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"content": "\u003cp>It’s no secret that women, African Americans and Hispanics are underrepresented in computer science classrooms and careers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students who take AP Computer Science courses in high school, for example, \u003c/span>\u003ca href=\"http://www.computerscience.org/resources/women-in-computer-science/\">\u003cspan style=\"font-weight: 400\">boys outnumber girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by more than 4 to 1. \u003c/span>\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">\u003cspan style=\"font-weight: 400\">In\u003c/span>\u003cspan style=\"font-weight: 400\"> 2013,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> only eight percent of students taking the AP CS exam were Hispanic and just three percent were African American. \u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf\">\u003cspan style=\"font-weight: 400\">recent report from Google and Gallup \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on diversity gaps in computer science education pointed to “structural and social barriers” for these three populations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not enough to simply recruit underrepresented students to enroll in CS classes, say \u003c/span>\u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">\u003cspan style=\"font-weight: 400\">leaders\u003c/span>\u003c/a> \u003ca href=\"http://schedule.gracehopper.org/session/code-schools-and-fostering-more-inclusive-workplace-communities/\">\u003cspan style=\"font-weight: 400\">in\u003c/span>\u003c/a> \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncwit.org/infographic/3435\">field\u003c/a>; o\u003c/span>\u003cspan style=\"font-weight: 400\">nce students are signed up, schools need do more to create inclusive classroom environments that position them for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://drive.google.com/drive/folders/0B4x2OQ0oLnRsfnU1VFNiZEFjSnM2WGZFVUpQdEFVS000YWZsZDlPakdoZjg5bmd1bmtLU2M\">What can I do today to create a more inclusive community in CS?”\u003c/a> The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know the research behind these best practices,\" said Lee, \"but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from underrepresented demographics are more likely to interpret a single piece of feedback -- such as a poor quiz score -- as a \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Impostor_syndrome\">\u003cspan style=\"font-weight: 400\">generalized assessment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their skill and potential. “They may say to themselves, ‘Everyone was right all along. I really don’t belong here,’” said Lee. In contrast, when students who are in the majority perform poorly on a quiz, “they are more likely to contextualize or externalize their performance, telling themselves, ‘It’s just one score; I was having a bad day; or the teacher made the test too difficult.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the suggestions on Lee’s list can be adapted for use in middle and high school computer science classrooms. \u003c/span>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Art Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches at Sweetwater High School in the San Diego County, where 85 percent of students qualify for free or reduced lunch. \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">Under his leadership,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> his district has gone from offering zero CS classes five years ago to offering 41 this year. He says Lee’s list resonates with his efforts: “You have got to make sure you build a community in the classroom. That’s so important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>PRACTICAL STEPS\u003c/b>\u003c/p>\n\u003cp>\u003cb>Create a Warm Climate that Encourages a Growth Mindset\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lee recommends opening class by telling the students that “you are proud of them and how hard they are working.” As her CS colleague John Ousterhout is fond of telling students, “A little bit of slope makes up for a lot of y-intercept.” In other words, rather than focus on a single point in time or a single quiz score, focus on the big picture: their growing understanding of the material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little warmth goes a long way, especially when students are nervous about whether they belong, said Lee. “Something as simple as saying, ‘I like working with you and I am enjoying teaching this class’ lets them know that their presence is respected.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez begins the year by \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">destigmatizing the idea of failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pledging his support: “I tell my students, ‘I’m going to learn from you as much as you are going to learn from me. We are on this journey together. Don’t worry about failing! Computing is all about trying and failing. But then we’ll try to fix the program and make it work right.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Help Students Find Meaning with the Work\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an introductory activity, Lee suggests asking students to \u003c/span>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">name one of their core values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and describe how CS could be used in service of that value. This can create a connection between the instructor and the student and help students find personal relevance with the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez says that this approach can help students who have a narrow, stereotypical view of computer programming. “You have to give lots of entry points. Show them how they can use CS to help their community, to serve others, to creative video games, or to work for \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">Pixar\u003c/a>. Connect it to their interests. Computer science is creative.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Bias and Representation in Class Materials\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Review presentations and handouts to make sure that they are free from gendered pronouns, especially those used in stereotypical ways, said Lee. Look at materials, posters, and images with a critical eye: do they include diverse races and genders in non-stereotyped roles? Do they include a broad selection of names? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez asks his students to close their eyes and imagine a computer scientist. When they open their eyes, he puts up pictures of his former students -- and pictures of them. “I tell them ‘Here is what I see when I think about computer scientists.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Your Own Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes teachers slip into stereotypical language without meaning to. For example, said Lee, phrases such as “This is so easy your mom could use it” or “How would you explain this to your grandma?” implicitly equate women with a lack of tech savvy. Other suggestions from her list include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Believe that hard work and effective practice matters more than DNA. Your beliefs influence students’ beliefs and impact their performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When a student is speaking, wait for the student to finish and then count “one one-thousand, two one-thousand” in your mind before responding. Both \u003c/span>\u003ca href=\"http://nytlive.nytimes.com/womenintheworld/2015/03/19/google-chief-blasted-for-repeatedly-interrupting-female-government-official/\">\u003cspan style=\"font-weight: 400\">men and women are prone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to prematurely cutting off women when they speak. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watch out for examples or anecdotes about your childhood or daily life that may cause students to feel excluded for economic reasons (e.g., talking about pricey gadgets or vacations in Hawaii as normal). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sweetwater and Stanford, this deliberate emphasis on inclusivity has had an impact. In Lopez’s district CS class enrollment expanded rapidly, and his students have begun to serve as\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\"> national role models \u003c/a>for inclusivity in the field: in September, some of Lopez’s students were invited to present at the White House Summit on Computer Science for All. At Stanford, computer science has become one of the most popular majors for women. Currently, 32 percent of declared CS undergraduate majors are women -- \u003c/span>\u003ca href=\"http://cra.org/wp-content/uploads/2016/05/2015-Taulbee-Survey.pdf\">\u003cspan style=\"font-weight: 400\">twice the national average.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lee gives some of the credit to the department’s emphasis to inclusivity. “The faculty are extremely committed to implementing the types of things on this list,\" Lee said.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s no secret that women, African Americans and Hispanics are underrepresented in computer science classrooms and careers.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students who take AP Computer Science courses in high school, for example, \u003c/span>\u003ca href=\"http://www.computerscience.org/resources/women-in-computer-science/\">\u003cspan style=\"font-weight: 400\">boys outnumber girls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by more than 4 to 1. \u003c/span>\u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">\u003cspan style=\"font-weight: 400\">In\u003c/span>\u003cspan style=\"font-weight: 400\"> 2013,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> only eight percent of students taking the AP CS exam were Hispanic and just three percent were African American. \u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"http://services.google.com/fh/files/misc/diversity-gaps-in-computer-science-report.pdf\">\u003cspan style=\"font-weight: 400\">recent report from Google and Gallup \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">on diversity gaps in computer science education pointed to “structural and social barriers” for these three populations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s not enough to simply recruit underrepresented students to enroll in CS classes, say \u003c/span>\u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">\u003cspan style=\"font-weight: 400\">leaders\u003c/span>\u003c/a> \u003ca href=\"http://schedule.gracehopper.org/session/code-schools-and-fostering-more-inclusive-workplace-communities/\">\u003cspan style=\"font-weight: 400\">in\u003c/span>\u003c/a> \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.ncwit.org/infographic/3435\">field\u003c/a>; o\u003c/span>\u003cspan style=\"font-weight: 400\">nce students are signed up, schools need do more to create inclusive classroom environments that position them for success.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last summer, Cynthia Lee, a lecturer in the computer science department at Stanford University, created a widely-circulated document called, “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://drive.google.com/drive/folders/0B4x2OQ0oLnRsfnU1VFNiZEFjSnM2WGZFVUpQdEFVS000YWZsZDlPakdoZjg5bmd1bmtLU2M\">What can I do today to create a more inclusive community in CS?”\u003c/a> The list was developed during a summer workshop funded by the National Science Foundation for newly hired computer science faculty and was designed for busy educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I know the research behind these best practices,\" said Lee, \"but my passion comes from what I’ve experienced in tech spaces, and what students have told me about their experiences in computer science classrooms.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too often students from diverse backgrounds “feel that they simply aren’t wanted,” said Lee. “What I hear from students is that when they are working on their assignments, they love [computer science]. But when they look up and look around the classroom, they see that ‘there aren’t many people like me here.’ If anything is said or done to accentuate that, it can raise these doubts in their mind that cause them to questions their positive feelings about the subject matter.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students from underrepresented demographics are more likely to interpret a single piece of feedback -- such as a poor quiz score -- as a \u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Impostor_syndrome\">\u003cspan style=\"font-weight: 400\">generalized assessment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their skill and potential. “They may say to themselves, ‘Everyone was right all along. I really don’t belong here,’” said Lee. In contrast, when students who are in the majority perform poorly on a quiz, “they are more likely to contextualize or externalize their performance, telling themselves, ‘It’s just one score; I was having a bad day; or the teacher made the test too difficult.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the suggestions on Lee’s list can be adapted for use in middle and high school computer science classrooms. \u003c/span>\u003ca href=\"http://suh.sweetwaterschools.org/staff/teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">Art Lopez\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches at Sweetwater High School in the San Diego County, where 85 percent of students qualify for free or reduced lunch. \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\">\u003cspan style=\"font-weight: 400\">Under his leadership,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> his district has gone from offering zero CS classes five years ago to offering 41 this year. He says Lee’s list resonates with his efforts: “You have got to make sure you build a community in the classroom. That’s so important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>PRACTICAL STEPS\u003c/b>\u003c/p>\n\u003cp>\u003cb>Create a Warm Climate that Encourages a Growth Mindset\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lee recommends opening class by telling the students that “you are proud of them and how hard they are working.” As her CS colleague John Ousterhout is fond of telling students, “A little bit of slope makes up for a lot of y-intercept.” In other words, rather than focus on a single point in time or a single quiz score, focus on the big picture: their growing understanding of the material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little warmth goes a long way, especially when students are nervous about whether they belong, said Lee. “Something as simple as saying, ‘I like working with you and I am enjoying teaching this class’ lets them know that their presence is respected.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez begins the year by \u003c/span>\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/\">\u003cspan style=\"font-weight: 400\">destigmatizing the idea of failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pledging his support: “I tell my students, ‘I’m going to learn from you as much as you are going to learn from me. We are on this journey together. Don’t worry about failing! Computing is all about trying and failing. But then we’ll try to fix the program and make it work right.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Help Students Find Meaning with the Work\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an introductory activity, Lee suggests asking students to \u003c/span>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">name one of their core values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and describe how CS could be used in service of that value. This can create a connection between the instructor and the student and help students find personal relevance with the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez says that this approach can help students who have a narrow, stereotypical view of computer programming. “You have to give lots of entry points. Show them how they can use CS to help their community, to serve others, to creative video games, or to work for \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">Pixar\u003c/a>. Connect it to their interests. Computer science is creative.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Bias and Representation in Class Materials\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Review presentations and handouts to make sure that they are free from gendered pronouns, especially those used in stereotypical ways, said Lee. Look at materials, posters, and images with a critical eye: do they include diverse races and genders in non-stereotyped roles? Do they include a broad selection of names? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lopez asks his students to close their eyes and imagine a computer scientist. When they open their eyes, he puts up pictures of his former students -- and pictures of them. “I tell them ‘Here is what I see when I think about computer scientists.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Examine Your Own Bias\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes teachers slip into stereotypical language without meaning to. For example, said Lee, phrases such as “This is so easy your mom could use it” or “How would you explain this to your grandma?” implicitly equate women with a lack of tech savvy. Other suggestions from her list include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Believe that hard work and effective practice matters more than DNA. Your beliefs influence students’ beliefs and impact their performance.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When a student is speaking, wait for the student to finish and then count “one one-thousand, two one-thousand” in your mind before responding. Both \u003c/span>\u003ca href=\"http://nytlive.nytimes.com/womenintheworld/2015/03/19/google-chief-blasted-for-repeatedly-interrupting-female-government-official/\">\u003cspan style=\"font-weight: 400\">men and women are prone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to prematurely cutting off women when they speak. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Watch out for examples or anecdotes about your childhood or daily life that may cause students to feel excluded for economic reasons (e.g., talking about pricey gadgets or vacations in Hawaii as normal). \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sweetwater and Stanford, this deliberate emphasis on inclusivity has had an impact. In Lopez’s district CS class enrollment expanded rapidly, and his students have begun to serve as\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/28/how-to-start-and-build-an-inclusive-computer-science-program/\"> national role models \u003c/a>for inclusivity in the field: in September, some of Lopez’s students were invited to present at the White House Summit on Computer Science for All. At Stanford, computer science has become one of the most popular majors for women. Currently, 32 percent of declared CS undergraduate majors are women -- \u003c/span>\u003ca href=\"http://cra.org/wp-content/uploads/2016/05/2015-Taulbee-Survey.pdf\">\u003cspan style=\"font-weight: 400\">twice the national average.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Lee gives some of the credit to the department’s emphasis to inclusivity. “The faculty are extremely committed to implementing the types of things on this list,\" Lee said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The world and the people who work and live in it have become ever more connected as the internet becomes more accessible. Yet despite the ability to connect and learn about happenings on the other side of the globe, many communities have become more polarized and entrenched in a particular worldview. As these trends emerge, teachers are looking for ways to foster productive dialogue skills in today’s students -- the generation that will have to deal with complex, increasingly global problems.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\" target=\"_blank\" rel=\"noopener\">Activities that connect students to peers in other countries\u003c/a> have become more common in classrooms because it’s now possible. Decades ago students might have had an international penpal, now they can easily have digital penpals or video conference with students all over the world. Teachers are using this new ability to connect to offer students of all ages authentic audiences to practice writing and language skills, but often the focus has been on younger children. A program called \u003ca href=\"http://generation.global/\" target=\"_blank\" rel=\"noopener\">Generation Global\u003c/a>, which is part of the Tony Blair Faith Foundation, offers a similar program focused around the skills of dialogue for adolescents ages 12-17.\u003c/p>\n\u003cp>“What I noticed and appreciated is the students really start reflecting on themselves and their perspectives on the world,” said high school teacher Cory Davis in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\" rel=\"noopener\">edWeb\u003c/a> webinar. Davis teaches AP English and AP Psychology in Spokane, Washington. He said parents and students have been grateful for the opportunity to learn about other parts of the world.\u003c/p>\n\u003cp>Often adolescents hold strong opinions, but they don’t always know where and how they came to those beliefs. When a teacher pushes them to think critically about why they feel the way they do, it's easy for students to ignore them. But, when video conferencing with a teenager from another country who genuinely wants to know the answer, students often respond more thoughtfully.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A teacher interested in using Generation Global must register the school with the program first. Then he or she can access free lesson plans to introduce the basics of dialogue. Davis said one of his favorite elements of the product is its flexibility. Teachers can modify the lesson plans easily while still maintaining the spirit of the lesson.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Generation Global Definition of Dialogue\u003c/h3>\n\u003cp>Dialogue is an empowering process that enables students to encounter the other in a safe environment; transforming the unfamiliar into the familiar. It is profoundly reciprocal, and rooted in an open, mutually respectful approach.\u003c/p>\u003c/aside>\n\u003cp>“They trust that you know your students best,” Davis said. “The lessons are designed so you can get at the heart of the meaning of the lesson without following the lesson prescriptively.”\u003c/p>\n\u003cp>Students practice dialogue skills like active listening and speaking from the “I” perspective with one another in class. Thus, not only do students have the ability to dialogue about the personal experiences, values and beliefs of peers across the world, but in the lead-up they do the same with students who they’ve sat next to for years, but still might not know very well.\u003c/p>\n\u003cp>After students have been introduced to the skills involved in productive dialogue, the teacher can set up various types of interactions with classes in one of the 20 countries where schools have signed up for Generation Global. This can be done through the site and is painless, according to Davis. Teachers can choose a one-to-one dialogue with another class or they can choose to participate in a multipoint dialogue, where up to four classes are participating. All the dialogues are moderated by a trained facilitator who keeps the conversation moving, helps move past the awkward beginning and makes sure that everyone feel safe within the dialogue. The dialogues are all in English.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Y8mYC91P8JQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Additionally, Generation Global has a secure online dialogue feature that allows two classes to commit to a longer dialogue on a series of questions. The site groups students for a more intimate experience and they respond to one another in writing. Teachers and facilitators can see all these interactions, and the technology offers teachers a dashboard on their students’ participation, too.\u003c/p>\n\u003cp>“The great thing about dialogue is it enables you to get inside someone else’s perspective,” said Ian Jamison, head of education for Generation Global. “So you explore not knowledge, but experiences, values and beliefs.”\u003c/p>\n\u003cp>He stresses that the dialogue topics are usually not about specific curriculum because, while there is some overlap in the curricula of different countries, it can also vary widely. Instead, the program staff at Generation Global are interested in how students can build empathy for one another by learning about personal experiences of culture and the world.\u003c/p>\n\u003cp>The goal is to make the exotic familiar. “One of the side effects of familiarity is it makes it very hard to hang on to prejudice,” Jamison said. He described one video conference he facilitated between a class in Pakistan and a class in the U.K. In the course of the conversation one of the students in Pakistan said that Islam was illegal in the U.K. He was surprised to hear from a U.K. student of Pakistani descent that actually he was himself a Muslim and attended a mosque in Birmingham.\u003c/p>\n\u003cp>“That’s the kind of misinformed comment that doesn't help people get on with one another,” Jamison said. But when the students could look one another in the eye and hear a different narrative about a place they’d never been, it started to change their views about the world.\u003c/p>\n\u003cp>“One of the things we often take for granted is we often think of ourselves as ordinary and the other as exotic,” Jamison said. But every person can be exotic to someone living in a different culture, and these global dialogues can have a huge impact on the many biases and stereotypes that get passed around almost unconsciously.\u003c/p>\n\u003cp>\u003cstrong>SAFETY AND SECURITY\u003c/strong>\u003c/p>\n\u003cp>Generation Global takes safety and security seriously both because its staff know that students must feel emotionally safe to open up about personal experiences, but also because they know parents worry about student safety online. The schools that participate have been vetted by Generation Global and the video conferences and online chats take place in a secure environment that is never shared.\u003c/p>\n\u003cp>In many ways this program asks students to do something that many adults aren’t modeling well -- how to be respectful of someone with a different lived experience and opinion. The dialogue skills are particularly important when people disagree strongly.\u003c/p>\n\u003cp>“As a teacher it was so refreshing to have a facilitator make sure that safe space for dialogue and conversation was kept,” Davis said. Conversations can still get heated, but if a student gets worked up the facilitator will stop the conversation, ask participants to take a moment, and then work to re-establish safety before continuing the conversation.\u003c/p>\n\u003cp>Jamison sees the online dialogue as an equally important element of helping adolescents to develop positive habits around interactions online, something that again many adults do not model well for students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What we want to end up with are young people who are able to take part confidently in dialogue,” Jamison said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The world and the people who work and live in it have become ever more connected as the internet becomes more accessible. Yet despite the ability to connect and learn about happenings on the other side of the globe, many communities have become more polarized and entrenched in a particular worldview. As these trends emerge, teachers are looking for ways to foster productive dialogue skills in today’s students -- the generation that will have to deal with complex, increasingly global problems.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\" target=\"_blank\" rel=\"noopener\">Activities that connect students to peers in other countries\u003c/a> have become more common in classrooms because it’s now possible. Decades ago students might have had an international penpal, now they can easily have digital penpals or video conference with students all over the world. Teachers are using this new ability to connect to offer students of all ages authentic audiences to practice writing and language skills, but often the focus has been on younger children. A program called \u003ca href=\"http://generation.global/\" target=\"_blank\" rel=\"noopener\">Generation Global\u003c/a>, which is part of the Tony Blair Faith Foundation, offers a similar program focused around the skills of dialogue for adolescents ages 12-17.