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"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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"headline": "The Connections Between Computer Use and Learning Outcomes in Students",
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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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"disqusTitle": "Four STEM Tools to Get Kids Learning and Exploring Outdoors",
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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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"disqusTitle": "How Robots in English Class Can Spark Empathy and Improve Writing",
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"content": "\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>[ad fullwidth]\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/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\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/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\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/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\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/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\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/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Podcast About Teachers : 'Stories Teachers Share'",
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"content": "\u003cp>Teachers see first-hand how we grow and learn; each experience is as unique as the individual. And teachers have a trove of stories we don't ever get to hear for a multitude of reasons, like lack of time or interest in knowing what teachers experience first-hand. It's tough to hear the personal stories when so much attention is focused on test scores and standards.\u003c/p>\n\u003cp>At MindShift and KQED, we want to make space for real dialogue about teaching. So we created a podcast, \"Stories Teachers Share.\" Each episode features a teacher recalling a moment that defined his or her teaching experience. You'll also hear from the people in their lives who were affected by that individual's teaching.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignnone size-full wp-image-43529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Teachers-compilation.jpg\" alt=\"Teachers-compilation\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>There's\u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/25/wet-sundays/\"> Sadie, a special education teacher \u003c/a>who leaned on her mom (who also works with students who have disabilities) to get through her first year. You can also meet Alex and Al, who concocted an epic \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/15/the-epic-april-fools-day-prank/\">April Fool's Day\u003c/a> prank on their high school students, which resulted in handcuffs. English teacher Alexa made an incredible discovery in front of her class while reading a student's \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/25/the-creative-writing-assignment/\">creative writing assignment\u003c/a> on a Chrome Book. \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/26/the-puberty-lady/\">The Puberty Lady\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/02/questions-adolescent-boys-ask-about-puberty/\">Dr. Rob\u003c/a> teach parents, especially, about how to talk with their adolescent kids about puberty. Basketball \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/09/the-coach/\">coach Jim\u003c/a> guided one player with dreams of NCAA sports through a smaller college experience. We also helped a former student who had been \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/23/what-makes-a-teacher-special-to-a-student/\">searching\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/23/what-makes-a-teacher-special-to-a-student/\"> for his middle school teacher\u003c/a> for decades to share his appreciation .\u003c/p>\n\u003cp>If you have an experience you’d like to share, email us at MindShiftStories@kqed.org. You can even record yourself on your smartphone and send the file to us. We’ll try to include these stories on an upcoming episode. You can also call us and leave a message at: 415-553-2200.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The more we learn about the people impacted by teachers, the more we learn about what makes a great teacher. We invite you to take a \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">listen on iTunes\u003c/a> or wherever you get your podcasts and find out more about the stories teachers share with friends, students, parents, loved ones and us.\u003c/p>\n\u003cp>--Ki & Katrina\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers see first-hand how we grow and learn; each experience is as unique as the individual. And teachers have a trove of stories we don't ever get to hear for a multitude of reasons, like lack of time or interest in knowing what teachers experience first-hand. It's tough to hear the personal stories when so much attention is focused on test scores and standards.\u003c/p>\n\u003cp>At MindShift and KQED, we want to make space for real dialogue about teaching. So we created a podcast, \"Stories Teachers Share.\" Each episode features a teacher recalling a moment that defined his or her teaching experience. You'll also hear from the people in their lives who were affected by that individual's teaching.\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignnone size-full wp-image-43529\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Teachers-compilation.jpg\" alt=\"Teachers-compilation\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/01/Teachers-compilation-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>There's\u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/25/wet-sundays/\"> Sadie, a special education teacher \u003c/a>who leaned on her mom (who also works with students who have disabilities) to get through her first year. You can also meet Alex and Al, who concocted an epic \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/15/the-epic-april-fools-day-prank/\">April Fool's Day\u003c/a> prank on their high school students, which resulted in handcuffs. English teacher Alexa made an incredible discovery in front of her class while reading a student's \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/25/the-creative-writing-assignment/\">creative writing assignment\u003c/a> on a Chrome Book. \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/26/the-puberty-lady/\">The Puberty Lady\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/02/questions-adolescent-boys-ask-about-puberty/\">Dr. Rob\u003c/a> teach parents, especially, about how to talk with their adolescent kids about puberty. Basketball \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/09/the-coach/\">coach Jim\u003c/a> guided one player with dreams of NCAA sports through a smaller college experience. We also helped a former student who had been \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/23/what-makes-a-teacher-special-to-a-student/\">searching\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/23/what-makes-a-teacher-special-to-a-student/\"> for his middle school teacher\u003c/a> for decades to share his appreciation .\u003c/p>\n\u003cp>If you have an experience you’d like to share, email us at MindShiftStories@kqed.org. You can even record yourself on your smartphone and send the file to us. We’ll try to include these stories on an upcoming episode. You can also call us and leave a message at: 415-553-2200.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The more we learn about the people impacted by teachers, the more we learn about what makes a great teacher. We invite you to take a \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">listen on iTunes\u003c/a> or wherever you get your podcasts and find out more about the stories teachers share with friends, students, parents, loved ones and us.\u003c/p>\n\u003cp>--Ki & Katrina\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>While we may not exactly know all the ways Shakespeare was taught to classrooms 200 or even 100 years ago, we do know that many of today’s high schoolers, increasingly engaged in the more visual communications of the digital world and the language of texting, find Shakespeare difficult to read and even more difficult to comprehend.\u003c/p>\n\u003cp>And while today’s teens have become more tethered to visual and digital means of communication, the teaching of Shakespeare in US classrooms hasn’t changed much, according to secondary English Language Arts curriculum specialist Kristen Nance, who facilitates resource use for one of the largest school districts in Texas.\u003c/p>\n\u003cp>“A lot of very traditional instruction goes along with teaching Shakespeare,\" she said, such as reading the plays, showing movie clips to help with visualizing, or reading parts in class to read out loud. \"Getting it new and fresh sometimes is a struggle.”\u003c/p>\n\u003cp class=\"p1\">Nance also said keeping kids engaged in the text can also be demanding; between understanding the archaic language and deciphering the vocabulary, and teachers trying to fill in the gaps as best they can, some kids find it a challenge to keep up.\u003c/p>\n\u003cp class=\"p1\">Then last year, Nance’s superior brought in Alexander Parker, who had developed a digital product for teaching Shakespeare that appeared to bring the best of two worlds together. Parker’s invention, a series of web-based ebooks called \u003ca href=\"http://thenewbookpress.com/TNBP/Home.html\">WordPlay Shakespeare\u003c/a>, offered something Nance had never seen before: Shakespearean text alongside a performance of the play. Instead of just studying the text or watching the performance, the ebook provided a way for students to do both at the same time side-by-side, which enhanced both the reading and the watching. The performances were simple and stripped down, so as not to distract from the text, and the text had some helpful features built in to help students, like a built in dictionary, scene-by-scene synopsis, on-page annotations, and even a modern translation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=LjCsNcfcZeA\u003c/p>\n\u003cp class=\"p1\">Parker, who had once been an English teacher, got his Masters from Harvard in the Technology in Education Program, and after graduation worked building large-scale websites for the school. But it was post-graduate work, helping faculty in the humanities department figure out how to use technology in their research, where the idea for WordPlay first occurred to him.\u003c/p>\n\u003cp class=\"p1\">“I spent a lot of time talking to people who were working on the history of the book,” Parker said. “I adore books, I’m surrounded by them, and I still by and large do read paper books. My general interest being in technology and its role in education, books are something that are the symbol of education, and the carrier of knowledge. And it’s obvious to me that’s changing or expanding.”\u003c/p>\n\u003cp class=\"p1\">He hired all the actors and a director to stage the three plays on video—\u003ci>MacBeth\u003c/i>, \u003ci>Romeo and Juliet, and A Midsummer Night’s Dream\u003c/i>—and then worked on making sure that both performance and text weren’t competing, but complimenting one another. “We didn’t want this to be a primarily visual or filmic performance. It is trying to blend text and performance in a way that each informs the other without overwhelming the other,” Parker said.\u003c/p>\n\u003cp class=\"p1\">Nance’s team chose three high schools of varying student populations and socio-economic backgrounds to pilot WordPlay, to see how teachers and students used the ebooks. From focus groups, Nance learned that both teachers and students overall enjoyed the ebook. Teachers liked it because embedded in the plays were links to Wikipedia and visual links, so, for example, students could get an idea of what a described weapon looked like. They also had control to turn certain features on or off based on their preferences, like the modern translation.\u003c/p>\n\u003cp class=\"p1\">One frustration among teachers that Nance found was not with the product itself, but the district’s infrastructure. Even using the campus’s lightning-fast new wifi, with 2,500 students in the building, students sometimes would get kicked off the wifi and lose their focus. In addition, their district’s schools aren’t 1:1, so teachers sometimes had to cobble together the devices for students to use.\u003c/p>\n\u003cp class=\"p1\">Together, Nance and Parker created a blind study to see if WordPlay was effective for students: they split a focus group into two, and gave one group of students a page of \u003cem>A Midsummer Night’s Dream\u003c/em> that they’d never seen before, and five questions to answer; the other group got the same page of text and questions, only they were reading it on WordPlay. Both groups were given the same simple instructions: read the text, then answer the questions.\u003c/p>\n\u003cp class=\"p1\">“That’s where we went, 'whoa, this is something special,'” Nance said. “The kids who were on the computer not only interacted with the text in multiple ways, they went in and out multiple times, which is something [in class] we often begged them to do. They went to the text, then the video, then back. And they collaborated with each other naturally, they would talk to each other about the text before they answered [the questions], and spent more time, at least double, sometimes triple, the time with the text that the kids with paper and pen did.”\u003c/p>\n\u003cp class=\"p1\">With the success of the pilot, Nance cautiously hopes to slowly grow WordPlay into all her district schools. “It’s almost automatic differentiation,” she said.\u003c/p>\n\u003cp class=\"p1\">Parker is hoping to gain funding to produce even more plays in the ebook format, maybe even expand his reach to other archaic classics like \u003ci>Beowulf\u003c/i>. “I’m just over 50,” he said, “and my contemporaries always say, slightly wistful, ‘I wish I’d had this when I was reading Shakespeare for the first time.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>While we may not exactly know all the ways Shakespeare was taught to classrooms 200 or even 100 years ago, we do know that many of today’s high schoolers, increasingly engaged in the more visual communications of the digital world and the language of texting, find Shakespeare difficult to read and even more difficult to comprehend.\u003c/p>\n\u003cp>And while today’s teens have become more tethered to visual and digital means of communication, the teaching of Shakespeare in US classrooms hasn’t changed much, according to secondary English Language Arts curriculum specialist Kristen Nance, who facilitates resource use for one of the largest school districts in Texas.\u003c/p>\n\u003cp>“A lot of very traditional instruction goes along with teaching Shakespeare,\" she said, such as reading the plays, showing movie clips to help with visualizing, or reading parts in class to read out loud. \"Getting it new and fresh sometimes is a struggle.”\u003c/p>\n\u003cp class=\"p1\">Nance also said keeping kids engaged in the text can also be demanding; between understanding the archaic language and deciphering the vocabulary, and teachers trying to fill in the gaps as best they can, some kids find it a challenge to keep up.\u003c/p>\n\u003cp class=\"p1\">Then last year, Nance’s superior brought in Alexander Parker, who had developed a digital product for teaching Shakespeare that appeared to bring the best of two worlds together. Parker’s invention, a series of web-based ebooks called \u003ca href=\"http://thenewbookpress.com/TNBP/Home.html\">WordPlay Shakespeare\u003c/a>, offered something Nance had never seen before: Shakespearean text alongside a performance of the play. Instead of just studying the text or watching the performance, the ebook provided a way for students to do both at the same time side-by-side, which enhanced both the reading and the watching. The performances were simple and stripped down, so as not to distract from the text, and the text had some helpful features built in to help students, like a built in dictionary, scene-by-scene synopsis, on-page annotations, and even a modern translation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/LjCsNcfcZeA'\n title='//www.youtube.com/embed/LjCsNcfcZeA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Parker, who had once been an English teacher, got his Masters from Harvard in the Technology in Education Program, and after graduation worked building large-scale websites for the school. But it was post-graduate work, helping faculty in the humanities department figure out how to use technology in their research, where the idea for WordPlay first occurred to him.\u003c/p>\n\u003cp class=\"p1\">“I spent a lot of time talking to people who were working on the history of the book,” Parker said. “I adore books, I’m surrounded by them, and I still by and large do read paper books. My general interest being in technology and its role in education, books are something that are the symbol of education, and the carrier of knowledge. And it’s obvious to me that’s changing or expanding.”\u003c/p>\n\u003cp class=\"p1\">He hired all the actors and a director to stage the three plays on video—\u003ci>MacBeth\u003c/i>, \u003ci>Romeo and Juliet, and A Midsummer Night’s Dream\u003c/i>—and then worked on making sure that both performance and text weren’t competing, but complimenting one another. “We didn’t want this to be a primarily visual or filmic performance. It is trying to blend text and performance in a way that each informs the other without overwhelming the other,” Parker said.\u003c/p>\n\u003cp class=\"p1\">Nance’s team chose three high schools of varying student populations and socio-economic backgrounds to pilot WordPlay, to see how teachers and students used the ebooks. From focus groups, Nance learned that both teachers and students overall enjoyed the ebook. Teachers liked it because embedded in the plays were links to Wikipedia and visual links, so, for example, students could get an idea of what a described weapon looked like. They also had control to turn certain features on or off based on their preferences, like the modern translation.\u003c/p>\n\u003cp class=\"p1\">One frustration among teachers that Nance found was not with the product itself, but the district’s infrastructure. Even using the campus’s lightning-fast new wifi, with 2,500 students in the building, students sometimes would get kicked off the wifi and lose their focus. In addition, their district’s schools aren’t 1:1, so teachers sometimes had to cobble together the devices for students to use.\u003c/p>\n\u003cp class=\"p1\">Together, Nance and Parker created a blind study to see if WordPlay was effective for students: they split a focus group into two, and gave one group of students a page of \u003cem>A Midsummer Night’s Dream\u003c/em> that they’d never seen before, and five questions to answer; the other group got the same page of text and questions, only they were reading it on WordPlay. Both groups were given the same simple instructions: read the text, then answer the questions.\u003c/p>\n\u003cp class=\"p1\">“That’s where we went, 'whoa, this is something special,'” Nance said. “The kids who were on the computer not only interacted with the text in multiple ways, they went in and out multiple times, which is something [in class] we often begged them to do. They went to the text, then the video, then back. And they collaborated with each other naturally, they would talk to each other about the text before they answered [the questions], and spent more time, at least double, sometimes triple, the time with the text that the kids with paper and pen did.”\u003c/p>\n\u003cp class=\"p1\">With the success of the pilot, Nance cautiously hopes to slowly grow WordPlay into all her district schools. “It’s almost automatic differentiation,” she said.\u003c/p>\n\u003cp class=\"p1\">Parker is hoping to gain funding to produce even more plays in the ebook format, maybe even expand his reach to other archaic classics like \u003ci>Beowulf\u003c/i>. “I’m just over 50,” he said, “and my contemporaries always say, slightly wistful, ‘I wish I’d had this when I was reading Shakespeare for the first time.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n\u003c/div>\u003c/p>",
