eyeballs or money on the table) to \"\u003ca href=\"http://en.wikipedia.org/wiki/Transmedia_storytelling\" target=\"_hplink\">transmedia\u003c/a>,\" which emphasizes each screen's unique contribution to a coherent whole.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Worldwide, there is a movement afoot to employ media as a growth and learning tool -- from serious games and deeply educational apps, to kids TV that enlightens \u003cem>and\u003c/em> entertains, to production tools that turn young people into creators. Growing attention to media literacy training encourages young people to read screens as deeply as they read text. The truth seems self-evident; all screens are not created equal.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch3>\n\u003c/h3>\u003cp>\u003ca href=\"http://www.flickr.com/photos/purpleslog/3739947268/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9290\" title=\"Purpleslog\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Purpleslog-300x238.jpg\" alt=\"\" width=\"300\" height=\"238\">\u003c/a>\u003c/p>\n\n\u003ch3>Make Your Own List. Make Your Own Future.\u003c/h3>\n\u003cp>\u003cem>The article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will be Obsolete in 2020\u003c/a>\" has elicited a range of responses from readers. One describes a school where much of the predictions are already happening, while others convey serious doubt that any of these will come to fruition -- whether it's due to lack of money or dedication to education, fixation on standardized testing, or just plain jadedness about the possibility for change.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I asked the writer, \u003ca href=\"http://teachpaperless.blogspot.com/\">Shelly Blake-Plock\u003c/a>, to respond to the comments. Here's his thoughtful observation.\u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>I've heard the criticisms regarding how outlandish these predictions seem for low-income schools. And I think a lot of it has to do with the transition period we find our selves in as a society and I think a lot of it has to do with the seemingly endless failures that have shaped the view of many an educator when it comes to the word \"reform.\"\u003c/p>\n\u003cp>And so when it comes to digital technology, folks say to themselves: \"I've heard all that before. I've heard about how computers are going to change everything. I heard about how our offices were going to be paperless. Right. I've heard about the latest program that's going to help my kids learn and I've seen all the computer games and seen money wasted on computers that are obsolete by the time they are plugged in.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">We're not talking about computers anymore. We're talking about the way that we connect to one another as human beings.\u003c/aside>\n\u003cp>And I think, by-and-large, those folks making those complaints have been right to do so for years. But what they perhaps aren't getting is that we're not talking about computers anymore. We're talking about the way that we connect to one another as human beings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Those connections have changed. We don't need to be broadcasted at anymore. We don't need so many of the hierarchies we used to unwittingly depend upon. Just ask any manager of a CD shop in the mall.\u003c/p>\n\u003cp>We're in the middle of a transition that extends to every conceivable form of human experience.\u003c/p>\n\u003cp>Including education.\u003c/p>\n\u003cp>We're in the middle of a transition period between analog and digital realities in work, school, and life. That isn't to say the analog isn't important -- it's just to recognize that the digital in many ways opens up new opportunities that the analog just can't offer. Anyone who has been able to immediately share pictures and videos of the kids in real-time with family elsewhere in the country can attest to this.\u003c/p>\n\u003cp>In schools, however, we often act as though nothing beyond the classroom walls and the strict curriculum taught within them matters. And we act as though digital technology is somehow only auxiliary to the experience our kids have in learning throughout the course of the day. So we have \"reading time\" and \"math time\" and \"tech time\" (maybe), but we often fail to integrate those things in the way they are already integrated in reality. We fail to integrate them, we fail to personalize them, and we let ourselves believe that doing so would just take too much effort and not show anything quantifiable for it in the end.\u003c/p>\n\u003cp>Many of the folks who've criticized my ideas in terms of tech in the classroom have told me it's not feasible because \"we don't even have books, how are we going to provide computers?\"\u003c/p>\n\u003cp>And I think that's a fair question. But I'd argue that by-and-large you don't have to spend a ton of money on computers. Because your students are often carrying more technological capacity in their pockets in the form of cell and smart phones than you could ever have imagined years ago.