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"content": "\u003cfigure id=\"attachment_38728\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground.jpg\">\u003cimg class=\"size-large wp-image-38728\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground-640x360.jpg\" alt=\"Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have long known academic standards are only one part of nurturing a well-rounded and successful student. There are a host of other skills like creativity, persistence, critical thinking, collaboration and empathy that help make a student successful in school and in life, but are less quantifiable. Current assessment systems aren't set up to measure these very important but less measurable skills, so policymakers have focused on standardized tests that try to capture what a student knows, not how he or she can apply that information. Game-based learning has entered the assessment field with hopes of measuring both content-specific knowledge and softer skills at the same time, through the mechanics of the game.\u003c/p>\n\u003cp>“I believe that assessment should be open and transparent and flexible and gently surround and support student learning or groups of students learning together,” said \u003ca href=\"http://myweb.fsu.edu/vshute/\" target=\"_blank\">Valerie Shute\u003c/a>, a professor of Educational Psychology and Learning Systems at Florida State University in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb webinar\u003c/a>. She’s been experimenting with digital games as a way to more firmly link learning and assessment, hoping to show the two can happen inseparably. She’s particularly interested in how to measure improvement in the less tangible areas that are hard to measure, like creativity and persistence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Games require a player to apply all sorts of competencies in the process of playing in order to succeed.'\u003c/aside>\n\u003cp>\"One of the big challenges standing in the way of schools embracing some of these new skills is there is a shortage of valid ways of testing them,\" Shute said. To rethink assessment, Shute, among others, is trying to meld elements of good game design with specific tasks that require students to demonstrate competency to see whether games can be a valid way of formatively assessing students, especially on the hard-to-measure skills.\u003c/p>\n\u003cp>“Games require a player to apply all sorts of competencies in the process of playing in order to succeed,” Shute said. The best ones work as a system, requiring interactive problem-solving between the player and the game. Good games also have specific goals and rules to keep a student focused and have adaptable challenges to keep the player at a difficulty level tailored to the individual’s outer edge of “do-ability.” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">Kids enjoy challenging games, as long as they aren’t too frustrated\u003c/a>. Games also offer students some control over gameplay, ongoing feedback and sensory stimuli in the form of graphics, sounds or narrative.\u003c/p>\n\u003cp>Those qualities mirror good learning experiences in any form. The key is to create a game that teaches the concepts students need to learn without messing up the unique engagement that good games provide. That’s where what Shute calls “stealth assessment” comes in -- it’s seamless and ubiquitous, providing important feedback to the student and creating a model of the learner that can help teachers tap the individual needs of each student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>DESIGNING A LEARNING GAME\u003c/strong>\u003c/p>\n\u003cp>“It starts by articulating a competency model,” Shute said. “This is what you want to say about the student at the end of the day in terms of knowledge and skills and dispositions.” Shute and her team designed a game to teach physics, creativity and conscientousness using a method called Evidence Based Design. They figured out what evidence would prove kids were learning in those three areas, designed tasks to evoke that evidence and compared the results to other evaluation methods that have already been validated.\u003c/p>\n\u003cp>[contextly_sidebar id=\"TOxuj22MY0nL3lKNqhqrr5etX0NpVVzA\"]\u003c/p>\n\u003cp>For example, the team broke creativity down into a cognitive category and a dispositional one. In the cognitive category there were elements like divergent thinking, flexibility and originality. “Each one of those facets had a number of different indicators which were what a person did in the game that would provide evidence towards those particular facets,” Shute said. One way the game examines creativity is with a challenge for students to design a solvable level on their own for a friend.\u003c/p>\n\u003cp>For conscientiousness, researchers were looking for evidence of persistence, perfectionism, organization and carefulness. Persistence was measured by the time a student spent on a difficult problem and how many times she restarted the problem to try it again. Shute contends the game provides more accurate information about qualities like creativity and persistence than the common self-reported survey method, where it’s easy for students to say they persist through challenges, but there’s no proof that they actually do.\u003c/p>\n\u003cp>\u003cstrong>PHYSICS PLAYGROUND\u003c/strong>\u003c/p>\n\u003cp>Shute and her colleagues designed\u003ca href=\"http://empiricalgames.org/ppunity5/demo.html\" target=\"_blank\"> Physics Playground \u003c/a>to teach and assess two-dimensional physics simulations dealing Newton’s Laws of Motion, things like gravity, mass, momentum and energy. Embedded in the game are assessments for creativity, conscientousness and physics understanding. Shute has conducted five studies on how well the game works and has gotten positive results each time.\u003c/p>\n\u003cp>The game has very simple objective: get the green ball to hit the red balloon. The ball and balloon are placed in various locations on the screen, sometimes with obstacles in-between, and students have to draw “agents of motion” like levers, springboards, pendulums or ramps to get the ball to hit the red balloon. To make it more difficult and to receive more points, students can solve the problems using fewer agents to accomplish a task. Other time difficulty is added if a level looks completely different than ones that came before.\u003c/p>\n\u003cp>“When you start the game the computer doesn’t know whether you are at a high, medium or low level, but once you start accumulating evidence your level starts shifting around,” Shute said. If a student solves a problem with the pendulum and then with a lever, the computer keeps track and builds a model of the learner. It’s tracking how long it takes the student to complete the problem, how many times they attempted it, what physics concept they used and whether they were able to complete it well enough to get a gold or silver trophy.\u003c/p>\n\u003cp>“There’s no one right answer to these problems,” Shute said, “you can solve it with a number of different agents and do well or poorly and do it in a long time or short time, but all of that is evidence that’s being accumulated.”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=3X3V83s2xL0&w=640&h=480]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>DO STEALTH ASSESSMENTS WORK?\u003c/strong>\u003c/p>\n\u003cp>To measure the effectiveness of Physics Playground, Shute's team compared student metrics on creativity, conscientousness and physics concepts against traditionally accepted and validated measures of those same qualities. For creativity they used self-reported surveys and \u003ca href=\"http://www.creativelearning.com/free-resources/assessing-creativity-index?id=213\" target=\"_blank\">Wallach and Kogan’s alternate use test\u003c/a> (how many ways can you use a shoe, for example) to measure both fluency and originality. For conscientousness, they again used self-reporting, but also looked at the \u003ca href=\"http://www.jstor.org/discover/10.2307/1422233?uid=3739776&uid=2&uid=4&uid=3739256&sid=21105461241003\" target=\"_blank\">Eisenberger’s anagram task\u003c/a> to see how long students would stay on a tough problem. For physics, they used multiple choice tests.\u003c/p>\n\u003cp>Shute found the correlations between the stealth assessment and the externally validated tests were all significant, consistent and valid. “If we are making a judgment about how well or poorly a person is doing it actually has some basis in reality,” Shute said. Perhaps more significantly, students participating in a test of 166 7th and 8th graders markedly improved between a pre-test and a post-test after only four hours of play and no direct instruction. And, both girls and boys found the game engaging, which is not the case for every video game.\u003c/p>\n\u003cp>Shute's \u003ca href=\"http://myweb.fsu.edu/vshute/publications.html\" target=\"_blank\">research \u003c/a>has her convinced that there are strong reasons to believe games can make great formative assessment tools in the classroom. She’s hoping to add features to Physics Playground like explicit learning supports connected to certain topics. Kids would still formulate hypotheses, test them out and learn through the trial-and-error process, but afterwards a pop-up would make an explicit connection to the Newtonian law they intuitively grasped already.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Shute and colleagues are also running a study on the affective state of game-players as captured on a webcam while playing. They’d like to see how various facial expressions like frustration, delight and boredom correlate to what’s going on in game play.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38728\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground.jpg\">\u003cimg class=\"size-large wp-image-38728\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground-640x360.jpg\" alt=\"Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have long known academic standards are only one part of nurturing a well-rounded and successful student. There are a host of other skills like creativity, persistence, critical thinking, collaboration and empathy that help make a student successful in school and in life, but are less quantifiable. Current assessment systems aren't set up to measure these very important but less measurable skills, so policymakers have focused on standardized tests that try to capture what a student knows, not how he or she can apply that information. Game-based learning has entered the assessment field with hopes of measuring both content-specific knowledge and softer skills at the same time, through the mechanics of the game.\u003c/p>\n\u003cp>“I believe that assessment should be open and transparent and flexible and gently surround and support student learning or groups of students learning together,” said \u003ca href=\"http://myweb.fsu.edu/vshute/\" target=\"_blank\">Valerie Shute\u003c/a>, a professor of Educational Psychology and Learning Systems at Florida State University in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb webinar\u003c/a>. She’s been experimenting with digital games as a way to more firmly link learning and assessment, hoping to show the two can happen inseparably. She’s particularly interested in how to measure improvement in the less tangible areas that are hard to measure, like creativity and persistence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Games require a player to apply all sorts of competencies in the process of playing in order to succeed.'\u003c/aside>\n\u003cp>\"One of the big challenges standing in the way of schools embracing some of these new skills is there is a shortage of valid ways of testing them,\" Shute said. To rethink assessment, Shute, among others, is trying to meld elements of good game design with specific tasks that require students to demonstrate competency to see whether games can be a valid way of formatively assessing students, especially on the hard-to-measure skills.\u003c/p>\n\u003cp>“Games require a player to apply all sorts of competencies in the process of playing in order to succeed,” Shute said. The best ones work as a system, requiring interactive problem-solving between the player and the game. Good games also have specific goals and rules to keep a student focused and have adaptable challenges to keep the player at a difficulty level tailored to the individual’s outer edge of “do-ability.” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">Kids enjoy challenging games, as long as they aren’t too frustrated\u003c/a>. Games also offer students some control over gameplay, ongoing feedback and sensory stimuli in the form of graphics, sounds or narrative.\u003c/p>\n\u003cp>Those qualities mirror good learning experiences in any form. The key is to create a game that teaches the concepts students need to learn without messing up the unique engagement that good games provide. That’s where what Shute calls “stealth assessment” comes in -- it’s seamless and ubiquitous, providing important feedback to the student and creating a model of the learner that can help teachers tap the individual needs of each student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>DESIGNING A LEARNING GAME\u003c/strong>\u003c/p>\n\u003cp>“It starts by articulating a competency model,” Shute said. “This is what you want to say about the student at the end of the day in terms of knowledge and skills and dispositions.” Shute and her team designed a game to teach physics, creativity and conscientousness using a method called Evidence Based Design. They figured out what evidence would prove kids were learning in those three areas, designed tasks to evoke that evidence and compared the results to other evaluation methods that have already been validated.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For example, the team broke creativity down into a cognitive category and a dispositional one. In the cognitive category there were elements like divergent thinking, flexibility and originality. “Each one of those facets had a number of different indicators which were what a person did in the game that would provide evidence towards those particular facets,” Shute said. One way the game examines creativity is with a challenge for students to design a solvable level on their own for a friend.\u003c/p>\n\u003cp>For conscientiousness, researchers were looking for evidence of persistence, perfectionism, organization and carefulness. Persistence was measured by the time a student spent on a difficult problem and how many times she restarted the problem to try it again. Shute contends the game provides more accurate information about qualities like creativity and persistence than the common self-reported survey method, where it’s easy for students to say they persist through challenges, but there’s no proof that they actually do.\u003c/p>\n\u003cp>\u003cstrong>PHYSICS PLAYGROUND\u003c/strong>\u003c/p>\n\u003cp>Shute and her colleagues designed\u003ca href=\"http://empiricalgames.org/ppunity5/demo.html\" target=\"_blank\"> Physics Playground \u003c/a>to teach and assess two-dimensional physics simulations dealing Newton’s Laws of Motion, things like gravity, mass, momentum and energy. Embedded in the game are assessments for creativity, conscientousness and physics understanding. Shute has conducted five studies on how well the game works and has gotten positive results each time.\u003c/p>\n\u003cp>The game has very simple objective: get the green ball to hit the red balloon. The ball and balloon are placed in various locations on the screen, sometimes with obstacles in-between, and students have to draw “agents of motion” like levers, springboards, pendulums or ramps to get the ball to hit the red balloon. To make it more difficult and to receive more points, students can solve the problems using fewer agents to accomplish a task. Other time difficulty is added if a level looks completely different than ones that came before.\u003c/p>\n\u003cp>“When you start the game the computer doesn’t know whether you are at a high, medium or low level, but once you start accumulating evidence your level starts shifting around,” Shute said. If a student solves a problem with the pendulum and then with a lever, the computer keeps track and builds a model of the learner. It’s tracking how long it takes the student to complete the problem, how many times they attempted it, what physics concept they used and whether they were able to complete it well enough to get a gold or silver trophy.\u003c/p>\n\u003cp>“There’s no one right answer to these problems,” Shute said, “you can solve it with a number of different agents and do well or poorly and do it in a long time or short time, but all of that is evidence that’s being accumulated.”\u003c/p>\n\u003cp>\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/3X3V83s2xL0'\n title='//www.youtube.com/embed/3X3V83s2xL0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>DO STEALTH ASSESSMENTS WORK?\u003c/strong>\u003c/p>\n\u003cp>To measure the effectiveness of Physics Playground, Shute's team compared student metrics on creativity, conscientousness and physics concepts against traditionally accepted and validated measures of those same qualities. 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"content": "\u003cfigure id=\"attachment_38513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont.jpg\">\u003cimg class=\"size-large wp-image-38513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont-640x360.jpg\" alt=\"Students at Piedmont High School have Macbook Airs that they can take home and use to access information and homework on the internet. (League of Innovative Schools)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Piedmont High School have MacBook Airs that they can take home and use to access information and homework on the Internet. (League of Innovative Schools)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Like many districts serving low-income populations, it was fairly easy for \u003ca href=\"http://www.digitalpromise.org/districts/piedmont-city-school-district#anchor-header3\" target=\"_blank\">Piedmont City School District\u003c/a> officials in Alabama to find funds for devices. District officials wanted to leverage technology to open up opportunities for the 1,240 students in this rural community, so they started sending devices home with kids in grades 4-12 in 2009 through a program they call \u003ca href=\"http://www.digitalpromise.org/blog/entry/a-model-for-21st-century-rural-education-at-piedmont-city-school-district\" target=\"_blank\">mPower Piedmont\u003c/a>. However, lack of access to the Internet after school and in kids' homes became a major obstacle to learning with those devices.\u003c/p>\n\u003cp>At first, teachers tried to work around Internet limitations, letting students download what they’d need for work at home before they left school. Teachers also helped students find places in the community that had free Internet, like restaurants. Downloading content worked for some things, but it didn't allow students to truly take advantage of digital tools, like interacting with peers, accessing flipped instruction or conducting online research, said Matt Akin, Piedmont’s superintendent, in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>“It was really not fair to say this homework requires Internet access, and if you don’t have it, go to McDonald's,” Akin said. “But it was the only option that we had.”\u003c/p>\n\u003cp>At first, to compensate for disparities in Internet connections, many local businesses cooperated with the district and allowed students to use the Internet at their establishments. However, it was difficult for students without independent transportation to get themselves around town. Late one night, when Akin was leaving the middle school, he saw students sitting on the steps of the school trying to use its Internet. That's when he knew they needed to devise another solution.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Our goal is for our students to have higher expectations for themselves.'