\u003c/p>\n\u003cp>“What I noticed and appreciated is the students really start reflecting on themselves and their perspectives on the world,” said high school teacher Cory Davis in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\" rel=\"noopener\">edWeb\u003c/a> webinar. Davis teaches AP English and AP Psychology in Spokane, Washington. He said parents and students have been grateful for the opportunity to learn about other parts of the world.\u003c/p>\n\u003cp>Often adolescents hold strong opinions, but they don’t always know where and how they came to those beliefs. When a teacher pushes them to think critically about why they feel the way they do, it's easy for students to ignore them. But, when video conferencing with a teenager from another country who genuinely wants to know the answer, students often respond more thoughtfully.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A teacher interested in using Generation Global must register the school with the program first. Then he or she can access free lesson plans to introduce the basics of dialogue. Davis said one of his favorite elements of the product is its flexibility. Teachers can modify the lesson plans easily while still maintaining the spirit of the lesson.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Generation Global Definition of Dialogue\u003c/h3>\n\u003cp>Dialogue is an empowering process that enables students to encounter the other in a safe environment; transforming the unfamiliar into the familiar. It is profoundly reciprocal, and rooted in an open, mutually respectful approach.\u003c/p>\u003c/aside>\n\u003cp>“They trust that you know your students best,” Davis said. “The lessons are designed so you can get at the heart of the meaning of the lesson without following the lesson prescriptively.”\u003c/p>\n\u003cp>Students practice dialogue skills like active listening and speaking from the “I” perspective with one another in class. Thus, not only do students have the ability to dialogue about the personal experiences, values and beliefs of peers across the world, but in the lead-up they do the same with students who they’ve sat next to for years, but still might not know very well.\u003c/p>\n\u003cp>After students have been introduced to the skills involved in productive dialogue, the teacher can set up various types of interactions with classes in one of the 20 countries where schools have signed up for Generation Global. This can be done through the site and is painless, according to Davis. Teachers can choose a one-to-one dialogue with another class or they can choose to participate in a multipoint dialogue, where up to four classes are participating. All the dialogues are moderated by a trained facilitator who keeps the conversation moving, helps move past the awkward beginning and makes sure that everyone feel safe within the dialogue. The dialogues are all in English.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Y8mYC91P8JQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Additionally, Generation Global has a secure online dialogue feature that allows two classes to commit to a longer dialogue on a series of questions. The site groups students for a more intimate experience and they respond to one another in writing. Teachers and facilitators can see all these interactions, and the technology offers teachers a dashboard on their students’ participation, too.\u003c/p>\n\u003cp>“The great thing about dialogue is it enables you to get inside someone else’s perspective,” said Ian Jamison, head of education for Generation Global. “So you explore not knowledge, but experiences, values and beliefs.”\u003c/p>\n\u003cp>He stresses that the dialogue topics are usually not about specific curriculum because, while there is some overlap in the curricula of different countries, it can also vary widely. Instead, the program staff at Generation Global are interested in how students can build empathy for one another by learning about personal experiences of culture and the world.\u003c/p>\n\u003cp>The goal is to make the exotic familiar. “One of the side effects of familiarity is it makes it very hard to hang on to prejudice,” Jamison said. He described one video conference he facilitated between a class in Pakistan and a class in the U.K. In the course of the conversation one of the students in Pakistan said that Islam was illegal in the U.K. He was surprised to hear from a U.K. student of Pakistani descent that actually he was himself a Muslim and attended a mosque in Birmingham.\u003c/p>\n\u003cp>“That’s the kind of misinformed comment that doesn't help people get on with one another,” Jamison said. But when the students could look one another in the eye and hear a different narrative about a place they’d never been, it started to change their views about the world.\u003c/p>\n\u003cp>“One of the things we often take for granted is we often think of ourselves as ordinary and the other as exotic,” Jamison said. But every person can be exotic to someone living in a different culture, and these global dialogues can have a huge impact on the many biases and stereotypes that get passed around almost unconsciously.\u003c/p>\n\u003cp>\u003cstrong>SAFETY AND SECURITY\u003c/strong>\u003c/p>\n\u003cp>Generation Global takes safety and security seriously both because its staff know that students must feel emotionally safe to open up about personal experiences, but also because they know parents worry about student safety online. The schools that participate have been vetted by Generation Global and the video conferences and online chats take place in a secure environment that is never shared.\u003c/p>\n\u003cp>In many ways this program asks students to do something that many adults aren’t modeling well -- how to be respectful of someone with a different lived experience and opinion. The dialogue skills are particularly important when people disagree strongly.\u003c/p>\n\u003cp>“As a teacher it was so refreshing to have a facilitator make sure that safe space for dialogue and conversation was kept,” Davis said. Conversations can still get heated, but if a student gets worked up the facilitator will stop the conversation, ask participants to take a moment, and then work to re-establish safety before continuing the conversation.\u003c/p>\n\u003cp>Jamison sees the online dialogue as an equally important element of helping adolescents to develop positive habits around interactions online, something that again many adults do not model well for students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>School librarian Mary Ann Scheuer remembers a second grader who couldn’t keep up with the class during reading time. The child was a grade-level behind in reading, and while the rest of the class could sit quietly for 30 minutes, engrossed in \u003cem>Horrible Harry\u003c/em>, this child began to act out after ten frustrating minutes with the book. On Scheuer’s recommendation, the teacher introduced the student to the same story via an audiobook; he listened to the story, and then sat alone with the book to read on his own. Scheuer recalls the boy saying, \"I read it so much faster by myself after I listened to it!.\" She added, “It was a game changer for him.”\u003c/p>\n\u003cp>Teachers and parents who read aloud to children have long known that good stories have the power to captivate the most restless of kids. Before books became the main means of conveying information, spoken word was the vehicle for sharing culture, tradition and values. The continuation of those experiences depended on the attention of the listener. Being able to listen well and remember what was said was an essential part of the oral tradition.\u003c/p>\n\u003cp>Research underscores the link between listening and literacy. Work by \u003ca href=\"http://www.stanleyteacherprep.org/uploads/2/3/3/0/23305258/soh_the_early_catastrophe_-_the_30_million_word_gap_by_age_3_-_risley_and_hart_-_summary.pdf\">Betty Hart and Todd Risley\u003c/a> found that the vocabularies of three-year-olds were predictive of their language and reading skills at age ten. Studies carried out at \u003ca href=\"http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html\">Stanford\u003c/a> showed a gap in vocabularies between children of the well-off and those with lower socioeconomic status is apparent in children as young as 18 months. And professor \u003ca href=\"http://www.npr.org/sections/ed/2016/07/22/486452431/from-mozart-to-mr-rogers-literacy-music-and-the-brain\">Nina Kraus\u003c/a> at Northwestern University, who explores the complexity of sound processing in the brain, has found that a variety of factors, including income level and a mother’s education, play a role in how well children process sound—which in turn affects reading ability.\u003c/p>\n\u003cp>Educators like Mary Ann Scheuer, who has taught with and promoted audiobooks in the classroom -- and began her own blog \u003ca href=\"http://greatkidbooks.blogspot.com/\">Great Kid Books \u003c/a>-- sees how exposing kids to the spoken word via rich stories improves literacy. While books require readers to decode every word, stories told aloud free up the listener to connect with the story and the storyteller. “It provides an emotional connection to the narrator,” Scheuer said, which in turn motivates kids to continue listening. Well-told stories can also fill the vocabulary gap for those students who haven’t been exposed to a rich array of words over their lives. For children with already abundant vocabularies, listening to stories with more complex language expands their stable of words and exposes them to more sophisticated stories. Scheuer said her 8\u003csup>th\u003c/sup> grade daughter, who struggles with ADD, listened to Walter Isaacson’s massive biography of Steve Jobs—something she would have given up on in written form—while doodling in a notebook. “It pulled her in and kept her attention,” she said.\u003c/p>\n\u003cp>For Ashley Alicea, a third grade teacher at W.J. Gurganus Elementary School in Havelock, North Carolina, audiobooks have been most transformative for those kids who hate to read. “It almost seems to open up a world of reading for them,” Alicea said. She encourages kids to make a movie in their minds while listening—to visualize the story they’re hearing. Absent the need to decipher each word, reread for content, and then picture the story, these struggling readers listening to stories soon fall for the book itself, and are able to participate in class discussions about plot and character. Many kids go on to read the books after hearing them read aloud. And audiobooks help all readers improve their fluency: Alicea sometimes plays a paragraph, and invites her students to read it aloud and try to match the narrator’s pacing, tone, and expression. “Every modality and learning type can benefit from audiobooks,” Alicea said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Audiobooks and podcasts are popular ways of bringing stories to students, and each mode brings something unique to the class. William Weil, who with his wife founded the audiobook steaming service for schools, \u003ca href=\"https://www.tales2go.com/\">Tales2Go\u003c/a>, said that even kids surrounded by articulate adults benefit from hearing the complex words and sentences found in novels and nonfiction; correct usage is often lacking in ordinary conversation. Further, audiobooks come with “transcripts”—the book itself—which help support literacy. Finally, advances in digital technology allow teachers to bring audiobooks to the classroom without depending on dated cassettes or CDs: the site Tales2Go allows teachers and schools to buy instant, simultaneous, and unlimited access to audiobooks, letting students listen to stories on multiple devices.\u003c/p>\n\u003cp>Podcasts have their own virtues. Monica Brady-Myerov, who provides NPR podcasts to teachers through \u003ca href=\"https://listenwise.com/\">Listenwise\u003c/a>, said that hearing real people tell their stories triggers an emotional reaction among listeners. “Empathy comes from listening to other people tell their story, which improves learning,” she said—the same reason author \u003ca href=\"http://www.recode.net/2016/6/16/11934370/malcolm-gladwell-podcast-revisionist-history-mass-shootings\">Malcolm Gladwell\u003c/a> gave for starting his own podcast: to “move people emotionally.” Also, unlike audiobooks, which started on paper and were written to be read, podcasts are created to be heard. “That’s what moves the story along—the flow; it sounds better,” she said. Podcasts also often have the advantage of being shorter. What most podcasts don’t have, versus audiobooks? The editors or publishers who provide oversight. “A lot are provided by people who are just interested in the subject,” she said. This is fine, Brady-Myerov adds, except that the “tsunami of podcasts” makes it harder for teachers and parents to discern the legitimate from the looney.\u003c/p>\n\u003cp>For teachers eager to introduce audiobooks and podcasts to their classroom, the following compilation of stories have been recommended by educators and individuals cited in this post:\u003c/p>\n\u003cp>\u003cstrong>Audiobooks \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Preschool-second grade\u003c/span>\u003cbr>\n\u003cem>Creepy Carrots\u003c/em>, by James Naughton\u003cbr>\n\u003cem>Don’t Let the Pigeon Drive the Bus\u003c/em>, by Mo Willems\u003cbr>\n\u003cem>Dynamite Daniels\u003c/em>, by Nikki Grimes\u003cbr>\n\u003cem>Frog & Toad\u003c/em>, by Arnold Lobel\u003cbr>\n\u003cem>Mercy Watson\u003c/em>, by Kate DiCamillo\u003cbr>\n\u003cem>Magic Treehouse Series\u003c/em>, by Mary Pope Osborne\u003cbr>\n\u003cem>Year of the Dog\u003c/em>, by Grace Lin\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Elementary level\u003c/span>\u003cbr>\n\u003cem>What Elephants Know\u003c/em>, by Eric Dinerstein\u003cbr>\n\u003cem>Turtle in Paradise\u003c/em>, by Jennifer Holm\u003cbr>\n\u003cem>Bud, Not Buddy\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>The Watsons Go to Birmingham\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>H.O.R.S.E. A Game of Basketball and Imagination\u003c/em>, by Christopher Myers\u003cbr>\n\u003cem>Echo\u003c/em>, by Pam Munoz Ryan\u003cbr>\n\u003cem>Five, Six, Seven, Nate!\u003c/em> By Tim Federle\u003cbr>\n\u003cem>The Witches\u003c/em>, and \u003cem>BFG\u003c/em>, by Roald Dahl\u003cbr>\n\u003cem>Deep and Dark and Dangerous\u003c/em>, by Mary Downing Hahn\u003cbr>\n\u003cem>Ghetto Cowboy\u003c/em>, by G. Neri\u003cbr>\n\u003cem>The War That Saved My Life\u003c/em>, Kimberly Brubaker Bradley\u003cbr>\n\u003cem>Home of the Brave\u003c/em>, by Katherine Applegate\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Teenagers\u003c/span>\u003cbr>\n\u003cem>All American Boy,\u003c/em> by Jason Reynolds\u003cbr>\n\u003cem>Anna and the Swallow Man\u003c/em>, by Gavriel Savit\u003cbr>\n\u003cem>Nimona\u003c/em>, by Noelle Stevenson\u003cbr>\n\u003cem>The Darkest Part of the Forest\u003c/em>, by Holly Black\u003cbr>\n\u003cem>Eleanor & Park: A Novel\u003c/em>, by Rainbow Rowell\u003cbr>\n\u003cem>The Fault in Our Stars\u003c/em>, by John Green\u003c/p>\n\u003cp>\u003cstrong>Podcasts\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Pre-K to 3\u003cbr>\n\u003c/span>\u003cem>But Why?\u003c/em> – From Vermont Public Radio, starting with questions asked by young children. (Do bumblebees have hearts?)\u003cbr>\n\u003cem>Earsnacks\u003c/em> – An exploration of various topics, using kids’ voices, expert opinions, and music.\u003c/p>\n\u003cp>\u003cu>Grades 4 - 8\u003cbr>\n\u003c/u>\u003cem>Welcome to Nightvale – \u003c/em>A dark and funny exploration of the fictional town of Nightvale.\u003cbr>\n\u003cem>The Radio Adventures of Eleanor Amplified\u003c/em>– From WHYY in Philadelphia, this show follows young journalist and adventurer Eleanor, who goes from space to sea. With sound effects, lots of voices, and music.\u003c/p>\n\u003cp>\u003cu>Grades 9 - 12\u003cbr>\n\u003c/u>\u003cem>Lore\u003c/em> – Soon to be a TV show, this podcast examines the origins of vampires, witches and other grim historical tales.\u003cbr>\n\u003cem>Serial\u003c/em> – From NPR’s This American Life, these podcast series examine two dramatic events: the murder trial of Adnan Syed, and the disappearance of Sergeant Bowe Bergdahl from his unit in Afghanistan. (Adult content and language.)\u003cbr>\n\u003cem>Mortified\u003c/em> – Adults reading from their teenage diaries, with much embarrassment and humor. (Adult content and language.)\u003cbr>\n\u003cem>RadioLab\u003c/em> – From NPR, documentary-style examinations of real events and problems, told with music.\u003cbr>\n\u003cem>Revisionist History\u003c/em> – From Malcolm Gladwell, close looks at historical events that were either overlooked or possibly misinterpreted.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Are there other audiobooks we should know about? Please add to the list in the comments section below. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School librarian Mary Ann Scheuer remembers a second grader who couldn’t keep up with the class during reading time. The child was a grade-level behind in reading, and while the rest of the class could sit quietly for 30 minutes, engrossed in \u003cem>Horrible Harry\u003c/em>, this child began to act out after ten frustrating minutes with the book. On Scheuer’s recommendation, the teacher introduced the student to the same story via an audiobook; he listened to the story, and then sat alone with the book to read on his own. Scheuer recalls the boy saying, \"I read it so much faster by myself after I listened to it!.\" She added, “It was a game changer for him.”\u003c/p>\n\u003cp>Teachers and parents who read aloud to children have long known that good stories have the power to captivate the most restless of kids. Before books became the main means of conveying information, spoken word was the vehicle for sharing culture, tradition and values. The continuation of those experiences depended on the attention of the listener. Being able to listen well and remember what was said was an essential part of the oral tradition.\u003c/p>\n\u003cp>Research underscores the link between listening and literacy. Work by \u003ca href=\"http://www.stanleyteacherprep.org/uploads/2/3/3/0/23305258/soh_the_early_catastrophe_-_the_30_million_word_gap_by_age_3_-_risley_and_hart_-_summary.pdf\">Betty Hart and Todd Risley\u003c/a> found that the vocabularies of three-year-olds were predictive of their language and reading skills at age ten. Studies carried out at \u003ca href=\"http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html\">Stanford\u003c/a> showed a gap in vocabularies between children of the well-off and those with lower socioeconomic status is apparent in children as young as 18 months. And professor \u003ca href=\"http://www.npr.org/sections/ed/2016/07/22/486452431/from-mozart-to-mr-rogers-literacy-music-and-the-brain\">Nina Kraus\u003c/a> at Northwestern University, who explores the complexity of sound processing in the brain, has found that a variety of factors, including income level and a mother’s education, play a role in how well children process sound—which in turn affects reading ability.\u003c/p>\n\u003cp>Educators like Mary Ann Scheuer, who has taught with and promoted audiobooks in the classroom -- and began her own blog \u003ca href=\"http://greatkidbooks.blogspot.com/\">Great Kid Books \u003c/a>-- sees how exposing kids to the spoken word via rich stories improves literacy. While books require readers to decode every word, stories told aloud free up the listener to connect with the story and the storyteller. “It provides an emotional connection to the narrator,” Scheuer said, which in turn motivates kids to continue listening. Well-told stories can also fill the vocabulary gap for those students who haven’t been exposed to a rich array of words over their lives. For children with already abundant vocabularies, listening to stories with more complex language expands their stable of words and exposes them to more sophisticated stories. Scheuer said her 8\u003csup>th\u003c/sup> grade daughter, who struggles with ADD, listened to Walter Isaacson’s massive biography of Steve Jobs—something she would have given up on in written form—while doodling in a notebook. “It pulled her in and kept her attention,” she said.\u003c/p>\n\u003cp>For Ashley Alicea, a third grade teacher at W.J. Gurganus Elementary School in Havelock, North Carolina, audiobooks have been most transformative for those kids who hate to read. “It almost seems to open up a world of reading for them,” Alicea said. She encourages kids to make a movie in their minds while listening—to visualize the story they’re hearing. Absent the need to decipher each word, reread for content, and then picture the story, these struggling readers listening to stories soon fall for the book itself, and are able to participate in class discussions about plot and character. Many kids go on to read the books after hearing them read aloud. And audiobooks help all readers improve their fluency: Alicea sometimes plays a paragraph, and invites her students to read it aloud and try to match the narrator’s pacing, tone, and expression. “Every modality and learning type can benefit from audiobooks,” Alicea said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Audiobooks and podcasts are popular ways of bringing stories to students, and each mode brings something unique to the class. William Weil, who with his wife founded the audiobook steaming service for schools, \u003ca href=\"https://www.tales2go.com/\">Tales2Go\u003c/a>, said that even kids surrounded by articulate adults benefit from hearing the complex words and sentences found in novels and nonfiction; correct usage is often lacking in ordinary conversation. Further, audiobooks come with “transcripts”—the book itself—which help support literacy. Finally, advances in digital technology allow teachers to bring audiobooks to the classroom without depending on dated cassettes or CDs: the site Tales2Go allows teachers and schools to buy instant, simultaneous, and unlimited access to audiobooks, letting students listen to stories on multiple devices.\u003c/p>\n\u003cp>Podcasts have their own virtues. Monica Brady-Myerov, who provides NPR podcasts to teachers through \u003ca href=\"https://listenwise.com/\">Listenwise\u003c/a>, said that hearing real people tell their stories triggers an emotional reaction among listeners. “Empathy comes from listening to other people tell their story, which improves learning,” she said—the same reason author \u003ca href=\"http://www.recode.net/2016/6/16/11934370/malcolm-gladwell-podcast-revisionist-history-mass-shootings\">Malcolm Gladwell\u003c/a> gave for starting his own podcast: to “move people emotionally.” Also, unlike audiobooks, which started on paper and were written to be read, podcasts are created to be heard. “That’s what moves the story along—the flow; it sounds better,” she said. Podcasts also often have the advantage of being shorter. What most podcasts don’t have, versus audiobooks? The editors or publishers who provide oversight. “A lot are provided by people who are just interested in the subject,” she said. This is fine, Brady-Myerov adds, except that the “tsunami of podcasts” makes it harder for teachers and parents to discern the legitimate from the looney.\u003c/p>\n\u003cp>For teachers eager to introduce audiobooks and podcasts to their classroom, the following compilation of stories have been recommended by educators and individuals cited in this post:\u003c/p>\n\u003cp>\u003cstrong>Audiobooks \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Preschool-second grade\u003c/span>\u003cbr>\n\u003cem>Creepy Carrots\u003c/em>, by James Naughton\u003cbr>\n\u003cem>Don’t Let the Pigeon Drive the Bus\u003c/em>, by Mo Willems\u003cbr>\n\u003cem>Dynamite Daniels\u003c/em>, by Nikki Grimes\u003cbr>\n\u003cem>Frog & Toad\u003c/em>, by Arnold Lobel\u003cbr>\n\u003cem>Mercy Watson\u003c/em>, by Kate DiCamillo\u003cbr>\n\u003cem>Magic Treehouse Series\u003c/em>, by Mary Pope Osborne\u003cbr>\n\u003cem>Year of the Dog\u003c/em>, by Grace Lin\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Elementary level\u003c/span>\u003cbr>\n\u003cem>What Elephants Know\u003c/em>, by Eric Dinerstein\u003cbr>\n\u003cem>Turtle in Paradise\u003c/em>, by Jennifer Holm\u003cbr>\n\u003cem>Bud, Not Buddy\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>The Watsons Go to Birmingham\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>H.O.R.S.E. A Game of Basketball and Imagination\u003c/em>, by Christopher Myers\u003cbr>\n\u003cem>Echo\u003c/em>, by Pam Munoz Ryan\u003cbr>\n\u003cem>Five, Six, Seven, Nate!\u003c/em> By Tim Federle\u003cbr>\n\u003cem>The Witches\u003c/em>, and \u003cem>BFG\u003c/em>, by Roald Dahl\u003cbr>\n\u003cem>Deep and Dark and Dangerous\u003c/em>, by Mary Downing Hahn\u003cbr>\n\u003cem>Ghetto Cowboy\u003c/em>, by G. Neri\u003cbr>\n\u003cem>The War That Saved My Life\u003c/em>, Kimberly Brubaker Bradley\u003cbr>\n\u003cem>Home of the Brave\u003c/em>, by Katherine Applegate\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Teenagers\u003c/span>\u003cbr>\n\u003cem>All American Boy,\u003c/em> by Jason Reynolds\u003cbr>\n\u003cem>Anna and the Swallow Man\u003c/em>, by Gavriel Savit\u003cbr>\n\u003cem>Nimona\u003c/em>, by Noelle Stevenson\u003cbr>\n\u003cem>The Darkest Part of the Forest\u003c/em>, by Holly Black\u003cbr>\n\u003cem>Eleanor & Park: A Novel\u003c/em>, by Rainbow Rowell\u003cbr>\n\u003cem>The Fault in Our Stars\u003c/em>, by John Green\u003c/p>\n\u003cp>\u003cstrong>Podcasts\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Pre-K to 3\u003cbr>\n\u003c/span>\u003cem>But Why?\u003c/em> – From Vermont Public Radio, starting with questions asked by young children. (Do bumblebees have hearts?)\u003cbr>\n\u003cem>Earsnacks\u003c/em> – An exploration of various topics, using kids’ voices, expert opinions, and music.\u003c/p>\n\u003cp>\u003cu>Grades 4 - 8\u003cbr>\n\u003c/u>\u003cem>Welcome to Nightvale – \u003c/em>A dark and funny exploration of the fictional town of Nightvale.\u003cbr>\n\u003cem>The Radio Adventures of Eleanor Amplified\u003c/em>– From WHYY in Philadelphia, this show follows young journalist and adventurer Eleanor, who goes from space to sea. With sound effects, lots of voices, and music.\u003c/p>\n\u003cp>\u003cu>Grades 9 - 12\u003cbr>\n\u003c/u>\u003cem>Lore\u003c/em> – Soon to be a TV show, this podcast examines the origins of vampires, witches and other grim historical tales.\u003cbr>\n\u003cem>Serial\u003c/em> – From NPR’s This American Life, these podcast series examine two dramatic events: the murder trial of Adnan Syed, and the disappearance of Sergeant Bowe Bergdahl from his unit in Afghanistan. (Adult content and language.)\u003cbr>\n\u003cem>Mortified\u003c/em> – Adults reading from their teenage diaries, with much embarrassment and humor. (Adult content and language.)\u003cbr>\n\u003cem>RadioLab\u003c/em> – From NPR, documentary-style examinations of real events and problems, told with music.\u003cbr>\n\u003cem>Revisionist History\u003c/em> – From Malcolm Gladwell, close looks at historical events that were either overlooked or possibly misinterpreted.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Are there other audiobooks we should know about? Please add to the list in the comments section below. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Can Teachers Help Students See Themselves in the Curriculum?",
