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"content": "\u003cfigure id=\"attachment_6395\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-6395\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/screen-shot-2011-01-12-at-11-42-06-am/\">\u003cimg class=\"size-medium wp-image-6395\" title=\"Screen shot 2011-01-12 at 11.42.06 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-12-at-11.42.06-AM-300x226.png\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adil Tahawai: future learner\u003c/figcaption>\u003c/figure>\n\u003cp>What will a typical school day in the year 2020 (or beyond) look like? How and where will kids learn? What will be the role of the teacher, the parent, the education community?\u003c/p>\n\u003cp>Over the coming weeks, I'll post responses from respected authorities on the field byway of articles, video interviews, and innovative projects.\u003c/p>\n\u003cp>We'll launch the series with a collaborative project by \u003ca href=\"http://knowledgeworks.org\">Knowledgeworks\u003c/a> and \u003ca href=\"http://www.collectiveinvention.com/\">Collective Invention\u003c/a> for \u003ca href=\"http://www.edfunders.org/\">Grantmakers for Education\u003c/a> that shows what learning will look like in the year 2025. The group created scenarios of the future from the perspective of learners and educators in order to help grantmakers understand what kind of innovations would make the biggest impact on learners.\u003c/p>\n\u003cp>\u003cem>From \u003c/em>\u003cem>\u003ca href=\"http://innovationforthecommongood.com/archives/564?utm_source=Newsletter+%28from+Aweber%29&utm_campaign=9cc56b3dcb-December_2010_Bulletin12_10_2010&utm_medium=email\">Learning 2025: Forging Pathways to the Future\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The heart of formal learning is the relationship between a learner and a mentor, teacher or technical master. That relationship is supported by family and community. Traditionally we’ve built schools at the center of our communities to enable such relationships for larger numbers of children. In today’s world, the mentor-learner relationship is now managed\u003cstrong> \u003c/strong>by various entities, from school districts to charter school networks to home-school networks to—increasingly--online communities.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And in the future, we can expect that technology’s role will increase as new distance learning models enable innovation at the very heart of the teaching and learning relationship. In a 24/7, Internet-enabled world of learning, the nature of that relationship will undoubtedly evolve. What happens when kids are engaged in geographically-distributed learning cohorts with other students who happen to share their interests, learning styles and/or challenges?\u003c/p>\n\u003cp>\u003cstrong>\u003ca rel=\"attachment wp-att-6649\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/ms_school_future_medium-3/\">\u003cimg class=\"alignright size-full wp-image-6649\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium2.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>The Ideal Scenario: Learners Create Rich Opportunities\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Amid a culture of flexible innovation, learners shape their own learning experiences, drawing upon a rich learning geography to identify resources that meet their needs.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Personalization of learning experiences are the norm, so the K-12 system of 2010 no longer dominates learning. Those schools and districts that remain have become part of a complex and vibrant set of options that together form a loose learning ecosystem. Learning is available 24/7 and year round across many learning platforms and beyond geographic limits.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Smart networks of resource providers form lightweight, modular learning grids to offer flexible learning experiences as demand dictates. Gone are the days when the adults involved in learning primarily served as teachers, administrators, and tutors. Now a whole host of learning agents support learning, with some specializing in particular content and others focusing on pedagogy or assessment design. Networked collaboration is the norm.\u003c/li>\n\u003c/ul>\n\u003cp>To get a sense of the experiences of a wide range of learners from the future -- a 15-year-old Muslim immigrant being home-schooled in Minnesota by her mother, a 17-year-old \"climate refugee\" encamped in Richmond, Calif. with tribal elders, a 17-year-old African American in New Orleans, go to \"\u003ca href=\"http://content.yudu.com/A1p78t/MeetTheLearners2025/resources/index.htm\">Meet the Learners\u003c/a>.\"\u003c/p>\n\u003cp>And below, meet a future \"learning agent\" (known in 2010 as educator). He's addressing two of the learners described above and guiding them on joint projects. (You'll also see two other videos, all of them portrayed by Jamais Cascio.)\u003c/p>\n\u003cp>http://www.vimeo.com/18723120\u003c/p>\n\u003cp>So all this said, what's needed to get us there?\u003c/p>\n\u003cul>\n\u003cli>Resources geared toward the learner\u003c/li>\n\u003cli>Risk-taking and prototyping\u003c/li>\n\u003cli>Social and peer-based learning\u003c/li>\n\u003cli>New forms of governance\u003c/li>\n\u003cli>Personalized learning and community\u003c/li>\n\u003cli>Public will for change\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://innovationforthecommongood.com/archives/564\">the Learning 2025 project\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And in the future, we can expect that technology’s role will increase as new distance learning models enable innovation at the very heart of the teaching and learning relationship. In a 24/7, Internet-enabled world of learning, the nature of that relationship will undoubtedly evolve. What happens when kids are engaged in geographically-distributed learning cohorts with other students who happen to share their interests, learning styles and/or challenges?\u003c/p>\n\u003cp>\u003cstrong>\u003ca rel=\"attachment wp-att-6649\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/ms_school_future_medium-3/\">\u003cimg class=\"alignright size-full wp-image-6649\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium2.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>The Ideal Scenario: Learners Create Rich Opportunities\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Amid a culture of flexible innovation, learners shape their own learning experiences, drawing upon a rich learning geography to identify resources that meet their needs.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Personalization of learning experiences are the norm, so the K-12 system of 2010 no longer dominates learning. Those schools and districts that remain have become part of a complex and vibrant set of options that together form a loose learning ecosystem. Learning is available 24/7 and year round across many learning platforms and beyond geographic limits.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Smart networks of resource providers form lightweight, modular learning grids to offer flexible learning experiences as demand dictates. Gone are the days when the adults involved in learning primarily served as teachers, administrators, and tutors. Now a whole host of learning agents support learning, with some specializing in particular content and others focusing on pedagogy or assessment design. Networked collaboration is the norm.\u003c/li>\n\u003c/ul>\n\u003cp>To get a sense of the experiences of a wide range of learners from the future -- a 15-year-old Muslim immigrant being home-schooled in Minnesota by her mother, a 17-year-old \"climate refugee\" encamped in Richmond, Calif. with tribal elders, a 17-year-old African American in New Orleans, go to \"\u003ca href=\"http://content.yudu.com/A1p78t/MeetTheLearners2025/resources/index.htm\">Meet the Learners\u003c/a>.\"\u003c/p>\n\u003cp>And below, meet a future \"learning agent\" (known in 2010 as educator). He's addressing two of the learners described above and guiding them on joint projects. (You'll also see two other videos, all of them portrayed by Jamais Cascio.)