\u003c/aside>\n\u003cp>Akin applied for a \u003ca href=\"http://www.broadband.gov/issues/education.html\" target=\"_blank\">Learning on the Go\u003c/a> grant, part of the E-rate program that helps subsidize the cost of Internet for schools and libraries. The district used the money to contract with a vendor that partnered with the city to build a wireless network on existing fiber optic cables that weren’t being used. Then, the school district used E-rate funds to lease use of the network. But, as so often happens with pilot programs, E-rate didn’t renew the program the following year, so the district had to shoulder the costs of maintaining the network.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The advantage is, wherever they open their computers, they’re connecting back to a network that we lease that connects not only to the Internet, but back to our network at school,” Akin said. Students can now access online homework and flipped lessons, collaborate virtually and connect with their teachers. It costs the district about $10,000 per month to lease the network and pay for mobile hot spots given to students who live outside the range of the city network. That’s 3 percent of the district’s budget. It sounds expensive, but Akin says it was the single-biggest factor in transitioning the district toward new ways of teaching and learning.\u003c/p>\n\u003cp>The district’s commitment to access for all students and their families is part of what earned it a spot in \u003ca href=\"http://www.digitalpromise.org/league\" target=\"_blank\">Digital Promise’s League of Innovative Schools\u003c/a>, a network of schools pioneering new ideas and sharing with the larger education community. “Teaching in a digital environment is hard,” Akin said. “The first year, no matter how much professional development we did, we found out quickly that the general way that we adapted as educators is we took what we were doing on paper and put it on the computer.”\u003c/p>\n\u003cp>[vimeo 97934448 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/97934448\">Changing a Rural Community’s Expectations Through 24/7 Learning\u003c/a> from \u003ca href=\"http://vimeo.com/user14299867\">Digital Promise\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>But teachers worked hard to move away from traditional tools like PowerPoint and annotated PDFs and toward more creative uses of the new tools at their disposal. “We invested a lot in teachers,” Akin said. “We found that it doesn’t matter if the environment is digital, it’s all about the teachers. The best professional development we do is to try and find times for our teachers to collaborate and work together.” Teachers have common planning times and seven flexible paid professional development days during the summer built into their contract.\u003c/p>\n\u003cp>\u003cstrong>NEW DIGITAL LEARNING OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>The district’s total commitment to this experiment is paying off. Not only are teachers using a variety of tools to change how they approach instruction, but online learning has also expanded the course offerings. As a small rural district, Piedmont used to offer only Spanish as a foreign language. Now it can offer five languages, including Chinese. Access to the Internet has also pushed the district toward a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based model\u003c/a>, where students can move at their own pace through course work, sometimes taking two courses in a year, allowing them to pick up an elective or take AP courses for college credit.\u003c/p>\n\u003cp>Blending online courses with what can be offered in person has also given students who have fallen behind a real chance at catching up and graduating. “What traditionally happens is a kid gets behind and they can only take a certain number of credits in a year, so they never really have the opportunity to catch up,” Akin said. The scheduling just doesn’t work out.\u003c/p>\n\u003cp>[contextly_sidebar id=\"1Unr2kRH9dDEgl3olVBjT4Fwx9hsJaFl\"]\u003c/p>\n\u003cp>Akin is excited that Piedmont High School is now offering eight AP courses, up from two, and has far more interesting electives like guitar, robotics and computer science (which counts for math credit) than it ever had before. The district has also incentivized summer learning to fight the learning loss many students experience during summer months. Kids can keep and use their school-issued devices through the summer if they agree to take at least one online course. Now 40 percent of middle-schoolers are taking credits toward high school during the summer.\u003c/p>\n\u003cp>“Our goal is to keep students engaged, but obviously the more credits they can earn in the summer the more opportunity they have to earn advanced credit before they graduate,” Akin said.\u003c/p>\n\u003cp>Piedmont’s middle school has always had high test scores, but the new digital focus has opened up opportunities to make the entire school competency-based. Students have small group instruction time and then continue that work through online programs that re-emphasize what was taught. The schedule is flexible, so if students are ahead in science but behind in English, their schedules can temporarily be rearranged so they have more time to focus on challenging areas.\u003c/p>\n\u003cp>“When you allow middle-school students to set their own pace they don’t always choose a fast pace,” Akin said. “So it’s personalized to a certain extent, but we also spend time helping them set goals.” Students meet in teams of 20, in which teachers help them set academic, personal and team goals.\u003c/p>\n\u003cp>“Our goal is for our students to have higher expectations for themselves,” Akin said. “A lot of our kids’ parents didn’t go to college and some didn’t graduate from high school. So it’s really about setting high expectations for kids and getting them to set high expectations for themselves.”\u003c/p>\n\u003cp>The effort to re-energize the district through technology seems to be working. For the past two years, 100 percent of Piedmont seniors were accepted to college. The district is working now to track those kids and see how they fared when they got there. Test scores have also gone up, although Akin said that was never the focus of mPower Piedmont.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Akin hopes that if he and his colleagues can transform the school district, more opportunities will open up in Piedmont, an otherwise struggling town. He’s not naive about the fact that many kids go off to college and never come back, but he’s hopeful that in an information economy where most work happens online, there will be good jobs that keep his graduates in the community, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont.jpg\">\u003cimg class=\"size-large wp-image-38513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont-640x360.jpg\" alt=\"Students at Piedmont High School have Macbook Airs that they can take home and use to access information and homework on the internet. (League of Innovative Schools)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Piedmont High School have MacBook Airs that they can take home and use to access information and homework on the Internet. (League of Innovative Schools)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Like many districts serving low-income populations, it was fairly easy for \u003ca href=\"http://www.digitalpromise.org/districts/piedmont-city-school-district#anchor-header3\" target=\"_blank\">Piedmont City School District\u003c/a> officials in Alabama to find funds for devices. District officials wanted to leverage technology to open up opportunities for the 1,240 students in this rural community, so they started sending devices home with kids in grades 4-12 in 2009 through a program they call \u003ca href=\"http://www.digitalpromise.org/blog/entry/a-model-for-21st-century-rural-education-at-piedmont-city-school-district\" target=\"_blank\">mPower Piedmont\u003c/a>. However, lack of access to the Internet after school and in kids' homes became a major obstacle to learning with those devices.\u003c/p>\n\u003cp>At first, teachers tried to work around Internet limitations, letting students download what they’d need for work at home before they left school. Teachers also helped students find places in the community that had free Internet, like restaurants. Downloading content worked for some things, but it didn't allow students to truly take advantage of digital tools, like interacting with peers, accessing flipped instruction or conducting online research, said Matt Akin, Piedmont’s superintendent, in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>“It was really not fair to say this homework requires Internet access, and if you don’t have it, go to McDonald's,” Akin said. “But it was the only option that we had.”\u003c/p>\n\u003cp>At first, to compensate for disparities in Internet connections, many local businesses cooperated with the district and allowed students to use the Internet at their establishments. However, it was difficult for students without independent transportation to get themselves around town. Late one night, when Akin was leaving the middle school, he saw students sitting on the steps of the school trying to use its Internet. That's when he knew they needed to devise another solution.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Our goal is for our students to have higher expectations for themselves.'\u003c/aside>\n\u003cp>Akin applied for a \u003ca href=\"http://www.broadband.gov/issues/education.html\" target=\"_blank\">Learning on the Go\u003c/a> grant, part of the E-rate program that helps subsidize the cost of Internet for schools and libraries. The district used the money to contract with a vendor that partnered with the city to build a wireless network on existing fiber optic cables that weren’t being used. Then, the school district used E-rate funds to lease use of the network. But, as so often happens with pilot programs, E-rate didn’t renew the program the following year, so the district had to shoulder the costs of maintaining the network.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The advantage is, wherever they open their computers, they’re connecting back to a network that we lease that connects not only to the Internet, but back to our network at school,” Akin said. Students can now access online homework and flipped lessons, collaborate virtually and connect with their teachers. It costs the district about $10,000 per month to lease the network and pay for mobile hot spots given to students who live outside the range of the city network. That’s 3 percent of the district’s budget. It sounds expensive, but Akin says it was the single-biggest factor in transitioning the district toward new ways of teaching and learning.\u003c/p>\n\u003cp>The district’s commitment to access for all students and their families is part of what earned it a spot in \u003ca href=\"http://www.digitalpromise.org/league\" target=\"_blank\">Digital Promise’s League of Innovative Schools\u003c/a>, a network of schools pioneering new ideas and sharing with the larger education community. “Teaching in a digital environment is hard,” Akin said. “The first year, no matter how much professional development we did, we found out quickly that the general way that we adapted as educators is we took what we were doing on paper and put it on the computer.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/97934448\">Changing a Rural Community’s Expectations Through 24/7 Learning\u003c/a> from \u003ca href=\"http://vimeo.com/user14299867\">Digital Promise\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>But teachers worked hard to move away from traditional tools like PowerPoint and annotated PDFs and toward more creative uses of the new tools at their disposal. “We invested a lot in teachers,” Akin said. “We found that it doesn’t matter if the environment is digital, it’s all about the teachers. The best professional development we do is to try and find times for our teachers to collaborate and work together.” Teachers have common planning times and seven flexible paid professional development days during the summer built into their contract.\u003c/p>\n\u003cp>\u003cstrong>NEW DIGITAL LEARNING OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>The district’s total commitment to this experiment is paying off. Not only are teachers using a variety of tools to change how they approach instruction, but online learning has also expanded the course offerings. As a small rural district, Piedmont used to offer only Spanish as a foreign language. Now it can offer five languages, including Chinese. Access to the Internet has also pushed the district toward a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based model\u003c/a>, where students can move at their own pace through course work, sometimes taking two courses in a year, allowing them to pick up an elective or take AP courses for college credit.\u003c/p>\n\u003cp>Blending online courses with what can be offered in person has also given students who have fallen behind a real chance at catching up and graduating. “What traditionally happens is a kid gets behind and they can only take a certain number of credits in a year, so they never really have the opportunity to catch up,” Akin said. The scheduling just doesn’t work out.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Akin is excited that Piedmont High School is now offering eight AP courses, up from two, and has far more interesting electives like guitar, robotics and computer science (which counts for math credit) than it ever had before. The district has also incentivized summer learning to fight the learning loss many students experience during summer months. Kids can keep and use their school-issued devices through the summer if they agree to take at least one online course. Now 40 percent of middle-schoolers are taking credits toward high school during the summer.\u003c/p>\n\u003cp>“Our goal is to keep students engaged, but obviously the more credits they can earn in the summer the more opportunity they have to earn advanced credit before they graduate,” Akin said.\u003c/p>\n\u003cp>Piedmont’s middle school has always had high test scores, but the new digital focus has opened up opportunities to make the entire school competency-based. Students have small group instruction time and then continue that work through online programs that re-emphasize what was taught. The schedule is flexible, so if students are ahead in science but behind in English, their schedules can temporarily be rearranged so they have more time to focus on challenging areas.\u003c/p>\n\u003cp>“When you allow middle-school students to set their own pace they don’t always choose a fast pace,” Akin said. “So it’s personalized to a certain extent, but we also spend time helping them set goals.” Students meet in teams of 20, in which teachers help them set academic, personal and team goals.\u003c/p>\n\u003cp>“Our goal is for our students to have higher expectations for themselves,” Akin said. “A lot of our kids’ parents didn’t go to college and some didn’t graduate from high school. So it’s really about setting high expectations for kids and getting them to set high expectations for themselves.”\u003c/p>\n\u003cp>The effort to re-energize the district through technology seems to be working. For the past two years, 100 percent of Piedmont seniors were accepted to college. The district is working now to track those kids and see how they fared when they got there. Test scores have also gone up, although Akin said that was never the focus of mPower Piedmont.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\u003c/p>\n\u003cp>The MindShift Guide to Digital Games and Learning started as a \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">series of blog posts\u003c/a> written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\">\u003c/a>\u003c/p>\n\u003cp>Here's a preview of the table of contents:\u003c/p>\n\u003cp>\u003cstrong>Introduction: Getting in the Game (Page 4)\u003c/strong>\u003cbr>\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What the Research Says About Gaming and Screen Time (Page 6)\u003c/strong>\u003cbr>\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\u003c/p>\n\u003cp>\u003cstrong>How to Start Using Digital Games for Learning (Page 14)\u003c/strong>\u003cbr>\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\u003c/p>\n\u003cp>\u003cstrong>How to Choose a Digital Learning Game (Page 19)\u003c/strong>\u003cbr>\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Obstacles for Using Digital Games in the Classroom (Page 27)\u003c/strong>\u003cbr>\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\u003c/p>\n\u003cp>\u003cstrong>How Teachers Are Using Games in the Classroom (Page 30)\u003c/strong>\u003cbr>\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\u003c/p>\n\u003cp>The MindShift Guide to Digital Games and Learning started as a \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">series of blog posts\u003c/a> written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\">\u003c/a>\u003c/p>\n\u003cp>Here's a preview of the table of contents:\u003c/p>\n\u003cp>\u003cstrong>Introduction: Getting in the Game (Page 4)\u003c/strong>\u003cbr>\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What the Research Says About Gaming and Screen Time (Page 6)\u003c/strong>\u003cbr>\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\u003c/p>\n\u003cp>\u003cstrong>How to Start Using Digital Games for Learning (Page 14)\u003c/strong>\u003cbr>\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\u003c/p>\n\u003cp>\u003cstrong>How to Choose a Digital Learning Game (Page 19)\u003c/strong>\u003cbr>\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Obstacles for Using Digital Games in the Classroom (Page 27)\u003c/strong>\u003cbr>\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\u003c/p>\n\u003cp>\u003cstrong>How Teachers Are Using Games in the Classroom (Page 30)\u003c/strong>\u003cbr>\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38437\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ST-Math.jpg\">\u003cimg class=\"size-large wp-image-38437\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ST-Math-640x360.jpg\" alt=\"ST Math\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">ST Math\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Technology is making its way into many classrooms across the country, easing the way for schools to use educational software as one part of instruction. While the proliferation of ed-tech products and software programs can seem unending, the research backing up the claims made by companies has yet to catch up. This environment makes it \u003ca href=\"http://www.edweek.org/ew/articles/2014/11/13/13procurement.h34.html\" target=\"_blank\">challenging for school leaders to make informed decisions\u003c/a> about products that have a big impact on how teachers teach and students learn.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.wested.org/resources/stmathevaluation2014/\" target=\"_blank\">study\u003c/a> completed by the independent, not-for-profit research and development agency \u003ca href=\"http://www.wested.org/\" target=\"_blank\">WestEd\u003c/a> is an effort by the \u003ca href=\"http://www.mindresearch.net/\" target=\"_blank\">MIND Research Institute\u003c/a> to document if its program, \u003ca href=\"http://www.mindresearch.net/play/\" target=\"_blank\">ST Math\u003c/a>, makes a measurable difference on student test scores. The institute commissioned the study to compare the state test scores of 19,980 second-to-fifth-graders in California, who had access to ST Math’s program in the 2010-2011 school year, with a comparison group of students who did not have the program. All teachers who used ST Math got the same training and teacher support from the ST Math staff on how to use the software. They also received help on how to integrate the technology for use in face-to-face teaching.