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"disqusTitle": "What's Really At Stake? Untangling the Big Issues Around Student Data",
"title": "What's Really At Stake? Untangling the Big Issues Around Student Data",
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"content": "\u003cfigure id=\"attachment_35776\" class=\"wp-caption aligncenter\" style=\"max-width: 531px\">\u003cimg class=\"size-full wp-image-35776\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg\" alt=\"CEA\" width=\"531\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg 531w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-320x260.jpg 320w\" sizes=\"(max-width: 531px) 100vw, 531px\">\u003cfigcaption class=\"wp-caption-text\">CEA\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\u003c/p>\n\u003cp>At the root of the angst surrounding the use of student data is a lack of trust and familiarity with how the data is collected, stored, shared, and protected. It’s a challenge to track this constantly expanding and changing landscape, as companies – each with their own set of privacy policies -- vie for their share of the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=1627:siia-estimates-79-billion-us-market-for-educational-software-and-digital-content&catid=62:press-room-overview&Itemid=1672\">$8 billion ed-tech market\u003c/a>.\u003c/p>\n\u003cp>“There’s an enormous tidal wave of new applications being built for schools and for the first time, schools have tons of options for each little thing,” said Tyler Bosmeny, CEO of Clever, which provides software that works with students information systems.\u003c/p>\n\u003cp>The sole purpose and function of many educational application developers is to collect and analyze student data and assessments in order to help teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\" target=\"_blank\">adapt curriculum to students' specific levels\u003c/a>. But fears of what will become of that data have led to a backlash against the companies collecting, storing and analyzing student data. In turn, policymakers have responded to these mounting concerns, introducing \u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/www.npr.org/blogs/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">82 bills in 32 states\u003c/a> this year that address student privacy, according to the \u003ca href=\"http://www.dataqualitycampaign.org/\">Data Quality Campaign\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How is Student Data Collected and Stored?\u003c/strong>\u003c/p>\n\u003cp>Parents often kick off their child’s electronic trail well before the first day of class. At some schools, parents register their child for school online, typing in their child’s name, address, birth date, schools, medical and behavioral history. This information (or parts of it), are often stored in a virtual folder next to other student’s registration in a Student Information System. Administrators can add attendance records to these files through integrated systems and teachers can upload test scores and scan in bubble sheets to complete the picture. Over the years, a child’s school life could be told in data points. The goal of keeping this data is build a profile that can help educators analyze the information and tailor teaching approaches to help the child learn and grow.\u003c/p>\n\u003cp>To keep all this growing data in one place, states created the \u003ca href=\"http://nces.ed.gov/programs/slds/about_SLDS.asp\">Statewide Longitudinal Data Systems \u003c/a>in 2005. (Read more about SLDS \u003ca href=\"http://www.npr.org/blogs/ed/2014/05/16/313117187/what-parents-need-to-know-about-big-data-and-student-privacy\" target=\"_blank\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem.”\u003c/aside>\n\u003cp>But the more data is collected, the harder it is for schools to keep track. Schools often find it’s cheaper and easier to have third party cloud providers like Google, Amazon and Microsoft store and maintain the student data on their servers than it is to own and operate a unique school district data center. In fact, 95 percent of schools and districts store their student information in the cloud, according \u003ca href=\"http://ir.lawnet.fordham.edu/cgi/viewcontent.cgi?article=1001&context=clip\">a recent study\u003c/a> on data privacy led by Professor Joel Reidenberg, director of the Center on Law and Information Policy at Fordham Law School.\u003c/p>\n\u003cp>It is this outsourcing of student data to third parties that puts privacy advocates on edge. In mid-April, privacy concerns grew so pronounced about inBloom – a non-profit corporation that was created to store and manage student data from a handful of states – that the group shut down as state after state pulled out of the massive project.\u003c/p>\n\u003cp>\u003cstrong>What Are the Fears?\u003c/strong>\u003c/p>\n\u003cp>Fears around how student data can be improperly used fall into a few categories: data marketers, data breaches and unshakable data trails.\u003c/p>\n\u003cp>In the same way that Google recommends products based on your web searches, marketers with access to student data could suggest items to children. \"You don’t want to see a student write four essays on baseball and then have a company try to sell him baseball tickets,” says Joni Lupovitz, of Common Sense Media.\u003c/p>\n\u003cp>A second area of concern stems from the potential for data breaches, which have already happened. \u003ca href=\"https://news.tn.gov/node/1238\">One breach in Tennessee\u003c/a> in 2009 inadvertently left 18,000 K-12 student names, addresses, birth dates and full Social Security numbers on an unsecured web server for four months. “Every major financial institution has had their banking information compromised,” Reidenberg said. “There’s no reason to believe children’s information will be more secure.”\u003c/p>\n\u003cp>Finally, there is the risk that student data, like a tattoo, will be hard to erase. \"If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem,\" Reidenberg said.\u003c/p>\n\u003cp>But other education stakeholders hold a more tempered view. “There are a lot of misconceptions about storage of student data in the cloud,\" said Kathleen Styles, the Chief Privacy Officer at the U.S. Dept. of Education on \u003ca href=\"http://www.safegov.org/2013/4/18/interview-with-kathleen-styles,-chief-privacy-officer,-us-department-of-education\">a forum about cloud computing.\u003c/a> There’s nothing inherently more or less secure about cloud storage compared to traditional data storage – it all depends on the specific approach and the contract terms.”\u003c/p>\n\u003cp>\u003cstrong>How Is Student Data Protected?\u003c/strong>\u003c/p>\n\u003cp>Student data is protected under a variety of state and federal laws, but the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Family Educational Rights and Privacy Act\u003c/a>, or FERPA is the most commonly cited. Under FERPA, student data can only be used for educational purposes and using student data to sell or market products is prohibited.\u003c/p>\n\u003cp>But FERPA’s protections get murky. For starters, FERPA allows schools to release records to other education officials without parental consent. Those education officials can be vendors, including for-profit cloud service providers that are under \"direct control\" of schools.\u003c/p>\n\u003cp>What’s more, Reidenberg argues FERPA applies only to schools receiving federal funding –- not to private companies. In his study, he found that “fewer than 7 percent of agreements between schools and developers restrict the sale or marketing of student information by vendors, and many agreements allow vendors to change the terms without notice.” And his study only explored cloud computing contracts, not contracts with the myriad educational software programs and learning applications in existence.\u003c/p>\n\u003cp>\u003cstrong>Selling Student Data Security\u003c/strong>\u003c/p>\n\u003cp>Some companies are conscious of the escalating concerns about privacy and are using security as a selling point. For example, Clever doesn’t even store student data, but has a policy of only making agreements with developers who are FERPA compliant. Clever software enables students to log onto multiple apps like eSpark Learning, DreamBox and Wowzers with just one username and password. “We created Clever to create some sanity in managing those applications and knowing which ones are FERPA compliant,” he says. “There are so many options to choose from that many schools don’t know where to start.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"e85ae72b5a6abb1bcf74755984434063\"]\u003c/p>\n\u003cp>Another company, Illuminate, which provides student information systems, data and analysis and other software goes to great lengths to build trust with schools. Illuminate reports that it encrypts every page, stores most of its data on its own servers (not the cloud), has round the clock security on staff and trains each employee in the federal law protecting student data. “To stay up on security, it takes full-time people every day to stay on top of what’s out there. If you’re in a school district and trying to manage that on your own, that’s a very difficult task,” said company’s CEO Lane Rankin.\u003c/p>\n\u003cp>Even with all the security precautions, Rankin, whose business is dependent on student data, believes the issue of privacy has been overblown to some extent.\u003c/p>\n\u003cp>\"Parents should be much more concerned about what’s going on with their bank, about all the stuff Google’s tracking every time you’re on the web, about your cell phone and what Verizon knows about your location and where you took your pictures,\" he said. \"But student data? That’s in a very secure location, controlled by the local school district, there for the purposes of helping more students, classrooms and schools. Because it’s very benign data, advertisers aren’t going to care about this data. They care about when you’re clicking around so they can sell you more stuff.\"\u003c/p>\n\u003cp>\u003cstrong>Setting Up Protocols\u003c/strong>\u003c/p>\n\u003cp>School administrators, the stewards of student data, must institute technical protections against the misuse of information. “It’s up to the school or district to set the proper balance of physical, technological and administrative controls to prevent unauthorized access,” the DOE's Styles said. This means administrators decide what information goes into the cloud or to an app, who has access to it, what password protections those with access need and how much encryption to require considering the sensitivity of the data.\u003c/p>\n\u003cp>Beyond the technical agreements, all stakeholders can push for specific privacy principles in the contract language between schools and vendors. Common Sense Media, which launched a\u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\"> School Privacy Zone Campaign,\u003c/a> suggests contracts with software companies explicitly prohibit developers from using the data for commercial purposes and only use data for educational purposes.\u003c/p>\n\u003cp>Both Common Sense Media and the \u003ca href=\"http://epic.org/%20\" target=\"_blank\">Electronic Privacy Information Center\u003c/a> recommend limits to the amount of data collected and the amount of time it can be stored. EPIC recommends \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/06/why-a-student-privacy-bill-of-rights-is-desperately-needed/\" target=\"_blank\">returning control of the data to the students\u003c/a>.\u003c/p>\n\u003cp>Parents and students should feel entitled to ask administrators how they’re collecting, storing and sharing data, says the DOE’s Styles. “Make sure schools have self-awareness,” says Styles. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While guiding privacy principles and careful contractual language are critical, schools and parents are hard-pressed to keep pace with the technically complex and rapidly changing educational landscape. Increasingly, districts are adding a new layer of protection to their systems. They’re hiring Chief Technology Officers to guide their technological engagement, so schools have a sophisticated player of their own keeping pace in the tech race.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35776\" class=\"wp-caption aligncenter\" style=\"max-width: 531px\">\u003cimg class=\"size-full wp-image-35776\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg\" alt=\"CEA\" width=\"531\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg 531w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-320x260.jpg 320w\" sizes=\"(max-width: 531px) 100vw, 531px\">\u003cfigcaption class=\"wp-caption-text\">CEA\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\u003c/p>\n\u003cp>At the root of the angst surrounding the use of student data is a lack of trust and familiarity with how the data is collected, stored, shared, and protected. It’s a challenge to track this constantly expanding and changing landscape, as companies – each with their own set of privacy policies -- vie for their share of the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=1627:siia-estimates-79-billion-us-market-for-educational-software-and-digital-content&catid=62:press-room-overview&Itemid=1672\">$8 billion ed-tech market\u003c/a>.\u003c/p>\n\u003cp>“There’s an enormous tidal wave of new applications being built for schools and for the first time, schools have tons of options for each little thing,” said Tyler Bosmeny, CEO of Clever, which provides software that works with students information systems.