\u003c/p>\n\u003cp>http://www.vimeo.com/18723120\u003c/p>\n\u003cp>So all this said, what's needed to get us there?\u003c/p>\n\u003cul>\n\u003cli>Resources geared toward the learner\u003c/li>\n\u003cli>Risk-taking and prototyping\u003c/li>\n\u003cli>Social and peer-based learning\u003c/li>\n\u003cli>New forms of governance\u003c/li>\n\u003cli>Personalized learning and community\u003c/li>\n\u003cli>Public will for change\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://innovationforthecommongood.com/archives/564\">the Learning 2025 project\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-6318\" href=\"http://ww2.kqed.org/mindshift/2011/01/finding-ways-to-be-social-in-virtual-schools/hygienematters/\">\u003cimg class=\"size-medium wp-image-6318\" title=\"HygieneMatters\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/HygieneMatters-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Virtual schools have lots of advantages -- ease of access, students learning at their own pace, flexibility with timing, extending education to hard-to-reach rural communities. But as someone who thrives on collaboration and working off the energy of others, I often wonder if it's too much a solitary experience for learners. How will important social skills be learned when a student is confined to a computer at home?\u003c/p>\n\u003cp>\u003ca href=\"http://www.edweek.org/ew/articles/2011/01/12/15edtech_socialization.h30.html?tkn=UVVFJyPl20wFeGkDEC7U2HyiJF4UrjRrK5XU&cmp=clp-edweek\">Michelle Davis's article in Edweek's \u003c/a>discusses how online education companies are making socialization a priority. With Skype and other online tools, students can follow a teacher on a virtual board, ask questions, and answer multiple-choice questions in a \"room\" full of other students. Just like in traditional schools, students can also attend regularly scheduled social events and work on collaborative activities.\u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>Many cyber schools regularly use social-networking tools in their online classes and are also moving to incorporate some face-to-face interaction into their classes. Those interactions often have an educational bent, such as field trips, but some are purely social—like proms and back-to-school picnics.\u003c/p>\n\u003cp>“Students realize they’re not isolated at their house,” said Shelley C. Dickey, a family-support coordinator for Agora Cyber Charter School, a 6,000-student K-12 school based in Wayne, Pa. “There’s a huge community out there.”\u003c/p>\u003c/blockquote>\n\u003cp>What's more, a (surprising) report shows that online learners might even have social advantages compared to their on-campus peers.\u003c/p>\n\u003cblockquote>\u003cp>Cyber students were rated significantly higher by both parents and students themselves in various areas of social skills, though teacher ratings for those students did not differ significantly from those for students in traditional public schools. Problem behaviors among online students, as rated by the parents, teachers, and students themselves, were either significantly lower or not significantly different when compared with national norms.\u003c/p>\u003c/blockquote>\n\u003cp>But online schools are not for everyone, and for those who choose it, parents and students need to proactively look for social opportunities when they're offered, the article said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read the \u003ca href=\"http://www.edweek.org/ew/articles/2011/01/12/15edtech_socialization.h30.html?tkn=UVVFJyPl20wFeGkDEC7U2HyiJF4UrjRrK5XU&cmp=clp-edweek\">whole story here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-6228\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-does-new-tech-measure-up-to-traditional-standards/10_11-15_newtech_0587/\">\u003cimg class=\"size-large wp-image-6228\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0587-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>Some might say it's all well and good to teach responsibility and accountability and self-sufficiency, but what about test scores?\u003c/p>\n\u003cp>At\u003ca href=\"http://ww2.kqed.org/mindshift/tag/napa-new-tech-high/?order=asc\"> Napa New Tech\u003c/a>, the numbers speak for themselves. The school's 2009 API scores was 818. (Napa New Tech is the first school in the New Tech Network, and was opened in 1996.) The average score of all the 62 schools in the New Tech Network for 2008 was 691, and the growth in the score between 2007 and 2008 was 10.75.\u003c/p>\n\u003cp>\"In general, our students do better across the country in humanities, language arts, social studies, and science,\" said Chris Walsh, director of innovation and design at New Tech Network. \"Math is still at average. But in terms of engagement, college attendance, and graduation rates, we're off the charts.\"\u003c/p>\n\u003cp>He's right. From the\u003ca href=\"http://knowledgeworks.org/action/our-results/student-level-results/ntn\"> KnowledgeWorks Foundation\u003c/a> (which New Tech is a subsidiary of):\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6221\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-does-new-tech-measure-up-to-traditional-standards/kw_chartpercentaccepted/\">\u003cimg class=\"aligncenter size-large wp-image-6221\" title=\"KW_ChartPercentAccepted\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/KW_ChartPercentAccepted-620x121.jpg\" alt=\"\" width=\"620\" height=\"121\">\u003c/a>\u003c!--more-->\u003c/p>\n\u003cp>Also according to Knowledgeworks:\u003c/p>\n\u003cp>- 26 of 28 New Tech schools with available data (or 93%) had attendance rates between 90-100% in 2008-09. Almost two-thirds of the New Tech schools had a 0% drop out rate across grades in 2008-09.\u003c/p>\n\u003cp>- 98% of Napa New Tech graduates surveyed advanced to post-secondary education.\u003c/p>\n\u003cp>- 40% are in Science, Technology, Engineering or Math (STEM) career tracks compared with 7% of high school graduates nationwide.\u003c/p>\n\u003cp>More numbers to take into account, showing that the New Tech model could work in any setting.\u003c/p>\n\u003cp>- 1/3 of New Tech schools are in rural areas; 1/3 are in suburban; and 1/3 are in urban neighborhoods.\u003c/p>\n\u003cp>- Half of the students in the network have free and/or reduced lunch.\u003c/p>\n\u003cp>But even with such promising scores, the whole assessment issue can stand some serious review, Walsh said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We're trying to redefine what the definition of a great school is. Not just good test scores or great football teams,\" he said. \"If we had a national assessment around critical thinking, which we unfortunately don’t, you would change the whole dialogue.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-6228\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-does-new-tech-measure-up-to-traditional-standards/10_11-15_newtech_0587/\">\u003cimg class=\"size-large wp-image-6228\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0587-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>Some might say it's all well and good to teach responsibility and accountability and self-sufficiency, but what about test scores?\u003c/p>\n\u003cp>At\u003ca href=\"http://ww2.kqed.org/mindshift/tag/napa-new-tech-high/?order=asc\"> Napa New Tech\u003c/a>, the numbers speak for themselves. The school's 2009 API scores was 818. (Napa New Tech is the first school in the New Tech Network, and was opened in 1996.) The average score of all the 62 schools in the New Tech Network for 2008 was 691, and the growth in the score between 2007 and 2008 was 10.75.\u003c/p>\n\u003cp>\"In general, our students do better across the country in humanities, language arts, social studies, and science,\" said Chris Walsh, director of innovation and design at New Tech Network. \"Math is still at average. But in terms of engagement, college attendance, and graduation rates, we're off the charts.