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I hope this is one of what will be many scientific studies coming from the industry.'\u003c/aside>\n\u003cp>Researchers found that 65 percent of students who had access to ST Math scored proficient or advanced on the California Standards Test, as compared with 62.5 percent in the comparison group. That difference is statistically significant, but in real terms doesn’t appear to be a very big effect.\u003c/p>\n\u003cp>However, not all classrooms that used ST Math took a comprehensive approach. For grades that “fully implemented the program,” meaning at least 85 percent of the students used the program to cover at least 50 percent of the content for the class, the difference was greater. These schools invested time in program adoption, rather than just having access to the program and using it intermittently. For that group, 68 percent of students scored proficient.\u003c/p>\n\u003cp>[contextly_sidebar id=\"sQ9EU4UiaegKlqgRp5jXh0wkoRHGmnyo\"]\u003c/p>\n\u003cp>“The biggest limitation is the fact that we’re doing a matched comparison study,” said John Rice, senior research associate at WestEd. It’s a quasi-experimental research setup -- not the gold standard randomized control study by any means -- but the best that could be done in this case. Researchers adjusted for factors like race, socioeconomics and starting levels of proficiency, to make the data as even as possible, but comparing grade-level cohorts in this manner is inherently opaque.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The grades that implemented ST Math selected themselves to do this, so there may have been other factors that influenced improvement besides the program,” Rice said. Still, the results indicate that teachers who invested more heavily in the program saw better results on tests. Rice said a longitudinal study that looks at individual student growth would give more detailed information about the program’s effect.\u003c/p>\n\u003cp>While tests are only one measure of learning, they are often the most public indicator of a school’s performance. For this study, WestEd researchers excluded high-performing schools from the sample, hoping to take a deeper look at how the program affects underperforming students.\u003c/p>\n\u003cp>\u003cstrong>HOW DOES THE PROGRAM WORK?\u003c/strong>\u003c/p>\n\u003cp>ST Math features a penguin that guides students through math concepts in a visual way. It doesn’t rely on language to teach math concepts the way a textbook does. “We don’t usually consider the extra cost in complexity of introducing students to math using language,” said Andrew Coulson, chief strategist at the MIND Research Institute, ST Math's publisher. He said that introducing the concepts without the burden of language allows kids to grasp the ideas before learning the vocabulary and symbols that go along with them.\u003c/p>\n\u003cp>“It has the side benefit that you don’t need to be proficient in English-language skills in order to use the program,” Coulson said. The MIND Research Institute opened its doors as a nonprofit in 1998 as a spinoff of work done by several professors at UC Irvine. Now, a combination of grants, donations and licensing revenue from schools using ST Math helps pay for research, development and even some reduced-cost licenses for schools who can’t afford to pay.\u003c/p>\n\u003cp>“I hope this is one of what will be many scientific studies coming from the industry,” Coulson said. He hopes to conduct a similar study in several years to see how effective the program is at teaching Common Core State Standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The whole industry needs to grow up and say we’re going to track what we’re doing and report out,” Coulson said. So far, that level of accountability and transparency around outcomes has been rare.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38437\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ST-Math.jpg\">\u003cimg class=\"size-large wp-image-38437\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ST-Math-640x360.jpg\" alt=\"ST Math\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">ST Math\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Technology is making its way into many classrooms across the country, easing the way for schools to use educational software as one part of instruction. While the proliferation of ed-tech products and software programs can seem unending, the research backing up the claims made by companies has yet to catch up. This environment makes it \u003ca href=\"http://www.edweek.org/ew/articles/2014/11/13/13procurement.h34.html\" target=\"_blank\">challenging for school leaders to make informed decisions\u003c/a> about products that have a big impact on how teachers teach and students learn.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.wested.org/resources/stmathevaluation2014/\" target=\"_blank\">study\u003c/a> completed by the independent, not-for-profit research and development agency \u003ca href=\"http://www.wested.org/\" target=\"_blank\">WestEd\u003c/a> is an effort by the \u003ca href=\"http://www.mindresearch.net/\" target=\"_blank\">MIND Research Institute\u003c/a> to document if its program, \u003ca href=\"http://www.mindresearch.net/play/\" target=\"_blank\">ST Math\u003c/a>, makes a measurable difference on student test scores. The institute commissioned the study to compare the state test scores of 19,980 second-to-fifth-graders in California, who had access to ST Math’s program in the 2010-2011 school year, with a comparison group of students who did not have the program. All teachers who used ST Math got the same training and teacher support from the ST Math staff on how to use the software. They also received help on how to integrate the technology for use in face-to-face teaching.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I hope this is one of what will be many scientific studies coming from the industry.'\u003c/aside>\n\u003cp>Researchers found that 65 percent of students who had access to ST Math scored proficient or advanced on the California Standards Test, as compared with 62.5 percent in the comparison group. That difference is statistically significant, but in real terms doesn’t appear to be a very big effect.\u003c/p>\n\u003cp>However, not all classrooms that used ST Math took a comprehensive approach. For grades that “fully implemented the program,” meaning at least 85 percent of the students used the program to cover at least 50 percent of the content for the class, the difference was greater. These schools invested time in program adoption, rather than just having access to the program and using it intermittently. For that group, 68 percent of students scored proficient.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The biggest limitation is the fact that we’re doing a matched comparison study,” said John Rice, senior research associate at WestEd. It’s a quasi-experimental research setup -- not the gold standard randomized control study by any means -- but the best that could be done in this case. Researchers adjusted for factors like race, socioeconomics and starting levels of proficiency, to make the data as even as possible, but comparing grade-level cohorts in this manner is inherently opaque.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The grades that implemented ST Math selected themselves to do this, so there may have been other factors that influenced improvement besides the program,” Rice said. Still, the results indicate that teachers who invested more heavily in the program saw better results on tests. Rice said a longitudinal study that looks at individual student growth would give more detailed information about the program’s effect.\u003c/p>\n\u003cp>While tests are only one measure of learning, they are often the most public indicator of a school’s performance. For this study, WestEd researchers excluded high-performing schools from the sample, hoping to take a deeper look at how the program affects underperforming students.\u003c/p>\n\u003cp>\u003cstrong>HOW DOES THE PROGRAM WORK?\u003c/strong>\u003c/p>\n\u003cp>ST Math features a penguin that guides students through math concepts in a visual way. It doesn’t rely on language to teach math concepts the way a textbook does. “We don’t usually consider the extra cost in complexity of introducing students to math using language,” said Andrew Coulson, chief strategist at the MIND Research Institute, ST Math's publisher. He said that introducing the concepts without the burden of language allows kids to grasp the ideas before learning the vocabulary and symbols that go along with them.\u003c/p>\n\u003cp>“It has the side benefit that you don’t need to be proficient in English-language skills in order to use the program,” Coulson said. The MIND Research Institute opened its doors as a nonprofit in 1998 as a spinoff of work done by several professors at UC Irvine. Now, a combination of grants, donations and licensing revenue from schools using ST Math helps pay for research, development and even some reduced-cost licenses for schools who can’t afford to pay.\u003c/p>\n\u003cp>“I hope this is one of what will be many scientific studies coming from the industry,” Coulson said. He hopes to conduct a similar study in several years to see how effective the program is at teaching Common Core State Standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The whole industry needs to grow up and say we’re going to track what we’re doing and report out,” Coulson said. So far, that level of accountability and transparency around outcomes has been rare.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_37734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" class=\"size-full wp-image-37734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's not unusual for educators to use analog games in the classroom, but as more classrooms gain access to technology, digital games are also making a strong showing. A recent \u003ca href=\"http://www.joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/\">Joan Ganz Cooney Center survey\u003c/a> of 694 K-8 teachers found that 74 percent of those surveyed use digital games in the classroom, up from 50 percent two years ago. Many of the teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. These teachers are often more comfortable with games themselves, playing for fun in their spare time, and are thus more likely to see valuable classroom connections. It’s one thing to have empirical evidence that digital games are growing in popularity and another to get an in-depth look at how and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\" target=\"_blank\">why teachers see them as a valuable use of precious class time\u003c/a>. \u003c/p>\n\u003cp>\u003cstrong>INTRODUCING GLOBAL HISTORY\u003c/strong>\u003c/p>\n\u003cp>Zack Gilbert teaches a course called \"Ancient Civilizations\" at a middle school in Normal, Illinois. He’s been using game simulations in his classroom since 1995, but when he started playing the commercial game \"Civilization IV\" for fun he immediately \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\" target=\"_blank\">recognized its potential\u003c/a> to get sixth-graders hooked on history.\u003c/p>\n\u003cp>“Especially for ancient civilizations, you want to make it as exciting as you can,” Gilbert said. “This is their first real taste of history for the world; most kids have no concept of what the history is in other countries.” When playing the game, students build up their own civilizations in different time periods, making choices in five categories: government, legal, labor, economy and religion.\u003c/p>\n\u003cp>“It gives the kids a visual,” Gilbert said. “They’re actually acting out and making decisions on things that people who lived thousands of years ago would have had to make.” He acknowledges that games like \"Civilization IV\" aren't appropriate for class use all the time and he doesn’t use them exhaustively. However, getting kids excited about the high stakes that historical figures faced is a great jumping-off point for writing assignments, discussions and interactive learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/aside>\n\u003cp>“When they’re building their first city, they have to look at the terrain around them. They have to look at the resources to see if this is a good place to build,” Gilbert said. Students often make mistakes in the game, and Gilbert has to restrain himself from trying to correct them immediately, instead letting them figure out where they went wrong. Students often build their cities on flood plains and watch as their citizens get sick and die. That experience prompts them to try a different approach next time. They now understand viscerally the devastation that choice would have brought to ancient civilizations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">all starts connecting\u003c/a>,” Gilbert said. “When you get into the game it all connects to the state standards.” For example, if students build monuments in the game, they’re using math skills but also thinking about the artistic relevance of such a symbol. “You as the teacher need to know what your goal is for them, and then set them up so they can succeed,” Gilbert said. “If you have a good enough game, they’re going to gain more knowledge than you expect.”\u003c/p>\n\u003cp>Sandbox games are Gilbert’s favorites -- there are lots of ways to win or lose, and students get to show off their creativity and critical thinking. He also thinks commercial games are some of the best tools because of their rich graphics and strong game mechanics. \"Civilization IV\" is sometimes criticized for not being historically accurate, but Gilbert sees that flaw as a teachable moment. “You can turn the things that might not be necessarily correct into learning experiences,” he said.\u003c/p>\n\u003cp>Gilbert points out that the hardest part of any teacher’s job is reaching a variety of learners, all at different stages of development and academic skill. He’s noticed that while not all his students love playing video games for class, struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/p>\n\u003cp>This anecdotal observation bears out in the Cooney Center research, which found that 55 percent of teachers who use digital games report they are a good tool for motivating low-performing students. Teachers see that motivation translating into academic performance. too: 78 percent of teachers using digital games saw improved performance on curricular subjects due to gameplay, and 71 percent saw improvement in extracurricular subjects.\u003c/p>\n\u003cp>Like many other teachers, Gilbert says it can be hard to integrate games into the curriculum when the focus is overwhelmingly on standards and state tests. “Things are becoming more regimented in the classroom,” he said. He understands that many teachers don’t have time to rework their whole curriculum to include games, especially if they themselves aren’t comfortable with digital gameplay.\u003c/p>\n\u003cp>\u003cstrong>GAMIFYING CLASS\u003c/strong>\u003c/p>\n\u003cp>Students in Caryn Swark’s Grade 6 class (she teaches in Alberta, Canada) come to school and immediately find themselves immersed in a fictional world where the king has been kidnapped and they must rescue him. Students have avatars and “level up” throughout the year as they master different skills. This gamified environment is part of the class DNA, so it’s no surprise that Swark is also using digital games to help students engage and connect with the material she’s teaching.\u003c/p>\n\u003cp>“There’s a lot of games that are basically worksheets in disguise,” Swark said. “I try to avoid those games as much as possible. They’re not really games and kids aren’t stupid.” Like Gilbert, Swark believes there are lots of educational merits to some commercial games, especially if teachers think expansively about how to build on game narratives and skills.\u003c/p>\n\u003cp>Swark uses Nintendo DS games like \"\u003ca href=\"http://en.wikipedia.org/wiki/Professor_Layton_and_the_Curious_Village\" target=\"_blank\">Professor Layton and the Curious Village\u003c/a>,\" a game that is basically like reading a novel embedded with math problems and puzzles. The first time she played it, Swark was struck by how similar some of the puzzles were to things she had asked students on worksheets. When kids play the game, they are doing lots of reading and math, but they like it.\u003c/p>\n\u003cp>Similarly, \"\u003ca href=\"https://www.prodigygame.com/USA/\" target=\"_blank\">Prodigy\u003c/a>,\" a commercial math computer game, is built around a wizarding world where students do battle by solving math problems. Swark wishes the math were a little more integrated, but students still find the game fun and engaging.\u003c/p>\n\u003cp>[contextly_sidebar id=\"zulTEeon8xg6R0Ol2bdivxOsLsl6uWu9\"]\u003c/p>\n\u003cp>“Instead of thinking about a checklist of curricular needs that I have to meet, I think about how this fits into what I need,” Swark said. She has found that not only are kids more interested in what they’re learning through gameplay, but they stick with tricky problems longer, work together better and are more open to trying over and over again. The stakes are lower when a student fails within the game, and she doesn’t see any of the test anxiety that has begun to plague her students.\u003c/p>\n\u003cp>“Framing things in terms of gameplay helps get through blocks for kids who get to Grade 6 and are already convinced that they can’t learn,” Swark said. She’s seen her weaker students gravitate toward gameplay and make significant gains. Games are one part of her yearlong goals to break students of the notion that they will fail even when they try.\u003c/p>\n\u003cp>As a female teacher and a “gamer,” Swark has often found bringing games into the classroom helps her connect more to her male students. And students who are alienated socially have become popular because of their abilities to help others in games like \"Minecraft.\"\u003c/p>\n\u003cp>Swark got inspired to try games in her classroom after reading Lee Sheldon’s book, \u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>, and jumped in feet first. She’s built on her success and retooled her failures, just as she’s asking her students to do with their schoolwork. Parents and administrators have been more supportive than she expected -- she’s even suggested parents expose their struggling readers to fan fiction to get them reading.\u003c/p>\n\u003cp>But not all teachers work in such supportive environments. In those cases, or when an educator is more hesitant, Swark recommends teachers check out game-rating sites like \"\u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>,\" run by the nonprofit Common Sense Media, to choose games that clearly align with the grade and standards they teach. She also says it’s easier to start with overtly educational games and work up to the more open-ended games. Lastly, she says there’s a lot to learn from other educators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“There’s a lot of people online who are doing this stuff,” Swark said. “They’re making lesson plans involving games, and you can find those. And then you don’t have to spend the time playing a video game for hours.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" class=\"size-full wp-image-37734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's not unusual for educators to use analog games in the classroom, but as more classrooms gain access to technology, digital games are also making a strong showing. A recent \u003ca href=\"http://www.joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/\">Joan Ganz Cooney Center survey\u003c/a> of 694 K-8 teachers found that 74 percent of those surveyed use digital games in the classroom, up from 50 percent two years ago. Many of the teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. These teachers are often more comfortable with games themselves, playing for fun in their spare time, and are thus more likely to see valuable classroom connections. It’s one thing to have empirical evidence that digital games are growing in popularity and another to get an in-depth look at how and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\" target=\"_blank\">why teachers see them as a valuable use of precious class time\u003c/a>. \u003c/p>\n\u003cp>\u003cstrong>INTRODUCING GLOBAL HISTORY\u003c/strong>\u003c/p>\n\u003cp>Zack Gilbert teaches a course called \"Ancient Civilizations\" at a middle school in Normal, Illinois. He’s been using game simulations in his classroom since 1995, but when he started playing the commercial game \"Civilization IV\" for fun he immediately \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\" target=\"_blank\">recognized its potential\u003c/a> to get sixth-graders hooked on history.