"title": "How Can Teachers Help Students See Themselves in the Curriculum?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>“What’s your plan?” yells a panting eight-year-old as he runs up to a group of his classmates working to build protected shelters for the kindergarteners out of recycled Christmas trees. The video is shot from his perspective and the viewer can not only hear his steps crunching in the snow, but hear his panting breath and his heart beat as they experience this school project from his perspective. It’s all part of third grade teacher \u003ca href=\"https://twitter.com/cordym?lang=en\" target=\"_blank\">Michelle Cordy’s\u003c/a> plan to help students see themselves in the curriculum and take ownership over their work.\u003c/p>\n\u003cp>Cordy first got the idea to put GoPro cameras on her students from her husband, who teaches kindergarten in an outdoor education program. He had tried equipping students with a GoPro to see what the day was like from their perspective and brought the video home for viewing. Cordy said they were on the floor laughing at the things students said and did. But it got her thinking about how she could use cameras to be places she wasn’t.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xAsRaoLW0b0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We realized that we saw things that we miss because our attention is in different places,” Cordy said. Seeing the world from the height of an eight-year-old’s chest (that’s where the camera is strapped) changed how Cordy viewed what was happening in her classroom. She started calling camera-wearers the “Hero of the Day” and tasked them with checking in on each group as they worked on a project.\u003c/p>\n\u003cp>When a classmate asked students, “What is your plan?” it forced them to stop, think about their plan, and reflect upon it, something that might have gotten lost in the excitement of being outside building.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It ended up being this cool tool for kids to be metacognitive,” Cordy said. It’s also serving as a duplicate set of eyes for Cordy. She takes the raw footage home, and while trying not to get too nauseous from the jerky cameras, she edits it down into something more meaningful she can show her class later.\u003c/p>\n\u003cp>“It served a double purpose of capturing in the moment stop, think and justify,” Cordy said. She also found she could see soft skills at work as students worked with one another, shared tools and tried to apply what they were learning to the project. When rewatching the video with students, Cordy could stop and have a discussion with the class about an interaction and how it could have gone differently. The whole class became part of a reflective conversation that otherwise would have just been between the teacher and a few kids.\u003c/p>\n\u003cfigure id=\"attachment_46530\" class=\"wp-caption aligncenter\" style=\"max-width: 1273px\">\u003cimg class=\"size-full wp-image-46530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/kindies-in-fort.png\" alt=\"Kindergarteners enjoying the fort the third graders made for them.\" width=\"1273\" height=\"672\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort.png 1273w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-400x211.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-800x422.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-768x405.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-1180x623.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-960x507.png 960w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarteners enjoying the fort the third graders made for them. \u003ccite>(Courtesy Michelle Cordy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The same goes for moments of bad behavior or altercations between students. In the moment everyone is riled up, including the teacher, who is frustrated at the behavior she sees. But later, when everyone has some distance from the event and it has cooled off, Cordy can have a very different conversation with students about what happened.\u003c/p>\n\u003cp>“If you can catch it from their perspective and get a little bit of distance from it, all of a sudden you’re able to teach these soft skills,” Cordy said. “You’re taking some of the heat out of them.”\u003c/p>\n\u003cp>Obviously editing down hours of GoPro footage and showing it in class is time consuming, so Cordy only uses her GoPros when she has planned a particularly hands-on lesson or a big activity, like the Christmas tree shelters, that students have been planning and talking about for awhile.\u003c/p>\n\u003cp>“You can do this instead of something else if you think it’s a bit more powerful, a bit more engaging, that it’s going to get to something better than other technology,” Cordy said. Her students love seeing and hearing themselves on film. They love being the Hero of the Day and they ask to watch the videos over and over again, the same way they would with a favorite toy or book.\u003c/p>\n\u003cp>Adding GoPros into the mix also helps Cordy identify things about her lesson that she didn’t necessarily anticipate. In the snow shelter video, for example, it was a surprise to her when students said they had no plan. They’d been working in groups to design their shelters and think about materials for days before actually getting outside to build. Cordy felt like the exercise had been well-scaffolded, so it was useful to see in real time how students needed reminding about their planning work.\u003c/p>\n\u003cp>Cordy teaches at a public school in a middle-income neighborhood in London, Ontario. She has a big curriculum to cover, just like many other public school teachers, but she sees it as her duty to not just get through the content and help kids learn what they’re expected to master by the end of grade three, but also to find ways for them to see themselves in the curriculum.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/CVh1ZxlwW14?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Any kind of video where you can honor the children as powerful learners leads to them seeing themselves in the curriculum,” Cordy said. But she also tries to make space for choice and passion even when GoPros aren’t part of the strategy. “It’s up to educators to carve out that room to do what we know we need and want, and that our kids need and want.”\u003c/p>\n\u003cp>She compared the process to budgeting money in life. She makes sure to pay her mortgage and grocery bills, but also budgets for fun and home improvement. Teachers have to make sure they cover the bases for testing and curriculum, but still budget time for the fun, exploratory and child-honoring activities that kids will remember, but that also tend to take more time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When Cordy feels bogged down in things like grade three end-of-year testing, she tries to \u003ca href=\"https://www.youtube.com/watch?v=vVLwlsBRrCs\" target=\"_blank\">reach out to other like-minded educators\u003c/a> she’s met in her district, at conferences, or on Twitter. “Talking to other educators who are passionate and engaged is like putting on an oxygen mask,” Cordy said. Their energy and commitment help remind her why she loves teaching, and the deeper mission and goals she has for her student learning that go way beyond what’s in the curriculum.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“What’s your plan?” yells a panting eight-year-old as he runs up to a group of his classmates working to build protected shelters for the kindergarteners out of recycled Christmas trees. The video is shot from his perspective and the viewer can not only hear his steps crunching in the snow, but hear his panting breath and his heart beat as they experience this school project from his perspective. It’s all part of third grade teacher \u003ca href=\"https://twitter.com/cordym?lang=en\" target=\"_blank\">Michelle Cordy’s\u003c/a> plan to help students see themselves in the curriculum and take ownership over their work.\u003c/p>\n\u003cp>Cordy first got the idea to put GoPro cameras on her students from her husband, who teaches kindergarten in an outdoor education program. He had tried equipping students with a GoPro to see what the day was like from their perspective and brought the video home for viewing. Cordy said they were on the floor laughing at the things students said and did. But it got her thinking about how she could use cameras to be places she wasn’t.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/xAsRaoLW0b0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We realized that we saw things that we miss because our attention is in different places,” Cordy said. Seeing the world from the height of an eight-year-old’s chest (that’s where the camera is strapped) changed how Cordy viewed what was happening in her classroom. She started calling camera-wearers the “Hero of the Day” and tasked them with checking in on each group as they worked on a project.\u003c/p>\n\u003cp>When a classmate asked students, “What is your plan?” it forced them to stop, think about their plan, and reflect upon it, something that might have gotten lost in the excitement of being outside building.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It ended up being this cool tool for kids to be metacognitive,” Cordy said. It’s also serving as a duplicate set of eyes for Cordy. She takes the raw footage home, and while trying not to get too nauseous from the jerky cameras, she edits it down into something more meaningful she can show her class later.\u003c/p>\n\u003cp>“It served a double purpose of capturing in the moment stop, think and justify,” Cordy said. She also found she could see soft skills at work as students worked with one another, shared tools and tried to apply what they were learning to the project. When rewatching the video with students, Cordy could stop and have a discussion with the class about an interaction and how it could have gone differently. The whole class became part of a reflective conversation that otherwise would have just been between the teacher and a few kids.\u003c/p>\n\u003cfigure id=\"attachment_46530\" class=\"wp-caption aligncenter\" style=\"max-width: 1273px\">\u003cimg class=\"size-full wp-image-46530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/kindies-in-fort.png\" alt=\"Kindergarteners enjoying the fort the third graders made for them.\" width=\"1273\" height=\"672\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort.png 1273w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-400x211.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-800x422.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-768x405.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-1180x623.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/kindies-in-fort-960x507.png 960w\" sizes=\"(max-width: 1273px) 100vw, 1273px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarteners enjoying the fort the third graders made for them. \u003ccite>(Courtesy Michelle Cordy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The same goes for moments of bad behavior or altercations between students. In the moment everyone is riled up, including the teacher, who is frustrated at the behavior she sees. But later, when everyone has some distance from the event and it has cooled off, Cordy can have a very different conversation with students about what happened.\u003c/p>\n\u003cp>“If you can catch it from their perspective and get a little bit of distance from it, all of a sudden you’re able to teach these soft skills,” Cordy said. “You’re taking some of the heat out of them.”\u003c/p>\n\u003cp>Obviously editing down hours of GoPro footage and showing it in class is time consuming, so Cordy only uses her GoPros when she has planned a particularly hands-on lesson or a big activity, like the Christmas tree shelters, that students have been planning and talking about for awhile.\u003c/p>\n\u003cp>“You can do this instead of something else if you think it’s a bit more powerful, a bit more engaging, that it’s going to get to something better than other technology,” Cordy said. Her students love seeing and hearing themselves on film. They love being the Hero of the Day and they ask to watch the videos over and over again, the same way they would with a favorite toy or book.\u003c/p>\n\u003cp>Adding GoPros into the mix also helps Cordy identify things about her lesson that she didn’t necessarily anticipate. In the snow shelter video, for example, it was a surprise to her when students said they had no plan. They’d been working in groups to design their shelters and think about materials for days before actually getting outside to build. Cordy felt like the exercise had been well-scaffolded, so it was useful to see in real time how students needed reminding about their planning work.\u003c/p>\n\u003cp>Cordy teaches at a public school in a middle-income neighborhood in London, Ontario. She has a big curriculum to cover, just like many other public school teachers, but she sees it as her duty to not just get through the content and help kids learn what they’re expected to master by the end of grade three, but also to find ways for them to see themselves in the curriculum.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/CVh1ZxlwW14?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Any kind of video where you can honor the children as powerful learners leads to them seeing themselves in the curriculum,” Cordy said. But she also tries to make space for choice and passion even when GoPros aren’t part of the strategy. “It’s up to educators to carve out that room to do what we know we need and want, and that our kids need and want.”\u003c/p>\n\u003cp>She compared the process to budgeting money in life. She makes sure to pay her mortgage and grocery bills, but also budgets for fun and home improvement. Teachers have to make sure they cover the bases for testing and curriculum, but still budget time for the fun, exploratory and child-honoring activities that kids will remember, but that also tend to take more time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Cordy feels bogged down in things like grade three end-of-year testing, she tries to \u003ca href=\"https://www.youtube.com/watch?v=vVLwlsBRrCs\" target=\"_blank\">reach out to other like-minded educators\u003c/a> she’s met in her district, at conferences, or on Twitter. “Talking to other educators who are passionate and engaged is like putting on an oxygen mask,” Cordy said. Their energy and commitment help remind her why she loves teaching, and the deeper mission and goals she has for her student learning that go way beyond what’s in the curriculum.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "From Dabbling to Doing: 6 Tools That Excite Kids About Coding",
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"content": "\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s clear coding and computer science have become key priorities in K-12 education. From \u003ca href=\"http://www.geekwire.com/2016/code-org-lands-23m-as-u-s-business-leaders-call-on-congress-to-fund-computer-science-education/\">Code.org’s massive round of funding\u003c/a> and \u003ca href=\"http://www.csecoalition.org/wp-content/uploads/2016/04/OpenLetter-PressRelease-FINAL.pdf\">the formulation of the Computer Science Coalition\u003c/a> to \u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">President Obama’s Computer Science For All initiative\u003c/a> to big school districts, like the San Francisco Unified School District, building \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2015-news-archive/06/board-approves-plans-to-expand-computer-science-curriculum-to-all-grades.html\">K-12 computer science curriculum\u003c/a> – there’s indications that this is more than a passing fad.\u003c/p>\n\u003cp>Many educators are excited about the opportunities coding and computer science offer students, but with these new curricular priorities come the major practical, pedagogical challenges of building a scope and sequence and then transforming it into units and lessons (not to mention, you know, teaching). Given the problems computer science has had \u003ca href=\"http://www.pbs.org/newshour/updates/teaching-coding-kids-key-closing-fields-diversity-gap/\">meeting the needs of all students\u003c/a> -- especially early on -- there’s some tough challenges ahead for school leaders and educators to make sure computer science for all doesn’t fall flat.\u003c/p>\n\u003cp>If we just focus on the coding part of the equation (computer science is its own set of challenges), there’s some good news. Learning designers have been hard at work cracking three of the biggest make or break challenges facing learn to code initiatives: hooking kids (especially girls) early, crossing the chasm between drag-and-drop and written code, and providing interest-driven projects that fuel learning outside school.\u003c/p>\n\u003cp>Below I’ve highlighted some great coding apps and websites already out there that tackle these three big challenges in inventive ways, providing opportunities for learners of all ages and backgrounds opportunities to dabble then dive-in to coding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Hooking kids early\u003c/strong>\u003c/p>\n\u003cp>Tools that spark interest in coding through creativity and puzzle solving while teaching the basic premises of logic and sequencing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/scratch\">Scratch\u003cbr>\n\u003c/a>Scratch, as far as learning tools go, is a classic, and for good reason. It distills down the basic core competencies of programming into an easy to use and manipulate visual block system that’s been adopted by numerous other tools. What distinguishes Scratch though is its boundless creative possibilities and healthy community which encourage learners to express themselves and share their work. It’s the perfect option for creative kids.\u003c/p>\n\u003cp>https://vimeo.com/65583694\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/cork-the-volcano-puzzlets-0\">Cork The Volcano -- Puzzlets\u003cbr>\n\u003c/a>For many early learners, it can be useful to supplement digital coding and interaction with physical, hands-on activity. Cork the Volcano, an app for the Puzzlets platform, uses a similar, but stripped-down, visual block system like Scratch, and focuses on puzzle solving rather than creation. Kids sequence physical blocks on a game board in front of them that causes things to move and behave in the puzzle game. It can be an effective way to jumpstart interest in programmatic thinking for those kids that love problem solving.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Z_tp1MPRmT0\u003c/p>\n\u003cp>\u003cstrong>Crossing the chasm \u003c/strong>\u003c/p>\n\u003cp>Tools that move kids elegantly toward writing actual code and learning languages and syntax while still providing engaging contexts.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gamemaker-studio\">GameMaker: Studio\u003cbr>\n\u003c/a>For Scratch users, GameMaker provides a nice next step. It still has the drag-and-drop elements of Scratch as well as the all-in-one experience of design, art asset creation, and coding, but introduces much more fine-tuned control and incredible depth. GameMaker will level-up along with kids’ sensibilities, allowing them to more fully realize the types of games they envision.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=7XDcSXVUGsE\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/codemonkey\">CodeMonkey\u003cbr>\n\u003c/a>If GameMaker is a bit too much, CodeMonkey is a nice option for easing into more complex platforms. Like Puzzlets, CodeMonkey uses problem solving to motivate curious kids. Unlike Puzzlets, however, CodeMonkey is entirely digital. CodeMonkey also leaps across the chasm, introducing kids to written scripting using CoffeScript, a great introductory language that’ll help kids learn syntax.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=o3geZ_0r_3Q\u003c/p>\n\u003cp>\u003cstrong>Harnessing interests\u003c/strong>\u003c/p>\n\u003cp>Tools that expand the horizons to what code can do, showing kids how code can be useful no matter their interests and background.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/google-cs-first\">Google CS First\u003cbr>\n\u003c/a>More curriculum than tool, Google CS First provides instructional support for kids in grades 4-8 to learn actual coding. The key with CS First, though, is that it allows kids to choose from a set of varied interests (everything from fashion to sports to music), and then uses those topics to drive coding projects. There are also grab-and-go resources for educators to start up clubs in their schools or communities.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=3U5OYQ6ehm0\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/vidcode\">Vidcode\u003cbr>\n\u003c/a>From Instagram to Snapchat to Facebook, just about every teen uses some kind of social media. Vidcode uses the established grammar of social media -- filters, memes, and animation -- as an irresistible context for creative JavaScript coding projects that are genuinely fun and relevant to teens. Paid upgrades also add advanced tutorials as well as curriculum and lesson plans educators can use to get whole classes up and running.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=QuxMsQJIyPQ\u003c/p>\n\u003cp>Of course, there’s much more out there. We’ve got Top Picks lists featuring many more tools over on Common Sense Education for \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-elementary\">elementary\u003c/a>, \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-middle-school\">middle school\u003c/a>, and \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-high-school\">high school\u003c/a> you can check out. And don’t get me wrong; I’m not arguing that these tools solve the problem of computer science for all (after all, I’ve only focused on coding), or that these are the only three challenges facing such an ambitious shift in K-12 education. However, if the promise of computer science for all has hope of being achieved, we need to beyond traditional curricular approaches. We need to supplement or reinvent curriculum with informal resources – the kinds of passion-driven, authentic experiences much better equipped to ignite meaningful interest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, \u003cem>which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>It’s clear coding and computer science have become key priorities in K-12 education. From \u003ca href=\"http://www.geekwire.com/2016/code-org-lands-23m-as-u-s-business-leaders-call-on-congress-to-fund-computer-science-education/\">Code.org’s massive round of funding\u003c/a> and \u003ca href=\"http://www.csecoalition.org/wp-content/uploads/2016/04/OpenLetter-PressRelease-FINAL.pdf\">the formulation of the Computer Science Coalition\u003c/a> to \u003ca href=\"https://www.whitehouse.gov/blog/2016/01/30/computer-science-all\">President Obama’s Computer Science For All initiative\u003c/a> to big school districts, like the San Francisco Unified School District, building \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2015-news-archive/06/board-approves-plans-to-expand-computer-science-curriculum-to-all-grades.html\">K-12 computer science curriculum\u003c/a> – there’s indications that this is more than a passing fad.\u003c/p>\n\u003cp>Many educators are excited about the opportunities coding and computer science offer students, but with these new curricular priorities come the major practical, pedagogical challenges of building a scope and sequence and then transforming it into units and lessons (not to mention, you know, teaching). Given the problems computer science has had \u003ca href=\"http://www.pbs.org/newshour/updates/teaching-coding-kids-key-closing-fields-diversity-gap/\">meeting the needs of all students\u003c/a> -- especially early on -- there’s some tough challenges ahead for school leaders and educators to make sure computer science for all doesn’t fall flat.\u003c/p>\n\u003cp>If we just focus on the coding part of the equation (computer science is its own set of challenges), there’s some good news. Learning designers have been hard at work cracking three of the biggest make or break challenges facing learn to code initiatives: hooking kids (especially girls) early, crossing the chasm between drag-and-drop and written code, and providing interest-driven projects that fuel learning outside school.\u003c/p>\n\u003cp>Below I’ve highlighted some great coding apps and websites already out there that tackle these three big challenges in inventive ways, providing opportunities for learners of all ages and backgrounds opportunities to dabble then dive-in to coding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Hooking kids early\u003c/strong>\u003c/p>\n\u003cp>Tools that spark interest in coding through creativity and puzzle solving while teaching the basic premises of logic and sequencing.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/scratch\">Scratch\u003cbr>\n\u003c/a>Scratch, as far as learning tools go, is a classic, and for good reason. It distills down the basic core competencies of programming into an easy to use and manipulate visual block system that’s been adopted by numerous other tools. What distinguishes Scratch though is its boundless creative possibilities and healthy community which encourage learners to express themselves and share their work. It’s the perfect option for creative kids.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/cork-the-volcano-puzzlets-0\">Cork The Volcano -- Puzzlets\u003cbr>\n\u003c/a>For many early learners, it can be useful to supplement digital coding and interaction with physical, hands-on activity. Cork the Volcano, an app for the Puzzlets platform, uses a similar, but stripped-down, visual block system like Scratch, and focuses on puzzle solving rather than creation. Kids sequence physical blocks on a game board in front of them that causes things to move and behave in the puzzle game. It can be an effective way to jumpstart interest in programmatic thinking for those kids that love problem solving.\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/Z_tp1MPRmT0'\n title='//www.youtube.com/embed/Z_tp1MPRmT0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Crossing the chasm \u003c/strong>\u003c/p>\n\u003cp>Tools that move kids elegantly toward writing actual code and learning languages and syntax while still providing engaging contexts.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/game/gamemaker-studio\">GameMaker: Studio\u003cbr>\n\u003c/a>For Scratch users, GameMaker provides a nice next step. It still has the drag-and-drop elements of Scratch as well as the all-in-one experience of design, art asset creation, and coding, but introduces much more fine-tuned control and incredible depth. GameMaker will level-up along with kids’ sensibilities, allowing them to more fully realize the types of games they envision.\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/7XDcSXVUGsE'\n title='//www.youtube.com/embed/7XDcSXVUGsE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/codemonkey\">CodeMonkey\u003cbr>\n\u003c/a>If GameMaker is a bit too much, CodeMonkey is a nice option for easing into more complex platforms. Like Puzzlets, CodeMonkey uses problem solving to motivate curious kids. Unlike Puzzlets, however, CodeMonkey is entirely digital. CodeMonkey also leaps across the chasm, introducing kids to written scripting using CoffeScript, a great introductory language that’ll help kids learn syntax.\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/o3geZ_0r_3Q'\n title='//www.youtube.com/embed/o3geZ_0r_3Q'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Harnessing interests\u003c/strong>\u003c/p>\n\u003cp>Tools that expand the horizons to what code can do, showing kids how code can be useful no matter their interests and background.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/google-cs-first\">Google CS First\u003cbr>\n\u003c/a>More curriculum than tool, Google CS First provides instructional support for kids in grades 4-8 to learn actual coding. The key with CS First, though, is that it allows kids to choose from a set of varied interests (everything from fashion to sports to music), and then uses those topics to drive coding projects. There are also grab-and-go resources for educators to start up clubs in their schools or communities.\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/3U5OYQ6ehm0'\n title='//www.youtube.com/embed/3U5OYQ6ehm0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/vidcode\">Vidcode\u003cbr>\n\u003c/a>From Instagram to Snapchat to Facebook, just about every teen uses some kind of social media. Vidcode uses the established grammar of social media -- filters, memes, and animation -- as an irresistible context for creative JavaScript coding projects that are genuinely fun and relevant to teens. Paid upgrades also add advanced tutorials as well as curriculum and lesson plans educators can use to get whole classes up and running.\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/QuxMsQJIyPQ'\n title='//www.youtube.com/embed/QuxMsQJIyPQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Of course, there’s much more out there. We’ve got Top Picks lists featuring many more tools over on Common Sense Education for \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-elementary\">elementary\u003c/a>, \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-middle-school\">middle school\u003c/a>, and \u003ca href=\"https://www.commonsense.org/education/top-picks/best-coding-tools-for-high-school\">high school\u003c/a> you can check out. And don’t get me wrong; I’m not arguing that these tools solve the problem of computer science for all (after all, I’ve only focused on coding), or that these are the only three challenges facing such an ambitious shift in K-12 education. However, if the promise of computer science for all has hope of being achieved, we need to beyond traditional curricular approaches. We need to supplement or reinvent curriculum with informal resources – the kinds of passion-driven, authentic experiences much better equipped to ignite meaningful interest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan class=\"il\">Tanner\u003c/span> Higgin is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, \u003cem>which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>BOSTON – On the cramped urban campus of Boston Latin School, high-school students grow an acre’s worth of vegetables in an old shipping container that’s been transformed into a computer-controlled hydroponic \u003ca href=\"http://www.blsleafygreenmachine.org\">farm\u003c/a>. Using a wall-mounted keyboard or a mobile app, the student farmers can monitor their crops, tweak the climate, make it rain and schedule every ultraviolet sunrise.\u003c/p>\n\u003cp>In a few decades, nine billion people will crowd our planet, and the challenge of sustainably feeding everybody has sparked a boom in high-tech farming that is now budding up in schools. These farms offer hands-on learning about everything from plant physiology to computer science, along with insights into the complexities and controversies of sustainability. The school farms are also incubators, joining a larger online community of farm hackers.