\u003c/p>\n\u003cp>The sole purpose and function of many educational application developers is to collect and analyze student data and assessments in order to help teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\" target=\"_blank\">adapt curriculum to students' specific levels\u003c/a>. But fears of what will become of that data have led to a backlash against the companies collecting, storing and analyzing student data. In turn, policymakers have responded to these mounting concerns, introducing \u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/www.npr.org/blogs/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">82 bills in 32 states\u003c/a> this year that address student privacy, according to the \u003ca href=\"http://www.dataqualitycampaign.org/\">Data Quality Campaign\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How is Student Data Collected and Stored?\u003c/strong>\u003c/p>\n\u003cp>Parents often kick off their child’s electronic trail well before the first day of class. At some schools, parents register their child for school online, typing in their child’s name, address, birth date, schools, medical and behavioral history. This information (or parts of it), are often stored in a virtual folder next to other student’s registration in a Student Information System. Administrators can add attendance records to these files through integrated systems and teachers can upload test scores and scan in bubble sheets to complete the picture. Over the years, a child’s school life could be told in data points. The goal of keeping this data is build a profile that can help educators analyze the information and tailor teaching approaches to help the child learn and grow.\u003c/p>\n\u003cp>To keep all this growing data in one place, states created the \u003ca href=\"http://nces.ed.gov/programs/slds/about_SLDS.asp\">Statewide Longitudinal Data Systems \u003c/a>in 2005. (Read more about SLDS \u003ca href=\"http://www.npr.org/blogs/ed/2014/05/16/313117187/what-parents-need-to-know-about-big-data-and-student-privacy\" target=\"_blank\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem.”\u003c/aside>\n\u003cp>But the more data is collected, the harder it is for schools to keep track. Schools often find it’s cheaper and easier to have third party cloud providers like Google, Amazon and Microsoft store and maintain the student data on their servers than it is to own and operate a unique school district data center. In fact, 95 percent of schools and districts store their student information in the cloud, according \u003ca href=\"http://ir.lawnet.fordham.edu/cgi/viewcontent.cgi?article=1001&context=clip\">a recent study\u003c/a> on data privacy led by Professor Joel Reidenberg, director of the Center on Law and Information Policy at Fordham Law School.\u003c/p>\n\u003cp>It is this outsourcing of student data to third parties that puts privacy advocates on edge. In mid-April, privacy concerns grew so pronounced about inBloom – a non-profit corporation that was created to store and manage student data from a handful of states – that the group shut down as state after state pulled out of the massive project.\u003c/p>\n\u003cp>\u003cstrong>What Are the Fears?\u003c/strong>\u003c/p>\n\u003cp>Fears around how student data can be improperly used fall into a few categories: data marketers, data breaches and unshakable data trails.\u003c/p>\n\u003cp>In the same way that Google recommends products based on your web searches, marketers with access to student data could suggest items to children. \"You don’t want to see a student write four essays on baseball and then have a company try to sell him baseball tickets,” says Joni Lupovitz, of Common Sense Media.\u003c/p>\n\u003cp>A second area of concern stems from the potential for data breaches, which have already happened. \u003ca href=\"https://news.tn.gov/node/1238\">One breach in Tennessee\u003c/a> in 2009 inadvertently left 18,000 K-12 student names, addresses, birth dates and full Social Security numbers on an unsecured web server for four months. “Every major financial institution has had their banking information compromised,” Reidenberg said. “There’s no reason to believe children’s information will be more secure.”\u003c/p>\n\u003cp>Finally, there is the risk that student data, like a tattoo, will be hard to erase. \"If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem,\" Reidenberg said.\u003c/p>\n\u003cp>But other education stakeholders hold a more tempered view. “There are a lot of misconceptions about storage of student data in the cloud,\" said Kathleen Styles, the Chief Privacy Officer at the U.S. Dept. of Education on \u003ca href=\"http://www.safegov.org/2013/4/18/interview-with-kathleen-styles,-chief-privacy-officer,-us-department-of-education\">a forum about cloud computing.\u003c/a> There’s nothing inherently more or less secure about cloud storage compared to traditional data storage – it all depends on the specific approach and the contract terms.”\u003c/p>\n\u003cp>\u003cstrong>How Is Student Data Protected?\u003c/strong>\u003c/p>\n\u003cp>Student data is protected under a variety of state and federal laws, but the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Family Educational Rights and Privacy Act\u003c/a>, or FERPA is the most commonly cited. Under FERPA, student data can only be used for educational purposes and using student data to sell or market products is prohibited.\u003c/p>\n\u003cp>But FERPA’s protections get murky. For starters, FERPA allows schools to release records to other education officials without parental consent. Those education officials can be vendors, including for-profit cloud service providers that are under \"direct control\" of schools.\u003c/p>\n\u003cp>What’s more, Reidenberg argues FERPA applies only to schools receiving federal funding –- not to private companies. In his study, he found that “fewer than 7 percent of agreements between schools and developers restrict the sale or marketing of student information by vendors, and many agreements allow vendors to change the terms without notice.” And his study only explored cloud computing contracts, not contracts with the myriad educational software programs and learning applications in existence.\u003c/p>\n\u003cp>\u003cstrong>Selling Student Data Security\u003c/strong>\u003c/p>\n\u003cp>Some companies are conscious of the escalating concerns about privacy and are using security as a selling point. For example, Clever doesn’t even store student data, but has a policy of only making agreements with developers who are FERPA compliant. Clever software enables students to log onto multiple apps like eSpark Learning, DreamBox and Wowzers with just one username and password. “We created Clever to create some sanity in managing those applications and knowing which ones are FERPA compliant,” he says. “There are so many options to choose from that many schools don’t know where to start.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Another company, Illuminate, which provides student information systems, data and analysis and other software goes to great lengths to build trust with schools. Illuminate reports that it encrypts every page, stores most of its data on its own servers (not the cloud), has round the clock security on staff and trains each employee in the federal law protecting student data. “To stay up on security, it takes full-time people every day to stay on top of what’s out there. If you’re in a school district and trying to manage that on your own, that’s a very difficult task,” said company’s CEO Lane Rankin.\u003c/p>\n\u003cp>Even with all the security precautions, Rankin, whose business is dependent on student data, believes the issue of privacy has been overblown to some extent.\u003c/p>\n\u003cp>\"Parents should be much more concerned about what’s going on with their bank, about all the stuff Google’s tracking every time you’re on the web, about your cell phone and what Verizon knows about your location and where you took your pictures,\" he said. \"But student data? That’s in a very secure location, controlled by the local school district, there for the purposes of helping more students, classrooms and schools. Because it’s very benign data, advertisers aren’t going to care about this data. They care about when you’re clicking around so they can sell you more stuff.\"\u003c/p>\n\u003cp>\u003cstrong>Setting Up Protocols\u003c/strong>\u003c/p>\n\u003cp>School administrators, the stewards of student data, must institute technical protections against the misuse of information. “It’s up to the school or district to set the proper balance of physical, technological and administrative controls to prevent unauthorized access,” the DOE's Styles said. This means administrators decide what information goes into the cloud or to an app, who has access to it, what password protections those with access need and how much encryption to require considering the sensitivity of the data.\u003c/p>\n\u003cp>Beyond the technical agreements, all stakeholders can push for specific privacy principles in the contract language between schools and vendors. Common Sense Media, which launched a\u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\"> School Privacy Zone Campaign,\u003c/a> suggests contracts with software companies explicitly prohibit developers from using the data for commercial purposes and only use data for educational purposes.\u003c/p>\n\u003cp>Both Common Sense Media and the \u003ca href=\"http://epic.org/%20\" target=\"_blank\">Electronic Privacy Information Center\u003c/a> recommend limits to the amount of data collected and the amount of time it can be stored. EPIC recommends \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/06/why-a-student-privacy-bill-of-rights-is-desperately-needed/\" target=\"_blank\">returning control of the data to the students\u003c/a>.\u003c/p>\n\u003cp>Parents and students should feel entitled to ask administrators how they’re collecting, storing and sharing data, says the DOE’s Styles. “Make sure schools have self-awareness,” says Styles. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While guiding privacy principles and careful contractual language are critical, schools and parents are hard-pressed to keep pace with the technically complex and rapidly changing educational landscape. Increasingly, districts are adding a new layer of protection to their systems. They’re hiring Chief Technology Officers to guide their technological engagement, so schools have a sophisticated player of their own keeping pace in the tech race.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "For Frustrated Gifted Kids, A World of Online Opportunities",
"title": "For Frustrated Gifted Kids, A World of Online Opportunities",
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"content": "\u003cfigure id=\"attachment_35793\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/153204599-e1400374634332.jpg\" alt=\"Getty\" width=\"640\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/153204599-e1400374634332.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/153204599-e1400374634332-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/153204599-e1400374634332-320x200.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When parents find they have a two-year-old who can read, or a five-year-old who wakes up talking about square roots, the task of ensuring that these exceptionally bright children get the educational nourishment they need is unchartered territory. The path can be frustrating for the kids, and worry-inducing for the parents. But the ongoing boom in online learning opportunities has been a great benefit for many gifted youth because the offerings can cater to a student’s ability rather than age.\u003c/p>\n\u003cp>Sating the voracious curiosity of gifted students can be challenging. They may get bored and cranky when they easily grasp lessons ahead of the group in a standard classroom. Take, for example, the case of a seven-year-old who attends a Berkeley, Calif., public elementary school. When he found the pace of his math class unbearably slow, he protested by gluing together two months’ worth of his math worksheets. Given a new packet of them, he “filled out all the answers, and then folded each sheet into paper airplanes,” his mother said. (The mother asked that they not be identified in this story.)\u003c/p>\n\u003cp>The educational infrastructure in the U.S. for supporting high-achieving students is an underfunded patchwork quilt of services and programs across the states, according to \u003ca href=\"http://www.businesswire.com/news/home/20111109005205/en/Nations-Infrastructure-Support-Gifted-Students-Crumbling-Survey\" target=\"_blank\">a survey by the National Association for Gifted Children\u003c/a>.\u003c/p>\n\u003cp>“We do not have a systematic way of addressing the needs of the gifted,” said Joyce VanTassel-Baska, education professor emerita at the College of William and Mary. “You could go to one school system and they might be doing a great job. And you would go to another school system and you would see nothing.”\u003c/p>\n\u003cp>As a result, gifted students and their parents often must cobble together their \u003ca href=\"http://www.davidsongifted.org/db/Articles_ic_10680.aspx\" target=\"_blank\">own individual education plan\u003c/a> from various sources to obtain a deeper, more advanced intellectual dive than what standard school systems can provide.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the case of the young Berkeley protester, who was reading at a fifth-grade level by age four, “we spend \u003cem>a lot\u003c/em> of time at the library trying to keep up with his interests and voracious reading habit,” his mother said. At home, “we make books, build airplanes and robots out of found objects, research stuff online, fix our bikes, and create elaborate LEGO machines. He is endlessly curious and astonishingly creative.” The parents have signed him up for extracurricular classes in science as well as art, music, and sports, including classes for gifted students at the Lawrence Hall of Science. This family has not tried online options yet, and if they do look into private school options, they’ll have to apply for scholarships or financial aid, or would not be able to afford it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s very difficult to find a high school that would be willing to have a 10-year-old take an AP course.”