\u003c/p>\n\u003cp>Many schools are considering \"BYOD\" (Bring Your Own Device) as a way to fundamentally alter the playing field. The most important thing is being able to connect; it doesn't matter so much exactly on the device. So let kids bring what they have and let them work together and share. Improvise. Experiment. Learn to trust one another and teach one another. Supplement what you actually need rather than spending money on 30 or 60 or 1,000 of the same thing. Manage your class in such a way that some kids can be using the available devices while other kids are doing something else. Not everybody in your class has to be doing the same thing at the same time. Mix it up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The idea of something like Facebook connecting 600 million people seemed pretty extreme four years ago.\u003c/aside>\n\u003cp>As for books: Think about how much those textbooks cost; and think about how often new editions are printed. Think about how much money you waste on paper, toner, and copy machines. I'd suggest reallocating your funds from perishable forms of information to dynamic and ever-updated forms available online -- and often for free. All you need is to provide the connection.\u003c/p>\n\u003cp>Now, yes, some things on my list of things that will be obsolete in schools by 2020 may seem extreme. But the idea of something like Facebook connecting 600 million people seemed pretty extreme four years ago. The idea of social media becoming a force in journalism, protest, and organizing seemed kinda extreme. The idea of a Fortune 500 company hiring someone in charge of Tweeting probably still seems extreme to a lot of folks; but go take a look at the Twitter feeds of every major corporation and organization today.\u003c!--more-->\u003c/p>\n\u003cp>Yes, crazy stuff happens. And maybe if we deal with the poverty and crushed communities that are realities for our lowest income students and maybe if we allowed them to actually have voices and take part in the digital revolution that is galvanizing the spirit of low-income and oppressed people throughout the world into something empowering and reality-changing, and maybe if we got rid of the red tape and the fear that gives us excuses about why there has to be a digital divide, then maybe we'd actually be amazed at what our kids can do.\u003c/p>\n\u003cp>America doesn't lack money. The money is there. What America seems to be lacking is the will to actually use its strength to empower the folks we've conveniently left behind.\u003c/p>\n\u003cp>I teach pre-service and young teachers in the grad program at Johns Hopkins University. These teachers work in classrooms throughout Baltimore City Public Schools. Some of them are in places with fresh paint on the walls and computers in the labs, while some of them are in classrooms without enough books for the kids. A few months ago, one of my young teachers found himself in a discussion with the principal about what to do with some recently available funding. He actually managed to convince him to let him pilot a 1:1 iPad program for inner city high schoolers. By all accounts, it's worked out great for him. Another of my teachers started a tech and new media program in an unused room in his high school. His kids are engaged in what they are learning and they are applying real-time learning from the Web to the realities of their lives in Baltimore.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Don't let the reality of whatever condition your school might be in right now dictate what reality will look like in the future.\u003c/aside>\n\u003cp>So when I hear people say: \"This is impossible,\" I tend to react by telling them to figure it out and do the impossible. Teachers: you are the most amazing people on the planet. You are gifted with a fine mind and great compassion. You handle adversity and trauma and you inspire the future. You are going to have to be the ones to figure this out. You can't rely on your administrators to do this for you. They are busy. They don't always see what's going on or what's available. So you've got to make it happen. Go to \u003ca href=\"http://www.donorschoose.org/\">Donors Choose\u003c/a> and apply for funding for your classroom. Get a Twitter account and follow \u003ca href=\"http://twitter.com/#!/search?q=%23edchat\">#edchat \u003c/a>to make connections with like-minded educators around the world. Don't let the reality of whatever condition your school might be in right now dictate what reality will look like in the future. Shape the future you want to see. Organize with the families in your school's community. Find energetic young teachers at your local college and put them to work helping us all create something new.\u003c/p>\n\u003cp>And your future doesn't have to look like mine. My list isn't some steadfast rule, it's just a silly list of ideas. But I'm trying to do my part to make my silly list of idealistic ideas come true for the teachers I serve in Baltimore City. I'm trying to make it come true for the kids I serve at the little Catholic high school where you can find me most weekdays. I'm trying to make it come true for my own three kids who go to a public elementary school where classes meet in trailers, but nonetheless kids get to present work online. You've got to make your own list. You've got to make your own future. \u003cstrong>Do something impossible.