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"disqusTitle": "3 Digital Tools for Helping Students Gain Perspective on Immigration",
"title": "3 Digital Tools for Helping Students Gain Perspective on Immigration",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cstrong>By Erin Wilkey Oh, Common Sense Education \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the debate over U.S. immigration policy continues to divide voters across the country, more and more online resources are popping up to help us understand this complex, emotionally charged issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For young people without a personal connection to an immigration story, these websites, games, multimedia news pieces, and more, can help put a human face on an abstract debate. For students with first-hand knowledge of the immigrant experience, they can find validation of their stories and/or those of their friends and family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The three tools below give teachers a few ways to approach the topic of immigration in the classroom. While none of these resources offers a complete picture of the situation on its own, they can help students step back for a big-picture, historical perspective on U.S. immigration, as well as zoom in for the details of the lived experience.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/american-panorama\">\u003cimg class=\"alignnone wp-image-45822 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Panorama.png\" alt=\"Panorama\" width=\"1300\" height=\"678\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama.png 1300w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-400x209.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-800x417.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-768x401.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-1180x615.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-960x501.png 960w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/american-panorama\">\u003cb>American Panorama\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With American Panorama’s foreign-born population map, students can analyze migration patterns for the whole country over time as well as zoom in on a specific year or location to see detailed data on countries of origin. This unique interactive resource can be a valuable supplement to a lesson or unit about U.S. immigration.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://apps.npr.org/borderland/\">\u003cimg class=\"alignnone size-full wp-image-45825\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/NPR.png\" alt=\"NPR\" width=\"1300\" height=\"634\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR.png 1300w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-400x195.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-800x390.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-768x375.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-1180x575.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-960x468.png 960w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/npr-borderland\">\u003cb>NPR: Borderland\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This collection of 12 multimedia stories as well as 22 podcasts offers an illuminating, intimate visit to the U.S.-Mexico border. Students can read or hear first-hand accounts of life on both sides of the border along with stories of crossing -- some successful, others not. Teachers can use Borderland for whole-class discussion and exploration, or give students time to experience these powerful stories on their own.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/game/papers-please\">\u003cimg class=\"alignnone size-full wp-image-45824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Papers-Please.png\" alt=\"Papers Please\" width=\"1288\" height=\"725\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please.png 1288w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-960x540.png 960w\" sizes=\"(max-width: 1288px) 100vw, 1288px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/game/papers-please\">\u003cb>Papers, Please\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Put students in the role of an immigration officer in this mature simulation game that forces tough ethical choices and explores the grim systems underpinning border control. Players approve or deny someone entry to a fictional country, basing their decisions on an ever-increasing number of virtual documents they must read and analyze. Teachers can help students contextualize their experiences with the game by facilitating extension activities, class discussion, research projects, and writing assignments focused on real-world border and immigration issues.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Erin Wilkey Oh is executive editor of \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>\u003cstrong>By Erin Wilkey Oh, Common Sense Education \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the debate over U.S. immigration policy continues to divide voters across the country, more and more online resources are popping up to help us understand this complex, emotionally charged issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For young people without a personal connection to an immigration story, these websites, games, multimedia news pieces, and more, can help put a human face on an abstract debate. For students with first-hand knowledge of the immigrant experience, they can find validation of their stories and/or those of their friends and family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The three tools below give teachers a few ways to approach the topic of immigration in the classroom. While none of these resources offers a complete picture of the situation on its own, they can help students step back for a big-picture, historical perspective on U.S. immigration, as well as zoom in for the details of the lived experience.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/american-panorama\">\u003cimg class=\"alignnone wp-image-45822 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Panorama.png\" alt=\"Panorama\" width=\"1300\" height=\"678\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama.png 1300w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-400x209.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-800x417.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-768x401.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-1180x615.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Panorama-960x501.png 960w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/american-panorama\">\u003cb>American Panorama\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With American Panorama’s foreign-born population map, students can analyze migration patterns for the whole country over time as well as zoom in on a specific year or location to see detailed data on countries of origin. This unique interactive resource can be a valuable supplement to a lesson or unit about U.S. immigration.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://apps.npr.org/borderland/\">\u003cimg class=\"alignnone size-full wp-image-45825\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/NPR.png\" alt=\"NPR\" width=\"1300\" height=\"634\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR.png 1300w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-400x195.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-800x390.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-768x375.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-1180x575.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/NPR-960x468.png 960w\" sizes=\"(max-width: 1300px) 100vw, 1300px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/npr-borderland\">\u003cb>NPR: Borderland\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This collection of 12 multimedia stories as well as 22 podcasts offers an illuminating, intimate visit to the U.S.-Mexico border. Students can read or hear first-hand accounts of life on both sides of the border along with stories of crossing -- some successful, others not. Teachers can use Borderland for whole-class discussion and exploration, or give students time to experience these powerful stories on their own.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/game/papers-please\">\u003cimg class=\"alignnone size-full wp-image-45824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Papers-Please.png\" alt=\"Papers Please\" width=\"1288\" height=\"725\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please.png 1288w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/Papers-Please-960x540.png 960w\" sizes=\"(max-width: 1288px) 100vw, 1288px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/game/papers-please\">\u003cb>Papers, Please\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Put students in the role of an immigration officer in this mature simulation game that forces tough ethical choices and explores the grim systems underpinning border control. Players approve or deny someone entry to a fictional country, basing their decisions on an ever-increasing number of virtual documents they must read and analyze. Teachers can help students contextualize their experiences with the game by facilitating extension activities, class discussion, research projects, and writing assignments focused on real-world border and immigration issues.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Erin Wilkey Oh is executive editor of \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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"content": "\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\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/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\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/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "15 Tech Tool Favorites From ISTE 2016",
"title": "15 Tech Tool Favorites From ISTE 2016",
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"content": "\u003cp>The \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference brings together a huge cross section of educators who share a common belief that technology in the classroom can make learning more relevant, engaging and fun for kids. Among the 20,000 or so conference-goers are ed-tech evangelists, teachers new to technology, passionate makers and many others. Educators at the conference are looking for new ideas and tools to bring back to their districts and classrooms.\u003c/p>\n\u003cp>\u003ca href=\"https://www.edtechteam.com/team/monicamartinez/\" target=\"_blank\">Monica Martinez\u003c/a> creates professional development for the EdTechTeam, a partner of Google For Education. She has tried and vetted many of the apps available to teachers on many different platforms and has compiled an in-depth\u003ca href=\"https://sites.google.com/site/monicassites101/google-a---z\" target=\"_blank\"> list of resources\u003c/a> that can help educators find what they need.\u003c/p>\n\u003cp>During an ISTE session, Martinez highlighted several of her favorite tech tools that often get overlooked by both savvy ed-tech teachers and those newer to the space.\u003c/p>\n\u003cp>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us\">\u003cimg class=\"alignleft size-full wp-image-45669\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM.png\" alt=\"Screen shot 2016-06-30 at 2.40.35 PM\" width=\"205\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.vr.expeditions\" target=\"_blank\">Google Expeditions\u003cbr>\n\u003c/a>\u003c/strong>This virtual reality field trip tool works in conjunction with Google Cardboard and has just been officially released. The app allows teachers to guide students through an exploration of 200 (and growing) historical sites and natural resources in an immersive, three-dimensional experience. The app only works on Android devices and is free.\u003c/p>\n\u003cp>App users can also apply \u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us\" target=\"_blank\">Google Street View\u003c/a> by taking a picture in 3D and pushing that experience to virtual reality. “You and your students can create your own content,” Martinez said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://flippity.net/\">\u003cimg class=\"alignleft size-full wp-image-45671\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/flippity.png\" alt=\"flippity\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-150x150.png 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003cstrong>\u003ca href=\"http://flippity.net/\" target=\"_blank\">Flippity\u003cbr>\n\u003c/a>\u003c/strong>This app works in conjunction with Google Sheets and allows teachers to easily make a Jeopardy-style game. Martinez has created a template of what this could look like and invites educators to copy her Google document and tinker with it for their own purposes. She finds it particularly useful for review and trivia.\u003c/p>\n\u003cp>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk\">\u003cimg class=\"alignleft size-full wp-image-45672\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM.png\" alt=\"Screen shot 2016-06-30 at 2.49.44 PM\" width=\"203\" height=\"201\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM.png 203w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-150x150.png 150w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003c/a>\u003cstrong>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk\" target=\"_blank\">Google Science Journal\u003cbr>\n\u003c/a>\u003c/strong>This Android app allows users to do science experiments with mobile phones. Students can use sensors in the phone or connect external sensors to collect data, but can also take notes on observations, analyze and annotate within the app.\u003c/p>\n\u003cp>\u003ca href=\"https://www.google.com/cast/\">\u003cimg class=\"alignleft size-full wp-image-45674\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM.png\" alt=\"Screen shot 2016-06-30 at 2.53.48 PM\" width=\"203\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM.png 203w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-150x150.png 150w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.google.com/cast/\" target=\"_blank\">Google Cast\u003cbr>\n\u003c/a>\u003c/strong>This simple app solves issues of disparate devices in the classroom. When students download the app, they can project from their devices onto the screen at the front of the room easily. “You don’t have to have specific hardware, you just have to have Wi-Fi,” Martinez said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/art-project\">\u003cimg class=\"alignleft size-full wp-image-45675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM.png\" alt=\"Screen shot 2016-06-30 at 2.58.48 PM\" width=\"205\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/art-project\" target=\"_blank\">Google Art Project\u003cbr>\n\u003c/a>\u003c/strong>Field trips to museums are becoming increasingly rare in public school classrooms. This part of Google Arts and Culture gives students that chance when it isn’t in the budget. The Google team took professional photographs of artwork in museums all over the world, including close-ups.\u003c/p>\n\u003cp>“You can zoom in really close, the kind of close you can’t get when you’re at the museum,” Martinez said. The app allows users to see brush strokes in detail, as well as some of the aspects of older art that aren’t always visible to the naked eye, like elements that have been painted over.\u003c/p>\n\u003cp>If students click on the little yellow figure at the bottom (known as Pegman) they can dive into the 3D world of the museum space, affording them a view of other paintings on display in the same gallery. If a user is logged into a Google account, she can also create a gallery of art and even arrange works on a timeline.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/world-wonders\" target=\"_blank\">World Wonders Project\u003cbr>\n\u003c/a>\u003c/strong>This app is also part of Google Arts and Culture. Similar to Art Project, it lets students explore famous sites around the world like the Great Barrier Reef or Pompeii. Each site has videos, but also allows the user to dive into a 3D view when she clicks on Pegman. Students can zoom out to see a world map and pick locations all over the world.\u003c/p>\n\u003cp>\u003ca href=\"https://www.constituteproject.org/\">\u003cimg class=\"alignleft size-full wp-image-45676\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/constitute-e1467324158504.jpeg\" alt=\"constitute\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.constituteproject.org/\" target=\"_blank\">Constitute\u003cbr>\n\u003c/a>\u003c/strong>“Not a lot of people know about this,” Martinez said. This site hosts a database of constitutions from around the world. Anything digitally available has been aggregated here. It is searchable by topic and will pull out specific excerpts related to search terms like “freedom of speech.” It also has a compare function so students can look at one aspect of citizens’ rights across various constitutions.