\"\u003c/p>\n\u003cp>He's right. From the\u003ca href=\"http://knowledgeworks.org/action/our-results/student-level-results/ntn\"> KnowledgeWorks Foundation\u003c/a> (which New Tech is a subsidiary of):\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6221\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-does-new-tech-measure-up-to-traditional-standards/kw_chartpercentaccepted/\">\u003cimg class=\"aligncenter size-large wp-image-6221\" title=\"KW_ChartPercentAccepted\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/KW_ChartPercentAccepted-620x121.jpg\" alt=\"\" width=\"620\" height=\"121\">\u003c/a>\u003c!--more-->\u003c/p>\n\u003cp>Also according to Knowledgeworks:\u003c/p>\n\u003cp>- 26 of 28 New Tech schools with available data (or 93%) had attendance rates between 90-100% in 2008-09. Almost two-thirds of the New Tech schools had a 0% drop out rate across grades in 2008-09.\u003c/p>\n\u003cp>- 98% of Napa New Tech graduates surveyed advanced to post-secondary education.\u003c/p>\n\u003cp>- 40% are in Science, Technology, Engineering or Math (STEM) career tracks compared with 7% of high school graduates nationwide.\u003c/p>\n\u003cp>More numbers to take into account, showing that the New Tech model could work in any setting.\u003c/p>\n\u003cp>- 1/3 of New Tech schools are in rural areas; 1/3 are in suburban; and 1/3 are in urban neighborhoods.\u003c/p>\n\u003cp>- Half of the students in the network have free and/or reduced lunch.\u003c/p>\n\u003cp>But even with such promising scores, the whole assessment issue can stand some serious review, Walsh said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We're trying to redefine what the definition of a great school is. Not just good test scores or great football teams,\" he said. \"If we had a national assessment around critical thinking, which we unfortunately don’t, you would change the whole dialogue.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/o5com/4951618678/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-6209\" title=\"05com\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/05com-300x234.jpg\" alt=\"\" width=\"300\" height=\"234\">\u003c/a>\u003c/p>\n\u003cp>A big controversy this week swirled around literary and education circles with \u003ca href=\"http://www.nytimes.com/2011/01/05/books/05huck.html?_r=1\">the news that a new edition\u003c/a> of Mark Twain's \u003cem>Huckleberry Finn\u003c/em> replaced the word \"nigger\" with \"slave.\" My stomach churns as I type the racial epithet. But that's exactly the point. And as I survey most of the responses from the New York Times' \u003ca href=\"http://learning.blogs.nytimes.com/2011/01/06/should-the-racial-epithets-be-removed-from-huck-finn/?partner=rss&emc=rss\">Learning Network, \u003c/a>which asked students and teachers to weigh in on whether the word should have been deleted, I see they agree.\u003c/p>\n\u003cp>According to the Times, lan Gribben, a professor of English at Auburn University at Montgomery who has been teaching Mark Twain for many years and always hesitated before reading the word aloud, asked the publisher to replace every mention of it throughout the book.\u003c/p>\n\u003cblockquote>\u003cp>“I’m by no means sanitizing Mark Twain,” Mr. Gribben said. “The sharp social critiques are in there. The humor is intact. I just had the idea to get us away from obsessing about this one word, and just let the stories stand alone.” (The book also substitutes “Indian” for “injun.”)\u003c/p>\u003c/blockquote>\n\u003cp>I think what unnerves people most about this is the idea that removing the charged word -- and all of its fraught implications -- will result in whitewashing an ugly part of American history for future generations. If we remove the word from \u003cem>Huckleberry Finn\u003c/em> now, what other words and passages from important literary works will be deleted from memory in the future?\u003c/p>\n\u003cp>Here are a few responses from readers: \u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>\"If the word is to be banned from use in classic, historic literature, it must be completely removed from the English language.\"\u003c/p>\n\u003cp>“I actually think this is a great idea, and I could make a lot of easy money by making 'sanitized' versions of 'offensive' classics. A few ideas: The Diary of Anne Frank - She still has to hide in the attic, but in the end, the Nazis are just playing hide-and-go-seek and not find-and-go-holocaust. Catcher in the Rye - All the bad language taken out, I'll save 60% on printing costs Lolita - In my version, Lolita is 34.”\u003c/p>\n\u003cp>\"Each time these words come up in reading, it is a sharp reminder of our country's ugly past. It is a travesty that some will never get that experience because of Gribben's weak stomach. Mark Twain was telling it as it was, not in a way that characterizes slavery as polite and comfortable.”\u003c/p>\n\u003cp>\"Yes, I do think that racial epithets should be removed. When we read the book in class together to teacher tells us not to say “______”. The teacher doesn’t even read it herself. I can see a good reason it can be replaced with slaves. I just don’t really like when we have to constantly pause or skip the word and continue with the reading. It confuses me. At first back in elementary school when my class was reading a novel that had that word I was lost.”\u003c/p>\n\u003cp>\"As a teacher who has recently taught Steinbeck’s ‘Of Mice and Men’ to a group of disaffected 15 year olds, I have some thoughts on this. When the ‘N’ word first came up in our reading, they were shocked and it created quite a reaction. However, it also enabled us to open up the discussion on racism, and allowed them to understand how much America has progressed since the 1930s. A valuable lesson which a less offensive word would have prevented from taking place.\"\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 href=\"http://www.flickr.com/photos/o5com/4951618678/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-6209\" title=\"05com\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/05com-300x234.jpg\" alt=\"\" width=\"300\" height=\"234\">\u003c/a>\u003c/p>\n\u003cp>A big controversy this week swirled around literary and education circles with \u003ca href=\"http://www.nytimes.com/2011/01/05/books/05huck.html?_r=1\">the news that a new edition\u003c/a> of Mark Twain's \u003cem>Huckleberry Finn\u003c/em> replaced the word \"nigger\" with \"slave.\" My stomach churns as I type the racial epithet. But that's exactly the point. And as I survey most of the responses from the New York Times' \u003ca href=\"http://learning.blogs.nytimes.com/2011/01/06/should-the-racial-epithets-be-removed-from-huck-finn/?partner=rss&emc=rss\">Learning Network, \u003c/a>which asked students and teachers to weigh in on whether the word should have been deleted, I see they agree.\u003c/p>\n\u003cp>According to the Times, lan Gribben, a professor of English at Auburn University at Montgomery who has been teaching Mark Twain for many years and always hesitated before reading the word aloud, asked the publisher to replace every mention of it throughout the book.\u003c/p>\n\u003cblockquote>\u003cp>“I’m by no means sanitizing Mark Twain,” Mr. Gribben said. “The sharp social critiques are in there. The humor is intact. I just had the idea to get us away from obsessing about this one word, and just let the stories stand alone.” (The book also substitutes “Indian” for “injun.”)\u003c/p>\u003c/blockquote>\n\u003cp>I think what unnerves people most about this is the idea that removing the charged word -- and all of its fraught implications -- will result in whitewashing an ugly part of American history for future generations. If we remove the word from \u003cem>Huckleberry Finn\u003c/em> now, what other words and passages from important literary works will be deleted from memory in the future?\u003c/p>\n\u003cp>Here are a few responses from readers: \u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>\"If the word is to be banned from use in classic, historic literature, it must be completely removed from the English language.\"\u003c/p>\n\u003cp>“I actually think this is a great idea, and I could make a lot of easy money by making 'sanitized' versions of 'offensive' classics. A few ideas: The Diary of Anne Frank - She still has to hide in the attic, but in the end, the Nazis are just playing hide-and-go-seek and not find-and-go-holocaust. Catcher in the Rye - All the bad language taken out, I'll save 60% on printing costs Lolita - In my version, Lolita is 34.”