\u003c/aside>\n\u003cp>Across the bay in San Francisco, Debbie Saret has been similarly engaged in an evolving process of discovery in finding the right resources for her exceptionally gifted son -- a 13-year-old who is now doing math coursework at the college-sophomore level. Six years ago, when she and her husband decided to homeschool him starting in the second grade, it was like stepping off “into the unknown” – a journey that had the parents constantly worrying whether they were making good choices and often “really feeling quite alone, because nobody else around us had ever done anything like that,” she said. Her son’s education has been an eclectic meld of private tutoring, online courses, after-school and summer camps, \u003ca href=\"https://www.mathcircles.org\" target=\"_blank\">math circle\u003c/a>, and community college classes.\u003c/p>\n\u003cp>\u003cstrong>ONLINE SOURCES BRING ACCESS TO THE WORLD\u003c/strong>\u003c/p>\n\u003cp>Compared to three decades ago, many more out-of-school academic resources are now available for gifted learners, which makes it easier than ever to access advanced learning opportunities, ranging from \u003ca href=\"http://www.edweek.org/ew/articles/2011/08/24/01edtech-gifted.h31.html\" target=\"_blank\">video courses\u003c/a> to \u003ca href=\"http://www.nytimes.com/2011/11/20/education/stanfords-online-high-school-raises-the-bar.html?_r=0\" target=\"_blank\">diploma-granting online high schools.\u003c/a>\u003c/p>\n\u003cp>“The online component was extremely important for us,” Saret said.\u003c/p>\n\u003cp>Math and English courses from Stanford’s \u003ca href=\"http://epgy.stanford.edu\" target=\"_blank\">Education Program for Gifted Youth\u003c/a> (EPGY) initially formed the backbone of the Saret son’s homeschooling. Founded in 1990, EPGY has long offered self-paced, computer-based instruction through brief, pre-recorded multimedia lectures on CD-ROMs or, as technology has evolved, via web browser. Students can also sign up for tutorial guidance from an instructor by phone, email, or the web. (Under a recent licensing deal with Stanford, an education company named Redbird Advanced Learning has taken over the EPGY program and is in a transition of updating and enhancing its technology components.)\u003c/p>\n\u003cp>At age eight, Saret’s son began taking classes part-time at \u003ca href=\"https://ohs.stanford.edu/\" target=\"_blank\">Stanford Online High School\u003c/a> (OHS), a fully accredited, diploma-granting school for academically talented students in grades 7 through 12. OHS, which opened in 2006, provides real-time, interactive virtual seminars through web-based video conferencing.\u003c/p>\n\u003cp>Despite the fact that much of it happens online, Saret says there’s an emphasis on developing personal connections, too. “They really have a sense of community,” Saret noted. “Class meetings, clubs -- it’s a very interactive online experience with video, text chat, whiteboard. Very much like a normal class, but online in terms of interaction.”\u003c/p>\n\u003cp>Saret is grateful that these sorts of learning resources exist for her son. “Online opportunities are really a big benefit for this group of students, because your age doesn’t matter as much as your interests and your ability … Because it’s very difficult to, say, find a high school that would be willing to have a 10-year-old take an AP course,” she said. At that age, her son was able to study AP physics at OHS.\u003c/p>\n\u003cp>\u003cstrong>TEACHING THE GIFTED\u003c/strong>\u003c/p>\n\u003cp>Other digital learning options for the gifted include independent-study courses from \u003ca href=\"http://cty.jhu.edu/ctyonline\" target=\"_blank\">Johns Hopkins University\u003c/a>, \u003ca href=\"http://tip.duke.edu/node/141\" target=\"_blank\">Duke University\u003c/a>, and \u003ca href=\"http://www.ctd.northwestern.edu/gll/\" target=\"_blank\">Northwestern University\u003c/a>. Another resource popular among young math prodigies around the world is the \u003ca href=\"http://www.artofproblemsolving.com/School/index.php?page=howclassroomworks\" target=\"_blank\">Art of Problem Solving\u003c/a> (AoPS) web community and school, which provides real-time instruction through a virtual classroom where pupils and teachers communicate via live text-chatting. Such online education programs offer bright kids a lot of flexibility and a variety of ways for taking their learning well beyond the usual school curricula. Even if standard schools offer advanced placement classes in calculus, those offerings aren’t rigorous enough for many of the mathematically precocious kids who come to AoPS, said Richard Rusczyk, company founder and a winner of the USA Mathematics Olympiad in 1989.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5ebc7121ee85ea803ca3f199b734b393\"]\u003c/p>\n\u003cp>“They get everything right away. The problems are just too easy,” he said. Typical AP classes don’t prepare the students for math courses at places like MIT, he said, where they may hit the wall of failure for the very first time – and get so discouraged that they just might quit math or science. That would be bad, not just for the student but also potentially for all of us, because as Rusczyk and others point out, these exceptionally bright individuals have a lot to give. “These students are going to produce an outsized portion of the major technological, medical, mathematical, scientific, economic advances of the next generation,” he said.\u003c/p>\n\u003cp>The philosophy at AoPS is to teach math at a deep and complex level and introduce high-performing students to difficult problems that stretch their capabilities early. In Rusczyk’s view, the ultimate goal of education should be “\u003ca href=\"http://www.davidsongifted.org/db/Articles_id_10565.aspx\" target=\"_blank\">to teach students how to solve problems \u003c/a>they’ve never seen before. That’s the main focus of what we’re trying to do in our classes.” The ability to work through difficult conundrums applies to all kinds of life and career situations, such as, in his case, figuring out how to run a company, he said.\u003c/p>\n\u003cp>A key part of challenging the smartest kid in a school, he added, is exposing him or her to peers who are just as sharp or even sharper. “I’ll tell kids, if you’re always the smartest person in the room, you need to find another room,” Rusczyk said.\u003c/p>\n\u003cp>The internet now makes it a lot simpler to find and engage with a brainier crowd. For math lovers, AoPS is one of those “other rooms.” While children in the top 5 percent of intellectual talent largely look the same in a standard curriculum -- all acing their classes with 100s -- in the AoPS community, students look wildly different in their abilities, interests, and needs, Rusczyk said. Some want to be “taught to the test” and need to be trained out of that mentality, while others want to only think about tackling hard problems. Some turn in beautiful writing assignments, he said, while others “will write stuff that their English teachers would be horrified to look at -- no punctuation, no capital letters.”\u003c/p>\n\u003cp>When very bright children are ready for a more in-depth complexity of material at a young age but don’t get it at their schools, they’re badly served, said Stanford math professor Rafe Mazzeo, who served as EPGY’s faculty director. It’s not uncommon to see gifted kids who tap out all their high school’s math courses early and spend their entire senior year taking humanities classes. But if those students plan to go into any quantitative discipline, including engineering or natural sciences, allowing their math skills to get rusty for a year or more is “kind of a disaster,” Mazzeo said.\u003c/p>\n\u003cp>“If they have a couple of fallow years where they’re not being challenged, you can really do them intellectual damage.” With its extracurricular computer-based classes, EPGY’s mission has been to help students race ahead with more challenging, accelerated coursework while still staying in the social milieu of their regular grades at their local schools.\u003c/p>\n\u003cp>At Stanford OHS, which grew out of EPGY’s success, students also can race ahead, but they generally do it with a cohort of other high-achievers who are doing the same thing. The school’s philosophy is to place students into courses by their ability, not age or grade level, said admissions director Claire Goldsmith. “There’s no way to max out. We can offer courses to kids at all levels.” With 530 students from 43 states and 18 nations currently enrolled, OHS focuses on fostering critical thinking and argumentation with its core curriculum. It also provides counseling support for social and emotional issues.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS’ EXPERIENCES\u003c/strong>\u003c/p>\n\u003cp>Chloe Clougher of Cape Cod, Massachusetts, started at OHS as a junior last fall after two years at a nearby private college-preparatory high school, and prior to that, homeschooling since kindergarten. Though she liked her local school, she decided to apply to OHS because it offered some advanced classes in science and Mandarin that the brick-and-mortar school didn’t have. It would’ve been otherwise frustrating “to try to cobble a whole random schedule together from, like, three different schools or online courses like edX,” said the 16-year-old, who won a full scholarship covering OHS’s expensive $17,250 yearly tuition. (About 16 percent of OHS students receive financial aid.)\u003c/p>\n\u003cp>Although the brick-and-mortar high school has AP courses, Clougher said, she noticed that they kept students busy with lots of assignments that didn’t seem like meaningful work. Now at OHS, she is currently jazzed about biology class and her instructor, who’s not only enthusiastic about teaching, but also about learning new areas of biological research – and hearing what the students have to say. “You don’t really see that in a whole lot of teachers,” Clougher said.\u003c/p>\n\u003cp>“They have excellent teachers and really interesting classes,” said sophomore Eva Guevara, 15, who lives in Marfa, a town in far West Texas, and is also attending OHS on a full scholarship. She had gone to ninth grade at the local brick-and-mortar public high school, but found the pace slow and uninteresting. Biology class was especially disappointing, she said. “I ended up just being sent out of the room and just \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-are-teachers-and-students-using-khan-academy/\" target=\"_blank\">watching Khan Academy \u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-are-teachers-and-students-using-khan-academy/\" target=\"_blank\">videos\u003c/a> and taking notes on those.” Today, she still goes to the local school building, but only to attend one robotics course and use the library, where she logs into her OHS seminars. Chemistry class, currently her favorite, is “challenging but also it’s really fun,” Guevara said. “And I feel like it’s going at a really great pace for me too.”\u003c/p>\n\u003cp>While the Stanford coursework is more rigorous and satisfying, both Clougher and Guevara said that social interactions with their classmates online, although quite good, naturally can’t fully match the social life of a real-life high school. But many OHS students do get to meet classmates face-to-face in occasional get-togethers in their region.\u003c/p>\n\u003cp>For gifted students, building strong friendships is as important to their personal growth as academic achievement. In San Francisco, Saret said that finding communities for her son and their family, and keeping those social circles going, has been one of the biggest challenges. For him, attending \u003ca href=\"http://epsiloncamp.org/\" target=\"_blank\">Epsilon Camp\u003c/a>, a two-week summer program for 8- to 11-year-olds who are profoundly gifted at math, was life-changing: At the camp held in Colorado Springs, Colorado, in 2011, he met kindred spirits sharing an intense passion for math, a community where he felt he truly belonged.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“He has said to me, ‘It was the first time that I felt that other kids understood what I was trying to say in the most truthful sense.’ He could just be himself, say whatever he wanted to say, without worrying about the other kids not getting him,” said Saret, who subsequently became Epsilon Camp’s admissions director. Her son still keeps in touch with the close friends he made there, including some who live in the Bay Area.\u003c/p>\n\n",