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-45677\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/youtube-e1467324287203.jpg\" alt=\"youtube\" width=\"205\" height=\"205\">\u003cstrong>YouTube\u003cbr>\n\u003c/strong>There are tons of powerful YouTube videos for learning available now, but it can be a giant task to search through everything to find the best clips. Martinez has started to compile a \u003ca href=\"https://docs.google.com/spreadsheets/d/1jqRf5BQ2nZ-Og12jTfxPIxtr9pDohckx38wXfhhi_Xs/edit#gid=0\" target=\"_blank\">database of YouTube Channels\u003c/a> by subject to help educators with discoverability (hint subjects are by tab along the bottom of the document).\u003c/p>\n\u003cp>\u003ca href=\"http://safeshare.tv/\">\u003cimg class=\"alignleft size-full wp-image-45678\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/safeshare.png\" alt=\"safeshare\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-150x150.png 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003cstrong>\u003ca href=\"http://safeshare.tv/\" target=\"_blank\">SafeShare.tv\u003cbr>\n\u003c/a>\u003c/strong>This tool is great for educators worried about what kind of ad might pop up on a YouTube video played in class, or the comments at the bottom. To generate a safe view, Martinez says it’s as easy as copying the YouTube link into this website. The site strips everything away and leaves just the video. The site also has a share button, which allows teachers to send colleagues the clean video.\u003c/p>\n\u003cp>If teachers have streaming problems in their schools, or filters that block YouTube, they can download the video from SafeShare.tv and upload to Google Drive.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://yttm.tv/\" target=\"_blank\">YouTube Time Machine\u003cbr>\n\u003c/a>\u003c/strong>This simple tool allows users to search and filter by time period. Unfortunately it depends on users who uploaded videos to accurately tag content. But it can be a useful tool for finding footage from historical moments relevant to class discussions and it’s also possible to filter by subject.\u003c/p>\n\u003cp>\u003ca href=\"https://zygotebody.com/#nav=3.25,81.5,250\">\u003cimg class=\"alignleft size-full wp-image-45679\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/zygotebody-e1467325271777.jpg\" alt=\"zygotebody\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://zygotebody.com/#nav=3.25,81.5,250\" target=\"_blank\">Zygote Body\u003cbr>\n\u003c/a>\u003c/strong>This freemium tool has a lot of functionality in the free version, allowing students to view different parts of human anatomy and dig into how various body systems work. Students can search for very specific body parts, or look at how everything works together. Martinez cautions that the site can take awhile to load because of the detailed graphics, so it’s a good idea to preload the page before using it in a lesson.\u003c/p>\n\u003cp>\u003ca href=\"https://pixlr.com/\">\u003cimg class=\"alignleft size-full wp-image-45680\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/pixlr-e1467325400531.png\" alt=\"pixlr\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://pixlr.com/\" target=\"_blank\">Pixlr\u003cbr>\n\u003c/a>\u003c/strong>This app has less power than Photoshop, but is free and fairly sophisticated. It works directly with Google accounts, so students can store files there.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.buildwithchrome.com/\">\u003cimg class=\"alignleft size-full wp-image-45681\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/build-e1467325720664.jpeg\" alt=\"build\" width=\"205\" height=\"162\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.buildwithchrome.com/\" target=\"_blank\">Build With Chrome\u003c/a>\u003cbr>\n\u003c/strong>This extension to the Chrome browser lets kids play with digital blocks like Legos. Based on the computer’s IP address, the software assigns users a plot of land on which to build nearby. There’s a Build Academy to learn how to use the various tools within the program, but then students can make whatever they want. Martinez says she’s seen younger kids use the extension for work on shapes and colors. This only works on desktops, laptops and Chromebooks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.cs-first.com/\" target=\"_blank\">Google CS First\u003cbr>\n\u003c/a>\u003c/strong>Built on Scratch’s programming language, this easy tool gives step-by-step instructions to get started and is great for the hesitant teacher who is just beginning to dip a toe into coding. Martinez estimates this works for grades 5th and up because the reading level of the instructions is more advanced.\u003c/p>\n\u003cp>\u003ca href=\"https://www.androidify.com/en/#/\">\u003cimg class=\"alignleft size-full wp-image-45682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM.png\" alt=\"Screen shot 2016-06-30 at 3.59.49 PM\" width=\"205\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.androidify.com/en/#/\" target=\"_blank\">Androidify\u003c/a>\u003c/strong>\u003cbr>\nStudents can create Android avatars with this app. Not only can they play with how their avatar will look, but they can also pick a signature move that the avatar will make. If students download the avatar to the desktop it becomes an animated GIF and will stay animated if uploaded into another Google document.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Martinez has also created several \u003ca href=\"https://drive.google.com/folderview?id=0BzgdYCCzI3LLY2JFYm1ZRUw1cW8&usp=sharing\">posters about Google Apps For Education\u003c/a> that are available to anyone for free. They can be a helpful reminder of different apps for different uses. She recommends adding the folder to a Google Drive account, which will automatically populate with any new posters that she adds.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference brings together a huge cross section of educators who share a common belief that technology in the classroom can make learning more relevant, engaging and fun for kids. Among the 20,000 or so conference-goers are ed-tech evangelists, teachers new to technology, passionate makers and many others. Educators at the conference are looking for new ideas and tools to bring back to their districts and classrooms.\u003c/p>\n\u003cp>\u003ca href=\"https://www.edtechteam.com/team/monicamartinez/\" target=\"_blank\">Monica Martinez\u003c/a> creates professional development for the EdTechTeam, a partner of Google For Education. She has tried and vetted many of the apps available to teachers on many different platforms and has compiled an in-depth\u003ca href=\"https://sites.google.com/site/monicassites101/google-a---z\" target=\"_blank\"> list of resources\u003c/a> that can help educators find what they need.\u003c/p>\n\u003cp>During an ISTE session, Martinez highlighted several of her favorite tech tools that often get overlooked by both savvy ed-tech teachers and those newer to the space.\u003c/p>\n\u003cp>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us\">\u003cimg class=\"alignleft size-full wp-image-45669\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM.png\" alt=\"Screen shot 2016-06-30 at 2.40.35 PM\" width=\"205\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.vr.expeditions\" target=\"_blank\">Google Expeditions\u003cbr>\n\u003c/a>\u003c/strong>This virtual reality field trip tool works in conjunction with Google Cardboard and has just been officially released. The app allows teachers to guide students through an exploration of 200 (and growing) historical sites and natural resources in an immersive, three-dimensional experience. The app only works on Android devices and is free.\u003c/p>\n\u003cp>App users can also apply \u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us\" target=\"_blank\">Google Street View\u003c/a> by taking a picture in 3D and pushing that experience to virtual reality. “You and your students can create your own content,” Martinez said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://flippity.net/\">\u003cimg class=\"alignleft size-full wp-image-45671\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/flippity.png\" alt=\"flippity\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-150x150.png 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003cstrong>\u003ca href=\"http://flippity.net/\" target=\"_blank\">Flippity\u003cbr>\n\u003c/a>\u003c/strong>This app works in conjunction with Google Sheets and allows teachers to easily make a Jeopardy-style game. Martinez has created a template of what this could look like and invites educators to copy her Google document and tinker with it for their own purposes. She finds it particularly useful for review and trivia.\u003c/p>\n\u003cp>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk\">\u003cimg class=\"alignleft size-full wp-image-45672\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM.png\" alt=\"Screen shot 2016-06-30 at 2.49.44 PM\" width=\"203\" height=\"201\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM.png 203w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-150x150.png 150w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003c/a>\u003cstrong>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk\" target=\"_blank\">Google Science Journal\u003cbr>\n\u003c/a>\u003c/strong>This Android app allows users to do science experiments with mobile phones. Students can use sensors in the phone or connect external sensors to collect data, but can also take notes on observations, analyze and annotate within the app.\u003c/p>\n\u003cp>\u003ca href=\"https://www.google.com/cast/\">\u003cimg class=\"alignleft size-full wp-image-45674\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM.png\" alt=\"Screen shot 2016-06-30 at 2.53.48 PM\" width=\"203\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM.png 203w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-150x150.png 150w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.google.com/cast/\" target=\"_blank\">Google Cast\u003cbr>\n\u003c/a>\u003c/strong>This simple app solves issues of disparate devices in the classroom. When students download the app, they can project from their devices onto the screen at the front of the room easily. “You don’t have to have specific hardware, you just have to have Wi-Fi,” Martinez said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/art-project\">\u003cimg class=\"alignleft size-full wp-image-45675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM.png\" alt=\"Screen shot 2016-06-30 at 2.58.48 PM\" width=\"205\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/art-project\" target=\"_blank\">Google Art Project\u003cbr>\n\u003c/a>\u003c/strong>Field trips to museums are becoming increasingly rare in public school classrooms. This part of Google Arts and Culture gives students that chance when it isn’t in the budget. The Google team took professional photographs of artwork in museums all over the world, including close-ups.\u003c/p>\n\u003cp>“You can zoom in really close, the kind of close you can’t get when you’re at the museum,” Martinez said. The app allows users to see brush strokes in detail, as well as some of the aspects of older art that aren’t always visible to the naked eye, like elements that have been painted over.\u003c/p>\n\u003cp>If students click on the little yellow figure at the bottom (known as Pegman) they can dive into the 3D world of the museum space, affording them a view of other paintings on display in the same gallery. If a user is logged into a Google account, she can also create a gallery of art and even arrange works on a timeline.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/world-wonders\" target=\"_blank\">World Wonders Project\u003cbr>\n\u003c/a>\u003c/strong>This app is also part of Google Arts and Culture. Similar to Art Project, it lets students explore famous sites around the world like the Great Barrier Reef or Pompeii. Each site has videos, but also allows the user to dive into a 3D view when she clicks on Pegman. Students can zoom out to see a world map and pick locations all over the world.\u003c/p>\n\u003cp>\u003ca href=\"https://www.constituteproject.org/\">\u003cimg class=\"alignleft size-full wp-image-45676\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/constitute-e1467324158504.jpeg\" alt=\"constitute\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.constituteproject.org/\" target=\"_blank\">Constitute\u003cbr>\n\u003c/a>\u003c/strong>“Not a lot of people know about this,” Martinez said. This site hosts a database of constitutions from around the world. Anything digitally available has been aggregated here. It is searchable by topic and will pull out specific excerpts related to search terms like “freedom of speech.” It also has a compare function so students can look at one aspect of citizens’ rights across various constitutions.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-45677\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/youtube-e1467324287203.jpg\" alt=\"youtube\" width=\"205\" height=\"205\">\u003cstrong>YouTube\u003cbr>\n\u003c/strong>There are tons of powerful YouTube videos for learning available now, but it can be a giant task to search through everything to find the best clips. Martinez has started to compile a \u003ca href=\"https://docs.google.com/spreadsheets/d/1jqRf5BQ2nZ-Og12jTfxPIxtr9pDohckx38wXfhhi_Xs/edit#gid=0\" target=\"_blank\">database of YouTube Channels\u003c/a> by subject to help educators with discoverability (hint subjects are by tab along the bottom of the document).\u003c/p>\n\u003cp>\u003ca href=\"http://safeshare.tv/\">\u003cimg class=\"alignleft size-full wp-image-45678\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/safeshare.png\" alt=\"safeshare\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-150x150.png 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003cstrong>\u003ca href=\"http://safeshare.tv/\" target=\"_blank\">SafeShare.tv\u003cbr>\n\u003c/a>\u003c/strong>This tool is great for educators worried about what kind of ad might pop up on a YouTube video played in class, or the comments at the bottom. To generate a safe view, Martinez says it’s as easy as copying the YouTube link into this website. The site strips everything away and leaves just the video. The site also has a share button, which allows teachers to send colleagues the clean video.\u003c/p>\n\u003cp>If teachers have streaming problems in their schools, or filters that block YouTube, they can download the video from SafeShare.tv and upload to Google Drive.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://yttm.tv/\" target=\"_blank\">YouTube Time Machine\u003cbr>\n\u003c/a>\u003c/strong>This simple tool allows users to search and filter by time period. Unfortunately it depends on users who uploaded videos to accurately tag content. But it can be a useful tool for finding footage from historical moments relevant to class discussions and it’s also possible to filter by subject.\u003c/p>\n\u003cp>\u003ca href=\"https://zygotebody.com/#nav=3.25,81.5,250\">\u003cimg class=\"alignleft size-full wp-image-45679\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/zygotebody-e1467325271777.jpg\" alt=\"zygotebody\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://zygotebody.com/#nav=3.25,81.5,250\" target=\"_blank\">Zygote Body\u003cbr>\n\u003c/a>\u003c/strong>This freemium tool has a lot of functionality in the free version, allowing students to view different parts of human anatomy and dig into how various body systems work. Students can search for very specific body parts, or look at how everything works together. Martinez cautions that the site can take awhile to load because of the detailed graphics, so it’s a good idea to preload the page before using it in a lesson.\u003c/p>\n\u003cp>\u003ca href=\"https://pixlr.com/\">\u003cimg class=\"alignleft size-full wp-image-45680\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/pixlr-e1467325400531.png\" alt=\"pixlr\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://pixlr.com/\" target=\"_blank\">Pixlr\u003cbr>\n\u003c/a>\u003c/strong>This app has less power than Photoshop, but is free and fairly sophisticated. It works directly with Google accounts, so students can store files there.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.buildwithchrome.com/\">\u003cimg class=\"alignleft size-full wp-image-45681\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/build-e1467325720664.jpeg\" alt=\"build\" width=\"205\" height=\"162\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.buildwithchrome.com/\" target=\"_blank\">Build With Chrome\u003c/a>\u003cbr>\n\u003c/strong>This extension to the Chrome browser lets kids play with digital blocks like Legos. Based on the computer’s IP address, the software assigns users a plot of land on which to build nearby. There’s a Build Academy to learn how to use the various tools within the program, but then students can make whatever they want. Martinez says she’s seen younger kids use the extension for work on shapes and colors. This only works on desktops, laptops and Chromebooks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.cs-first.com/\" target=\"_blank\">Google CS First\u003cbr>\n\u003c/a>\u003c/strong>Built on Scratch’s programming language, this easy tool gives step-by-step instructions to get started and is great for the hesitant teacher who is just beginning to dip a toe into coding. Martinez estimates this works for grades 5th and up because the reading level of the instructions is more advanced.\u003c/p>\n\u003cp>\u003ca href=\"https://www.androidify.com/en/#/\">\u003cimg class=\"alignleft size-full wp-image-45682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM.png\" alt=\"Screen shot 2016-06-30 at 3.59.49 PM\" width=\"205\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.androidify.com/en/#/\" target=\"_blank\">Androidify\u003c/a>\u003c/strong>\u003cbr>\nStudents can create Android avatars with this app. Not only can they play with how their avatar will look, but they can also pick a signature move that the avatar will make. If students download the avatar to the desktop it becomes an animated GIF and will stay animated if uploaded into another Google document.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Martinez has also created several \u003ca href=\"https://drive.google.com/folderview?id=0BzgdYCCzI3LLY2JFYm1ZRUw1cW8&usp=sharing\">posters about Google Apps For Education\u003c/a> that are available to anyone for free. They can be a helpful reminder of different apps for different uses. She recommends adding the folder to a Google Drive account, which will automatically populate with any new posters that she adds.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Librarian Approved: 30 Ed-Tech Apps to Inspire Creativity and Creation",
"title": "Librarian Approved: 30 Ed-Tech Apps to Inspire Creativity and Creation",