\u003c/p>\n\u003cp>\"Each time these words come up in reading, it is a sharp reminder of our country's ugly past. It is a travesty that some will never get that experience because of Gribben's weak stomach. Mark Twain was telling it as it was, not in a way that characterizes slavery as polite and comfortable.”\u003c/p>\n\u003cp>\"Yes, I do think that racial epithets should be removed. When we read the book in class together to teacher tells us not to say “______”. The teacher doesn’t even read it herself. I can see a good reason it can be replaced with slaves. I just don’t really like when we have to constantly pause or skip the word and continue with the reading. It confuses me. At first back in elementary school when my class was reading a novel that had that word I was lost.”\u003c/p>\n\u003cp>\"As a teacher who has recently taught Steinbeck’s ‘Of Mice and Men’ to a group of disaffected 15 year olds, I have some thoughts on this. When the ‘N’ word first came up in our reading, they were shocked and it created quite a reaction. However, it also enabled us to open up the discussion on racism, and allowed them to understand how much America has progressed since the 1930s. A valuable lesson which a less offensive word would have prevented from taking place.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Napa New Tech: School of the Future is Here",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-6069\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0427/\">\u003cimg class=\"size-large wp-image-6069\" title=\"10_11.15_newtech_0427\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0427-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>What does the high school of the future look like? It’s one that emphasizes useful, relevant skills that can be applied to college and the work world beyond. One that encourages students to be critical thinkers, responsible for their own actions. One that trains them to work collaboratively and push themselves to outside their comfort zones. And one that uses the benefits of technology to reach those goals.\u003c/p>\n\u003cp>If these are the tenets, then the folks at \u003ca href=\"http://www.newtechhigh.org/\">Napa New Technology High School\u003c/a> in Napa, Calif., believe theirs is the model.\u003c/p>\n\u003cp>One of 62 schools in the \u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>, Napa New Tech High has turned the traditional high school model on its ear. Its objective is to deliver responsible citizens who are ready to work or go to college, and learn the skills to be prepared for the world outside the confines of school.\u003c/p>\n\u003cp>I visited the campus recently and came away with a clear understanding of the school’s vision. There’s a lot to cover, but in essence, I’ve boiled it down to these five ways I consider New Tech a school of the future.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1) Breeding a culture of accountability.\u003c/strong>\u003c/p>\n\u003cp>Aligning with the growing \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/21st-century-skills-learned-alongside-the-three-rs/\">movement of teaching 21st century skills\u003c/a>, one of the recurring mantras at New Tech High is the pervasive culture of respect, trust, and responsibility that goes both ways between educators and students. For instance, you’ll hear no bells signaling the end of class periods. Students are trusted to keep track of their own time, just as they would as grownups in the outside world, and to show up where they need to at the appropriate times. They can organize independent study projects with teachers and work on their own or in groups in the school’s airy atrium/cyber café. \u003c!--more-->\u003c/p>\n\u003cp>“How students work here is different from traditional schools,” said Paul Curtis, assistant director of school design at Napa New Tech. “It’s much less about control. Our kids are basically treated as much as possible like an employee in a company. With respect and trust.”\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6074\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0471/\">\u003cimg class=\"size-medium wp-image-6074\" title=\"10_11.15_newtech_0471\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0471-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>When, for example, it came time to nail down a policy about video games – whether non-educational games should be allowed on school computers or only on personal computers, whether headphones should be required, whether some games should be barred completely at school – administrators included students in the decision-making process.\u003c/p>\n\u003cp>“Rather than come up with rules to control behavior, we give them as much freedom as possible, but give them norms and behaviors for work we want everyone to do. It’s the idea of ownership of community,” Curtis said.\u003c/p>\n\u003cp>\u003cstrong>2) Project-based curriculum.\u003c/strong>\u003c/p>\n\u003cp>Put simply, project-based curriculum emphasizes learning through doing classroom projects that address a specific issue or challenge. Students typically carry out the projects in groups, and teachers guide them along.\u003c/p>\n\u003cp>At Napa New Tech, you’ll hear very little lecturing and see few teacher-led activities. For this school, the decision to use project-based curriculum was based not only on what topics students should learn, but also what skills they should acquire in school.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6075\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0354/\">\u003cimg class=\"size-medium wp-image-6075\" title=\"10_11.15_newtech_0354\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>“It came from a fundamental belief that we have a set of skills we want to teach kids,” Curtis said. “Critical thinking, collaboration, and communication. There are two approaches you can take: create electives that teach these skills, or embed them into every single class. If you do the latter, it leads to project-based learning.”\u003c/p>\n\u003cp>And in this era of high accountability, the New Tech team recognizes that the curriculum must be tied to standards. (More on the school’s assessment scores in an upcoming article.)\u003c/p>\n\u003cp>“We have to train teachers to look at standards that states derive, where there’s meaningful application of that knowledge,” Curtis said. “So now we start with standards and build curriculum around them. And at the same time, we provide deeper a learning experience that also teaches 21st century skills.”\u003c/p>\n\u003cp>\u003cstrong>3) Smart use of technology.\u003c/strong>\u003c/p>\n\u003cp>You can’t escape computers at Napa New Tech High. They’re everywhere. Students sit grouped together at round or long conference tables, working in teams, each one armed with a computer. The point, though, is not that they have these computers, but how it helps them become self-sufficient learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Rather than come up with rules to control behavior, we give them as much freedom as possible, but give them norms and behaviors for work we want everyone to do. It’s the idea of ownership of community,” Curtis said.\u003c/aside>\n\u003cp>“Kids are finding the path to knowledge their own way,” Curtis said. “They become empowered and no longer have to raise their hand to ask a question unless they’re really stuck. This pushes them to become lifelong learners. It happens every time as long as you have access to information and technology.”\u003c/p>\n\u003cp>To that end, every student has access to a computer, whether it’s brought from home or provided by the school, whether it’s a Netbook or a desktop. For those families who can’t provide laptops for students, the school offers desktops. But according to Curtis, 93% of students bring their own laptops, though 33% are on free or reduced lunch.\u003c/p>\n\u003cp>\u003cstrong>4) Test scores based on more than knowing just facts.