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"excerpt": "For parents, the task of ensuring that exceptionally bright children get the educational nourishment they need is unchartered territory. The path can be frustrating for the kids, and worry-inducing for the parents. But the ongoing boom in online learning opportunities has been a great benefit for many gifted youth because the offerings can cater to a student’s ability rather than age.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35793\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/153204599-e1400374634332.jpg\" alt=\"Getty\" width=\"640\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/153204599-e1400374634332.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/153204599-e1400374634332-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/153204599-e1400374634332-320x200.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When parents find they have a two-year-old who can read, or a five-year-old who wakes up talking about square roots, the task of ensuring that these exceptionally bright children get the educational nourishment they need is unchartered territory. The path can be frustrating for the kids, and worry-inducing for the parents. But the ongoing boom in online learning opportunities has been a great benefit for many gifted youth because the offerings can cater to a student’s ability rather than age.\u003c/p>\n\u003cp>Sating the voracious curiosity of gifted students can be challenging. They may get bored and cranky when they easily grasp lessons ahead of the group in a standard classroom. Take, for example, the case of a seven-year-old who attends a Berkeley, Calif., public elementary school. When he found the pace of his math class unbearably slow, he protested by gluing together two months’ worth of his math worksheets. Given a new packet of them, he “filled out all the answers, and then folded each sheet into paper airplanes,” his mother said. (The mother asked that they not be identified in this story.)\u003c/p>\n\u003cp>The educational infrastructure in the U.S. for supporting high-achieving students is an underfunded patchwork quilt of services and programs across the states, according to \u003ca href=\"http://www.businesswire.com/news/home/20111109005205/en/Nations-Infrastructure-Support-Gifted-Students-Crumbling-Survey\" target=\"_blank\">a survey by the National Association for Gifted Children\u003c/a>.\u003c/p>\n\u003cp>“We do not have a systematic way of addressing the needs of the gifted,” said Joyce VanTassel-Baska, education professor emerita at the College of William and Mary. “You could go to one school system and they might be doing a great job. And you would go to another school system and you would see nothing.”\u003c/p>\n\u003cp>As a result, gifted students and their parents often must cobble together their \u003ca href=\"http://www.davidsongifted.org/db/Articles_ic_10680.aspx\" target=\"_blank\">own individual education plan\u003c/a> from various sources to obtain a deeper, more advanced intellectual dive than what standard school systems can provide.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the case of the young Berkeley protester, who was reading at a fifth-grade level by age four, “we spend \u003cem>a lot\u003c/em> of time at the library trying to keep up with his interests and voracious reading habit,” his mother said. At home, “we make books, build airplanes and robots out of found objects, research stuff online, fix our bikes, and create elaborate LEGO machines. He is endlessly curious and astonishingly creative.” The parents have signed him up for extracurricular classes in science as well as art, music, and sports, including classes for gifted students at the Lawrence Hall of Science. This family has not tried online options yet, and if they do look into private school options, they’ll have to apply for scholarships or financial aid, or would not be able to afford it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s very difficult to find a high school that would be willing to have a 10-year-old take an AP course.”\u003c/aside>\n\u003cp>Across the bay in San Francisco, Debbie Saret has been similarly engaged in an evolving process of discovery in finding the right resources for her exceptionally gifted son -- a 13-year-old who is now doing math coursework at the college-sophomore level. Six years ago, when she and her husband decided to homeschool him starting in the second grade, it was like stepping off “into the unknown” – a journey that had the parents constantly worrying whether they were making good choices and often “really feeling quite alone, because nobody else around us had ever done anything like that,” she said. Her son’s education has been an eclectic meld of private tutoring, online courses, after-school and summer camps, \u003ca href=\"https://www.mathcircles.org\" target=\"_blank\">math circle\u003c/a>, and community college classes.\u003c/p>\n\u003cp>\u003cstrong>ONLINE SOURCES BRING ACCESS TO THE WORLD\u003c/strong>\u003c/p>\n\u003cp>Compared to three decades ago, many more out-of-school academic resources are now available for gifted learners, which makes it easier than ever to access advanced learning opportunities, ranging from \u003ca href=\"http://www.edweek.org/ew/articles/2011/08/24/01edtech-gifted.h31.html\" target=\"_blank\">video courses\u003c/a> to \u003ca href=\"http://www.nytimes.com/2011/11/20/education/stanfords-online-high-school-raises-the-bar.html?_r=0\" target=\"_blank\">diploma-granting online high schools.\u003c/a>\u003c/p>\n\u003cp>“The online component was extremely important for us,” Saret said.\u003c/p>\n\u003cp>Math and English courses from Stanford’s \u003ca href=\"http://epgy.stanford.edu\" target=\"_blank\">Education Program for Gifted Youth\u003c/a> (EPGY) initially formed the backbone of the Saret son’s homeschooling. Founded in 1990, EPGY has long offered self-paced, computer-based instruction through brief, pre-recorded multimedia lectures on CD-ROMs or, as technology has evolved, via web browser. Students can also sign up for tutorial guidance from an instructor by phone, email, or the web. (Under a recent licensing deal with Stanford, an education company named Redbird Advanced Learning has taken over the EPGY program and is in a transition of updating and enhancing its technology components.)\u003c/p>\n\u003cp>At age eight, Saret’s son began taking classes part-time at \u003ca href=\"https://ohs.stanford.edu/\" target=\"_blank\">Stanford Online High School\u003c/a> (OHS), a fully accredited, diploma-granting school for academically talented students in grades 7 through 12. OHS, which opened in 2006, provides real-time, interactive virtual seminars through web-based video conferencing.\u003c/p>\n\u003cp>Despite the fact that much of it happens online, Saret says there’s an emphasis on developing personal connections, too. “They really have a sense of community,” Saret noted. “Class meetings, clubs -- it’s a very interactive online experience with video, text chat, whiteboard. Very much like a normal class, but online in terms of interaction.”\u003c/p>\n\u003cp>Saret is grateful that these sorts of learning resources exist for her son. “Online opportunities are really a big benefit for this group of students, because your age doesn’t matter as much as your interests and your ability … Because it’s very difficult to, say, find a high school that would be willing to have a 10-year-old take an AP course,” she said. At that age, her son was able to study AP physics at OHS.\u003c/p>\n\u003cp>\u003cstrong>TEACHING THE GIFTED\u003c/strong>\u003c/p>\n\u003cp>Other digital learning options for the gifted include independent-study courses from \u003ca href=\"http://cty.jhu.edu/ctyonline\" target=\"_blank\">Johns Hopkins University\u003c/a>, \u003ca href=\"http://tip.duke.edu/node/141\" target=\"_blank\">Duke University\u003c/a>, and \u003ca href=\"http://www.ctd.northwestern.edu/gll/\" target=\"_blank\">Northwestern University\u003c/a>. Another resource popular among young math prodigies around the world is the \u003ca href=\"http://www.artofproblemsolving.com/School/index.php?page=howclassroomworks\" target=\"_blank\">Art of Problem Solving\u003c/a> (AoPS) web community and school, which provides real-time instruction through a virtual classroom where pupils and teachers communicate via live text-chatting. Such online education programs offer bright kids a lot of flexibility and a variety of ways for taking their learning well beyond the usual school curricula. Even if standard schools offer advanced placement classes in calculus, those offerings aren’t rigorous enough for many of the mathematically precocious kids who come to AoPS, said Richard Rusczyk, company founder and a winner of the USA Mathematics Olympiad in 1989.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“They get everything right away. The problems are just too easy,” he said. Typical AP classes don’t prepare the students for math courses at places like MIT, he said, where they may hit the wall of failure for the very first time – and get so discouraged that they just might quit math or science. That would be bad, not just for the student but also potentially for all of us, because as Rusczyk and others point out, these exceptionally bright individuals have a lot to give. “These students are going to produce an outsized portion of the major technological, medical, mathematical, scientific, economic advances of the next generation,” he said.\u003c/p>\n\u003cp>The philosophy at AoPS is to teach math at a deep and complex level and introduce high-performing students to difficult problems that stretch their capabilities early. In Rusczyk’s view, the ultimate goal of education should be “\u003ca href=\"http://www.davidsongifted.org/db/Articles_id_10565.aspx\" target=\"_blank\">to teach students how to solve problems \u003c/a>they’ve never seen before. That’s the main focus of what we’re trying to do in our classes.” The ability to work through difficult conundrums applies to all kinds of life and career situations, such as, in his case, figuring out how to run a company, he said.\u003c/p>\n\u003cp>A key part of challenging the smartest kid in a school, he added, is exposing him or her to peers who are just as sharp or even sharper. “I’ll tell kids, if you’re always the smartest person in the room, you need to find another room,” Rusczyk said.\u003c/p>\n\u003cp>The internet now makes it a lot simpler to find and engage with a brainier crowd. For math lovers, AoPS is one of those “other rooms.” While children in the top 5 percent of intellectual talent largely look the same in a standard curriculum -- all acing their classes with 100s -- in the AoPS community, students look wildly different in their abilities, interests, and needs, Rusczyk said. Some want to be “taught to the test” and need to be trained out of that mentality, while others want to only think about tackling hard problems. Some turn in beautiful writing assignments, he said, while others “will write stuff that their English teachers would be horrified to look at -- no punctuation, no capital letters.”\u003c/p>\n\u003cp>When very bright children are ready for a more in-depth complexity of material at a young age but don’t get it at their schools, they’re badly served, said Stanford math professor Rafe Mazzeo, who served as EPGY’s faculty director. It’s not uncommon to see gifted kids who tap out all their high school’s math courses early and spend their entire senior year taking humanities classes. But if those students plan to go into any quantitative discipline, including engineering or natural sciences, allowing their math skills to get rusty for a year or more is “kind of a disaster,” Mazzeo said.\u003c/p>\n\u003cp>“If they have a couple of fallow years where they’re not being challenged, you can really do them intellectual damage.” With its extracurricular computer-based classes, EPGY’s mission has been to help students race ahead with more challenging, accelerated coursework while still staying in the social milieu of their regular grades at their local schools.\u003c/p>\n\u003cp>At Stanford OHS, which grew out of EPGY’s success, students also can race ahead, but they generally do it with a cohort of other high-achievers who are doing the same thing. The school’s philosophy is to place students into courses by their ability, not age or grade level, said admissions director Claire Goldsmith. “There’s no way to max out. We can offer courses to kids at all levels.” With 530 students from 43 states and 18 nations currently enrolled, OHS focuses on fostering critical thinking and argumentation with its core curriculum. It also provides counseling support for social and emotional issues.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS’ EXPERIENCES\u003c/strong>\u003c/p>\n\u003cp>Chloe Clougher of Cape Cod, Massachusetts, started at OHS as a junior last fall after two years at a nearby private college-preparatory high school, and prior to that, homeschooling since kindergarten. Though she liked her local school, she decided to apply to OHS because it offered some advanced classes in science and Mandarin that the brick-and-mortar school didn’t have. It would’ve been otherwise frustrating “to try to cobble a whole random schedule together from, like, three different schools or online courses like edX,” said the 16-year-old, who won a full scholarship covering OHS’s expensive $17,250 yearly tuition. (About 16 percent of OHS students receive financial aid.)\u003c/p>\n\u003cp>Although the brick-and-mortar high school has AP courses, Clougher said, she noticed that they kept students busy with lots of assignments that didn’t seem like meaningful work. Now at OHS, she is currently jazzed about biology class and her instructor, who’s not only enthusiastic about teaching, but also about learning new areas of biological research – and hearing what the students have to say. “You don’t really see that in a whole lot of teachers,” Clougher said.\u003c/p>\n\u003cp>“They have excellent teachers and really interesting classes,” said sophomore Eva Guevara, 15, who lives in Marfa, a town in far West Texas, and is also attending OHS on a full scholarship. She had gone to ninth grade at the local brick-and-mortar public high school, but found the pace slow and uninteresting. Biology class was especially disappointing, she said. “I ended up just being sent out of the room and just \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-are-teachers-and-students-using-khan-academy/\" target=\"_blank\">watching Khan Academy \u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-are-teachers-and-students-using-khan-academy/\" target=\"_blank\">videos\u003c/a> and taking notes on those.” Today, she still goes to the local school building, but only to attend one robotics course and use the library, where she logs into her OHS seminars. Chemistry class, currently her favorite, is “challenging but also it’s really fun,” Guevara said. “And I feel like it’s going at a really great pace for me too.”