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"content": "\u003cp>Tool discovery is often a challenge for teachers interested in finding ways to use technology that will change the way they and their students work. With so much going on in the classroom, many teachers don’t have the time to test out various apps and find the perfect tool to meet their needs. Luckily, several tech-savvy librarians have been \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/29/teacher-recommended-50-favorite-teaching-apps/\" target=\"_blank\">curating the apps\u003c/a> their colleagues find useful and sharing the all-stars with one another through personal learning communities (PLC) and \u003ca href=\"http://www.edweb.net/emergingtech\">edWeb webinars\u003c/a>.\u003c/p>\n\u003cp>These educators are paying attention to their own working habits, as well as those of students, to figure out which technology products and trends are here to stay. \u003ca href=\"http://mluhtala.blogspot.com/\" target=\"_blank\">Michelle Luhtala\u003c/a>, a school librarian in New Canaan, Connecticut, has noticed that much of her own work has transitioned from the computer to her smartphone. She sees the same trend in students, but also recognizes many schools have policies against phones because they can be distractions.\u003c/p>\n\u003cp>Luhtala sees school policies banning phones as a disconnect between school and the real world, where mobile devices are aiding productivity more than ever. She often hears from teachers and other colleagues that mobile devices aren’t useful because it’s hard for students to read and type on small screens. But Luhtala wonders if the conversation is too focused are on using new devices in old ways.\u003c/p>\n\u003cp>“If this is what’s the big deal about mobile learning, then maybe mobile learning does not always require typing and reading,” Luhtala said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “We don’t want to use technology to replace or substitute what we’re doing and have it be the same thing we’ve been doing,” Luhtala said. The real promise of education technology is to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\">redefine how students learn\u003c/a>. That doesn’t mean reading and writing won’t be an important part of education, but it could mean that educators need to continue thinking creatively about the best use for powerful and ubiquitous tools like smartphones.\u003c/p>\n\u003cp>For her own productivity, Luhtala likes the changes \u003ca href=\"http://www.audible.com/mt/Apps/\" target=\"_blank\">Audible\u003c/a> has made to its app, which now allows her to put different news sources into channels, that can be read aloud to her while she’s getting ready in the morning or commuting to work. “It is transformational for me to be able to have my newspaper read to me through an app,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She’s also pleased that \u003ca href=\"https://www.google.com/slides/about/\" target=\"_blank\">Google Slides\u003c/a> now allows users to insert charts, which she says has been long overdue, and adds more functionality. In addition to highlighting some of her favorite digital learning tools, Luhtala called on her professional learning community to recommend their favorite learning apps. Together, they offer this list to overburdened educators looking to hone in on just the right tech tool.\u003c/p>\n\u003cp>\u003cstrong>30 APPS LIBRARIANS RECOMMEND\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.adobe.com/products/capture.html\" target=\"_blank\">\u003cstrong>\u003cbr>\n\u003cimg class=\"alignleft wp-image-45561\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Adobe-Capture.png\" alt=\"Adobe Capture\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">Adobe Capture\u003c/strong>\u003c/a>: “This is one of my two favorite new things,” Luhtala said. The app lets users take a photo of something and then trace the outline. A student can then erase parts, color it in, or enhance areas, all based on the initial sketch provided by the photo. “This has been my dream app because I don’t draw well, but I do art well,” Luhtala said. “It is super rich.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://spark.adobe.com/about/video\">\u003cimg class=\"alignleft wp-image-45562\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Adobe-Voice.png\" alt=\"Adobe Voice\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice.png 340w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Adobe Voice (now called \u003ca href=\"https://spark.adobe.com/about/video\" target=\"_blank\">Adobe Spark\u003c/a>):\u003c/strong> Librarians recommend this app because it’s an easy way of kids to attach a voice memo over an image. It can be a good presentation tool. “You have to have a subscription, but you don’t have to pay for your subscription,”Luhtala said, so don’t be put off by a sign up process.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003ca href=\"https://www.aviary.com/\">\u003cimg class=\"alignleft wp-image-45580\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Photo-Editor.jpeg\" alt=\"Photo Editor\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor.jpeg 225w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-150x150.jpeg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003c/strong>\u003cstrong>Photo Editor by Aviary:\u003c/strong> This powerful photo editing app allows students to make all the tweaks they need to produce a stellar photo. Luhtala said it reminds her of Photoshop, but for a phone.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.bloxelsbuilder.com/\">\u003cimg class=\"alignleft wp-image-45563\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Bloxels.png\" alt=\"Bloxels\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.bloxelsbuilder.com/\" target=\"_blank\">Bloxels\u003c/a>:\u003c/strong> This new game creation app is made by the same company that makes Pixel Floor Press and the two products are compatible. It allows a user to create the characters that will populate their game. “I’m using it right now to re-tell a nursery rhyme with fifth graders,” said \u003ca href=\"http://vanmeterlibraryvoice.blogspot.com/\">Shannon Miller\u003c/a>, who co-presented the webinar.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.redjumper.net/bookcreator/\" target=\"_blank\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.redjumper.net/bookcreator/\">\u003cimg class=\"alignleft wp-image-45564\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Book-editor.png\" alt=\"Book editor\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.redjumper.net/bookcreator/\" target=\"_blank\">Book Creator\u003c/a>:\u003c/strong> The app works best on Apple products, but allows kids to make their own books. “It’s a little tricky, but not really for kids and not once you use it a couple of times,” Miller said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.edu.buncee.com/\">\u003cimg class=\"alignleft wp-image-45565\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/buncee.png\" alt=\"buncee\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee.png 510w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://www.edu.buncee.com/\" target=\"_blank\">Buncee\u003c/a>:\u003c/strong> This app allows users to add images, text, video and interactive stickers to an existing product. “I love uploading student work and adding interactive things on top,” Miller said. Her college-aged daughter, meanwhile, uses it for presentations because it’s a good storytelling tool. Students can also work on individual Buncees and then stitch them together into a collaborative project. The end result doesn’t print well, but it is possible to create a QR code for the Buncee and view it on the app or website.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.theeasyappcompany.com/app/easy-blogger-jr/\" target=\"_blank\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.theeasyappcompany.com/app/easy-blogger-jr/\">\u003cimg class=\"alignleft wp-image-45566\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/easy-Blogger.png\" alt=\"easy Blogger\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger.png 1300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-1180x1180.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-960x960.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.theeasyappcompany.com/app/easy-blogger-jr/\" target=\"_blank\">Easy Blogger Jr\u003c/a>:\u003c/strong> There are many blogging sites for students that work well, but Miller recommends this one because \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\">Kathy Cassidy uses it with first graders\u003c/a>. “I’ve always loved using \u003ca href=\"http://kidblog.org/home/\" target=\"_blank\">Kidblog\u003c/a> and \u003ca href=\"https://www.edmodo.com/\" target=\"_blank\">Edmodo\u003c/a>, but this is spot-on the easiest things I’ve seen, especially for younger learners,” Miller said. Rather than asking five- and six-year olds to remember usernames and passwords, students can login with their photos. The app version costs $5.99 but the web-based version is free.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://edpuzzle.com/\" target=\"_blank\">\u003cbr>\n\u003c/a>\u003ca href=\"https://edpuzzle.com/\">\u003cimg class=\"alignleft wp-image-45567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Edpuzzle.png\" alt=\"Edpuzzle\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://edpuzzle.com/\" target=\"_blank\">Edpuzzle\u003c/a>:\u003c/strong> Recommended by Jay Salerno, this app is a great tool for teachers who are flipping instruction. “You can embed interactive elements to video instruction,” Luhtala said. One of the hazards of flipping is that lecture will remain supreme, but in a different form. Adding interactive elements is a good way to force students to interact with the material, and when they are more engaged they will hopefully grow curious.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://flipster.ebsco.com/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://flipster.ebsco.com/\">\u003cimg class=\"alignleft wp-image-45568\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Flipster.png\" alt=\"Flipster\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://flipster.ebsco.com/\">Flipster\u003c/a>:\u003c/strong> This digital magazine app is more easily discoverable for students. Luhtala has found that often students forget that digital magazines are a resource for them, so in her library she makes Flipster search results show up as part of any Google search a student conducts. “If you are going to introduce a new electronic platform, it can take three years to really take hold,” Luhtala cautioned. Flipster is trying to make the digital magazine reading experience more seamless.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/gboard-search.-gifs.-emojis/id1091700242?mt=8\">\u003cbr>\n\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/gboard-search.-gifs.-emojis/id1091700242?mt=8\">\u003cimg class=\"alignleft wp-image-45569\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Gboard.jpg\" alt=\"Gboard\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/gboard-search.-gifs.-emojis/id1091700242?mt=8\">GBoard\u003c/a>:\u003c/strong> “This is one of the buzz things,” Miller said. The free app allows a user to search Google while typing out a message on a phone. For example, if a teacher is texting a parent about an upcoming event, she can search the event page and link to it within the text message.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.goodreads.com/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://www.goodreads.com/\">\u003cimg class=\"alignleft wp-image-45570\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Goodreads.png\" alt=\"Goodreads\" width=\"200\" height=\"199\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://www.goodreads.com/\">Goodreads\u003c/a>:\u003c/strong> Luhtala appreciates Goodreads because it helps make reading social. Students can easily search each other’s reading lists for ideas. As a librarian, she also finds it to be a huge timesaver when teachers are coming up with their summer reading lists. She can scan the books’ barcodes and easily add 50 to 100 books, order them in lists and embed them on the library site or in emails to students. Miller recommends \u003ca href=\"https://www.biblionasium.com/#tab/content-spring-mix\">Biblionasium\u003c/a> as a good alternative for younger learners, especially because students can recommend books to one another. If a library uses \u003ca href=\"http://www.follettlearning.com/technology/products/library-management-system\">Follett Destiny\u003c/a>, sharing functions are integrated there too.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://justgum.it/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://justgum.it/\">\u003cimg class=\"alignleft wp-image-45571\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Gum.png\" alt=\"Gum\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum.png 175w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://justgum.it/\">GUM\u003c/a>:\u003c/strong> This app was not specifically designed for the education space, but Miller says she has seen teachers use what is essentially a free social pinboard in interesting ways. The app allows users to scan ISBN codes on books or barcodes on products and then add comments. This could be useful in a health class about the ingredients in food products or in an English class where students can add a book review or other thoughts about something they’ve read.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://en.kiosko.net/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://en.kiosko.net/\">\u003cimg class=\"alignleft wp-image-45572\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Kiosko.png\" alt=\"Kiosko\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://en.kiosko.net/\">Kiosko\u003c/a>:\u003c/strong> This app offers an international news database that goes back to 1945. ”Kiosko will give you the front page news from around the world,” Luhtala said. This is a powerful tool for students looking to gather different perspectives on historical events. Students can read Soviet newspapers from the Soviet era, for example, although it might take a little help from a translation app to understand the Russian. “Our curriculum is really world history centric,” Luhtala said. “They have to examine history through other people’s eyes.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://storybird.com/lark/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://storybird.com/lark/\">\u003cimg class=\"alignleft wp-image-45573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Lark-by-Storybird.jpg\" alt=\"Lark by Storybird\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://storybird.com/lark/\">Lark by Storybird\u003c/a>:\u003c/strong> This digital storytelling tool is especially good for poetry. It’s available free on both mobile devices and on a web-based platform and allows kids to embellish their poetry with illustrations and text that capture their emotions. Creations can be kept private or published and they also print well.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/lego-movie-maker/id516001587?mt=8\">\u003cbr>\n\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/lego-movie-maker/id516001587?mt=8\">\u003cimg class=\"alignleft wp-image-45574\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Lego-Movie-Maker.jpg\" alt=\"Lego-Movie-Maker\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/lego-movie-maker/id516001587?mt=8\">LEGO Movie Maker\u003c/a>:\u003c/strong> Although made by Lego, this free stop motion app is an easy-to-use solution for any kind of video creation, Miller said. She likes it because it’s easy to add titles, slow the animation down, or speed it up.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.lucidchart.com/pages/b/home_page_ghost?utm_expid=11945330-439.K7oaBLbBQdiJDp9cWp4yRA.1&utm_referrer=https%3A%2F%2Fwww.google.com%2F\">\u003cbr>\n\u003c/a>\u003ca href=\"https://www.lucidchart.com/pages/b/examples?utm_expid=11945330-447._VgdAoteTpStHrSIOFnBOg.1&utm_referrer=https%3A%2F%2Fww2.kqed.org%2Fmindshift%2F%3Fp%3D45197%26preview%3Dtrue\">\u003cimg class=\"alignleft wp-image-45575\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/LucidChart.png\" alt=\"LucidChart\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://www.lucidchart.com/\">Lucidchart\u003c/a>:\u003c/strong> Luhtala likes to offer students lots of app choices when it comes to mind mapping because she wants them to find the right tool that lets them think and express in their own way. She likes Lucidchart personally because she can easily turn a spreadsheet into a flowchart. “It’s really well organized and it’s pretty robust in terms of the kind of manipulation you can do,” Luhtala said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://nearpod.com/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://nearpod.com/\">\u003cimg class=\"alignleft wp-image-45578\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Nearpod.png\" alt=\"Nearpod\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://nearpod.com/\">Nearpod\u003c/a>:\u003c/strong> “It’s been really transformational,” Luhtala said of this app. She often makes lessons in Google Slides, which eventually end up in video form. But both of those options leave out student interactivity. Now she puts her slideshows in Nearpod and can easily embed questions and quizzes or ask students to share links and images. If every student has a device, teachers can also ask all students the same question and then push out the answer. For example, Luhtala asked students if they needed to cite something that was not a direct quote. Half the class responded “no,” a misperception Luhtala wanted to quickly correct. When she pushed those results to the whole class, it sent a powerful message.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.nytimes.com/newsgraphics/2015/nytvr/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.nytimes.com/marketing/nytvr/\">\u003cimg class=\"alignleft wp-image-45579\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/NYTVR.png\" alt=\"NYTVR\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.nytimes.com/newsgraphics/2015/nytvr/\">New York Times VR\u003c/a>:\u003c/strong> One of several new virtual reality travel apps that can give students a window into places and lives they’d might never otherwise have the chance to visit.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/pixel-press-floors-draw-your/id847758409?mt=8\">\u003cimg class=\"alignleft wp-image-45581\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/pixelpress.jpg\" alt=\"pixelpress\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.projectpixelpress.com/floors/\">Pixel Press Floors\u003c/a>:\u003c/strong> This game creation app is a favorite of librarian \u003ca href=\"http://blogs.slj.com/neverendingsearch/\">Joyce Valenza\u003c/a>. Students can create their own video games by arranging tiles in different patterns. Created by the same company that makes Bloxel, kids can use characters created there in their Pixel Press Floor games. The app is only available on iOS devices.