\u003c/p>\n\u003cp>“We are constantly experimenting,” said Catherine Arnold, a Boston Latin history teacher who oversees the environmental club that runs the farm as an extracurricular activity. It was built by a Boston startup called \u003ca href=\"http://www.freightfarms.com\">Freight Farms\u003c/a>, which “upcycles” discarded shipping containers into “Leafy Green Machines” for small-scale growers and restaurants, as well as a dozen schools and colleges.\u003c/p>\n\u003cp>The latest version of a freight farm costs $82,000. Boston Latin has a cheaper, earlier version, paid for with a green-schools grant. The students have been giving their food away but plan to sell produce to parents and neighbors this year, to cover the annual cost of seeds, nutrients and other supplies.\u003c/p>\n\u003cp>On a recent morning, Arnold showed off rows of spinach, peppers, tomatoes, lettuces, green beans and herbs hanging below drip irrigation that was bathing the roots in a recirculating mix of water and nutrients. The plants grew out of a recycled plastic mesh rather than soil and were lit by thin strips of LED lights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When the school’s farm opened in 2014, Freight Farms staffers taught students about crops that have a proven hydroponic track record and their preferred mixes of temperature, nutrients, moisture and other factors. But Arnold said the real learning comes from trying new things.\u003c/p>\n\u003cp>“They never said you can grow green beans, but we have two varieties,” Arnold said. “This year, we’re going to try carrots and turnips. Anything the students want to try, we’re going see what happens.”\u003c/p>\n\u003cfigure id=\"attachment_46411\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-46411\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o.jpeg\" alt=\"James O’Brien, a Connecticut high school senior, built and programmed his own “food computer” after watching a TED talk on YouTube; then he demonstrated the computer and the lettuce he grew with it to middle schoolers at a local summer camp. \" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o.jpeg 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o-400x300.jpeg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">James O’Brien, a Connecticut high school senior, built and programmed his own “food computer” after watching a TED talk on YouTube; then he demonstrated the computer and the lettuce he grew with it to middle schoolers at a local summer camp. \u003ccite>(Eileen O’Brien)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A video camera and sensors send real-time data about the growing environment to a computer that triggers farm systems set to schedules and thresholds (such as carbon dioxide or nitrogen levels). Students monitor and control it all, on site or with a mobile app. According to Graeme Marcoux, a high-school environmental and marine science teacher in Salem, Massachusetts, whose school \u003ca href=\"http://www.massfarmtoschool.org/2016/06/07/salem-high-schools-garden-featured-on-cbs/\">set up a freight farm\u003c/a> last spring, the remote access is essential, because only so many students can work inside a 320-square-foot box, and because farming doesn’t stop when the bell rings.\u003c/p>\n\u003cp>“My students can collect data on the farm from anywhere, whenever they want to,” said Marcoux, who teaches a vocational course (worth one science credit) in hydroponics and aquaculture.\u003c/p>\n\u003cp>Besides passing on technical knowhow, Marcoux encourages class debates about food sustainability. The many high-tech automated \u003ca href=\"https://www.theguardian.com/environment/2016/aug/14/world-largest-vertical-farm-newark-green-revolution\">“vertical farms”\u003c/a> popping up in cities around the world have a shared mission of growing more food locally, while using a lot less land and water than conventional farms. Being indoors means no pesticides, and their closed systems mean they don’t poison waterways with fertilizer runoff.\u003c/p>\n\u003cp>But \u003ca href=\"http://news.cornell.edu/stories/2014/02/indoor-urban-farms-called-wasteful-pie-sky\">critics\u003c/a> say that indoor farms are energy hogs. A farm like the one at Boston Latin, for instance, uses enough energy to power about two and a half American households. Of course, conventional agriculture also has many hidden energy costs, from shipping food, refrigerating storage facilities, manufacturing and operating massive farm equipment, and moving and treating all that irrigation water. Plus, rapid gains in LED efficiency and renewable energy will help shrink the carbon footprint of indoor farms.\u003c/p>\n\u003cp>“It’s a great debate to have with the students, because by the end of that debate everybody has a much deeper sense of what actually makes something sustainable,” said Marcoux.\u003c/p>\n\u003cp>The Freight Farm app links to a repository of articles about everything from crop scheduling to food safety. There’s also a Facebook group of freight farmers who are a ready source of ideas and advice on topics such as how to deal with tiny spots on your lettuce or how best to keep the humidity under control.\u003c/p>\n\u003cp>The potential of networked farmers swapping expertise and experimental results – call it crowdsourcing crops – is also at the heart of \u003ca href=\"http://openag.media.mit.edu\">OpenAg\u003c/a>, an initiative of MIT’s Media Lab, led by research scientist Caleb Harper. In 2015, the OpenAg group gave a handful of local schools prototypes of their “personal food computers,” which are tabletop hydroponic farms that users program with “climate recipes.” Every recipe, as well as the user-interface code, is open-source and posted online for use by a global community of green-thumbed hackers.\u003c/p>\n\u003cp>One of the early food-computer recipients was the Shady Hill School, a private preK-8 academy not far from MIT in Cambridge, where students grew basil, sage and various leafy greens.\u003c/p>\n\u003cp>Every grade had some access to the food computer. The first-graders, for instance, featured it in their “farm to table” unit, alongside food grown in an outdoor garden.\u003c/p>\n\u003cp>“They could not only measure the plants, they could see and measure the growing roots,” said Will Borden, Shady Hill’s director of academic technology.\u003c/p>\n\u003cp>“To imagine you could help feed people with this computer was amazing to these kids,” he added. “Most of them don’t think about technology and food going together, when clearly they do, even in traditional farming.”\u003c/p>\n\u003cp>The food computers for the pilot schools came pre-assembled. But for everyone else, they were totally DIY, using downloadable step-by-step instructions. For example, James O’Brien, a senior at Staples High School in Westport, Connecticut, was inspired to build a food computer after watching a Caleb Harper TED talk on YouTube last summer.\u003c/p>\n\u003cp>On his own, O’Brien machined and assembled the parts, bought the sensors, wired them into a circuit board, and programmed the computer’s brain. He demonstrated his food computer and the lettuce he grew with it to middle school kids at a summer camp run at a local farm. In August, he started a nonprofit called \u003ca href=\"https://www.facebook.com/workshopgarden/\">Workshop Garden Technologies\u003c/a> to create after-school programs for middle-school students using food computers.\u003c/p>\n\u003cp>OpenAg is now readying a more refined and user-friendly kit version of the food computer for a second round of school pilots planned for the spring. It will also be possible to program the “climate recipes” with a simpler, block-based coding language, such as Scratch (another Media Lab creation).\u003c/p>\n\u003cp>There will still be a strong DIY element, however. The idea is that lesson plans, like climate recipes, will be created, shared and improved upon by the community of school food-computer users.\u003c/p>\n\u003cp>“We want to include kids in a co-creation process, to let them play with the food computer and help us improve the engagement and experience of growing with it,” said Hildreth England, OpenAg’s program coordinator. “Kids are natural tinkerers. It’s a perfect fit.”\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">Blended Learning\u003cem>.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>BOSTON – On the cramped urban campus of Boston Latin School, high-school students grow an acre’s worth of vegetables in an old shipping container that’s been transformed into a computer-controlled hydroponic \u003ca href=\"http://www.blsleafygreenmachine.org\">farm\u003c/a>. Using a wall-mounted keyboard or a mobile app, the student farmers can monitor their crops, tweak the climate, make it rain and schedule every ultraviolet sunrise.\u003c/p>\n\u003cp>In a few decades, nine billion people will crowd our planet, and the challenge of sustainably feeding everybody has sparked a boom in high-tech farming that is now budding up in schools. These farms offer hands-on learning about everything from plant physiology to computer science, along with insights into the complexities and controversies of sustainability. The school farms are also incubators, joining a larger online community of farm hackers.\u003c/p>\n\u003cp>“We are constantly experimenting,” said Catherine Arnold, a Boston Latin history teacher who oversees the environmental club that runs the farm as an extracurricular activity. It was built by a Boston startup called \u003ca href=\"http://www.freightfarms.com\">Freight Farms\u003c/a>, which “upcycles” discarded shipping containers into “Leafy Green Machines” for small-scale growers and restaurants, as well as a dozen schools and colleges.\u003c/p>\n\u003cp>The latest version of a freight farm costs $82,000. Boston Latin has a cheaper, earlier version, paid for with a green-schools grant. The students have been giving their food away but plan to sell produce to parents and neighbors this year, to cover the annual cost of seeds, nutrients and other supplies.\u003c/p>\n\u003cp>On a recent morning, Arnold showed off rows of spinach, peppers, tomatoes, lettuces, green beans and herbs hanging below drip irrigation that was bathing the roots in a recirculating mix of water and nutrients. The plants grew out of a recycled plastic mesh rather than soil and were lit by thin strips of LED lights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When the school’s farm opened in 2014, Freight Farms staffers taught students about crops that have a proven hydroponic track record and their preferred mixes of temperature, nutrients, moisture and other factors. But Arnold said the real learning comes from trying new things.\u003c/p>\n\u003cp>“They never said you can grow green beans, but we have two varieties,” Arnold said. “This year, we’re going to try carrots and turnips. Anything the students want to try, we’re going see what happens.”\u003c/p>\n\u003cfigure id=\"attachment_46411\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-46411\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o.jpeg\" alt=\"James O’Brien, a Connecticut high school senior, built and programmed his own “food computer” after watching a TED talk on YouTube; then he demonstrated the computer and the lettuce he grew with it to middle schoolers at a local summer camp. \" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o.jpeg 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o-400x300.jpeg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">James O’Brien, a Connecticut high school senior, built and programmed his own “food computer” after watching a TED talk on YouTube; then he demonstrated the computer and the lettuce he grew with it to middle schoolers at a local summer camp. \u003ccite>(Eileen O’Brien)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A video camera and sensors send real-time data about the growing environment to a computer that triggers farm systems set to schedules and thresholds (such as carbon dioxide or nitrogen levels). Students monitor and control it all, on site or with a mobile app. According to Graeme Marcoux, a high-school environmental and marine science teacher in Salem, Massachusetts, whose school \u003ca href=\"http://www.massfarmtoschool.org/2016/06/07/salem-high-schools-garden-featured-on-cbs/\">set up a freight farm\u003c/a> last spring, the remote access is essential, because only so many students can work inside a 320-square-foot box, and because farming doesn’t stop when the bell rings.\u003c/p>\n\u003cp>“My students can collect data on the farm from anywhere, whenever they want to,” said Marcoux, who teaches a vocational course (worth one science credit) in hydroponics and aquaculture.\u003c/p>\n\u003cp>Besides passing on technical knowhow, Marcoux encourages class debates about food sustainability. The many high-tech automated \u003ca href=\"https://www.theguardian.com/environment/2016/aug/14/world-largest-vertical-farm-newark-green-revolution\">“vertical farms”\u003c/a> popping up in cities around the world have a shared mission of growing more food locally, while using a lot less land and water than conventional farms. Being indoors means no pesticides, and their closed systems mean they don’t poison waterways with fertilizer runoff.\u003c/p>\n\u003cp>But \u003ca href=\"http://news.cornell.edu/stories/2014/02/indoor-urban-farms-called-wasteful-pie-sky\">critics\u003c/a> say that indoor farms are energy hogs. A farm like the one at Boston Latin, for instance, uses enough energy to power about two and a half American households. Of course, conventional agriculture also has many hidden energy costs, from shipping food, refrigerating storage facilities, manufacturing and operating massive farm equipment, and moving and treating all that irrigation water. Plus, rapid gains in LED efficiency and renewable energy will help shrink the carbon footprint of indoor farms.\u003c/p>\n\u003cp>“It’s a great debate to have with the students, because by the end of that debate everybody has a much deeper sense of what actually makes something sustainable,” said Marcoux.\u003c/p>\n\u003cp>The Freight Farm app links to a repository of articles about everything from crop scheduling to food safety. There’s also a Facebook group of freight farmers who are a ready source of ideas and advice on topics such as how to deal with tiny spots on your lettuce or how best to keep the humidity under control.\u003c/p>\n\u003cp>The potential of networked farmers swapping expertise and experimental results – call it crowdsourcing crops – is also at the heart of \u003ca href=\"http://openag.media.mit.edu\">OpenAg\u003c/a>, an initiative of MIT’s Media Lab, led by research scientist Caleb Harper. In 2015, the OpenAg group gave a handful of local schools prototypes of their “personal food computers,” which are tabletop hydroponic farms that users program with “climate recipes.” Every recipe, as well as the user-interface code, is open-source and posted online for use by a global community of green-thumbed hackers.\u003c/p>\n\u003cp>One of the early food-computer recipients was the Shady Hill School, a private preK-8 academy not far from MIT in Cambridge, where students grew basil, sage and various leafy greens.\u003c/p>\n\u003cp>Every grade had some access to the food computer. The first-graders, for instance, featured it in their “farm to table” unit, alongside food grown in an outdoor garden.\u003c/p>\n\u003cp>“They could not only measure the plants, they could see and measure the growing roots,” said Will Borden, Shady Hill’s director of academic technology.\u003c/p>\n\u003cp>“To imagine you could help feed people with this computer was amazing to these kids,” he added. “Most of them don’t think about technology and food going together, when clearly they do, even in traditional farming.”\u003c/p>\n\u003cp>The food computers for the pilot schools came pre-assembled. But for everyone else, they were totally DIY, using downloadable step-by-step instructions. For example, James O’Brien, a senior at Staples High School in Westport, Connecticut, was inspired to build a food computer after watching a Caleb Harper TED talk on YouTube last summer.\u003c/p>\n\u003cp>On his own, O’Brien machined and assembled the parts, bought the sensors, wired them into a circuit board, and programmed the computer’s brain. He demonstrated his food computer and the lettuce he grew with it to middle school kids at a summer camp run at a local farm. In August, he started a nonprofit called \u003ca href=\"https://www.facebook.com/workshopgarden/\">Workshop Garden Technologies\u003c/a> to create after-school programs for middle-school students using food computers.\u003c/p>\n\u003cp>OpenAg is now readying a more refined and user-friendly kit version of the food computer for a second round of school pilots planned for the spring. It will also be possible to program the “climate recipes” with a simpler, block-based coding language, such as Scratch (another Media Lab creation).\u003c/p>\n\u003cp>There will still be a strong DIY element, however. The idea is that lesson plans, like climate recipes, will be created, shared and improved upon by the community of school food-computer users.\u003c/p>\n\u003cp>“We want to include kids in a co-creation process, to let them play with the food computer and help us improve the engagement and experience of growing with it,” said Hildreth England, OpenAg’s program coordinator. “Kids are natural tinkerers. It’s a perfect fit.”\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">Blended Learning\u003cem>.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Every year for the past 15 years the \u003ca href=\"http://www.nmc.org/\">New Media Consortium\u003c/a> and the Consortium for School Networking (CoSN) have been taking the pulse of where education technology stands among K-12 educators. A panel of 59 experts from 18 countries discussed major trends in education that are driving the adoption of technology, as well as the big challenges to effective implementation. This collaborative effort helps to \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">paint a picture of where things stand now and where they might be going\u003c/a>. This year NMC and CoSN have also put together a \u003ca href=\"http://cosn.org/focus-areas/leadership-vision/horizon-report\" target=\"_blank\">digital toolkit\u003c/a> to help educators and policy leaders start conversations about these trends in their community, with the hope that some of the changes they see happening in pockets around the world will become more broadly accepted.\u003c/p>\n\u003cp>“It gives lots of way to facilitate activities at a PTA meeting, at a school board meeting or a local chamber of commerce,” said Keith Kruger, CEO of \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>. “We’re hoping you don’t see the report as something you read once and file away, but that you start using it to really start stimulating conversation.”\u003c/p>\n\u003cfigure id=\"attachment_46373\" class=\"wp-caption aligncenter\" style=\"max-width: 988px\">\u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">\u003cimg class=\"size-full wp-image-46373\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/NMC-trends.png\" alt=\"Trends affecting the adoption of technology in schools.\" width=\"988\" height=\"778\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends.png 988w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-400x315.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-800x630.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-768x605.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-960x756.png 960w\" sizes=\"(max-width: 988px) 100vw, 988px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trends affecting the adoption of technology in schools. \u003ccite>(NMC/CoSN Horizons Report: K-12 Edition)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Redesigning Learning Spaces:\u003c/strong> Panelists identified \u003ca href=\"https://ww2.kqed.org/mindshift/2013/08/14/to-foster-productivity-and-creativity-in-class-ditch-the-desks/\">changing learning spaces\u003c/a> as a trend that educators and district leaders have embraced for quite some time and which is likely to continue. An increasing number of educators are finding that collaborative, hands-on learning requires a different type of space than most traditional classrooms offer, and that the learning environment greatly impacts both pedagogy and student engagement.\u003c/p>\n\u003cp>\u003cstrong>Rethinking How Schools Work:\u003c/strong> Another trend educators have long talked about is the need to make learning more interdisciplinary, interactive and student-driven. Many schools are moving toward these goals by adopting pedagogies like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based learning\u003c/a> that allow students to move more organically between academic tasks and rely less on rigid bell schedules and siloed disciplines. Technology could be a productive part of this shift by changing where and how students engage with learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Collaborative Learning: \u003c/strong>In the next three to five years, experts see \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/06/how-failure-and-solving-real-problems-helps-this-school-thrive/\">collaborative social learning\u003c/a> as an important factor in what educators are trying to do with students. Teachers have long known learning is a social process -- when students create meaning together, often the results are much more effective. The \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">NMC/CoSN Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers.\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning:\u003c/strong> Last year the expert panel identified \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a> as a long-term trend, but this year is has moved to the medium term. The report focuses on how deeper learning can once again deepen student engagement with ideas and problem-solving: “Pedagogical approaches that shift the dynamic from passive to active learning allow students to develop ideas themselves from new information and take control of how they engage with a subject.”\u003c/p>\n\u003cp>\u003cstrong>Coding as Literacy and Students as Creators:\u003c/strong> Over the next one to two years, experts on the panel expect that more schools will accept \u003ca href=\"https://ww2.kqed.org/mindshift/tag/coding/\">coding\u003c/a> as a new kind of literacy. While this will drive the adoption of technology, it also requires explicit planning for equity. Similarly, educators are recognizing that the most powerful uses of technology in the classroom position \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\">students as creators of content, not passive consumers\u003c/a>. However, a problem remains in equity of use, where schools serving socioeconomically disadvantaged kids are given fewer opportunities to create with technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved.\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning Experiences:\u003c/strong> One challenge that persists in mainstream education, although it is one the panelists say is well understood and can be solved, is how to create\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\"> truly authentic learning opportunities\u003c/a> within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\">apprenticeships\u003c/a>, vocational training and relationships with outside experts that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cstrong>Rethinking the Role of Teachers:\u003c/strong> The other challenge identified as a lower-bar challenge is how the role of the teacher will change. Just as the expectations of students are shifting from memorizing content to what they can do with information, so teachers must shift to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\">create environments\u003c/a> conducive to that type of work. This evolving expectation requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/\">engage in their own professional development in different ways\u003c/a>, pushing them to be active learners, too.\u003c/p>\n\u003cp>\u003cstrong>Advancing Digital Equity and Scaling Innovation:\u003c/strong> Equal access to high-speed internet at home and at school remains a problem that educators can easily identify, but for which solutions are elusive. As more learning moves into digital spaces, this access gap has the potential to deepen the achievement and opportunity gaps, rather than close them. Scaling promising innovations is another problem that most educators run up against, but don’t know how to get around. The report notes, “Success in teaching is closely tied to test results, and teachers are not frequently rewarded for innovative approaches and improvements in teaching and learning, much less allowed to scale and replicate these breakthroughs.” This environment of stagnation frustrates many teachers and prevents good ideas from spreading.\u003c/p>\n\u003cp>\u003cstrong>Achievement Gap and Personalized Learning:\u003c/strong> These are two issues that the 2016 Horizon Report identifies as thorny challenges -- those that are “complex to define, let alone address.” The achievement gap between students from different socioeconomic backgrounds and experiences has long existed, but it is promising that this report has finally identified it as a major challenge in technology implementation. Similarly, while the term “personalized learning” has been used among educators for a long time, its presence in this report as a “thorny challenge” indicates that merely adapting the pace of a student’s learning with software doesn’t achieve the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\">full potential of what it means to make learning personal\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Makerspaces/Online Learning:\u003c/strong> In just one or two years, experts predict makerspaces and online learning will be common in schools. \u003ca href=\"https://ww2.kqed.org/mindshift/tag/maker-education/\">Makerspaces\u003c/a> have emerged as one way to pack many of the trends identified above into one experience; students can identify problems, design solutions, problem solve and learn in hands-on ways in these spaces. Online learning, on the other hand, has been around for decades, but the panel notes that \u003ca href=\"https://ww2.kqed.org/mindshift/tag/blended-learning/\">adoption of online learning components in brick-and-mortar classrooms\u003c/a> has increased. Teachers are becoming more comfortable with this idea of “blending learning.”\u003c/p>\n\u003cp>\u003cstrong>Robotics and Virtual Reality:\u003c/strong> While the panel still agrees these technologies are two to three years from widespread adoption in K-12 learning spaces, experts predict more schools will be \u003ca href=\"http://ww2.kqed.org/mindshift/tag/robots/\">teaching with robots \u003c/a>and asking students to design and build them as part of science, technology, engineering and math (STEM) courses. Virtual Reality, on the other hand, is j\u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/17/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents/\">ust entering the K-12 space\u003c/a>, but is garnering a lot of excitement. Educators see VR as a way to give students experiences that could promote empathy and expand access to novel locations.\u003c/p>\n\u003cp>\u003cstrong>Artificial Intelligence and Wearables:\u003c/strong> On the four- to five-year horizon, experts see artificial intelligence and wearable technology making more of an impact on K-12 schools. Included in the report as a bit of a “wow factor,” the panel sees huge potential in these technologies to inspire creativity in kids and educators. While it isn’t making a big impact yet, the report notes that as AI improves it could dramatically improve online learning experiences, adaptive technology and digital simulations.\u003c/p>\n\u003cp>While by no means comprehensive, the \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">NMC/CoSN Horizon Report: K-12 Edition\u003c/a> offers a snapshot of the ed-tech industry as the larger picture into which they fit. Sometimes technologies on earlier versions of this list have gained a lot of attention and then receded from view in subsequent years, like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a>. Others gradually move from a projection into the 20 percent adoption rate that’s considered mainstream by the report.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Perhaps one of the most important things is to keep in mind is that all the technology operates within an ecosystem of trends and challenges that ultimately determine the impact it makes. And no technology can make a positive impact on learning without strong pedagogy behind it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year for the past 15 years the \u003ca href=\"http://www.nmc.org/\">New Media Consortium\u003c/a> and the Consortium for School Networking (CoSN) have been taking the pulse of where education technology stands among K-12 educators. A panel of 59 experts from 18 countries discussed major trends in education that are driving the adoption of technology, as well as the big challenges to effective implementation. This collaborative effort helps to \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">paint a picture of where things stand now and where they might be going\u003c/a>. This year NMC and CoSN have also put together a \u003ca href=\"http://cosn.org/focus-areas/leadership-vision/horizon-report\" target=\"_blank\">digital toolkit\u003c/a> to help educators and policy leaders start conversations about these trends in their community, with the hope that some of the changes they see happening in pockets around the world will become more broadly accepted.