\u003c/p>\n\u003cp>While the Stanford coursework is more rigorous and satisfying, both Clougher and Guevara said that social interactions with their classmates online, although quite good, naturally can’t fully match the social life of a real-life high school. But many OHS students do get to meet classmates face-to-face in occasional get-togethers in their region.\u003c/p>\n\u003cp>For gifted students, building strong friendships is as important to their personal growth as academic achievement. In San Francisco, Saret said that finding communities for her son and their family, and keeping those social circles going, has been one of the biggest challenges. For him, attending \u003ca href=\"http://epsiloncamp.org/\" target=\"_blank\">Epsilon Camp\u003c/a>, a two-week summer program for 8- to 11-year-olds who are profoundly gifted at math, was life-changing: At the camp held in Colorado Springs, Colorado, in 2011, he met kindred spirits sharing an intense passion for math, a community where he felt he truly belonged.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“He has said to me, ‘It was the first time that I felt that other kids understood what I was trying to say in the most truthful sense.’ He could just be himself, say whatever he wanted to say, without worrying about the other kids not getting him,” said Saret, who subsequently became Epsilon Camp’s admissions director. Her son still keeps in touch with the close friends he made there, including some who live in the Bay Area.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_35744\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/6660073135_a315ee4b17_z-e1400258741166.jpg\" alt=\"Brad Flickinger\" width=\"640\" height=\"360\" class=\"size-full wp-image-35744\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/6660073135_a315ee4b17_z-e1400258741166.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/6660073135_a315ee4b17_z-e1400258741166-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/6660073135_a315ee4b17_z-e1400258741166-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 4 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">For years, most people thought that video games were like candy: mostly bad, tempting to children, but okay in moderation. Now we understand that they can have more “nutritional” value than our parents ever imagined.\u003c/p>\n\u003cp>My brothers and I played Space Invaders and Pac Man, Asteroids and Breakout. We pulled the plastic casing off the Atari joystick and stuck the accordioned bottom end to our foreheads like a suction cup. These were still the early days of interactive home computing and because game consoles were so unfamiliar, the adults were afraid. Surely, they assumed, staring at a box of glowing light while pressing buttons in response to electronic triggers would cause some invisible neural damage.\u003c/p>\n\u003cp>Kids played video games for hours. They wiggled joysticks and maneuvered “paddles” until they discovered the game’s patterns. They talked about the games with their friends. They shared tips and tricks. Even if they \u003cem>were\u003c/em> learning together, and if the arcade was always a kind of educational community, what exactly were they learning? Clearly, not the things that mattered. All learning is not good learning. Something had to be done.\u003c/p>\n\u003cp>Along came \u003ci>Oregon Trail, Reader Rabbit, Math Blaster\u003c/i>, and others. Gamification was not yet a household word. Back then, folks “school-ified” video games. The shoot-em up alien attack narratives were replaced with educational curriculum: facts about letters, numbers, history, science. Each correct solution launched a missile at your enemy. If kids were going to memorize all the details of a video game, why not construct those details so that they align with classroom content? It made sense. And it worked. Many of us learned touch typing from Mario and geography from Carmen Sandiego.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Clearly, the world has changed considerably since then. Interacting with machines is commonplace. It's normal to respond to screen-based electronic stimuli. Work almost always involves some interaction with digital platforms. Maybe this is why video games no longer inspire the same kind of anxiety and terror from parents and caregivers as they once did. In fact, we now know that games can teach much more than just content. There are social, emotional, and meta-cognitive benefits.\u003c/p>\n\u003cp>In 2013, the American Psychological Association \u003ca href=\"http://www.apa.org/news/press/releases/2013/11/video-games.aspx\" target=\"_blank\">published a study\u003c/a> that identified some of the benefits of gaming, and the results were surprising. For example, in controlled tests, kids who played first-person shooters showed “faster and more accurate attention allocation, higher spatial resolution in visual processing, and enhanced mental rotation abilities.” This likely has very little to do with the violent narrative and a lot to do with repetitive execution of reflex-based actions. Essentially, first person shooters are intricate 3D virtual simulations of the carnival classic “whack-a-mole.” Players need to react fast. This is why kids who play a lot of games seem to show “measurable changes in neural processing and efficiency” and a positive increase in creativity. Players practice quick thinking and hurried response.\u003c/p>\n\u003cp>Of course, neural advantages like these are vague and invisible. Research that assumes a biologically deterministic view of humanity should be questioned. When we imagine ourselves as cellular organisms first and only second as uniquely human, we equate ourselves with amoebas, insects, and animals. This theoretical approach implicitly assumes that our development and actions are determined by electrochemical and biological impulses alone. Instinct reigns. The classic conception that distinguishes humans as “moral” animals is rendered obsolete. These neuroscientific discoveries may be accurate, but when it comes to learning, is this approach useful? After all, our intention is not husbandry in a petri dish. Instead, we aim to nurture human citizens that contribute to an ethical civilization.\u003c/p>\n\u003cp>We want our children to develop strong meta-cognitive skills. We want students to become critical thinkers that are motivated to make a difference in the world. When it comes to motivation, look to the work of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/carol-dweck/\" target=\"_blank\">Carol Dweck, \u003c/a>Stanford professor who writes about motivation and social development. She makes a distinction between an \u003cb>entity\u003c/b> theory of intelligence and an \u003cstrong>incremental\u003c/strong> theory of intelligence. When kids develop an \u003cb>entity\u003c/b> theory of intelligence, they believe they have innate, fixed traits. They're praised for being smart, or being good at math. It has a negative impact on long term attitudes. When kids develop an \u003cb>incremental\u003c/b> theory of intelligence, on the other hand, they understand that they have certain \u003ci>skills\u003c/i>. They are praised for their effort: “you worked so hard on that problem, you solved that puzzle.” They have a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\" target=\"_blank\">growth mindset\u003c/a>.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e71d679ae3717bbdd5eb8ba4d7082073\"]\u003c/p>\n\u003cp>Video games nurture an incremental understanding of intelligence. Because players are rewarded for one task at a time -- for overcoming one obstacle after another -- they learn to understand learning and accomplishment iteratively. For example, each track in Nintendo’s classic game \u003ci>Mario Kart\u003c/i> has its own particular challenges. Each time a player drives it he or she addresses the weaknesses of the previous attempt. The player iterates performance incrementally, addressing shortcomings and adjusting accordingly. He or she understands that mastering one course doesn’t necessarily equate to mastery of the next. A new learning process begins at the conclusion of the previous one.\u003c/p>\n\u003cp>Games designed for the classroom can leverage the same sort of motivational intelligence. Consider a game like \u003ca href=\"https://www.filamentgames.com/products/reach-sun-product\">\u003ci>Reach For The Sun \u003c/i>\u003c/a>(Filament Games). This resource management game is designed to teach plant life cycle sciences and photosynthesis. Players are challenged to “become a plant” and balance resources like starch and water. “Extend your roots, sprout leaves, and make your flowers bloom before winter hits.”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=ezAH_WY6a8I&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Succeeding in \u003ci>Reach For The Sun \u003c/i>is about more than just trial and error. It involves an incremental approach that’s way more authentic than a workbook, lecture, or a quiz. It is not about right and wrong; it is about simulation. Students don’t just retain textbook bullet points of photosynthesis. They understand in an experiential way that the plant is a vibrant, dynamic life system that is constantly adjusting to its surroundings. They succeed when they comprehend the way a plant \u003ci>relates \u003c/i>to the world around it. Learning is about incrementally applying \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">content in context\u003c/a>. And context is all about iterating relationships.\u003c/p>\n\u003cp>In the process of learning to incrementally iterate in context, students are developing metacognitive skills. Put simply, metacognition describes an individual’s ability to think about his or her own thinking. Among other things, it refers to the ability to self-evaluate a thought process and to iterate based on an analysis of strengths and weaknesses. For learners, strong metacognitive functions translate into study skills. Strong metacognitive functions mean students have the ability to identify problem areas and seek out the necessary and deliberate practice needed to compensate for weaknesses.\u003c/p>\n\u003cp>Metacognition is also another word for what educators are talking about when we say we want to create life-long learners. When we talk about critical thinking, problem solving skills, creating innovators, or nurturing perseverance, we’re talking about metacognition.\u003c/p>\n\u003cp>Those skills are not really unique to the new millenium. They are the same reflexive skills that have always been the prerequisite to critical thinking. Character education is code for metacognition. It's all about producing individuals who have the desire, the drive, and the skill, to look at themselves and evaluate the way they think about their place in the world.\u003c/p>\n\u003cp>Most importantly, strong metacognitive skills translate into strong interpersonal skills. After all, the ability to look at yourself is one of life’s most important social skills. How can you relate to others if you can’t even relate to yourself? Not well. Relationships, conflict resolution, and emotional intelligence all require strong metacognitive skills.\u003c/p>\n\u003cp>What does this have to do with video games? A lot: 70 percent of gamers play their games with other people. Contrary to the popular image of the gamer as an awkward, socially inept loner, players are actually engaged with one another. Think back to that educational community that emerged in every 1980s pizza parlor around the Ms. Pacman machine. Gamers play cooperatively. They play competitively. They share tips and tricks. They work together. The \u003ci>teach \u003c/i>each other how to get better at the game-\u003c/p>\n\u003cp>Imagine a classroom where collaboration is the norm. Where assessment is collective and individual assessment and competition do not create a culture of “entity intelligence.” Game-based learning is one tool that can help make it a reality.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Contrary to the popular image of the gamer as an awkward, socially inept loner, players are actually engaged with one another. Gamers play cooperatively. They play competitively. They share tips and tricks. They work together. The teach each other how to get better at the game.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35744\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/6660073135_a315ee4b17_z-e1400258741166.jpg\" alt=\"Brad Flickinger\" width=\"640\" height=\"360\" class=\"size-full wp-image-35744\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/6660073135_a315ee4b17_z-e1400258741166.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/6660073135_a315ee4b17_z-e1400258741166-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/6660073135_a315ee4b17_z-e1400258741166-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 4 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">For years, most people thought that video games were like candy: mostly bad, tempting to children, but okay in moderation. Now we understand that they can have more “nutritional” value than our parents ever imagined.\u003c/p>\n\u003cp>My brothers and I played Space Invaders and Pac Man, Asteroids and Breakout. We pulled the plastic casing off the Atari joystick and stuck the accordioned bottom end to our foreheads like a suction cup. These were still the early days of interactive home computing and because game consoles were so unfamiliar, the adults were afraid. Surely, they assumed, staring at a box of glowing light while pressing buttons in response to electronic triggers would cause some invisible neural damage.