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"content": "\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Inside a classroom, opportunities to learn about common viruses arise when illnesses cycle through, like the cold, flu and some conjunctivitis. Those ailments often come and go with students spending a couple of days recovering at home. However, the types of communicable diseases that capture the nation’s attention tend to be more deadly, such as Ebola. While students can learn about how these diseases affect the human body and communities through news, books and movies, another platform has proven itself useful as an educational tool: games. By playing games about how relationships and outcomes are tested by more deadly viruses, players are pushed to work together to ensure survival.\u003c/p>\n\u003cp>\u003cstrong>PANDEMIC\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://boardgamegeek.com/boardgame/30549/pandemic\">Pandemic\u003c/a> is a tabletop game that can be used to teach themes of global interconnectedness. Players must work together to rid the board's cities of infection outbreaks. Either everyone wins together, or all is lost. Players choose role cards, each with specific abilities. For example, “Scientists” can eliminate diseases more quickly than other players and “Dispatchers” can move anyone from city to city, regardless of location on the map. In effect, each player has a “power-up” the other doesn’t. Because there is a player limit of four, it can work best when used in a learning station connected to other content strands. It takes around 30-45 minutes to play.\u003c/p>\n\u003cp>[contextly_sidebar id=\"MIdexOwf3pCjdF8iqbXVy79NAVYQa0aa\"]\u003c/p>\n\u003cp>Games tell stories with player actions (known as “core mechanics”). Matt Leacock, designer of the cooperative board game Pandemic, explained how. “I like to create emergent systems that create story hooks, different beats that you can associate meaning to,” he said. “My games try to get positive and negative beats going, one after another. Something good happens and then something bad happens. While that’s going on--the vacillation of hope and fear--I’m also trying to get that feeling of trying to get the next goal, the next rung has to be just within reach. That challenge has to be just enough to keep you in a state of flow. I think of them [games] as story engines and I try to make them hopeful.” In other words, the life-and-death scenarios in health-themed games keep players engaged in a “state of flow,” the psychological concept of being highly engaged in a task.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are several games in the Pandemic universe. The dice version, \u003ca href=\"http://boardgamegeek.com/boardgame/150658/pandemic-cure\">Pandemic: The Cure\u003c/a>, sets up in minutes, making it logistically easy to integrate into a class lesson. There is no board; rather, there are six tiles, each representing a major region of the world.\u003c/p>\n\u003cp>\u003cstrong>PLAGUE, INC.\u003c/strong>\u003c/p>\n\u003cp>Playing as a pathogen presents a different viewpoint for learning. \u003ca href=\"https://www.commonsensemedia.org/app-reviews/plague-inc\">Plague, Inc.\u003c/a> is an app game in which players get to take on that role, playing as bacteria, virus and other contagions. “The world is your Petri dish, and you are in there, tweaking the variables,” said creator, James Vaughan. “It makes people look at the whole issue of infectious disease in a way they wouldn’t ordinarily do.”\u003c/p>\n\u003cp>Vaughan’s background as an economist has played a role in the game’s ultimate design. Plague, Inc. makes a game out of the world’s interconnected infrastructure systems, similar to other “fishbowl” games, like SimCity. “A lot of economics is about reducing the world down into certain models,” he said. “Then you make assumptions and adjust the models. You see the impact and then try to predict how things might work in the future.”\u003c/p>\n\u003cp>Upon first playing Plague, Inc., it is tempting to “power-up” the genetic makeup of the pathogen to be as lethal as possible. Doing so, however, can result in failure because if all of the human hosts are killed, the disease dies out. “It brings people to well-known concepts about infectious disease, but in a very different route,” Vaughan said. To succeed, players must take into account global health care systems and interconnected travel networks (airlines, shipping lanes), as well as the economies of developing nations.\u003c/p>\n\u003cp>Rather than points and badges, player performance is tracked in real-time with graphs and charts. “I wanted to see how the data in the model was changing over time,” Vaughan explained. “The graphs were something helpful when I was initially creating and balancing the model. It turned out that it was also something that players found interesting. The concept of infectious diseases is that of exponential growth. You really have to look at the graph to grasp the consequences of that.” Here, students are presented with an opportunity to work with data in a way that is meaningful and embedded to an experience.\u003c/p>\n\u003cp>\u003cstrong>POX\u003c/strong>\u003c/p>\n\u003cp>The reward mechanisms and intrinsic engagement that games offer can, theoretically, be used to teach the public about health concerns, such as the benefits of getting vaccinated from communicable diseases (especially amidst the re-emergence of measles in the U.S.). One example is \u003ca href=\"https://www.graphite.org/app/pox-save-the-people\">Pox: Save the People\u003c/a>, from the Tiltfactor studio at Dartmouth University. It is a cooperative \u003ca href=\"http://www.amazon.com/Tiltfactor-POX-Save-the-People/dp/B008I6RT5M\">board game\u003c/a> (also playable for free on iPad) in which “vaccinated” blue chips must surround “infected” red poker chips. Its core mechanic delivers this message: vaccination circles protect society from cured diseases, like polio, measles and small pox.\u003c/p>\n\u003cp>\u003cstrong> ASSESSING LEARNING\u003c/strong>\u003c/p>\n\u003cp>Authentic assessments, using open-ended questions and rubrics, can effectively gauge student learning with health-themed games. For example, players of \u003cem>Pox\u003c/em> can be asked how—and why—vaccination circles work. \u003cem>Pandemic \u003c/em>and \u003cem>Plague, Inc. \u003c/em>players can write diary and journal notes during play. What’s more, there are historic parallels to how the small pox affected Native Americans, as well as how the plague traveled along the Silk Road to medieval Europe. Connections can also be made to modern epidemics, too: from Ebola to the measles.\u003c/p>\n\u003cp>\u003cem>Pandemic \u003c/em>has expansion packs with additional role cards and scenarios, including bioterrorist attacks. Because it is a paper-based, students can easily modify (“mod”) their learning by making different versions of roles and situations. For digital learners, \u003cem>Plague, Inc. Evolved \u003c/em>(the PC and Mac version) features the Contagious Content Creator, which turns players into designers, affording an opportunity to work within Vaughan’s model. So far, the community has recreated historic plagues, like small pox and Spanish influenza, as well as modeled how infectious ideas—like democracy—spread. In 2014, there was a Christmas-themed epidemic, in which happiness spread worldwide.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD CONNECTIONS \u003c/strong>\u003c/p>\n\u003cp>When fears of Ebola in the United States rose in the fall of 2014, so did downloads of \u003cem>Plague, Inc.\u003c/em> Vaughan harnessed his player community to raise $76,000. He said, “[People] don’t always realize how a community of gamers can come together as a force for good.” Similarly, in December 2014, “Pandemic Parties” raised money and awareness for Doctors Without Borders, the international organization working to treat Ebola in West African nations. As of February 2015, Pandemic Parties collectively raised over $50,000.\u003c/p>\n\u003cp>In 2013, the Center for Disease Control (CDC) invited Vaughan to speak about public health issues. (The CDC is headquartered in Atlanta, GA, where play begins on the \u003cem>Pandemic \u003c/em>game board.) While there, Vaughan had the opportunity to speak to experts about how to use games to increase public awareness of certain health issues. “\u003cem>Plague Inc.\u003c/em> isn’t going to teach someone everything they need to know about infectious diseases,” Vaughan explained. “However, it will get people thinking about disease. That’s something the CDC has tried with the public, like with its Zombie Preparedness Kit. It’s impactful because it turns people on their heads a bit.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Inside a classroom, opportunities to learn about common viruses arise when illnesses cycle through, like the cold, flu and some conjunctivitis. Those ailments often come and go with students spending a couple of days recovering at home. However, the types of communicable diseases that capture the nation’s attention tend to be more deadly, such as Ebola. While students can learn about how these diseases affect the human body and communities through news, books and movies, another platform has proven itself useful as an educational tool: games. By playing games about how relationships and outcomes are tested by more deadly viruses, players are pushed to work together to ensure survival.\u003c/p>\n\u003cp>\u003cstrong>PANDEMIC\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://boardgamegeek.com/boardgame/30549/pandemic\">Pandemic\u003c/a> is a tabletop game that can be used to teach themes of global interconnectedness. Players must work together to rid the board's cities of infection outbreaks. Either everyone wins together, or all is lost. Players choose role cards, each with specific abilities. For example, “Scientists” can eliminate diseases more quickly than other players and “Dispatchers” can move anyone from city to city, regardless of location on the map. In effect, each player has a “power-up” the other doesn’t. Because there is a player limit of four, it can work best when used in a learning station connected to other content strands. It takes around 30-45 minutes to play.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Games tell stories with player actions (known as “core mechanics”). Matt Leacock, designer of the cooperative board game Pandemic, explained how. “I like to create emergent systems that create story hooks, different beats that you can associate meaning to,” he said. “My games try to get positive and negative beats going, one after another. Something good happens and then something bad happens. While that’s going on--the vacillation of hope and fear--I’m also trying to get that feeling of trying to get the next goal, the next rung has to be just within reach. That challenge has to be just enough to keep you in a state of flow. I think of them [games] as story engines and I try to make them hopeful.” In other words, the life-and-death scenarios in health-themed games keep players engaged in a “state of flow,” the psychological concept of being highly engaged in a task.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are several games in the Pandemic universe. The dice version, \u003ca href=\"http://boardgamegeek.com/boardgame/150658/pandemic-cure\">Pandemic: The Cure\u003c/a>, sets up in minutes, making it logistically easy to integrate into a class lesson. There is no board; rather, there are six tiles, each representing a major region of the world.\u003c/p>\n\u003cp>\u003cstrong>PLAGUE, INC.\u003c/strong>\u003c/p>\n\u003cp>Playing as a pathogen presents a different viewpoint for learning. \u003ca href=\"https://www.commonsensemedia.org/app-reviews/plague-inc\">Plague, Inc.\u003c/a> is an app game in which players get to take on that role, playing as bacteria, virus and other contagions. “The world is your Petri dish, and you are in there, tweaking the variables,” said creator, James Vaughan. “It makes people look at the whole issue of infectious disease in a way they wouldn’t ordinarily do.”\u003c/p>\n\u003cp>Vaughan’s background as an economist has played a role in the game’s ultimate design. Plague, Inc. makes a game out of the world’s interconnected infrastructure systems, similar to other “fishbowl” games, like SimCity. “A lot of economics is about reducing the world down into certain models,” he said. “Then you make assumptions and adjust the models. You see the impact and then try to predict how things might work in the future.”\u003c/p>\n\u003cp>Upon first playing Plague, Inc., it is tempting to “power-up” the genetic makeup of the pathogen to be as lethal as possible. Doing so, however, can result in failure because if all of the human hosts are killed, the disease dies out. “It brings people to well-known concepts about infectious disease, but in a very different route,” Vaughan said. To succeed, players must take into account global health care systems and interconnected travel networks (airlines, shipping lanes), as well as the economies of developing nations.\u003c/p>\n\u003cp>Rather than points and badges, player performance is tracked in real-time with graphs and charts. “I wanted to see how the data in the model was changing over time,” Vaughan explained. “The graphs were something helpful when I was initially creating and balancing the model. It turned out that it was also something that players found interesting. The concept of infectious diseases is that of exponential growth. You really have to look at the graph to grasp the consequences of that.” Here, students are presented with an opportunity to work with data in a way that is meaningful and embedded to an experience.\u003c/p>\n\u003cp>\u003cstrong>POX\u003c/strong>\u003c/p>\n\u003cp>The reward mechanisms and intrinsic engagement that games offer can, theoretically, be used to teach the public about health concerns, such as the benefits of getting vaccinated from communicable diseases (especially amidst the re-emergence of measles in the U.S.). One example is \u003ca href=\"https://www.graphite.org/app/pox-save-the-people\">Pox: Save the People\u003c/a>, from the Tiltfactor studio at Dartmouth University. It is a cooperative \u003ca href=\"http://www.amazon.com/Tiltfactor-POX-Save-the-People/dp/B008I6RT5M\">board game\u003c/a> (also playable for free on iPad) in which “vaccinated” blue chips must surround “infected” red poker chips. Its core mechanic delivers this message: vaccination circles protect society from cured diseases, like polio, measles and small pox.\u003c/p>\n\u003cp>\u003cstrong> ASSESSING LEARNING\u003c/strong>\u003c/p>\n\u003cp>Authentic assessments, using open-ended questions and rubrics, can effectively gauge student learning with health-themed games. For example, players of \u003cem>Pox\u003c/em> can be asked how—and why—vaccination circles work. \u003cem>Pandemic \u003c/em>and \u003cem>Plague, Inc. \u003c/em>players can write diary and journal notes during play. What’s more, there are historic parallels to how the small pox affected Native Americans, as well as how the plague traveled along the Silk Road to medieval Europe. Connections can also be made to modern epidemics, too: from Ebola to the measles.\u003c/p>\n\u003cp>\u003cem>Pandemic \u003c/em>has expansion packs with additional role cards and scenarios, including bioterrorist attacks. Because it is a paper-based, students can easily modify (“mod”) their learning by making different versions of roles and situations. For digital learners, \u003cem>Plague, Inc. Evolved \u003c/em>(the PC and Mac version) features the Contagious Content Creator, which turns players into designers, affording an opportunity to work within Vaughan’s model. So far, the community has recreated historic plagues, like small pox and Spanish influenza, as well as modeled how infectious ideas—like democracy—spread. In 2014, there was a Christmas-themed epidemic, in which happiness spread worldwide.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD CONNECTIONS \u003c/strong>\u003c/p>\n\u003cp>When fears of Ebola in the United States rose in the fall of 2014, so did downloads of \u003cem>Plague, Inc.\u003c/em> Vaughan harnessed his player community to raise $76,000. He said, “[People] don’t always realize how a community of gamers can come together as a force for good.” Similarly, in December 2014, “Pandemic Parties” raised money and awareness for Doctors Without Borders, the international organization working to treat Ebola in West African nations. As of February 2015, Pandemic Parties collectively raised over $50,000.\u003c/p>\n\u003cp>In 2013, the Center for Disease Control (CDC) invited Vaughan to speak about public health issues. (The CDC is headquartered in Atlanta, GA, where play begins on the \u003cem>Pandemic \u003c/em>game board.) While there, Vaughan had the opportunity to speak to experts about how to use games to increase public awareness of certain health issues. “\u003cem>Plague Inc.\u003c/em> isn’t going to teach someone everything they need to know about infectious diseases,” Vaughan explained. “However, it will get people thinking about disease. That’s something the CDC has tried with the public, like with its Zombie Preparedness Kit. It’s impactful because it turns people on their heads a bit.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/teaching-strategies/find-the-learning-in-any-game\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When I was in school, game-based learning was a novelty. This was the era of Math Blaster!, Lemonade Stand and Oregon Trail, when \u003ca href=\"https://www.commonsense.org/education/teaching-strategies/find-the-learning-in-any-game\">game-based learning\u003c/a> meant digitized practice problems or clunky, paper-thin simulations. Still, my classmates and I liked these games. For many of us, this was the only exposure we got to video games outside of arcades. Even as consoles increasingly took up residence in living rooms, computer games still felt special--just a bit more advanced and interesting.\u003c/p>\n\u003cp>But when my family got a computer, something changed. The edutainment we'd play in computer labs were still a nice spark in a typical school day, but the games felt different. What we were playing at school felt out of touch and out of step, not just in style and polish, but also in what they asked the player to do. While Oregon Trail might offer the appearance of a history lesson, it's hard to convince a kid of that when she's going home and designing a metropolis in SimCity, or adding another page to her notebook full of hand-drawn Metroid maps.\u003c/p>\n\u003cp>Game-based learning, and the developers who identify with it today, have come a long way since then and gotten much closer to closing the gap. And there's still a need to communicate core content through games, a need that the consumer market just doesn't have incentive to fill. Yet at \u003cspan class=\"s1\">Common Sense Education\u003c/span>, when we evaluate games for learning, what we find is that many of the highest scoring 'learning' games aren't aimed at the educational market. They're more at-home, consumer-oriented games. Because these games are free from the constraints of school standards and traditional curriculum, they flourish, featuring rich cross-disciplinary and truly 21st century learning experiences.\u003c/p>\n\u003cp>Here are just a few favorites that reviewed well on \u003cspan class=\"s1\">Common Sense Education\u003c/span> this year:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=bfps2HKE4B4\u003c/p>\n\u003cp>\u003cstrong>Elegy for a Dead World\u003c/strong>\u003c/p>\n\u003cp>Writing can feel like a chore in school when it's only ever going to be read by a teacher and maybe a classmate. \u003ca href=\"https://www.graphite.org/game/elegy-for-a-dead-world\">Elegy for a Dead World \u003c/a>gives kids an audience and an absorbing premise: the player visits alien planets (\u003ca href=\"http://www.wired.com/2015/01/elegy-dead-world/\">each inspired by a Romantic poet\u003c/a>) with long lost civilizations and must act as the storyteller of that world, drafting poetry and prose that brings to light possible pasts. This writing can then be shared with others. As a former slacker student who would sleep in English class but then go home and write pages and pages of fan faction, this is an experience that speaks to me and I know I would've loved.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=lM_80zVzwpI\u003c/p>\n\u003cp>\u003cstrong>Never Alone\u003c/strong>\u003c/p>\n\u003cp>There's little debate that games have not represented indigenous cultures well. As a result, it's been best for students to learn about topics like Native America via traditional means. \u003ca href=\"https://www.graphite.org/game/never-alone-kisima-innitchuna\">Never Alone\u003c/a>, however, sets a precedent for \u003ca href=\"http://www.newyorker.com/tech/elements/never-alone-video-game-help-preserve-inuit-culture\">respectful representation of indigenous people\u003c/a>. It was co-developed with native Alaskans, and it illuminates Inupiat stories, themes and values, weaving into play important concepts like interconnectedness and valuable skills like cooperation. Best of all, it features documentary-style videos of the Inupiat people who provide first person context for the conceptual and cultural learning embedded in the game.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=MP8q5F6dFqQ\u003c/p>\n\u003cp>\u003cstrong>Valiant Hearts\u003c/strong>\u003c/p>\n\u003cp>Look no further than the aforementioned Oregon Trail for an example of how tough it's been to teach history well through games. That's because it's next to impossible to beat a good book or primary source material when digging into the details of the past. \u003ca href=\"https://www.graphite.org/game/valiant-hearts-the-great-war\">Valiant Hearts\u003c/a> doesn't try to simulate World War I or overwhelm the player with facts; instead, it tells a deeply affecting story that builds empathy, contextualizes the war, and, most importantly, offers a thought-provoking critique of war itself. And when it does offer facts and primary materials, they're extensions--collectibles, really--that end up being far more palatable to players given the story-first approach that invests players in finding out more.\u003c/p>\n\u003cp>My intention here isn't to argue that games have learning value. Educators don't need convincing of this. Rather, what these three ostensibly 'non-educational' games show us is that there are many more options out there than we realize; we just need to shift our perspectives on what learning looks like. Our students already have, we just need to catch up.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">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 Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/teaching-strategies/find-the-learning-in-any-game\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When I was in school, game-based learning was a novelty. This was the era of Math Blaster!, Lemonade Stand and Oregon Trail, when \u003ca href=\"https://www.commonsense.org/education/teaching-strategies/find-the-learning-in-any-game\">game-based learning\u003c/a> meant digitized practice problems or clunky, paper-thin simulations. Still, my classmates and I liked these games. For many of us, this was the only exposure we got to video games outside of arcades. Even as consoles increasingly took up residence in living rooms, computer games still felt special--just a bit more advanced and interesting.\u003c/p>\n\u003cp>But when my family got a computer, something changed. The edutainment we'd play in computer labs were still a nice spark in a typical school day, but the games felt different. What we were playing at school felt out of touch and out of step, not just in style and polish, but also in what they asked the player to do. While Oregon Trail might offer the appearance of a history lesson, it's hard to convince a kid of that when she's going home and designing a metropolis in SimCity, or adding another page to her notebook full of hand-drawn Metroid maps.\u003c/p>\n\u003cp>Game-based learning, and the developers who identify with it today, have come a long way since then and gotten much closer to closing the gap. And there's still a need to communicate core content through games, a need that the consumer market just doesn't have incentive to fill. Yet at \u003cspan class=\"s1\">Common Sense Education\u003c/span>, when we evaluate games for learning, what we find is that many of the highest scoring 'learning' games aren't aimed at the educational market. They're more at-home, consumer-oriented games. Because these games are free from the constraints of school standards and traditional curriculum, they flourish, featuring rich cross-disciplinary and truly 21st century learning experiences.\u003c/p>\n\u003cp>Here are just a few favorites that reviewed well on \u003cspan class=\"s1\">Common Sense Education\u003c/span> this year:\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/bfps2HKE4B4'\n title='//www.youtube.com/embed/bfps2HKE4B4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Elegy for a Dead World\u003c/strong>\u003c/p>\n\u003cp>Writing can feel like a chore in school when it's only ever going to be read by a teacher and maybe a classmate. \u003ca href=\"https://www.graphite.org/game/elegy-for-a-dead-world\">Elegy for a Dead World \u003c/a>gives kids an audience and an absorbing premise: the player visits alien planets (\u003ca href=\"http://www.wired.com/2015/01/elegy-dead-world/\">each inspired by a Romantic poet\u003c/a>) with long lost civilizations and must act as the storyteller of that world, drafting poetry and prose that brings to light possible pasts. This writing can then be shared with others. As a former slacker student who would sleep in English class but then go home and write pages and pages of fan faction, this is an experience that speaks to me and I know I would've loved.