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-9293\" href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/ms_school_future_th1342f08-10/\">\u003cimg class=\"alignleft size-full wp-image-9293\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F081.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Read more in the\u003c/em> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future \u003c/a>\u003c/strong>\u003cem>series.\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\n\u003c/h3>\u003cp>\u003ca href=\"http://www.flickr.com/photos/purpleslog/3739947268/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9290\" title=\"Purpleslog\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Purpleslog-300x238.jpg\" alt=\"\" width=\"300\" height=\"238\">\u003c/a>\u003c/p>\n\n\u003ch3>Make Your Own List. Make Your Own Future.\u003c/h3>\n\u003cp>\u003cem>The article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will be Obsolete in 2020\u003c/a>\" has elicited a range of responses from readers. One describes a school where much of the predictions are already happening, while others convey serious doubt that any of these will come to fruition -- whether it's due to lack of money or dedication to education, fixation on standardized testing, or just plain jadedness about the possibility for change.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I asked the writer, \u003ca href=\"http://teachpaperless.blogspot.com/\">Shelly Blake-Plock\u003c/a>, to respond to the comments. Here's his thoughtful observation.\u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>I've heard the criticisms regarding how outlandish these predictions seem for low-income schools. And I think a lot of it has to do with the transition period we find our selves in as a society and I think a lot of it has to do with the seemingly endless failures that have shaped the view of many an educator when it comes to the word \"reform.\"\u003c/p>\n\u003cp>And so when it comes to digital technology, folks say to themselves: \"I've heard all that before. I've heard about how computers are going to change everything. I heard about how our offices were going to be paperless. Right. I've heard about the latest program that's going to help my kids learn and I've seen all the computer games and seen money wasted on computers that are obsolete by the time they are plugged in.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">We're not talking about computers anymore. We're talking about the way that we connect to one another as human beings.\u003c/aside>\n\u003cp>And I think, by-and-large, those folks making those complaints have been right to do so for years. But what they perhaps aren't getting is that we're not talking about computers anymore. We're talking about the way that we connect to one another as human beings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Those connections have changed. We don't need to be broadcasted at anymore. We don't need so many of the hierarchies we used to unwittingly depend upon. Just ask any manager of a CD shop in the mall.\u003c/p>\n\u003cp>We're in the middle of a transition that extends to every conceivable form of human experience.\u003c/p>\n\u003cp>Including education.\u003c/p>\n\u003cp>We're in the middle of a transition period between analog and digital realities in work, school, and life. That isn't to say the analog isn't important -- it's just to recognize that the digital in many ways opens up new opportunities that the analog just can't offer. Anyone who has been able to immediately share pictures and videos of the kids in real-time with family elsewhere in the country can attest to this.\u003c/p>\n\u003cp>In schools, however, we often act as though nothing beyond the classroom walls and the strict curriculum taught within them matters. And we act as though digital technology is somehow only auxiliary to the experience our kids have in learning throughout the course of the day. So we have \"reading time\" and \"math time\" and \"tech time\" (maybe), but we often fail to integrate those things in the way they are already integrated in reality. We fail to integrate them, we fail to personalize them, and we let ourselves believe that doing so would just take too much effort and not show anything quantifiable for it in the end.\u003c/p>\n\u003cp>Many of the folks who've criticized my ideas in terms of tech in the classroom have told me it's not feasible because \"we don't even have books, how are we going to provide computers?\"\u003c/p>\n\u003cp>And I think that's a fair question. But I'd argue that by-and-large you don't have to spend a ton of money on computers. Because your students are often carrying more technological capacity in their pockets in the form of cell and smart phones than you could ever have imagined years ago.\u003c/p>\n\u003cp>Many schools are considering \"BYOD\" (Bring Your Own Device) as a way to fundamentally alter the playing field. The most important thing is being able to connect; it doesn't matter so much exactly on the device. So let kids bring what they have and let them work together and share. Improvise. Experiment. Learn to trust one another and teach one another. Supplement what you actually need rather than spending money on 30 or 60 or 1,000 of the same thing. Manage your class in such a way that some kids can be using the available devices while other kids are doing something else. Not everybody in your class has to be doing the same thing at the same time. Mix it up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The idea of something like Facebook connecting 600 million people seemed pretty extreme four years ago.