\u003c/p>\n\u003cp>Kids played video games for hours. They wiggled joysticks and maneuvered “paddles” until they discovered the game’s patterns. They talked about the games with their friends. They shared tips and tricks. Even if they \u003cem>were\u003c/em> learning together, and if the arcade was always a kind of educational community, what exactly were they learning? Clearly, not the things that mattered. All learning is not good learning. Something had to be done.\u003c/p>\n\u003cp>Along came \u003ci>Oregon Trail, Reader Rabbit, Math Blaster\u003c/i>, and others. Gamification was not yet a household word. Back then, folks “school-ified” video games. The shoot-em up alien attack narratives were replaced with educational curriculum: facts about letters, numbers, history, science. Each correct solution launched a missile at your enemy. If kids were going to memorize all the details of a video game, why not construct those details so that they align with classroom content? It made sense. And it worked. Many of us learned touch typing from Mario and geography from Carmen Sandiego.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Clearly, the world has changed considerably since then. Interacting with machines is commonplace. It's normal to respond to screen-based electronic stimuli. Work almost always involves some interaction with digital platforms. Maybe this is why video games no longer inspire the same kind of anxiety and terror from parents and caregivers as they once did. In fact, we now know that games can teach much more than just content. There are social, emotional, and meta-cognitive benefits.\u003c/p>\n\u003cp>In 2013, the American Psychological Association \u003ca href=\"http://www.apa.org/news/press/releases/2013/11/video-games.aspx\" target=\"_blank\">published a study\u003c/a> that identified some of the benefits of gaming, and the results were surprising. For example, in controlled tests, kids who played first-person shooters showed “faster and more accurate attention allocation, higher spatial resolution in visual processing, and enhanced mental rotation abilities.” This likely has very little to do with the violent narrative and a lot to do with repetitive execution of reflex-based actions. Essentially, first person shooters are intricate 3D virtual simulations of the carnival classic “whack-a-mole.” Players need to react fast. This is why kids who play a lot of games seem to show “measurable changes in neural processing and efficiency” and a positive increase in creativity. Players practice quick thinking and hurried response.\u003c/p>\n\u003cp>Of course, neural advantages like these are vague and invisible. Research that assumes a biologically deterministic view of humanity should be questioned. When we imagine ourselves as cellular organisms first and only second as uniquely human, we equate ourselves with amoebas, insects, and animals. This theoretical approach implicitly assumes that our development and actions are determined by electrochemical and biological impulses alone. Instinct reigns. The classic conception that distinguishes humans as “moral” animals is rendered obsolete. These neuroscientific discoveries may be accurate, but when it comes to learning, is this approach useful? After all, our intention is not husbandry in a petri dish. Instead, we aim to nurture human citizens that contribute to an ethical civilization.\u003c/p>\n\u003cp>We want our children to develop strong meta-cognitive skills. We want students to become critical thinkers that are motivated to make a difference in the world. When it comes to motivation, look to the work of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/carol-dweck/\" target=\"_blank\">Carol Dweck, \u003c/a>Stanford professor who writes about motivation and social development. She makes a distinction between an \u003cb>entity\u003c/b> theory of intelligence and an \u003cstrong>incremental\u003c/strong> theory of intelligence. When kids develop an \u003cb>entity\u003c/b> theory of intelligence, they believe they have innate, fixed traits. They're praised for being smart, or being good at math. It has a negative impact on long term attitudes. When kids develop an \u003cb>incremental\u003c/b> theory of intelligence, on the other hand, they understand that they have certain \u003ci>skills\u003c/i>. They are praised for their effort: “you worked so hard on that problem, you solved that puzzle.” They have a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\" target=\"_blank\">growth mindset\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Video games nurture an incremental understanding of intelligence. Because players are rewarded for one task at a time -- for overcoming one obstacle after another -- they learn to understand learning and accomplishment iteratively. For example, each track in Nintendo’s classic game \u003ci>Mario Kart\u003c/i> has its own particular challenges. Each time a player drives it he or she addresses the weaknesses of the previous attempt. The player iterates performance incrementally, addressing shortcomings and adjusting accordingly. He or she understands that mastering one course doesn’t necessarily equate to mastery of the next. A new learning process begins at the conclusion of the previous one.\u003c/p>\n\u003cp>Games designed for the classroom can leverage the same sort of motivational intelligence. Consider a game like \u003ca href=\"https://www.filamentgames.com/products/reach-sun-product\">\u003ci>Reach For The Sun \u003c/i>\u003c/a>(Filament Games). This resource management game is designed to teach plant life cycle sciences and photosynthesis. Players are challenged to “become a plant” and balance resources like starch and water. “Extend your roots, sprout leaves, and make your flowers bloom before winter hits.”\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/ezAH_WY6a8I'\n title='//www.youtube.com/embed/ezAH_WY6a8I'\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>Succeeding in \u003ci>Reach For The Sun \u003c/i>is about more than just trial and error. It involves an incremental approach that’s way more authentic than a workbook, lecture, or a quiz. It is not about right and wrong; it is about simulation. Students don’t just retain textbook bullet points of photosynthesis. They understand in an experiential way that the plant is a vibrant, dynamic life system that is constantly adjusting to its surroundings. They succeed when they comprehend the way a plant \u003ci>relates \u003c/i>to the world around it. Learning is about incrementally applying \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\">content in context\u003c/a>. And context is all about iterating relationships.\u003c/p>\n\u003cp>In the process of learning to incrementally iterate in context, students are developing metacognitive skills. Put simply, metacognition describes an individual’s ability to think about his or her own thinking. Among other things, it refers to the ability to self-evaluate a thought process and to iterate based on an analysis of strengths and weaknesses. For learners, strong metacognitive functions translate into study skills. Strong metacognitive functions mean students have the ability to identify problem areas and seek out the necessary and deliberate practice needed to compensate for weaknesses.\u003c/p>\n\u003cp>Metacognition is also another word for what educators are talking about when we say we want to create life-long learners. When we talk about critical thinking, problem solving skills, creating innovators, or nurturing perseverance, we’re talking about metacognition.\u003c/p>\n\u003cp>Those skills are not really unique to the new millenium. They are the same reflexive skills that have always been the prerequisite to critical thinking. Character education is code for metacognition. It's all about producing individuals who have the desire, the drive, and the skill, to look at themselves and evaluate the way they think about their place in the world.\u003c/p>\n\u003cp>Most importantly, strong metacognitive skills translate into strong interpersonal skills. After all, the ability to look at yourself is one of life’s most important social skills. How can you relate to others if you can’t even relate to yourself? Not well. Relationships, conflict resolution, and emotional intelligence all require strong metacognitive skills.\u003c/p>\n\u003cp>What does this have to do with video games? A lot: 70 percent of gamers play their games with other people. Contrary to the popular image of the gamer as an awkward, socially inept loner, players are actually engaged with one another. Think back to that educational community that emerged in every 1980s pizza parlor around the Ms. Pacman machine. Gamers play cooperatively. They play competitively. They share tips and tricks. They work together. The \u003ci>teach \u003c/i>each other how to get better at the game-\u003c/p>\n\u003cp>Imagine a classroom where collaboration is the norm. Where assessment is collective and individual assessment and competition do not create a culture of “entity intelligence.” Game-based learning is one tool that can help make it a reality.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[youtube http://www.youtube.com/watch?v=YqRXgKKtoNg&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\"Education is about preparing kids for life, and public education is about helping people have equal opportunity, helping those who don't have as much money have a more level playing field,\" said Ali Partovi, co-founder of \u003ca href=\"http://code.org/\" target=\"_blank\">Code.org,\u003c/a> in an interview at the \u003ca href=\"http://www.bigideasfest.org/about-big-ideas-fest-2013\" target=\"_blank\">Big Ideas Fest\u003c/a> a few months ago.\u003c/p>\n\u003cp>Partovi has an ambitious goal: To get public high schools to offer computer programming classes -- not just as an elective, but as a science requirement. \"It's absolutely relevant for public education to embrace computer science,\" he said. \"I can't think of any other science that would better prepare you for life in the 21st century.\"\u003c/p>\n\u003cp>Partovi's goal is being realized in pockets around the country. Through efforts like \u003ca href=\"http://csedweek.org/\" target=\"_blank\">Hour of Code\u003c/a>, a viral online campaign to promote coding, more than 20,000 teachers have started adding programming lessons, which \u003ca title=\"Website.\" href=\"http://code.org/\">Code.org\u003c/a> for which offers free classes. What's more, \"30 school districts, including New York City and Chicago, have agreed to add coding classes in the fall, mainly in high schools but in lower grades, too. And policy makers in nine states have begun awarding the same credits for computer science classes that they do for basic math and science courses, rather than treating them as electives,\" \u003ca href=\"http://www.nytimes.com/2014/05/11/us/reading-writing-arithmetic-and-lately-coding.html?_r=0\" target=\"_blank\">according to an article in the New York Times.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_35144\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/co-lab.jpg\">\u003cimg class=\"wp-image-35144 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/co-lab.jpg\" alt=\"co-lab\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A new group of developers is trying to tackle the educational app market, which has huge potential for profits, but has been hard to crack because of parent and teacher skepticism about what's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">actually considered educational\u003c/a>. Zynga, an established commercial game company responsible for hits like \u003ca href=\"https://company.zynga.com/games/farmville\" target=\"_blank\">Farmville\u003c/a> and \u003ca href=\"https://company.zynga.com/games/words-friends\" target=\"_blank\">Words with Friends\u003c/a>, is hosting the non-profit accelerator in its building. Now in its second cohort, \u003ca href=\"http://playcolab.com/\" target=\"_blank\">Zynga's co.lab\u003c/a> offers nascent game developers access to advice from experienced game, marketing and product experts.\u003c/p>\n\u003cp>The co.lab's first group of developers, which included the hit game \u003ca href=\"http://www.motionmathgames.com\" target=\"_blank\">Motion Math,\u003c/a> worked mostly on games with a clear focus on math or reading, but this group is interpreting the definition of education a bit more broadly and attempting more open-ended learning outcomes. What's more, many of the games in this second cohort are targeting the commercial market first, through parents, while other companies, like Filament Games are trying to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-can-developers-make-meaningful-learning-games-for-classrooms/\" target=\"_blank\">broaden the use of games in schools\u003c/a>.\u003c/p>\n\u003cp>[contextly_sidebar id=\"c4306b9f0f9568202189e029cae4d81f\"]\u003c/p>\n\u003cp>“Kids are spending a lot of time playing games and parents have no idea if it’s junk food or organic food,” said Esteban Sosnik, executive director of co.lab. As educational games take off, he says parents will be looking for a trusted brand and the right metrics to gauge whether their children are really learning. The co.lab is trying to instill that kind of accountability into the game design process.