\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/lM_80zVzwpI'\n title='//www.youtube.com/embed/lM_80zVzwpI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Never Alone\u003c/strong>\u003c/p>\n\u003cp>There's little debate that games have not represented indigenous cultures well. As a result, it's been best for students to learn about topics like Native America via traditional means. \u003ca href=\"https://www.graphite.org/game/never-alone-kisima-innitchuna\">Never Alone\u003c/a>, however, sets a precedent for \u003ca href=\"http://www.newyorker.com/tech/elements/never-alone-video-game-help-preserve-inuit-culture\">respectful representation of indigenous people\u003c/a>. It was co-developed with native Alaskans, and it illuminates Inupiat stories, themes and values, weaving into play important concepts like interconnectedness and valuable skills like cooperation. Best of all, it features documentary-style videos of the Inupiat people who provide first person context for the conceptual and cultural learning embedded in the game.\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/MP8q5F6dFqQ'\n title='//www.youtube.com/embed/MP8q5F6dFqQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Valiant Hearts\u003c/strong>\u003c/p>\n\u003cp>Look no further than the aforementioned Oregon Trail for an example of how tough it's been to teach history well through games. That's because it's next to impossible to beat a good book or primary source material when digging into the details of the past. \u003ca href=\"https://www.graphite.org/game/valiant-hearts-the-great-war\">Valiant Hearts\u003c/a> doesn't try to simulate World War I or overwhelm the player with facts; instead, it tells a deeply affecting story that builds empathy, contextualizes the war, and, most importantly, offers a thought-provoking critique of war itself. And when it does offer facts and primary materials, they're extensions--collectibles, really--that end up being far more palatable to players given the story-first approach that invests players in finding out more.\u003c/p>\n\u003cp>My intention here isn't to argue that games have learning value. Educators don't need convincing of this. Rather, what these three ostensibly 'non-educational' games show us is that there are many more options out there than we realize; we just need to shift our perspectives on what learning looks like. Our students already have, we just need to catch up.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">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": "\u003cfigure id=\"attachment_39846\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/four-student-data-privacy-issues-adults-should-be-aware-of/student-data-privacy/\" rel=\"attachment wp-att-39846\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/student-data-security-a68dcebb859a895479da51b0759e8ba3294a9fc0-e1427221452719.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"1080\" class=\"size-full wp-image-39846\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2015/03/23/393399168/in-congress-new-attention-to-student-privacy-fears\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Several efforts in Washington are converging on the sensitive question of how best to safeguard the information software programs are gathering on students.\u003c/p>\n\u003cp>A proposed Student Digital Privacy and Parental Rights Act of 2015 is circulating in draft form. It has bipartisan sponsorship from Democratic Rep. Jared S. Polis of Colorado and Republican Rep. Luke Messer of Indiana.\u003c/p>\n\u003cp>Drafted with \u003ca href=\"https://www.whitehouse.gov/the-press-office/2015/01/12/fact-sheet-safeguarding-american-consumers-families\">White House\u003c/a> input, the bill joins a previous \u003ca href=\"http://www.markey.senate.gov/news/press-releases/markey-hatch-release-discussion-draft-of-legislation-addressing-student-privacy\">Senate proposal,\u003c/a> plus much \u003ca href=\"http://dataqualitycampaign.org/files/Privacy%20Legislation_Summary.pdf\">action on the state level\u003c/a>, from \u003ca href=\"http://www.ed.gov/news/press-releases/department-releases-new-guidance-protecting-student-privacy-while-using-online-educational-services\">regulators,\u003c/a> and \u003ca href=\"https://www.whitehouse.gov/sites/default/files/image/signatories_consumer_protection.pdf\">from industry\u003c/a> and \u003ca href=\"http://studentdataprinciples.org/the-principleshttp://studentdataprinciples.org/principles-supporters/\">other\u003c/a> \u003ca href=\"http://studentdataprinciples.org/principles-supporters/\">sector leaders\u003c/a>.\u003c/p>\n\u003cp>Consumer groups like Common Sense Media and companies like Microsoft have spoken positively of the bill.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But some student-privacy advocates are saying it doesn't go far enough in restricting what private companies can do with student data.\u003c/p>\n\u003cp>\"It is a start to try to get at a very complex issue,\" says Elana Zeide, an expert on student privacy at the Information Law Institute of New York University, who saw an earlier draft of the bill. \"But it's not going to satisfy a lot of parent advocates, because it leaves a lot of discretion to schools and companies.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"GRCwXnKxdzytrvOmRmXkYAdM9tonL0CC\"]\u003c/p>\n\u003cp>Mike Goldstein, who works with education clients at the law firm Cooley, says there's been an \"explosion\" of interest in privacy issues over the past five years. Technological advances have schools and universities outsourcing many more basic functions than in years past. Everything from grade books to tests to entire academic programs, he adds, is being handled by third-party, for-profit providers.\u003c/p>\n\u003cp>And these providers are capturing far more than names, addresses and end-of-term grades. In some cases, large amounts of student work, and literally millions of tiny interactions, are collected and stored in the cloud. Think of all the edits on a school paper written in Google Docs. Or all the interactions a student has with a Khan Academy math program.\u003c/p>\n\u003cp>The major federal student privacy law on the books, \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a>, doesn't have much to say about this avalanche of data. That's because it deals mainly with the security of basic demographic information collected and held by schools themselves. \"There's been a shift in focus in terms of privacy laws and regulations affecting both schools and colleges — from a focus on what the schools do, to what providers do,\" says Goldstein.\u003c/p>\n\u003cp>To understand this issue, Goldstein and Zeide say, it's important to separate out several distinct, but related, concerns that fall under the broad umbrella of student privacy.\u003c/p>\n\u003cp>\u003cstrong>1. Security. \u003c/strong>My child's information will be stolen and misused by hackers. She will be a victim of identity theft or her information will be exposed in an accidental data breach.\u003c/p>\n\u003cp>Setting rules about how long data can be stored, and who can access the information, helps security. The draft House bill contains some broad security provisions, but security, says Zeide, is also determined by good training and protocols, not just regulation.\u003c/p>\n\u003cp>\u003cstrong>2. Transparency.\u003c/strong> My child's information is being collected, circulated, stored and shared, but I don't know where or by whom or why. I won't be informed if there's a data breach.\u003c/p>\n\u003cp>This bill includes some provisions on disclosure and parental notification.\u003c/p>\n\u003cp>\u003cstrong>3. Commercialization.\u003c/strong> My child's information will be used to target online advertising or otherwise exploited for commercial gain. My child will be marketed to while she's doing her homework — or her homework will be used to sell things to other students.\u003c/p>\n\u003cp>This is where the House bill focuses. It would prohibit the sale of student information and the targeting of advertising based on a profile of a student assembled over time. It contains an exception, though, meant for companies like The College Board, which sells information on students who take the SAT to colleges, which is then used to target scholarship offers.\u003c/p>\n\u003cp>\u003cstrong>4. Reputation. \u003c/strong>My child's information will be \"out there,\" discoverable in the ether somewhere. Her youthful mistakes and foibles, her low-income or English-language-learner status will follow her around. One day, her \"permanent record\" could limit her options.\u003c/p>\n\u003cp>These \"reputational\" issues are much more complicated than the rest. They cover not only privacy, as it's been discussed here, but related situations, like the recent reports of Pearson's monitoring public posts on social media for mentions of the PARCC test by students. One day, student data could start to wield reputational power similar to what a bad credit record does for adults: It could limit your ability to get a job, not just your access to credit.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"There's a whole other set of more difficult, deeply troubling concerns about the use of information for educational purposes,\" that aren't addressed in the new bill -\u003cem>- \u003c/em>or in most of the proposals out there, Zeide says. \"There are harms that can happen regardless of intent.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Congress%2C+New+Attention+To+Student-Privacy+Fears&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39846\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/four-student-data-privacy-issues-adults-should-be-aware-of/student-data-privacy/\" rel=\"attachment wp-att-39846\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/student-data-security-a68dcebb859a895479da51b0759e8ba3294a9fc0-e1427221452719.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"1080\" class=\"size-full wp-image-39846\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2015/03/23/393399168/in-congress-new-attention-to-student-privacy-fears\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Several efforts in Washington are converging on the sensitive question of how best to safeguard the information software programs are gathering on students.\u003c/p>\n\u003cp>A proposed Student Digital Privacy and Parental Rights Act of 2015 is circulating in draft form. It has bipartisan sponsorship from Democratic Rep. Jared S. Polis of Colorado and Republican Rep. Luke Messer of Indiana.\u003c/p>\n\u003cp>Drafted with \u003ca href=\"https://www.whitehouse.gov/the-press-office/2015/01/12/fact-sheet-safeguarding-american-consumers-families\">White House\u003c/a> input, the bill joins a previous \u003ca href=\"http://www.markey.senate.gov/news/press-releases/markey-hatch-release-discussion-draft-of-legislation-addressing-student-privacy\">Senate proposal,\u003c/a> plus much \u003ca href=\"http://dataqualitycampaign.org/files/Privacy%20Legislation_Summary.pdf\">action on the state level\u003c/a>, from \u003ca href=\"http://www.ed.gov/news/press-releases/department-releases-new-guidance-protecting-student-privacy-while-using-online-educational-services\">regulators,\u003c/a> and \u003ca href=\"https://www.whitehouse.gov/sites/default/files/image/signatories_consumer_protection.pdf\">from industry\u003c/a> and \u003ca href=\"http://studentdataprinciples.org/the-principleshttp://studentdataprinciples.org/principles-supporters/\">other\u003c/a> \u003ca href=\"http://studentdataprinciples.org/principles-supporters/\">sector leaders\u003c/a>.\u003c/p>\n\u003cp>Consumer groups like Common Sense Media and companies like Microsoft have spoken positively of the bill.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But some student-privacy advocates are saying it doesn't go far enough in restricting what private companies can do with student data.\u003c/p>\n\u003cp>\"It is a start to try to get at a very complex issue,\" says Elana Zeide, an expert on student privacy at the Information Law Institute of New York University, who saw an earlier draft of the bill. \"But it's not going to satisfy a lot of parent advocates, because it leaves a lot of discretion to schools and companies.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Mike Goldstein, who works with education clients at the law firm Cooley, says there's been an \"explosion\" of interest in privacy issues over the past five years. Technological advances have schools and universities outsourcing many more basic functions than in years past. Everything from grade books to tests to entire academic programs, he adds, is being handled by third-party, for-profit providers.\u003c/p>\n\u003cp>And these providers are capturing far more than names, addresses and end-of-term grades. In some cases, large amounts of student work, and literally millions of tiny interactions, are collected and stored in the cloud. Think of all the edits on a school paper written in Google Docs. Or all the interactions a student has with a Khan Academy math program.\u003c/p>\n\u003cp>The major federal student privacy law on the books, \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a>, doesn't have much to say about this avalanche of data. 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The draft House bill contains some broad security provisions, but security, says Zeide, is also determined by good training and protocols, not just regulation.\u003c/p>\n\u003cp>\u003cstrong>2. Transparency.\u003c/strong> My child's information is being collected, circulated, stored and shared, but I don't know where or by whom or why. I won't be informed if there's a data breach.\u003c/p>\n\u003cp>This bill includes some provisions on disclosure and parental notification.\u003c/p>\n\u003cp>\u003cstrong>3. Commercialization.\u003c/strong> My child's information will be used to target online advertising or otherwise exploited for commercial gain. My child will be marketed to while she's doing her homework — or her homework will be used to sell things to other students.\u003c/p>\n\u003cp>This is where the House bill focuses. It would prohibit the sale of student information and the targeting of advertising based on a profile of a student assembled over time. 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"content": "\u003cfigure id=\"attachment_39654\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-iphone/\" rel=\"attachment wp-att-39654\">\u003cimg class=\"size-full wp-image-39654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-iPhone.jpg\" alt=\"Casey Fiesler/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/cfiesler/16058919015\">Casey Fiesler/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It didn’t take long for Michael Godsey, an English teacher at Morro Bay High School in California, to realize that his decision to use a public radio podcast in the classroom was a wise one. It wasn’t any old podcast he was introducing to his classes. It was \"\u003ca href=\"http://serialpodcast.org/about\">Serial\u003c/a>,\" the murder-mystery phenomenon produced by reporter Sarah Koenig of \"This American Life,\" which already was transfixing a wide swath of the adult population.\u003c/p>\n\u003cp>“Even if they weren’t into it, I told them it was the most popular podcast of all time, and that was interesting,” Godsey says. He needn’t have worried. The podcast seized his five classrooms of 10th- and 11th-graders. “I had kids cutting other classes so they could come listen to it again,” he says. “Kids who were sick, who never did their homework, were listening at home.”\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">Godsey is one of a growing number of educators who are using podcasts like \"Serial\" to motivate their classrooms and address education requirements set by the Common Core state standards. Improving students’ listening skills is one of the essential components of the new education mandates, and using audio in the classroom can be an effective way to promote listening. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_39657\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-godsey-photo/\" rel=\"attachment wp-att-39657\">\u003cimg class=\"size-medium wp-image-39657\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-Godsey-photo-300x303.jpg\" alt=\"Students in Michael Godsey's class review cell phone logs from the Serial podcast. Credit: Michael Godsey.\" width=\"300\" height=\"303\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in Michael Godsey's class review cell phone logs from the Serial podcast. Credit: Michael Godsey.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“It’s a really nice way to spend time together as a class,” says Eleanor Lear, a high school English teacher at a private all-girls school, who has been using podcasts from Chicago Public Media’s \"This American Life\" and WNYC's \"Radiolab\" for about four years. Powerful podcasts that tell good stories not only captivate students, Godsey adds, but also help them tune out the static of modern life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“I think the kids really appreciate getting the story told to them, as opposed to so much hitting their senses,” he says. “They’re not overstimulated by it,” he says, noting that contemporary podcasts resemble radio shows from the past.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Learning through listening has surprising educational advantages as well. Students can listen to content two-to-three grade levels higher than they can read, according to Monica Brady-Myerov. She spent her career in public radio and now runs an online site, \u003ca href=\"https://listenwise.com/\">Listen Current\u003c/a>, to help schools make better use of public radio’s rich strain of stories.* An unfamiliar word that might stop them on the page doesn’t compel them to tune out from a story told aloud. Also, kids for whom English is a second language benefit from hearing spoken English and following along with an accompanying transcript, she says.\u003c/p>\n\u003cp>If podcasts are a modern version of old-time radio programs, then \"Serial\" is this generation’s \"War of the Worlds.\" No one has packed up a car to escape fictitious aliens, as they did after listening to Orson Welles’ tall tale, but \"Serial\" listeners of all ages have been swept up by Koenig’s investigation into a decades-old murder of a high school girl in Baltimore.\u003c/p>\n\u003cp>The podcast's first season consists of 12 40-45 minute “chapters” narrated by Koenig, involving interviews with former witnesses, detectives, lawyers and classmates of Adnan Syed. He was convicted of the murder of his ex-girlfriend, Hae Min Lee, and is now in prison. The series unfolds in real time — Koenig apparently is searching for answers along with the listeners — and challenges followers to wrestle with Adnan’s guilt, the criminal justice system and the events that unfolded around the day Lee was last seen alive, January 13, 1999. Last fall, \"Serial\" was the most popular podcast in the world, the \u003ca href=\"http://www.wsj.com/articles/serial-podcast-catches-fire-1415921853\">Wall Street Journal\u003c/a> reported, and set the iTunes record for fastest downloaded podcast.\u003c/p>\n\u003cfigure id=\"attachment_39655\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-1/\" rel=\"attachment wp-att-39655\">\u003cimg class=\"size-full wp-image-39655\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-1.jpg\" alt=\"Students at Norwalk High School discuss the Serial podcast, while images of key players loom on the wall, including Adnan Syed and Sarah Koenig. Credit: Credit: Sabrina Hiller.\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Norwalk High School discuss the Serial podcast, while images of key players loom on the wall, including Adnan Syed, Hae Min Lee, Jay Wilds, Sarah Koenig and Rabia Chaudry. Credit: Credit: Alexa Schlechter.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Serial’s Appeal to Students\u003c/strong>\u003c/p>\n\u003cp>Students flock to the show for several reasons. The events took place during high school, making the subject matter feel familiar and relevant in a way that classic literature doesn’t, Godsey says, while the excellence of the storytelling takes hold of the listener. Narrator Sarah Koenig’s quick shifts in tone and perspectives -- we spend three minutes with a lawyer, say, then with a former classmate and then a detective -- is especially appealing to teenagers who bore easily, Godsey says. (“They were spaced out within three minutes of Edgar Allan Poe,” he adds, about that failed listening experiment.)\u003c/p>\n\u003cp>And \"Serial\" is novel, not only to the kids, but also to the teacher. “It was new to the world, and they were very excited that I didn’t know the outcome before they did,” Godsey says. When the semester ended, 90 percent of his students reported enjoying \"Serial,\" some suggesting that they preferred podcasts to written stories, novels or poems.\u003c/p>\n\u003cp>What do students learn from the experience? “They enjoy it so much that they don’t realize they’re learning at the highest level,” says Alexa Schlechter, a 10th-grade English teacher at Norwalk High School in Connecticut, who had never used a podcast in class before trying \"Serial.\" Listening to and engaging with \"Serial\" helps many students address one of the main challenges in developing their analytical skills: getting beyond simple explanations of what happened, and figuring out how and why an event occurred, she says. Poring over text of the transcripts in class to uncover answers, students also develop their critical reading skills, she says. (See how \u003ca href=\"http://schlechter.edublogs.org/2015/03/04/wait-a-minute/\">students answered questions \u003c/a>about discrepancies between the cell phone records and Jay's testimony at Schlechter's blog.) Students publicly debated Syed's guilt or innocence in Godsey’s classes, addressing a Common Core standard to improve speaking skills, and worked together with other students to create their own podcasts or present mock closing arguments.\u003c/p>\n\u003cp>Students also learned how to navigate Google maps, finding the exact streets in Baltimore where important events were said to have occurred, and “driving” them, virtually, to assess the evidence. And for some students, delving into \"Serial\" marked their introduction to public radio and to the adult educated world. “So often my students are disconnected from where my [adult] friends are,” Schlechter says. “Now there’s no divide.”\u003c/p>\n\u003cfigure id=\"attachment_39651\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-2/\" rel=\"attachment wp-att-39651\">\u003cimg class=\"size-full wp-image-39651\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Serial-2.jpg\" alt=\"Students at Norwalk high School look at cell tower maps triggered by Adnan Syed's cell phone while discussing an assignment. Credit: Sabrina Hiller\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Norwalk High School look at \u003ca href=\"http://serialpodcast.org/maps\">cell tower maps from Serial\u003c/a> of pings triggered by Adnan Syed's cell phone while discussing discrepancies in Jay's testimony. Credit: Alexa Schlechter\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Effect on Teachers\u003c/strong>\u003c/p>\n\u003cp>Teachers were similarly inspired, if occasionally overwhelmed by the out-of-class preparation required for such pioneering work. Godsey and Schlechter both were hooked on \"Serial\" when it dawned on them to share the learning experience with their classes, and their personal enthusiasm for the story drove their teaching. The energy and originality of the podcast inspired them as much as it did the students.\u003c/p>\n\u003cp>Because the case revolved around high school kids, teachers also were better able to appreciate their students’ contributions and point of view, in a way they might not have had they been discussing \"The Great Gatsby\" or \"War and Peace.\" In this way, \"Serial\" helped teachers better grasp their students’ fresh insights. And devoting so much class time to this one complex story triggered ideas for new ways to discuss the classics. Next semester, Godsey’s English classes are going to do their own \"Serial\"-style podcast, telling Arthur Miller’s \"The Crucible\" from Abigail’s perspective.\u003c/p>\n\u003cp>Even the violent subject matter brought unexpected grace to the class. The humanities, after all, dwell on the conflicts within and among human beings, but novels and distant nonfiction can feel unconnected from teenagers’ lives. \"Serial,\" on the other hand, with its focus on the actual murder of a young woman and the current imprisonment of her convicted killer, forces listeners to confront -- and feel -- the reality of human frailty.\u003c/p>\n\u003cp>For her part, Schlechter is determined to keep the murder victim present in her students’ minds, so that the young girl at the center of the mystery isn’t lost in the class exercises. “I keep a photo of her in the classroom, so she’s not just a subject, or a character,” Schlechter says.\u003c/p>\n\u003cp>\u003cstrong>Beyond 'Serial'\u003c/strong>\u003c/p>\n\u003cp>For those who don’t have the time or flexibility to devote to a story of such length, shorter podcasts can serve a similar purpose. Lear teaches a senior elective on racial depictions in American forms, and assigned a Radiolab story, “\u003ca href=\"http://www.radiolab.org/story/who-are-we-carlisle-carlisle-carlisle/\">Ghosts of Football Past\u003c/a>,” for its rich content. One of Godsey’s most memorable classes involved listening to \"Pardon the Interruption,\" an ESPN podcast, which addressed commentator Bill Simmons’ suspension from the sports network for slamming football commissioner Roger Goodell. In another class, Godsey put on a \"This American Life\" podcast, “\u003ca href=\"http://www.thisamericanlife.org/radio-archives/episode/538/is-this-working\">Is This Working?