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://quizlet.com/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://quizlet.com/\">\u003cimg class=\"alignleft wp-image-45582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Quizlet.png\" alt=\"Quizlet\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://quizlet.com/\">Quizlet\u003c/a>:\u003c/strong> This study guide creation tool has taken off at New Canaan High School. “It has gained huge traction not among teachers, but among students,” Luhtala said. Her students use Quizlet for almost everything, divvying up the work of making flashcards amongst themselves. Interestingly, \u003ca href=\"https://kahoot.it/#/\">Kahoot\u003c/a> has also become a student favorite, but not necessarily for studying. Luhtala has noticed students using it for social activities like organizing prom. “These tools were designed for education, but the kids are using them in completely different ways,” Luhtala said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://get-puppet.co/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://get-puppet.co/\">\u003cimg class=\"alignleft wp-image-45584\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Shadow-Puppet.jpeg\" alt=\"Shadow Puppet\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet.jpeg 600w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-400x400.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-150x150.jpeg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://get-puppet.co/\">Shadow Puppet\u003c/a>:\u003c/strong> A favorite of \u003ca href=\"http://www.janelofton.com/\">Jane Lofton\u003c/a>, this easy-to-use app allows students as young as five to create videos. They can add their voice over the images and explain their thinking or their story. This app is only for iOS devices.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://evernote.com/skitch/\">\u003cimg class=\"alignleft wp-image-45585\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Skitch.png\" alt=\"Skitch\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch.png 256w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://evernote.com/skitch/\">Skitch\u003c/a>:\u003c/strong> A long time image manipulation app favorite of Miller’s, this free tool has seamless integration with Evernote, which owns it. The app allows users to annotate over anything, circling errors, adding text or arrows, etc. “I use it a ton on my phone,” Miller said.\u003c/p>\n\u003cp>\u003ca href=\"https://chrome.google.com/webstore/detail/mindmup-free-mind-map-web/dnenaecjcgeppfpaokiifokeieopppej?hl=en\">\u003cbr>\n\u003c/a>\u003ca href=\"https://chrome.google.com/webstore/detail/mindmup-free-mind-map-web/dnenaecjcgeppfpaokiifokeieopppej?hl=en\">\u003cimg class=\"alignleft wp-image-45577\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/MindMup.png\" alt=\"MindMup\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://chrome.google.com/webstore/detail/mindmup-free-mind-map-web/dnenaecjcgeppfpaokiifokeieopppej?hl=en\">Mindmup\u003c/a>: This is Jay Salerno’s favorite mind mapping tool. It is a Chrome extension, so it integrates well with other Google products.“I just think it’s really great to give kids lots of options when you’re asking them to diagram their thinking,” Luhtala said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.playosmo.com/en/masterpiece/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://www.playosmo.com/en/masterpiece/\">\u003cimg class=\"alignleft wp-image-45576\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Masterpiece-by-Osmo.jpg\" alt=\"Masterpiece by Osmo\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo.jpg 256w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://www.playosmo.com/en/masterpiece/\">Masterpiece by Osmo\u003c/a>:\u003c/strong> This drawing app could be a solution to some of the copyright infringement students engage in unwittingly. “Our students are asked to do digital storytelling all the time and they often turn to digital images for that,” Luhtala said. She always explains how to find copyright friendly material, but students don’t always follow instructions. Osmo gives them an opportunity to create their own images, while teaching them the value of intellectual property. Once they understand how challenging it is to create a beautiful image they may be less likely to swipe someone else’s without giving appropriate credit.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft wp-image-45231\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/coding-amalgam.jpg\" alt=\"coding-amalgam\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam.jpg 190w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">Scratch and more:\u003c/strong> All the librarians that contributed to this list acknowledge that it’s a great idea to get students started coding early. Some well-liked apps include \u003ca href=\"https://scratch.mit.edu/\">Scratch\u003c/a>, \u003ca href=\"https://www.scratchjr.org/\">Scratch Jr\u003c/a>, and\u003ca href=\"https://itunes.apple.com/us/app/hopscotch-make-games!-learn/id617098629?mt=8\"> Hopscotch\u003c/a>. For younger students Miller recommends \u003ca href=\"https://itunes.apple.com/us/app/kodable-k-5-coding-curriculum/id577673067?mt=8\">Kodable\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/app/daisy-the-dinosaur/id490514278?mt=8\">Daisy the Dinosaur \u003c/a>as well.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://web.seesaw.me/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://web.seesaw.me/\">\u003cimg class=\"alignleft wp-image-45583\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Seesaw.png\" alt=\"Seesaw\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://web.seesaw.me/\">Seesaw\u003c/a>:\u003c/strong> Digital portfolio apps like this one are becoming increasingly useful as educators and parents recognize the usefulness of a well-kept record of work. Miller worked at a standards-based, project-based learning school, where it was crucial the students be able to document their learning growth over the year. “The kids love using Seesaw because they can keep track of all their things in a digital portfolio,” Miller said. It keeps kids organized and can be a powerful curation tool too.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://blog.spiderscribe.net/2014/09/spiderscribe-jr-for-ipad-is-out/\">\u003cimg class=\"alignleft wp-image-45232\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/spiderscribe.png\" alt=\"spiderscribe\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe.png 175w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://blog.spiderscribe.net/2014/09/spiderscribe-jr-for-ipad-is-out/\">SpiderScribe Jr\u003c/a>.:\u003c/strong> This app was selected by the \u003ca href=\"http://www.ala.org/aasl/standards/best/apps\">American Association of School Librarians\u003c/a> ( AASL) as their favorite mind mapping app.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.storyboardthat.com/\">\u003cimg class=\"alignleft wp-image-45233\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/storyboard-e1464133272127.png\" alt=\"storyboard\" width=\"200\" height=\"200\">\u003c/a>\u003ca href=\"http://www.storyboardthat.com/\">Storyboard That\u003c/a>:\u003c/strong> Librarians have noticed that increasingly teachers are asking students to storyboard before writing. This Chrome app is great for that, according to Jay Salerno. \u003ca href=\"https://itunes.apple.com/us/app/celtx-shots/id467370902?mt=8\">Celtx Shots\u003c/a> is another recommended option.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/techsmith-fuse/id725534683?mt=8\">\u003cimg class=\"alignleft wp-image-45234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/fuse-e1464133422700.png\" alt=\"fuse\" width=\"200\" height=\"200\">\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/techsmith-fuse/id725534683?mt=8\">TechSmith Fuse\u003c/a>:\u003c/strong> The app offers an easy way to move images from a phone to a computer, although Miller cautions it may not be free for much longer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://terraria.org/\">\u003cimg class=\"alignleft wp-image-45235\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/terraria-e1464133555110.jpeg\" alt=\"terraria\" width=\"200\" height=\"200\">\u003c/a>\u003ca href=\"https://terraria.org/\">Terraria\u003c/a>:\u003c/strong> Recommend by Miller’s son who is in fifth grade, this game rivals Minecraft in his mind. He likes it because it’s easier to create things than in Minecraft. The game costs $4.99. “I like how they can add words and the characters look a bit more realistic than they do in Minecraft,” Miller said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.whatwasthere.com/\">\u003cimg class=\"alignleft wp-image-45589\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/What-was-there.png\" alt=\"What was there\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there.png 175w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.whatwasthere.com/\">What Was There\u003c/a>:\u003c/strong> “You stand in a spot, particularly in a city, and it finds you on the map and tells you about the history of what was there,” Luhtala said. “It’s very powerful.” The app shows the Google Maps street view with a historical overlay. Kids can also add their own content, which could make for a fun digital storytelling tool or examination of primary sources.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/yakit-make-any-photo-talk/id634537542?mt=8\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.freakngenius.com/\">\u003cimg class=\"alignleft wp-image-45588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Yakit.jpeg\" alt=\"Yakit\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit.jpeg 175w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-150x150.jpeg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/yakit-make-any-photo-talk/id634537542?mt=8\">YAKit\u003c/a>:\u003c/strong> This image manipulation tool adds some fun to digital storytelling by allowing students to animate mouths or eyeballs. “I really loved this one because there were a few more features that were a bit richer for older kids,”Miller said. She sometimes uses \u003ca href=\"https://itunes.apple.com/us/app/chatterpix-kids-by-duck-duck/id734046126?mt=8\">Chatterpix \u003c/a>as well.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Check out previous years favorites \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/11/apps-that-rise-to-the-top-tested-and-approved-by-teachers/\">here\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/29/teacher-recommended-50-favorite-teaching-apps/\">here\u003c/a>.\u003c/p>\n\n",
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"excerpt": "A group of tech-savvy librarians offer up a list of their favorite education apps this year.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tool discovery is often a challenge for teachers interested in finding ways to use technology that will change the way they and their students work. With so much going on in the classroom, many teachers don’t have the time to test out various apps and find the perfect tool to meet their needs. Luckily, several tech-savvy librarians have been \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/29/teacher-recommended-50-favorite-teaching-apps/\" target=\"_blank\">curating the apps\u003c/a> their colleagues find useful and sharing the all-stars with one another through personal learning communities (PLC) and \u003ca href=\"http://www.edweb.net/emergingtech\">edWeb webinars\u003c/a>.\u003c/p>\n\u003cp>These educators are paying attention to their own working habits, as well as those of students, to figure out which technology products and trends are here to stay. \u003ca href=\"http://mluhtala.blogspot.com/\" target=\"_blank\">Michelle Luhtala\u003c/a>, a school librarian in New Canaan, Connecticut, has noticed that much of her own work has transitioned from the computer to her smartphone. She sees the same trend in students, but also recognizes many schools have policies against phones because they can be distractions.\u003c/p>\n\u003cp>Luhtala sees school policies banning phones as a disconnect between school and the real world, where mobile devices are aiding productivity more than ever. She often hears from teachers and other colleagues that mobile devices aren’t useful because it’s hard for students to read and type on small screens. But Luhtala wonders if the conversation is too focused are on using new devices in old ways.\u003c/p>\n\u003cp>“If this is what’s the big deal about mobile learning, then maybe mobile learning does not always require typing and reading,” Luhtala said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “We don’t want to use technology to replace or substitute what we’re doing and have it be the same thing we’ve been doing,” Luhtala said. The real promise of education technology is to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\">redefine how students learn\u003c/a>. That doesn’t mean reading and writing won’t be an important part of education, but it could mean that educators need to continue thinking creatively about the best use for powerful and ubiquitous tools like smartphones.\u003c/p>\n\u003cp>For her own productivity, Luhtala likes the changes \u003ca href=\"http://www.audible.com/mt/Apps/\" target=\"_blank\">Audible\u003c/a> has made to its app, which now allows her to put different news sources into channels, that can be read aloud to her while she’s getting ready in the morning or commuting to work. “It is transformational for me to be able to have my newspaper read to me through an app,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’s also pleased that \u003ca href=\"https://www.google.com/slides/about/\" target=\"_blank\">Google Slides\u003c/a> now allows users to insert charts, which she says has been long overdue, and adds more functionality. In addition to highlighting some of her favorite digital learning tools, Luhtala called on her professional learning community to recommend their favorite learning apps. Together, they offer this list to overburdened educators looking to hone in on just the right tech tool.\u003c/p>\n\u003cp>\u003cstrong>30 APPS LIBRARIANS RECOMMEND\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.adobe.com/products/capture.html\" target=\"_blank\">\u003cstrong>\u003cbr>\n\u003cimg class=\"alignleft wp-image-45561\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Adobe-Capture.png\" alt=\"Adobe Capture\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Capture-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">Adobe Capture\u003c/strong>\u003c/a>: “This is one of my two favorite new things,” Luhtala said. The app lets users take a photo of something and then trace the outline. A student can then erase parts, color it in, or enhance areas, all based on the initial sketch provided by the photo. “This has been my dream app because I don’t draw well, but I do art well,” Luhtala said. “It is super rich.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://spark.adobe.com/about/video\">\u003cimg class=\"alignleft wp-image-45562\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Adobe-Voice.png\" alt=\"Adobe Voice\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice.png 340w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Adobe-Voice-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Adobe Voice (now called \u003ca href=\"https://spark.adobe.com/about/video\" target=\"_blank\">Adobe Spark\u003c/a>):\u003c/strong> Librarians recommend this app because it’s an easy way of kids to attach a voice memo over an image. It can be a good presentation tool. “You have to have a subscription, but you don’t have to pay for your subscription,”Luhtala said, so don’t be put off by a sign up process.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003ca href=\"https://www.aviary.com/\">\u003cimg class=\"alignleft wp-image-45580\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Photo-Editor.jpeg\" alt=\"Photo Editor\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor.jpeg 225w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Photo-Editor-150x150.jpeg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003c/strong>\u003cstrong>Photo Editor by Aviary:\u003c/strong> This powerful photo editing app allows students to make all the tweaks they need to produce a stellar photo. Luhtala said it reminds her of Photoshop, but for a phone.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.bloxelsbuilder.com/\">\u003cimg class=\"alignleft wp-image-45563\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Bloxels.png\" alt=\"Bloxels\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Bloxels-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.bloxelsbuilder.com/\" target=\"_blank\">Bloxels\u003c/a>:\u003c/strong> This new game creation app is made by the same company that makes Pixel Floor Press and the two products are compatible. It allows a user to create the characters that will populate their game. “I’m using it right now to re-tell a nursery rhyme with fifth graders,” said \u003ca href=\"http://vanmeterlibraryvoice.blogspot.com/\">Shannon Miller\u003c/a>, who co-presented the webinar.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.redjumper.net/bookcreator/\" target=\"_blank\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.redjumper.net/bookcreator/\">\u003cimg class=\"alignleft wp-image-45564\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Book-editor.png\" alt=\"Book editor\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Book-editor-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.redjumper.net/bookcreator/\" target=\"_blank\">Book Creator\u003c/a>:\u003c/strong> The app works best on Apple products, but allows kids to make their own books. “It’s a little tricky, but not really for kids and not once you use it a couple of times,” Miller said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.edu.buncee.com/\">\u003cimg class=\"alignleft wp-image-45565\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/buncee.png\" alt=\"buncee\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee.png 510w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/buncee-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://www.edu.buncee.com/\" target=\"_blank\">Buncee\u003c/a>:\u003c/strong> This app allows users to add images, text, video and interactive stickers to an existing product. “I love uploading student work and adding interactive things on top,” Miller said. Her college-aged daughter, meanwhile, uses it for presentations because it’s a good storytelling tool. Students can also work on individual Buncees and then stitch them together into a collaborative project. The end result doesn’t print well, but it is possible to create a QR code for the Buncee and view it on the app or website.