\u003c/p>\n\u003cp>Zynga's affiliation with the co.lab is meant to help them develop a profitable business model that will scale, which means starting in the commercial market. But Sosnik says the current cohort of developers wouldn't have been chosen if they hadn't demonstrated their interest in entering the school market as well -- and that’s hard to do. “It’s hard enough to make a successful game,” Sosnik said. “For our entrepreneurs, you need to do that \u003cem>and\u003c/em> deliver on an educational promise \u003cem>and\u003c/em> get teachers to use it in the classroom.” He laughed. “When you look at it that way, you understand why so many people stay away. But that’s why we hope to create some successful models that will inspire people,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's been difficult to prove learning efficacy from educational apps. A Joan Ganz Cooney Center has been \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/01/ilearnii.pdf\" target=\"_blank\">calling for either voluntary or regulatory reporting\u003c/a> on app and game efficacy. But it's still very early days, and new studies are rolling in all the time, with some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/can-students-learn-better-with-digital-games/\" target=\"_blank\">reports suggesting \u003c/a>that some math and science games do boost students' test scores.\u003c/p>\n\u003cp>\u003cstrong>UPCOMING APPS\u003c/strong>\u003c/p>\n\u003cp>One of the companies Sosnik is most excited about is \u003ca href=\"http://www.tinytap.it/\" target=\"_blank\">TinyTap\u003c/a>, an app that allows kids and teachers to create their own content. “It’s the potential of putting kids in the driver seat,” Sosnik said. “And turning educators into content creators, the rock stars.” The app allows a user to create a series of pages -- what amounts to an app in and of itself -- that explains a concept. It offers a lot of room for creative play by allowing the creator to find and use images online, record narration, and create a narrative sequence themselves. Users can follow one another’s profiles and TinyTap will even highlight really strong educator content so other teachers can find it.\u003c/p>\n\u003cp>Another co.lab company, \u003ca href=\"http://www.pixowl.com/\" target=\"_blank\">Pixowl\u003c/a>, leverages the popularity of the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\" target=\"_blank\">building game Minecraft\u003c/a>, which is very popular with educators because of its open building premise. It offers a similar kind of limitless exploration, but in a two-dimensional world. Players can immediately start building things, rather than Minecraft's model of wandering around the space collecting resources that eventually allow them to build.\u003c/p>\n\u003cp>\u003ca href=\"http://www.brainquake.com/our-platform/\" target=\"_blank\">Brainquake\u003c/a> is an exploratory math game that allows for experimentation, meant to help kids develop an understanding of what numbers mean beyond the symbol. If a child gets something wrong while playing the game, there’s no red X or other sign of failure. They just keep trying until they get it right.\u003c/p>\n\u003cp>\u003ca href=\"http://kikolabs.com/\" target=\"_blank\">Kiko Labs\u003c/a> is a brain training game for kids aged three to six. The idea is to help them develop memory, control and attention through different exercises. Kiko Lab’s CEO Grace Wardhana has young children of her own and is sensitive to the concerns that little kids shouldn’t be on screens for long periods of time. To address this, she’s designed each session to be just a few minutes long. The company is working with educators at University of California, Berkeley and Harvard to externally validate the game’s efficacy.\u003c/p>\n\u003cp>\u003ca href=\"http://timbuktu.me/timbuktu/\" target=\"_blank\">Timbuktu\u003c/a> is a game meant to teach kids about healthy eating and the importance of physical activity. The game designers are trying to incorporate prompts for kids to go outdoors and engage in physical play as part of the virtual game. That part is still in development.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kidbunch.com/\" target=\"_blank\">Kid Bunch\u003c/a> is more of a narrative than a game right now, but they hope the accelerator will help them parlay the animation and storytelling they’ve already been working on into a gaming environment. They’re in the accelerator to learn how to make a game.\u003c/p>\n\u003cp>\u003ca href=\"http://www.course-master.com/\" target=\"_blank\">CourseMaster\u003c/a> is the outlier, with a platform to allow offline and online communication between teachers, students and parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.newschools.org/\" target=\"_blank\">NewSchools Venture Fund,\u003c/a> whose former CEO Ted Mitchell was\u003ca href=\"http://edsource.org/2014/ted-mitchell-former-state-board-president-confirmed-as-under-secretary-of-education/61855#.U3EAefldV8E\" target=\"_blank\"> just named Under Secretary at the Department of Education\u003c/a>, supports the co.lab initiative. The venture fund is known for seeding ed-tech start-ups, but hasn’t traditionally focused on games.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35144\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/co-lab.jpg\">\u003cimg class=\"wp-image-35144 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/co-lab.jpg\" alt=\"co-lab\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A new group of developers is trying to tackle the educational app market, which has huge potential for profits, but has been hard to crack because of parent and teacher skepticism about what's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">actually considered educational\u003c/a>. Zynga, an established commercial game company responsible for hits like \u003ca href=\"https://company.zynga.com/games/farmville\" target=\"_blank\">Farmville\u003c/a> and \u003ca href=\"https://company.zynga.com/games/words-friends\" target=\"_blank\">Words with Friends\u003c/a>, is hosting the non-profit accelerator in its building. Now in its second cohort, \u003ca href=\"http://playcolab.com/\" target=\"_blank\">Zynga's co.lab\u003c/a> offers nascent game developers access to advice from experienced game, marketing and product experts.\u003c/p>\n\u003cp>The co.lab's first group of developers, which included the hit game \u003ca href=\"http://www.motionmathgames.com\" target=\"_blank\">Motion Math,\u003c/a> worked mostly on games with a clear focus on math or reading, but this group is interpreting the definition of education a bit more broadly and attempting more open-ended learning outcomes. What's more, many of the games in this second cohort are targeting the commercial market first, through parents, while other companies, like Filament Games are trying to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-can-developers-make-meaningful-learning-games-for-classrooms/\" target=\"_blank\">broaden the use of games in schools\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Kids are spending a lot of time playing games and parents have no idea if it’s junk food or organic food,” said Esteban Sosnik, executive director of co.lab. As educational games take off, he says parents will be looking for a trusted brand and the right metrics to gauge whether their children are really learning. The co.lab is trying to instill that kind of accountability into the game design process.\u003c/p>\n\u003cp>Zynga's affiliation with the co.lab is meant to help them develop a profitable business model that will scale, which means starting in the commercial market. But Sosnik says the current cohort of developers wouldn't have been chosen if they hadn't demonstrated their interest in entering the school market as well -- and that’s hard to do. “It’s hard enough to make a successful game,” Sosnik said. “For our entrepreneurs, you need to do that \u003cem>and\u003c/em> deliver on an educational promise \u003cem>and\u003c/em> get teachers to use it in the classroom.” He laughed. “When you look at it that way, you understand why so many people stay away. But that’s why we hope to create some successful models that will inspire people,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's been difficult to prove learning efficacy from educational apps. A Joan Ganz Cooney Center has been \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/01/ilearnii.pdf\" target=\"_blank\">calling for either voluntary or regulatory reporting\u003c/a> on app and game efficacy. But it's still very early days, and new studies are rolling in all the time, with some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/can-students-learn-better-with-digital-games/\" target=\"_blank\">reports suggesting \u003c/a>that some math and science games do boost students' test scores.\u003c/p>\n\u003cp>\u003cstrong>UPCOMING APPS\u003c/strong>\u003c/p>\n\u003cp>One of the companies Sosnik is most excited about is \u003ca href=\"http://www.tinytap.it/\" target=\"_blank\">TinyTap\u003c/a>, an app that allows kids and teachers to create their own content. “It’s the potential of putting kids in the driver seat,” Sosnik said. “And turning educators into content creators, the rock stars.” The app allows a user to create a series of pages -- what amounts to an app in and of itself -- that explains a concept. It offers a lot of room for creative play by allowing the creator to find and use images online, record narration, and create a narrative sequence themselves. Users can follow one another’s profiles and TinyTap will even highlight really strong educator content so other teachers can find it.\u003c/p>\n\u003cp>Another co.lab company, \u003ca href=\"http://www.pixowl.com/\" target=\"_blank\">Pixowl\u003c/a>, leverages the popularity of the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\" target=\"_blank\">building game Minecraft\u003c/a>, which is very popular with educators because of its open building premise. It offers a similar kind of limitless exploration, but in a two-dimensional world. Players can immediately start building things, rather than Minecraft's model of wandering around the space collecting resources that eventually allow them to build.\u003c/p>\n\u003cp>\u003ca href=\"http://www.brainquake.com/our-platform/\" target=\"_blank\">Brainquake\u003c/a> is an exploratory math game that allows for experimentation, meant to help kids develop an understanding of what numbers mean beyond the symbol. If a child gets something wrong while playing the game, there’s no red X or other sign of failure. They just keep trying until they get it right.\u003c/p>\n\u003cp>\u003ca href=\"http://kikolabs.com/\" target=\"_blank\">Kiko Labs\u003c/a> is a brain training game for kids aged three to six. The idea is to help them develop memory, control and attention through different exercises. Kiko Lab’s CEO Grace Wardhana has young children of her own and is sensitive to the concerns that little kids shouldn’t be on screens for long periods of time. To address this, she’s designed each session to be just a few minutes long. The company is working with educators at University of California, Berkeley and Harvard to externally validate the game’s efficacy.\u003c/p>\n\u003cp>\u003ca href=\"http://timbuktu.me/timbuktu/\" target=\"_blank\">Timbuktu\u003c/a> is a game meant to teach kids about healthy eating and the importance of physical activity. The game designers are trying to incorporate prompts for kids to go outdoors and engage in physical play as part of the virtual game. That part is still in development.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kidbunch.com/\" target=\"_blank\">Kid Bunch\u003c/a> is more of a narrative than a game right now, but they hope the accelerator will help them parlay the animation and storytelling they’ve already been working on into a gaming environment. They’re in the accelerator to learn how to make a game.\u003c/p>\n\u003cp>\u003ca href=\"http://www.course-master.com/\" target=\"_blank\">CourseMaster\u003c/a> is the outlier, with a platform to allow offline and online communication between teachers, students and parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.newschools.org/\" target=\"_blank\">NewSchools Venture Fund,\u003c/a> whose former CEO Ted Mitchell was\u003ca href=\"http://edsource.org/2014/ted-mitchell-former-state-board-president-confirmed-as-under-secretary-of-education/61855#.U3EAefldV8E\" target=\"_blank\"> just named Under Secretary at the Department of Education\u003c/a>, supports the co.lab initiative. The venture fund is known for seeding ed-tech start-ups, but hasn’t traditionally focused on games.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's a provocative question, and it may be argued that \"choosing\" is not exactly the right term. For schools using any online tools -- from \u003ca href=\"http://www.nytimes.com/2013/06/23/business/data-security-is-a-classroom-worry-too.html?_r=0\" target=\"_blank\">Edmodo\u003c/a> to \u003ca href=\"http://www.pcworld.com/article/2149960/google-stops-scanning-gmail-messages-for-ads-in-apps-for-education.html\" target=\"_blank\">any of Google's apps\u003c/a> to student information systems, are they risking exposure to a data breach, or is the issue being blown out of proportion? PBS Idea Channel's always-entertaining Mike Rugnetta breaks it down.\u003c/p>\n\u003cp> \u003cbr>\nhttp://www.youtube.com/watch?v=t45BoJ_LP1U&list=PL69BD06CC757E1D61\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a provocative question, and it may be argued that \"choosing\" is not exactly the right term. For schools using any online tools -- from \u003ca href=\"http://www.nytimes.com/2013/06/23/business/data-security-is-a-classroom-worry-too.html?_r=0\" target=\"_blank\">Edmodo\u003c/a> to \u003ca href=\"http://www.pcworld.com/article/2149960/google-stops-scanning-gmail-messages-for-ads-in-apps-for-education.html\" target=\"_blank\">any of Google's apps\u003c/a> to student information systems, are they risking exposure to a data breach, or is the issue being blown out of proportion? PBS Idea Channel's always-entertaining Mike Rugnetta breaks it down.\u003c/p>\n\u003cp> \u003cbr>\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/t45BoJ_LP1U'\n title='//www.youtube.com/embed/t45BoJ_LP1U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Math, Science, History: Games Break Boundaries Between Subjects",