\u003c/a>” on discipline in school.\u003c/p>\n\u003cp>“They were totally into it,” he says, “and it inspired great conversation.”\u003c/p>\n\u003cp>As for teachers who insist on having structured lesson plans and prepared assignments to accompany a podcast, external resources are becoming available to schools. During the semester he taught \"Serial,\" Godsey created about \u003ca href=\"https://www.teacherspayteachers.com/Product/Unit-1-Serial-Podcast-Lesson-Plans-Printable-Worksheets-S1-Episode-1-1604426#\">400 pages of lesson plans on Teachers Pay Teachers to accompany the podcasts\u003c/a>, which he now sells to interested educators. Listen Current, just 2 years old, provides transcripts and lesson plans for public radio stories on a variety of subjects. Brady-Myerov estimates that 4,000 teachers used her materials last year, and that 100,000 students, middle through high school, tapped into their curated podcasts (much of the material is free.)\u003c/p>\n\u003cp>“Teachers are desperate for new resources,” she says, and public radio stories, which are known for being authentic, accurate, well told and sharply edited, are ideal for sparking student interest. For a class on the birth of the labor movement, for example, Listen Current recommends a public radio podcast that includes archival sound, music and voices.\u003c/p>\n\u003cp>“If you give teachers content-based audio, you’ll get so much more student engagement,” says Brady-Myerov.\u003c/p>\n\u003cp>To the extent that he can, Godsey is gearing up for \"Serial’s\" second season. He wonders if the first season’s rollicking success is replicable, at least for his students. Either way, the podcast has rebranded radio as the next new thing, despite the medium’s long history. For students accustomed to the flash-bang of modernity, ambling podcasts in the classroom may be just what they need.\u003c/p>\n\u003cp>\u003cem>Norwalk High School student Sabrina Hiller produced this video about how students Serial in Alexa Schlechter's class: \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*In 2016 Listen Current \u003ca href=\"https://s3.amazonaws.com/listenwise-documents/ListenwisePressRelease_Final.pdf\">changed its name\u003c/a> to Listenwise.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39654\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-iphone/\" rel=\"attachment wp-att-39654\">\u003cimg class=\"size-full wp-image-39654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-iPhone.jpg\" alt=\"Casey Fiesler/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/cfiesler/16058919015\">Casey Fiesler/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It didn’t take long for Michael Godsey, an English teacher at Morro Bay High School in California, to realize that his decision to use a public radio podcast in the classroom was a wise one. It wasn’t any old podcast he was introducing to his classes. It was \"\u003ca href=\"http://serialpodcast.org/about\">Serial\u003c/a>,\" the murder-mystery phenomenon produced by reporter Sarah Koenig of \"This American Life,\" which already was transfixing a wide swath of the adult population.\u003c/p>\n\u003cp>“Even if they weren’t into it, I told them it was the most popular podcast of all time, and that was interesting,” Godsey says. He needn’t have worried. The podcast seized his five classrooms of 10th- and 11th-graders. “I had kids cutting other classes so they could come listen to it again,” he says. “Kids who were sick, who never did their homework, were listening at home.”\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">Godsey is one of a growing number of educators who are using podcasts like \"Serial\" to motivate their classrooms and address education requirements set by the Common Core state standards. Improving students’ listening skills is one of the essential components of the new education mandates, and using audio in the classroom can be an effective way to promote listening. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_39657\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-godsey-photo/\" rel=\"attachment wp-att-39657\">\u003cimg class=\"size-medium wp-image-39657\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-Godsey-photo-300x303.jpg\" alt=\"Students in Michael Godsey's class review cell phone logs from the Serial podcast. Credit: Michael Godsey.\" width=\"300\" height=\"303\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in Michael Godsey's class review cell phone logs from the Serial podcast. Credit: Michael Godsey.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“It’s a really nice way to spend time together as a class,” says Eleanor Lear, a high school English teacher at a private all-girls school, who has been using podcasts from Chicago Public Media’s \"This American Life\" and WNYC's \"Radiolab\" for about four years. Powerful podcasts that tell good stories not only captivate students, Godsey adds, but also help them tune out the static of modern life. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">“I think the kids really appreciate getting the story told to them, as opposed to so much hitting their senses,” he says. “They’re not overstimulated by it,” he says, noting that contemporary podcasts resemble radio shows from the past.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Learning through listening has surprising educational advantages as well. Students can listen to content two-to-three grade levels higher than they can read, according to Monica Brady-Myerov. She spent her career in public radio and now runs an online site, \u003ca href=\"https://listenwise.com/\">Listen Current\u003c/a>, to help schools make better use of public radio’s rich strain of stories.* An unfamiliar word that might stop them on the page doesn’t compel them to tune out from a story told aloud. Also, kids for whom English is a second language benefit from hearing spoken English and following along with an accompanying transcript, she says.\u003c/p>\n\u003cp>If podcasts are a modern version of old-time radio programs, then \"Serial\" is this generation’s \"War of the Worlds.\" No one has packed up a car to escape fictitious aliens, as they did after listening to Orson Welles’ tall tale, but \"Serial\" listeners of all ages have been swept up by Koenig’s investigation into a decades-old murder of a high school girl in Baltimore.\u003c/p>\n\u003cp>The podcast's first season consists of 12 40-45 minute “chapters” narrated by Koenig, involving interviews with former witnesses, detectives, lawyers and classmates of Adnan Syed. He was convicted of the murder of his ex-girlfriend, Hae Min Lee, and is now in prison. The series unfolds in real time — Koenig apparently is searching for answers along with the listeners — and challenges followers to wrestle with Adnan’s guilt, the criminal justice system and the events that unfolded around the day Lee was last seen alive, January 13, 1999. Last fall, \"Serial\" was the most popular podcast in the world, the \u003ca href=\"http://www.wsj.com/articles/serial-podcast-catches-fire-1415921853\">Wall Street Journal\u003c/a> reported, and set the iTunes record for fastest downloaded podcast.\u003c/p>\n\u003cfigure id=\"attachment_39655\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-1/\" rel=\"attachment wp-att-39655\">\u003cimg class=\"size-full wp-image-39655\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Serial-1.jpg\" alt=\"Students at Norwalk High School discuss the Serial podcast, while images of key players loom on the wall, including Adnan Syed and Sarah Koenig. Credit: Credit: Sabrina Hiller.\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Norwalk High School discuss the Serial podcast, while images of key players loom on the wall, including Adnan Syed, Hae Min Lee, Jay Wilds, Sarah Koenig and Rabia Chaudry. Credit: Credit: Alexa Schlechter.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Serial’s Appeal to Students\u003c/strong>\u003c/p>\n\u003cp>Students flock to the show for several reasons. The events took place during high school, making the subject matter feel familiar and relevant in a way that classic literature doesn’t, Godsey says, while the excellence of the storytelling takes hold of the listener. Narrator Sarah Koenig’s quick shifts in tone and perspectives -- we spend three minutes with a lawyer, say, then with a former classmate and then a detective -- is especially appealing to teenagers who bore easily, Godsey says. (“They were spaced out within three minutes of Edgar Allan Poe,” he adds, about that failed listening experiment.)\u003c/p>\n\u003cp>And \"Serial\" is novel, not only to the kids, but also to the teacher. “It was new to the world, and they were very excited that I didn’t know the outcome before they did,” Godsey says. When the semester ended, 90 percent of his students reported enjoying \"Serial,\" some suggesting that they preferred podcasts to written stories, novels or poems.\u003c/p>\n\u003cp>What do students learn from the experience? “They enjoy it so much that they don’t realize they’re learning at the highest level,” says Alexa Schlechter, a 10th-grade English teacher at Norwalk High School in Connecticut, who had never used a podcast in class before trying \"Serial.\" Listening to and engaging with \"Serial\" helps many students address one of the main challenges in developing their analytical skills: getting beyond simple explanations of what happened, and figuring out how and why an event occurred, she says. Poring over text of the transcripts in class to uncover answers, students also develop their critical reading skills, she says. (See how \u003ca href=\"http://schlechter.edublogs.org/2015/03/04/wait-a-minute/\">students answered questions \u003c/a>about discrepancies between the cell phone records and Jay's testimony at Schlechter's blog.) Students publicly debated Syed's guilt or innocence in Godsey’s classes, addressing a Common Core standard to improve speaking skills, and worked together with other students to create their own podcasts or present mock closing arguments.\u003c/p>\n\u003cp>Students also learned how to navigate Google maps, finding the exact streets in Baltimore where important events were said to have occurred, and “driving” them, virtually, to assess the evidence. And for some students, delving into \"Serial\" marked their introduction to public radio and to the adult educated world. “So often my students are disconnected from where my [adult] friends are,” Schlechter says. “Now there’s no divide.”\u003c/p>\n\u003cfigure id=\"attachment_39651\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/what-teens-are-learning-from-serial-and-other-podcasts/serial-2/\" rel=\"attachment wp-att-39651\">\u003cimg class=\"size-full wp-image-39651\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Serial-2.jpg\" alt=\"Students at Norwalk high School look at cell tower maps triggered by Adnan Syed's cell phone while discussing an assignment. Credit: Sabrina Hiller\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Norwalk High School look at \u003ca href=\"http://serialpodcast.org/maps\">cell tower maps from Serial\u003c/a> of pings triggered by Adnan Syed's cell phone while discussing discrepancies in Jay's testimony. Credit: Alexa Schlechter\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Effect on Teachers\u003c/strong>\u003c/p>\n\u003cp>Teachers were similarly inspired, if occasionally overwhelmed by the out-of-class preparation required for such pioneering work. Godsey and Schlechter both were hooked on \"Serial\" when it dawned on them to share the learning experience with their classes, and their personal enthusiasm for the story drove their teaching. The energy and originality of the podcast inspired them as much as it did the students.\u003c/p>\n\u003cp>Because the case revolved around high school kids, teachers also were better able to appreciate their students’ contributions and point of view, in a way they might not have had they been discussing \"The Great Gatsby\" or \"War and Peace.\" In this way, \"Serial\" helped teachers better grasp their students’ fresh insights. And devoting so much class time to this one complex story triggered ideas for new ways to discuss the classics. Next semester, Godsey’s English classes are going to do their own \"Serial\"-style podcast, telling Arthur Miller’s \"The Crucible\" from Abigail’s perspective.\u003c/p>\n\u003cp>Even the violent subject matter brought unexpected grace to the class. The humanities, after all, dwell on the conflicts within and among human beings, but novels and distant nonfiction can feel unconnected from teenagers’ lives. \"Serial,\" on the other hand, with its focus on the actual murder of a young woman and the current imprisonment of her convicted killer, forces listeners to confront -- and feel -- the reality of human frailty.\u003c/p>\n\u003cp>For her part, Schlechter is determined to keep the murder victim present in her students’ minds, so that the young girl at the center of the mystery isn’t lost in the class exercises. “I keep a photo of her in the classroom, so she’s not just a subject, or a character,” Schlechter says.\u003c/p>\n\u003cp>\u003cstrong>Beyond 'Serial'\u003c/strong>\u003c/p>\n\u003cp>For those who don’t have the time or flexibility to devote to a story of such length, shorter podcasts can serve a similar purpose. Lear teaches a senior elective on racial depictions in American forms, and assigned a Radiolab story, “\u003ca href=\"http://www.radiolab.org/story/who-are-we-carlisle-carlisle-carlisle/\">Ghosts of Football Past\u003c/a>,” for its rich content. One of Godsey’s most memorable classes involved listening to \"Pardon the Interruption,\" an ESPN podcast, which addressed commentator Bill Simmons’ suspension from the sports network for slamming football commissioner Roger Goodell. In another class, Godsey put on a \"This American Life\" podcast, “\u003ca href=\"http://www.thisamericanlife.org/radio-archives/episode/538/is-this-working\">Is This Working?\u003c/a>” on discipline in school.\u003c/p>\n\u003cp>“They were totally into it,” he says, “and it inspired great conversation.”\u003c/p>\n\u003cp>As for teachers who insist on having structured lesson plans and prepared assignments to accompany a podcast, external resources are becoming available to schools. During the semester he taught \"Serial,\" Godsey created about \u003ca href=\"https://www.teacherspayteachers.com/Product/Unit-1-Serial-Podcast-Lesson-Plans-Printable-Worksheets-S1-Episode-1-1604426#\">400 pages of lesson plans on Teachers Pay Teachers to accompany the podcasts\u003c/a>, which he now sells to interested educators. Listen Current, just 2 years old, provides transcripts and lesson plans for public radio stories on a variety of subjects. Brady-Myerov estimates that 4,000 teachers used her materials last year, and that 100,000 students, middle through high school, tapped into their curated podcasts (much of the material is free.)\u003c/p>\n\u003cp>“Teachers are desperate for new resources,” she says, and public radio stories, which are known for being authentic, accurate, well told and sharply edited, are ideal for sparking student interest. For a class on the birth of the labor movement, for example, Listen Current recommends a public radio podcast that includes archival sound, music and voices.\u003c/p>\n\u003cp>“If you give teachers content-based audio, you’ll get so much more student engagement,” says Brady-Myerov.\u003c/p>\n\u003cp>To the extent that he can, Godsey is gearing up for \"Serial’s\" second season. He wonders if the first season’s rollicking success is replicable, at least for his students. Either way, the podcast has rebranded radio as the next new thing, despite the medium’s long history. For students accustomed to the flash-bang of modernity, ambling podcasts in the classroom may be just what they need.\u003c/p>\n\u003cp>\u003cem>Norwalk High School student Sabrina Hiller produced this video about how students Serial in Alexa Schlechter's class: \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_39586\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/turned-off-how-teens-respond-to-a-no-tech-challenge/powering-off-phone-1-margot/\" rel=\"attachment wp-att-39586\">\u003cimg class=\"size-full wp-image-39586\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Powering-off-phone-1-Margot.jpg\" alt=\"Ki Sung/MindShift\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ki Sung/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Being without a phone can be an incapacitating feeling, possibly worse than leaving a wallet at home. Many adults can remember an analog era of living without a mobile phone. But for young digital natives, taking a break from the phone, where they live and socialize, can induce all kinds of emotions.\u003c/p>\n\u003cp>Recently, a line of teenage boys were frantically sending last-minute texts and posting to Facebook one final time before grabbing a manilla envelope and sealing their devices inside. These boys volunteered to abstain from using not just their phones but \u003cem>all\u003c/em> digital devices for three days to better understand the role of technology in their lives.\u003c/p>\n\u003cp>The \u003ca href=\"http://techtimeout.com/academicchallenge/\" target=\"_blank\">Tech Timeout Academic Challenge\u003c/a> was taken by boys and girls in grades 4 through 12 at Convent & Stuart Hall in San Francisco -- along with some teachers and parents -- as part of this private school’s attempt to implement its one-to-one iPad program. The idea is to recognize that technology is often a distraction from other important things, like connecting with classmates and family, enjoying the moment or being creative.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It was almost a wake-up call for how dependent we are on technology.'\u003c/aside>\n\u003cp>“This is going to be really hard for me. I think I’m going to have some pretty intense feelings of anxiety after about an hour,” said sophomore Eli Horowitz as he sealed up his phone. Other students were also apprehensive about the timeout, citing their desire to be connected to friends through social media as one of the main temptations, but some were glad for the excuse to try putting the phone away for a while.\u003c/p>\n\u003cp>“We've really accelerated how we've developed technology here [at Stuart Hall] and I think it’s good for people to take a step back and just try to look at learning and friendships and socializing culture through a different lens,” said senior Thomas Namara. In his four years at the school, technology use has increased dramatically. He’s glad the freshmen will get a small taste of what school was like before.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/195568796\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003cbr>\n\u003cem>Students react to the technology-free life.\u003c/em>\u003c/p>\n\u003cp>The school’s leaders expected that some students wouldn’t make it through all three days, but they felt it was important to raise students’ awareness of how they use their devices. “I have a long history of working to promote technology,” said Howard Levin, the school’s director of educational innovation and information services. ”It’s really interesting that now the issues that are the most important to me are working to promote conscious, mindful use and learning to disconnect.”\u003c/p>\n\u003cp>Levin has no doubt that the school’s iPad program is helping students be more effective producers, creators and synthesizers of information, but he’s also aware that technology has insinuated itself deeply into his students' lives and they may not even be aware of what life could be like without it. While this tech timeout is short, just three days, he says that’s enough to get kids reflecting on how they use technology. Maybe they’ll even begin strategizing ways to regularly disconnect.\u003c/p>\n\u003cp>“A lot of what we are targeting with our tech timeout is the interruptions of social media and the pingings and the notifications that interrupt attention,” Levin said. Convent & Stuart Hall allow students to use their phones and iPads anytime during school (nothing is blocked), and teachers are trying to help students build the life skill of recognizing when it’s time to pay attention and when it’s all right to zone out.\u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/193425072\" params=\"auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cp>\u003cstrong>HOW DID THE STUDENTS DO?\u003c/strong>\u003c/p>\n\u003cp>“It made me way more creative with my time and it gave me a sense of relief,” Horowitz said. “Whereas if I had technology, I would feel like I have to check Instagram.\" It was hard to get used to not having his phone, he said. The first day he was anxious, reflexively reaching into his pocket, but by the third day he felt something akin to freedom. He went surfing, bounced on the trampoline and went on walks.\u003c/p>\n\u003cp>“I feel very addicted to social media and stuff, or dependent is a better way to describe it,” Horowitz said. “It’s like habitual dependency, and I feel like I could do without that. It was really relieving for me to not have my technology and my phone on me.” He’s glad he made it through all three days, but isn’t sure he could force himself to take more timeouts in the future.\u003c/p>\n\u003cp>Other students weren't so strong. It wasn’t as hard to abstain from technology at school, said Ryley Aceret, because he was around his friends, who were also taking the challenge. But on Friday night, when he found himself alone, the temptation was too great.\u003c/p>\n\u003cp>“On the bus home it was getting late,\" said Aceret. \"And just that temptation on the bus, [there was] no one to talk to, and so I had to pull out my phone, turn it on for the first time, rip open the seal,” he said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Ygs3I8wpkq2bkaC4rHHOPb80IzqjMmsz\"]\u003c/p>\n\u003cp>“I felt normal again,” Aceret said of regaining his phone. “When I wasn't with my phone I felt different, like I was naked all the time.” His phone makes him feel secure. He was also imagining that his friends had already caved and were back on social media without him -- he had the fear of missing out.\u003c/p>\n\u003cp>That doesn’t mean he didn’t learn some valuable lessons from the time spent tech-free. “I usually take a really long time doing homework and that’s because I get sidetracked with technology and my phone,” Aceret said.\u003c/p>\n\u003cp>Recently he’s taken to shutting his phone off and secluding himself away from TVs or other \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">distractions so he can concentrate\u003c/a> on homework. With his technology distracting him, Aceret said homework can take up to five hours, but without it he can whip out his assignments in an hour and a half.\u003c/p>\n\u003cp>\u003cstrong>SURPRISING ANALOG CONNECTIONS\u003c/strong>\u003c/p>\n\u003cp>Technology has the odd distinction of both connecting people in unprecedented ways at the same time that it isolates them. Several students noticed that when they didn't have their phones or iPads, they were more ready to connect with friends and family, and more aware when those people were themselves wrapped up in devices.\u003c/p>\n\u003cp>“It was very ironic to see the generation that often criticizes our use of technology addicted to it when I wasn't using it,” Catherine Heinen said.\u003c/p>\n\u003cp>“It kind of changed the whole way we interact with each other,” Namara said. Because students always have their iPads or phones with them, they often play games at lunch or check fantasy sports stats. When no one had devices, Namara talked to his friends more and interacted with people he usually doesn't.\u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/193432560\" params=\"auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cp>“I noticed interacting with people was a lot different,” Namara said. “People take out their phones as a way to mask the awkwardness of the conversation. But I noticed people looked up more.”\u003c/p>\n\u003cp>Without technology, Namara was also more dependent on his parents. His AP government teacher assigned homework to look up an interest group and be ready to explain what it was and how it got its money. Normally, Namara would just look up that information, take some notes and be done. But without technology he had to ask his mom to look it up for him.\u003c/p>\n\u003cp>“Half an hour down the line, my mother and I just had a conversation about politics,” Namara said. “And it went from special interest groups to the environment, and the economy, and what’s happening in the Middle East, and then my dad joined in. An hour in, we had a really good conversation about politics.”\u003c/p>\n\u003cp>That never would have happened normally, Namara said.\u003c/p>\n\u003cp>All the students recognized that class was different without technology, too. “It almost seemed like the whole school was on hold,” he said. “Every class we went to, it seemed like there was one point when we couldn't move on.” Instead, teachers led discussions about current events, played games requiring students to make persuasive arguments or practiced meditation.\u003c/p>\n\u003cp>“It was almost a wakeup call for how dependent we are on technology,” Namara said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teachers and students at Convent & Stuart Hall have become so used to using technology for everything that even when teachers knew there would be two days of class without it, the lessons stalled. Students reported enjoying the reprieve from digital notetaking, Apple TVs and online homework, but they recognized they may have been responding to the lighter load in general.