\u003c/p>\n\u003cp>“Especially for ancient civilizations, you want to make it as exciting as you can,” Gilbert said. “This is their first real taste of history for the world; most kids have no concept of what the history is in other countries.” When playing the game, students build up their own civilizations in different time periods, making choices in five categories: government, legal, labor, economy and religion.\u003c/p>\n\u003cp>“It gives the kids a visual,” Gilbert said. “They’re actually acting out and making decisions on things that people who lived thousands of years ago would have had to make.” He acknowledges that games like \"Civilization IV\" aren't appropriate for class use all the time and he doesn’t use them exhaustively. However, getting kids excited about the high stakes that historical figures faced is a great jumping-off point for writing assignments, discussions and interactive learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/aside>\n\u003cp>“When they’re building their first city, they have to look at the terrain around them. They have to look at the resources to see if this is a good place to build,” Gilbert said. Students often make mistakes in the game, and Gilbert has to restrain himself from trying to correct them immediately, instead letting them figure out where they went wrong. Students often build their cities on flood plains and watch as their citizens get sick and die. That experience prompts them to try a different approach next time. They now understand viscerally the devastation that choice would have brought to ancient civilizations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">all starts connecting\u003c/a>,” Gilbert said. “When you get into the game it all connects to the state standards.” For example, if students build monuments in the game, they’re using math skills but also thinking about the artistic relevance of such a symbol. “You as the teacher need to know what your goal is for them, and then set them up so they can succeed,” Gilbert said. “If you have a good enough game, they’re going to gain more knowledge than you expect.”\u003c/p>\n\u003cp>Sandbox games are Gilbert’s favorites -- there are lots of ways to win or lose, and students get to show off their creativity and critical thinking. He also thinks commercial games are some of the best tools because of their rich graphics and strong game mechanics. \"Civilization IV\" is sometimes criticized for not being historically accurate, but Gilbert sees that flaw as a teachable moment. “You can turn the things that might not be necessarily correct into learning experiences,” he said.\u003c/p>\n\u003cp>Gilbert points out that the hardest part of any teacher’s job is reaching a variety of learners, all at different stages of development and academic skill. He’s noticed that while not all his students love playing video games for class, struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/p>\n\u003cp>This anecdotal observation bears out in the Cooney Center research, which found that 55 percent of teachers who use digital games report they are a good tool for motivating low-performing students. Teachers see that motivation translating into academic performance. too: 78 percent of teachers using digital games saw improved performance on curricular subjects due to gameplay, and 71 percent saw improvement in extracurricular subjects.\u003c/p>\n\u003cp>Like many other teachers, Gilbert says it can be hard to integrate games into the curriculum when the focus is overwhelmingly on standards and state tests. “Things are becoming more regimented in the classroom,” he said. He understands that many teachers don’t have time to rework their whole curriculum to include games, especially if they themselves aren’t comfortable with digital gameplay.\u003c/p>\n\u003cp>\u003cstrong>GAMIFYING CLASS\u003c/strong>\u003c/p>\n\u003cp>Students in Caryn Swark’s Grade 6 class (she teaches in Alberta, Canada) come to school and immediately find themselves immersed in a fictional world where the king has been kidnapped and they must rescue him. Students have avatars and “level up” throughout the year as they master different skills. This gamified environment is part of the class DNA, so it’s no surprise that Swark is also using digital games to help students engage and connect with the material she’s teaching.\u003c/p>\n\u003cp>“There’s a lot of games that are basically worksheets in disguise,” Swark said. “I try to avoid those games as much as possible. They’re not really games and kids aren’t stupid.” Like Gilbert, Swark believes there are lots of educational merits to some commercial games, especially if teachers think expansively about how to build on game narratives and skills.\u003c/p>\n\u003cp>Swark uses Nintendo DS games like \"\u003ca href=\"http://en.wikipedia.org/wiki/Professor_Layton_and_the_Curious_Village\" target=\"_blank\">Professor Layton and the Curious Village\u003c/a>,\" a game that is basically like reading a novel embedded with math problems and puzzles. The first time she played it, Swark was struck by how similar some of the puzzles were to things she had asked students on worksheets. When kids play the game, they are doing lots of reading and math, but they like it.\u003c/p>\n\u003cp>Similarly, \"\u003ca href=\"https://www.prodigygame.com/USA/\" target=\"_blank\">Prodigy\u003c/a>,\" a commercial math computer game, is built around a wizarding world where students do battle by solving math problems. Swark wishes the math were a little more integrated, but students still find the game fun and engaging.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Instead of thinking about a checklist of curricular needs that I have to meet, I think about how this fits into what I need,” Swark said. She has found that not only are kids more interested in what they’re learning through gameplay, but they stick with tricky problems longer, work together better and are more open to trying over and over again. The stakes are lower when a student fails within the game, and she doesn’t see any of the test anxiety that has begun to plague her students.\u003c/p>\n\u003cp>“Framing things in terms of gameplay helps get through blocks for kids who get to Grade 6 and are already convinced that they can’t learn,” Swark said. She’s seen her weaker students gravitate toward gameplay and make significant gains. Games are one part of her yearlong goals to break students of the notion that they will fail even when they try.\u003c/p>\n\u003cp>As a female teacher and a “gamer,” Swark has often found bringing games into the classroom helps her connect more to her male students. And students who are alienated socially have become popular because of their abilities to help others in games like \"Minecraft.\"\u003c/p>\n\u003cp>Swark got inspired to try games in her classroom after reading Lee Sheldon’s book, \u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>, and jumped in feet first. She’s built on her success and retooled her failures, just as she’s asking her students to do with their schoolwork. Parents and administrators have been more supportive than she expected -- she’s even suggested parents expose their struggling readers to fan fiction to get them reading.\u003c/p>\n\u003cp>But not all teachers work in such supportive environments. In those cases, or when an educator is more hesitant, Swark recommends teachers check out game-rating sites like \"\u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>,\" run by the nonprofit Common Sense Media, to choose games that clearly align with the grade and standards they teach. She also says it’s easier to start with overtly educational games and work up to the more open-ended games. Lastly, she says there’s a lot to learn from other educators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The Benefits of Students Teaching Students Through Online Video",
"title": "The Benefits of Students Teaching Students Through Online Video",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_36834\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\" alt=\"Erin Scott\" width=\"640\" height=\"360\" class=\"size-full wp-image-36834\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\nVideos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students' use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. \u003c/p>\n\u003cp>During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. She was struggling with AP Chemistry that year, but when a concept finally clicked, she would make a video about it to help her friends taking lower level chemistry classes.\u003c/p>\n\u003cp>\"What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn't understand the material,\" Yarlagadda \u003ca href=\"http://novemberlearning.com/blog/2014/02/17/students-teaching-students-club-academia-interview-shilpa-yarlagadda/\" target=\"_blank\">told Alan November in a podcast last year\u003c/a>. Shilpa co-founded, with Roya Huang, \u003ca href=\"http://clubacademia.org/\" target=\"_blank\">Club Academia\u003c/a>, a site hosting tutorial videos created by high school students and vetted for accuracy by teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Eric Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting.\u003c/aside>\n\u003cp>\"When students explain it and they have a way to make it extremely relevant to your life and show you how this actually relates to you specifically, that can make the material really exciting,” Yarlagadda said. Huang has become famous in some education circles for a video she made explaining the physics concept of position by telling a story about a girl who wanted to sit close to a boy in the movie theater, but not too close in case her interest was too obvious. \u003c/p>\n\u003cp>“It's about making the material exciting for someone else,” Yarlagadda said. “When you’re able to do that for someone else really properly, it’s so rewarding.” The most important element to make a video exciting and relevant is the student presenter’s passion for the subject. When a student loves the ideas she’s teaching, it’s infectious and often helps her come up with creative ways to relate the material to the lives of peers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[youtube //www.youtube-nocookie.com/embed/Ar1akEU0nYA]\u003c/p>\n\u003cp>The best student teachers are the ones who've struggled to understand and have a fresh memory of that \"aha moment\" when they got it, according to Yarlagadda. Those students can often walk another student through the process in a more visceral way.\u003c/p>\n\u003cp>\"We're not looking for the brightest kid in the class,\" she said. \"We're looking for the most passionate kids. Someone who had difficulty learning, but was really persistent in the learning process and was eventually able to understand it.”\u003c/p>\n\u003cp>Students’ ability to make powerful resources for one another often surprises adults, Yarlagadda said, but it’s also emblematic of a bigger problem in education. “I really believe that the best people to solve problems are the people who face them,” she said. “In the field of education, those people are students, and I think it’s unfortunate that we’re often left out of the conversation.”\u003c/p>\n\u003cp>Yarlagadda graduated from Gunn High School in Palo Alto, California, last year and is taking a gap year to explore opportunities to expand Club Academia. She says students at Gunn are good at explaining materials within their particular context, but that it might not fit another school somewhere else in the country. She wants Club Academia to grow into an international chapter-based organization, where kids make videos for other kids experiencing life in the same way. She’s already got some takers in Australia and Columbia - she’s just working out some kinks in the website code to make it open source. She wants people to be able to upload and approve videos for their local chapter.\u003c/p>\n\u003cp>\u003cstrong>NOT JUST FOR HIGH SCHOOL KIDS\u003c/strong>\u003c/p>\n\u003cp>A California middle school teacher found out first hand just how hard students are willing to work when they get to pick the topic, show creative license and publish it online. Eric Marcos has been publishing student-created tutorials on his site \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">Mathtrain\u003c/a> since 2007, some of which have garnered thousands of views. The project started informally, just kids messing around after school. That independence and creative license is part of what makes the videos powerful, Marcos said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"BOzG070PSeXQwJ9qD8ETkw4HgFKMvOio\"]\u003c/p>\n\u003cp>“The kids are definitely aware now that people are watching from all over the world, but they don’t get too psyched out about that,” Marcos said. “They still won’t let the video go if it’s not the best it can be.” A colleague of Marcos saw how much kids liked making tutorials and assigned videos for extra credit. One girl came in and made a video using the tablets in Marcos’ class. She was getting ready to turn it in when Marcos told her he’d put the video up on Mathtrain. She immediately ran back in and said he couldn’t post it until she'd fixed some little things.\u003c/p>\n\u003cp>“When it was for homework, she was happy to just get it done,” Marcos said. But she wasn’t content to let something go up on the website, where everyone could see it, if it wasn’t her best work.\u003c/p>\n\u003cp>A student making a video has to know the material well and offer it up with a narrative structure, a “math story.” Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting. Marcos was asked to tutor a student who was failing algebra. She asked to make a video and it soon became apparent she knew way more than anyone thought she did about math. \u003c/p>\n\u003cp>“You would never think that person was not doing well in math class because she knows what she’s doing,” Marcos said. The student’s success with video making gave her confidence and soon her performance improved on more traditional tasks as well.\u003c/p>\n\u003cp>Student-made videos may be more important than ever now, as teachers, parents and students alike adjust to new Common Core State Standards. The standards emphasize situational math, solving problems collaboratively and talking through the underlying concepts of each answer. Many parents find the new approach bewildering because it doesn’t look like the “plug and chug” formulaic math they were taught. Marcos sees a glaring need for quality online resources to support the whole community in this transition.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=3IyYoJteGGU\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We have people who are dying for information and are looking for resources, whether it’s kids or families,” Marcos said. “I’m going to encourage the students to make videos that follow along with the Common Core themes.” He’s interested to see how the new instructional style that goes along with new curriculum will translate into the students videos. Will they use more stories to relay math concepts? He suspects they might, but he’s not going to tell them what to do because that would destroy what makes Mathtrain unique -- students creating math content because they think it's fun.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36834\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\" alt=\"Erin Scott\" width=\"640\" height=\"360\" class=\"size-full wp-image-36834\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\nVideos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students' use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. \u003c/p>\n\u003cp>During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. She was struggling with AP Chemistry that year, but when a concept finally clicked, she would make a video about it to help her friends taking lower level chemistry classes.\u003c/p>\n\u003cp>\"What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn't understand the material,\" Yarlagadda \u003ca href=\"http://novemberlearning.com/blog/2014/02/17/students-teaching-students-club-academia-interview-shilpa-yarlagadda/\" target=\"_blank\">told Alan November in a podcast last year\u003c/a>. Shilpa co-founded, with Roya Huang, \u003ca href=\"http://clubacademia.org/\" target=\"_blank\">Club Academia\u003c/a>, a site hosting tutorial videos created by high school students and vetted for accuracy by teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Eric Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting.\u003c/aside>\n\u003cp>\"When students explain it and they have a way to make it extremely relevant to your life and show you how this actually relates to you specifically, that can make the material really exciting,” Yarlagadda said. Huang has become famous in some education circles for a video she made explaining the physics concept of position by telling a story about a girl who wanted to sit close to a boy in the movie theater, but not too close in case her interest was too obvious. \u003c/p>\n\u003cp>“It's about making the material exciting for someone else,” Yarlagadda said. “When you’re able to do that for someone else really properly, it’s so rewarding.” The most important element to make a video exciting and relevant is the student presenter’s passion for the subject. When a student loves the ideas she’s teaching, it’s infectious and often helps her come up with creative ways to relate the material to the lives of peers.\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>null\u003c/p>\u003cp>\u003c/p>\n\u003cp>The best student teachers are the ones who've struggled to understand and have a fresh memory of that \"aha moment\" when they got it, according to Yarlagadda. Those students can often walk another student through the process in a more visceral way.\u003c/p>\n\u003cp>\"We're not looking for the brightest kid in the class,\" she said. \"We're looking for the most passionate kids. Someone who had difficulty learning, but was really persistent in the learning process and was eventually able to understand it.”\u003c/p>\n\u003cp>Students’ ability to make powerful resources for one another often surprises adults, Yarlagadda said, but it’s also emblematic of a bigger problem in education. “I really believe that the best people to solve problems are the people who face them,” she said. “In the field of education, those people are students, and I think it’s unfortunate that we’re often left out of the conversation.”\u003c/p>\n\u003cp>Yarlagadda graduated from Gunn High School in Palo Alto, California, last year and is taking a gap year to explore opportunities to expand Club Academia. She says students at Gunn are good at explaining materials within their particular context, but that it might not fit another school somewhere else in the country. 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That independence and creative license is part of what makes the videos powerful, Marcos said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The kids are definitely aware now that people are watching from all over the world, but they don’t get too psyched out about that,” Marcos said. “They still won’t let the video go if it’s not the best it can be.” A colleague of Marcos saw how much kids liked making tutorials and assigned videos for extra credit. One girl came in and made a video using the tablets in Marcos’ class. She was getting ready to turn it in when Marcos told her he’d put the video up on Mathtrain. She immediately ran back in and said he couldn’t post it until she'd fixed some little things.\u003c/p>\n\u003cp>“When it was for homework, she was happy to just get it done,” Marcos said. 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"disqusTitle": "Five Science Videos That Make You Think About Ethics, Habitat and Climate Change",