\u003c/strong>\u003c/p>\n\u003cp>In most schools, if a student turns in a project or paper late, her entire grade is typically lowered. And as a result, that one grade doesn’t accurately indicate other important factors, such as quality of work or amount of effort. With New Tech’s “gradebook” system, a student is graded on four different criteria: content, written communication (even in subjects like math), critical thinking, and work ethic.\u003c/p>\n\u003cp>And sometimes to surprising results.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6076\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0386/\">\u003cimg class=\"size-medium wp-image-6076\" title=\"10_11.15_newtech_0386\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0386-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>“Some kids who struggle the most are bright kids who’ve always gotten A’s but now are not necessarily getting the grades they’ve gotten,” said Howard Mahoney, principal of Napa New Tech High School. “When it comes to things like collaboration, critical thinking, pushing above and beyond, they don’t know what to do when they’re graded on those things and sometimes they get a D on an assignment. Other kids who’ve never been successful are doing great.”\u003c/p>\n\u003cp>Every student has access to how they scored in the rubric, and can easily identify what part of their project can be improved.\u003c/p>\n\u003cp>\u003cstrong>5) Providing a framework for other schools to scale.\u003c/strong>\u003c/p>\n\u003cp>You’ll find pockets of innovation all across the country, examples of progressive schools or programs that could be replicated, but often are not for a long list of reasons. But New Tech Network is scaling its program all over the country.\u003c/p>\n\u003cp>Napa New Tech High is the first of a proliferating network of schools that follow the same ideals and mission. As of now, 62 schools across the country are replicating the New Tech model (and that number grows).\u003c/p>\n\u003cp>What does it take to become a New Tech school? First and foremost, it's the willingness to embrace absolute change in school culture.\u003c/p>\n\u003cp>“If you don’t have this atmosphere, it’s hard to think about academic achievement. Even in urban schools, we focus on culture as the primary piece, because until that gets established it’s hard to do anything else,” said Chris Walsh, director of innovation and design at New Tech Network, which is a subsidiary of KnowledgeWorks Foundation.\u003c/p>\n\u003cp>Also, it takes many months of planning, about $450,000 to $500,000, a lot of intense teacher re-training, an entire project-based curriculum, and possibly the biggest challenge -- an understanding that the model has to be embraced in its entirety.\u003c/p>\n\u003cp>“It doesn’t help to try to piecemeal your way to change,” Walsh said. “Each of those small changes are seen by the rest of the system as cancer. The whole system fights against that change.”\u003c/p>\n\u003cp>And they're pushing for even further growth. To really get traction and for communities to benefit from all the advantages of New Tech schools, the network’s goal is to create entire districts with their model.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’ve figured out the school part,” Walsh said. “But the big challenge for us is to create a district that supports the infrastructure like this.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-6069\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0427/\">\u003cimg class=\"size-large wp-image-6069\" title=\"10_11.15_newtech_0427\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0427-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>What does the high school of the future look like? It’s one that emphasizes useful, relevant skills that can be applied to college and the work world beyond. One that encourages students to be critical thinkers, responsible for their own actions. One that trains them to work collaboratively and push themselves to outside their comfort zones. And one that uses the benefits of technology to reach those goals.\u003c/p>\n\u003cp>If these are the tenets, then the folks at \u003ca href=\"http://www.newtechhigh.org/\">Napa New Technology High School\u003c/a> in Napa, Calif., believe theirs is the model.\u003c/p>\n\u003cp>One of 62 schools in the \u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>, Napa New Tech High has turned the traditional high school model on its ear. Its objective is to deliver responsible citizens who are ready to work or go to college, and learn the skills to be prepared for the world outside the confines of school.\u003c/p>\n\u003cp>I visited the campus recently and came away with a clear understanding of the school’s vision. There’s a lot to cover, but in essence, I’ve boiled it down to these five ways I consider New Tech a school of the future.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1) Breeding a culture of accountability.\u003c/strong>\u003c/p>\n\u003cp>Aligning with the growing \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/21st-century-skills-learned-alongside-the-three-rs/\">movement of teaching 21st century skills\u003c/a>, one of the recurring mantras at New Tech High is the pervasive culture of respect, trust, and responsibility that goes both ways between educators and students. For instance, you’ll hear no bells signaling the end of class periods. Students are trusted to keep track of their own time, just as they would as grownups in the outside world, and to show up where they need to at the appropriate times. They can organize independent study projects with teachers and work on their own or in groups in the school’s airy atrium/cyber café. \u003c!--more-->\u003c/p>\n\u003cp>“How students work here is different from traditional schools,” said Paul Curtis, assistant director of school design at Napa New Tech. “It’s much less about control. Our kids are basically treated as much as possible like an employee in a company. With respect and trust.”\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6074\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0471/\">\u003cimg class=\"size-medium wp-image-6074\" title=\"10_11.15_newtech_0471\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0471-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>When, for example, it came time to nail down a policy about video games – whether non-educational games should be allowed on school computers or only on personal computers, whether headphones should be required, whether some games should be barred completely at school – administrators included students in the decision-making process.\u003c/p>\n\u003cp>“Rather than come up with rules to control behavior, we give them as much freedom as possible, but give them norms and behaviors for work we want everyone to do. It’s the idea of ownership of community,” Curtis said.\u003c/p>\n\u003cp>\u003cstrong>2) Project-based curriculum.\u003c/strong>\u003c/p>\n\u003cp>Put simply, project-based curriculum emphasizes learning through doing classroom projects that address a specific issue or challenge. Students typically carry out the projects in groups, and teachers guide them along.\u003c/p>\n\u003cp>At Napa New Tech, you’ll hear very little lecturing and see few teacher-led activities. For this school, the decision to use project-based curriculum was based not only on what topics students should learn, but also what skills they should acquire in school.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6075\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0354/\">\u003cimg class=\"size-medium wp-image-6075\" title=\"10_11.15_newtech_0354\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>“It came from a fundamental belief that we have a set of skills we want to teach kids,” Curtis said. “Critical thinking, collaboration, and communication. There are two approaches you can take: create electives that teach these skills, or embed them into every single class. If you do the latter, it leads to project-based learning.”\u003c/p>\n\u003cp>And in this era of high accountability, the New Tech team recognizes that the curriculum must be tied to standards. (More on the school’s assessment scores in an upcoming article.)