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39586\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/turned-off-how-teens-respond-to-a-no-tech-challenge/powering-off-phone-1-margot/\" rel=\"attachment wp-att-39586\">\u003cimg class=\"size-full wp-image-39586\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Powering-off-phone-1-Margot.jpg\" alt=\"Ki Sung/MindShift\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ki Sung/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Being without a phone can be an incapacitating feeling, possibly worse than leaving a wallet at home. Many adults can remember an analog era of living without a mobile phone. But for young digital natives, taking a break from the phone, where they live and socialize, can induce all kinds of emotions.\u003c/p>\n\u003cp>Recently, a line of teenage boys were frantically sending last-minute texts and posting to Facebook one final time before grabbing a manilla envelope and sealing their devices inside. These boys volunteered to abstain from using not just their phones but \u003cem>all\u003c/em> digital devices for three days to better understand the role of technology in their lives.\u003c/p>\n\u003cp>The \u003ca href=\"http://techtimeout.com/academicchallenge/\" target=\"_blank\">Tech Timeout Academic Challenge\u003c/a> was taken by boys and girls in grades 4 through 12 at Convent & Stuart Hall in San Francisco -- along with some teachers and parents -- as part of this private school’s attempt to implement its one-to-one iPad program. The idea is to recognize that technology is often a distraction from other important things, like connecting with classmates and family, enjoying the moment or being creative.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It was almost a wake-up call for how dependent we are on technology.'\u003c/aside>\n\u003cp>“This is going to be really hard for me. I think I’m going to have some pretty intense feelings of anxiety after about an hour,” said sophomore Eli Horowitz as he sealed up his phone. Other students were also apprehensive about the timeout, citing their desire to be connected to friends through social media as one of the main temptations, but some were glad for the excuse to try putting the phone away for a while.\u003c/p>\n\u003cp>“We've really accelerated how we've developed technology here [at Stuart Hall] and I think it’s good for people to take a step back and just try to look at learning and friendships and socializing culture through a different lens,” said senior Thomas Namara. In his four years at the school, technology use has increased dramatically. He’s glad the freshmen will get a small taste of what school was like before.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/195568796&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/195568796'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003cbr>\n\u003cem>Students react to the technology-free life.\u003c/em>\u003c/p>\n\u003cp>The school’s leaders expected that some students wouldn’t make it through all three days, but they felt it was important to raise students’ awareness of how they use their devices. “I have a long history of working to promote technology,” said Howard Levin, the school’s director of educational innovation and information services. ”It’s really interesting that now the issues that are the most important to me are working to promote conscious, mindful use and learning to disconnect.”\u003c/p>\n\u003cp>Levin has no doubt that the school’s iPad program is helping students be more effective producers, creators and synthesizers of information, but he’s also aware that technology has insinuated itself deeply into his students' lives and they may not even be aware of what life could be like without it. While this tech timeout is short, just three days, he says that’s enough to get kids reflecting on how they use technology. Maybe they’ll even begin strategizing ways to regularly disconnect.\u003c/p>\n\u003cp>“A lot of what we are targeting with our tech timeout is the interruptions of social media and the pingings and the notifications that interrupt attention,” Levin said. Convent & Stuart Hall allow students to use their phones and iPads anytime during school (nothing is blocked), and teachers are trying to help students build the life skill of recognizing when it’s time to pay attention and when it’s all right to zone out.\u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/193425072&visual=true&auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/193425072'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/div>\n\u003cp>\u003cstrong>HOW DID THE STUDENTS DO?\u003c/strong>\u003c/p>\n\u003cp>“It made me way more creative with my time and it gave me a sense of relief,” Horowitz said. “Whereas if I had technology, I would feel like I have to check Instagram.\" It was hard to get used to not having his phone, he said. The first day he was anxious, reflexively reaching into his pocket, but by the third day he felt something akin to freedom. He went surfing, bounced on the trampoline and went on walks.\u003c/p>\n\u003cp>“I feel very addicted to social media and stuff, or dependent is a better way to describe it,” Horowitz said. “It’s like habitual dependency, and I feel like I could do without that. It was really relieving for me to not have my technology and my phone on me.” He’s glad he made it through all three days, but isn’t sure he could force himself to take more timeouts in the future.\u003c/p>\n\u003cp>Other students weren't so strong. It wasn’t as hard to abstain from technology at school, said Ryley Aceret, because he was around his friends, who were also taking the challenge. But on Friday night, when he found himself alone, the temptation was too great.\u003c/p>\n\u003cp>“On the bus home it was getting late,\" said Aceret. \"And just that temptation on the bus, [there was] no one to talk to, and so I had to pull out my phone, turn it on for the first time, rip open the seal,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I felt normal again,” Aceret said of regaining his phone. “When I wasn't with my phone I felt different, like I was naked all the time.” His phone makes him feel secure. He was also imagining that his friends had already caved and were back on social media without him -- he had the fear of missing out.\u003c/p>\n\u003cp>That doesn’t mean he didn’t learn some valuable lessons from the time spent tech-free. “I usually take a really long time doing homework and that’s because I get sidetracked with technology and my phone,” Aceret said.\u003c/p>\n\u003cp>Recently he’s taken to shutting his phone off and secluding himself away from TVs or other \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">distractions so he can concentrate\u003c/a> on homework. With his technology distracting him, Aceret said homework can take up to five hours, but without it he can whip out his assignments in an hour and a half.\u003c/p>\n\u003cp>\u003cstrong>SURPRISING ANALOG CONNECTIONS\u003c/strong>\u003c/p>\n\u003cp>Technology has the odd distinction of both connecting people in unprecedented ways at the same time that it isolates them. Several students noticed that when they didn't have their phones or iPads, they were more ready to connect with friends and family, and more aware when those people were themselves wrapped up in devices.\u003c/p>\n\u003cp>“It was very ironic to see the generation that often criticizes our use of technology addicted to it when I wasn't using it,” Catherine Heinen said.\u003c/p>\n\u003cp>“It kind of changed the whole way we interact with each other,” Namara said. Because students always have their iPads or phones with them, they often play games at lunch or check fantasy sports stats. When no one had devices, Namara talked to his friends more and interacted with people he usually doesn't.\u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/193432560&visual=true&auto_play=false&hide_related=true&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/193432560'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/div>\n\u003cp>“I noticed interacting with people was a lot different,” Namara said. “People take out their phones as a way to mask the awkwardness of the conversation. But I noticed people looked up more.”\u003c/p>\n\u003cp>Without technology, Namara was also more dependent on his parents. His AP government teacher assigned homework to look up an interest group and be ready to explain what it was and how it got its money. Normally, Namara would just look up that information, take some notes and be done. But without technology he had to ask his mom to look it up for him.\u003c/p>\n\u003cp>“Half an hour down the line, my mother and I just had a conversation about politics,” Namara said. “And it went from special interest groups to the environment, and the economy, and what’s happening in the Middle East, and then my dad joined in. An hour in, we had a really good conversation about politics.”\u003c/p>\n\u003cp>That never would have happened normally, Namara said.\u003c/p>\n\u003cp>All the students recognized that class was different without technology, too. “It almost seemed like the whole school was on hold,” he said. “Every class we went to, it seemed like there was one point when we couldn't move on.” Instead, teachers led discussions about current events, played games requiring students to make persuasive arguments or practiced meditation.\u003c/p>\n\u003cp>“It was almost a wakeup call for how dependent we are on technology,” Namara said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers and students at Convent & Stuart Hall have become so used to using technology for everything that even when teachers knew there would be two days of class without it, the lessons stalled. Students reported enjoying the reprieve from digital notetaking, Apple TVs and online homework, but they recognized they may have been responding to the lighter load in general.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Latino Families Use Educational Content and What That Means for Communities",
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"content": "\u003cfigure id=\"attachment_39523\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-latino-families-use-educational-content-and-what-that-means-for-communities/desktop-ipads/\" rel=\"attachment wp-att-39523\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Desktop-ipads.jpg\" alt=\"Getty Images\" width=\"640\" height=\"960\" class=\"size-full wp-image-39523\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty Images\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Technology has enabled the spread of options for how children can learn, but in many cases, the research has yet to catch up. When it comes to educational content, not all families consume media in the same way and differences can exist within ethnic and socioeconomic groups. \u003c/p>\n\u003cp>The \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at Sesame Workshop\u003c/a> released the results of a survey that takes a deeper dive into how Hispanic-Latino families use educational content and the platforms by which they experience it. The Cooney Center surveyed 682 Hispanic-Latino parents of children ages 2-10, and the results may inform the development of educational content, policy and technology.\u003c/p>\n\u003cp>According to the survey, “educational content was defined for the parent as ‘products that teach a child some type of lesson, such as an academic or social skill, or are good for a child’s learning or growth.’ ”\u003c/p>\n\u003cp> The survey was part of a larger nationally representative survey of family media use of 1,577 parents. Hispanic-Latino respondents were categorized as English-only, bilingual and Spanish-only. Here are some of the findings:\u003c/p>\n\u003cp>\u003cstrong>Spanish-only families had the least access to digital technologies.\u003cbr>\n\u003c/strong>Among Hispanic-Latino populations, 43 percent of Spanish-only parents had computers versus 98 percent English-only and 73 percent bilingual. High-speed Internet, which is crucial to connecting the devices, was used by 43 percent of Spanish-only parents versus 86 percent English-only and 68 percent bilingual. Television ownership was nearly ubiquitous at 98 percent, and that was the dominant platform for Spanish-only families to get educational content. Of those surveyed, 71 percent of Spanish-only parents had less than a high school education, compared with 30 percent of bilingual respondents and 10 percent of English-only speakers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Educational television is engaging.\u003c/strong>\u003cbr>\nContrary to its perception as a passive medium (versus phones, tablets and computers that often require physical interaction with the content), educational television can be highly engaging because of the opportunities for families to sit together to talk about what they’re seeing and experiencing.\u003c/p>\n\u003cp>Through joint media engagement, families can talk about what the children are viewing and discuss how it relates to their lives. This stands in contrast to electronic devices, which can often be a solitary experience, though some activities can be shared. According to the survey, 76 percent of children who watched educational TV with a parent did so for an average of 104 minutes. On the computer, 47 percent of children shared that time with a parent for an average of 64 minutes.\u003c/p>\n\u003cp>“TV viewing looks passive. People are sitting in front of the TV and the children are not physically interactive. But it is certainly not cognitively passive,” said report co-author June Lee, describing what happens when children are watching educational content with engaged adults. \u003c/p>\n\u003cfigure id=\"attachment_39515\" class=\"wp-caption alignnone\" style=\"max-width: 1118px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-latino-families-use-educational-content-and-what-that-means-for-communities/figure-7-aprendiendo/\" rel=\"attachment wp-att-39515\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Figure-7-Aprendiendo.png\" alt=\"From Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families. \" width=\"1118\" height=\"541\" class=\"size-full wp-image-39515\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo.png 1118w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo-400x194.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo-800x387.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo-768x372.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo-320x155.png 320w\" sizes=\"(max-width: 1118px) 100vw, 1118px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Parental engagement is platform agnostic.\u003c/strong>\u003cbr>\nFor all households, discussing what is being viewed can open up opportunities to talk about language and learn new words. This can also lead to imaginative play because kids create stories out of what they saw.\u003c/p>\n\u003cp>“What we’re finding more broadly is that when there’s a common interest, there’s more conversation, and activity that’s sparked by doing that activity together,” said report co-author Brigid Barron. But the results around TV viewing don’t mean that there aren’t opportunities for families to interact on other devices. There’s a great range of resources that are available for imaginative play. People can search and find things that are aligned with their interests, according to Barron. “YouTube leads to real-world activities.”\u003c/p>\n\u003cfigure id=\"attachment_39516\" class=\"wp-caption alignnone\" style=\"max-width: 1104px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-latino-families-use-educational-content-and-what-that-means-for-communities/cooney-figure-13-aprendiendo/\" rel=\"attachment wp-att-39516\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo.png\" alt=\"From Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families.\" width=\"1104\" height=\"485\" class=\"size-full wp-image-39516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo.png 1104w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo-400x176.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo-800x351.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo-768x337.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo-320x141.png 320w\" sizes=\"(max-width: 1104px) 100vw, 1104px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Strong desire for resources for finding educational content and understanding technology.\u003c/strong>\u003cbr>\nLatino parents are looking for help in finding educational content for their kids on all platforms. About 79 percent of Hispanic-Latino respondents said they were looking for how to find good educational content, versus 49 percent of white parents and 69 percent of black parents. Among the Hispanic-Latino respondents, 91 percent of Spanish-only speakers are looking for that help, versus 55 percent of English-only respondents.\u003c/p>\n\u003cp>On digital platforms, parents may not have the experience to judge what makes an app educational. \u003cspan style=\"line-height: 1.5\">Apps are often self-described as educational, so what constitutes educational is dependent on the company that creates the app.\u003c/span>\u003c/p>\n\u003cp>“Parents are trained to know the educational value of TV over time,” said Cooney Center executive director Michael Levine, but they may not be as experienced with evaluating apps. “The level of mistrust is well placed because a lot of the stuff that’s being developed in the apps market is not connected to the research process or an intentional educational process.”\u003c/p>\n\u003cp>Parents can turn to several educational content curation sites, such as \u003ca href=\"https://www.commonsensemedia.org\">Common Sense Media\u003c/a>, \u003ca href=\"https://www.graphite.org/\">Graphite\u003c/a> or \u003ca href=\"http://childrenstech.com/\">Children’s Technology Review\u003c/a> for guidance, according to an \u003ca href=\"http://www.joanganzcooneycenter.org/publication/digital-media-and-latino-families-new-channels-for-learning-parenting-and-organizing/\">additional report published by the Cooney Center\u003c/a>, authored by Bruce Fuller, Jose Ramon Lizarraga and James H. Gray. However, while sites offer search results in Spanish, the services are not specifically tailored to Latino students, parents or educators.\u003c/p>\n\u003cp>In addition to websites, researchers identified the role community organizations can play in sharing what content is educational and provide an opening for greater learning opportunities. “One of the things we talk about is the implications for community organizations and libraries to find ways to help everyone by learning and always being reflective of what the choices are,” said Brigid Barron. “There’s a lot of high-quality media and there’s a lot of junk.”\u003c/p>\n\u003cp>You can find the detailed reports and recommendations below:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/digital-media-and-latino-families-new-channels-for-learning-parenting-and-organizing/\">Digital Media and Latino Families: New Channels for Learning, Parenting, and Local Organizing\u003cbr>\n\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/aprendiendo-en-casa-media-as-a-learning-tool-among-hispanic-latino-families/\">Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/connecting-to-learn-promoting-digital-equity-for-americas-hispanic-families/\">Connecting to Learn: Promoting Digital Equity for America’s Hispanic Families\u003cbr>\n\u003c/a>\u003cbr>\n\u003c/strong>\u003cstrong>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\">Learning at Home: Families’ Educational Media Use in America\u003cbr>\n\u003c/a>\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39523\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-latino-families-use-educational-content-and-what-that-means-for-communities/desktop-ipads/\" rel=\"attachment wp-att-39523\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Desktop-ipads.jpg\" alt=\"Getty Images\" width=\"640\" height=\"960\" class=\"size-full wp-image-39523\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty Images\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Technology has enabled the spread of options for how children can learn, but in many cases, the research has yet to catch up. When it comes to educational content, not all families consume media in the same way and differences can exist within ethnic and socioeconomic groups. \u003c/p>\n\u003cp>The \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center at Sesame Workshop\u003c/a> released the results of a survey that takes a deeper dive into how Hispanic-Latino families use educational content and the platforms by which they experience it. The Cooney Center surveyed 682 Hispanic-Latino parents of children ages 2-10, and the results may inform the development of educational content, policy and technology.\u003c/p>\n\u003cp>According to the survey, “educational content was defined for the parent as ‘products that teach a child some type of lesson, such as an academic or social skill, or are good for a child’s learning or growth.’ ”\u003c/p>\n\u003cp> The survey was part of a larger nationally representative survey of family media use of 1,577 parents. Hispanic-Latino respondents were categorized as English-only, bilingual and Spanish-only. Here are some of the findings:\u003c/p>\n\u003cp>\u003cstrong>Spanish-only families had the least access to digital technologies.\u003cbr>\n\u003c/strong>Among Hispanic-Latino populations, 43 percent of Spanish-only parents had computers versus 98 percent English-only and 73 percent bilingual. High-speed Internet, which is crucial to connecting the devices, was used by 43 percent of Spanish-only parents versus 86 percent English-only and 68 percent bilingual. Television ownership was nearly ubiquitous at 98 percent, and that was the dominant platform for Spanish-only families to get educational content. Of those surveyed, 71 percent of Spanish-only parents had less than a high school education, compared with 30 percent of bilingual respondents and 10 percent of English-only speakers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Educational television is engaging.\u003c/strong>\u003cbr>\nContrary to its perception as a passive medium (versus phones, tablets and computers that often require physical interaction with the content), educational television can be highly engaging because of the opportunities for families to sit together to talk about what they’re seeing and experiencing.\u003c/p>\n\u003cp>Through joint media engagement, families can talk about what the children are viewing and discuss how it relates to their lives. This stands in contrast to electronic devices, which can often be a solitary experience, though some activities can be shared. According to the survey, 76 percent of children who watched educational TV with a parent did so for an average of 104 minutes. On the computer, 47 percent of children shared that time with a parent for an average of 64 minutes.\u003c/p>\n\u003cp>“TV viewing looks passive. People are sitting in front of the TV and the children are not physically interactive. But it is certainly not cognitively passive,” said report co-author June Lee, describing what happens when children are watching educational content with engaged adults. \u003c/p>\n\u003cfigure id=\"attachment_39515\" class=\"wp-caption alignnone\" style=\"max-width: 1118px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-latino-families-use-educational-content-and-what-that-means-for-communities/figure-7-aprendiendo/\" rel=\"attachment wp-att-39515\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Figure-7-Aprendiendo.png\" alt=\"From Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families. \" width=\"1118\" height=\"541\" class=\"size-full wp-image-39515\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo.png 1118w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo-400x194.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo-800x387.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo-768x372.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Figure-7-Aprendiendo-320x155.png 320w\" sizes=\"(max-width: 1118px) 100vw, 1118px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Parental engagement is platform agnostic.\u003c/strong>\u003cbr>\nFor all households, discussing what is being viewed can open up opportunities to talk about language and learn new words. This can also lead to imaginative play because kids create stories out of what they saw.\u003c/p>\n\u003cp>“What we’re finding more broadly is that when there’s a common interest, there’s more conversation, and activity that’s sparked by doing that activity together,” said report co-author Brigid Barron. But the results around TV viewing don’t mean that there aren’t opportunities for families to interact on other devices. There’s a great range of resources that are available for imaginative play. People can search and find things that are aligned with their interests, according to Barron. “YouTube leads to real-world activities.”\u003c/p>\n\u003cfigure id=\"attachment_39516\" class=\"wp-caption alignnone\" style=\"max-width: 1104px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-latino-families-use-educational-content-and-what-that-means-for-communities/cooney-figure-13-aprendiendo/\" rel=\"attachment wp-att-39516\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo.png\" alt=\"From Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families.\" width=\"1104\" height=\"485\" class=\"size-full wp-image-39516\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo.png 1104w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo-400x176.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo-800x351.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo-768x337.