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"content": "\u003cfigure id=\"attachment_37816\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://news.nationalgeographic.com/news/2014/07/140717-spotted-owls-barred-shooting-logging-endangered-species-science/\">\u003cimg class=\"size-large wp-image-37816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/spotted-owl-640x360.jpg\" alt='Screenshot from National Geographic film \"Shooting Owls to Save Other Owls.\"' width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from National Geographic film \"Shooting Owls to Save Other Owls.\"\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There's an abundance of science videos on the internet, but not all equally amazing. Offering an eclectic mix of cool science videos, \u003ca href=\"http://www.calacademy.org/sciencetoday/\" target=\"_blank\">Science Today \u003c/a>producer Molly Michelson recommends five of her favorite clips.\u003c/p>\n\u003cp>\u003cstrong>1. WHERE'D YOU GET ALL THOSE DEAD ANIMALS?\u003c/strong>\u003c/p>\n\u003cp>When wandering around a natural history museum, it may seem wrong or cruel to see animal specimens displayed. The ethics of continued collecting practices are a hot topic among biologists, but the debate has largely skipped the general population. This \u003ca href=\"https://www.youtube.com/watch?v=nS8suhK-c5I&list=UUkyfHZ6bY2TjqbJhiH8Y2QQ\" target=\"_blank\">Brain Scoop video\u003c/a> explains why it's necessary for biologists to keep collecting species and the precautions they take to prevent long term negative effects on species populations.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=nS8suhK-c5I?list=UUkyfHZ6bY2TjqbJhiH8Y2QQ&w=640&h=360]\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n2. THE ANIMATED LIFE OF A.R. WALLACE\u003cbr>\n\u003c/strong>\u003cbr>\nMost people have heard of Charles Darwin, but what about Alfred Russell Wallace? The New York Times published a \u003ca href=\"http://www.nytimes.com/video/opinion/100000002534565/the-animated-life-of-a-r-wallace.html\" target=\"_blank\">paper-puppet animated video\u003c/a> created by Flora Lichtman and Sharon Shattuck describing Wallace's contributions to discovering the theory of natural selection. Wallace traveled to Brazil and Southeast Asia, braving jungles and severe bouts of malaria, to realize that the natural world is full of competition and death. Only the strongest and most fit survive. When the theory was originally presented to other scientists, Wallace and Darwin got equal credit, but Wallace hasn't survived history the way Darwin has.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002534565&playerType=embed\" width=\"640\" height=\"360\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>3. TRADE OFFS FOR BIODIVERSITY\u003c/strong>\u003c/p>\n\u003cp>In the old growth forests of Northern California and Southern Oregon, wildlife biologists have been selectively killing one species of owl to save another. For decades, biologists have been watching the spotted owl population decline, recently as much as eight or nine percent a year. The species crash aligns with an increase of barred owls in the same area, who like the same habitat and chase off the spotted owls. This \u003ca href=\"http://news.nationalgeographic.com/news/2014/07/140717-spotted-owls-barred-shooting-logging-endangered-species-science/\" target=\"_blank\">National Geographic video\u003c/a> makes it clear how tough the choices can be when trying to preserve natural habitat and wildlife for generations to come.\u003c/p>\n\u003cp>\u003cstrong>4. HOW OCEAN ACIDIFICATION AFFECTS BIODIVERSITY\u003c/strong>\u003c/p>\n\u003cp>The California Academy of Sciences, in collaboration with Khan Academy, has developed a \u003ca href=\"https://www.khanacademy.org/partner-content/CAS-biodiversity/why-is-biodiversity-threatened/biodiversity-global/v/ocean-acidification-and-biodiversity-impacts\" target=\"_blank\">fascinating video\u003c/a> explaining how global climate change has increased ocean acidification and how all that affects biodiversity. It takes viewers through the chemistry, but connects the formulas to the really important question of, \"why does this matter?\" And, since it's a Khan Academy video, it comes with some handy questions and other lesson materials connecting to other issues related to biodiversity.\u003c/p>\n\u003cp>\u003cobject width=\"640\" height=\"360\">\u003cparam name=\"movie\" value=\"//www.youtube.com/v/GL7qJYKzcsk?version=3&hl=en_US\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed src=\"//www.youtube.com/v/GL7qJYKzcsk?version=3&hl=en_US\" type=\"application/x-shockwave-flash\" width=\"640\" height=\"360\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>5. IMPACTS OF NEW TECHNOLOGY ON SCIENCE\u003c/strong>\u003c/p>\n\u003cp>This \u003ca href=\"https://www.youtube.com/watch?v=VRegh14QOFo\" target=\"_blank\">video from McCauley Labs\u003c/a> may not seem very exciting, but it illustrates the dual-sonar frequency imaging technology that scientists can now use to track movements of species like manta rays as they travel across coral reef lagoons. The technology helps them detect patterns and document changes.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=VRegh14QOFo&w=640&h=360]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37816\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://news.nationalgeographic.com/news/2014/07/140717-spotted-owls-barred-shooting-logging-endangered-species-science/\">\u003cimg class=\"size-large wp-image-37816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/spotted-owl-640x360.jpg\" alt='Screenshot from National Geographic film \"Shooting Owls to Save Other Owls.\"' width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from National Geographic film \"Shooting Owls to Save Other Owls.\"\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There's an abundance of science videos on the internet, but not all equally amazing. Offering an eclectic mix of cool science videos, \u003ca href=\"http://www.calacademy.org/sciencetoday/\" target=\"_blank\">Science Today \u003c/a>producer Molly Michelson recommends five of her favorite clips.\u003c/p>\n\u003cp>\u003cstrong>1. WHERE'D YOU GET ALL THOSE DEAD ANIMALS?\u003c/strong>\u003c/p>\n\u003cp>When wandering around a natural history museum, it may seem wrong or cruel to see animal specimens displayed. The ethics of continued collecting practices are a hot topic among biologists, but the debate has largely skipped the general population. This \u003ca href=\"https://www.youtube.com/watch?v=nS8suhK-c5I&list=UUkyfHZ6bY2TjqbJhiH8Y2QQ\" target=\"_blank\">Brain Scoop video\u003c/a> explains why it's necessary for biologists to keep collecting species and the precautions they take to prevent long term negative effects on species populations.\u003c/p>\n\u003cp>\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/nS8suhK-c5I?list=UUkyfHZ6bY2TjqbJhiH8Y2QQ'\n title='//www.youtube.com/embed/nS8suhK-c5I?list=UUkyfHZ6bY2TjqbJhiH8Y2QQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n2. THE ANIMATED LIFE OF A.R. WALLACE\u003cbr>\n\u003c/strong>\u003cbr>\nMost people have heard of Charles Darwin, but what about Alfred Russell Wallace? The New York Times published a \u003ca href=\"http://www.nytimes.com/video/opinion/100000002534565/the-animated-life-of-a-r-wallace.html\" target=\"_blank\">paper-puppet animated video\u003c/a> created by Flora Lichtman and Sharon Shattuck describing Wallace's contributions to discovering the theory of natural selection. Wallace traveled to Brazil and Southeast Asia, braving jungles and severe bouts of malaria, to realize that the natural world is full of competition and death. Only the strongest and most fit survive. When the theory was originally presented to other scientists, Wallace and Darwin got equal credit, but Wallace hasn't survived history the way Darwin has.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002534565&playerType=embed\" width=\"640\" height=\"360\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>3. TRADE OFFS FOR BIODIVERSITY\u003c/strong>\u003c/p>\n\u003cp>In the old growth forests of Northern California and Southern Oregon, wildlife biologists have been selectively killing one species of owl to save another. For decades, biologists have been watching the spotted owl population decline, recently as much as eight or nine percent a year. The species crash aligns with an increase of barred owls in the same area, who like the same habitat and chase off the spotted owls. This \u003ca href=\"http://news.nationalgeographic.com/news/2014/07/140717-spotted-owls-barred-shooting-logging-endangered-species-science/\" target=\"_blank\">National Geographic video\u003c/a> makes it clear how tough the choices can be when trying to preserve natural habitat and wildlife for generations to come.\u003c/p>\n\u003cp>\u003cstrong>4. HOW OCEAN ACIDIFICATION AFFECTS BIODIVERSITY\u003c/strong>\u003c/p>\n\u003cp>The California Academy of Sciences, in collaboration with Khan Academy, has developed a \u003ca href=\"https://www.khanacademy.org/partner-content/CAS-biodiversity/why-is-biodiversity-threatened/biodiversity-global/v/ocean-acidification-and-biodiversity-impacts\" target=\"_blank\">fascinating video\u003c/a> explaining how global climate change has increased ocean acidification and how all that affects biodiversity. It takes viewers through the chemistry, but connects the formulas to the really important question of, \"why does this matter?\" And, since it's a Khan Academy video, it comes with some handy questions and other lesson materials connecting to other issues related to biodiversity.\u003c/p>\n\u003cp>\u003cobject width=\"640\" height=\"360\">\u003cparam name=\"movie\" value=\"//www.youtube.com/v/GL7qJYKzcsk?version=3&hl=en_US\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed src=\"//www.youtube.com/v/GL7qJYKzcsk?version=3&hl=en_US\" type=\"application/x-shockwave-flash\" width=\"640\" height=\"360\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>5. IMPACTS OF NEW TECHNOLOGY ON SCIENCE\u003c/strong>\u003c/p>\n\u003cp>This \u003ca href=\"https://www.youtube.com/watch?v=VRegh14QOFo\" target=\"_blank\">video from McCauley Labs\u003c/a> may not seem very exciting, but it illustrates the dual-sonar frequency imaging technology that scientists can now use to track movements of species like manta rays as they travel across coral reef lagoons. The technology helps them detect patterns and document changes.\u003c/p>\n\u003cp>\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/VRegh14QOFo'\n title='//www.youtube.com/embed/VRegh14QOFo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_37453\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/rosenfeldmedia/7095143045/in/photolist-iH98pX-5ngcJT-6eS6Wh-QaTah-bCSMuE-6Biz2M-3jFR8B-8NM84a-93c4vw-4VMShe-9pmJEi-8NMgQT-6eS6VQ-cZCJSu-bNYsQv-8bvNhp-7zgjmd-bvnyRK-5sgavg-5HVcnD-5z8FH3-oxYadi\">\u003cimg class=\"size-full wp-image-37453\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/dow-day-pic.jpg\" alt=\"Participatory games let students see archival footage of events that happened in the places where they stand.(Rosenfeld Media/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Participatory games let students see archival footage of events that happened in the places where they stand. (Rosenfeld Media/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The buzz around games and learning has mostly focused on how educators can learn from game structure to create engaging learning experiences. Or else, educators are experimenting with video games meant to help students practice academic skills. Less attention has been paid to a niche of mobile gaming seeking to bridge the gap between the screen and the real world -- pervasive gaming.\u003c/p>\n\u003cp>“Most games are not automatically motivating,” said \u003ca href=\"http://benjaminstokes.net/\" target=\"_blank\">Benjamin Stokes\u003c/a>, postdoctoral scholar at the University of California, Berkeley School of Information and co-founder of \u003ca href=\"http://www.gamesforchange.org/\" target=\"_blank\">Games for Change\u003c/a>. “One of the things that makes a game engaging is that the choices are meaningful.”\u003c/p>\n\u003cp>Giving students the opportunity to make meaningful choices isn't at the center of every classroom, especially when it comes to civics. Most civics classes focus on teaching about democracy and governance in its most ideal form, as a static system. The focus is on preparing students for their eventual participation in the system, without giving them a real-life experience of what it means to be civically engaged.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,' Stokes said.\u003c/aside>\n\u003cp>In these situated games, students play a game on mobile devices that also requires them to interact with the real world. For example, the game might include a challenge to go to a park where something historically significant happened, like a famous protest. While looking at the historical marker, the game could require students to read the text out loud or to tell passers-by about the history that happened at that place.\u003c/p>\n\u003cp>“Part of what’s interesting about mobile is that it takes a speech students might have read in the classroom and puts them at the location,” Stokes said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. In another instance, the game might ask students to act out a protest. “The goal of the game is not just to convey some facts, but to let people test out this disposition of protesting and engaging with the theater of it,” Stokes said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These games allow students to walk in the shoes of historical figures, make the tough decisions those figures faced and deal with the consequences of those choices. That’s very different from merely visualizing what it might have been like.\u003c/p>\n\u003cp>[contextly_sidebar id=\"zsGtdzipVFM8B9hOM5Dt13EDLnnckQWy\"]\u003c/p>\n\u003cp>While the mobile game keeps track of students' progress, assigning different missions and cataloging evidence and the resulting points, the game is played out in the communities where students live, requiring them to engage with people of all ages.\u003c/p>\n\u003cp>“The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,” Stokes said. In other words, the game is not just a simulation of an event; it necessarily has an impact on the public spaces where it is played.\u003c/p>\n\u003cp>And because the game is on a mobile platform, students can reflect on the experience with pictures, videos and short writing exercises. “When we’re being social about our reflection, we often need the skill of writing quick, short things and then linking to longer pieces,” Stokes said. If students made those reflections on a public social media site, the community could even engage with them as they learn about what makes the place where they are from distinct.\u003c/p>\n\u003cp>“One of the things we really need for civic renewal is having conversations with other generations about issues,” Stokes said. Allowing students to learn what it means to participate in a civics project by leading them through a mobile game might begin a conversation with adults about the past that never would have happened otherwise.\u003c/p>\n\u003cp>\u003cstrong>PARTICIPATORY MOBILE GAMES\u003c/strong>\u003c/p>\n\u003cp>Jim Matthews is a teacher and researcher interested in using games to promote place-based education about everything, not just civics. Communities that show pride in their distinctive qualities and cultures tend to be more resilient and capable of problem-solving. Matthews wants to help students and their families contribute their own stories to the local history to strengthen that sense of place.\u003c/p>\n\u003cp>One of the strongest elements of a pervasive game is that the skills can’t be siloed into one academic discipline. “In order to solve some kinds of problems, by default they have to be multidisciplinary,” Matthews said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. Many of the games he has experimented with require students to use cross-cutting skills that will help them solve a varied set of problems.\u003c/p>\n\u003cp>\u003ca href=\"http://brianhouse.net/works/yellow_arrow/\" target=\"_blank\">\u003cstrong>YELLOW ARROW\u003c/strong>\u003c/a>: This public art project started in 2004 in Manhattan and has spread across the world. Participants print out yellow arrow stickers from the website , each with a unique identifying code, and place them in public places that have important local meaning. People who know about the project can text the Yellow Arrow phone number with the unique code and instantly receive the story or piece of local lore the author marked. Other users can even add more stories to a location, creating a crowdsourced ethnography of place.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/dow-day/\" target=\"_blank\">\u003cstrong>DOW DAY\u003c/strong>\u003c/a>: In this game, players take on the role of a journalist on the Madison campus of the University of Wisconsin in 1967 during a protest against Dow Chemical and their product, napalm. Called a situational documentary, students explore different characters' perspectives, taking on their roles. The game also offers opportunities to research contemporary issues connected to the university and contribute stories using the platform.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/mentira/\" target=\"_blank\">\u003cstrong>MENTIRA\u003c/strong>\u003c/a>: This game was started in Albuquerque to teach Spanish. Players interact with virtual characters as well as real residents of one of the city’s Spanish-speaking neighborhoods to investigate a fictional murder. Following clues given by game characters and real people, students must \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\" target=\"_blank\">play out the narrative and engage with people using their Spanish\u003c/a> at the same time. “One of the goals of this story is to get people out into a neighborhood, and the way you are doing it is through an invented story that uses Spanish,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/jewish-time-jump/\" target=\"_blank\">\u003cstrong>JEWISH TIME JUMP\u003c/strong>\u003c/a>: Using GPS technology on students’ mobile devices, archival images and tidbits of information pop up as students move around a park that sits across the street from the \u003ca href=\"http://www.history.com/topics/triangle-shirtwaist-fire\" target=\"_blank\">Triangle Shirtwaist Factory\u003c/a>, site of the famous fire that drew attention to the dangerous conditions in sweatshops. Players interrogate virtual historical figures like Rose Schneiderman, read primary source documents and slowly piece together the history of Jewish immigration in New York, the labor movement and women’s rights. These kinds of place-based, augmented reality games have the potential to allow students to construct their own understanding of history, while tying it tightly to the physical place where it happened.\u003c/p>\n\u003cp>\u003ca href=\"http://www.colleenmacklin.com/projects/reactivism/\" target=\"_blank\">\u003cstrong>RE:ACTIVISM\u003c/strong>\u003c/a>: This mobile game is similar to Jewish Time Jump in that it focuses on the civics history of locations, but it extends beyond New York. Teams compete to come up with visible, public actions that engage the public around different historical moments. Players are given cards associated with different sites and document their actions along the way. It requires creativity, research and knowledge to win the challenge. Players have to walk a fine line between being authentic to history and being playful -- one of the many interesting aspects of participatory gaming.