\u003c/p>\n\u003cp>“It gives lots of way to facilitate activities at a PTA meeting, at a school board meeting or a local chamber of commerce,” said Keith Kruger, CEO of \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>. “We’re hoping you don’t see the report as something you read once and file away, but that you start using it to really start stimulating conversation.”\u003c/p>\n\u003cfigure id=\"attachment_46373\" class=\"wp-caption aligncenter\" style=\"max-width: 988px\">\u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">\u003cimg class=\"size-full wp-image-46373\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/NMC-trends.png\" alt=\"Trends affecting the adoption of technology in schools.\" width=\"988\" height=\"778\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends.png 988w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-400x315.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-800x630.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-768x605.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-960x756.png 960w\" sizes=\"(max-width: 988px) 100vw, 988px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trends affecting the adoption of technology in schools. \u003ccite>(NMC/CoSN Horizons Report: K-12 Edition)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Redesigning Learning Spaces:\u003c/strong> Panelists identified \u003ca href=\"https://ww2.kqed.org/mindshift/2013/08/14/to-foster-productivity-and-creativity-in-class-ditch-the-desks/\">changing learning spaces\u003c/a> as a trend that educators and district leaders have embraced for quite some time and which is likely to continue. An increasing number of educators are finding that collaborative, hands-on learning requires a different type of space than most traditional classrooms offer, and that the learning environment greatly impacts both pedagogy and student engagement.\u003c/p>\n\u003cp>\u003cstrong>Rethinking How Schools Work:\u003c/strong> Another trend educators have long talked about is the need to make learning more interdisciplinary, interactive and student-driven. Many schools are moving toward these goals by adopting pedagogies like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based learning\u003c/a> that allow students to move more organically between academic tasks and rely less on rigid bell schedules and siloed disciplines. Technology could be a productive part of this shift by changing where and how students engage with learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborative Learning: \u003c/strong>In the next three to five years, experts see \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/06/how-failure-and-solving-real-problems-helps-this-school-thrive/\">collaborative social learning\u003c/a> as an important factor in what educators are trying to do with students. Teachers have long known learning is a social process -- when students create meaning together, often the results are much more effective. The \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">NMC/CoSN Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers.\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning:\u003c/strong> Last year the expert panel identified \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a> as a long-term trend, but this year is has moved to the medium term. The report focuses on how deeper learning can once again deepen student engagement with ideas and problem-solving: “Pedagogical approaches that shift the dynamic from passive to active learning allow students to develop ideas themselves from new information and take control of how they engage with a subject.”\u003c/p>\n\u003cp>\u003cstrong>Coding as Literacy and Students as Creators:\u003c/strong> Over the next one to two years, experts on the panel expect that more schools will accept \u003ca href=\"https://ww2.kqed.org/mindshift/tag/coding/\">coding\u003c/a> as a new kind of literacy. While this will drive the adoption of technology, it also requires explicit planning for equity. Similarly, educators are recognizing that the most powerful uses of technology in the classroom position \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\">students as creators of content, not passive consumers\u003c/a>. However, a problem remains in equity of use, where schools serving socioeconomically disadvantaged kids are given fewer opportunities to create with technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved.\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning Experiences:\u003c/strong> One challenge that persists in mainstream education, although it is one the panelists say is well understood and can be solved, is how to create\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\"> truly authentic learning opportunities\u003c/a> within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\">apprenticeships\u003c/a>, vocational training and relationships with outside experts that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cstrong>Rethinking the Role of Teachers:\u003c/strong> The other challenge identified as a lower-bar challenge is how the role of the teacher will change. Just as the expectations of students are shifting from memorizing content to what they can do with information, so teachers must shift to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\">create environments\u003c/a> conducive to that type of work. This evolving expectation requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/\">engage in their own professional development in different ways\u003c/a>, pushing them to be active learners, too.\u003c/p>\n\u003cp>\u003cstrong>Advancing Digital Equity and Scaling Innovation:\u003c/strong> Equal access to high-speed internet at home and at school remains a problem that educators can easily identify, but for which solutions are elusive. As more learning moves into digital spaces, this access gap has the potential to deepen the achievement and opportunity gaps, rather than close them. Scaling promising innovations is another problem that most educators run up against, but don’t know how to get around. The report notes, “Success in teaching is closely tied to test results, and teachers are not frequently rewarded for innovative approaches and improvements in teaching and learning, much less allowed to scale and replicate these breakthroughs.” This environment of stagnation frustrates many teachers and prevents good ideas from spreading.\u003c/p>\n\u003cp>\u003cstrong>Achievement Gap and Personalized Learning:\u003c/strong> These are two issues that the 2016 Horizon Report identifies as thorny challenges -- those that are “complex to define, let alone address.” The achievement gap between students from different socioeconomic backgrounds and experiences has long existed, but it is promising that this report has finally identified it as a major challenge in technology implementation. Similarly, while the term “personalized learning” has been used among educators for a long time, its presence in this report as a “thorny challenge” indicates that merely adapting the pace of a student’s learning with software doesn’t achieve the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\">full potential of what it means to make learning personal\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Makerspaces/Online Learning:\u003c/strong> In just one or two years, experts predict makerspaces and online learning will be common in schools. \u003ca href=\"https://ww2.kqed.org/mindshift/tag/maker-education/\">Makerspaces\u003c/a> have emerged as one way to pack many of the trends identified above into one experience; students can identify problems, design solutions, problem solve and learn in hands-on ways in these spaces. Online learning, on the other hand, has been around for decades, but the panel notes that \u003ca href=\"https://ww2.kqed.org/mindshift/tag/blended-learning/\">adoption of online learning components in brick-and-mortar classrooms\u003c/a> has increased. Teachers are becoming more comfortable with this idea of “blending learning.”\u003c/p>\n\u003cp>\u003cstrong>Robotics and Virtual Reality:\u003c/strong> While the panel still agrees these technologies are two to three years from widespread adoption in K-12 learning spaces, experts predict more schools will be \u003ca href=\"http://ww2.kqed.org/mindshift/tag/robots/\">teaching with robots \u003c/a>and asking students to design and build them as part of science, technology, engineering and math (STEM) courses. Virtual Reality, on the other hand, is j\u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/17/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents/\">ust entering the K-12 space\u003c/a>, but is garnering a lot of excitement. Educators see VR as a way to give students experiences that could promote empathy and expand access to novel locations.\u003c/p>\n\u003cp>\u003cstrong>Artificial Intelligence and Wearables:\u003c/strong> On the four- to five-year horizon, experts see artificial intelligence and wearable technology making more of an impact on K-12 schools. Included in the report as a bit of a “wow factor,” the panel sees huge potential in these technologies to inspire creativity in kids and educators. While it isn’t making a big impact yet, the report notes that as AI improves it could dramatically improve online learning experiences, adaptive technology and digital simulations.\u003c/p>\n\u003cp>While by no means comprehensive, the \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">NMC/CoSN Horizon Report: K-12 Edition\u003c/a> offers a snapshot of the ed-tech industry as the larger picture into which they fit. Sometimes technologies on earlier versions of this list have gained a lot of attention and then receded from view in subsequent years, like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a>. Others gradually move from a projection into the 20 percent adoption rate that’s considered mainstream by the report.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perhaps one of the most important things is to keep in mind is that all the technology operates within an ecosystem of trends and challenges that ultimately determine the impact it makes. And no technology can make a positive impact on learning without strong pedagogy behind it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers in Littleton, Colorado -- like teachers in many places -- are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process.\u003c/p>\n\u003cp>While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That’s why Littleton’s Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs.\u003c/p>\n\u003cp>In a presentation at the \u003ca href=\"https://conference.iste.org/2016/\">International Society for Technology in Education (ISTE)\u003c/a> conference on an array of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt:\u003c/p>\n\u003cblockquote>\u003cp>“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them…”\u003c/p>\u003c/blockquote>\n\u003cp>Levesque said she wants to make sure teachers and students are aware of tools that could help them, and to develop the agency to choose what works for them. Some students use many tools to bolster their writing and build skills, others don’t use any. The idea is to give students a toolbox they can continually return to both in school and in life beyond its doors.\u003c/p>\n\u003cp>“Kids have different learning styles,” Levesque said. “Why should I make them learn in a way that’s not their strength.” She said often teachers let students know about the district’s sites for \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/home\">writing\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BNqkzD2_4ApMdIGQopMjcakTZURqiSQACGXm73BgLnc/edit\">reading\u003c/a> and \u003ca href=\"https://docs.google.com/document/d/1v-KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit\">research tools\u003c/a> at the beginning of school and then let them decide what will work for them throughout the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Marissa Broyles taught English and social studies to a class or sixth graders who needed extra support last year. She experimented with many of the tools Levesque has compiled and saw how her willingness to be flexible as a teacher made her students feel supported.\u003c/p>\n\u003cp>One girl with \u003ca href=\"https://ww2.kqed.org/mindshift/tag/dyslexia/\">dyslexia\u003c/a> could easily have been mistaken for being further behind than she really was because of how much she struggled with writing. “That was her only barrier, and it was so sad for me because she's one of the brightest students I've ever taught, but the dyslexia was really getting in her way,\" Broyles said.\u003c/p>\n\u003cp>Broyles began allowing the student to use \u003ca href=\"https://www.screencastify.com/faq\" target=\"_blank\">Screencastify\u003c/a>, a Chrome extension that lets users record a video of what's happening on their screen while voicing an explanation. The student would pull up a digital copy of a book, for example, find evidence to support her claims, and explain her thinking orally. All her moves on the computer, as well as her exposition, were recorded, showing Broyles the complexity of her thinking.\u003c/p>\n\u003cp>When Broyles presented to her middle school colleagues about the success of this approach she got push back from some teachers who wondered when the girl would learn crucial writing skills if she was always allowed to use the work around.\u003c/p>\n\u003cp>“At that point I wanted to know her thinking,\" Broyles said. \"I didn’t really care about the physical act of her writing, and I wasn’t scoring her on the writing.\" But at other times they did focus on the mechanics of writing, and the student did improve. But Broyles doesn't believe a student should have to write as a prerequisite to having ideas. Even better, the student learned to advocate for herself, identifying some assignments when Screencastify was appropriate and others when writing was necessary.\u003c/p>\n\u003cp>That student is now entering seventh grade, where she won't have the same intensive support that she had last year, but Broyles feels confident that she now has a bag of tools to rely on for her assignments. And, since all students at this middle school have Chromebooks, no one has to know when she's using a support or not.\u003c/p>\n\u003cp>Both Broyles and Levesque say the important thing is for kids to begin to think metacognitively about what they need to succeed in school and to advocate for what works. Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel successful.\u003c/p>\n\u003cp>\u003cstrong>PREWRITING\u003c/strong>\u003c/p>\n\u003cp>Graphic organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments. But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/prewriting\">many tools\u003c/a> kids might use to organize their thoughts.\u003c/p>\n\u003cp>For example, some kids still prefer to write and draw ideas on paper, and there’s no reason why they shouldn’t do that even if their ultimate writing product will be digital. Students can easily take a \u003ca href=\"https://docs.google.com/document/d/1nDzLMqj8Yf8cNVD8x0Beb0Cf0vzA2D90q4AhPLxCa60/edit?pref=2&pli=1\">snapshot \u003c/a>of written thoughts to document them digitally. Or they could download a variety of visual templates Levesque has compiled or even use a tool like \u003ca href=\"https://answergarden.ch/\">Answer Garden\u003c/a> to generate a word cloud. “It’s just one more way to capture it,” Levesque said.\u003c/p>\n\u003cp>\u003cstrong>DRAFTING\u003c/strong>\u003c/p>\n\u003cp>Many students who struggle with writing get hung up when it comes to putting the first ideas to paper. But if teachers help them see drafting -- the first iteration of a writing piece -- as a separate step from editing, there are many ways to help students jump this initial hurdle.\u003c/p>\n\u003cp>Voice typing could be one such strategy. \"Just have the kid talk about their topic, and at least they can draft it out and then have time to edit,” Levesque said. After getting those initial ideas down, a student can spend time restructuring sentences and improving the vocabulary. Often having something to work with can make this process smoother and it helps students begin to see multiple drafts and editing as a crucial part of writing. Levesque also noted voice typing is good for students still learning English, especially because it can translate languages.\u003c/p>\n\u003cp>“Drafting is for ideas and editing is where you’re going to start making sure all those ideas are right,” Levesque said. That’s why she often encourages students to “remove spelling suggestions” for documents in the drafting stage. When kids aren’t paralyzed by the squiggly red line indicating spelling mistakes it’s often easier for them to get their ideas down.\u003c/p>\n\u003cp>\u003cstrong>EDITING\u003c/strong>\u003c/p>\n\u003cp>At this stage, students are working to make their sentences crisp and clear and to use higher level vocabulary words to express their points. Levesque said many of Littleton’s teachers use a strategy called “find richer words” when students are editing digital documents. Right clicking on a word in Google Docs brings up a list of synonyms. The student can choose a richer word and make a note to the teacher about the word used previously.\u003c/p>\n\u003cp>“We see a lot of teachers doing this so when they have time to edit [students] work they have a quick visual of what were those edits that they made,” Levesque said. This is also a good time to turn spelling suggestions back on and clean up any mistakes.\u003c/p>\n\u003cp>Teachers can also look at the full revision history of a document to see the progression and changes a student has made over time. Many students have appreciated learning about revision history when they delete a paragraph and what to recover it in a later draft.\u003c/p>\n\u003cp>Levesque has also written up \u003ca href=\"https://docs.google.com/document/d/16ZPKE_RGUw9IGcC_t5xYMEc2IZ_evDTRPwIYQJOXlC8/edit?pref=2&pli=1\">careful directions\u003c/a> for ways students can embed snapshots or images and then label them. In science, students will often take a picture of their lab station, upload it as a drawing, and then add arrows and text to label each element.\u003c/p>\n\u003cp>\u003cstrong>PUBLISHING\u003c/strong>\u003c/p>\n\u003cp>“When it comes to writing, we’re changing our writing product to not just be a writing piece,” Levesque said. Teachers in her district are trying to honor the strengths of different students within the same assignment by assigning an artistic representation and an audio description alongside writing.\u003c/p>\n\u003cp>“The reason this example stuck with me is maybe this kid's writing is not their strength, but wow did they showcase on their speaking part, or the art piece,” Levesque said. The writing is still important, but honoring the strengths of the whole child can give students confidence that their ideas will be understood.\u003c/p>\n\u003cp>Teachers are also experimenting with publishing to more authentic audiences. In one assignment, elementary students published their art pieces online and high school students wrote poems based on that art before publishing them again. Levesque said the elementary students were thrilled that high school students had taken the time to appreciate, interpret and reinterpret their work. And having the same ideas bouncing around within the district in multiple mediums and multiple times strengthened the meaning of the work.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING\u003c/strong>\u003c/p>\n\u003cp>Evaluating is important for both teachers and students. It’s important for students to be able to identify accurate sources and understand online permissions as they work on writing and multimedia projects. Levesque has \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/evaluating\">put together some exercises \u003c/a>teachers can use with students to get them in the habit of carefully evaluating the accuracy of online sources.\u003c/p>\n\u003cp>And when teachers evaluate student work within an online environment they have a huge advantage; they can see the revision history and comments from students about their changes, which also have a time stamp. Levesque recommends teachers embed the rubric for an assignment at the bottom of a Google Doc so students know exactly what’s expected of them. \u003ca href=\"http://rubistar.4teachers.org/index.php\">Rubistar\u003c/a> is an easy way to create a rubric. They can also give examples of specific skills they’d like to see so students know what’s expected of them.\u003c/p>\n\u003cp>\u003cstrong>READING\u003c/strong>\u003c/p>\n\u003cp>“These tools help scaffold reading for many of our readers who can’t access certain texts,” Levesque said. “Kids use tools they think they need.\"\u003c/p>\n\u003cp>She has compiled a list of Chrome extensions that help kids access dictionaries and pronunciations they don’t know, as well as Speak It and Read&Write, which offer audio supports for students having difficulty reading text.\u003c/p>\n\u003cp>“Some kids are using this a lot especially in content areas like science where there are a lot of vocabulary words,” Levesque said. Some teachers she works with no longer compile vocabulary lists for students. Instead students make lists of the words they don’t know with definitions and examples as they read.\u003c/p>\n\u003cp>Levesque was surprised at how excited her high school teachers were to discover a tool called \u003ca href=\"https://rewordify.com/\">Rewordify\u003c/a>, which allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.\u003c/p>\n\u003cp>Levesque also recommends \u003ca href=\"https://newsela.com/\">Newsela\u003c/a> and the free and nearly identical tool \u003ca href=\"http://tweentribune.com/\">Tween Tribune\u003c/a> for non-fiction readings offered at various reading levels. The app offers texts in both Spanish and English.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH\u003c/strong>\u003c/p>\n\u003cp>Research is a central skill for students and yet often teachers don’t give them questions that require the synthesis, analysis and critical thinking inherent in good research. Levesque has \u003ca href=\"https://docs.google.com/drawings/d/17eOafGx-Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit\">compiled resources to help teachers design “thicker questions”\u003c/a> that push students to use multiple sources, analyze them, develop an opinion and connect to the real world.\u003c/p>\n\u003cp>There are lots of useful digital tools to help students keep track of information they find online and to cite it correctly. The easiest is the research tool within Google Docs, which pulls up a whole list of resources related to any right-clicked word, and can be filtered by license or type of search. If students pull quotes, images or tables into a research document they’ll also get a link back to the original site and information about how to correctly cite it.\u003c/p>\n\u003cp>Younger kids can get overwhelmed by text-heavy search results might enjoy using \u003ca href=\"https://www.instagrok.com/\">Instagrok\u003c/a>. This tool will return a concept map related to the topic, instead of text heavy articles. That could help students plot a roadmap for their research without getting overwhelmed and frustrated.\u003c/p>\n\u003cp>Levesque finds students are often most appreciative for little tips or tricks that make their researching more efficient or less frustrating. For example, they were thrilled when she told them that if they accidentally closed a tab in Chrome they could re-open it by right-clicking on the previous tab and selecting “reopen closed tab.” Students can also “pin tabs” that they are continually going back to so they don’t accidentally close them. A frustrating moment like that can discourage students from continuing with their research, and little tricks help smooth the process.\u003c/p>\n\u003cp>“Being aware of the small things that help with transitions my students say are crazy important,” Levesque said. For example, students were thrilled to learn about “bookmark all tabs” for those moments when they have ten tabs with research open and the bell rings. It helps them save all the research they’ve carefully found and they can open them all easily next time they need their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Above all, Levesque wants to build self-confidence in students and teachers around helpful tools. After that, it’s up to the individual to own what strategies are helpful and which can be ignored.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers in Littleton, Colorado -- like teachers in many places -- are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process.\u003c/p>\n\u003cp>While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That’s why Littleton’s Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs.\u003c/p>\n\u003cp>In a presentation at the \u003ca href=\"https://conference.iste.org/2016/\">International Society for Technology in Education (ISTE)\u003c/a> conference on an array of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt:\u003c/p>\n\u003cblockquote>\u003cp>“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them…”\u003c/p>\u003c/blockquote>\n\u003cp>Levesque said she wants to make sure teachers and students are aware of tools that could help them, and to develop the agency to choose what works for them. Some students use many tools to bolster their writing and build skills, others don’t use any. The idea is to give students a toolbox they can continually return to both in school and in life beyond its doors.\u003c/p>\n\u003cp>“Kids have different learning styles,” Levesque said. “Why should I make them learn in a way that’s not their strength.” She said often teachers let students know about the district’s sites for \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/home\">writing\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BNqkzD2_4ApMdIGQopMjcakTZURqiSQACGXm73BgLnc/edit\">reading\u003c/a> and \u003ca href=\"https://docs.google.com/document/d/1v-KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit\">research tools\u003c/a> at the beginning of school and then let them decide what will work for them throughout the year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Marissa Broyles taught English and social studies to a class or sixth graders who needed extra support last year. She experimented with many of the tools Levesque has compiled and saw how her willingness to be flexible as a teacher made her students feel supported.\u003c/p>\n\u003cp>One girl with \u003ca href=\"https://ww2.kqed.org/mindshift/tag/dyslexia/\">dyslexia\u003c/a> could easily have been mistaken for being further behind than she really was because of how much she struggled with writing. “That was her only barrier, and it was so sad for me because she's one of the brightest students I've ever taught, but the dyslexia was really getting in her way,\" Broyles said.\u003c/p>\n\u003cp>Broyles began allowing the student to use \u003ca href=\"https://www.screencastify.com/faq\" target=\"_blank\">Screencastify\u003c/a>, a Chrome extension that lets users record a video of what's happening on their screen while voicing an explanation. The student would pull up a digital copy of a book, for example, find evidence to support her claims, and explain her thinking orally. All her moves on the computer, as well as her exposition, were recorded, showing Broyles the complexity of her thinking.\u003c/p>\n\u003cp>When Broyles presented to her middle school colleagues about the success of this approach she got push back from some teachers who wondered when the girl would learn crucial writing skills if she was always allowed to use the work around.\u003c/p>\n\u003cp>“At that point I wanted to know her thinking,\" Broyles said. \"I didn’t really care about the physical act of her writing, and I wasn’t scoring her on the writing.\" But at other times they did focus on the mechanics of writing, and the student did improve. But Broyles doesn't believe a student should have to write as a prerequisite to having ideas. Even better, the student learned to advocate for herself, identifying some assignments when Screencastify was appropriate and others when writing was necessary.\u003c/p>\n\u003cp>That student is now entering seventh grade, where she won't have the same intensive support that she had last year, but Broyles feels confident that she now has a bag of tools to rely on for her assignments. And, since all students at this middle school have Chromebooks, no one has to know when she's using a support or not.\u003c/p>\n\u003cp>Both Broyles and Levesque say the important thing is for kids to begin to think metacognitively about what they need to succeed in school and to advocate for what works. Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel successful.