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/Cooney-figure-13-Aprendiendo-320x141.png 320w\" sizes=\"(max-width: 1104px) 100vw, 1104px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Strong desire for resources for finding educational content and understanding technology.\u003c/strong>\u003cbr>\nLatino parents are looking for help in finding educational content for their kids on all platforms. About 79 percent of Hispanic-Latino respondents said they were looking for how to find good educational content, versus 49 percent of white parents and 69 percent of black parents. Among the Hispanic-Latino respondents, 91 percent of Spanish-only speakers are looking for that help, versus 55 percent of English-only respondents.\u003c/p>\n\u003cp>On digital platforms, parents may not have the experience to judge what makes an app educational. \u003cspan style=\"line-height: 1.5\">Apps are often self-described as educational, so what constitutes educational is dependent on the company that creates the app.\u003c/span>\u003c/p>\n\u003cp>“Parents are trained to know the educational value of TV over time,” said Cooney Center executive director Michael Levine, but they may not be as experienced with evaluating apps. “The level of mistrust is well placed because a lot of the stuff that’s being developed in the apps market is not connected to the research process or an intentional educational process.”\u003c/p>\n\u003cp>Parents can turn to several educational content curation sites, such as \u003ca href=\"https://www.commonsensemedia.org\">Common Sense Media\u003c/a>, \u003ca href=\"https://www.graphite.org/\">Graphite\u003c/a> or \u003ca href=\"http://childrenstech.com/\">Children’s Technology Review\u003c/a> for guidance, according to an \u003ca href=\"http://www.joanganzcooneycenter.org/publication/digital-media-and-latino-families-new-channels-for-learning-parenting-and-organizing/\">additional report published by the Cooney Center\u003c/a>, authored by Bruce Fuller, Jose Ramon Lizarraga and James H. Gray. However, while sites offer search results in Spanish, the services are not specifically tailored to Latino students, parents or educators.\u003c/p>\n\u003cp>In addition to websites, researchers identified the role community organizations can play in sharing what content is educational and provide an opening for greater learning opportunities. “One of the things we talk about is the implications for community organizations and libraries to find ways to help everyone by learning and always being reflective of what the choices are,” said Brigid Barron. “There’s a lot of high-quality media and there’s a lot of junk.”\u003c/p>\n\u003cp>You can find the detailed reports and recommendations below:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/digital-media-and-latino-families-new-channels-for-learning-parenting-and-organizing/\">Digital Media and Latino Families: New Channels for Learning, Parenting, and Local Organizing\u003cbr>\n\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/aprendiendo-en-casa-media-as-a-learning-tool-among-hispanic-latino-families/\">Aprendiendo en Casa: Media as a Resource for Learning Among Hispanic-Latino Families\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/connecting-to-learn-promoting-digital-equity-for-americas-hispanic-families/\">Connecting to Learn: Promoting Digital Equity for America’s Hispanic Families\u003cbr>\n\u003c/a>\u003cbr>\n\u003c/strong>\u003cstrong>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\">Learning at Home: Families’ Educational Media Use in America\u003cbr>\n\u003c/a>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38983\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/exodus.jpg\">\u003cimg class=\"size-large wp-image-38983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/exodus-640x360.jpg\" alt=\"Koltun-Fromm's students used Prezi to explore non-linear connections between class texts. (Courtesy Ken Koltun-Fromm)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Koltun-Fromm's students used Prezi to explore non-linear connections between class texts. (Courtesy Ken Koltun-Fromm)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Coverage of technology in higher education often stops at whether \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\" target=\"_blank\">Massive Open Online Courses (MOOCs)\u003c/a> can be an effective way to educate hundreds of thousands of students cheaply, or focuses on the newest app to help students track their classes and homework. Much of the technology marketed to universities targets administrative tasks, things like registering students or sites like Blackboard and Moodle that make it easy for students to check assignments and download readings. But especially in a seminar setting, some professors are using technology in ways that mirror some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-university-professors-benefit-from-k-12-progressive-teaching-tactics/\">forward-thinking practices\u003c/a> of K-12 teachers who are known for applying inquiry-based methods, accessing low-cost technology that's easy to use and making the subject relevant to students' lives.\u003c/p>\n\u003cp>\u003cstrong>EXPANDING THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Ken Koltun-Fromm is a religion professor at Haverford College, a small liberal arts college outside of Philadelphia (full disclosure: I attended Haverford, although I wasn’t a religion major and didn’t know Professor Koltun-Fromm as a student). He’s been experimenting with various ways to bring technology into his teaching when he thinks it could enhance the classroom experience.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Use technology as a mode of inquiry and as an object of inquiry.'\u003c/aside>\n\u003cp>When planning a course on modern Jewish thought, he wanted to capture the notion that this subject area is alive and still being developed, so he contacted colleagues in the field from universities around the country and asked them about their own research and writing. Each week he assigned his students to read a primary religious text recommend by the colleague, along with his or her analysis of that primary text. He then Skyped those colleagues into class to discuss their writings with his students.\u003c/p>\n\u003cp>“It was a way of opening up by bringing into the classroom modern Jewish thinkers who are engaged in modern Jewish thought,” Koltun-Fromm said. Students wrote their final papers about those same scholars' work, which Koltun-Fromm sent to his colleagues. He then brought them to Haverford’s campus for a symposium and organized a breakfast where students could meet and discuss their final papers directly with the authors of the texts they’d investigated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Koltun-Fromm paid for the symposium with a grant from the college’s \u003ca href=\"http://www.haverford.edu/HCAH/\" target=\"_blank\">Hurford Humanities Center\u003c/a>, one of the many luxuries of a small private college, but everything else about the course design used very simple technology. The focus was on how technology could enhance human contact.\u003c/p>\n\u003cp>\u003cstrong>PUBLIC TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>It may sound like Koltun-Fromm is a technology evangelist, but in fact, he has strict rules about the kinds of technology his students can use in class. He doesn’t allow them to bring laptops to take notes because he knows all too often they are checking email, browsing the internet or distancing themselves from the discussion in other ways. He’s much more interested in how technology can bring people together.\u003c/p>\n\u003cp>[contextly_sidebar id=\"40A8wm772TLhKa1O0cqu6ZKQFiRTtWaj\"]\u003c/p>\n\u003cp>Koltun-Fromm received a small Teaching with Technology grant from the college to buy three iPads for a class he was teaching on visual and material culture. In one class session he asked students to find representations of Jewish imagery and screencast them for the whole class to see. “I wanted to think about what it would be like to have public technology, so you couldn’t hide, you had to share,” Koltun-Fromm said.\u003c/p>\n\u003cp>While discussing the images students found, Koltun-Fromm realized many students had no idea where their images had come from, which led to an interesting discussion about Google search and images within context. In fact, using Google helped students understand the reading they had been assigned for that class, David Morgan’s “The Sacred Gaze: Religious Visual Culture in Theory and Practice.”\u003c/p>\n\u003cp>“We realized that this methodological discussion we were having didn’t apply to Google images,” Koltun-Fromm said. Google flashes images at a user and there’s no time to engage in the kind of “seeing” the theorist described. The technology actually helped students understand the core concepts better, which gets to Koltun-Fromm’s basic framework for using these tools: “use technology as a mode of inquiry and as an object of inquiry,” he said.\u003c/p>\n\u003cp>\u003cstrong>WHEN ONLINE DISCUSSION COMES BACK TO CLASS\u003c/strong>\u003c/p>\n\u003cp>Koltun-Fromm has also experimented with asking students to post reactions to readings online that can then be brought back into class discussions. At first he tried to use the blog function on \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> for this part of the class, but he quickly found that students associated Moodle with accessing and downloading assigned reading, not as a creative space. So Koltun-Fromm created another site with a layout that more resembled Twitter. His students were much more able to respond quickly and creatively on the new platform.\u003c/p>\n\u003cp>Asking students to respond to readings before class gave Koltun-Fromm an important window into what students were thinking. “Students who are shier sometimes use these blogs to articulate their voice,” Koltun-Fromm said. After reading their arguments he could draw quieter students into the conversation by validating their ideas and teasing them out more. The technology helped expand class discussion and include more students. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\" target=\"_blank\">This approach can also work in K-12 schools\u003c/a>.\u003c/p>\n\u003cp>Another time, Koltun-Fromm wanted to help his students make connections between texts they were reading without relying on the linear format of a class syllabus, which usually proceeds week by week. Instead, \u003ca href=\"http://dvar.haverford.edu/prezi/\" target=\"_blank\">Koltun-Fromm had students use Prezi\u003c/a>, an online presentation tool that lends itself well to visualizing connections. Students demonstrated their visual literacy skills by making connections across texts, images and other assignments. It was a relatively simple way to get them thinking about how various texts speak to one another, no matter what form they're in.\u003c/p>\n\u003cp>\u003cstrong>TO FLIP OR NOT TO FLIP\u003c/strong>\u003c/p>\n\u003cp>Professors of large survey courses are increasingly \u003ca href=\"http://ww2.kqed.org/mindshift/tag/flipped-classroom/\" target=\"_blank\">flipping their classrooms\u003c/a>, putting the lectures online and using class time for questions or experiments. But Koltun-Fromm isn’t interested in that use of technology because he says it doesn’t change the fundamental assumption that the professor is the sole force of authority.\u003c/p>\n\u003cp>“Part of using the iPads in the classroom was to democratize the learning, to make the learning more active,” Koltun-Fromm said. By allowing students to find and project images they believed fit into the discussion, they each played a more constructivist role in facilitating class, allowing Koltun-Fromm to react to individuals and their ideas. He’s intentionally trying to subtly undermine his own authority, knowing full well that his students know who ultimately gives them grades. He finds the approach lets students take more control over the experience without affecting their respect for him.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In many ways Koltun-Fromm’s forays into using technology in his classroom are very simple: Skype, screencasting, Prezi, and online blogging don’t require extensive equipment or software, but they can enhance learning when used judiciously. The principle of using technology when it is appropriate and leaving it to the side when it doesn't help fits the mentality of many teachers at all levels and disciplines. While small Haverford classes do not typify the large university experience, there are many ways professors could allow technology to influence their teachingto move more nimbly within institutions of higher education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38983\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/exodus.jpg\">\u003cimg class=\"size-large wp-image-38983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/exodus-640x360.jpg\" alt=\"Koltun-Fromm's students used Prezi to explore non-linear connections between class texts. (Courtesy Ken Koltun-Fromm)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Koltun-Fromm's students used Prezi to explore non-linear connections between class texts. (Courtesy Ken Koltun-Fromm)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Coverage of technology in higher education often stops at whether \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\" target=\"_blank\">Massive Open Online Courses (MOOCs)\u003c/a> can be an effective way to educate hundreds of thousands of students cheaply, or focuses on the newest app to help students track their classes and homework. Much of the technology marketed to universities targets administrative tasks, things like registering students or sites like Blackboard and Moodle that make it easy for students to check assignments and download readings. But especially in a seminar setting, some professors are using technology in ways that mirror some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-university-professors-benefit-from-k-12-progressive-teaching-tactics/\">forward-thinking practices\u003c/a> of K-12 teachers who are known for applying inquiry-based methods, accessing low-cost technology that's easy to use and making the subject relevant to students' lives.\u003c/p>\n\u003cp>\u003cstrong>EXPANDING THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Ken Koltun-Fromm is a religion professor at Haverford College, a small liberal arts college outside of Philadelphia (full disclosure: I attended Haverford, although I wasn’t a religion major and didn’t know Professor Koltun-Fromm as a student). He’s been experimenting with various ways to bring technology into his teaching when he thinks it could enhance the classroom experience.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Use technology as a mode of inquiry and as an object of inquiry.'\u003c/aside>\n\u003cp>When planning a course on modern Jewish thought, he wanted to capture the notion that this subject area is alive and still being developed, so he contacted colleagues in the field from universities around the country and asked them about their own research and writing. Each week he assigned his students to read a primary religious text recommend by the colleague, along with his or her analysis of that primary text. He then Skyped those colleagues into class to discuss their writings with his students.\u003c/p>\n\u003cp>“It was a way of opening up by bringing into the classroom modern Jewish thinkers who are engaged in modern Jewish thought,” Koltun-Fromm said. Students wrote their final papers about those same scholars' work, which Koltun-Fromm sent to his colleagues. He then brought them to Haverford’s campus for a symposium and organized a breakfast where students could meet and discuss their final papers directly with the authors of the texts they’d investigated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Koltun-Fromm paid for the symposium with a grant from the college’s \u003ca href=\"http://www.haverford.edu/HCAH/\" target=\"_blank\">Hurford Humanities Center\u003c/a>, one of the many luxuries of a small private college, but everything else about the course design used very simple technology. The focus was on how technology could enhance human contact.\u003c/p>\n\u003cp>\u003cstrong>PUBLIC TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>It may sound like Koltun-Fromm is a technology evangelist, but in fact, he has strict rules about the kinds of technology his students can use in class. He doesn’t allow them to bring laptops to take notes because he knows all too often they are checking email, browsing the internet or distancing themselves from the discussion in other ways. He’s much more interested in how technology can bring people together.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Koltun-Fromm received a small Teaching with Technology grant from the college to buy three iPads for a class he was teaching on visual and material culture. In one class session he asked students to find representations of Jewish imagery and screencast them for the whole class to see. “I wanted to think about what it would be like to have public technology, so you couldn’t hide, you had to share,” Koltun-Fromm said.\u003c/p>\n\u003cp>While discussing the images students found, Koltun-Fromm realized many students had no idea where their images had come from, which led to an interesting discussion about Google search and images within context. In fact, using Google helped students understand the reading they had been assigned for that class, David Morgan’s “The Sacred Gaze: Religious Visual Culture in Theory and Practice.”\u003c/p>\n\u003cp>“We realized that this methodological discussion we were having didn’t apply to Google images,” Koltun-Fromm said. Google flashes images at a user and there’s no time to engage in the kind of “seeing” the theorist described. The technology actually helped students understand the core concepts better, which gets to Koltun-Fromm’s basic framework for using these tools: “use technology as a mode of inquiry and as an object of inquiry,” he said.\u003c/p>\n\u003cp>\u003cstrong>WHEN ONLINE DISCUSSION COMES BACK TO CLASS\u003c/strong>\u003c/p>\n\u003cp>Koltun-Fromm has also experimented with asking students to post reactions to readings online that can then be brought back into class discussions. At first he tried to use the blog function on \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> for this part of the class, but he quickly found that students associated Moodle with accessing and downloading assigned reading, not as a creative space. So Koltun-Fromm created another site with a layout that more resembled Twitter. His students were much more able to respond quickly and creatively on the new platform.\u003c/p>\n\u003cp>Asking students to respond to readings before class gave Koltun-Fromm an important window into what students were thinking. “Students who are shier sometimes use these blogs to articulate their voice,” Koltun-Fromm said. After reading their arguments he could draw quieter students into the conversation by validating their ideas and teasing them out more. The technology helped expand class discussion and include more students. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\" target=\"_blank\">This approach can also work in K-12 schools\u003c/a>.\u003c/p>\n\u003cp>Another time, Koltun-Fromm wanted to help his students make connections between texts they were reading without relying on the linear format of a class syllabus, which usually proceeds week by week. Instead, \u003ca href=\"http://dvar.haverford.edu/prezi/\" target=\"_blank\">Koltun-Fromm had students use Prezi\u003c/a>, an online presentation tool that lends itself well to visualizing connections. Students demonstrated their visual literacy skills by making connections across texts, images and other assignments. It was a relatively simple way to get them thinking about how various texts speak to one another, no matter what form they're in.\u003c/p>\n\u003cp>\u003cstrong>TO FLIP OR NOT TO FLIP\u003c/strong>\u003c/p>\n\u003cp>Professors of large survey courses are increasingly \u003ca href=\"http://ww2.kqed.org/mindshift/tag/flipped-classroom/\" target=\"_blank\">flipping their classrooms\u003c/a>, putting the lectures online and using class time for questions or experiments. But Koltun-Fromm isn’t interested in that use of technology because he says it doesn’t change the fundamental assumption that the professor is the sole force of authority.\u003c/p>\n\u003cp>“Part of using the iPads in the classroom was to democratize the learning, to make the learning more active,” Koltun-Fromm said. By allowing students to find and project images they believed fit into the discussion, they each played a more constructivist role in facilitating class, allowing Koltun-Fromm to react to individuals and their ideas. He’s intentionally trying to subtly undermine his own authority, knowing full well that his students know who ultimately gives them grades. He finds the approach lets students take more control over the experience without affecting their respect for him.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "No-Tech Board Games That Teach Coding Skills to Young Children",
"title": "No-Tech Board Games That Teach Coding Skills to Young Children",
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"content": "\u003cfigure id=\"attachment_39102\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/no-tech-board-games-that-teach-coding-skills-to-young-children/robot-turtles-2/\" rel=\"attachment wp-att-39102\">\u003cimg class=\"size-full wp-image-39102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-2.gif\" alt='Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber) ' width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Thanks in part to STEM education initiatives and the tech boom, coding in the classroom has become more ubiquitous. Computer programming tasks students to persistently work to solve problems by thinking logically. What’s more, learning how to code is a desired 21st century career skill.\u003c/p>\n\u003cp>There are several \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/the-mindshift-guide-to-digital-games-and-learning/\">digital games\u003c/a> designed for kids as young as 5 that turn coding into a fun activity, such as \u003ca href=\"https://www.kodable.com\">Kodable\u003c/a> and \u003ca href=\"http://www.scratchjr.org\">Scratch Jr.\u003c/a> But some game designers are going further back to programming’s fundamentals by creating physical games that can’t be found in any app store.\u003c/p>\n\u003cp>[contextly_sidebar id=\"FbVeUCt3wzV8WsFvxkZZUuA2daIcpenx\"]\u003c/p>\n\u003cp>One tabletop game is \u003ca href=\"http://codemonkeyplanet.com\">Code Monkey Island\u003c/a>. It features sequencing and looping statements printed on playable cards. In effect, the cards are the language; choosing correct conditional statements correctly can leads to victory.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another board game that captured imaginations, and major crowdfunding on \u003ca href=\"https://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">Kickstarter\u003c/a>, is \u003ca href=\"http://www.thinkfun.com/robotturtles/\">\u003cem>Robot Turtles\u003c/em>\u003c/a>, which teaches basic coding concepts to preschoolers. Unlike other children’s games (think: \u003cem>Candyland, Chutes and Ladders\u003c/em>), the mechanic of play does not rely on luck. All cards are face up and the players work together cooperatively to win.\u003c/p>\n\u003cp>A child can build cognitive skills by playing \u003cem>Robot Turtles\u003c/em> because when a child plays, or “programs,” a card, he or she is applying logic, according to Bill Ritchie, CEO of ThinkFun, which published the game. “\u003cem>Robot Turtles\u003c/em> is a great example of what coding means for a preschooler,” Ritchie explained. “It is about sequencing instruction by instruction, and then being able to recognize the consequences. It’s a mental framework that is appropriate for a preschooler.” In other words, \u003cem>Robot Turtles \u003c/em>helps growing minds think about thinking.\u003c/p>\n\u003cp>\u003cstrong>Why Teach Coding?\u003c/strong>\u003c/p>\n\u003cp>Teaching children how to code is not new; it dates back to the 1970s and 1980s. Most notable, perhaps, are the initiatives from MIT professor Seymour Papert. His MIT lab helped bring the \u003ca href=\"http://www.logofoundation.org\">Logo language\u003c/a> into schools. In Logo, users programmed a graphical turtle on a computer’s screen. This exemplified Papert’s notion of \u003cem>constructionism\u003c/em>, the learning theory that can be summed up as “learn by making.”\u003c/p>\n\u003cp>Although the Logo language may seem crude by today’s standards, its powerful ideas still resonate. Programming a computer meant that the learner created his or her own working system. Students were learning how to think. In fact, the Logo initiative lives on — it evolved to the visual, interlocking brick language today called \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>, which was followed up with Scratch Jr.\u003c/p>\n\u003cp>\u003cstrong>Setting up the Game\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39129\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"https://www.flickr.com/photos/erikbenson/16369643425\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-Board-300x300.gif\" alt=\"Flickr/Buster Benson\" width=\"300\" height=\"300\" class=\"size-medium wp-image-39129\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Buster Benson\u003c/figcaption>\u003c/figure>\n\u003cp>To start the game, the adult (parent or teacher) — known as the “Turtle Mover” -- places the Robot Turtle Card at the start square and then places the Jewel Card (the goal of the turtle’s quest) elsewhere on the board. The Turtle Mover is the only one allowed to move the turtle. He or she also provides feedback by making beeping sounds. The child — or “Turtle Master” — then selects forward, left or right directional playing cards, which serve as commands to advance the turtle to the jewel.\u003c/p>\n\u003cp>When a child wins — or “levels up” — in \u003cem>Robot Turtles\u003c/em>, additional challenges “unlock.” Obstacles include stone and ice walls, as well as wooden crates. More complex game cards include Function Frogs, which can be “coded” to repeat a series of programmed instructions. In essence, the adult is the computer to the child programmer.\u003c/p>\n\u003cp>\u003cstrong>Solving Problems Together\u003c/strong>\u003c/p>\n\u003cp>Entrepreneur \u003ca href=\"http://www.danshapiro.com/blog/\">Dan Shapiro\u003c/a> invented\u003cem> Robot Turtles\u003c/em> because he grew frustrated whenever he played board games, along with his two young children. “One of the things that led to \u003cem>Robot Turtles \u003c/em>was because [children’s] games give parents an unfair advantage,” Shapiro said. “Either the parent wins over and over again or they end up throwing the match. Part of the inspiration for \u003cem>Robot Turtles \u003c/em>was to create a game where parents and kids could come to it at their own level; the parents do one thing and the kids do a different thing.”\u003c/p>\n\u003cp>Meaningful social cooperation between parent and child superseded Shapiro’s desire to teach coding skills. “The interaction would be something really magical,” he continued. “It [\u003cem>Robot Turtles’ \u003c/em>creation] didn’t come about because I wanted to teach kids to program; it came about because I wanted a fun way for kids and parents to interact.”\u003c/p>\n\u003cp>Any programmer will tell you that coding a computer is more than entering lines of instructions. When a programmer clicks “run,” the results may fail. The next step is “debugging” — the often painstaking process of error-checking code. Debugging until a solution is found is similar to the 21st century competency of design thinking: trial and error based on a challenge.\u003c/p>\n\u003cp>In \u003cem>Robot Turtles, \u003c/em>when the child gives an adult a “wrong” card — for example, a move that takes the turtle off of the game’s board — an opportunity to learn emerges. Ritchie explained, “If a child puts down a bad set of cards, then the parent has an obligation to allow the child to own the responsibility. The child then has to make the decision to debug and to change.”\u003c/p>\n\u003cp>Rather than correcting a child’s mistake, the adult is instructed to simply make a beeping sound. The child Turtle Master can then tap on the “Bug Card,” a round card adorned with a ladybug. After announcing “Debug,” the child can adjust his or her set of commands. Here, failure becomes iteration.\u003c/p>\n\u003cp>“If you ask me the one thing I want my kids to feel about learning, it is that you cannot be afraid to try things and see what happens,” Shapiro said. “It was crucial for me to build that [debugging] into the game — more than the skill of learning about computers. The ability to undo the last move — with no penalty or loss of points — where you just try something and then try again, really gets into the heart of the educational mission of the game. It’s not about learning how to program. It’s about learning how to learn.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=RHjB9XQodzE&w=560&h=315]\u003c/p>\n\n",