\u003c/p>\n\u003cp>\u003ca href=\"http://mobile.wisc.edu/news/project-sustainable-u/\" target=\"_blank\">\u003cstrong>SUSTAINABLE U\u003c/strong>\u003c/a>: Players find themselves in a dystopian future where natural resources are running out and something must be done to change the course of history. Players receive quests to explore transportation, water and waste policies at a university. After researching what’s already been tried, they come up with new ways to address sustainability. “One of the challenges is to go out and find where energy is being wasted and change your own behavior,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://engagementgamelab.org/projects/upriver/\" target=\"_blank\">\u003cstrong>UP RIVER\u003c/strong>\u003c/a>: Designed to make learning about the St. Louis Estuary more participatory, this virtual game leads students through the estuary to various places, some more industrial, others that look like the natural habitat that once existed. Students investigate important scientific factors like oxygen levels in the water, vital for fish stocks, and interact with virtual historical characters who can describe what the area was once like. The game includes questions and challenges that require students to interact with contemporary people, like fishermen.\u003c/p>\n\u003cp>“One of the things we’re experimenting with is how can you integrate stories with field work,” Matthews said. Students are collecting water samples, but learning about the local lore of the place as well. This kind of game reinforces the notion that real problems aren’t siloed by discipline. Cleaning up an estuary has real effects on local businesses of all kinds, for good and bad.\u003c/p>\n\u003cp>\u003ca href=\"https://communityplanit.org/\" target=\"_blank\">\u003cstrong>COMMUNITY PLANIT\u003c/strong>\u003c/a>: This game allows students to get involved in city planning at the local level. Students complete missions in the real world to win virtual coins. They can spend those coins to vote for how funds will be allocated for real city projects. “One of the neat things about this is that folks are tying it into planning projects that are already taking place,” Matthews said. The city of Philadelphia is using this game as it builds its Philadelphia 2035 plan.\u003c/p>\n\u003cp>\u003ca href=\"http://localgameslababq.wordpress.com/2011/11/21/playing-digital-graffiti-gallery/\" target=\"_blank\">\u003cstrong>DIGITAL GRAFFITI GALLERY\u003c/strong>\u003c/a>: This game focuses on the ephemeral and often beautiful culture of street art. “You are capturing real-world graffiti that has been put out around the city before it gets painted over,” Matthews said. Capturing it creates a record of its existence, and players can curate their own list of favorite artwork.\u003c/p>\n\u003cp>\u003ca href=\"http://citydigits.org/\" target=\"_blank\">\u003cstrong>LOCAL LOTO\u003c/strong>\u003c/a>: Focusing on the lottery and its effects on communities, the game asks students to look at the quantitative data about the lottery and then go out into the community and gather stories of people who play and why. After they’ve conducted all their research, students form their own position about whether they think the lottery is good or bad for the neighborhood as a whole.\u003c/p>\n\u003cp>These are just a few examples of the kinds of activities local game labs, teachers and nonprofits have developed to connect mobile gaming to real places and the communities that bring them to life. “The games challenge learning to be relevant, using classroom skills and fascinating stories from life,” Stokes said.\u003c/p>\n\u003cp>He thinks real-world gaming has the power to re-engage young people with civics and ignite their passion to have an impact. “Engage them in studying places where they already hang out and use technology that they already use,” Stokes said. Doing so not only helps teach them, but it could also empower them too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think we can actually try to be a little more ambitious beyond learning,” Stokes said. “Look at the contribution your young people might be able to make to their community.” As citizen scientists, community ethnographers and storytellers, chroniclers of injustice or city disfunction -- students can make a difference in their communities and often find great satisfaction in learning that allows them to do so.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37453\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/rosenfeldmedia/7095143045/in/photolist-iH98pX-5ngcJT-6eS6Wh-QaTah-bCSMuE-6Biz2M-3jFR8B-8NM84a-93c4vw-4VMShe-9pmJEi-8NMgQT-6eS6VQ-cZCJSu-bNYsQv-8bvNhp-7zgjmd-bvnyRK-5sgavg-5HVcnD-5z8FH3-oxYadi\">\u003cimg class=\"size-full wp-image-37453\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/dow-day-pic.jpg\" alt=\"Participatory games let students see archival footage of events that happened in the places where they stand.(Rosenfeld Media/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Participatory games let students see archival footage of events that happened in the places where they stand. (Rosenfeld Media/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The buzz around games and learning has mostly focused on how educators can learn from game structure to create engaging learning experiences. Or else, educators are experimenting with video games meant to help students practice academic skills. Less attention has been paid to a niche of mobile gaming seeking to bridge the gap between the screen and the real world -- pervasive gaming.\u003c/p>\n\u003cp>“Most games are not automatically motivating,” said \u003ca href=\"http://benjaminstokes.net/\" target=\"_blank\">Benjamin Stokes\u003c/a>, postdoctoral scholar at the University of California, Berkeley School of Information and co-founder of \u003ca href=\"http://www.gamesforchange.org/\" target=\"_blank\">Games for Change\u003c/a>. “One of the things that makes a game engaging is that the choices are meaningful.”\u003c/p>\n\u003cp>Giving students the opportunity to make meaningful choices isn't at the center of every classroom, especially when it comes to civics. Most civics classes focus on teaching about democracy and governance in its most ideal form, as a static system. The focus is on preparing students for their eventual participation in the system, without giving them a real-life experience of what it means to be civically engaged.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,' Stokes said.\u003c/aside>\n\u003cp>In these situated games, students play a game on mobile devices that also requires them to interact with the real world. For example, the game might include a challenge to go to a park where something historically significant happened, like a famous protest. While looking at the historical marker, the game could require students to read the text out loud or to tell passers-by about the history that happened at that place.\u003c/p>\n\u003cp>“Part of what’s interesting about mobile is that it takes a speech students might have read in the classroom and puts them at the location,” Stokes said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. In another instance, the game might ask students to act out a protest. “The goal of the game is not just to convey some facts, but to let people test out this disposition of protesting and engaging with the theater of it,” Stokes said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These games allow students to walk in the shoes of historical figures, make the tough decisions those figures faced and deal with the consequences of those choices. That’s very different from merely visualizing what it might have been like.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While the mobile game keeps track of students' progress, assigning different missions and cataloging evidence and the resulting points, the game is played out in the communities where students live, requiring them to engage with people of all ages.\u003c/p>\n\u003cp>“The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,” Stokes said. In other words, the game is not just a simulation of an event; it necessarily has an impact on the public spaces where it is played.\u003c/p>\n\u003cp>And because the game is on a mobile platform, students can reflect on the experience with pictures, videos and short writing exercises. “When we’re being social about our reflection, we often need the skill of writing quick, short things and then linking to longer pieces,” Stokes said. If students made those reflections on a public social media site, the community could even engage with them as they learn about what makes the place where they are from distinct.\u003c/p>\n\u003cp>“One of the things we really need for civic renewal is having conversations with other generations about issues,” Stokes said. Allowing students to learn what it means to participate in a civics project by leading them through a mobile game might begin a conversation with adults about the past that never would have happened otherwise.\u003c/p>\n\u003cp>\u003cstrong>PARTICIPATORY MOBILE GAMES\u003c/strong>\u003c/p>\n\u003cp>Jim Matthews is a teacher and researcher interested in using games to promote place-based education about everything, not just civics. Communities that show pride in their distinctive qualities and cultures tend to be more resilient and capable of problem-solving. Matthews wants to help students and their families contribute their own stories to the local history to strengthen that sense of place.\u003c/p>\n\u003cp>One of the strongest elements of a pervasive game is that the skills can’t be siloed into one academic discipline. “In order to solve some kinds of problems, by default they have to be multidisciplinary,” Matthews said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. Many of the games he has experimented with require students to use cross-cutting skills that will help them solve a varied set of problems.\u003c/p>\n\u003cp>\u003ca href=\"http://brianhouse.net/works/yellow_arrow/\" target=\"_blank\">\u003cstrong>YELLOW ARROW\u003c/strong>\u003c/a>: This public art project started in 2004 in Manhattan and has spread across the world. Participants print out yellow arrow stickers from the website , each with a unique identifying code, and place them in public places that have important local meaning. People who know about the project can text the Yellow Arrow phone number with the unique code and instantly receive the story or piece of local lore the author marked. Other users can even add more stories to a location, creating a crowdsourced ethnography of place.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/dow-day/\" target=\"_blank\">\u003cstrong>DOW DAY\u003c/strong>\u003c/a>: In this game, players take on the role of a journalist on the Madison campus of the University of Wisconsin in 1967 during a protest against Dow Chemical and their product, napalm. Called a situational documentary, students explore different characters' perspectives, taking on their roles. The game also offers opportunities to research contemporary issues connected to the university and contribute stories using the platform.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/mentira/\" target=\"_blank\">\u003cstrong>MENTIRA\u003c/strong>\u003c/a>: This game was started in Albuquerque to teach Spanish. Players interact with virtual characters as well as real residents of one of the city’s Spanish-speaking neighborhoods to investigate a fictional murder. Following clues given by game characters and real people, students must \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\" target=\"_blank\">play out the narrative and engage with people using their Spanish\u003c/a> at the same time. “One of the goals of this story is to get people out into a neighborhood, and the way you are doing it is through an invented story that uses Spanish,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/jewish-time-jump/\" target=\"_blank\">\u003cstrong>JEWISH TIME JUMP\u003c/strong>\u003c/a>: Using GPS technology on students’ mobile devices, archival images and tidbits of information pop up as students move around a park that sits across the street from the \u003ca href=\"http://www.history.com/topics/triangle-shirtwaist-fire\" target=\"_blank\">Triangle Shirtwaist Factory\u003c/a>, site of the famous fire that drew attention to the dangerous conditions in sweatshops. Players interrogate virtual historical figures like Rose Schneiderman, read primary source documents and slowly piece together the history of Jewish immigration in New York, the labor movement and women’s rights. These kinds of place-based, augmented reality games have the potential to allow students to construct their own understanding of history, while tying it tightly to the physical place where it happened.\u003c/p>\n\u003cp>\u003ca href=\"http://www.colleenmacklin.com/projects/reactivism/\" target=\"_blank\">\u003cstrong>RE:ACTIVISM\u003c/strong>\u003c/a>: This mobile game is similar to Jewish Time Jump in that it focuses on the civics history of locations, but it extends beyond New York. Teams compete to come up with visible, public actions that engage the public around different historical moments. Players are given cards associated with different sites and document their actions along the way. It requires creativity, research and knowledge to win the challenge. Players have to walk a fine line between being authentic to history and being playful -- one of the many interesting aspects of participatory gaming.\u003c/p>\n\u003cp>\u003ca href=\"http://mobile.wisc.edu/news/project-sustainable-u/\" target=\"_blank\">\u003cstrong>SUSTAINABLE U\u003c/strong>\u003c/a>: Players find themselves in a dystopian future where natural resources are running out and something must be done to change the course of history. Players receive quests to explore transportation, water and waste policies at a university. After researching what’s already been tried, they come up with new ways to address sustainability. “One of the challenges is to go out and find where energy is being wasted and change your own behavior,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://engagementgamelab.org/projects/upriver/\" target=\"_blank\">\u003cstrong>UP RIVER\u003c/strong>\u003c/a>: Designed to make learning about the St. Louis Estuary more participatory, this virtual game leads students through the estuary to various places, some more industrial, others that look like the natural habitat that once existed. Students investigate important scientific factors like oxygen levels in the water, vital for fish stocks, and interact with virtual historical characters who can describe what the area was once like. The game includes questions and challenges that require students to interact with contemporary people, like fishermen.\u003c/p>\n\u003cp>“One of the things we’re experimenting with is how can you integrate stories with field work,” Matthews said. Students are collecting water samples, but learning about the local lore of the place as well. This kind of game reinforces the notion that real problems aren’t siloed by discipline. Cleaning up an estuary has real effects on local businesses of all kinds, for good and bad.\u003c/p>\n\u003cp>\u003ca href=\"https://communityplanit.org/\" target=\"_blank\">\u003cstrong>COMMUNITY PLANIT\u003c/strong>\u003c/a>: This game allows students to get involved in city planning at the local level. Students complete missions in the real world to win virtual coins. They can spend those coins to vote for how funds will be allocated for real city projects. “One of the neat things about this is that folks are tying it into planning projects that are already taking place,” Matthews said. The city of Philadelphia is using this game as it builds its Philadelphia 2035 plan.\u003c/p>\n\u003cp>\u003ca href=\"http://localgameslababq.wordpress.com/2011/11/21/playing-digital-graffiti-gallery/\" target=\"_blank\">\u003cstrong>DIGITAL GRAFFITI GALLERY\u003c/strong>\u003c/a>: This game focuses on the ephemeral and often beautiful culture of street art. “You are capturing real-world graffiti that has been put out around the city before it gets painted over,” Matthews said. Capturing it creates a record of its existence, and players can curate their own list of favorite artwork.\u003c/p>\n\u003cp>\u003ca href=\"http://citydigits.org/\" target=\"_blank\">\u003cstrong>LOCAL LOTO\u003c/strong>\u003c/a>: Focusing on the lottery and its effects on communities, the game asks students to look at the quantitative data about the lottery and then go out into the community and gather stories of people who play and why. After they’ve conducted all their research, students form their own position about whether they think the lottery is good or bad for the neighborhood as a whole.\u003c/p>\n\u003cp>These are just a few examples of the kinds of activities local game labs, teachers and nonprofits have developed to connect mobile gaming to real places and the communities that bring them to life. “The games challenge learning to be relevant, using classroom skills and fascinating stories from life,” Stokes said.\u003c/p>\n\u003cp>He thinks real-world gaming has the power to re-engage young people with civics and ignite their passion to have an impact. “Engage them in studying places where they already hang out and use technology that they already use,” Stokes said. Doing so not only helps teach them, but it could also empower them too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think we can actually try to be a little more ambitious beyond learning,” Stokes said. “Look at the contribution your young people might be able to make to their community.” As citizen scientists, community ethnographers and storytellers, chroniclers of injustice or city disfunction -- students can make a difference in their communities and often find great satisfaction in learning that allows them to do so.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32159\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/kid-using-iPad.jpg\" alt=\"kid using iPad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Mark Pennington's students often read on their laptops. Pennington, who's a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends -- motivation and environment play a big role.\u003c/p>\n\u003cp>\"Most of the digital reading that students 'practice' is at home on Instagram, chat lines, Facebook and texting,\" he said. \"Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.\"\u003c/p>\n\u003cp>The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by \u003ca href=\"http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/higher_ed/tch_students_generate_questions_review.pdf\" target=\"_blank\">research\u003c/a>. \"It's pretty clear that good readers are active readers engaged with the text,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/aside>\n\u003cp>One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There are real advantages to print,\" he said. \"You can write on the text right there,\" noting that if students aren't allowed to write in textbooks, they can use small sticky notes that come off easily. \"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/p>\n\u003cp>Making those annotations in digital readers, like iPads and Chromebooks, can be more challenging than grabbing a pencil and sticky note.\u003c/p>\n\u003cp>When Pennington's seventh graders took the Smarter Balanced Assessment in English Language Arts on new Chromebooks last April, Pennington didn't teach them how to use the test's annotation feature. Students would have been able to highlight reading passages and take notes on the text to help them answer test questions. He thought it was too complicated for them to learn how to use well in time for the test.\u003c/p>\n\u003cp>\"It was so cumbersome,\" he said. Students had to turn on the annotation feature, move back and forth between screens, remember the location of the notes, and then return to the questions they were trying to answer. He said for most of his students, it would have been tricky to \"walk and chew gum at the same time,\" so he shelved it.