\u003c/p>\n\u003cp>“We have to train teachers to look at standards that states derive, where there’s meaningful application of that knowledge,” Curtis said. “So now we start with standards and build curriculum around them. And at the same time, we provide deeper a learning experience that also teaches 21st century skills.”\u003c/p>\n\u003cp>\u003cstrong>3) Smart use of technology.\u003c/strong>\u003c/p>\n\u003cp>You can’t escape computers at Napa New Tech High. They’re everywhere. Students sit grouped together at round or long conference tables, working in teams, each one armed with a computer. The point, though, is not that they have these computers, but how it helps them become self-sufficient learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Rather than come up with rules to control behavior, we give them as much freedom as possible, but give them norms and behaviors for work we want everyone to do. It’s the idea of ownership of community,” Curtis said.\u003c/aside>\n\u003cp>“Kids are finding the path to knowledge their own way,” Curtis said. “They become empowered and no longer have to raise their hand to ask a question unless they’re really stuck. This pushes them to become lifelong learners. It happens every time as long as you have access to information and technology.”\u003c/p>\n\u003cp>To that end, every student has access to a computer, whether it’s brought from home or provided by the school, whether it’s a Netbook or a desktop. For those families who can’t provide laptops for students, the school offers desktops. But according to Curtis, 93% of students bring their own laptops, though 33% are on free or reduced lunch.\u003c/p>\n\u003cp>\u003cstrong>4) Test scores based on more than knowing just facts.\u003c/strong>\u003c/p>\n\u003cp>In most schools, if a student turns in a project or paper late, her entire grade is typically lowered. And as a result, that one grade doesn’t accurately indicate other important factors, such as quality of work or amount of effort. With New Tech’s “gradebook” system, a student is graded on four different criteria: content, written communication (even in subjects like math), critical thinking, and work ethic.\u003c/p>\n\u003cp>And sometimes to surprising results.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6076\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0386/\">\u003cimg class=\"size-medium wp-image-6076\" title=\"10_11.15_newtech_0386\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0386-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>“Some kids who struggle the most are bright kids who’ve always gotten A’s but now are not necessarily getting the grades they’ve gotten,” said Howard Mahoney, principal of Napa New Tech High School. “When it comes to things like collaboration, critical thinking, pushing above and beyond, they don’t know what to do when they’re graded on those things and sometimes they get a D on an assignment. Other kids who’ve never been successful are doing great.”\u003c/p>\n\u003cp>Every student has access to how they scored in the rubric, and can easily identify what part of their project can be improved.\u003c/p>\n\u003cp>\u003cstrong>5) Providing a framework for other schools to scale.\u003c/strong>\u003c/p>\n\u003cp>You’ll find pockets of innovation all across the country, examples of progressive schools or programs that could be replicated, but often are not for a long list of reasons. But New Tech Network is scaling its program all over the country.\u003c/p>\n\u003cp>Napa New Tech High is the first of a proliferating network of schools that follow the same ideals and mission. As of now, 62 schools across the country are replicating the New Tech model (and that number grows).\u003c/p>\n\u003cp>What does it take to become a New Tech school? First and foremost, it's the willingness to embrace absolute change in school culture.\u003c/p>\n\u003cp>“If you don’t have this atmosphere, it’s hard to think about academic achievement. Even in urban schools, we focus on culture as the primary piece, because until that gets established it’s hard to do anything else,” said Chris Walsh, director of innovation and design at New Tech Network, which is a subsidiary of KnowledgeWorks Foundation.\u003c/p>\n\u003cp>Also, it takes many months of planning, about $450,000 to $500,000, a lot of intense teacher re-training, an entire project-based curriculum, and possibly the biggest challenge -- an understanding that the model has to be embraced in its entirety.\u003c/p>\n\u003cp>“It doesn’t help to try to piecemeal your way to change,” Walsh said. “Each of those small changes are seen by the rest of the system as cancer. The whole system fights against that change.”\u003c/p>\n\u003cp>And they're pushing for even further growth. To really get traction and for communities to benefit from all the advantages of New Tech schools, the network’s goal is to create entire districts with their model.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-5988\" title=\"UTCLibrary6\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/UTCLibrary6-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>My 20-year-old cousin has been taking classes at her local community college for two years, and she's still nowhere near the required units she needs to transfer to a four-year university to pursue her degree in psychology.\u003c/p>\n\u003cp>Why? The classes she needs are filled to capacity.\u003c/p>\n\u003cp>My advice to her was to start looking into online courses for credit.\u003c/p>\n\u003cp>Bill Gates himself \u003ca href=\"http://techonomy.com/\">said it\u003c/a>: “It’s very clear that five years from now, on the web, for free…you will be able to find the greatest lectures in the world on the web.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Universities are finding ways to get their curriculum to students that don't require their physical presence at the schools.\u003c!--more-->\u003c/p>\n\u003cp>Today's \u003ca href=\"http://mashable.com/2011/01/03/virtual-classroom/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Mashable+%28Mashable%29&utm_content=Google+Reader\">Mashable\u003c/a> article about online schools lists a perfect example of this:\u003c/p>\n\u003cblockquote>\u003cp>Before instating its online teaching program in 2009, the MAT program at USC graduated about 100 students every year. By contrast, it currently has more than 1,500 students enrolled in the online program.\u003c/p>\u003c/blockquote>\n\u003cp>The article also lists \u003ca href=\"http://mashable.com/2011/01/03/virtual-classroom/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Mashable+%28Mashable%29&utm_content=Google+Reader\">other ways \u003c/a>virtual schools are changing the education landscape, i.e., by making valuable education free for everyone and anyone.\u003c/p>\n\u003cp>Innovative Educator Lisa Nielsen adds her unique perspective to the subject, with her article : \"\u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/11/10-reasons-students-say-they-prefer.html\">10 Reasons Students Say They Prefer Learning Online\u003c/a>.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Number 6:\u003c/p>\n\u003cblockquote>\u003cp>\"I can take more interesting classes.\"\u003cbr>\nProviding online opportunities for students means providing more choice. Students can more easily pursue study in areas of interest. They are no longer dependent on the staffing limitations of their particular school or community.\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Universities are finding ways to get their curriculum to students that don't require their physical presence at the schools.\u003c!--more-->\u003c/p>\n\u003cp>Today's \u003ca href=\"http://mashable.com/2011/01/03/virtual-classroom/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Mashable+%28Mashable%29&utm_content=Google+Reader\">Mashable\u003c/a> article about online schools lists a perfect example of this:\u003c/p>\n\u003cblockquote>\u003cp>Before instating its online teaching program in 2009, the MAT program at USC graduated about 100 students every year. By contrast, it currently has more than 1,500 students enrolled in the online program.