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"excerpt": "Programming for young children gets pared down to its analog basics in several board games that teach sequences of commands. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39102\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/no-tech-board-games-that-teach-coding-skills-to-young-children/robot-turtles-2/\" rel=\"attachment wp-att-39102\">\u003cimg class=\"size-full wp-image-39102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-2.gif\" alt='Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber) ' width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cards program \"Robot Turtles\" to blast, turn or proceed to their destination. (Courtesy of Matthew Farber)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Thanks in part to STEM education initiatives and the tech boom, coding in the classroom has become more ubiquitous. Computer programming tasks students to persistently work to solve problems by thinking logically. What’s more, learning how to code is a desired 21st century career skill.\u003c/p>\n\u003cp>There are several \u003ca href=\"http://ww2.kqed.org/mindshift/2014/11/the-mindshift-guide-to-digital-games-and-learning/\">digital games\u003c/a> designed for kids as young as 5 that turn coding into a fun activity, such as \u003ca href=\"https://www.kodable.com\">Kodable\u003c/a> and \u003ca href=\"http://www.scratchjr.org\">Scratch Jr.\u003c/a> But some game designers are going further back to programming’s fundamentals by creating physical games that can’t be found in any app store.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One tabletop game is \u003ca href=\"http://codemonkeyplanet.com\">Code Monkey Island\u003c/a>. It features sequencing and looping statements printed on playable cards. In effect, the cards are the language; choosing correct conditional statements correctly can leads to victory.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another board game that captured imaginations, and major crowdfunding on \u003ca href=\"https://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">Kickstarter\u003c/a>, is \u003ca href=\"http://www.thinkfun.com/robotturtles/\">\u003cem>Robot Turtles\u003c/em>\u003c/a>, which teaches basic coding concepts to preschoolers. Unlike other children’s games (think: \u003cem>Candyland, Chutes and Ladders\u003c/em>), the mechanic of play does not rely on luck. All cards are face up and the players work together cooperatively to win.\u003c/p>\n\u003cp>A child can build cognitive skills by playing \u003cem>Robot Turtles\u003c/em> because when a child plays, or “programs,” a card, he or she is applying logic, according to Bill Ritchie, CEO of ThinkFun, which published the game. “\u003cem>Robot Turtles\u003c/em> is a great example of what coding means for a preschooler,” Ritchie explained. “It is about sequencing instruction by instruction, and then being able to recognize the consequences. It’s a mental framework that is appropriate for a preschooler.” In other words, \u003cem>Robot Turtles \u003c/em>helps growing minds think about thinking.\u003c/p>\n\u003cp>\u003cstrong>Why Teach Coding?\u003c/strong>\u003c/p>\n\u003cp>Teaching children how to code is not new; it dates back to the 1970s and 1980s. Most notable, perhaps, are the initiatives from MIT professor Seymour Papert. His MIT lab helped bring the \u003ca href=\"http://www.logofoundation.org\">Logo language\u003c/a> into schools. In Logo, users programmed a graphical turtle on a computer’s screen. This exemplified Papert’s notion of \u003cem>constructionism\u003c/em>, the learning theory that can be summed up as “learn by making.”\u003c/p>\n\u003cp>Although the Logo language may seem crude by today’s standards, its powerful ideas still resonate. Programming a computer meant that the learner created his or her own working system. Students were learning how to think. In fact, the Logo initiative lives on — it evolved to the visual, interlocking brick language today called \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>, which was followed up with Scratch Jr.\u003c/p>\n\u003cp>\u003cstrong>Setting up the Game\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39129\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"https://www.flickr.com/photos/erikbenson/16369643425\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Robot-Turtles-Board-300x300.gif\" alt=\"Flickr/Buster Benson\" width=\"300\" height=\"300\" class=\"size-medium wp-image-39129\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/Buster Benson\u003c/figcaption>\u003c/figure>\n\u003cp>To start the game, the adult (parent or teacher) — known as the “Turtle Mover” -- places the Robot Turtle Card at the start square and then places the Jewel Card (the goal of the turtle’s quest) elsewhere on the board. The Turtle Mover is the only one allowed to move the turtle. He or she also provides feedback by making beeping sounds. The child — or “Turtle Master” — then selects forward, left or right directional playing cards, which serve as commands to advance the turtle to the jewel.\u003c/p>\n\u003cp>When a child wins — or “levels up” — in \u003cem>Robot Turtles\u003c/em>, additional challenges “unlock.” Obstacles include stone and ice walls, as well as wooden crates. More complex game cards include Function Frogs, which can be “coded” to repeat a series of programmed instructions. In essence, the adult is the computer to the child programmer.\u003c/p>\n\u003cp>\u003cstrong>Solving Problems Together\u003c/strong>\u003c/p>\n\u003cp>Entrepreneur \u003ca href=\"http://www.danshapiro.com/blog/\">Dan Shapiro\u003c/a> invented\u003cem> Robot Turtles\u003c/em> because he grew frustrated whenever he played board games, along with his two young children. “One of the things that led to \u003cem>Robot Turtles \u003c/em>was because [children’s] games give parents an unfair advantage,” Shapiro said. “Either the parent wins over and over again or they end up throwing the match. Part of the inspiration for \u003cem>Robot Turtles \u003c/em>was to create a game where parents and kids could come to it at their own level; the parents do one thing and the kids do a different thing.”\u003c/p>\n\u003cp>Meaningful social cooperation between parent and child superseded Shapiro’s desire to teach coding skills. “The interaction would be something really magical,” he continued. “It [\u003cem>Robot Turtles’ \u003c/em>creation] didn’t come about because I wanted to teach kids to program; it came about because I wanted a fun way for kids and parents to interact.”\u003c/p>\n\u003cp>Any programmer will tell you that coding a computer is more than entering lines of instructions. When a programmer clicks “run,” the results may fail. The next step is “debugging” — the often painstaking process of error-checking code. Debugging until a solution is found is similar to the 21st century competency of design thinking: trial and error based on a challenge.\u003c/p>\n\u003cp>In \u003cem>Robot Turtles, \u003c/em>when the child gives an adult a “wrong” card — for example, a move that takes the turtle off of the game’s board — an opportunity to learn emerges. Ritchie explained, “If a child puts down a bad set of cards, then the parent has an obligation to allow the child to own the responsibility. The child then has to make the decision to debug and to change.”\u003c/p>\n\u003cp>Rather than correcting a child’s mistake, the adult is instructed to simply make a beeping sound. The child Turtle Master can then tap on the “Bug Card,” a round card adorned with a ladybug. After announcing “Debug,” the child can adjust his or her set of commands. Here, failure becomes iteration.\u003c/p>\n\u003cp>“If you ask me the one thing I want my kids to feel about learning, it is that you cannot be afraid to try things and see what happens,” Shapiro said. “It was crucial for me to build that [debugging] into the game — more than the skill of learning about computers. The ability to undo the last move — with no penalty or loss of points — where you just try something and then try again, really gets into the heart of the educational mission of the game. It’s not about learning how to program. It’s about learning how to learn.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Gone Home: A Video Game as a Tool for Teaching Critical Thinking Skills",
"title": "Gone Home: A Video Game as a Tool for Teaching Critical Thinking Skills",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_39021\" class=\"wp-caption alignnone\" style=\"max-width: 1366px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png\">\u003cimg class=\"size-full wp-image-39021\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png\" alt=\"A screen grab from the Gone Home trailer.\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-320x180.png 320w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab of a clue found in the \u003ca href=\"https://www.youtube.com/watch?v=sqSbYsUalMQ\">Gone Home trailer\u003c/a>.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are held responsible for several aspects of English-language arts competency with their students: critical thinking, writing, assessing narrative structures, thinking about how characters develop and how setting affects character. Teachers have a variety of vehicles for conveying those lessons, but a new tool has emerged for learning with digital games.\u003c/p>\n\u003cp>Books have a linear format; films have an arc; art has a focal point; stanzas in a poem are read in order. But a recently published game called \"Gone Home\" is testing the traditional progression of learning by flattening the story. Players have questioned whether it qualifies as a game since it doesn't include traditional points, prizes and leveling up (the game is self-titled as \"a story exploration video game\"). Critics have praised \"Gone Home\" as a new way of storytelling, and it’s beginning to make its way into the classroom, as a viable \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/video-games-and-the-future-of-the-textbook/\">substitute for traditional text\u003c/a>. The game is non-linear and players have a great deal of agency for filling in the gaps to arrive at their conclusions.* \u003c/p>\n\u003cp>\u003cstrong>Solving a Mystery\u003c/strong>\u003c/p>\n\u003cp>The game begins with a typical opening of suspense and mystery. The main character, Kaitlin \"Katie\" Greenbriar, comes home on a dark and stormy night to her family’s house in Oregon after a year abroad. She discovers that no one is home, and it appears her family has left in a hurry. Signs of the suspended life appear in notes, food in the refrigerator, messages on an answering machine -- and all of those pieces serve as clues for discovering what happened to Katie's family.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"WZQ9GHYJjUa0NkuSU4rYdN8ALZYWiTVu\"]\u003c/p>\n\u003cp>The mind veers to the obvious. Were they harmed? Are they still alive? There are notes from parents, tidbits of information about “psycho” relatives, a journal and secret rooms that reveal clues about what’s happened in Katie’s yearlong absence. And it’s the space between the clues and the possible conclusions that make the game a valuable teaching tool for educators. (Note: spoilers are easily found online)\u003c/p>\n\u003cp>“The story isn’t going to exist without the player’s participation and interpretation of the individual pieces they find,” explained Steve Gaynor, the game’s lead writer.\u003c/p>\n\u003cp>In order to give his students the opportunity to interpret the experience for themselves, Toronto-based teacher Paul Darvasi (who also writes about games for MindShift) sought a volume discount on game licenses. That way each student in his all-boys English class had his own login when Darvasi began using \"Gone Home\" in the classroom in 2013.\u003c/p>\n\u003cp>In order to offer some sense of structure to his students’ experience, he \u003ca href=\"http://www.ludiclearning.org/2014/04/20/gone-home-lesson-2-ordering-the-free-roving-chaos/\">created objectives\u003c/a> for students around characters and themes. The house in \"Gone Home\" is filled with nods to the genre of games that inspired it; one subtopic challenged students to collect the hidden references. Others conducted “1995 Archeology” -- the year \"Gone Home\" was set. The goal was to find objects from the time period, from telephone books to VCR tapes to audiocassettes. \u003ca href=\"http://en.wikipedia.org/wiki/Riot_grrrl\">“Riot Grrrl” subculture\u003c/a> from the 1990s -- especially as it pertained to the protagonist’s character development in the story -- was another topic. The findings of each subtopic were presented to the class as a “visual museum,” via PowerPoint. Students were ultimately assessed on their presentations.\u003c/p>\n\u003cp>“I wanted it to become a more deliberate process than just running around,” he said. “ 'Gone Home' is a game in which you have to invest yourself. You have time to look through the documents and examine the artifacts. You have to be fairly methodical when you go through the house.”\u003c/p>\n\u003cp>The next challenge pertained to individualized assessments. Measuring how well one plays a game is tricky. The assessment shouldn’t be perceived as an added obstacle to the experience, nor should it be based on whether the student wins. “The beauty of 'Gone Home' is the agency you enjoy as a player, freedom to move around freely,” Darvasi explained. “The single greatest mechanic is exploration -- the thrill of finding something new while snooping around somebody’s house. I didn’t want to impair that in any way.”\u003c/p>\n\u003cfigure id=\"attachment_39031\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-Student-Online-Review.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-Student-Online-Review-300x161.png\" alt=\"A review submitted by a student to a games website. \" width=\"300\" height=\"161\" class=\"size-medium wp-image-39031\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A \u003ca href=\"http://www.ign.com/articles/2013/08/15/gone-home-review\">review\u003c/a> submitted by a student to a games website.\u003c/figcaption>\u003c/figure>\n\u003cp>As a result, Darvasi kept the assessments close to the genre of gaming, specifically the participatory cultures that exist outside virtual environments. Each student was required to write a review, similar to those posted on community forums like \u003ca href=\"http://www.metacritic.com/game\">Metacritic\u003c/a> and \u003ca href=\"http://www.ign.com/articles/2013/08/15/gone-home-review\">IGN\u003c/a>. The second assessment piece gave students choices. He created subtopics that could be tracked using screen shots and notes as each moved about the empty house.\u003c/p>\n\u003cp>“Whenever they stumbled upon or discovered something that related to their topic, they pulled that evidence out and kept it,” Darvasi said.\u003c/p>\n\u003cp>The learning outcomes intentionally correlated to the Common Core State Standards relating to English-language arts. “In a sense, it played out similar to a typical literature unit -- except that you are substituting written text with a game’s text,” Darvasi explained.\u003c/p>\n\u003cp>\u003cstrong>International Collaboration\u003c/strong>\u003c/p>\n\u003cp>Putting a game at the center of a close-reading exercise can depend on the teaching style of the specific educator. In the spring of 2014, \u003ca href=\"https://twitter.com/Alhusoy\">Aleksander Husøy\u003c/a>, an English teacher at \u003ca href=\"http://ngv.hfk.no/templates/ExtensionSchoolFrontPage.aspx?id=29399\">Nordahl Grieg Secondary School\u003c/a> in Bergen, Norway, came across \u003ca href=\"http://www.ludiclearning.org\">Darvasi’s blog posts\u003c/a> about his use of \"Gone Home\" in the classroom. “There are plenty of different games that can be effective when used by the right teacher for the right group of students,” Husøy explained. “When I look for games to put in the classroom, I use the same approach as any other media. Start with objectives that you want students to cover.” Following that approach, Darvasi and Husøy connected and decided to co-deliver the unit in the fall of 2014.\u003c/p>\n\u003cfigure id=\"attachment_39030\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-photo-1.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-photo-1-300x225.jpg\" alt='A student explores objects found in the house of \"Gone Home.\" (Courtesy of Paul Darvasi)' width=\"300\" height=\"225\" class=\"size-medium wp-image-39030\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student explores objects found in the house of \"Gone Home.\" (Courtesy of Paul Darvasi)\u003c/figcaption>\u003c/figure>\n\u003cp>Students in each school collaborated using asynchronous tools, such as posting to blogs and commenting to a private Facebook group page. Two of the student groups decided to go further, collaborating with Google Hangout to create their final project assessment.\u003c/p>\n\u003cp>When the reader is put in the role of investigator, story details can become even more compelling. “Players paint the final picture of what those individual pieces mean and then discuss it with other people,” Gaynor said. “We are really proud that there are classrooms where 'To Kill a Mockingbird' or 'Catcher in the Rye' are taught alongside 'Gone Home' as texts about young people and the issues they face.”\u003c/p>\n\u003cp>Several of \"Gone Home’s\" designers had previously written blockbuster games, including \"Bioshock 2\" and \"Bioshock: Infinite.\" In those titles, the story unfolded as the player discovered audio recording and messages between violent action sequences. Several members of the design team eventually left the publisher to create the \u003ca href=\"http://fullbright.company/\">Fullbright Company\u003c/a>, an independent game studio. They decided to make a game in which piecing together a non-linear story would be a central mechanic of the game. “ 'Gone Home' is a clear demonstration of how much the narrative process happens in your head, as opposed to on the page or on the screen,” Gaynor stated.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Note: An earlier version of this post suggested that players can alter the game's story based on the decisions they make throughout the game. The game's narrative and ending can not be changed. Every player encounters the story differently depending on the choices they make while playing.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39021\" class=\"wp-caption alignnone\" style=\"max-width: 1366px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png\">\u003cimg class=\"size-full wp-image-39021\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png\" alt=\"A screen grab from the Gone Home trailer.\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-320x180.png 320w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab of a clue found in the \u003ca href=\"https://www.youtube.com/watch?v=sqSbYsUalMQ\">Gone Home trailer\u003c/a>.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are held responsible for several aspects of English-language arts competency with their students: critical thinking, writing, assessing narrative structures, thinking about how characters develop and how setting affects character. Teachers have a variety of vehicles for conveying those lessons, but a new tool has emerged for learning with digital games.\u003c/p>\n\u003cp>Books have a linear format; films have an arc; art has a focal point; stanzas in a poem are read in order. But a recently published game called \"Gone Home\" is testing the traditional progression of learning by flattening the story. Players have questioned whether it qualifies as a game since it doesn't include traditional points, prizes and leveling up (the game is self-titled as \"a story exploration video game\"). Critics have praised \"Gone Home\" as a new way of storytelling, and it’s beginning to make its way into the classroom, as a viable \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/video-games-and-the-future-of-the-textbook/\">substitute for traditional text\u003c/a>. The game is non-linear and players have a great deal of agency for filling in the gaps to arrive at their conclusions.* \u003c/p>\n\u003cp>\u003cstrong>Solving a Mystery\u003c/strong>\u003c/p>\n\u003cp>The game begins with a typical opening of suspense and mystery. The main character, Kaitlin \"Katie\" Greenbriar, comes home on a dark and stormy night to her family’s house in Oregon after a year abroad. She discovers that no one is home, and it appears her family has left in a hurry. Signs of the suspended life appear in notes, food in the refrigerator, messages on an answering machine -- and all of those pieces serve as clues for discovering what happened to Katie's family.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The mind veers to the obvious. Were they harmed? Are they still alive? There are notes from parents, tidbits of information about “psycho” relatives, a journal and secret rooms that reveal clues about what’s happened in Katie’s yearlong absence. And it’s the space between the clues and the possible conclusions that make the game a valuable teaching tool for educators. (Note: spoilers are easily found online)\u003c/p>\n\u003cp>“The story isn’t going to exist without the player’s participation and interpretation of the individual pieces they find,” explained Steve Gaynor, the game’s lead writer.\u003c/p>\n\u003cp>In order to give his students the opportunity to interpret the experience for themselves, Toronto-based teacher Paul Darvasi (who also writes about games for MindShift) sought a volume discount on game licenses. That way each student in his all-boys English class had his own login when Darvasi began using \"Gone Home\" in the classroom in 2013.\u003c/p>\n\u003cp>In order to offer some sense of structure to his students’ experience, he \u003ca href=\"http://www.ludiclearning.org/2014/04/20/gone-home-lesson-2-ordering-the-free-roving-chaos/\">created objectives\u003c/a> for students around characters and themes. The house in \"Gone Home\" is filled with nods to the genre of games that inspired it; one subtopic challenged students to collect the hidden references. Others conducted “1995 Archeology” -- the year \"Gone Home\" was set. The goal was to find objects from the time period, from telephone books to VCR tapes to audiocassettes. \u003ca href=\"http://en.wikipedia.org/wiki/Riot_grrrl\">“Riot Grrrl” subculture\u003c/a> from the 1990s -- especially as it pertained to the protagonist’s character development in the story -- was another topic. The findings of each subtopic were presented to the class as a “visual museum,” via PowerPoint. Students were ultimately assessed on their presentations.