\u003c/p>\n\u003ch3>\u003cstrong>DRAWBACKS OF DEVICES...FOR NOW\u003c/strong>\u003c/h3>\n\u003cp>While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper books, according to one \u003ca href=\"http://convention2.allacademic.com/one/aera/aera14/index.php?program_focus=view_paper&selected_paper_id=687447&cmd=online_program_direct_link&sub_action=online_program\">preliminary study presented\u003c/a> by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.\u003c/p>\n\u003cp>Although tablets and touch devices allow readers to interact in innovative ways, the researchers wrote, \"Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"3bzHMryqkRtBsdeniPMHvUafoqJSahXc\"]\u003c/p>\n\u003cp>The Schugars have conducted two additional studies in which grade school students better understood material when not distracted by the bells and whistles of an interactive digital book. Annie Murphy Paul, in writing about the Schugars' work for the New York Times, \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/10/students-reading-e-books-are-losing-out-study-suggests/\">wrote\u003c/a>, \"It seems that the very 'richness' of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children's limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\"\u003c/p>\n\u003cp>For older students, the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html#path/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html\">survey of 527 college students\u003c/a> at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited \"note-taking ability\" as a reason for preferring print vs. six percent of those who favored e-books.\u003c/p>\n\u003cp>Yet those who study reading seem to understand that comprehending in the new medium may require some new training and practice to receive the full benefits. In a recent New Yorker article, \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">Being a Better Online Reader\u003c/a>, Maryanne Wolf, author of a history of reading called \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\" target=\"_blank\">Proust and the Squid\u003c/a>, said she's developing digital apps to help train students to deep read digitally. She \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\">cites a new study\u003c/a> that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.\u003c/p>\n\u003cp>\"The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, allows us to learn how to duplicate deep reading in a new environment,\" Wolf said in the article.\u003c/p>\n\u003cp>\u003cstrong>TEACHING NEW SKILLS\u003c/strong>\u003c/p>\n\u003cp>Maybe new note-taking skills require nothing more than a shift in perspective. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">recent MindShift article about a one-to-one iPad program\u003c/a>, Hillview Middle Principal Erik Burmeister, said that annotating digital books gives his students a sense of freedom – a place to \"dirty up\" their materials with thoughts and ideas.\u003c/p>\n\u003cp>\"In a traditional school environment, you're given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,\" he said. \"We want them to write all over the things that they're reading.\" Since allowing every kid to write on paper books would mean throwing away those books at the end of every year, the devices give kids the chance to annotate inside the document.\u003c/p>\n\u003cp>\"It\"s being able to engaged with the material in a really kinesthetic way,\" Burmeister said. \"The material is so sacred that it's not sacred, you can really dirty it up.\"\u003c/p>\n\u003cp>So if engaged readers annotate, and students may or may not prefer taking notes in print books, what's next for the e-book? Where does it fit into school? What's the best use of an e-book for learning? More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices. And maybe parents and teachers will need to distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.\u003c/p>\n\u003cp>Mark Pennington believes that there will always be room for both print and digital reading in school. In the mean time, he will continue teaching kids how to annotate, because giving students the \"ability to talk to the text, to create an internal dialogue with the text,\" is the best way to help students understand what they're reading. Whether that ends up being most effective tapped on a tablet or scribbled in the margins remains to be seen.\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>\u003cimg class=\"aligncenter size-full wp-image-32159\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/kid-using-iPad.jpg\" alt=\"kid using iPad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Mark Pennington's students often read on their laptops. Pennington, who's a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends -- motivation and environment play a big role.\u003c/p>\n\u003cp>\"Most of the digital reading that students 'practice' is at home on Instagram, chat lines, Facebook and texting,\" he said. \"Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.\"\u003c/p>\n\u003cp>The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by \u003ca href=\"http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/higher_ed/tch_students_generate_questions_review.pdf\" target=\"_blank\">research\u003c/a>. \"It's pretty clear that good readers are active readers engaged with the text,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/aside>\n\u003cp>One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There are real advantages to print,\" he said. \"You can write on the text right there,\" noting that if students aren't allowed to write in textbooks, they can use small sticky notes that come off easily. \"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/p>\n\u003cp>Making those annotations in digital readers, like iPads and Chromebooks, can be more challenging than grabbing a pencil and sticky note.\u003c/p>\n\u003cp>When Pennington's seventh graders took the Smarter Balanced Assessment in English Language Arts on new Chromebooks last April, Pennington didn't teach them how to use the test's annotation feature. Students would have been able to highlight reading passages and take notes on the text to help them answer test questions. He thought it was too complicated for them to learn how to use well in time for the test.\u003c/p>\n\u003cp>\"It was so cumbersome,\" he said. Students had to turn on the annotation feature, move back and forth between screens, remember the location of the notes, and then return to the questions they were trying to answer. He said for most of his students, it would have been tricky to \"walk and chew gum at the same time,\" so he shelved it.\u003c/p>\n\u003ch3>\u003cstrong>DRAWBACKS OF DEVICES...FOR NOW\u003c/strong>\u003c/h3>\n\u003cp>While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper books, according to one \u003ca href=\"http://convention2.allacademic.com/one/aera/aera14/index.php?program_focus=view_paper&selected_paper_id=687447&cmd=online_program_direct_link&sub_action=online_program\">preliminary study presented\u003c/a> by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.\u003c/p>\n\u003cp>Although tablets and touch devices allow readers to interact in innovative ways, the researchers wrote, \"Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Schugars have conducted two additional studies in which grade school students better understood material when not distracted by the bells and whistles of an interactive digital book. Annie Murphy Paul, in writing about the Schugars' work for the New York Times, \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/10/students-reading-e-books-are-losing-out-study-suggests/\">wrote\u003c/a>, \"It seems that the very 'richness' of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children's limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\"\u003c/p>\n\u003cp>For older students, the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html#path/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html\">survey of 527 college students\u003c/a> at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited \"note-taking ability\" as a reason for preferring print vs. six percent of those who favored e-books.\u003c/p>\n\u003cp>Yet those who study reading seem to understand that comprehending in the new medium may require some new training and practice to receive the full benefits. In a recent New Yorker article, \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">Being a Better Online Reader\u003c/a>, Maryanne Wolf, author of a history of reading called \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\" target=\"_blank\">Proust and the Squid\u003c/a>, said she's developing digital apps to help train students to deep read digitally. She \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\">cites a new study\u003c/a> that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.\u003c/p>\n\u003cp>\"The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, allows us to learn how to duplicate deep reading in a new environment,\" Wolf said in the article.\u003c/p>\n\u003cp>\u003cstrong>TEACHING NEW SKILLS\u003c/strong>\u003c/p>\n\u003cp>Maybe new note-taking skills require nothing more than a shift in perspective. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">recent MindShift article about a one-to-one iPad program\u003c/a>, Hillview Middle Principal Erik Burmeister, said that annotating digital books gives his students a sense of freedom – a place to \"dirty up\" their materials with thoughts and ideas.\u003c/p>\n\u003cp>\"In a traditional school environment, you're given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,\" he said. \"We want them to write all over the things that they're reading.\" Since allowing every kid to write on paper books would mean throwing away those books at the end of every year, the devices give kids the chance to annotate inside the document.\u003c/p>\n\u003cp>\"It\"s being able to engaged with the material in a really kinesthetic way,\" Burmeister said. \"The material is so sacred that it's not sacred, you can really dirty it up.\"\u003c/p>\n\u003cp>So if engaged readers annotate, and students may or may not prefer taking notes in print books, what's next for the e-book? Where does it fit into school? What's the best use of an e-book for learning? More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices. And maybe parents and teachers will need to distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.\u003c/p>\n\u003cp>Mark Pennington believes that there will always be room for both print and digital reading in school. In the mean time, he will continue teaching kids how to annotate, because giving students the \"ability to talk to the text, to create an internal dialogue with the text,\" is the best way to help students understand what they're reading. Whether that ends up being most effective tapped on a tablet or scribbled in the margins remains to be seen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-37188\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/454139809-e1407193423344.jpg\" alt=\"454139809\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. In a recent series, MindShift has been examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/\" target=\"_blank\">teachers try to put student-centered \u003c/a>learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>Meet a teacher who's ready to shift responsibility to her students: (\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/access-to-technology-for-immigrant-students/\" target=\"_blank\">Part 2: Access to Technology For Immigrant Students\u003c/a>)\u003c/p>\n\u003cp>\u003cstrong>Part 3: Mutual Trust Helps BYOD Work\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://marionville.us/?page_id=340\" target=\"_blank\">Marionville High School\u003c/a> only has 200 students, but more than half of them qualify for free and reduced-price lunch. This rural community in southwest Missouri has several teachers who are fairly traditional and have little interest in integrating technology, a few early adopters and a supportive principal that wants to see new solutions to help students graduate ready for college or work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Try it and understand that it may work and it may not work. But if you don't try you won't make any progress.\"\u003c/aside>\n\u003cp>“I wanted to make my classroom mobile device friendly because that’s where kids are, especially in high school,” said Amy Walker, a Spanish teacher who is studying for a masters' degree in education that focuses on effective ways to use technology. Despite her openness to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device policies \u003c/a>(BYOD), Walker’s students can't access the internet with their phones because the wireless system can't handle the load. They can only go online with school-issued tablets or computers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school's policy around personal devices and cell phones in the classroom is evolving. Walker says a few years ago cell phone use in class was getting out of control so the school banned them entirely. Now, the administration is starting to ease that policy, allowing phones in school, but only if they are face down on students' desks. Walker is pushing back against that rule, allowing students to use phones all the time in her class with the hope the technology can help her bridge the gap between kids lives in and outside the classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OCz7lIkiJpW9BHYQpgd3IMhtXzYqODUf\"]\u003c/p>\n\u003cp>She's found some success by giving students a chance to prove they can be responsible and relying on mutual trust to maintain classroom order. She knows that teenagers are bound to mess up sometimes, that's part of their developmental process. \"As long as you are learning from your mistakes it's all good in my book,\" Walker said. She does have some students who aren't as mature about device use or completing assignments independently. She works more diligently to keep those few engaged and supported.\u003c/p>\n\u003cp>As a Spanish teacher, Walker doesn't have to worry about high stakes tests the way English or Math teachers do. She's under less institutional pressure and has more freedom to create a classroom culture that's comfortable for students. That starts with the classroom design; there are couches in her room and students are rarely found sitting at desks. She also assigns lots of online, creative and collaborative work. \"By giving them more online assignments I'm free to meet with students individually,\" Walker said. \"I know who needs help and who's being more responsible.\"\u003c/p>\n\u003cp>She also makes it clear that kids start with a blank slate when they enter her class on the first day; they each have the opportunity to prove to her they can handle the independence and freedom she's offering. \"I think that we as a population, not just educators, do a poor job of looking past bias,\" Walker said. \"In the teaching world, you hear from the eighth-grade teacher about how terrible the kids are and so it's already predetermined that we're going to have problems.\"\u003c/p>\n\u003cp>Walker is trying to change that bias in her classroom. \"I'm not going to form an opinion about you based on what someone else said,\" she said. \"It has to do with mutual respect, I think.\" That respect is what allows Walker to give students open-ended learning opportunities, which they don't always appreciate. \"The first couple times they really struggled with it because they wanted me to tell them what to do,\" Walker said. \"Now they like it. We just kept doing it and eventually they realized that it wasn't going away.\"\u003c/p>\n\u003cfigure id=\"attachment_37180\" class=\"wp-caption alignleft\" style=\"max-width: 247px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\">\u003cimg class=\"wp-image-37180 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\" alt=\"Amy Walker teaches high school spanish in Missouri. (Courtesy of Amy Walker)\" width=\"247\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-128x128.jpg 128w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Walker teaches high school Spanish in Missouri. (Courtesy of Amy Walker)\u003c/figcaption>\u003c/figure>\n\u003cp>Walker has been mentoring less confident teachers in more collaborative approaches to good success. She helped a veteran, but traditional teacher implement a creative project on \u003ca href=\"http://www.sophia.org/\" target=\"_blank\">Sophia Learning\u003c/a>, encouraging her to co-create the rubric alongside her students. \"Students who don't normally engage were very engaged because they got to work on something that was meaningful to them on a medium they like,\" Walker said.\u003c/p>\n\u003cp>Because Spanish isn't a mandated topic in Missouri, Walker has more freedom than other teachers. She’s sympathetic to teachers who are having trouble getting started with technology in the classroom, but ultimately believes everyone needs to take the plunge.\u003c/p>\n\u003cp>\"Be willing to take a chance and change it up slowly,\" Walker said. \"Try it and understand that it may work and it may not work. But if you don't try you won’t make any progress.\" She's also found that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\" target=\"_blank\">staying connected to other inspiring educators is a huge motivator\u003c/a> to continue when there are stumbling blocks. \"Collaborate with someone who is having positive results in their classroom, whether that's through social media or another teacher in the building,\" Walker said.\u003c/p>\n\u003cp>Walker has had success with devices in the classroom because she's excited about making it work, doesn't feel the same pressures to produce test scores as other teachers and truly believes kids can learn a lot from leveraging technology in the classroom. All those qualities make her an active teacher, fired up about what she's doing, and that shows through. She says her students are willing to work hard in her class because they see she is doing the same. It's that mutual respect that has given her good classroom control and that makes BYOD work smoothly.\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>\u003cimg class=\"aligncenter size-full wp-image-37188\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/454139809-e1407193423344.jpg\" alt=\"454139809\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. In a recent series, MindShift has been examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/\" target=\"_blank\">teachers try to put student-centered \u003c/a>learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>Meet a teacher who's ready to shift responsibility to her students: (\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/access-to-technology-for-immigrant-students/\" target=\"_blank\">Part 2: Access to Technology For Immigrant Students\u003c/a>)\u003c/p>\n\u003cp>\u003cstrong>Part 3: Mutual Trust Helps BYOD Work\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://marionville.us/?page_id=340\" target=\"_blank\">Marionville High School\u003c/a> only has 200 students, but more than half of them qualify for free and reduced-price lunch. This rural community in southwest Missouri has several teachers who are fairly traditional and have little interest in integrating technology, a few early adopters and a supportive principal that wants to see new solutions to help students graduate ready for college or work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Try it and understand that it may work and it may not work. But if you don't try you won't make any progress.