\u003c/p>\u003c/blockquote>\n\u003cp>The article also lists \u003ca href=\"http://mashable.com/2011/01/03/virtual-classroom/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Mashable+%28Mashable%29&utm_content=Google+Reader\">other ways \u003c/a>virtual schools are changing the education landscape, i.e., by making valuable education free for everyone and anyone.\u003c/p>\n\u003cp>Innovative Educator Lisa Nielsen adds her unique perspective to the subject, with her article : \"\u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/11/10-reasons-students-say-they-prefer.html\">10 Reasons Students Say They Prefer Learning Online\u003c/a>.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Number 6:\u003c/p>\n\u003cblockquote>\u003cp>\"I can take more interesting classes.\"\u003cbr>\nProviding online opportunities for students means providing more choice. Students can more easily pursue study in areas of interest. They are no longer dependent on the staffing limitations of their particular school or community.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5646\" href=\"http://ww2.kqed.org/mindshift/2010/12/top-and-under-the-radar-education-headlines-of-2010/christopher-woo/\">\u003cimg class=\"size-full wp-image-5646\" title=\"christopher.woo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/christopher.woo_.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>The 2010 headlines in education had the makings of a gripping drama: money, power, politics, Oprah! If there was any doubt that education has been pushed front-and-center to the spotlight, the screaming headlines of the \u003ca href=\"http://www.huffingtonpost.com/education/\">Huffington Post Education page\u003c/a> should put that to rest.\u003c/p>\n\u003cp>These two year-in-reviews are the standouts so far:\u003c/p>\n\u003cp>\u003ca href=\"http://www.takepart.com/news/2010/12/08/top-10-education-stories-of-2010-learning-in-review\">TakePart's take\u003c/a>. By far the most comprehensive (so far), this list covers the gamut: Race to the Top funding, common-core standards, the \"Waiting for Superman\" kerfluffle, Michelle Rhee's rise, fall, and rise, billionaires' donations, cyberbullying spotlight, and Education Nation.\u003c/p>\n\u003cp>\u003ca href=\"http://www.eschoolnews.com/2010/12/21/the-most-popular-ed-tech-stories-of-2010/\">E-School News' Most Popular Ed-Tech Stories\u003c/a>. The entry of the iPad into education circles, cloud computing, and collaborative learning, and the changing learning methods of the iGeneration are just a few of this education-related newsletter's top articles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To these, I would add:\u003c/p>\n\u003cp>- The Los Angeles Times' \u003ca href=\"http://projects.latimes.com/value-added/\">publishing of \"value-added\" ratings\u003c/a> of 6,000 public elementary school teachers, which has drawn sharp criticism for unnecessarily attacking teachers with dubious methods, and praise for promoting transparency in pointing to ineffective teachers.\u003c/p>\n\u003cp>- The development of a \u003ca href=\"http://www.washingtonpost.com/wp-dyn/content/article/2010/09/02/AR2010090202084.html\">revolutionary new testing system\u003c/a> that is meant to go beyond what most agree are the current useless \"bubble tests.\" These news assessments are supposed to be able to show more complex and important student performance.\u003c!--more-->\u003c/p>\n\u003cp>- The release of the Department of Education's \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, a comprehensive, step-by-step guide for pulling the American education system into the 21st century.\u003c/p>\n\u003cp>- A university's \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/no-facebook-for-a-week-experiment-it-worked/\">weeklong ban of Facebook\u003c/a> and Twitter as a way of asking students to think about how and why they use social media.\u003c/p>\n\u003cp>- The New York Times' \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/technology-vs-learning-theyre-not-enemies/\">short-sighted, one-sided description\u003c/a> of the \"Wired Generation\" and the impact of technology on younger generations, which elicited hundreds of comments on the site and followup articles that dismantled the articles' arguments one by one.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>- The \u003ca href=\"http://www.thebostonchannel.com/r/24670937/detail.html\">firing of a Boston-area teacher\u003c/a> who called reportedly \"called the residents of Cohasset [the neighborhood where she taught] 'arrogant and snobby,' and said that she is 'so not looking forward to another year at Cohasset schools.'\" An important story highlighting the importance of mindful social networking interactions between students and teachers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5646\" href=\"http://ww2.kqed.org/mindshift/2010/12/top-and-under-the-radar-education-headlines-of-2010/christopher-woo/\">\u003cimg class=\"size-full wp-image-5646\" title=\"christopher.woo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/christopher.woo_.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>The 2010 headlines in education had the makings of a gripping drama: money, power, politics, Oprah! If there was any doubt that education has been pushed front-and-center to the spotlight, the screaming headlines of the \u003ca href=\"http://www.huffingtonpost.com/education/\">Huffington Post Education page\u003c/a> should put that to rest.\u003c/p>\n\u003cp>These two year-in-reviews are the standouts so far:\u003c/p>\n\u003cp>\u003ca href=\"http://www.takepart.com/news/2010/12/08/top-10-education-stories-of-2010-learning-in-review\">TakePart's take\u003c/a>. By far the most comprehensive (so far), this list covers the gamut: Race to the Top funding, common-core standards, the \"Waiting for Superman\" kerfluffle, Michelle Rhee's rise, fall, and rise, billionaires' donations, cyberbullying spotlight, and Education Nation.\u003c/p>\n\u003cp>\u003ca href=\"http://www.eschoolnews.com/2010/12/21/the-most-popular-ed-tech-stories-of-2010/\">E-School News' Most Popular Ed-Tech Stories\u003c/a>. The entry of the iPad into education circles, cloud computing, and collaborative learning, and the changing learning methods of the iGeneration are just a few of this education-related newsletter's top articles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To these, I would add:\u003c/p>\n\u003cp>- The Los Angeles Times' \u003ca href=\"http://projects.latimes.com/value-added/\">publishing of \"value-added\" ratings\u003c/a> of 6,000 public elementary school teachers, which has drawn sharp criticism for unnecessarily attacking teachers with dubious methods, and praise for promoting transparency in pointing to ineffective teachers.\u003c/p>\n\u003cp>- The development of a \u003ca href=\"http://www.washingtonpost.com/wp-dyn/content/article/2010/09/02/AR2010090202084.html\">revolutionary new testing system\u003c/a> that is meant to go beyond what most agree are the current useless \"bubble tests.\" These news assessments are supposed to be able to show more complex and important student performance.\u003c!--more-->\u003c/p>\n\u003cp>- The release of the Department of Education's \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, a comprehensive, step-by-step guide for pulling the American education system into the 21st century.\u003c/p>\n\u003cp>- A university's \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/no-facebook-for-a-week-experiment-it-worked/\">weeklong ban of Facebook\u003c/a> and Twitter as a way of asking students to think about how and why they use social media.\u003c/p>\n\u003cp>- The New York Times' \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/technology-vs-learning-theyre-not-enemies/\">short-sighted, one-sided description\u003c/a> of the \"Wired Generation\" and the impact of technology on younger generations, which elicited hundreds of comments on the site and followup articles that dismantled the articles' arguments one by one.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>- The \u003ca href=\"http://www.thebostonchannel.com/r/24670937/detail.html\">firing of a Boston-area teacher\u003c/a> who called reportedly \"called the residents of Cohasset [the neighborhood where she taught] 'arrogant and snobby,' and said that she is 'so not looking forward to another year at Cohasset schools.'