\u003c/p>\n\u003cp>“I wanted it to become a more deliberate process than just running around,” he said. “ 'Gone Home' is a game in which you have to invest yourself. You have time to look through the documents and examine the artifacts. You have to be fairly methodical when you go through the house.”\u003c/p>\n\u003cp>The next challenge pertained to individualized assessments. Measuring how well one plays a game is tricky. The assessment shouldn’t be perceived as an added obstacle to the experience, nor should it be based on whether the student wins. “The beauty of 'Gone Home' is the agency you enjoy as a player, freedom to move around freely,” Darvasi explained. “The single greatest mechanic is exploration -- the thrill of finding something new while snooping around somebody’s house. I didn’t want to impair that in any way.”\u003c/p>\n\u003cfigure id=\"attachment_39031\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-Student-Online-Review.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-Student-Online-Review-300x161.png\" alt=\"A review submitted by a student to a games website. \" width=\"300\" height=\"161\" class=\"size-medium wp-image-39031\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A \u003ca href=\"http://www.ign.com/articles/2013/08/15/gone-home-review\">review\u003c/a> submitted by a student to a games website.\u003c/figcaption>\u003c/figure>\n\u003cp>As a result, Darvasi kept the assessments close to the genre of gaming, specifically the participatory cultures that exist outside virtual environments. Each student was required to write a review, similar to those posted on community forums like \u003ca href=\"http://www.metacritic.com/game\">Metacritic\u003c/a> and \u003ca href=\"http://www.ign.com/articles/2013/08/15/gone-home-review\">IGN\u003c/a>. The second assessment piece gave students choices. He created subtopics that could be tracked using screen shots and notes as each moved about the empty house.\u003c/p>\n\u003cp>“Whenever they stumbled upon or discovered something that related to their topic, they pulled that evidence out and kept it,” Darvasi said.\u003c/p>\n\u003cp>The learning outcomes intentionally correlated to the Common Core State Standards relating to English-language arts. “In a sense, it played out similar to a typical literature unit -- except that you are substituting written text with a game’s text,” Darvasi explained.\u003c/p>\n\u003cp>\u003cstrong>International Collaboration\u003c/strong>\u003c/p>\n\u003cp>Putting a game at the center of a close-reading exercise can depend on the teaching style of the specific educator. In the spring of 2014, \u003ca href=\"https://twitter.com/Alhusoy\">Aleksander Husøy\u003c/a>, an English teacher at \u003ca href=\"http://ngv.hfk.no/templates/ExtensionSchoolFrontPage.aspx?id=29399\">Nordahl Grieg Secondary School\u003c/a> in Bergen, Norway, came across \u003ca href=\"http://www.ludiclearning.org\">Darvasi’s blog posts\u003c/a> about his use of \"Gone Home\" in the classroom. “There are plenty of different games that can be effective when used by the right teacher for the right group of students,” Husøy explained. “When I look for games to put in the classroom, I use the same approach as any other media. Start with objectives that you want students to cover.” Following that approach, Darvasi and Husøy connected and decided to co-deliver the unit in the fall of 2014.\u003c/p>\n\u003cfigure id=\"attachment_39030\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-photo-1.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-photo-1-300x225.jpg\" alt='A student explores objects found in the house of \"Gone Home.\" (Courtesy of Paul Darvasi)' width=\"300\" height=\"225\" class=\"size-medium wp-image-39030\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student explores objects found in the house of \"Gone Home.\" (Courtesy of Paul Darvasi)\u003c/figcaption>\u003c/figure>\n\u003cp>Students in each school collaborated using asynchronous tools, such as posting to blogs and commenting to a private Facebook group page. Two of the student groups decided to go further, collaborating with Google Hangout to create their final project assessment.\u003c/p>\n\u003cp>When the reader is put in the role of investigator, story details can become even more compelling. “Players paint the final picture of what those individual pieces mean and then discuss it with other people,” Gaynor said. “We are really proud that there are classrooms where 'To Kill a Mockingbird' or 'Catcher in the Rye' are taught alongside 'Gone Home' as texts about young people and the issues they face.”\u003c/p>\n\u003cp>Several of \"Gone Home’s\" designers had previously written blockbuster games, including \"Bioshock 2\" and \"Bioshock: Infinite.\" In those titles, the story unfolded as the player discovered audio recording and messages between violent action sequences. Several members of the design team eventually left the publisher to create the \u003ca href=\"http://fullbright.company/\">Fullbright Company\u003c/a>, an independent game studio. They decided to make a game in which piecing together a non-linear story would be a central mechanic of the game. “ 'Gone Home' is a clear demonstration of how much the narrative process happens in your head, as opposed to on the page or on the screen,” Gaynor stated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Note: An earlier version of this post suggested that players can alter the game's story based on the decisions they make throughout the game. The game's narrative and ending can not be changed. Every player encounters the story differently depending on the choices they make while playing.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "School Buses add WiFi to Bring Internet to Homes of Poor Students",
"title": "School Buses add WiFi to Bring Internet to Homes of Poor Students",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_38832\" class=\"wp-caption alignnone\" style=\"max-width: 1152px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\">\u003cimg class=\"size-full wp-image-38832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\" alt=\"Flickr/dhendrix73\" width=\"1152\" height=\"488\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-400x169.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-800x339.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-768x325.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-320x136.jpg 320w\" sizes=\"(max-width: 1152px) 100vw, 1152px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/dhendrix73\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Nichole Dobo, The Hechinger Report\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Near the shore of the murky \u003ca href=\"https://www.youtube.com/watch?v=8TjGAWxL23c\" rel=\"external\">Salton Sea\u003c/a> in this southern California desert, a bus drives up to West Shores High School each day with a critical connection: A Wi-Fi router mounted behind an interior mirror, providing Internet access for students whose homes aren’t wired.\u003c/p>\n\u003cp>At night, the bus driver parks on a sand driveway in a trailer park. There, the hotspot is available to students as long as the battery lasts. On most nights, it fades after one hour.\u003c/p>\n\u003cp>“I had kids sitting outside my office yesterday because they want to connect to the Internet at, like, 6 o’clock at night,” said Darryl Adams, superintendent of schools of the Coachella Valley Unified District.\u003c/p>\n\u003cp>Unlike the wired and wealthy Silicon Valley in northern California, many homes in the \u003ca href=\"https://www.youtube.com/watch?v=otIU6Py4K_A\" rel=\"external\">former resort town\u003c/a>, about 65 miles north of the Mexican border do not have high-speed Internet. The school bus Wi-Fi program the district started this fall is one example of how a poor and underserved community is trying to help students get better connected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>President Barack Obama mentioned the district’s efforts in a \u003ca href=\"https://www.youtube.com/watch?v=8ZYREEdzhQ8\" rel=\"external\">in a recent speech in Washington, D.C.\u003c/a>, calling the effort “really smart. You’ve got underutilized resources — buses in the evening — so you put the routers on, disperse them, and suddenly everybody is connected.”\u003c/p>\n\u003cfigure id=\"attachment_38833\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3.jpg\">\u003cimg class=\"size-medium wp-image-38833\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3-300x399.jpg\" alt=\"A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\" width=\"300\" height=\"399\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\u003c/figcaption>\u003c/figure>\n\u003cp>The effort comes at a time when a lack of internet access in homes and schools remains a huge challenge. Earlier this month the Federal Communications Commission voted to increase funding for the federal e-rate program, which provides money for school districts to access the Internet, by $1.5 billion for a total of $3.9 billion annually. But the money goes to schools, not home Internet access, and roughly half of low-income families nationwide lack Internet service.\u003c/p>\n\u003cp>“Come on. We can do better than that as a nation, especially for our low-income families and our disadvantaged families,’’ said Adams of Coachella, where the school district is one of the nation’s poorest.\u003c/p>\n\u003cp>The district spans about 1,220 square miles of craggy mountains and sandy valleys; nearly nine out of ten students in the district qualify for free or reduced price lunches. More than half of the children are not fluent in English. About 2,000 students are the children of migrant farm workers. Date groves, citrus trees and grapes vines flourish on irrigated land.\u003c/p>\n\u003cp>Last year, district leaders gave every child a tablet computer to use in the classroom and at home. They trained teachers and set up in-house teams to improve lessons. This fall, they started the school bus Wi-Fi program, but so far only two buses have been fitted with Wi-Fi routers; the district has about 90 buses.\u003c/p>\n\u003cp>Many children ride buses more than an hour each way to school. Their ride weaves through an unfinished housing development near the salty, man-made lake. Modest houses, RVs and trailers provide affordable homes for people who live here.\u003c/p>\n\u003cp>[contextly_sidebar id=\"WX8gZF7gzdRdBXqCs1Z9QaDoHC2Kp2vz\"]\u003c/p>\n\u003cp>At school, students use the tablets and the Internet to tap into a variety of educational resources, including self-paced lessons. After students got the tablet computers, completion rates for a required online health class increased, said Richard Pimentel, the West Shores principal.\u003c/p>\n\u003cp>Jasmine Jimenez, 13, said she sometimes stays after school to finish her schoolwork. Her Internet connection at home is not reliable. If she could get online during her long ride home on the bus, she wouldn’t have to worry about getting someone to come late to school to pick her up.\u003c/p>\n\u003cp>“It won’t be a big bug to ask your parents to pick you up,” she said.\u003c/p>\n\u003cp>As more schools get online, and teachers develop lessons that make use of new technology, more people are paying attention to at-home access.\u003c/p>\n\u003cp>“I think that’s the last frontier, the biggest divide,” said Sara Schapiro, the director of the League of Innovative Schools, a Washington, D.C., nonprofit that works with districts to develop and share effective school technology plans.\u003c/p>\n\u003cp>The educators at Coachella Unified still haven’t figured out all the logistics for the Wi-Fi school buses. Trailer parks are on private land, so each location requires cooperation from owners. And they need to find a way to keep the connection on longer than the hour of battery life available at night. The latest idea is mounting a solar panel on the bus, said Michelle Murphy, the district’s chief technology officer.\u003c/p>\n\u003cp>The district must also carve out money to pay for this. They estimate it will cost about $290,000 for 90 buses, district officials said. Lacking that money, they started with what they could do now. The first wired bus went to West Shores High School because the need is greatest there.\u003c/p>\n\u003cp>Jose Leon, 17, senior, said he is glad his school is investing in the Wi-Fi on school buses. He could have used it a few years earlier.\u003c/p>\n\u003cp>“At that time, I didn’t have the Internet at home,” Leon said, “so, I mean, that would have been really helpful.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003ci>This story was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/content/kids-no-internet-home-parking-wifi-enabled-school-bus-near-trailer-park_18464/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news website focused on inequality and innovation in education. \u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38832\" class=\"wp-caption alignnone\" style=\"max-width: 1152px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\">\u003cimg class=\"size-full wp-image-38832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\" alt=\"Flickr/dhendrix73\" width=\"1152\" height=\"488\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-400x169.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-800x339.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-768x325.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-320x136.jpg 320w\" sizes=\"(max-width: 1152px) 100vw, 1152px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/dhendrix73\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Nichole Dobo, The Hechinger Report\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Near the shore of the murky \u003ca href=\"https://www.youtube.com/watch?v=8TjGAWxL23c\" rel=\"external\">Salton Sea\u003c/a> in this southern California desert, a bus drives up to West Shores High School each day with a critical connection: A Wi-Fi router mounted behind an interior mirror, providing Internet access for students whose homes aren’t wired.\u003c/p>\n\u003cp>At night, the bus driver parks on a sand driveway in a trailer park. There, the hotspot is available to students as long as the battery lasts. On most nights, it fades after one hour.\u003c/p>\n\u003cp>“I had kids sitting outside my office yesterday because they want to connect to the Internet at, like, 6 o’clock at night,” said Darryl Adams, superintendent of schools of the Coachella Valley Unified District.\u003c/p>\n\u003cp>Unlike the wired and wealthy Silicon Valley in northern California, many homes in the \u003ca href=\"https://www.youtube.com/watch?v=otIU6Py4K_A\" rel=\"external\">former resort town\u003c/a>, about 65 miles north of the Mexican border do not have high-speed Internet. The school bus Wi-Fi program the district started this fall is one example of how a poor and underserved community is trying to help students get better connected.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>President Barack Obama mentioned the district’s efforts in a \u003ca href=\"https://www.youtube.com/watch?v=8ZYREEdzhQ8\" rel=\"external\">in a recent speech in Washington, D.C.\u003c/a>, calling the effort “really smart. You’ve got underutilized resources — buses in the evening — so you put the routers on, disperse them, and suddenly everybody is connected.”\u003c/p>\n\u003cfigure id=\"attachment_38833\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3.jpg\">\u003cimg class=\"size-medium wp-image-38833\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3-300x399.jpg\" alt=\"A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\" width=\"300\" height=\"399\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\u003c/figcaption>\u003c/figure>\n\u003cp>The effort comes at a time when a lack of internet access in homes and schools remains a huge challenge. Earlier this month the Federal Communications Commission voted to increase funding for the federal e-rate program, which provides money for school districts to access the Internet, by $1.5 billion for a total of $3.9 billion annually. But the money goes to schools, not home Internet access, and roughly half of low-income families nationwide lack Internet service.\u003c/p>\n\u003cp>“Come on. We can do better than that as a nation, especially for our low-income families and our disadvantaged families,’’ said Adams of Coachella, where the school district is one of the nation’s poorest.\u003c/p>\n\u003cp>The district spans about 1,220 square miles of craggy mountains and sandy valleys; nearly nine out of ten students in the district qualify for free or reduced price lunches. More than half of the children are not fluent in English. About 2,000 students are the children of migrant farm workers. Date groves, citrus trees and grapes vines flourish on irrigated land.\u003c/p>\n\u003cp>Last year, district leaders gave every child a tablet computer to use in the classroom and at home. They trained teachers and set up in-house teams to improve lessons. This fall, they started the school bus Wi-Fi program, but so far only two buses have been fitted with Wi-Fi routers; the district has about 90 buses.\u003c/p>\n\u003cp>Many children ride buses more than an hour each way to school. Their ride weaves through an unfinished housing development near the salty, man-made lake. Modest houses, RVs and trailers provide affordable homes for people who live here.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At school, students use the tablets and the Internet to tap into a variety of educational resources, including self-paced lessons. After students got the tablet computers, completion rates for a required online health class increased, said Richard Pimentel, the West Shores principal.\u003c/p>\n\u003cp>Jasmine Jimenez, 13, said she sometimes stays after school to finish her schoolwork. Her Internet connection at home is not reliable. If she could get online during her long ride home on the bus, she wouldn’t have to worry about getting someone to come late to school to pick her up.\u003c/p>\n\u003cp>“It won’t be a big bug to ask your parents to pick you up,” she said.\u003c/p>\n\u003cp>As more schools get online, and teachers develop lessons that make use of new technology, more people are paying attention to at-home access.\u003c/p>\n\u003cp>“I think that’s the last frontier, the biggest divide,” said Sara Schapiro, the director of the League of Innovative Schools, a Washington, D.C., nonprofit that works with districts to develop and share effective school technology plans.\u003c/p>\n\u003cp>The educators at Coachella Unified still haven’t figured out all the logistics for the Wi-Fi school buses. Trailer parks are on private land, so each location requires cooperation from owners. And they need to find a way to keep the connection on longer than the hour of battery life available at night. The latest idea is mounting a solar panel on the bus, said Michelle Murphy, the district’s chief technology officer.\u003c/p>\n\u003cp>The district must also carve out money to pay for this. They estimate it will cost about $290,000 for 90 buses, district officials said. Lacking that money, they started with what they could do now. The first wired bus went to West Shores High School because the need is greatest there.\u003c/p>\n\u003cp>Jose Leon, 17, senior, said he is glad his school is investing in the Wi-Fi on school buses. He could have used it a few years earlier.\u003c/p>\n\u003cp>“At that time, I didn’t have the Internet at home,” Leon said, “so, I mean, that would have been really helpful.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003ci>This story was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/content/kids-no-internet-home-parking-wifi-enabled-school-bus-near-trailer-park_18464/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news website focused on inequality and innovation in education. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Coding Bootcamps Emerge as Fast Tracks to 6 Figure Salaries",
"title": "Coding Bootcamps Emerge as Fast Tracks to 6 Figure Salaries",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_38795\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_005_h_slide-630ba43535ce82de7cc0ef1567d53001abfdd4fb-e1419259164381.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_005_h_slide-630ba43535ce82de7cc0ef1567d53001abfdd4fb-e1419259164381.jpg\" alt=\"At Dev Bootcamp in San Francisco, group lectures focus on teaching students to teach themselves. (Claudine Gossett/Dev Bootcamp)\" width=\"640\" height=\"960\" class=\"size-full wp-image-38795\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Dev Bootcamp in San Francisco, group lectures focus on teaching students to teach themselves.\u003cbr>(Claudine Gossett/Dev Bootcamp)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cbr>\nBy Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2014/12/20/370954988/twelve-weeks-to-a-six-figure-job\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Marlon Frausto is in pursuit of the new American dream. Just a few weeks ago he left his job, in Hispanic marketing for the legal industry, and moved to San Francisco.\u003c/p>\n\u003cp>Every day he wakes at 5:30 a.m., commutes 45 minutes by train, and studies until 9 or 10 at night. He's spending down his savings and says he's getting help from \"my loving family.\"\u003c/p>\n\u003cp>At age 26, Frausto has gone back to school. Sort of. He's enrolled in a brand-new kind of trade school: the immersive web-development program, also known as a \"coder boot camp.\" These programs promise, for several thousand dollars, to take people like Frausto and, in a manner of weeks, turn them into job-ready web developers.\u003c/p>\n\u003cp>Virtually unknown just four years ago, today at least 50 of these programs have sprung up around the country and overseas. Collectively, the sector has taken in an estimated $73 million in tuition since 2011.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the top programs say they are placing the vast majority of their graduates into jobs earning just under six figures in a rapidly expanding field — filling a need for practical, hands-on skills that traditional college programs, in many cases, don't.\u003c/p>\n\u003cp>\"The main portion [that attracted me] was the empowerment — being able to create something in terms of technology,\" says Frausto, a slight man in a baseball cap with a mustache waxed straight out to sharp points. \"That, and obtaining a trade.\"\u003c/p>\n\u003cp>Coder boot camps are poised to get much, much bigger. This past summer, Kaplan, one of the largest education companies, acquired Dev Bootcamp, where Frausto is enrolled. These programs constitute nothing less than a new business model for for-profit vocational education. But their creators believe their greatest innovation may actually be in the realm of learning itself.\u003c/p>\n\u003cp>\"This was a chance to think about education in a very different way, and the way I think education should be,\" says Anne Spalding, the director of Dev Bootcamp in San Francisco.\u003c/p>\n\u003cp>Spalding left a tenured position as a computer science professor at Colorado Mesa University to take this job just under two years ago. Her new \"campus\" is a well-worn floor of offices in the South of Market neighborhood in San Francisco's central business district.\u003c/p>\n\u003cp>There's a space for daily yoga sessions for the 75-odd students, as required by the California vibe police. (Life coaches are also available, as are weekly sessions on social and emotional skills like empathy and giving and receiving feedback). There are rows of Macs everywhere and a kitchen where students keep bins of groceries — they're usually working straight through breakfast, lunch and dinner.\u003c/p>\n\u003cp>Spalding originally came to the city on sabbatical. She wound up helping with the very first cohort of Dev Bootcamp.\u003c/p>\n\u003cp>\"The primary difference [from a university] is the intensity of the program,\" she says. That and the changed role of teachers, from being the \"sole source of knowledge,\" she explains, \"to creating a guided learning environment where knowledge comes from everyone and is shared by everyone.\"\u003c/p>\n\u003cfigure id=\"attachment_38796\" class=\"wp-caption alignnone\" style=\"max-width: 799px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg\" alt='At Dev Bootcamp in San Francisco, students spend most of the day in the \"lab,\" pairing with one another on coding challenges. (Claudine Gossett/Dev Bootcamp)' width=\"799\" height=\"532\" class=\"size-full wp-image-38796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg 799w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-320x213.jpg 320w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Dev Bootcamp in San Francisco, students spend most of the day in the \"lab,\" pairing with one another on coding challenges.\u003cbr>(Claudine Gossett/Dev Bootcamp)\u003c/figcaption>\u003c/figure>\n\u003cp>So, how do these programs work? I spent an afternoon at the San Francisco site to find out.\u003c/p>\n\u003cp>Students have two quick lectures or Q&A sessions, one in the morning and one in the afternoon, that focus on teaching them how to teach themselves. I heard one lecturer explain to brand-new students how to debug a program by Googling for help.\u003c/p>\n\u003cp>Each lecture is followed by a coding challenge. Usually this is completed through a method called \"pair programming\", a common industry practice where two programmers share duplicate screens, correcting each others' mistakes as they go. In the final weeks, students propose and build a project. Then they spend a career week\" working on their portfolios and interviewing skills.