\u003c/p>\n\u003cp>\u003cstrong>PREWRITING\u003c/strong>\u003c/p>\n\u003cp>Graphic organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments. But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/prewriting\">many tools\u003c/a> kids might use to organize their thoughts.\u003c/p>\n\u003cp>For example, some kids still prefer to write and draw ideas on paper, and there’s no reason why they shouldn’t do that even if their ultimate writing product will be digital. Students can easily take a \u003ca href=\"https://docs.google.com/document/d/1nDzLMqj8Yf8cNVD8x0Beb0Cf0vzA2D90q4AhPLxCa60/edit?pref=2&pli=1\">snapshot \u003c/a>of written thoughts to document them digitally. Or they could download a variety of visual templates Levesque has compiled or even use a tool like \u003ca href=\"https://answergarden.ch/\">Answer Garden\u003c/a> to generate a word cloud. “It’s just one more way to capture it,” Levesque said.\u003c/p>\n\u003cp>\u003cstrong>DRAFTING\u003c/strong>\u003c/p>\n\u003cp>Many students who struggle with writing get hung up when it comes to putting the first ideas to paper. But if teachers help them see drafting -- the first iteration of a writing piece -- as a separate step from editing, there are many ways to help students jump this initial hurdle.\u003c/p>\n\u003cp>Voice typing could be one such strategy. \"Just have the kid talk about their topic, and at least they can draft it out and then have time to edit,” Levesque said. After getting those initial ideas down, a student can spend time restructuring sentences and improving the vocabulary. Often having something to work with can make this process smoother and it helps students begin to see multiple drafts and editing as a crucial part of writing. Levesque also noted voice typing is good for students still learning English, especially because it can translate languages.\u003c/p>\n\u003cp>“Drafting is for ideas and editing is where you’re going to start making sure all those ideas are right,” Levesque said. That’s why she often encourages students to “remove spelling suggestions” for documents in the drafting stage. When kids aren’t paralyzed by the squiggly red line indicating spelling mistakes it’s often easier for them to get their ideas down.\u003c/p>\n\u003cp>\u003cstrong>EDITING\u003c/strong>\u003c/p>\n\u003cp>At this stage, students are working to make their sentences crisp and clear and to use higher level vocabulary words to express their points. Levesque said many of Littleton’s teachers use a strategy called “find richer words” when students are editing digital documents. Right clicking on a word in Google Docs brings up a list of synonyms. The student can choose a richer word and make a note to the teacher about the word used previously.\u003c/p>\n\u003cp>“We see a lot of teachers doing this so when they have time to edit [students] work they have a quick visual of what were those edits that they made,” Levesque said. This is also a good time to turn spelling suggestions back on and clean up any mistakes.\u003c/p>\n\u003cp>Teachers can also look at the full revision history of a document to see the progression and changes a student has made over time. Many students have appreciated learning about revision history when they delete a paragraph and what to recover it in a later draft.\u003c/p>\n\u003cp>Levesque has also written up \u003ca href=\"https://docs.google.com/document/d/16ZPKE_RGUw9IGcC_t5xYMEc2IZ_evDTRPwIYQJOXlC8/edit?pref=2&pli=1\">careful directions\u003c/a> for ways students can embed snapshots or images and then label them. In science, students will often take a picture of their lab station, upload it as a drawing, and then add arrows and text to label each element.\u003c/p>\n\u003cp>\u003cstrong>PUBLISHING\u003c/strong>\u003c/p>\n\u003cp>“When it comes to writing, we’re changing our writing product to not just be a writing piece,” Levesque said. Teachers in her district are trying to honor the strengths of different students within the same assignment by assigning an artistic representation and an audio description alongside writing.\u003c/p>\n\u003cp>“The reason this example stuck with me is maybe this kid's writing is not their strength, but wow did they showcase on their speaking part, or the art piece,” Levesque said. The writing is still important, but honoring the strengths of the whole child can give students confidence that their ideas will be understood.\u003c/p>\n\u003cp>Teachers are also experimenting with publishing to more authentic audiences. In one assignment, elementary students published their art pieces online and high school students wrote poems based on that art before publishing them again. Levesque said the elementary students were thrilled that high school students had taken the time to appreciate, interpret and reinterpret their work. And having the same ideas bouncing around within the district in multiple mediums and multiple times strengthened the meaning of the work.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING\u003c/strong>\u003c/p>\n\u003cp>Evaluating is important for both teachers and students. It’s important for students to be able to identify accurate sources and understand online permissions as they work on writing and multimedia projects. Levesque has \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/evaluating\">put together some exercises \u003c/a>teachers can use with students to get them in the habit of carefully evaluating the accuracy of online sources.\u003c/p>\n\u003cp>And when teachers evaluate student work within an online environment they have a huge advantage; they can see the revision history and comments from students about their changes, which also have a time stamp. Levesque recommends teachers embed the rubric for an assignment at the bottom of a Google Doc so students know exactly what’s expected of them. \u003ca href=\"http://rubistar.4teachers.org/index.php\">Rubistar\u003c/a> is an easy way to create a rubric. They can also give examples of specific skills they’d like to see so students know what’s expected of them.\u003c/p>\n\u003cp>\u003cstrong>READING\u003c/strong>\u003c/p>\n\u003cp>“These tools help scaffold reading for many of our readers who can’t access certain texts,” Levesque said. “Kids use tools they think they need.\"\u003c/p>\n\u003cp>She has compiled a list of Chrome extensions that help kids access dictionaries and pronunciations they don’t know, as well as Speak It and Read&Write, which offer audio supports for students having difficulty reading text.\u003c/p>\n\u003cp>“Some kids are using this a lot especially in content areas like science where there are a lot of vocabulary words,” Levesque said. Some teachers she works with no longer compile vocabulary lists for students. Instead students make lists of the words they don’t know with definitions and examples as they read.\u003c/p>\n\u003cp>Levesque was surprised at how excited her high school teachers were to discover a tool called \u003ca href=\"https://rewordify.com/\">Rewordify\u003c/a>, which allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.\u003c/p>\n\u003cp>Levesque also recommends \u003ca href=\"https://newsela.com/\">Newsela\u003c/a> and the free and nearly identical tool \u003ca href=\"http://tweentribune.com/\">Tween Tribune\u003c/a> for non-fiction readings offered at various reading levels. The app offers texts in both Spanish and English.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH\u003c/strong>\u003c/p>\n\u003cp>Research is a central skill for students and yet often teachers don’t give them questions that require the synthesis, analysis and critical thinking inherent in good research. Levesque has \u003ca href=\"https://docs.google.com/drawings/d/17eOafGx-Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit\">compiled resources to help teachers design “thicker questions”\u003c/a> that push students to use multiple sources, analyze them, develop an opinion and connect to the real world.\u003c/p>\n\u003cp>There are lots of useful digital tools to help students keep track of information they find online and to cite it correctly. The easiest is the research tool within Google Docs, which pulls up a whole list of resources related to any right-clicked word, and can be filtered by license or type of search. If students pull quotes, images or tables into a research document they’ll also get a link back to the original site and information about how to correctly cite it.\u003c/p>\n\u003cp>Younger kids can get overwhelmed by text-heavy search results might enjoy using \u003ca href=\"https://www.instagrok.com/\">Instagrok\u003c/a>. This tool will return a concept map related to the topic, instead of text heavy articles. That could help students plot a roadmap for their research without getting overwhelmed and frustrated.\u003c/p>\n\u003cp>Levesque finds students are often most appreciative for little tips or tricks that make their researching more efficient or less frustrating. For example, they were thrilled when she told them that if they accidentally closed a tab in Chrome they could re-open it by right-clicking on the previous tab and selecting “reopen closed tab.” Students can also “pin tabs” that they are continually going back to so they don’t accidentally close them. A frustrating moment like that can discourage students from continuing with their research, and little tricks help smooth the process.\u003c/p>\n\u003cp>“Being aware of the small things that help with transitions my students say are crazy important,” Levesque said. For example, students were thrilled to learn about “bookmark all tabs” for those moments when they have ten tabs with research open and the bell rings. It helps them save all the research they’ve carefully found and they can open them all easily next time they need their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Above all, Levesque wants to build self-confidence in students and teachers around helpful tools. After that, it’s up to the individual to own what strategies are helpful and which can be ignored.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">Audio books have surged in popularity in recent years, enabled by their ease of use and advancements in smart phones. Gone are the days of numbered cassettes and bulky players. Technology has created more opportunities to listen to good books.\u003c/p>\n\u003cp class=\"p1\">But not everyone believes listening to books is a good thing -- biases in favor of reading run deep, and those who listen are often accused of \"cheating.\" There's a common perception that listening doesn't require the same amount of work to reach understanding as reading does.\u003c/p>\n\u003cp class=\"p1\">The debate can come to the fore of the classroom, where audio books can be a valuable tool for learning. Listening is a critical component of Common Core State \u003ca href=\"http://www.corestandards.org/ELA-Literacy/CCRA/SL/\">Standards\u003c/a> in English Language Arts, as is reading. To help teachers and students (and perhaps audio book listeners who get pulled into these debates), professor Daniel Willingham, author of \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118769724.html\">Raising Kids Who Read\u003c/a>, explains the difference in how the brain processes listening vs. reading. In his blog post, he answers the question he gets all the time, \u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/is-listening-to-an-audio-book-cheating\">is listening to audio books cheating?\u003c/a>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so. But if appreciating the language and the story is the point, it’s not. Comparing audio books to cheating is like meeting a friend at Disneyland and saying “you took a bus here? I drove myself, you big cheater.” The point is getting to and enjoying the destination. The point is not how you traveled. \u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p3\">Learning to read is certainly important, no one is saying that it isn't, but in some cases, listening to the story can\u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\"> encourage students to read more,\u003c/a> something high school English teacher Michael Godsey discovered using podcast audio with transcripts. And let's not forget the role of speaking in the writing of books. Numerous \u003ca href=\"http://www.wsj.com/articles/the-fastest-growing-format-in-publishing-audiobooks-1469139910\">classics\u003c/a>, including the \"Illiad,\" were based on the spoken word, and some authors \u003ca href=\"http://blogs.wsj.com/speakeasy/2015/05/01/how-i-got-through-henry-jamess-580-page-golden-bowl/\">dictated\u003c/a> their stories. In reading Henry James' \"The Golden Bowl,\" Henry James Scholar Greg Zacharias told the Wall Street Journal:\u003c/p>\n\u003cblockquote>\u003cp>“I was not really successful in reading James until I slowed down my reading speed to almost-speaking speed,” he says. That way, “we can sort of mimic the dictation.”\u003c/p>\u003c/blockquote>\n\u003cp class=\"p3\">To learn more about the differences between reading and listening, check out Daniel Willingham's post below:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/is-listening-to-an-audio-book-cheating\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Audio books have surged in popularity in recent years, enabled by their ease of use and advancements in smart phones. Gone are the days of numbered cassettes and bulky players. Technology has created more opportunities to listen to good books.\u003c/p>\n\u003cp class=\"p1\">But not everyone believes listening to books is a good thing -- biases in favor of reading run deep, and those who listen are often accused of \"cheating.\" There's a common perception that listening doesn't require the same amount of work to reach understanding as reading does.\u003c/p>\n\u003cp class=\"p1\">The debate can come to the fore of the classroom, where audio books can be a valuable tool for learning. Listening is a critical component of Common Core State \u003ca href=\"http://www.corestandards.org/ELA-Literacy/CCRA/SL/\">Standards\u003c/a> in English Language Arts, as is reading. To help teachers and students (and perhaps audio book listeners who get pulled into these debates), professor Daniel Willingham, author of \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118769724.html\">Raising Kids Who Read\u003c/a>, explains the difference in how the brain processes listening vs. reading. In his blog post, he answers the question he gets all the time, \u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/is-listening-to-an-audio-book-cheating\">is listening to audio books cheating?\u003c/a>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so. But if appreciating the language and the story is the point, it’s not. Comparing audio books to cheating is like meeting a friend at Disneyland and saying “you took a bus here? I drove myself, you big cheater.” The point is getting to and enjoying the destination. The point is not how you traveled. \u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p3\">Learning to read is certainly important, no one is saying that it isn't, but in some cases, listening to the story can\u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\"> encourage students to read more,\u003c/a> something high school English teacher Michael Godsey discovered using podcast audio with transcripts. And let's not forget the role of speaking in the writing of books. Numerous \u003ca href=\"http://www.wsj.com/articles/the-fastest-growing-format-in-publishing-audiobooks-1469139910\">classics\u003c/a>, including the \"Illiad,\" were based on the spoken word, and some authors \u003ca href=\"http://blogs.wsj.com/speakeasy/2015/05/01/how-i-got-through-henry-jamess-580-page-golden-bowl/\">dictated\u003c/a> their stories. In reading Henry James' \"The Golden Bowl,\" Henry James Scholar Greg Zacharias told the Wall Street Journal:\u003c/p>\n\u003cblockquote>\u003cp>“I was not really successful in reading James until I slowed down my reading speed to almost-speaking speed,” he says. That way, “we can sort of mimic the dictation.”\u003c/p>\u003c/blockquote>\n\u003cp class=\"p3\">To learn more about the differences between reading and listening, check out Daniel Willingham's post below:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "MindShift | KQED News",
"content": "\u003cp>The tragic events of Sept. 11 live in the American mind as a series of jarring television images: the second plane striking, the billowing smoke, the falling bodies, and the final collapse of the monolithic towers in a thick cloud. Audiences from around the world were glued to their screens as they watched the chaos unfold, left to wonder at the unimaginable horrors experienced by those trapped inside. Little was left to the imagination when, in 2015, a controversial virtual reality simulator titled \u003ca href=\"https://vrperception.com/2015/09/15/846-the-911-virtual-reality-experience/\">\u003cem>08:46\u003c/em>\u003c/a> put users in the perspective of an office worker trapped in the World Trade Center.\u003c/p>\n\u003cp>Supporters of the experience see it as a path towards empathy for the victims and as an immersive recreation of a pivotal historical event. Detractors feel that it is an unnecessary indulgence in horror and tragedy. But where do we draw the line? Is it acceptable to watch real falling bodies on the news, but morally questionable to undertake immersive fictional re-creation? Now that virtual reality (VR) is here, and here to stay, this sticky ethical dilemma is only one of many moral conundrums to come, especially in regard to the use of this revolutionary technology with children and teens. VR may have unprecedented value to education, but that very same power must be managed responsibly.\u003c/p>\n\u003cp>Since humans learned to control fire, technology has proven to be a double-edged sword, and VR is no exception. The same flames that gave us light, warmth and hot meals burned down entire cities. VR is not new; but its use in the past 50 years has been restricted to high tech labs in military, academia and industry. But today the technology has finally reached the masses. \u003ca href=\"https://www.youtube.com/watch?v=wD0bp0r-EpI\">In an address to the VRX conference\u003c/a> in San Francisco, noted game developer and tech wizard, Jesse Schell predicted that over 8 million VR gamer headsets will be sold in 2016. Facebook purchased Oculus Rift, presumably laying the groundwork for a future where friends and family will interact in rich virtual spaces. All the major players, including Microsoft, Sony, Samsung, Google and an HTC and Valve partnership are jostling for the consumer headset market. This means homes and school now have easy access to a technology that, less than a decade ago, seemed limited to the sci-fi realms of \u003cem>Star Trek\u003c/em> and the X-Men.\u003c/p>\n\u003cp>\u003cstrong>Virtual Reality in Schools\u003c/strong>\u003c/p>\n\u003cp>Mark Suter teaches computer science and game design at Elida High School in Elida, Ohio. He’s been experimenting with VR in his classes as part of a project piloted by Seattle-based \u003ca href=\"http://foundry10.org/\">foundry10\u003c/a>, a privately funded research organization that creates partnerships with educators to implement, research and explore the various intersections of emerging technologies and learning, including VR. Suter’s students both evaluate and design content for VR, and the 9/11 experience was available for those who wanted to try it. “I didn’t ask students to participate, but some wanted to try, and a few of those were emotionally moved,” Suter said. “They stated, ‘I knew it happened, but I never thought about what it was like for the people at the office that day. That felt horrible.’ This is both a flag to be watched closely for ethics violations, but also a testament of the platform’s immersion potential.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the technology’s potential for good is vast. It has already been used to \u003ca href=\"https://www.autismspeaks.org/science/science-news/virtual-reality-training-improves-social-skills-and-brain-activity\">help with autism\u003c/a>, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3949005/\">improve personal financial management\u003c/a>, \u003ca href=\"http://ict.usc.edu/prototypes/pts/\">treat PTSD\u003c/a> and \u003ca href=\"https://www.hitl.washington.edu/projects/vrpain/\">manage pain\u003c/a>. More and more news outlets, including the \u003ca href=\"http://www.nytimes.com/marketing/nytvr/\">New York Times\u003c/a>, are adopting immersive journalism, where news stories \u003ca href=\"http://www.cjr.org/innovations/virtual_reality_journalism.php\">can be experienced through VR\u003c/a>.\u003c/p>\n\u003cp>As an educational tool, VR might prove transformative. \u003ca href=\"https://www.google.ca/edu/expeditions/#how-it-works\">Google Expeditions\u003c/a> allows students to take over 100 virtual journeys from ancient Rome to the surface of Mars. It might also have a big impact on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/20/teaching-social-and-emotional-skills-in-schools/\">social emotional learning\u003c/a> (SEL), as VR’s unique ability to produce empathy recently led Wired magazine to explore its potential as “\u003ca href=\"http://www.wired.com/brandlab/2015/11/is-virtual-reality-the-ultimate-empathy-machine/\">the ultimate empathy machine\u003c/a>”. Addressing a persistent anxiety, Suter used Samsung Gear’s \u003ca href=\"https://www.youtube.com/watch?v=GOle5jN08EA\">Public Speaking Simulator\u003c/a> to successfully prepare a few nervous students for class presentations, reporting they felt “much more calm” during the live delivery.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=GOle5jN08EA\u003c/p>\n\u003cp>Tim Neal, who teaches communication technology at Orangeville District Secondary School in Orangeville, Canada, is also part of the foundry10 project and, like Suter, has implemented VR extensively in his program. He collaborated with English teachers at his school to use \u003cem>Keep Talking and Nobody Explodes,\u003c/em> a playful bomb defusing game that encourages communication and critical thinking. Neal also reports a great deal of success with \u003ca href=\"https://www.tiltbrush.com/\">\u003cem>Tilt Brush\u003c/em>\u003c/a>, a powerful 3-D art creation tool. A talented artist in his class was normally reluctant to share her work, but had a transformative experience using \u003cem>Tilt Brush\u003c/em>. “When I'm using VR all I can see is my artwork, I'm fully immersed,” she said. “I can't see if other people are watching, even though I'm sure they are, and I don't care because I'm in my own world making my own art with no restrictions.”\u003c/p>\n\u003cp>Neal has used \u003cem>Tilt Brush\u003c/em> with Syrian refugees and developmentally delayed students and notes that it “transcends language and ability and has no restrictions with regards to insecurity or ability.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=TckqNdrdbgk\u003c/p>\n\u003cp>Suter is also enthusiastic about \u003cem>Tilt Brush\u003c/em>. “Students described it as having the feeling they had when they were a kid playing in a sandbox, with no stresses or concerns. It was therapeutic,\" Suter said. \"Students that were normally reserved and quiet found that the inhibitions of being embarrassed or doing the wrong thing suddenly vanished. They were moving and creating in the middle of a classroom full of their peers, where five minutes before they would have hesitated to raise their hand to give a response.”\u003c/p>\n\u003cp>\u003cstrong>Ethical Considerations\u003c/strong>\u003c/p>\n\u003cp>These early classroom adoptions are promising, but it might be advisable to test the waters with our virtual toes, before hurling headlong into the digital ocean. Lisa Castaneda, co-founder and CEO of foundry10, tempers her wholehearted belief in the potential for the technology, with a mindful approach towards ethical implementation. “We need to be conscious of the psychological and physiological impacts. It is very easy to say, ‘Oh, the graphics on this one aren't so good; they know it isn't real.’ That is likely true, but the fascinating thing about the brain is that it still responds as if it is real. As educators, we need to be very aware of this and mindful of what experiences we choose to share with students.”\u003c/p>\n\u003cp>The body’s response to the virtual as if it were real is known as \u003cem>the illusion of embodiment\u003c/em>. \u003ca href=\"http://journal.frontiersin.org/article/10.3389/frobt.2016.00003/full\">In a recently published article\u003c/a>, researchers Michael Madary and Thomas K. Metzinger from Johannes Gutenberg University in Germany review a series of ethical considerations when implementing VR. The illusion of embodiment may provide VR’s greatest value to education, but also lies at the heart of its ethical implementation. Madary and Metzinger believe that VR is not just an evolution from television and video game screens, but a revolution that will have an enormous social impact. In their paper, they claim that:\u003c/p>\n\u003cblockquote>\u003cp>VR technology will eventually change not only our general image of humanity but also our understanding of deeply entrenched notions, such as “conscious experience,” “selfhood,” “authenticity,” or “realness.”\u003c/p>\u003c/blockquote>\n\u003cp>The implications, then, are not only social, but drive to the core of our being by affecting the very notions of identity and self-perception.\u003c/p>\n\u003cp>It’s important to remember that many current VR uses in schools, like Google Expeditions, are not interactive VR, but simply 360-degree video experiences. In these cases, students experience immersive 3D pictures or panoramas, but do not deeply interact with the content. The illusion of embodiment is a product of interactive content and motion tracking, where users can alter and affect their environment and engage with others who share their virtual space. Headsets like the Vive and Occulus Rift fall under this latter category, but it won’t be long before most, if not all, consumer oriented VR technology will be completely immersive and interactive.\u003c/p>\n\u003cp>Madary and Metzinger lay out ethical guidelines for VR research, but also make recommendations for everyday public use. Educators and parents should be aware of these before children and adolescents take the plunge, and it’s worth adding that they also apply to adults. These five areas are by no means exhaustive and in some cases they are speculative, but they address some of the more pressing issues to look out for as VR headsets enter day-to-day use.\u003c/p>\n\u003cp>\u003cstrong>1. Long-Term Effects and Prolonged Exposure\u003c/strong>\u003c/p>\n\u003cp>What little research has been undertaken on the psychological and physiological effects of VR has occurred in clinical settings and has only studied short-term use. There is no research on the long-term effects of VR on children, nor on the effects of prolonged exposure. It’s not uncommon for school-aged children and adolescents to spend dozens of hours a week consuming media and playing games, but what will happen when VR goggles are added to the mix? Madary and Metzinger flag addiction, manipulation of agency, unnoticed psychological change and mental illness as some potential hazards of prolonged exposure. This is of particular relevance to youth because their developing minds and bodies may, for better or worse, be deeply susceptible to the power of immersive technology.\u003c/p>\n\u003cp>Presumably, uses in schools would be limited in time and scope, but the availability of high-end gear at home will raise all the same questions about prolonged levels of use and addiction that have dogged the internet, video games and other media, especially since VR is likely to merge with all of the above. Associations like the United States Public Health Service and the American Academy of Pediatrics do not currently have guidelines in regard to VR. In the meantime, parents and teachers should curate content, limit exposure and monitor responses and reactions.\u003c/p>\n\u003cp>\u003cstrong>2. The Impact of Environment on Agency and Behavior\u003c/strong>\u003c/p>\n\u003cp>Research in psychology supports the notion that our surroundings, both social and structural, exert subtle effects on our behavior. Our senses regularly relay environmental cues that inform and affect our attitudes and reactions. This sensitivity to context has been identified in some of the most famous studies in psychology, including the \u003ca href=\"http://www.prisonexp.org/\">Stanford Prison Experiment\u003c/a> and \u003ca href=\"http://www.simplypsychology.org/milgram.html\">Milgram’s obedience experiment\u003c/a>, where participants were unconsciously coerced to apply what they thought were painful electric shocks to fellow participants.\u003c/p>\n\u003cp>This is of enormous consequence to VR, where users operate in immersive artificial environments. As the German researchers note, our day-to-day surroundings are relatively stable, but we don’t really know how our minds and bodies will respond to diverse and rapidly changing virtual worlds, potentially leading to any number of unintended consequences. The results may be positive or negative, but as it stands, research on specifics is scant to non-existent.