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.theeasyappcompany.com/app/easy-blogger-jr/\" target=\"_blank\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.theeasyappcompany.com/app/easy-blogger-jr/\">\u003cimg class=\"alignleft wp-image-45566\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/easy-Blogger.png\" alt=\"easy Blogger\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger.png 1300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-1180x1180.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-960x960.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/easy-Blogger-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.theeasyappcompany.com/app/easy-blogger-jr/\" target=\"_blank\">Easy Blogger Jr\u003c/a>:\u003c/strong> There are many blogging sites for students that work well, but Miller recommends this one because \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\">Kathy Cassidy uses it with first graders\u003c/a>. “I’ve always loved using \u003ca href=\"http://kidblog.org/home/\" target=\"_blank\">Kidblog\u003c/a> and \u003ca href=\"https://www.edmodo.com/\" target=\"_blank\">Edmodo\u003c/a>, but this is spot-on the easiest things I’ve seen, especially for younger learners,” Miller said. Rather than asking five- and six-year olds to remember usernames and passwords, students can login with their photos. The app version costs $5.99 but the web-based version is free.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://edpuzzle.com/\" target=\"_blank\">\u003cbr>\n\u003c/a>\u003ca href=\"https://edpuzzle.com/\">\u003cimg class=\"alignleft wp-image-45567\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Edpuzzle.png\" alt=\"Edpuzzle\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Edpuzzle-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://edpuzzle.com/\" target=\"_blank\">Edpuzzle\u003c/a>:\u003c/strong> Recommended by Jay Salerno, this app is a great tool for teachers who are flipping instruction. “You can embed interactive elements to video instruction,” Luhtala said. One of the hazards of flipping is that lecture will remain supreme, but in a different form. Adding interactive elements is a good way to force students to interact with the material, and when they are more engaged they will hopefully grow curious.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://flipster.ebsco.com/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://flipster.ebsco.com/\">\u003cimg class=\"alignleft wp-image-45568\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Flipster.png\" alt=\"Flipster\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Flipster-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://flipster.ebsco.com/\">Flipster\u003c/a>:\u003c/strong> This digital magazine app is more easily discoverable for students. Luhtala has found that often students forget that digital magazines are a resource for them, so in her library she makes Flipster search results show up as part of any Google search a student conducts. “If you are going to introduce a new electronic platform, it can take three years to really take hold,” Luhtala cautioned. Flipster is trying to make the digital magazine reading experience more seamless.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/gboard-search.-gifs.-emojis/id1091700242?mt=8\">\u003cbr>\n\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/gboard-search.-gifs.-emojis/id1091700242?mt=8\">\u003cimg class=\"alignleft wp-image-45569\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Gboard.jpg\" alt=\"Gboard\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gboard-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/gboard-search.-gifs.-emojis/id1091700242?mt=8\">GBoard\u003c/a>:\u003c/strong> “This is one of the buzz things,” Miller said. The free app allows a user to search Google while typing out a message on a phone. For example, if a teacher is texting a parent about an upcoming event, she can search the event page and link to it within the text message.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.goodreads.com/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://www.goodreads.com/\">\u003cimg class=\"alignleft wp-image-45570\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Goodreads.png\" alt=\"Goodreads\" width=\"200\" height=\"199\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Goodreads-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://www.goodreads.com/\">Goodreads\u003c/a>:\u003c/strong> Luhtala appreciates Goodreads because it helps make reading social. Students can easily search each other’s reading lists for ideas. As a librarian, she also finds it to be a huge timesaver when teachers are coming up with their summer reading lists. She can scan the books’ barcodes and easily add 50 to 100 books, order them in lists and embed them on the library site or in emails to students. Miller recommends \u003ca href=\"https://www.biblionasium.com/#tab/content-spring-mix\">Biblionasium\u003c/a> as a good alternative for younger learners, especially because students can recommend books to one another. If a library uses \u003ca href=\"http://www.follettlearning.com/technology/products/library-management-system\">Follett Destiny\u003c/a>, sharing functions are integrated there too.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://justgum.it/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://justgum.it/\">\u003cimg class=\"alignleft wp-image-45571\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Gum.png\" alt=\"Gum\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum.png 175w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Gum-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://justgum.it/\">GUM\u003c/a>:\u003c/strong> This app was not specifically designed for the education space, but Miller says she has seen teachers use what is essentially a free social pinboard in interesting ways. The app allows users to scan ISBN codes on books or barcodes on products and then add comments. This could be useful in a health class about the ingredients in food products or in an English class where students can add a book review or other thoughts about something they’ve read.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://en.kiosko.net/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://en.kiosko.net/\">\u003cimg class=\"alignleft wp-image-45572\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Kiosko.png\" alt=\"Kiosko\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Kiosko-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://en.kiosko.net/\">Kiosko\u003c/a>:\u003c/strong> This app offers an international news database that goes back to 1945. ”Kiosko will give you the front page news from around the world,” Luhtala said. This is a powerful tool for students looking to gather different perspectives on historical events. Students can read Soviet newspapers from the Soviet era, for example, although it might take a little help from a translation app to understand the Russian. “Our curriculum is really world history centric,” Luhtala said. “They have to examine history through other people’s eyes.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://storybird.com/lark/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://storybird.com/lark/\">\u003cimg class=\"alignleft wp-image-45573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Lark-by-Storybird.jpg\" alt=\"Lark by Storybird\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lark-by-Storybird-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://storybird.com/lark/\">Lark by Storybird\u003c/a>:\u003c/strong> This digital storytelling tool is especially good for poetry. It’s available free on both mobile devices and on a web-based platform and allows kids to embellish their poetry with illustrations and text that capture their emotions. Creations can be kept private or published and they also print well.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/lego-movie-maker/id516001587?mt=8\">\u003cbr>\n\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/lego-movie-maker/id516001587?mt=8\">\u003cimg class=\"alignleft wp-image-45574\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Lego-Movie-Maker.jpg\" alt=\"Lego-Movie-Maker\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Lego-Movie-Maker-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/lego-movie-maker/id516001587?mt=8\">LEGO Movie Maker\u003c/a>:\u003c/strong> Although made by Lego, this free stop motion app is an easy-to-use solution for any kind of video creation, Miller said. She likes it because it’s easy to add titles, slow the animation down, or speed it up.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.lucidchart.com/pages/b/home_page_ghost?utm_expid=11945330-439.K7oaBLbBQdiJDp9cWp4yRA.1&utm_referrer=https%3A%2F%2Fwww.google.com%2F\">\u003cbr>\n\u003c/a>\u003ca href=\"https://www.lucidchart.com/pages/b/examples?utm_expid=11945330-447._VgdAoteTpStHrSIOFnBOg.1&utm_referrer=https%3A%2F%2Fww2.kqed.org%2Fmindshift%2F%3Fp%3D45197%26preview%3Dtrue\">\u003cimg class=\"alignleft wp-image-45575\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/LucidChart.png\" alt=\"LucidChart\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/LucidChart-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://www.lucidchart.com/\">Lucidchart\u003c/a>:\u003c/strong> Luhtala likes to offer students lots of app choices when it comes to mind mapping because she wants them to find the right tool that lets them think and express in their own way. She likes Lucidchart personally because she can easily turn a spreadsheet into a flowchart. “It’s really well organized and it’s pretty robust in terms of the kind of manipulation you can do,” Luhtala said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://nearpod.com/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://nearpod.com/\">\u003cimg class=\"alignleft wp-image-45578\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Nearpod.png\" alt=\"Nearpod\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Nearpod-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://nearpod.com/\">Nearpod\u003c/a>:\u003c/strong> “It’s been really transformational,” Luhtala said of this app. She often makes lessons in Google Slides, which eventually end up in video form. But both of those options leave out student interactivity. Now she puts her slideshows in Nearpod and can easily embed questions and quizzes or ask students to share links and images. If every student has a device, teachers can also ask all students the same question and then push out the answer. For example, Luhtala asked students if they needed to cite something that was not a direct quote. Half the class responded “no,” a misperception Luhtala wanted to quickly correct. When she pushed those results to the whole class, it sent a powerful message.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.nytimes.com/newsgraphics/2015/nytvr/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.nytimes.com/marketing/nytvr/\">\u003cimg class=\"alignleft wp-image-45579\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/NYTVR.png\" alt=\"NYTVR\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/NYTVR-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.nytimes.com/newsgraphics/2015/nytvr/\">New York Times VR\u003c/a>:\u003c/strong> One of several new virtual reality travel apps that can give students a window into places and lives they’d might never otherwise have the chance to visit.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/pixel-press-floors-draw-your/id847758409?mt=8\">\u003cimg class=\"alignleft wp-image-45581\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/pixelpress.jpg\" alt=\"pixelpress\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/pixelpress-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.projectpixelpress.com/floors/\">Pixel Press Floors\u003c/a>:\u003c/strong> This game creation app is a favorite of librarian \u003ca href=\"http://blogs.slj.com/neverendingsearch/\">Joyce Valenza\u003c/a>. Students can create their own video games by arranging tiles in different patterns. Created by the same company that makes Bloxel, kids can use characters created there in their Pixel Press Floor games. The app is only available on iOS devices.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://quizlet.com/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://quizlet.com/\">\u003cimg class=\"alignleft wp-image-45582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Quizlet.png\" alt=\"Quizlet\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Quizlet-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://quizlet.com/\">Quizlet\u003c/a>:\u003c/strong> This study guide creation tool has taken off at New Canaan High School. “It has gained huge traction not among teachers, but among students,” Luhtala said. Her students use Quizlet for almost everything, divvying up the work of making flashcards amongst themselves. Interestingly, \u003ca href=\"https://kahoot.it/#/\">Kahoot\u003c/a> has also become a student favorite, but not necessarily for studying. Luhtala has noticed students using it for social activities like organizing prom. “These tools were designed for education, but the kids are using them in completely different ways,” Luhtala said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://get-puppet.co/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://get-puppet.co/\">\u003cimg class=\"alignleft wp-image-45584\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Shadow-Puppet.jpeg\" alt=\"Shadow Puppet\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet.jpeg 600w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-400x400.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Shadow-Puppet-150x150.jpeg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://get-puppet.co/\">Shadow Puppet\u003c/a>:\u003c/strong> A favorite of \u003ca href=\"http://www.janelofton.com/\">Jane Lofton\u003c/a>, this easy-to-use app allows students as young as five to create videos. They can add their voice over the images and explain their thinking or their story. This app is only for iOS devices.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://evernote.com/skitch/\">\u003cimg class=\"alignleft wp-image-45585\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Skitch.png\" alt=\"Skitch\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch.png 256w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Skitch-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://evernote.com/skitch/\">Skitch\u003c/a>:\u003c/strong> A long time image manipulation app favorite of Miller’s, this free tool has seamless integration with Evernote, which owns it. The app allows users to annotate over anything, circling errors, adding text or arrows, etc. “I use it a ton on my phone,” Miller said.\u003c/p>\n\u003cp>\u003ca href=\"https://chrome.google.com/webstore/detail/mindmup-free-mind-map-web/dnenaecjcgeppfpaokiifokeieopppej?hl=en\">\u003cbr>\n\u003c/a>\u003ca href=\"https://chrome.google.com/webstore/detail/mindmup-free-mind-map-web/dnenaecjcgeppfpaokiifokeieopppej?hl=en\">\u003cimg class=\"alignleft wp-image-45577\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/MindMup.png\" alt=\"MindMup\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/MindMup-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://chrome.google.com/webstore/detail/mindmup-free-mind-map-web/dnenaecjcgeppfpaokiifokeieopppej?hl=en\">Mindmup\u003c/a>: This is Jay Salerno’s favorite mind mapping tool. It is a Chrome extension, so it integrates well with other Google products.“I just think it’s really great to give kids lots of options when you’re asking them to diagram their thinking,” Luhtala said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.playosmo.com/en/masterpiece/\">\u003cbr>\n\u003c/a>\u003ca href=\"https://www.playosmo.com/en/masterpiece/\">\u003cimg class=\"alignleft wp-image-45576\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Masterpiece-by-Osmo.jpg\" alt=\"Masterpiece by Osmo\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo.jpg 256w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Masterpiece-by-Osmo-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://www.playosmo.com/en/masterpiece/\">Masterpiece by Osmo\u003c/a>:\u003c/strong> This drawing app could be a solution to some of the copyright infringement students engage in unwittingly. “Our students are asked to do digital storytelling all the time and they often turn to digital images for that,” Luhtala said. She always explains how to find copyright friendly material, but students don’t always follow instructions. Osmo gives them an opportunity to create their own images, while teaching them the value of intellectual property. Once they understand how challenging it is to create a beautiful image they may be less likely to swipe someone else’s without giving appropriate credit.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft wp-image-45231\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/coding-amalgam.jpg\" alt=\"coding-amalgam\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam.jpg 190w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/coding-amalgam-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">Scratch and more:\u003c/strong> All the librarians that contributed to this list acknowledge that it’s a great idea to get students started coding early. Some well-liked apps include \u003ca href=\"https://scratch.mit.edu/\">Scratch\u003c/a>, \u003ca href=\"https://www.scratchjr.org/\">Scratch Jr\u003c/a>, and\u003ca href=\"https://itunes.apple.com/us/app/hopscotch-make-games!-learn/id617098629?mt=8\"> Hopscotch\u003c/a>. For younger students Miller recommends \u003ca href=\"https://itunes.apple.com/us/app/kodable-k-5-coding-curriculum/id577673067?mt=8\">Kodable\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/app/daisy-the-dinosaur/id490514278?mt=8\">Daisy the Dinosaur \u003c/a>as well.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://web.seesaw.me/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://web.seesaw.me/\">\u003cimg class=\"alignleft wp-image-45583\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Seesaw.png\" alt=\"Seesaw\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-400x400.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Seesaw-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://web.seesaw.me/\">Seesaw\u003c/a>:\u003c/strong> Digital portfolio apps like this one are becoming increasingly useful as educators and parents recognize the usefulness of a well-kept record of work. Miller worked at a standards-based, project-based learning school, where it was crucial the students be able to document their learning growth over the year. “The kids love using Seesaw because they can keep track of all their things in a digital portfolio,” Miller said. It keeps kids organized and can be a powerful curation tool too.