\u003c/p>\n\u003cp>\u003cstrong>Uniting 'Practice and Theory' \u003c/strong>\u003c/p>\n\u003cp>Frausto is in the third three-week module of the program. On the day that I visit he is paired with Murat Gocmen, 35, originally from Turkey. The two of them are tasked with building a \"clone\" of a web site called Stack Overflow — a question-and-answer site where users can submit answers and vote them up or down.\u003c/p>\n\u003cp>The two students put a yellow Post-it note atop their monitor, signaling that they're stuck. A teacher, another student or a paid alumni mentor may come around to assist.\u003c/p>\n\u003cp>\"Practice and theory are one and the same here,\" Frausto says. \"I just thought it was a very integrated approach to education that isn't available anywhere else.\"\u003c/p>\n\u003cp>Coder boot camps arose as an elegant solution to a problem of supply and demand.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OsKvI7YGsrpZ1BnDDbvQJzs6UOoF4vVJ\"]\u003c/p>\n\u003cp>This is one of the fastest-growing areas of the job market, and average salaries are high: from $62,500 for a web developer to $93,350 for a software developer, and even higher in competitive cities like San Francisco. Outside the traditional tech fields, a basic familiarity with code is helpful in design, journalism, education, marketing, business, finance, scientific research, and many more.\u003c/p>\n\u003cp>At the same time, in just the past five years, the nature of coding itself has changed. Programming languages like JavaScript and Ruby, essential for websites and web browser-based applications, are evolving to be increasingly powerful, even for novices.\u003c/p>\n\u003cp>When you compare today's toolkits, frameworks, and scripts to the earlier days of programming, it's like the difference between hand-carving a set of wooden blocks to build a model house, and snapping together some Legos.\u003c/p>\n\u003cp>It's that technological progress that makes it plausible, just barely, for these programs to advertise that, in just 10 to 19 weeks: \"We are teaching them enough to be able to get a job and get paid to keep learning,\" in Spalding's words.\u003c/p>\n\u003cp>Patrick Sarnacke has hired many Dev Bootcamp and other \"boot camp\" graduates at ThoughtWorks. It's a global software consultancy headquartered in Chicago and Sarnacke is head of the associate consultant program.\u003c/p>\n\u003cp>\"Just because someone has a four-year computer science degree doesn't mean they're going to be great coders in the business world,\" he says. \"A lot of traditional programs aren't teaching the skills people need.\"\u003c/p>\n\u003cp>On the other hand, Sarnacke says, \"The boot camps cut right to the chase.\" While graduates generally have some weaknesses in the area of computer-science theory, \"They have experience. They know the engineering practices and the software methodologies that we use.\"\u003c/p>\n\u003cfigure id=\"attachment_38797\" class=\"wp-caption alignnone\" style=\"max-width: 2805px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg\" alt=\"Students learning to code at General Assembly in New York City. (Courtesy of General Assembly) \" width=\"2805\" height=\"1870\" class=\"size-full wp-image-38797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg 2805w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-320x213.jpg 320w\" sizes=\"(max-width: 2805px) 100vw, 2805px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students learning to code at General Assembly in New York City.\u003cbr>(Courtesy of General Assembly)\u003cbr>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Selling Access\u003c/strong>\u003c/p>\n\u003cp>There are as many different ways to learn coding today as there are people who want to study it: free online tutorials like Codecademy; paid online communities like Treehouse; nonprofit, in-person mentoring groups like Black Girls Code; and of course traditional and online university programs.\u003c/p>\n\u003cp>The coder boot camp is a hybrid of all of these that sprang up almost by accident. In the beginning of 2011, entrepreneur Shereef Bishay was teaching one of his best friends how to code. He thought it would be more fun in a group, so he posted on an online community called HackerNews that he was thinking of holding a 10-week intensive training to share what he knew about programming.\u003c/p>\n\u003cp>In the first week he had over 200 applications, and Dev Bootcamp was off and running in San Francisco. They've since expanded to Chicago and New York. At about the same time, General Assembly, a co-working space in downtown Manhattan founded in 2010, began adding evening classes and workshops in design, technology, and entrepreneurship. In response to requests, they introduced their own full-time immersive web development program, which now has locations in Sydney, Melbourne and Hong Kong.\u003c/p>\n\u003cp>These programs tend to claim that nine out of 10 of their graduates get hired, with starting salaries between $75,000 and $110,000. It's difficult to independently verify these numbers.\u003c/p>\n\u003cp>In exchange, Dev Bootcamp charges $12,200. General Assembly's Web Development Immersive is $11,500. And don't go looking for a Pell Grant or even a student loan. Coder boot camps are not accredited by any federal or state education agency, and they're not interested in doing so. They will vouch that you've successfully completed the program, but that's it.\u003c/p>\n\u003cp>\"We're not selling a degree. We're selling an experience, a job, and access to our community,\" says Jake Schwartz, co-founder of General Assembly. (General Assembly has begun work on a \u003ca href=\"http://www.npr.org/blogs/ed/2014/10/15/356199691/a-new-credential-for-the-tech-industry\">set of alternative credentials \u003c/a>that it hopes will be recognized by industry partners like GE.)\u003c/p>\n\u003cp>\u003cstrong>Regulatory Questions\u003cbr>\u003c/strong>\u003c/p>\n\u003cp>In January, a division of the California Office of Consumer Affairs that regulates trade schools warned General Assembly and several other boot camps that they could face fines up of to $50,000 and a shutdown if they didn't come into compliance with the regulations that govern such schools.\u003c/p>\n\u003cp>But Schwartz says the state was asking for little more than basic measures, like an enrollment agreement that clearly discloses all terms of the program. \"At the end of the day their goal is not regulating what we teach, it's consumer protection, which we are very much in favor of.\"\u003c/p>\n\u003cp>Somewhat paradoxically, Schwartz argues that this lack of regulation is part of what keeps his business honest, and sets it apart from the bulk of the for-profit education industry.\u003c/p>\n\u003cp>[contextly_sidebar id=\"jUhOA5kStMWfZRWQBULbPmwJHny9T9Zv\"]\u003c/p>\n\u003cp>\"The problem with for-profits has been that they evolved to become machines for gobs of Title IV funding,\" he says, referring to the category that covers federal higher-education aid. Indeed, for-profit technical schools get as much as 90 percent of their money from these sources. In response to increased regulatory pressure and bad publicity, \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/07/362069843/for-profit-colleges-sue-the-federal-government\">enrollment across the sector\u003c/a> has fallen sharply in recent years.\u003c/p>\n\u003cp>By contrast, at a coder boot camp, students are paying out of pocket, which should in theory make them more attentive to the question of return on investment. \"Our students are taking on a significant risk here,\" says Spalding. \"They're looking to change their lives.\"\u003c/p>\n\u003cp>Boot camps demand a full-time, if short, commitment, and offer few scholarships (Dev Bootcamp has a $500 discount for veterans, minorities and women). That makes them more elite than, say, a community college or typical online program.\u003c/p>\n\u003cp>Participants tend to have resources, and at least some college and work experience. They are not much more diverse than the predominantly white, male tech workforce in general.\u003c/p>\n\u003cp>The application process for Dev Bootcamp is similar to a job application, and people complete a 9-week, part-time introduction online before they come to campus. And, Dev Bootcamp says, about 95 percent complete the program — that includes those who repeat the first six weeks, which you can do for free.\u003c/p>\n\u003cp>All this helps explain their stellar reported job-placement rates. But it also would seem to place a limit on growth.\u003c/p>\n\u003cp>\u003cstrong>Thumbs Up / Thumbs Down\u003c/strong>\u003c/p>\n\u003cp>If you comb comment threads on websites, you'll find some disgruntled boot camp participants.\u003c/p>\n\u003cp>\"I quit my job, emptied my bank account and essentially abandoned my family for almost three months pursuing my education at Dev Bootcamp. All of this for training which was far less effective than the website made it out to be, and a promised career as a developer which has yet to materialize, and I don't expect will ever materialize,\" wrote a user named \"ingbird\" on a site called techendo.com.\u003c/p>\n\u003cp>\"It's really the Wild Wild West of education,\" says Dan Gailey. He started techendo to collect independent reviews of boot camps after being unable to get verifiable information on job-placement rates from the schools themselves. \"Some people really loved [their experience], and learned a lot. Some people don't. They feel like they were taken.\"\u003c/p>\n\u003cp>The top coder boot camps have lots of happy graduates too.\u003c/p>\n\u003cp>Laura Mead graduated from UCLA in June 2013 as an English major and went to Dev Bootcamp that fall. As she was completing the program, she was recruited by the sales software company Salesforce; and a few weeks ago, Twitter hired her away from there, into a six-figure engineering position.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I'm not afraid to say I can learn whatever you need me to learn,\" says the 23-year-old. \"That's the way a lot of DBC people get hired.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=12+Weeks+To+A+6-Figure+Job&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38795\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_005_h_slide-630ba43535ce82de7cc0ef1567d53001abfdd4fb-e1419259164381.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_005_h_slide-630ba43535ce82de7cc0ef1567d53001abfdd4fb-e1419259164381.jpg\" alt=\"At Dev Bootcamp in San Francisco, group lectures focus on teaching students to teach themselves. (Claudine Gossett/Dev Bootcamp)\" width=\"640\" height=\"960\" class=\"size-full wp-image-38795\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Dev Bootcamp in San Francisco, group lectures focus on teaching students to teach themselves.\u003cbr>(Claudine Gossett/Dev Bootcamp)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cbr>\nBy Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2014/12/20/370954988/twelve-weeks-to-a-six-figure-job\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Marlon Frausto is in pursuit of the new American dream. Just a few weeks ago he left his job, in Hispanic marketing for the legal industry, and moved to San Francisco.\u003c/p>\n\u003cp>Every day he wakes at 5:30 a.m., commutes 45 minutes by train, and studies until 9 or 10 at night. He's spending down his savings and says he's getting help from \"my loving family.\"\u003c/p>\n\u003cp>At age 26, Frausto has gone back to school. Sort of. He's enrolled in a brand-new kind of trade school: the immersive web-development program, also known as a \"coder boot camp.\" These programs promise, for several thousand dollars, to take people like Frausto and, in a manner of weeks, turn them into job-ready web developers.\u003c/p>\n\u003cp>Virtually unknown just four years ago, today at least 50 of these programs have sprung up around the country and overseas. Collectively, the sector has taken in an estimated $73 million in tuition since 2011.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the top programs say they are placing the vast majority of their graduates into jobs earning just under six figures in a rapidly expanding field — filling a need for practical, hands-on skills that traditional college programs, in many cases, don't.\u003c/p>\n\u003cp>\"The main portion [that attracted me] was the empowerment — being able to create something in terms of technology,\" says Frausto, a slight man in a baseball cap with a mustache waxed straight out to sharp points. \"That, and obtaining a trade.\"\u003c/p>\n\u003cp>Coder boot camps are poised to get much, much bigger. This past summer, Kaplan, one of the largest education companies, acquired Dev Bootcamp, where Frausto is enrolled. These programs constitute nothing less than a new business model for for-profit vocational education. But their creators believe their greatest innovation may actually be in the realm of learning itself.\u003c/p>\n\u003cp>\"This was a chance to think about education in a very different way, and the way I think education should be,\" says Anne Spalding, the director of Dev Bootcamp in San Francisco.\u003c/p>\n\u003cp>Spalding left a tenured position as a computer science professor at Colorado Mesa University to take this job just under two years ago. Her new \"campus\" is a well-worn floor of offices in the South of Market neighborhood in San Francisco's central business district.\u003c/p>\n\u003cp>There's a space for daily yoga sessions for the 75-odd students, as required by the California vibe police. (Life coaches are also available, as are weekly sessions on social and emotional skills like empathy and giving and receiving feedback). There are rows of Macs everywhere and a kitchen where students keep bins of groceries — they're usually working straight through breakfast, lunch and dinner.\u003c/p>\n\u003cp>Spalding originally came to the city on sabbatical. She wound up helping with the very first cohort of Dev Bootcamp.\u003c/p>\n\u003cp>\"The primary difference [from a university] is the intensity of the program,\" she says. That and the changed role of teachers, from being the \"sole source of knowledge,\" she explains, \"to creating a guided learning environment where knowledge comes from everyone and is shared by everyone.\"\u003c/p>\n\u003cfigure id=\"attachment_38796\" class=\"wp-caption alignnone\" style=\"max-width: 799px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg\" alt='At Dev Bootcamp in San Francisco, students spend most of the day in the \"lab,\" pairing with one another on coding challenges. (Claudine Gossett/Dev Bootcamp)' width=\"799\" height=\"532\" class=\"size-full wp-image-38796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg 799w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-320x213.jpg 320w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Dev Bootcamp in San Francisco, students spend most of the day in the \"lab,\" pairing with one another on coding challenges.\u003cbr>(Claudine Gossett/Dev Bootcamp)\u003c/figcaption>\u003c/figure>\n\u003cp>So, how do these programs work? I spent an afternoon at the San Francisco site to find out.\u003c/p>\n\u003cp>Students have two quick lectures or Q&A sessions, one in the morning and one in the afternoon, that focus on teaching them how to teach themselves. I heard one lecturer explain to brand-new students how to debug a program by Googling for help.\u003c/p>\n\u003cp>Each lecture is followed by a coding challenge. Usually this is completed through a method called \"pair programming\", a common industry practice where two programmers share duplicate screens, correcting each others' mistakes as they go. In the final weeks, students propose and build a project. Then they spend a career week\" working on their portfolios and interviewing skills.\u003c/p>\n\u003cp>\u003cstrong>Uniting 'Practice and Theory' \u003c/strong>\u003c/p>\n\u003cp>Frausto is in the third three-week module of the program. On the day that I visit he is paired with Murat Gocmen, 35, originally from Turkey. The two of them are tasked with building a \"clone\" of a web site called Stack Overflow — a question-and-answer site where users can submit answers and vote them up or down.\u003c/p>\n\u003cp>The two students put a yellow Post-it note atop their monitor, signaling that they're stuck. A teacher, another student or a paid alumni mentor may come around to assist.\u003c/p>\n\u003cp>\"Practice and theory are one and the same here,\" Frausto says. \"I just thought it was a very integrated approach to education that isn't available anywhere else.\"\u003c/p>\n\u003cp>Coder boot camps arose as an elegant solution to a problem of supply and demand.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This is one of the fastest-growing areas of the job market, and average salaries are high: from $62,500 for a web developer to $93,350 for a software developer, and even higher in competitive cities like San Francisco. Outside the traditional tech fields, a basic familiarity with code is helpful in design, journalism, education, marketing, business, finance, scientific research, and many more.\u003c/p>\n\u003cp>At the same time, in just the past five years, the nature of coding itself has changed. Programming languages like JavaScript and Ruby, essential for websites and web browser-based applications, are evolving to be increasingly powerful, even for novices.\u003c/p>\n\u003cp>When you compare today's toolkits, frameworks, and scripts to the earlier days of programming, it's like the difference between hand-carving a set of wooden blocks to build a model house, and snapping together some Legos.\u003c/p>\n\u003cp>It's that technological progress that makes it plausible, just barely, for these programs to advertise that, in just 10 to 19 weeks: \"We are teaching them enough to be able to get a job and get paid to keep learning,\" in Spalding's words.\u003c/p>\n\u003cp>Patrick Sarnacke has hired many Dev Bootcamp and other \"boot camp\" graduates at ThoughtWorks. It's a global software consultancy headquartered in Chicago and Sarnacke is head of the associate consultant program.\u003c/p>\n\u003cp>\"Just because someone has a four-year computer science degree doesn't mean they're going to be great coders in the business world,\" he says. \"A lot of traditional programs aren't teaching the skills people need.\"\u003c/p>\n\u003cp>On the other hand, Sarnacke says, \"The boot camps cut right to the chase.\" While graduates generally have some weaknesses in the area of computer-science theory, \"They have experience. They know the engineering practices and the software methodologies that we use.\"\u003c/p>\n\u003cfigure id=\"attachment_38797\" class=\"wp-caption alignnone\" style=\"max-width: 2805px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg\" alt=\"Students learning to code at General Assembly in New York City. (Courtesy of General Assembly) \" width=\"2805\" height=\"1870\" class=\"size-full wp-image-38797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg 2805w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-320x213.jpg 320w\" sizes=\"(max-width: 2805px) 100vw, 2805px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students learning to code at General Assembly in New York City.\u003cbr>(Courtesy of General Assembly)\u003cbr>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Selling Access\u003c/strong>\u003c/p>\n\u003cp>There are as many different ways to learn coding today as there are people who want to study it: free online tutorials like Codecademy; paid online communities like Treehouse; nonprofit, in-person mentoring groups like Black Girls Code; and of course traditional and online university programs.\u003c/p>\n\u003cp>The coder boot camp is a hybrid of all of these that sprang up almost by accident. In the beginning of 2011, entrepreneur Shereef Bishay was teaching one of his best friends how to code. He thought it would be more fun in a group, so he posted on an online community called HackerNews that he was thinking of holding a 10-week intensive training to share what he knew about programming.\u003c/p>\n\u003cp>In the first week he had over 200 applications, and Dev Bootcamp was off and running in San Francisco. They've since expanded to Chicago and New York. At about the same time, General Assembly, a co-working space in downtown Manhattan founded in 2010, began adding evening classes and workshops in design, technology, and entrepreneurship. In response to requests, they introduced their own full-time immersive web development program, which now has locations in Sydney, Melbourne and Hong Kong.\u003c/p>\n\u003cp>These programs tend to claim that nine out of 10 of their graduates get hired, with starting salaries between $75,000 and $110,000. It's difficult to independently verify these numbers.\u003c/p>\n\u003cp>In exchange, Dev Bootcamp charges $12,200. General Assembly's Web Development Immersive is $11,500. And don't go looking for a Pell Grant or even a student loan. Coder boot camps are not accredited by any federal or state education agency, and they're not interested in doing so. They will vouch that you've successfully completed the program, but that's it.\u003c/p>\n\u003cp>\"We're not selling a degree. We're selling an experience, a job, and access to our community,\" says Jake Schwartz, co-founder of General Assembly. (General Assembly has begun work on a \u003ca href=\"http://www.npr.org/blogs/ed/2014/10/15/356199691/a-new-credential-for-the-tech-industry\">set of alternative credentials \u003c/a>that it hopes will be recognized by industry partners like GE.)\u003c/p>\n\u003cp>\u003cstrong>Regulatory Questions\u003cbr>\u003c/strong>\u003c/p>\n\u003cp>In January, a division of the California Office of Consumer Affairs that regulates trade schools warned General Assembly and several other boot camps that they could face fines up of to $50,000 and a shutdown if they didn't come into compliance with the regulations that govern such schools.\u003c/p>\n\u003cp>But Schwartz says the state was asking for little more than basic measures, like an enrollment agreement that clearly discloses all terms of the program. \"At the end of the day their goal is not regulating what we teach, it's consumer protection, which we are very much in favor of.\"\u003c/p>\n\u003cp>Somewhat paradoxically, Schwartz argues that this lack of regulation is part of what keeps his business honest, and sets it apart from the bulk of the for-profit education industry.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"The problem with for-profits has been that they evolved to become machines for gobs of Title IV funding,\" he says, referring to the category that covers federal higher-education aid. Indeed, for-profit technical schools get as much as 90 percent of their money from these sources. In response to increased regulatory pressure and bad publicity, \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/07/362069843/for-profit-colleges-sue-the-federal-government\">enrollment across the sector\u003c/a> has fallen sharply in recent years.\u003c/p>\n\u003cp>By contrast, at a coder boot camp, students are paying out of pocket, which should in theory make them more attentive to the question of return on investment. \"Our students are taking on a significant risk here,\" says Spalding. \"They're looking to change their lives.\"\u003c/p>\n\u003cp>Boot camps demand a full-time, if short, commitment, and offer few scholarships (Dev Bootcamp has a $500 discount for veterans, minorities and women). That makes them more elite than, say, a community college or typical online program.\u003c/p>\n\u003cp>Participants tend to have resources, and at least some college and work experience. They are not much more diverse than the predominantly white, male tech workforce in general.\u003c/p>\n\u003cp>The application process for Dev Bootcamp is similar to a job application, and people complete a 9-week, part-time introduction online before they come to campus. And, Dev Bootcamp says, about 95 percent complete the program — that includes those who repeat the first six weeks, which you can do for free.\u003c/p>\n\u003cp>All this helps explain their stellar reported job-placement rates. But it also would seem to place a limit on growth.\u003c/p>\n\u003cp>\u003cstrong>Thumbs Up / Thumbs Down\u003c/strong>\u003c/p>\n\u003cp>If you comb comment threads on websites, you'll find some disgruntled boot camp participants.\u003c/p>\n\u003cp>\"I quit my job, emptied my bank account and essentially abandoned my family for almost three months pursuing my education at Dev Bootcamp. All of this for training which was far less effective than the website made it out to be, and a promised career as a developer which has yet to materialize, and I don't expect will ever materialize,\" wrote a user named \"ingbird\" on a site called techendo.com.\u003c/p>\n\u003cp>\"It's really the Wild Wild West of education,\" says Dan Gailey. He started techendo to collect independent reviews of boot camps after being unable to get verifiable information on job-placement rates from the schools themselves. \"Some people really loved [their experience], and learned a lot. Some people don't. They feel like they were taken.\"\u003c/p>\n\u003cp>The top coder boot camps have lots of happy graduates too.\u003c/p>\n\u003cp>Laura Mead graduated from UCLA in June 2013 as an English major and went to Dev Bootcamp that fall. As she was completing the program, she was recruited by the sales software company Salesforce; and a few weeks ago, Twitter hired her away from there, into a six-figure engineering position.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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