\u003c/aside>\n\u003cp>As for books: Think about how much those textbooks cost; and think about how often new editions are printed. Think about how much money you waste on paper, toner, and copy machines. I'd suggest reallocating your funds from perishable forms of information to dynamic and ever-updated forms available online -- and often for free. All you need is to provide the connection.\u003c/p>\n\u003cp>Now, yes, some things on my list of things that will be obsolete in schools by 2020 may seem extreme. But the idea of something like Facebook connecting 600 million people seemed pretty extreme four years ago. The idea of social media becoming a force in journalism, protest, and organizing seemed kinda extreme. The idea of a Fortune 500 company hiring someone in charge of Tweeting probably still seems extreme to a lot of folks; but go take a look at the Twitter feeds of every major corporation and organization today.\u003c!--more-->\u003c/p>\n\u003cp>Yes, crazy stuff happens. And maybe if we deal with the poverty and crushed communities that are realities for our lowest income students and maybe if we allowed them to actually have voices and take part in the digital revolution that is galvanizing the spirit of low-income and oppressed people throughout the world into something empowering and reality-changing, and maybe if we got rid of the red tape and the fear that gives us excuses about why there has to be a digital divide, then maybe we'd actually be amazed at what our kids can do.\u003c/p>\n\u003cp>America doesn't lack money. The money is there. What America seems to be lacking is the will to actually use its strength to empower the folks we've conveniently left behind.\u003c/p>\n\u003cp>I teach pre-service and young teachers in the grad program at Johns Hopkins University. These teachers work in classrooms throughout Baltimore City Public Schools. Some of them are in places with fresh paint on the walls and computers in the labs, while some of them are in classrooms without enough books for the kids. A few months ago, one of my young teachers found himself in a discussion with the principal about what to do with some recently available funding. He actually managed to convince him to let him pilot a 1:1 iPad program for inner city high schoolers. By all accounts, it's worked out great for him. Another of my teachers started a tech and new media program in an unused room in his high school. His kids are engaged in what they are learning and they are applying real-time learning from the Web to the realities of their lives in Baltimore.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Don't let the reality of whatever condition your school might be in right now dictate what reality will look like in the future.\u003c/aside>\n\u003cp>So when I hear people say: \"This is impossible,\" I tend to react by telling them to figure it out and do the impossible. Teachers: you are the most amazing people on the planet. You are gifted with a fine mind and great compassion. You handle adversity and trauma and you inspire the future. You are going to have to be the ones to figure this out. You can't rely on your administrators to do this for you. They are busy. They don't always see what's going on or what's available. So you've got to make it happen. Go to \u003ca href=\"http://www.donorschoose.org/\">Donors Choose\u003c/a> and apply for funding for your classroom. Get a Twitter account and follow \u003ca href=\"http://twitter.com/#!/search?q=%23edchat\">#edchat \u003c/a>to make connections with like-minded educators around the world. Don't let the reality of whatever condition your school might be in right now dictate what reality will look like in the future. Shape the future you want to see. Organize with the families in your school's community. Find energetic young teachers at your local college and put them to work helping us all create something new.\u003c/p>\n\u003cp>And your future doesn't have to look like mine. My list isn't some steadfast rule, it's just a silly list of ideas. But I'm trying to do my part to make my silly list of idealistic ideas come true for the teachers I serve in Baltimore City. I'm trying to make it come true for the kids I serve at the little Catholic high school where you can find me most weekdays. I'm trying to make it come true for my own three kids who go to a public elementary school where classes meet in trailers, but nonetheless kids get to present work online. You've got to make your own list. You've got to make your own future. \u003cstrong>Do something impossible.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-9293\" href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/ms_school_future_th1342f08-10/\">\u003cimg class=\"alignleft size-full wp-image-9293\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F081.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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