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://blog.spiderscribe.net/2014/09/spiderscribe-jr-for-ipad-is-out/\">\u003cimg class=\"alignleft wp-image-45232\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/spiderscribe.png\" alt=\"spiderscribe\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe.png 175w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/spiderscribe-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://blog.spiderscribe.net/2014/09/spiderscribe-jr-for-ipad-is-out/\">SpiderScribe Jr\u003c/a>.:\u003c/strong> This app was selected by the \u003ca href=\"http://www.ala.org/aasl/standards/best/apps\">American Association of School Librarians\u003c/a> ( AASL) as their favorite mind mapping app.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.storyboardthat.com/\">\u003cimg class=\"alignleft wp-image-45233\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/storyboard-e1464133272127.png\" alt=\"storyboard\" width=\"200\" height=\"200\">\u003c/a>\u003ca href=\"http://www.storyboardthat.com/\">Storyboard That\u003c/a>:\u003c/strong> Librarians have noticed that increasingly teachers are asking students to storyboard before writing. This Chrome app is great for that, according to Jay Salerno. \u003ca href=\"https://itunes.apple.com/us/app/celtx-shots/id467370902?mt=8\">Celtx Shots\u003c/a> is another recommended option.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/techsmith-fuse/id725534683?mt=8\">\u003cimg class=\"alignleft wp-image-45234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/fuse-e1464133422700.png\" alt=\"fuse\" width=\"200\" height=\"200\">\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/techsmith-fuse/id725534683?mt=8\">TechSmith Fuse\u003c/a>:\u003c/strong> The app offers an easy way to move images from a phone to a computer, although Miller cautions it may not be free for much longer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://terraria.org/\">\u003cimg class=\"alignleft wp-image-45235\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/terraria-e1464133555110.jpeg\" alt=\"terraria\" width=\"200\" height=\"200\">\u003c/a>\u003ca href=\"https://terraria.org/\">Terraria\u003c/a>:\u003c/strong> Recommend by Miller’s son who is in fifth grade, this game rivals Minecraft in his mind. He likes it because it’s easier to create things than in Minecraft. The game costs $4.99. “I like how they can add words and the characters look a bit more realistic than they do in Minecraft,” Miller said.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.whatwasthere.com/\">\u003cimg class=\"alignleft wp-image-45589\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/What-was-there.png\" alt=\"What was there\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there.png 175w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/What-was-there-150x150.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"http://www.whatwasthere.com/\">What Was There\u003c/a>:\u003c/strong> “You stand in a spot, particularly in a city, and it finds you on the map and tells you about the history of what was there,” Luhtala said. “It’s very powerful.” The app shows the Google Maps street view with a historical overlay. Kids can also add their own content, which could make for a fun digital storytelling tool or examination of primary sources.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://itunes.apple.com/us/app/yakit-make-any-photo-talk/id634537542?mt=8\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.freakngenius.com/\">\u003cimg class=\"alignleft wp-image-45588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Yakit.jpeg\" alt=\"Yakit\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit.jpeg 175w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Yakit-150x150.jpeg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>\u003ca href=\"https://itunes.apple.com/us/app/yakit-make-any-photo-talk/id634537542?mt=8\">YAKit\u003c/a>:\u003c/strong> This image manipulation tool adds some fun to digital storytelling by allowing students to animate mouths or eyeballs. “I really loved this one because there were a few more features that were a bit richer for older kids,”Miller said. She sometimes uses \u003ca href=\"https://itunes.apple.com/us/app/chatterpix-kids-by-duck-duck/id734046126?mt=8\">Chatterpix \u003c/a>as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Check out previous years favorites \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/11/apps-that-rise-to-the-top-tested-and-approved-by-teachers/\">here\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/29/teacher-recommended-50-favorite-teaching-apps/\">here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Reflecting on Adolescence: How Stories Can Inspire Teen Empathy",
"title": "Reflecting on Adolescence: How Stories Can Inspire Teen Empathy",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>When Georgia Gootee examines the journals she wrote as a 15-year-old, she sympathizes with her younger flailing self. “You can read through these journals and tell that at some points I'm just so terrified that it'll never come together, I'll never find my place in the world, I'll never feel loved or love anyone myself,” the 26-year-old teacher told me. At the same time, Gootee can chuckle at the overwrought nature of her youthful preoccupations. “It’s a weird duality,” she said.\u003c/p>\n\u003cp>Gootee knows this material is funny because she heard the audience laugh when she read excerpts from her teenage journal at a Mortified performance in Portland last year. Mortified shows, as they’re called, feature adults reading aloud and on stage from their adolescent diaries. Like Gootee, readers typically share their most embarrassing and wrenching youthful stories on a variety of subjects: crushes, body image, self-esteem, divorce. Sharing these intensely private excerpts provokes laughter and connection between the audience and reader.\u003c/p>\n\u003cp>Mortified is the brainchild of self-described “angstologist” David Nadelberg, a writer and storyteller who stumbled on the idea of adults reading aloud from their adolescent journals after he shared a hilariously passionate and juvenile love letter with friends, and witnessed their positive reaction. Mortified was launched in Los Angeles 14 years ago, and now 20 cities around the world host their own live shows. The Mortified “movement” has grown to include \u003ca href=\"http://getmortified.com/podcast/\">podcasts\u003c/a>, the film \u003ca href=\"http://getmortified.com/film/\">Mortified Nation\u003c/a>, a couple of \u003ca href=\"http://getmortified.com/beyond-the-stage-2/books/\">anthologies\u003c/a> of stories and a \u003ca href=\"http://www.sundance.tv/series/the-mortified-sessions\">Sundance TV series\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Mortified in Schools\u003c/strong>\u003c/p>\n\u003cp>Some Mortified fans, Gootee included, have found another medium for these deeply personal stories: the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gootee teaches teenagers at the\u003ca href=\"http://youthprogress.org/\"> Youth Progress Learning Center\u003c/a> in Portland, which provides services for kids who have experienced abandonment, delinquency, and other serious challenges. She began to use podcasts of Mortified shows with students as a way to offer them perspective on their own difficult lives. “These kids really struggle with empathy sometimes, and they think no one could ever understand how they’re feeling right now,” Gootee said. In her sessions on mindfulness, she invites kids to bring their pillows and blankets into class and to spread out around (and under) the long conference table, while she tunes in to a Mortified podcast. The first story students heard, told by an older woman about her quaint-seeming struggles with a long-ago high school boyfriend, enchanted the students. Gootee selected the podcast—called \u003ca href=\"http://getmortified.com/podcast/\">Why Do I Date A**holes\u003c/a>?—because she knew the girls would be able to relate to young love. Not only did they chortle over the woman’s familiar mishaps, they also opened up about their own romantic challenges. “It started a casual discussion about what in their lives they could look back at and smile or laugh, despite it hurting originally,” Gootee said.\u003c/p>\n\u003cfigure id=\"attachment_45478\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45478\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Gootee-Journal-Collection.jpg\" alt=\"Childhood journals\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teenage journals \u003ccite>(Courtesy of Georgia Gootee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Frank Mathews, a veteran social studies teacher at Wilson High School in Portland, also includes Mortified in the classroom. A part-time producer for Mortified, he has intimate knowledge of the show’s content, as well as access to the scripts. Mathews often summarizes the stories he’s heard, and shares excerpts from the readings with the juniors and seniors in his psychology class. Students pounced when he began to talk about his part-time work. “They were obsessed with wanting to know more,” he said. Mathews recently shared parts of #4 \u003ca href=\"https://soundcloud.com/themortifiedpodcast/04-jimmy-throw-in-the-towel/sets\">Jimmy: Throw in the Towel\u003c/a> about a boy’s coming out experience. “The 'coming out' ones always seem very relatable in Psychology because it deals so directly with their identity,” Mathews explained. Another podcast that works with kids is \u003ca href=\"http://www.stitcher.com/podcast/get-mortified/e/54-dont-fck-with-emiko-43270300\">#54 Don’t F*ck with Emiko\u003c/a>, he added, because it grapples with addiction.\u003c/p>\n\u003cp>\u003cstrong>The Benefits of Journal Writing \u003c/strong>\u003c/p>\n\u003cp>Both Mathews and Gootee also draw on Mortified to encourage journal-writing among their students. Having endured adolescence with the help of her private diary, Gootee teaches her students to write as an emotional outlet. Mathews, who laments his own failure to record his teenage worries, tells his students that keeping a journal will allow them to write their own history and document their life. “This is a unique moment of your life, and you’ll appreciate the document,” Mathews tells his high school students. Plus, he says, in ten years they can do their own Mortified show.\u003c/p>\n\u003cp>Sarabeth Leitch, a writing teacher in Portland, says that Mortified has inspired her to assign more personal writing with her freshmen and sophomores. While she hasn’t played a Mortified podcast to her students, she talks about the show and reminds them to hold on to their journals so they can observe, at some later date, their personal growth.\u003c/p>\n\u003cp>https://soundcloud.com/themortifiedpodcast/15-tynan-peace-one-luv\u003c/p>\n\u003cp>The Mortified podcast \u003ca href=\"http://mortified.prx.org/2015/05/15-tynan-peace-one-luv/\">15 Tynan: Peace! One Luv,\u003c/a>” is especially powerful, Leitch said. “It has really mixed up the way I think about writing prompts, and it reminds me what sorts of things are most important to youth: their style, their joys, their voice,” she said. Once relying just on literature as a writing prompt, she now assigns more personal narratives; for example, she asks students to write about their personal experiences as a way to clear their minds. At the end of the school year, Leitch will return the assignments so students can read their earlier writings and perhaps gain a little perspective.\u003c/p>\n\u003cp>For college professor Alina Miller-Padilla, Mortified provides a wholly different learning opportunity. Miller-Padilla taught a class at Oregon State University on Writing for the Media Professional, and used the Mortified documentary and podcasts as illustrations of superior storytelling. “We focused on how they were saying what they were saying, and on the connection between the storyteller and the audience,” Miller-Padilla said. College students enjoy studying it, she said, because of the human experience it captures. “It’s funny, heartbreaking, and light-hearted, it runs the gamut, and we can all relate to it,” she said.\u003c/p>\n\u003cp>\u003cstrong>Some Words of Caution \u003c/strong>\u003c/p>\n\u003cp>Many Mortified narratives dwell on provocative subjects that some schools and parents might consider indelicate for teenagers. Also challenging, and what keeps podcast enthusiast \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\">Michael Godsey \u003c/a>from teaching with Mortified, is the fear that teenagers might interpret adults laughing at distant adolescent pain as trivializing.\u003c/p>\n\u003cp>Padilla-Miller believes that even the more salacious Mortified stories can work with high school kids if teachers prepare their students ahead of time. Classes on cultural studies, social studies, media and culture are natural audiences for the stories. “It can be a powerful tool if you lay down the foundation to talk about race, class, sexuality and storytelling,” Padilla-Miller said. And screening what students hear, as Mathews does, sidesteps the problem. Though the racy nature of the stories initially attracts students, Mathews said, it’s the poignancy of the narratives that keeps kids engaged. As well, the stories reinforce to young adults that revealing vulnerability is a mark of courage, not weakness. “The heart of Mortified is vulnerability, which is also the heart of relating to people,” he said.\u003c/p>\n\u003cp>Mathews believes that exposure to Mortified, even in expurgated form, helps kids develop some perspective on their own outsized worries. Rather than minimize teenage misery, Mortified reveals its universality—and survivability. “Learning that other people go through this difficult phase,” he said, “is the biggest gift of the Mortified podcasts.”\u003c/p>\n\u003cp>\u003cstrong>What Teachers Gain\u003c/strong>\u003c/p>\n\u003cp>Teachers who endeavor to use these podcasts in class learn a bit themselves. Just listening to Mortified helps ground teachers in the reality of teenage life. While adults might be ruminating about common core requirements and testing schedules, teenagers fixate on petty slights and fears of social isolation. Hearing Mortified podcasts reminds teachers that “kids aren’t thinking about the curriculum,” Mathews said. When teachers show some awareness of teenage worries, he added, students engage more in class. For her part, Sarabeth Leitch listens to Mortified to immerse herself in the high school mentality, and trains teachers using Mortified methods. All teachers should listen to an occasional podcast, she said. “Attending Mortified and hearing story after story truly reminded me of that coming-of-age experience,” she said. “It’s such a call to action to remember the human experience.” This summer, she intends to share original, embarrassing memorabilia from her youth with incoming teachers, and invite them to do the same.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=QoxKZhmWLrw&app=desktop\u003c/p>\n\u003cp>When Gootee pored through old journals to prepare for her Mortified show, some of it still felt raw. As a teenager, she considered herself desperately unappealing, a total loser, a girl without confidantes—and bound to fail. But when grown-up Georgia got on stage and shared her ancient worries with the audience, she felt healed by the crowd’s bellowing support. “I was gloriously wrong—and I hope to prove myself wrong for decades to come,” she said.\u003c/p>\n\u003cp>How did Gootee’s students, who recently watched a video of her performance, react to the \u003ca href=\"https://m.youtube.com/watch?v=QoxKZhmWLrw\">show\u003c/a>? “While watching they tried very hard to not laugh, but I managed to get a few giggles out of them,” she said.\u003c/p>\n\u003cp>\u003cstrong>Mortified at Home\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_45476\" class=\"wp-caption alignright\" style=\"max-width: 240px\">\u003cimg class=\"size-full wp-image-45476\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Jolivet-1-e1465972881332.jpeg\" alt=\"Pages of Dana Jolivet's teenage journal read on stage at a Mortified show. \" width=\"240\" height=\"320\">\u003cfigcaption class=\"wp-caption-text\">Pages of Dana Jolivet's teenage journal read on stage at a Mortified show. \u003ccite>(Courtesy of Dana Jolivet)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dana Jolivet, a recruiter and mother of two who lives in Portland, listened to Mortified podcasts with her teenage daughter Dora on the drives to and from school. Jolivet thought the stories might ease the strain her family was under. “It was cathartic for both of us,” she said. A dutiful diarist when she was a teenager, Jolivet read from her own youthful journals at a Mortified show in May, while her daughter sat in the audience. Jolivet and two others that evening shared their teenage wish to kill themselves.\u003c/p>\n\u003cp>“I thought I was alone,” Jolivet said about her long-ago suicidal thinking. Hearing other adults share the same story from their youth “lit a lightbulb for me,” she said. “We were all going through the same thing,” she added. Jolivet wanted her daughter to understand that\u003c/p>\n\u003cfigure id=\"attachment_45476\" class=\"wp-caption alignright\" style=\"max-width: 240px\">\u003cimg class=\"size-full wp-image-45476\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Jolivet-1-e1465972881332.jpeg\" alt=\"Pages of Dana Jolivet's teenage journal read on stage at a Mortified show. \" width=\"240\" height=\"320\">\u003cfigcaption class=\"wp-caption-text\">Pages of Dana Jolivet's teenage journal read on stage at a Mortified show. \u003ccite>(Courtesy of Dana Jolivet)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>the agonies of growing up are often fleeting, and that what seems overwhelming and tragic when you’re young can be transcended with time. “It was good for her to hear, and for her to hear other people talk about the exact same stuff,” Jolivet said. “It hits home that things aren’t as serious as you think they are just then,” she added.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Dora seemed to agree. “I went through a really hard time when I was 13,” she said. Now 15, she understands that she’s not freakish or alone with her troubles. It helps “to not have to learn that at 46, but when you’re going through it,” she added. Dora is close to her mother, and able to talk openly about her worries. But for kids who lack that kind of intimacy with a parent, they might find an outlet in Mortified, she added. “The podcasts are great,” she said. “It’s not exactly a conversation, but you can definitely find someone going through the exact same thing as you are,” she said.\u003c/p>\n\u003cfigure id=\"attachment_45480\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"size-full wp-image-45480\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568.jpeg\" alt=\"Dora and Dana Jolivet.\" width=\"1280\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568.jpeg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-400x300.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-960x720.jpeg 960w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">Dora and Dana Jolivet \u003ccite>(Courtesy of Dana Jolivet)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n",