\u003c/p>\n\u003cp>As our responses are better understood, virtual worlds can be deliberately designed for specific outcome, but this is also ethically loaded. On one hand, environments can be created to encourage empathy, joy, fulfillment and any number of pro-social emotions and outcomes. But where does our true nature end and the engineering of emotions begin? Also, and more nefariously, these contexts can also be manipulated to give users the illusion of being in full control of their decisions, but subtle and unnoticed environmental cues can unwittingly lead us to alter our political and religious views, and open new horizons for commercial exploitation. This, of course, could disproportionately impact children, perennial targets for advertisers due to their susceptibility and the influence they exact on their parents.\u003c/p>\n\u003cp>There is also the danger of what is termed \u003cem>social hallucination\u003c/em>, or the perception that we’re having rich social (albeit virtual) interactions with an avatar guided by artificial intelligence. Again, these false friends can reshape our views and influence how we spend our hard earned dollars.\u003c/p>\n\u003cp>Once again, there is a need to proceed with caution in order to make sure the use of the technology with students and children falls on the side of good. Research, awareness, regulation and monitored use would all prove beneficial.\u003c/p>\n\u003cp>\u003cstrong>3. Aggravating Preexisting Psychological or Emotional Issues\u003c/strong>\u003c/p>\n\u003cp>No two human beings are alike and most people regularly cycle through a wide range of complex emotions and mindsets. Disposition has a significant effect on how individuals receive media, and has complicated studies that explore the effects of media, as content and media will affect different people in different ways at different times. In some cases, VR use might trigger or aggravate preexisting and latent emotional or psychological disorders. For this reason, it is important to screen individuals before subjecting them to VR experiences, and monitor them while the sessions are in progress, as what might be emotionally productive for one may prove devastating to another.\u003c/p>\n\u003cp>It’s also important to contextualize sessions with debriefs and discussions. “A student's past experience and knowledge level also has an impact,” Castaneda said. “Even with things such as being up high in the air, seeing a large creature, or being under water, we've seen situations with students where those triggered anxiety and discomfort. So, although most educators would not put their students in really intense scenarios in VR, from an ethics standpoint, it is really, really important that educators be aware of some of the psychological research.”\u003c/p>\n\u003cp>As previously mentioned, VR has already proven effective in treating PTSD, for one, and will likely be leveraged to produce further mental health benefits. The potential for VR to assist rather than aggravate, however, hinges on its judicious use based on empirical research.\u003c/p>\n\u003cp>\u003cstrong>4. (Un)Reality and Diminished Real World Interactions\u003c/strong>\u003c/p>\n\u003cp>Although we currently inhabit diverse and absorbing media ecologies, few will argue with the notion that the real world still has much to offer. There are many advantages or “enhancements” to interacting socially in virtual environments, but existing technology is still only an approximation of the nuanced, multisensory tangibility of real life. We have evolved to receive the subtleties of scent, body language, tactility and the vast complexities of the natural world, and their loss or imperfect substitution may have detrimental consequences. For example, limited and potentially superficial social interactions in virtual spaces -- such as reductive “liking” on Facebook -- may become normalized and we could, theoretically, collectively lose the knowledge and memory of the intricacies of face-to-face communication. However, on the plus side, these virtual and online spaces also enable reclusive, anti-social, geographically isolated and disabled or disfigured individuals to partake in a rich social life that may be otherwise limited or unavailable.\u003c/p>\n\u003cp>Madary and Metzinger speculate that heavy VR use may lead to dissociative conditions like Depersonalization/Derealization Disorder, a sort of dream-like state that produces a sense that either ones body or one’s surroundings are not real. They write that “Heavy users of VR may begin to experience the real world and their real bodies as unreal, effectively shifting their sense of reality exclusively to the virtual environment.” VR’s capacity to blur the real and the unreal can also deepen the propensity children have to mix-up fantasy with reality.\u003c/p>\n\u003cp>“The most advanced headsets are not recommended for younger children, for a variety of reasons,” Castaneda said. “One of the most interesting cases that we’ve seen that younger children have a difficult time separating virtual reality from reality. They struggle to frame, particularly at first, the fact that they just saw dinosaurs and are now in the living room.” Castaneda advises that it’s important to err on the side of caution and deliver age-appropriate experiences, which should be discussed beforehand, contextualized and include a debrief upon completion.\u003c/p>\n\u003cp>\u003cstrong>5. Privacy and Data Gathering\u003c/strong>\u003c/p>\n\u003cp>Data and education have a tentative relationship. The prospect of granular assessment using all types of data from keystrokes to heartbeats holds the promise of better understanding and responding to the individual needs of our students. Yet, that same data can fall into the wrong hands, now or later, with life-altering consequences. The relationship between data and privacy is quickly emerging as one of the defining social questions of the 21st century, and VR will likely take the debate to the next level. The further we merge with the virtual world, a condition that is now upon us, the more data we will release, often without our knowledge or consent.\u003c/p>\n\u003cp>As social networks and the Internet become virtual, 3-D spaces, we will more closely identify with and be identified by our online avatars, whose use and misuse raise complex questions about identity, ownership and privacy. Madary and Metzinger use a basic case to offer a small glimpse at the brewing legalities pertaining to our online selves: “Say a user creates an avatar that is similar but not pixel-for-pixel identical to another user’s avatar. Where precisely should we draw the line between theft and acceptable similarity?” Where, indeed? As is already the case, technology is advancing faster than legal systems and legislation can keep up, and pervasive VR use will only widen the gap.\u003c/p>\n\u003cp>Another privacy concern forwarded by the German researchers is that, if our online avatars mirror our real-world movement and gestures, these “motor intentions” and the “kinematic fingerprints” of our unique movement signatures can be tracked, read and exploited by advertisers or other predatory entities. Virtual environments will respond to our body language, occasioning laser precise targeted advertising and “neuromarketing,” including the strategy of putting us in the very ads and commercials that we are exposed to.\u003c/p>\n\u003cp>Of course, it’s not all gloom and doom, because these same technologies can help read our moods for more productive mental health counseling and treatment, as well as enhance health care in general. It also may help realize the elusive dream of truly differentiated instruction, making learning a happier and more equitable place.\u003c/p>\n\u003cp>Rather than sparking a new moral panic a la comic books, rock 'n' roll and video games, the use of VR in homes and schools calls for ongoing awareness and responsible citizenship, enlisting the democratic process to ensure that appropriate, research-based and ethical laws and regulations are in place to enhance the benefits and minimize the potential harm of VR technology. As in all instances of media use, parents and teachers should apply media and digital literacy best practices. This includes being involved, mindful and informed of their children’s media use, encouraging critical thinking and frequently dialoging about their experiences.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We feel that the most interesting and creative uses of VR will come from this open, engaged dialogue between educators and their students,” Castaneda said. “If we are willing to allow ourselves to think a bit more broadly, VR may be a viable avenue for true shifts in how we think about learning.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The tragic events of Sept. 11 live in the American mind as a series of jarring television images: the second plane striking, the billowing smoke, the falling bodies, and the final collapse of the monolithic towers in a thick cloud. Audiences from around the world were glued to their screens as they watched the chaos unfold, left to wonder at the unimaginable horrors experienced by those trapped inside. Little was left to the imagination when, in 2015, a controversial virtual reality simulator titled \u003ca href=\"https://vrperception.com/2015/09/15/846-the-911-virtual-reality-experience/\">\u003cem>08:46\u003c/em>\u003c/a> put users in the perspective of an office worker trapped in the World Trade Center.\u003c/p>\n\u003cp>Supporters of the experience see it as a path towards empathy for the victims and as an immersive recreation of a pivotal historical event. Detractors feel that it is an unnecessary indulgence in horror and tragedy. But where do we draw the line? Is it acceptable to watch real falling bodies on the news, but morally questionable to undertake immersive fictional re-creation? Now that virtual reality (VR) is here, and here to stay, this sticky ethical dilemma is only one of many moral conundrums to come, especially in regard to the use of this revolutionary technology with children and teens. VR may have unprecedented value to education, but that very same power must be managed responsibly.\u003c/p>\n\u003cp>Since humans learned to control fire, technology has proven to be a double-edged sword, and VR is no exception. The same flames that gave us light, warmth and hot meals burned down entire cities. VR is not new; but its use in the past 50 years has been restricted to high tech labs in military, academia and industry. But today the technology has finally reached the masses. \u003ca href=\"https://www.youtube.com/watch?v=wD0bp0r-EpI\">In an address to the VRX conference\u003c/a> in San Francisco, noted game developer and tech wizard, Jesse Schell predicted that over 8 million VR gamer headsets will be sold in 2016. Facebook purchased Oculus Rift, presumably laying the groundwork for a future where friends and family will interact in rich virtual spaces. All the major players, including Microsoft, Sony, Samsung, Google and an HTC and Valve partnership are jostling for the consumer headset market. This means homes and school now have easy access to a technology that, less than a decade ago, seemed limited to the sci-fi realms of \u003cem>Star Trek\u003c/em> and the X-Men.\u003c/p>\n\u003cp>\u003cstrong>Virtual Reality in Schools\u003c/strong>\u003c/p>\n\u003cp>Mark Suter teaches computer science and game design at Elida High School in Elida, Ohio. He’s been experimenting with VR in his classes as part of a project piloted by Seattle-based \u003ca href=\"http://foundry10.org/\">foundry10\u003c/a>, a privately funded research organization that creates partnerships with educators to implement, research and explore the various intersections of emerging technologies and learning, including VR. Suter’s students both evaluate and design content for VR, and the 9/11 experience was available for those who wanted to try it. “I didn’t ask students to participate, but some wanted to try, and a few of those were emotionally moved,” Suter said. “They stated, ‘I knew it happened, but I never thought about what it was like for the people at the office that day. That felt horrible.’ This is both a flag to be watched closely for ethics violations, but also a testament of the platform’s immersion potential.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the technology’s potential for good is vast. It has already been used to \u003ca href=\"https://www.autismspeaks.org/science/science-news/virtual-reality-training-improves-social-skills-and-brain-activity\">help with autism\u003c/a>, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3949005/\">improve personal financial management\u003c/a>, \u003ca href=\"http://ict.usc.edu/prototypes/pts/\">treat PTSD\u003c/a> and \u003ca href=\"https://www.hitl.washington.edu/projects/vrpain/\">manage pain\u003c/a>. More and more news outlets, including the \u003ca href=\"http://www.nytimes.com/marketing/nytvr/\">New York Times\u003c/a>, are adopting immersive journalism, where news stories \u003ca href=\"http://www.cjr.org/innovations/virtual_reality_journalism.php\">can be experienced through VR\u003c/a>.\u003c/p>\n\u003cp>As an educational tool, VR might prove transformative. \u003ca href=\"https://www.google.ca/edu/expeditions/#how-it-works\">Google Expeditions\u003c/a> allows students to take over 100 virtual journeys from ancient Rome to the surface of Mars. It might also have a big impact on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/20/teaching-social-and-emotional-skills-in-schools/\">social emotional learning\u003c/a> (SEL), as VR’s unique ability to produce empathy recently led Wired magazine to explore its potential as “\u003ca href=\"http://www.wired.com/brandlab/2015/11/is-virtual-reality-the-ultimate-empathy-machine/\">the ultimate empathy machine\u003c/a>”. Addressing a persistent anxiety, Suter used Samsung Gear’s \u003ca href=\"https://www.youtube.com/watch?v=GOle5jN08EA\">Public Speaking Simulator\u003c/a> to successfully prepare a few nervous students for class presentations, reporting they felt “much more calm” during the live delivery.\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/GOle5jN08EA'\n title='//www.youtube.com/embed/GOle5jN08EA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Tim Neal, who teaches communication technology at Orangeville District Secondary School in Orangeville, Canada, is also part of the foundry10 project and, like Suter, has implemented VR extensively in his program. He collaborated with English teachers at his school to use \u003cem>Keep Talking and Nobody Explodes,\u003c/em> a playful bomb defusing game that encourages communication and critical thinking. Neal also reports a great deal of success with \u003ca href=\"https://www.tiltbrush.com/\">\u003cem>Tilt Brush\u003c/em>\u003c/a>, a powerful 3-D art creation tool. A talented artist in his class was normally reluctant to share her work, but had a transformative experience using \u003cem>Tilt Brush\u003c/em>. “When I'm using VR all I can see is my artwork, I'm fully immersed,” she said. “I can't see if other people are watching, even though I'm sure they are, and I don't care because I'm in my own world making my own art with no restrictions.”\u003c/p>\n\u003cp>Neal has used \u003cem>Tilt Brush\u003c/em> with Syrian refugees and developmentally delayed students and notes that it “transcends language and ability and has no restrictions with regards to insecurity or ability.”\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/TckqNdrdbgk'\n title='//www.youtube.com/embed/TckqNdrdbgk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Suter is also enthusiastic about \u003cem>Tilt Brush\u003c/em>. “Students described it as having the feeling they had when they were a kid playing in a sandbox, with no stresses or concerns. It was therapeutic,\" Suter said. \"Students that were normally reserved and quiet found that the inhibitions of being embarrassed or doing the wrong thing suddenly vanished. They were moving and creating in the middle of a classroom full of their peers, where five minutes before they would have hesitated to raise their hand to give a response.”\u003c/p>\n\u003cp>\u003cstrong>Ethical Considerations\u003c/strong>\u003c/p>\n\u003cp>These early classroom adoptions are promising, but it might be advisable to test the waters with our virtual toes, before hurling headlong into the digital ocean. Lisa Castaneda, co-founder and CEO of foundry10, tempers her wholehearted belief in the potential for the technology, with a mindful approach towards ethical implementation. “We need to be conscious of the psychological and physiological impacts. It is very easy to say, ‘Oh, the graphics on this one aren't so good; they know it isn't real.’ That is likely true, but the fascinating thing about the brain is that it still responds as if it is real. As educators, we need to be very aware of this and mindful of what experiences we choose to share with students.”\u003c/p>\n\u003cp>The body’s response to the virtual as if it were real is known as \u003cem>the illusion of embodiment\u003c/em>. \u003ca href=\"http://journal.frontiersin.org/article/10.3389/frobt.2016.00003/full\">In a recently published article\u003c/a>, researchers Michael Madary and Thomas K. Metzinger from Johannes Gutenberg University in Germany review a series of ethical considerations when implementing VR. The illusion of embodiment may provide VR’s greatest value to education, but also lies at the heart of its ethical implementation. Madary and Metzinger believe that VR is not just an evolution from television and video game screens, but a revolution that will have an enormous social impact. In their paper, they claim that:\u003c/p>\n\u003cblockquote>\u003cp>VR technology will eventually change not only our general image of humanity but also our understanding of deeply entrenched notions, such as “conscious experience,” “selfhood,” “authenticity,” or “realness.”\u003c/p>\u003c/blockquote>\n\u003cp>The implications, then, are not only social, but drive to the core of our being by affecting the very notions of identity and self-perception.\u003c/p>\n\u003cp>It’s important to remember that many current VR uses in schools, like Google Expeditions, are not interactive VR, but simply 360-degree video experiences. In these cases, students experience immersive 3D pictures or panoramas, but do not deeply interact with the content. The illusion of embodiment is a product of interactive content and motion tracking, where users can alter and affect their environment and engage with others who share their virtual space. Headsets like the Vive and Occulus Rift fall under this latter category, but it won’t be long before most, if not all, consumer oriented VR technology will be completely immersive and interactive.\u003c/p>\n\u003cp>Madary and Metzinger lay out ethical guidelines for VR research, but also make recommendations for everyday public use. Educators and parents should be aware of these before children and adolescents take the plunge, and it’s worth adding that they also apply to adults. These five areas are by no means exhaustive and in some cases they are speculative, but they address some of the more pressing issues to look out for as VR headsets enter day-to-day use.\u003c/p>\n\u003cp>\u003cstrong>1. Long-Term Effects and Prolonged Exposure\u003c/strong>\u003c/p>\n\u003cp>What little research has been undertaken on the psychological and physiological effects of VR has occurred in clinical settings and has only studied short-term use. There is no research on the long-term effects of VR on children, nor on the effects of prolonged exposure. It’s not uncommon for school-aged children and adolescents to spend dozens of hours a week consuming media and playing games, but what will happen when VR goggles are added to the mix? Madary and Metzinger flag addiction, manipulation of agency, unnoticed psychological change and mental illness as some potential hazards of prolonged exposure. This is of particular relevance to youth because their developing minds and bodies may, for better or worse, be deeply susceptible to the power of immersive technology.\u003c/p>\n\u003cp>Presumably, uses in schools would be limited in time and scope, but the availability of high-end gear at home will raise all the same questions about prolonged levels of use and addiction that have dogged the internet, video games and other media, especially since VR is likely to merge with all of the above. Associations like the United States Public Health Service and the American Academy of Pediatrics do not currently have guidelines in regard to VR. In the meantime, parents and teachers should curate content, limit exposure and monitor responses and reactions.\u003c/p>\n\u003cp>\u003cstrong>2. The Impact of Environment on Agency and Behavior\u003c/strong>\u003c/p>\n\u003cp>Research in psychology supports the notion that our surroundings, both social and structural, exert subtle effects on our behavior. Our senses regularly relay environmental cues that inform and affect our attitudes and reactions. This sensitivity to context has been identified in some of the most famous studies in psychology, including the \u003ca href=\"http://www.prisonexp.org/\">Stanford Prison Experiment\u003c/a> and \u003ca href=\"http://www.simplypsychology.org/milgram.html\">Milgram’s obedience experiment\u003c/a>, where participants were unconsciously coerced to apply what they thought were painful electric shocks to fellow participants.\u003c/p>\n\u003cp>This is of enormous consequence to VR, where users operate in immersive artificial environments. As the German researchers note, our day-to-day surroundings are relatively stable, but we don’t really know how our minds and bodies will respond to diverse and rapidly changing virtual worlds, potentially leading to any number of unintended consequences. The results may be positive or negative, but as it stands, research on specifics is scant to non-existent.\u003c/p>\n\u003cp>As our responses are better understood, virtual worlds can be deliberately designed for specific outcome, but this is also ethically loaded. On one hand, environments can be created to encourage empathy, joy, fulfillment and any number of pro-social emotions and outcomes. But where does our true nature end and the engineering of emotions begin? Also, and more nefariously, these contexts can also be manipulated to give users the illusion of being in full control of their decisions, but subtle and unnoticed environmental cues can unwittingly lead us to alter our political and religious views, and open new horizons for commercial exploitation. This, of course, could disproportionately impact children, perennial targets for advertisers due to their susceptibility and the influence they exact on their parents.\u003c/p>\n\u003cp>There is also the danger of what is termed \u003cem>social hallucination\u003c/em>, or the perception that we’re having rich social (albeit virtual) interactions with an avatar guided by artificial intelligence. Again, these false friends can reshape our views and influence how we spend our hard earned dollars.\u003c/p>\n\u003cp>Once again, there is a need to proceed with caution in order to make sure the use of the technology with students and children falls on the side of good. Research, awareness, regulation and monitored use would all prove beneficial.\u003c/p>\n\u003cp>\u003cstrong>3. Aggravating Preexisting Psychological or Emotional Issues\u003c/strong>\u003c/p>\n\u003cp>No two human beings are alike and most people regularly cycle through a wide range of complex emotions and mindsets. Disposition has a significant effect on how individuals receive media, and has complicated studies that explore the effects of media, as content and media will affect different people in different ways at different times. In some cases, VR use might trigger or aggravate preexisting and latent emotional or psychological disorders. For this reason, it is important to screen individuals before subjecting them to VR experiences, and monitor them while the sessions are in progress, as what might be emotionally productive for one may prove devastating to another.\u003c/p>\n\u003cp>It’s also important to contextualize sessions with debriefs and discussions. “A student's past experience and knowledge level also has an impact,” Castaneda said. “Even with things such as being up high in the air, seeing a large creature, or being under water, we've seen situations with students where those triggered anxiety and discomfort. So, although most educators would not put their students in really intense scenarios in VR, from an ethics standpoint, it is really, really important that educators be aware of some of the psychological research.”\u003c/p>\n\u003cp>As previously mentioned, VR has already proven effective in treating PTSD, for one, and will likely be leveraged to produce further mental health benefits. The potential for VR to assist rather than aggravate, however, hinges on its judicious use based on empirical research.\u003c/p>\n\u003cp>\u003cstrong>4. (Un)Reality and Diminished Real World Interactions\u003c/strong>\u003c/p>\n\u003cp>Although we currently inhabit diverse and absorbing media ecologies, few will argue with the notion that the real world still has much to offer. There are many advantages or “enhancements” to interacting socially in virtual environments, but existing technology is still only an approximation of the nuanced, multisensory tangibility of real life. We have evolved to receive the subtleties of scent, body language, tactility and the vast complexities of the natural world, and their loss or imperfect substitution may have detrimental consequences. For example, limited and potentially superficial social interactions in virtual spaces -- such as reductive “liking” on Facebook -- may become normalized and we could, theoretically, collectively lose the knowledge and memory of the intricacies of face-to-face communication. However, on the plus side, these virtual and online spaces also enable reclusive, anti-social, geographically isolated and disabled or disfigured individuals to partake in a rich social life that may be otherwise limited or unavailable.\u003c/p>\n\u003cp>Madary and Metzinger speculate that heavy VR use may lead to dissociative conditions like Depersonalization/Derealization Disorder, a sort of dream-like state that produces a sense that either ones body or one’s surroundings are not real. They write that “Heavy users of VR may begin to experience the real world and their real bodies as unreal, effectively shifting their sense of reality exclusively to the virtual environment.” VR’s capacity to blur the real and the unreal can also deepen the propensity children have to mix-up fantasy with reality.\u003c/p>\n\u003cp>“The most advanced headsets are not recommended for younger children, for a variety of reasons,” Castaneda said. “One of the most interesting cases that we’ve seen that younger children have a difficult time separating virtual reality from reality. They struggle to frame, particularly at first, the fact that they just saw dinosaurs and are now in the living room.” Castaneda advises that it’s important to err on the side of caution and deliver age-appropriate experiences, which should be discussed beforehand, contextualized and include a debrief upon completion.\u003c/p>\n\u003cp>\u003cstrong>5. Privacy and Data Gathering\u003c/strong>\u003c/p>\n\u003cp>Data and education have a tentative relationship. The prospect of granular assessment using all types of data from keystrokes to heartbeats holds the promise of better understanding and responding to the individual needs of our students. Yet, that same data can fall into the wrong hands, now or later, with life-altering consequences. The relationship between data and privacy is quickly emerging as one of the defining social questions of the 21st century, and VR will likely take the debate to the next level. The further we merge with the virtual world, a condition that is now upon us, the more data we will release, often without our knowledge or consent.\u003c/p>\n\u003cp>As social networks and the Internet become virtual, 3-D spaces, we will more closely identify with and be identified by our online avatars, whose use and misuse raise complex questions about identity, ownership and privacy. Madary and Metzinger use a basic case to offer a small glimpse at the brewing legalities pertaining to our online selves: “Say a user creates an avatar that is similar but not pixel-for-pixel identical to another user’s avatar. Where precisely should we draw the line between theft and acceptable similarity?” Where, indeed? As is already the case, technology is advancing faster than legal systems and legislation can keep up, and pervasive VR use will only widen the gap.\u003c/p>\n\u003cp>Another privacy concern forwarded by the German researchers is that, if our online avatars mirror our real-world movement and gestures, these “motor intentions” and the “kinematic fingerprints” of our unique movement signatures can be tracked, read and exploited by advertisers or other predatory entities. Virtual environments will respond to our body language, occasioning laser precise targeted advertising and “neuromarketing,” including the strategy of putting us in the very ads and commercials that we are exposed to.