\"\u003c/aside>\n\u003cp>“I wanted to make my classroom mobile device friendly because that’s where kids are, especially in high school,” said Amy Walker, a Spanish teacher who is studying for a masters' degree in education that focuses on effective ways to use technology. Despite her openness to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device policies \u003c/a>(BYOD), Walker’s students can't access the internet with their phones because the wireless system can't handle the load. They can only go online with school-issued tablets or computers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school's policy around personal devices and cell phones in the classroom is evolving. Walker says a few years ago cell phone use in class was getting out of control so the school banned them entirely. Now, the administration is starting to ease that policy, allowing phones in school, but only if they are face down on students' desks. Walker is pushing back against that rule, allowing students to use phones all the time in her class with the hope the technology can help her bridge the gap between kids lives in and outside the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She's found some success by giving students a chance to prove they can be responsible and relying on mutual trust to maintain classroom order. She knows that teenagers are bound to mess up sometimes, that's part of their developmental process. \"As long as you are learning from your mistakes it's all good in my book,\" Walker said. She does have some students who aren't as mature about device use or completing assignments independently. She works more diligently to keep those few engaged and supported.\u003c/p>\n\u003cp>As a Spanish teacher, Walker doesn't have to worry about high stakes tests the way English or Math teachers do. She's under less institutional pressure and has more freedom to create a classroom culture that's comfortable for students. That starts with the classroom design; there are couches in her room and students are rarely found sitting at desks. She also assigns lots of online, creative and collaborative work. \"By giving them more online assignments I'm free to meet with students individually,\" Walker said. \"I know who needs help and who's being more responsible.\"\u003c/p>\n\u003cp>She also makes it clear that kids start with a blank slate when they enter her class on the first day; they each have the opportunity to prove to her they can handle the independence and freedom she's offering. \"I think that we as a population, not just educators, do a poor job of looking past bias,\" Walker said. \"In the teaching world, you hear from the eighth-grade teacher about how terrible the kids are and so it's already predetermined that we're going to have problems.\"\u003c/p>\n\u003cp>Walker is trying to change that bias in her classroom. \"I'm not going to form an opinion about you based on what someone else said,\" she said. \"It has to do with mutual respect, I think.\" That respect is what allows Walker to give students open-ended learning opportunities, which they don't always appreciate. \"The first couple times they really struggled with it because they wanted me to tell them what to do,\" Walker said. \"Now they like it. We just kept doing it and eventually they realized that it wasn't going away.\"\u003c/p>\n\u003cfigure id=\"attachment_37180\" class=\"wp-caption alignleft\" style=\"max-width: 247px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\">\u003cimg class=\"wp-image-37180 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\" alt=\"Amy Walker teaches high school spanish in Missouri. (Courtesy of Amy Walker)\" width=\"247\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-128x128.jpg 128w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Walker teaches high school Spanish in Missouri. (Courtesy of Amy Walker)\u003c/figcaption>\u003c/figure>\n\u003cp>Walker has been mentoring less confident teachers in more collaborative approaches to good success. She helped a veteran, but traditional teacher implement a creative project on \u003ca href=\"http://www.sophia.org/\" target=\"_blank\">Sophia Learning\u003c/a>, encouraging her to co-create the rubric alongside her students. \"Students who don't normally engage were very engaged because they got to work on something that was meaningful to them on a medium they like,\" Walker said.\u003c/p>\n\u003cp>Because Spanish isn't a mandated topic in Missouri, Walker has more freedom than other teachers. She’s sympathetic to teachers who are having trouble getting started with technology in the classroom, but ultimately believes everyone needs to take the plunge.\u003c/p>\n\u003cp>\"Be willing to take a chance and change it up slowly,\" Walker said. \"Try it and understand that it may work and it may not work. But if you don't try you won’t make any progress.\" She's also found that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\" target=\"_blank\">staying connected to other inspiring educators is a huge motivator\u003c/a> to continue when there are stumbling blocks. \"Collaborate with someone who is having positive results in their classroom, whether that's through social media or another teacher in the building,\" Walker said.\u003c/p>\n\u003cp>Walker has had success with devices in the classroom because she's excited about making it work, doesn't feel the same pressures to produce test scores as other teachers and truly believes kids can learn a lot from leveraging technology in the classroom. All those qualities make her an active teacher, fired up about what she's doing, and that shows through. She says her students are willing to work hard in her class because they see she is doing the same. It's that mutual respect that has given her good classroom control and that makes BYOD work smoothly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_37544\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37544\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/google-classroom640.jpg\" alt=\"LA Johnson/ NPR\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">LA Johnson/ NPR\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Kaitlin Morgan says, this year, her school district is going \"full Google.\"\u003c/p>\n\u003cp>Morgan teaches U.S. and world history and advises the yearbook at Woodlake Union High School in California's Central Valley. At Woodlake, \"full Google\" means a plan to have one Google Chromebook for every two students by the spring, running Google Apps.\u003c/p>\n\u003cp>The Chromebook is a relatively cheap, stripped-down laptop. It's become popular in the education world, with 85 percent of its U.S. sales last year going to the ed market.\u003c/p>\n\u003cp>And the Chromebook is just the beginning. Already, \u003ca href=\"http://www.google.com/enterprise/apps/education/#utm_campaign=en&utm_source=en-ha-na-us-google&utm_medium=ha&utm_term=google%20apps%20for%20education\">Google Apps for Education \u003c/a>claims 30 million active users around the world. The free, Web-based software works on any device and allows teachers and students to use Gmail with their own .edu address.\u003c/p>\n\u003cp>It's the beginning of what Google calls the \"paperless classroom\" — moving assignments, class discussions, feedback, tests and quizzes online.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now comes Google's latest education offering, launched last week: \u003ca href=\"http://www.google.com/edu/classroom/\">Google Classroom\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using free services, if you don't know what the product is, you are the product.\"\u003c/aside>\n\u003cp>Classroom enables a teacher to create a \"class\" at the touch of a button. She or he can upload syllabus materials, whether text, audio or video, and send out assignments on the class news feed.\u003c/p>\n\u003cp>Teachers see instantly who has turned in their homework. They can start a class discussion and provide feedback and grades; students can see what's due and what's late. The whole package integrates with the rest of Google's apps, like Google Docs.\u003c/p>\n\u003cp>Zach Yeskel, product manager for Google Apps for Education, says Google \"worked with innovative teachers to build their best practices and workarounds into the product. We really see Classroom as a tool that should be usable in any class setting to streamline universal workflows.\"\u003c/p>\n\u003cp>While it's too soon to tell how Classroom will be received, Google Apps for Education is already changing how early adopters teach — and raising some important questions about the transition to tech-enabled classrooms.\u003c/p>\n\u003cp>Heidi Berlusconi teaches biology at Clarkstown Central High School in New City, New York. She was a Google Apps for Education user and provided feedback on Google Classroom while it was being developed.\u003c/p>\n\u003cp>\"One of the issues I had with students was their not citing correctly,\" Berlusconi says. \"There was a lot of plagiarism.\" With Google Docs, she can figuratively look over a student's shoulder and flag improper citation even before they turn in an assignment. Plus, she says, when students are collaborating, a glance at the revision history \"allows you to see who really is doing the work\" by who contributed what edits.\u003c/p>\n\u003cp>The most important impact, she says, is that Google extends her teaching time. Students hold discussions online and offer each other homework help in the wee hours after she's gone to sleep.\u003c/p>\n\u003cp>[contextly_sidebar id=\"A8iyy5kqcRRRLtjUBPip6JrzbXZybBC9\"]\u003c/p>\n\u003cp>History teacher Kaitlin Morgan, meanwhile, got professional development in Google and went all in with her summer school economics course.\u003c/p>\n\u003cp>\"We used Docs for notes, Draw for projects like collages. They created their own websites through Sites for a budget project, and I built quizzes and tests on Google Forms.\" Morgan also used Pear Deck, an app written to work with Google Drive, to quickly check students' understanding during class.\u003c/p>\n\u003cp>\"The kids love it,\" she says. \"They're really engaged.\"\u003c/p>\n\u003cp>Still, not everyone is ready to embrace Google's free education applications.\u003c/p>\n\u003cp>A familiar charge is that the paperless classroom creates a digital divide. At schools like Woodlake, Morgan says, \"we're not at the point where every student has a device and Wi-Fi at home.\" She had to print out some assignments for students, or else cut back on homework — not exactly what was promised.\u003c/p>\n\u003cp>Another big concern is commercialization and student privacy. As Yeskel has mentioned \u003ca href=\"http://www.wired.com/2014/08/google-classrooms/\">in other interviews, \u003c/a>Google's business motive here is to expose young users to the Google brand. To hook them early.\u003c/p>\n\u003cp>Khaliah Barnes, director of the Student Privacy Project of the Electronic Privacy Information Center (EPIC), warns, \"When you're using free services, if you don't know what the product is, you are the product.\"\u003c/p>\n\u003cp>In March, as part of a federal lawsuit, Google admitted it had been \u003ca href=\"http://www.edweek.org/ew/articles/2014/03/13/26google.h33.html\">data-mining student email messages\u003c/a> to potentially improve its targeted advertising, among other reasons. As of late April, says Yeskel, \"We no longer show any ads to students or use any information in any other Google products. We take ownership of any user data extremely seriously.\"\u003c/p>\n\u003cp>Still, users of Google Apps for Education are subject to \u003ca href=\"http://www.google.com/apps/intl/en/terms/user_terms.html\">Google's terms of service\u003c/a>, which is subject to change.\u003c/p>\n\u003cp>The need to decipher service agreements to protect student privacy is a big responsibility for teachers. And that's part of a larger dilemma as schools go digital — teachers and districts are being asked to make significant decisions about, and investments in, technology use without much help.\u003c/p>\n\u003cp>\"The thing about Google is they're a technology company, not really a solution company,\" says Phil Hill, an educational technology consultant and market analyst. \"Rather than understand needs and build a holistic solution, Google has the ability to throw stuff out and see what happens.\"\u003c/p>\n\u003cp>A school that takes the trouble to train its teachers and switch up their workflow is taking a risk that Google might not keep supporting a product, as with \u003ca href=\"http://timesofindia.indiatimes.com/tech/social/Orkut-users-take-a-trip-down-memory-lane-as-D-Day-nears/articleshow/40315617.cms\">Orkut,\u003c/a> \u003ca href=\"https://support.google.com/answer/1083134?hl=en\">Wave\u003c/a> and \u003ca href=\"https://support.google.com/mail/answer/1698228?hl=en\">Buzz,\u003c/a> to name a few.\u003c/p>\n\u003cp>Andrew Jensen, a colleague of Kaitlin Morgan's, is excited about the possibilities of Google Classroom. But, he says, \"sometimes the amount of time it takes to set these things up ends up being more than it's worth. A few years back our districts spent many thousands of dollars on interactive whiteboards, and it was a waste of money.\"\u003c/p>\n\u003cp>Unlike the enthusiastic early adopters, teachers like Jensen are more skeptical about being asked to adapt to a constantly changing set of tech tools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Morgan agrees. \"Some have just now got the hang of Google Apps,\" says Morgan, who has been involved in training her colleagues with the transition to Google Classroom. \"Now we're saying, Everything we just taught you? Just kidding, now there's something new.' \"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37544\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37544\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/google-classroom640.jpg\" alt=\"LA Johnson/ NPR\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">LA Johnson/ NPR\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Kaitlin Morgan says, this year, her school district is going \"full Google.\"\u003c/p>\n\u003cp>Morgan teaches U.S. and world history and advises the yearbook at Woodlake Union High School in California's Central Valley. At Woodlake, \"full Google\" means a plan to have one Google Chromebook for every two students by the spring, running Google Apps.\u003c/p>\n\u003cp>The Chromebook is a relatively cheap, stripped-down laptop. It's become popular in the education world, with 85 percent of its U.S. sales last year going to the ed market.\u003c/p>\n\u003cp>And the Chromebook is just the beginning. Already, \u003ca href=\"http://www.google.com/enterprise/apps/education/#utm_campaign=en&utm_source=en-ha-na-us-google&utm_medium=ha&utm_term=google%20apps%20for%20education\">Google Apps for Education \u003c/a>claims 30 million active users around the world. The free, Web-based software works on any device and allows teachers and students to use Gmail with their own .edu address.\u003c/p>\n\u003cp>It's the beginning of what Google calls the \"paperless classroom\" — moving assignments, class discussions, feedback, tests and quizzes online.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now comes Google's latest education offering, launched last week: \u003ca href=\"http://www.google.com/edu/classroom/\">Google Classroom\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using free services, if you don't know what the product is, you are the product.\"\u003c/aside>\n\u003cp>Classroom enables a teacher to create a \"class\" at the touch of a button. She or he can upload syllabus materials, whether text, audio or video, and send out assignments on the class news feed.\u003c/p>\n\u003cp>Teachers see instantly who has turned in their homework. They can start a class discussion and provide feedback and grades; students can see what's due and what's late. The whole package integrates with the rest of Google's apps, like Google Docs.\u003c/p>\n\u003cp>Zach Yeskel, product manager for Google Apps for Education, says Google \"worked with innovative teachers to build their best practices and workarounds into the product. We really see Classroom as a tool that should be usable in any class setting to streamline universal workflows.\"\u003c/p>\n\u003cp>While it's too soon to tell how Classroom will be received, Google Apps for Education is already changing how early adopters teach — and raising some important questions about the transition to tech-enabled classrooms.\u003c/p>\n\u003cp>Heidi Berlusconi teaches biology at Clarkstown Central High School in New City, New York. She was a Google Apps for Education user and provided feedback on Google Classroom while it was being developed.\u003c/p>\n\u003cp>\"One of the issues I had with students was their not citing correctly,\" Berlusconi says. \"There was a lot of plagiarism.\" With Google Docs, she can figuratively look over a student's shoulder and flag improper citation even before they turn in an assignment. Plus, she says, when students are collaborating, a glance at the revision history \"allows you to see who really is doing the work\" by who contributed what edits.\u003c/p>\n\u003cp>The most important impact, she says, is that Google extends her teaching time. Students hold discussions online and offer each other homework help in the wee hours after she's gone to sleep.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>History teacher Kaitlin Morgan, meanwhile, got professional development in Google and went all in with her summer school economics course.\u003c/p>\n\u003cp>\"We used Docs for notes, Draw for projects like collages. They created their own websites through Sites for a budget project, and I built quizzes and tests on Google Forms.\" Morgan also used Pear Deck, an app written to work with Google Drive, to quickly check students' understanding during class.\u003c/p>\n\u003cp>\"The kids love it,\" she says. \"They're really engaged.\"\u003c/p>\n\u003cp>Still, not everyone is ready to embrace Google's free education applications.\u003c/p>\n\u003cp>A familiar charge is that the paperless classroom creates a digital divide. At schools like Woodlake, Morgan says, \"we're not at the point where every student has a device and Wi-Fi at home.\" She had to print out some assignments for students, or else cut back on homework — not exactly what was promised.\u003c/p>\n\u003cp>Another big concern is commercialization and student privacy. As Yeskel has mentioned \u003ca href=\"http://www.wired.com/2014/08/google-classrooms/\">in other interviews, \u003c/a>Google's business motive here is to expose young users to the Google brand. To hook them early.\u003c/p>\n\u003cp>Khaliah Barnes, director of the Student Privacy Project of the Electronic Privacy Information Center (EPIC), warns, \"When you're using free services, if you don't know what the product is, you are the product.\"\u003c/p>\n\u003cp>In March, as part of a federal lawsuit, Google admitted it had been \u003ca href=\"http://www.edweek.org/ew/articles/2014/03/13/26google.h33.html\">data-mining student email messages\u003c/a> to potentially improve its targeted advertising, among other reasons. As of late April, says Yeskel, \"We no longer show any ads to students or use any information in any other Google products. We take ownership of any user data extremely seriously.\"\u003c/p>\n\u003cp>Still, users of Google Apps for Education are subject to \u003ca href=\"http://www.google.com/apps/intl/en/terms/user_terms.html\">Google's terms of service\u003c/a>, which is subject to change.\u003c/p>\n\u003cp>The need to decipher service agreements to protect student privacy is a big responsibility for teachers. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Morgan agrees. \"Some have just now got the hang of Google Apps,\" says Morgan, who has been involved in training her colleagues with the transition to Google Classroom. \"Now we're saying, Everything we just taught you? Just kidding, now there's something new.' \"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
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"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
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"order": 1
},
"link": "/podcasts/closealltabs",
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"rss": "https://feeds.npr.org/510308/podcast.xml"
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
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