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"excerpt": "A program that features adults reading from journals they wrote as teens and adolescents is helping some teachers empathize with teenagers who might be going through similar issues. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Georgia Gootee examines the journals she wrote as a 15-year-old, she sympathizes with her younger flailing self. “You can read through these journals and tell that at some points I'm just so terrified that it'll never come together, I'll never find my place in the world, I'll never feel loved or love anyone myself,” the 26-year-old teacher told me. At the same time, Gootee can chuckle at the overwrought nature of her youthful preoccupations. “It’s a weird duality,” she said.\u003c/p>\n\u003cp>Gootee knows this material is funny because she heard the audience laugh when she read excerpts from her teenage journal at a Mortified performance in Portland last year. Mortified shows, as they’re called, feature adults reading aloud and on stage from their adolescent diaries. Like Gootee, readers typically share their most embarrassing and wrenching youthful stories on a variety of subjects: crushes, body image, self-esteem, divorce. Sharing these intensely private excerpts provokes laughter and connection between the audience and reader.\u003c/p>\n\u003cp>Mortified is the brainchild of self-described “angstologist” David Nadelberg, a writer and storyteller who stumbled on the idea of adults reading aloud from their adolescent journals after he shared a hilariously passionate and juvenile love letter with friends, and witnessed their positive reaction. Mortified was launched in Los Angeles 14 years ago, and now 20 cities around the world host their own live shows. The Mortified “movement” has grown to include \u003ca href=\"http://getmortified.com/podcast/\">podcasts\u003c/a>, the film \u003ca href=\"http://getmortified.com/film/\">Mortified Nation\u003c/a>, a couple of \u003ca href=\"http://getmortified.com/beyond-the-stage-2/books/\">anthologies\u003c/a> of stories and a \u003ca href=\"http://www.sundance.tv/series/the-mortified-sessions\">Sundance TV series\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Mortified in Schools\u003c/strong>\u003c/p>\n\u003cp>Some Mortified fans, Gootee included, have found another medium for these deeply personal stories: the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gootee teaches teenagers at the\u003ca href=\"http://youthprogress.org/\"> Youth Progress Learning Center\u003c/a> in Portland, which provides services for kids who have experienced abandonment, delinquency, and other serious challenges. She began to use podcasts of Mortified shows with students as a way to offer them perspective on their own difficult lives. “These kids really struggle with empathy sometimes, and they think no one could ever understand how they’re feeling right now,” Gootee said. In her sessions on mindfulness, she invites kids to bring their pillows and blankets into class and to spread out around (and under) the long conference table, while she tunes in to a Mortified podcast. The first story students heard, told by an older woman about her quaint-seeming struggles with a long-ago high school boyfriend, enchanted the students. Gootee selected the podcast—called \u003ca href=\"http://getmortified.com/podcast/\">Why Do I Date A**holes\u003c/a>?—because she knew the girls would be able to relate to young love. Not only did they chortle over the woman’s familiar mishaps, they also opened up about their own romantic challenges. “It started a casual discussion about what in their lives they could look back at and smile or laugh, despite it hurting originally,” Gootee said.\u003c/p>\n\u003cfigure id=\"attachment_45478\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45478\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Gootee-Journal-Collection.jpg\" alt=\"Childhood journals\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Gootee-Journal-Collection-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teenage journals \u003ccite>(Courtesy of Georgia Gootee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Frank Mathews, a veteran social studies teacher at Wilson High School in Portland, also includes Mortified in the classroom. A part-time producer for Mortified, he has intimate knowledge of the show’s content, as well as access to the scripts. Mathews often summarizes the stories he’s heard, and shares excerpts from the readings with the juniors and seniors in his psychology class. Students pounced when he began to talk about his part-time work. “They were obsessed with wanting to know more,” he said. Mathews recently shared parts of #4 \u003ca href=\"https://soundcloud.com/themortifiedpodcast/04-jimmy-throw-in-the-towel/sets\">Jimmy: Throw in the Towel\u003c/a> about a boy’s coming out experience. “The 'coming out' ones always seem very relatable in Psychology because it deals so directly with their identity,” Mathews explained. Another podcast that works with kids is \u003ca href=\"http://www.stitcher.com/podcast/get-mortified/e/54-dont-fck-with-emiko-43270300\">#54 Don’t F*ck with Emiko\u003c/a>, he added, because it grapples with addiction.\u003c/p>\n\u003cp>\u003cstrong>The Benefits of Journal Writing \u003c/strong>\u003c/p>\n\u003cp>Both Mathews and Gootee also draw on Mortified to encourage journal-writing among their students. Having endured adolescence with the help of her private diary, Gootee teaches her students to write as an emotional outlet. Mathews, who laments his own failure to record his teenage worries, tells his students that keeping a journal will allow them to write their own history and document their life. “This is a unique moment of your life, and you’ll appreciate the document,” Mathews tells his high school students. Plus, he says, in ten years they can do their own Mortified show.\u003c/p>\n\u003cp>Sarabeth Leitch, a writing teacher in Portland, says that Mortified has inspired her to assign more personal writing with her freshmen and sophomores. While she hasn’t played a Mortified podcast to her students, she talks about the show and reminds them to hold on to their journals so they can observe, at some later date, their personal growth.\u003c/p>\n\u003cp>https://soundcloud.com/themortifiedpodcast/15-tynan-peace-one-luv\u003c/p>\n\u003cp>The Mortified podcast \u003ca href=\"http://mortified.prx.org/2015/05/15-tynan-peace-one-luv/\">15 Tynan: Peace! One Luv,\u003c/a>” is especially powerful, Leitch said. “It has really mixed up the way I think about writing prompts, and it reminds me what sorts of things are most important to youth: their style, their joys, their voice,” she said. Once relying just on literature as a writing prompt, she now assigns more personal narratives; for example, she asks students to write about their personal experiences as a way to clear their minds. At the end of the school year, Leitch will return the assignments so students can read their earlier writings and perhaps gain a little perspective.\u003c/p>\n\u003cp>For college professor Alina Miller-Padilla, Mortified provides a wholly different learning opportunity. Miller-Padilla taught a class at Oregon State University on Writing for the Media Professional, and used the Mortified documentary and podcasts as illustrations of superior storytelling. “We focused on how they were saying what they were saying, and on the connection between the storyteller and the audience,” Miller-Padilla said. College students enjoy studying it, she said, because of the human experience it captures. “It’s funny, heartbreaking, and light-hearted, it runs the gamut, and we can all relate to it,” she said.\u003c/p>\n\u003cp>\u003cstrong>Some Words of Caution \u003c/strong>\u003c/p>\n\u003cp>Many Mortified narratives dwell on provocative subjects that some schools and parents might consider indelicate for teenagers. Also challenging, and what keeps podcast enthusiast \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\">Michael Godsey \u003c/a>from teaching with Mortified, is the fear that teenagers might interpret adults laughing at distant adolescent pain as trivializing.\u003c/p>\n\u003cp>Padilla-Miller believes that even the more salacious Mortified stories can work with high school kids if teachers prepare their students ahead of time. Classes on cultural studies, social studies, media and culture are natural audiences for the stories. “It can be a powerful tool if you lay down the foundation to talk about race, class, sexuality and storytelling,” Padilla-Miller said. And screening what students hear, as Mathews does, sidesteps the problem. Though the racy nature of the stories initially attracts students, Mathews said, it’s the poignancy of the narratives that keeps kids engaged. As well, the stories reinforce to young adults that revealing vulnerability is a mark of courage, not weakness. “The heart of Mortified is vulnerability, which is also the heart of relating to people,” he said.\u003c/p>\n\u003cp>Mathews believes that exposure to Mortified, even in expurgated form, helps kids develop some perspective on their own outsized worries. Rather than minimize teenage misery, Mortified reveals its universality—and survivability. “Learning that other people go through this difficult phase,” he said, “is the biggest gift of the Mortified podcasts.”\u003c/p>\n\u003cp>\u003cstrong>What Teachers Gain\u003c/strong>\u003c/p>\n\u003cp>Teachers who endeavor to use these podcasts in class learn a bit themselves. Just listening to Mortified helps ground teachers in the reality of teenage life. While adults might be ruminating about common core requirements and testing schedules, teenagers fixate on petty slights and fears of social isolation. Hearing Mortified podcasts reminds teachers that “kids aren’t thinking about the curriculum,” Mathews said. When teachers show some awareness of teenage worries, he added, students engage more in class. For her part, Sarabeth Leitch listens to Mortified to immerse herself in the high school mentality, and trains teachers using Mortified methods. All teachers should listen to an occasional podcast, she said. “Attending Mortified and hearing story after story truly reminded me of that coming-of-age experience,” she said. “It’s such a call to action to remember the human experience.” This summer, she intends to share original, embarrassing memorabilia from her youth with incoming teachers, and invite them to do the same.\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/QoxKZhmWLrw'\n title='//www.youtube.com/embed/QoxKZhmWLrw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>When Gootee pored through old journals to prepare for her Mortified show, some of it still felt raw. As a teenager, she considered herself desperately unappealing, a total loser, a girl without confidantes—and bound to fail. But when grown-up Georgia got on stage and shared her ancient worries with the audience, she felt healed by the crowd’s bellowing support. “I was gloriously wrong—and I hope to prove myself wrong for decades to come,” she said.\u003c/p>\n\u003cp>How did Gootee’s students, who recently watched a video of her performance, react to the \u003ca href=\"https://m.youtube.com/watch?v=QoxKZhmWLrw\">show\u003c/a>? “While watching they tried very hard to not laugh, but I managed to get a few giggles out of them,” she said.\u003c/p>\n\u003cp>\u003cstrong>Mortified at Home\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_45476\" class=\"wp-caption alignright\" style=\"max-width: 240px\">\u003cimg class=\"size-full wp-image-45476\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Jolivet-1-e1465972881332.jpeg\" alt=\"Pages of Dana Jolivet's teenage journal read on stage at a Mortified show. \" width=\"240\" height=\"320\">\u003cfigcaption class=\"wp-caption-text\">Pages of Dana Jolivet's teenage journal read on stage at a Mortified show. \u003ccite>(Courtesy of Dana Jolivet)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dana Jolivet, a recruiter and mother of two who lives in Portland, listened to Mortified podcasts with her teenage daughter Dora on the drives to and from school. Jolivet thought the stories might ease the strain her family was under. “It was cathartic for both of us,” she said. A dutiful diarist when she was a teenager, Jolivet read from her own youthful journals at a Mortified show in May, while her daughter sat in the audience. Jolivet and two others that evening shared their teenage wish to kill themselves.\u003c/p>\n\u003cp>“I thought I was alone,” Jolivet said about her long-ago suicidal thinking. Hearing other adults share the same story from their youth “lit a lightbulb for me,” she said. “We were all going through the same thing,” she added. Jolivet wanted her daughter to understand that\u003c/p>\n\u003cfigure id=\"attachment_45476\" class=\"wp-caption alignright\" style=\"max-width: 240px\">\u003cimg class=\"size-full wp-image-45476\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Jolivet-1-e1465972881332.jpeg\" alt=\"Pages of Dana Jolivet's teenage journal read on stage at a Mortified show. \" width=\"240\" height=\"320\">\u003cfigcaption class=\"wp-caption-text\">Pages of Dana Jolivet's teenage journal read on stage at a Mortified show. \u003ccite>(Courtesy of Dana Jolivet)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>the agonies of growing up are often fleeting, and that what seems overwhelming and tragic when you’re young can be transcended with time. “It was good for her to hear, and for her to hear other people talk about the exact same stuff,” Jolivet said. “It hits home that things aren’t as serious as you think they are just then,” she added.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dora seemed to agree. “I went through a really hard time when I was 13,” she said. Now 15, she understands that she’s not freakish or alone with her troubles. It helps “to not have to learn that at 46, but when you’re going through it,” she added. Dora is close to her mother, and able to talk openly about her worries. But for kids who lack that kind of intimacy with a parent, they might find an outlet in Mortified, she added. “The podcasts are great,” she said. “It’s not exactly a conversation, but you can definitely find someone going through the exact same thing as you are,” she said.\u003c/p>\n\u003cfigure id=\"attachment_45480\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003cimg class=\"size-full wp-image-45480\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568.jpeg\" alt=\"Dora and Dana Jolivet.\" width=\"1280\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568.jpeg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-400x300.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Dana-and-Dora-e1465973021568-960x720.jpeg 960w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">Dora and Dana Jolivet \u003ccite>(Courtesy of Dana Jolivet)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Virtual reality (VR) and augmented reality (AR) have never been more accessible for teachers and students. Of course, the technology isn't perfect yet, and the content offerings can be hit or miss. But, considering how many students carry smartphones, and with \u003c/span>\u003ca href=\"https://vr.google.com/cardboard/get-cardboard/\">\u003cspan style=\"font-weight: 400\">cardboard-style VR viewers starting at about $15\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s easier than ever to give kids immersive VR and AR experiences in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, it’s easy to think of VR as more of a tool for training (think flight simulators), but the \u003c/span>\u003cspan style=\"font-weight: 400\">real\u003c/span>\u003cspan style=\"font-weight: 400\"> learning potential lies more in its ability foster empathy in students. 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You can watch with or without a cardboard viewer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1PP3Q3dyA7A\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/app/aurasma\">\u003cspan style=\"font-weight: 400\">\u003cstrong>Aurasma\u003c/strong>\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">While not specifically for education, Aurasma offers an easy, classroom-friendly AR solution. Just upload a “trigger” (any recognizable image or icon in your classroom), and a corresponding “overlay” (a link, video, animation, etc.). As students aim their device’s camera at various triggers they’ll see the overlays you’ve curated. With a bit of prep work, you can give students a thoughtful mashup of learning content that helps extend the activity beyond the classroom.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2kpFr0XFgFA\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/app/elements-4d-by-daqri\">Elements 4D by DAQRI\u003cbr>\n\u003c/a>\u003c/strong>\u003cspan style=\"font-weight: 400\">Science-specific AR apps are fairly common, but Elements 4D may be the most unique. A chemistry app to help students learn about \u003c/span>\u003cspan style=\"font-weight: 400\">elements and their chemical reactions, w\u003c/span>\u003cspan style=\"font-weight: 400\">hat’s different here comes in the form of templates for DIY, print-and-fold paper dice. Each side is printed with the symbol for one of 36 elements. Just roll the dice, then — using a device’s camera — watch an augmented, animated version of the compound that’s created and its chemical equation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jeffrey Knutson is senior manager, education content at \u003ca href=\"https://www.commonsensemedia.org/educators/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Common Sense\u003c/a>, a nonprofit organization, and creator of \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a>, a free service that helps educators find the best ed-tech tools, learn best practices for teaching with ed tech, and connect with expert educators. Go to \u003ca href=\"https://www.graphite.org/%20?utm_campaign=GraphiteMindshift%20&utm_medium=blogpost&utm_source=mindshift\">Graphite\u003c/a> to read full reviews of digital tools and see how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n",
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"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"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",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"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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