\" An important story highlighting the importance of mindful social networking interactions between students and teachers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5827\" href=\"http://ww2.kqed.org/mindshift/2010/12/top-mindshift-stories-of-the-year/cishore/\">\u003cimg class=\"size-full wp-image-5827\" title=\"cishore\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cishore.png\" alt=\"\" width=\"335\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore.png 335w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore-320x307.png 320w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore-32x32.png 32w\" sizes=\"(max-width: 335px) 100vw, 335px\">\u003c/a>\u003c/p>\n\u003cp>In its short four-months existence, MindShift has covered a wide gamut of subjects about how we will learn. Thanks for all our readers' continued support.\u003c/p>\n\u003cp>Here are your 10 most-read stories of the year.\u003c/p>\n\u003cp>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One Revolutionizes Traditional Classroom\u003c/a>\u003c/p>\n\u003cp>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/\">How Should We Use Technology in Schools? Ask Students\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">The Future of Mobile Learning Apps\u003c/a>\u003c/p>\n\u003cp>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/technology-vs-learning-theyre-not-enemies/\">Technology vs. Learning? They're Not Enemies\u003c/a>\u003c/p>\n\u003cp>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/\">10 Reasons to Ban Pens and Pencils [A Parody}\u003c/a>\u003c/p>\n\u003cp>6.\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/apps-a-breakthrough-for-autism-too/\"> Apps: A Breakthrough for Autism Too\u003c/a>\u003c/p>\n\u003cp>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/5-apps-that-could-help-to-stop-cyberbullying/\">5 Apps that Could Help Stop Cyberbullying\u003c/a>\u003c/p>\n\u003cp>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/\">Alaska Educator Makes the Case for Throwing Out Textbooks\u003c/a>\u003c/p>\n\u003cp>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/will-college-textbooks-be-obsolete/\">Will College Textbooks Become Obsolete?\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/getting-e-readers-into-schools-one-class-at-a-time/\">Getting E-readers Into Schools, One Class at a Time\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5827\" href=\"http://ww2.kqed.org/mindshift/2010/12/top-mindshift-stories-of-the-year/cishore/\">\u003cimg class=\"size-full wp-image-5827\" title=\"cishore\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cishore.png\" alt=\"\" width=\"335\" height=\"321\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore.png 335w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore-320x307.png 320w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/cishore-32x32.png 32w\" sizes=\"(max-width: 335px) 100vw, 335px\">\u003c/a>\u003c/p>\n\u003cp>In its short four-months existence, MindShift has covered a wide gamut of subjects about how we will learn. Thanks for all our readers' continued support.\u003c/p>\n\u003cp>Here are your 10 most-read stories of the year.\u003c/p>\n\u003cp>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One Revolutionizes Traditional Classroom\u003c/a>\u003c/p>\n\u003cp>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/\">How Should We Use Technology in Schools? Ask Students\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Should Teachers Be Evaluated?",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/people/pagedooley/\">\u003cimg class=\"size-full wp-image-5729\" title=\"Kevin Dooley\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/Kevin-Dooley.jpg\" alt=\"\" width=\"500\" height=\"355\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley-400x284.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/Kevin-Dooley-320x227.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>Should test scores be used as a way to measure teacher performance? The question these days is not so much \"should\"-- but \"how\"?\u003c/p>\n\u003cp>In Massachusetts, teacher unions are attempting to control their own fate by having a hand in creating the guidelines.\u003c/p>\n\u003cp>\u003ca href=\"http://www.boston.com/news/education/k_12/mcas/articles/2010/12/21/boston_union_to_embrace_use_of_student_test_scores_in_teacher_evaluations/?page=2\">From The Boston Globe\u003c/a>:\u003c/p>\n\u003cdiv>\n\u003cblockquote>\u003cp>Many teachers unions around the country, including the state chapter of the American Federation of Teachers, have opposed efforts to include standardized tests such as the MCAS in firing decisions, arguing that such tests fail to capture the full range of learning experiences and penalize teachers charged with educating students from challenging backgrounds. But the association says that the change is inevitable and that teachers would be better off shaping it.\u003c/p>\n\u003cp>“We have to be the architects of reform, rather than the subject of it,’’ said Paul Toner, the union’s president. “We have always said we’re not here to protect bad teachers.’’\u003c/p>\u003c/blockquote>\n\u003cp>Massachusetts' teacher evaluations would be different than other states' in the way they take into account more than just student test scores.\u003c/p>\n\u003cdiv>\n\u003cblockquote>\u003cp>More aggressive states have sought to make test scores the centerpiece of teacher evaluations, worth as much as 50 percent of a teacher’s grade. The association’s approach would not do that. Instead, it would rate teachers based on other factors, including classroom observation, and then use student achievement measures to validate those judgments. If test scores did not match the rest of a teacher’s evaluation, the teacher would be reassessed.\u003c/p>\n\u003cp>Teachers with the highest marks would have the opportunity to earn more money by mentoring and performing other special jobs. Those that do poorly would be put on a one-year improvement plan and be dismissed if they fail to improve. (Teachers with less than three years on the job could be dismissed without a one-year plan.)\u003c/p>\u003c/blockquote>\n\u003cp>At a time when the Internet is making evaluations more transparent and public, and with ever-more attention being focused on student achievement, it seems like a smart move for educators to define how they'll be evaluated.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "Should test scores be used as a way to measure teacher performance? The question these days is not so much "should"-- but "how"? In Massachusetts, teacher unions are attempting to control their own fate by having a hand in creating the guidelines. From The Boston Globe: Many teachers unions around the country, including the state",
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"content": "\u003cp>From an \u003ca href=\"http://thejournal.com/articles/2010/12/01/its-time-to-trust-teachers-with-the-internet-a-conversation-with-meg-ormiston.aspx\">excellent interview in The Journal\u003c/a> with \u003ca href=\"http://megormiston.com/\">Meg Ormiston\u003c/a>, author, curriculum coach, and professional development specialist.\u003c/p>\n\u003cblockquote>\u003cp>\"If you're doing nothing but blocking all day long, teachers are going to give up using technology. If I were to keep hitting the wall again and again, I'd give up. I'd go back to the tools that I had before the computer was around. It's a turn-off for teachers. When I go into those districts, I hear, \"You can't get it here.\" They give up. And so would I.\u003c/p>\n\u003cp>But the biggest part of the problem is that when students go home, it's the Wild West out there. There's no blocking in most cases. There's no filtering. There's usually not an adult to help them make good choices. And they haven't been instructed in the schools about what's appropriate and what's not. That's my biggest fear. We're letting kids wander around on the prairie with no guidance.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
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