\u003c/p>\n\u003cp>Of course, it’s not all gloom and doom, because these same technologies can help read our moods for more productive mental health counseling and treatment, as well as enhance health care in general. It also may help realize the elusive dream of truly differentiated instruction, making learning a happier and more equitable place.\u003c/p>\n\u003cp>Rather than sparking a new moral panic a la comic books, rock 'n' roll and video games, the use of VR in homes and schools calls for ongoing awareness and responsible citizenship, enlisting the democratic process to ensure that appropriate, research-based and ethical laws and regulations are in place to enhance the benefits and minimize the potential harm of VR technology. As in all instances of media use, parents and teachers should apply media and digital literacy best practices. This includes being involved, mindful and informed of their children’s media use, encouraging critical thinking and frequently dialoging about their experiences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We feel that the most interesting and creative uses of VR will come from this open, engaged dialogue between educators and their students,” Castaneda said. “If we are willing to allow ourselves to think a bit more broadly, VR may be a viable avenue for true shifts in how we think about learning.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A group of recent studies on technology in education, across a wide range of real-world settings, have come up far short of a ringing endorsement.\u003c/p>\n\u003cp>The studies include research on K-12 schools and higher ed, both blended learning and online, and show results ranging from mixed to negative. A deeper look into these reports gives a sense that, even as computers become ubiquitous in classrooms, there's a lot we still don't know — or at least that we're not doing to make them effective tools for learning.\u003c/p>\n\u003cp>First, a quick overview of the studies and their results:\u003c/p>\n\u003cp>Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the \u003ca href=\"http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#.V5e1ypPnbGc#page5\">largest-ever, international analyses\u003c/a> of student access to computers and how that relates to student learning. (The OECD administers \u003ca href=\"https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment\">the PISA test\u003c/a>, the world-famous international academic ranking.)\u003c/p>\n\u003cp>For this report, the researchers asked millions of high school students in dozens of countries about their access to computers both in the classroom and at home, and compared their answers to scores on the 2012 PISA. Here's the money quote:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.\"\u003c/p>\n\u003cp>That's right. Lots of computer time meant worse school performance — by a lot.\u003c/p>\n\u003cp>A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed \"no appreciable results\" in student achievement.\u003c/p>\n\u003cp>And, striking at the root of one of the biggest claims made about tech in education, \"perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students.\"\u003c/p>\n\u003cp>Now let's move to the U.S. In April, the research firm SRI\u003ca href=\"https://www.sri.com/sites/default/files/brochures/almap_final_report.pdf\"> published a report\u003c/a> at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called \"adaptive learning\" software as an enhancement to blended courses.\u003c/p>\n\u003cp>NPR Ed has covered adaptive learning before. The creators of one of the products looked at in this report compared the technology to \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">\"a robot tutor in the sky that can semi-read your mind.\"\u003c/a>\u003c/p>\n\u003cp>The results in this study were a bit more prosaic. Researchers looked at course grades, course completion and in some cases scores on common assessments across 14 colleges and 19,500 students.\u003c/p>\n\u003cp>\"We saw no effects, weak effects, and modest positive effects,\" says study co-author Louise Yarnall.\u003c/p>\n\u003cp>Finally, \u003ca href=\"https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html\">a study published in July\u003c/a> looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.\u003c/p>\n\u003cp>The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, \"There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them.\"\u003c/p>\n\u003cp>A note of caution: These studies are all very different in their settings, their designs and the types of technology examined.\u003c/p>\n\u003cp>What they do have in common, besides results that would disappoint most ed-tech cheerleaders, is that they were field studies. They looked at how technology is really being used, beyond the hype.\u003c/p>\n\u003cp>\"This is technology that people have been developing for 30 years in the lab,\" Yarnall observed. \"This is one of the first chances to see how it looks out in the wild, with real students, real instructors and all the variables.\"\u003c/p>\n\u003cp>The authors all told NPR Ed that their studies are not perfect, with a lot of gaps in the data. But here are some observations we can make.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Implementation is really important, yet it's often ignored.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the SRI higher education study, \"The major concern expressed by instructors was getting students to use the adaptive courseware frequently enough.\"\u003c/p>\n\u003cp>In other words, these colleges had: applied for grants, invested in the software programs, invested in retraining their instructors and redesigning courses, invested further time in adapting the software to individual courses, and spent time participating in the evaluation. But they didn't go the last mile, or the last thousand feet, to ensure that students were actually using the software, or perhaps make it clear to them why it was potentially helpful.\u003c/p>\n\u003cp>Learning software collects lots of information on student usage, which could in theory have made it possible to relate the time that students actually spent on the software to outcomes. But the organizers of this study faced logistical and ethical hurdles in actually getting ahold of that data.\u003c/p>\n\u003cp>It's as if you tried to do a medical evaluation on a bunch of new headache medicines, but with no information on whether, or how much, the patients took.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The OECD survey asked about the availability of computers and the frequency of computer use in math lessons and for homework. But it leaves very little idea exactly what various countries are doing with all those computers in the classroom: what software they are using, what training teachers get.\u003c/p>\n\u003cp>In the SRI study, despite its size and the resources devoted to it, the researchers faced a lot of \"challenges to validity,\" as co-author Yarnall observed.\u003c/p>\n\u003cp>Colleges each designed their own impact evaluations. They didn't always find it feasible to administer a pre- and post-test, which is considered a better measure of student learning than course grades.\u003c/p>\n\u003cp>In the seven cases where Yarnall's team could make side-by-side comparisons of common learning assessments, they found a \"modest but significantly positive effect\" of the adaptive software.\u003c/p>\n\u003cp>In the algebra study, Northwestern's Heissel says she had no information on which students took the course in which setting. She couldn't differentiate between students who: studied at home on their own time; or in a computer lab with lots of students doing different courses and an adult who's simply there to supervise; or in a computer lab with other students who were also taking Algebra and a certified math teacher on hand to answer questions.\u003c/p>\n\u003cp>That last scenario for teaching math, sometimes called the \"emporium model,\" has proven very successful in other studies. \"I would love the chance to study teacher quality,\" as a factor in online courses, says Heissel.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Computers are enhancing access. There's less evidence that they're enhancing learning.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the North Carolina study, the students taking algebra online in eighth grade would otherwise not have had the chance to take it until ninth grade. Even if they knew they might pass with a lower score or learn less, it's possible that they would still choose to the online course online, either to get it out of the way or to accelerate.\u003c/p>\n\u003cp>\"It's up to the parents, the districts, and the students to weigh the lower grade against the increased access to courses,\" Heissel says.\u003c/p>\n\u003cp>Similarly, the four-year colleges in the SRI study were specifically using adaptive courseware to let more students into so-called gateway courses.\u003c/p>\n\u003cp>These are the general-education requirements that are often oversubscribed at large public universities. Again, in this situation, colleges and their students might prefer to have the increased access that software provides — even if their results are no better.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I was chatting with one of the grantees at a four-year that had underwhelming impacts,\" says Yarnall. \"I asked, 'Are you going to keep going?' And they said, 'Absolutely.' I have students who can't get into courses in the timeline they need to. So they want these options. Colleges are looking to become more flexible.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Caution+Flags+For+Tech+In+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of recent studies on technology in education, across a wide range of real-world settings, have come up far short of a ringing endorsement.\u003c/p>\n\u003cp>The studies include research on K-12 schools and higher ed, both blended learning and online, and show results ranging from mixed to negative. A deeper look into these reports gives a sense that, even as computers become ubiquitous in classrooms, there's a lot we still don't know — or at least that we're not doing to make them effective tools for learning.\u003c/p>\n\u003cp>First, a quick overview of the studies and their results:\u003c/p>\n\u003cp>Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the \u003ca href=\"http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#.V5e1ypPnbGc#page5\">largest-ever, international analyses\u003c/a> of student access to computers and how that relates to student learning. (The OECD administers \u003ca href=\"https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment\">the PISA test\u003c/a>, the world-famous international academic ranking.)\u003c/p>\n\u003cp>For this report, the researchers asked millions of high school students in dozens of countries about their access to computers both in the classroom and at home, and compared their answers to scores on the 2012 PISA. Here's the money quote:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.\"\u003c/p>\n\u003cp>That's right. Lots of computer time meant worse school performance — by a lot.\u003c/p>\n\u003cp>A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed \"no appreciable results\" in student achievement.\u003c/p>\n\u003cp>And, striking at the root of one of the biggest claims made about tech in education, \"perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students.\"\u003c/p>\n\u003cp>Now let's move to the U.S. In April, the research firm SRI\u003ca href=\"https://www.sri.com/sites/default/files/brochures/almap_final_report.pdf\"> published a report\u003c/a> at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called \"adaptive learning\" software as an enhancement to blended courses.\u003c/p>\n\u003cp>NPR Ed has covered adaptive learning before. The creators of one of the products looked at in this report compared the technology to \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">\"a robot tutor in the sky that can semi-read your mind.\"\u003c/a>\u003c/p>\n\u003cp>The results in this study were a bit more prosaic. Researchers looked at course grades, course completion and in some cases scores on common assessments across 14 colleges and 19,500 students.\u003c/p>\n\u003cp>\"We saw no effects, weak effects, and modest positive effects,\" says study co-author Louise Yarnall.\u003c/p>\n\u003cp>Finally, \u003ca href=\"https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html\">a study published in July\u003c/a> looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.\u003c/p>\n\u003cp>The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, \"There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them.\"\u003c/p>\n\u003cp>A note of caution: These studies are all very different in their settings, their designs and the types of technology examined.\u003c/p>\n\u003cp>What they do have in common, besides results that would disappoint most ed-tech cheerleaders, is that they were field studies. They looked at how technology is really being used, beyond the hype.\u003c/p>\n\u003cp>\"This is technology that people have been developing for 30 years in the lab,\" Yarnall observed. \"This is one of the first chances to see how it looks out in the wild, with real students, real instructors and all the variables.\"\u003c/p>\n\u003cp>The authors all told NPR Ed that their studies are not perfect, with a lot of gaps in the data. But here are some observations we can make.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Implementation is really important, yet it's often ignored.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the SRI higher education study, \"The major concern expressed by instructors was getting students to use the adaptive courseware frequently enough.\"\u003c/p>\n\u003cp>In other words, these colleges had: applied for grants, invested in the software programs, invested in retraining their instructors and redesigning courses, invested further time in adapting the software to individual courses, and spent time participating in the evaluation. But they didn't go the last mile, or the last thousand feet, to ensure that students were actually using the software, or perhaps make it clear to them why it was potentially helpful.\u003c/p>\n\u003cp>Learning software collects lots of information on student usage, which could in theory have made it possible to relate the time that students actually spent on the software to outcomes. But the organizers of this study faced logistical and ethical hurdles in actually getting ahold of that data.\u003c/p>\n\u003cp>It's as if you tried to do a medical evaluation on a bunch of new headache medicines, but with no information on whether, or how much, the patients took.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The OECD survey asked about the availability of computers and the frequency of computer use in math lessons and for homework. But it leaves very little idea exactly what various countries are doing with all those computers in the classroom: what software they are using, what training teachers get.\u003c/p>\n\u003cp>In the SRI study, despite its size and the resources devoted to it, the researchers faced a lot of \"challenges to validity,\" as co-author Yarnall observed.\u003c/p>\n\u003cp>Colleges each designed their own impact evaluations. They didn't always find it feasible to administer a pre- and post-test, which is considered a better measure of student learning than course grades.\u003c/p>\n\u003cp>In the seven cases where Yarnall's team could make side-by-side comparisons of common learning assessments, they found a \"modest but significantly positive effect\" of the adaptive software.\u003c/p>\n\u003cp>In the algebra study, Northwestern's Heissel says she had no information on which students took the course in which setting. She couldn't differentiate between students who: studied at home on their own time; or in a computer lab with lots of students doing different courses and an adult who's simply there to supervise; or in a computer lab with other students who were also taking Algebra and a certified math teacher on hand to answer questions.\u003c/p>\n\u003cp>That last scenario for teaching math, sometimes called the \"emporium model,\" has proven very successful in other studies. \"I would love the chance to study teacher quality,\" as a factor in online courses, says Heissel.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Computers are enhancing access. There's less evidence that they're enhancing learning.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the North Carolina study, the students taking algebra online in eighth grade would otherwise not have had the chance to take it until ninth grade. Even if they knew they might pass with a lower score or learn less, it's possible that they would still choose to the online course online, either to get it out of the way or to accelerate.\u003c/p>\n\u003cp>\"It's up to the parents, the districts, and the students to weigh the lower grade against the increased access to courses,\" Heissel says.\u003c/p>\n\u003cp>Similarly, the four-year colleges in the SRI study were specifically using adaptive courseware to let more students into so-called gateway courses.\u003c/p>\n\u003cp>These are the general-education requirements that are often oversubscribed at large public universities. Again, in this situation, colleges and their students might prefer to have the increased access that software provides — even if their results are no better.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I was chatting with one of the grantees at a four-year that had underwhelming impacts,\" says Yarnall. \"I asked, 'Are you going to keep going?' And they said, 'Absolutely.' I have students who can't get into courses in the timeline they need to. So they want these options. Colleges are looking to become more flexible.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Caution+Flags+For+Tech+In+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Getting out of the classroom can benefit everyone -- both teachers and students. Fresh air and fresh perspectives combine to allow for new types of creativity, for play, and for a chance to connect learning to life. The best of these apps help harness what kids are learning outside so they can bring it back into the classroom for further study.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.commonsense.org/education/blog/4-tips-for-managing-the-pokemon-go-craze-in-your-classroom\">the \u003c/a>\u003ca href=\"https://www.commonsense.org/education/blog/4-tips-for-managing-the-pokemon-go-craze-in-your-classroom\">Pokémon Go craze\u003c/a> hasn’t just been dominating the imaginations of monster hunters everywhere, but also sparking debate among educators around the game’s potential for learning. Sure, Pokémon Go has an inherent ability to get kids outside, observing the world in ways they hadn’t before. But, if you’re looking to help students take their hunt for learning beyond the walls of your classroom, there are plenty of other options to consider.\u003c/p>\n\u003cp>The four STEM apps below all get kids moving in different ways, whether by looking up at the sky, analyzing how their own bodies move, discovering unique objects to photograph, or getting muddy at their local watershed. Sure, they may not be capturing that next rare Pokémon, but these apps will still help students appreciate the diversity of the world they inhabit.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/ready-jet-go-space-explorer\">\u003cimg class=\"alignnone wp-image-46048 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/readyjetgospaceexplorer.jpg\" alt=\"readyjetgospaceexplorer\" width=\"1278\" height=\"959\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer.jpg 1278w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-960x720.jpg 960w\" sizes=\"(max-width: 1278px) 100vw, 1278px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/ready-jet-go-space-explorer\">\u003cstrong>Ready Jet Go! Space Explorer\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A free first step to exploring the sky, Ready Jet Go! introduces young students to planets and constellations. Teachers can turn on location services to have the app generate a virtual sky to match the sky seen from any location. Students will be able to see the stars above them even when not visible by day. While it is magical to see the real sky on the screen, going outdoors and pointing the app toward the sky is what really keeps kids enthralled.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/playground-physics\">\u003cimg class=\"alignnone size-full wp-image-46047\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/playground.png\" alt=\"playground\" width=\"1440\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-960x720.png 960w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/playground-physics\">\u003cstrong>Playground Physics\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Playground Physics is an inexpensive, intuitive way to get students out of their chairs and learning about physics in real and tangible ways. Students use an iPad to shoot video of any motion, whether it’s their friends running around, or tennis balls flying across the schoolyard. The program then measures variables like speed, position, direction, energy, and force. Any controlled experiment is fair game, with the potential to empower kids’ learning and encouraging curiosity. Younger students can have fun tracing motion, while older students can work out the calculus involved.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/123d-catch\">\u003cimg class=\"alignnone wp-image-46045\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/123dcatch.png\" alt=\"123dcatch\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-1440x1080.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-960x720.png 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/123d-catch\">\u003cstrong>123D Catch\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>This simple app lets students go into the world and take photos of everyday objects to create 3D models. Be it a tree, a car, or a building, students only need to point, click, and wait. After collecting photos from multiple angles, the 3D files can be exported to a variety of other applications; for annotation, labeling, remixing, or even 3D printing. What’s more, this kind of real-world-to-digital connection can help students make meaningful connections in their STEAM classes.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/diy-lake-science\">\u003cimg class=\"alignnone wp-image-46046\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/diyhome.jpg\" alt=\"diyhome\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-960x720.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/diy-lake-science\">\u003cstrong>DIY Lake Science\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Get students outside and investigating their local watersheds with this app’s activities. Experiments include measuring the murkiness of a water sample, or finding how many organisms live in a habitat. Furthering the scientific practices, students can use the guides to gather genuine data, and compare samples with others. Overall, there’s a strong effort to keep kids active while bridging the school-to-home connection.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Danny Wagner is a manager of STEM content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a>, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Getting out of the classroom can benefit everyone -- both teachers and students. Fresh air and fresh perspectives combine to allow for new types of creativity, for play, and for a chance to connect learning to life. The best of these apps help harness what kids are learning outside so they can bring it back into the classroom for further study.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.commonsense.org/education/blog/4-tips-for-managing-the-pokemon-go-craze-in-your-classroom\">the \u003c/a>\u003ca href=\"https://www.commonsense.org/education/blog/4-tips-for-managing-the-pokemon-go-craze-in-your-classroom\">Pokémon Go craze\u003c/a> hasn’t just been dominating the imaginations of monster hunters everywhere, but also sparking debate among educators around the game’s potential for learning. Sure, Pokémon Go has an inherent ability to get kids outside, observing the world in ways they hadn’t before. But, if you’re looking to help students take their hunt for learning beyond the walls of your classroom, there are plenty of other options to consider.\u003c/p>\n\u003cp>The four STEM apps below all get kids moving in different ways, whether by looking up at the sky, analyzing how their own bodies move, discovering unique objects to photograph, or getting muddy at their local watershed. Sure, they may not be capturing that next rare Pokémon, but these apps will still help students appreciate the diversity of the world they inhabit.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/ready-jet-go-space-explorer\">\u003cimg class=\"alignnone wp-image-46048 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/readyjetgospaceexplorer.jpg\" alt=\"readyjetgospaceexplorer\" width=\"1278\" height=\"959\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer.jpg 1278w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/readyjetgospaceexplorer-960x720.jpg 960w\" sizes=\"(max-width: 1278px) 100vw, 1278px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/ready-jet-go-space-explorer\">\u003cstrong>Ready Jet Go! Space Explorer\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A free first step to exploring the sky, Ready Jet Go! introduces young students to planets and constellations. Teachers can turn on location services to have the app generate a virtual sky to match the sky seen from any location. Students will be able to see the stars above them even when not visible by day. While it is magical to see the real sky on the screen, going outdoors and pointing the app toward the sky is what really keeps kids enthralled.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/playground-physics\">\u003cimg class=\"alignnone size-full wp-image-46047\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/playground.png\" alt=\"playground\" width=\"1440\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/playground-960x720.png 960w\" sizes=\"(max-width: 1440px) 100vw, 1440px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/playground-physics\">\u003cstrong>Playground Physics\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Playground Physics is an inexpensive, intuitive way to get students out of their chairs and learning about physics in real and tangible ways. Students use an iPad to shoot video of any motion, whether it’s their friends running around, or tennis balls flying across the schoolyard. The program then measures variables like speed, position, direction, energy, and force. Any controlled experiment is fair game, with the potential to empower kids’ learning and encouraging curiosity. Younger students can have fun tracing motion, while older students can work out the calculus involved.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/123d-catch\">\u003cimg class=\"alignnone wp-image-46045\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/123dcatch.png\" alt=\"123dcatch\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-1440x1080.png 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-1180x885.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/123dcatch-960x720.png 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/123d-catch\">\u003cstrong>123D Catch\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>This simple app lets students go into the world and take photos of everyday objects to create 3D models. Be it a tree, a car, or a building, students only need to point, click, and wait. After collecting photos from multiple angles, the 3D files can be exported to a variety of other applications; for annotation, labeling, remixing, or even 3D printing. What’s more, this kind of real-world-to-digital connection can help students make meaningful connections in their STEAM classes.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/diy-lake-science\">\u003cimg class=\"alignnone wp-image-46046\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/diyhome.jpg\" alt=\"diyhome\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/08/diyhome-960x720.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/diy-lake-science\">\u003cstrong>DIY Lake Science\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Get students outside and investigating their local watersheds with this app’s activities. Experiments include measuring the murkiness of a water sample, or finding how many organisms live in a habitat. Furthering the scientific practices, students can use the guides to gather genuine data, and compare samples with others. Overall, there’s a strong effort to keep kids active while bridging the school-to-home connection.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Danny Wagner is a manager of STEM content at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a>, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. Go to \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
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},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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