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"headTitle": "The MindShift Guide to Digital Games and Learning | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_35576\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35576\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/8701829922_775770293a_z.jpg\" alt=\"Maison elfique\" width=\"640\" height=\"349\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z-400x218.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z-320x175.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Maison elfique\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 3 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">For far too long, school has organized learning into divided disciplines: English, science, history, math, and so on. It seems fine because we’re all used to it. The problem, however, is that students then internalize a divided conception of knowledge; they're conditioned into a view of life where specialization reigns. While categorized subjects made some sense for the industrialized 20th century, they may not be the best bet for this century.\u003c/p>\n\u003cp>Game-based learning offers an alternative. Because it forces students to apply knowledge in a contextualized way, it creates an interdisciplinary learning experience where subject-specific knowledge is used in a context that requires diverse applications. The borders between disciplines become fuzzy and ambiguous.\u003c/p>\n\u003cp>Of course, “fuzzy and ambiguous” isn’t always preferable. Rigid specialization served the industrial age well. Corporations are departmentalized. The 20th-century shift to assembly line manufacturing was reliant on a way of thinking that divided whole products into disconnected parts. But specialized knowledge hasn’t always been privileged.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e71d679ae3717bbdd5eb8ba4d7082073\"]\u003c/p>\n\u003cp>Although people have had specific trades and vocations since the beginning of civilization, some types of expertise haven’t always correlated to career or exchange value. The preference for specialization in both knowledge and vocation is a fairly recent development, one that transcends corporate culture and permeates the American ethos as a whole. Today this attitude is so prevalent that it even shows up among semi-spiritual empowerment health and wellness coaching where Joseph Campbell’s advice to “follow your bliss” is ubiquitous. The very notion of one’s “bliss” implies particularity. Hence, specificity seems to trump generalization.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>EMBRACING HOLISTIC LEARNING\u003c/strong>\u003c/p>\n\u003cp>Over the years, the term \"Renaissance Man\" has sprouted into common vernacular in order to identify the well-rounded intellectual who was an expert in a variety of subjects. It replaced the ancient Greek notion of the polymath (or polyhistor) and the 15th Century Italian notion of Uomo Universale (Universal Man) with the image of a distinguished man with James Bond like charm, etiquette, and sophistication. Despite its positive connotations, however, the new term Renaissance Man likely served as a way to emphasize and distinguish the modern efficacy of specialized labor--and by extension, specialized and categorized education.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Despite the fact that we’re increasingly committed to equality and information is more widely accessible than ever before, possibilities for a formal Renaissance-Man-Liberal-Arts education remain limited to the elite. The average, or common, student is encouraged to choose majors and institutions that track into a specialized vocation.\u003c/p>\n\u003cp>This may be sensible. After all, not everyone can be the next Leonardo Da Vinci. The trouble, however, is that our experience in the world is not divided and organized like the subjects in school. Adults draw on knowledge from a variety of subjects throughout their work day. Creative problem solving and critical thinking rely on the ability make connections across disciplines.\u003c/p>\n\u003cp>Unfortunately, it's common to hear students identify themselves as “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\" target=\"_blank\">bad at math\u003c/a>.” Some students believe that they're “just not humanities types.” Already, in the early grades, students internalize specialized career tracks based \u003ci>not\u003c/i> on their skillsets, but rather on the ease with which they achieve success in particular subject areas. They not only believe that they are good at the things that are easiest, but also that their identity and self-worth is tied up in those achievements.\u003c/p>\n\u003cp>I saw it first-hand when my son was six. He came home from school and told me that he wasn’t “a math person.” I explained that growing up meant becoming a math person. Just like it meant becoming a person who can read, and a person who can write, and a person who understands the basics of science, history, art, and music. Now he perseveres at math, often finishing his homework as quickly as possible so he can move on to playing video games.\u003c/p>\n\u003cp>Like most eight-year-olds, he’s especially fond of the \"sandbox\" style video game: Minecraft. Sometimes he plays for hours. I’m okay with the amount of time he plays because I like that the game requires a variety of skills. Everyday, my son sees how the creative and imaginative skills (which are usually relegated to the arts) are easily combined with the skills necessary to engineer structures within a fixed system. What’s more, the game involves managing resources in a way that calls on math skills. Literacy and semiotic skills are used as he constructs signage for his structures. And he is developing social and emotional skills as he interacts with other players around the world, constructing role playing scenarios for peers, and chatting through online instant messaging.\u003c/p>\n\u003cp>Like Minecraft, most complex video games require players to employ a variety of skills that reach across disciplines. This is one of the great things about game-based learning. Commercial games like Minecraft and The Sims are being adapted into school specific iterations. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">MincraftEDU\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\" target=\"_blank\">SimCityEDU\u003c/a> provide flexible options for integrating familiar games with traditional classroom curriculum.\u003c/p>\n\u003cp>Because video games are basically simulations of particular kinds of experiences, or problems, they require a kind of active engagement that simultaneously calls on diverse ways of knowing. Similar to the way most activities in life require using multiple cognitive skills simultaneously, scenarios in the game world can be constructed in such a way that individuals are forced to apply a variety of intellectual tools.\u003c/p>\n\u003cp>Contrary to the popular view of game-based learning, then, the game is not simply a robotic teacher. It is not about drilling students with animated adaptive flashcards. It's more interesting than that. Great game-based learning platforms do not attempt to trick students into memorizing facts. They are not \"\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">chocolate covered broccoli.\u003c/a>” Instead, video games can be used as tools that encourage students to apply class content in contextualized ways.\u003c/p>\n\u003cp>Think of video games as another tool you can employ in your classroom. Consider them like projects that ask students to use the knowledge they’ve obtained, to grasp the subject matter with such proficiency that they’re able to play with it. True learning leads toward the ability to manipulate new knowledge in such a way that it transcends discipline specific specialization. Video games encourage this kind of comprehension.\u003c/p>\n\u003cp>The ability to apply knowledge across disciplines is important, but it is not enough. It is important to combine that knowledge with strong social and emotional skills that serve as the foundation for good citizenship in the 21st Century.\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35576\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35576\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/8701829922_775770293a_z.jpg\" alt=\"Maison elfique\" width=\"640\" height=\"349\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z-400x218.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z-320x175.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Maison elfique\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 3 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">For far too long, school has organized learning into divided disciplines: English, science, history, math, and so on. It seems fine because we’re all used to it. The problem, however, is that students then internalize a divided conception of knowledge; they're conditioned into a view of life where specialization reigns. While categorized subjects made some sense for the industrialized 20th century, they may not be the best bet for this century.\u003c/p>\n\u003cp>Game-based learning offers an alternative. Because it forces students to apply knowledge in a contextualized way, it creates an interdisciplinary learning experience where subject-specific knowledge is used in a context that requires diverse applications. The borders between disciplines become fuzzy and ambiguous.\u003c/p>\n\u003cp>Of course, “fuzzy and ambiguous” isn’t always preferable. Rigid specialization served the industrial age well. Corporations are departmentalized. The 20th-century shift to assembly line manufacturing was reliant on a way of thinking that divided whole products into disconnected parts. But specialized knowledge hasn’t always been privileged.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Although people have had specific trades and vocations since the beginning of civilization, some types of expertise haven’t always correlated to career or exchange value. The preference for specialization in both knowledge and vocation is a fairly recent development, one that transcends corporate culture and permeates the American ethos as a whole. Today this attitude is so prevalent that it even shows up among semi-spiritual empowerment health and wellness coaching where Joseph Campbell’s advice to “follow your bliss” is ubiquitous. The very notion of one’s “bliss” implies particularity. Hence, specificity seems to trump generalization.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>EMBRACING HOLISTIC LEARNING\u003c/strong>\u003c/p>\n\u003cp>Over the years, the term \"Renaissance Man\" has sprouted into common vernacular in order to identify the well-rounded intellectual who was an expert in a variety of subjects. It replaced the ancient Greek notion of the polymath (or polyhistor) and the 15th Century Italian notion of Uomo Universale (Universal Man) with the image of a distinguished man with James Bond like charm, etiquette, and sophistication. Despite its positive connotations, however, the new term Renaissance Man likely served as a way to emphasize and distinguish the modern efficacy of specialized labor--and by extension, specialized and categorized education.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Despite the fact that we’re increasingly committed to equality and information is more widely accessible than ever before, possibilities for a formal Renaissance-Man-Liberal-Arts education remain limited to the elite. The average, or common, student is encouraged to choose majors and institutions that track into a specialized vocation.\u003c/p>\n\u003cp>This may be sensible. After all, not everyone can be the next Leonardo Da Vinci. The trouble, however, is that our experience in the world is not divided and organized like the subjects in school. Adults draw on knowledge from a variety of subjects throughout their work day. Creative problem solving and critical thinking rely on the ability make connections across disciplines.\u003c/p>\n\u003cp>Unfortunately, it's common to hear students identify themselves as “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\" target=\"_blank\">bad at math\u003c/a>.” Some students believe that they're “just not humanities types.” Already, in the early grades, students internalize specialized career tracks based \u003ci>not\u003c/i> on their skillsets, but rather on the ease with which they achieve success in particular subject areas. They not only believe that they are good at the things that are easiest, but also that their identity and self-worth is tied up in those achievements.\u003c/p>\n\u003cp>I saw it first-hand when my son was six. He came home from school and told me that he wasn’t “a math person.” I explained that growing up meant becoming a math person. Just like it meant becoming a person who can read, and a person who can write, and a person who understands the basics of science, history, art, and music. Now he perseveres at math, often finishing his homework as quickly as possible so he can move on to playing video games.\u003c/p>\n\u003cp>Like most eight-year-olds, he’s especially fond of the \"sandbox\" style video game: Minecraft. Sometimes he plays for hours. I’m okay with the amount of time he plays because I like that the game requires a variety of skills. Everyday, my son sees how the creative and imaginative skills (which are usually relegated to the arts) are easily combined with the skills necessary to engineer structures within a fixed system. What’s more, the game involves managing resources in a way that calls on math skills. Literacy and semiotic skills are used as he constructs signage for his structures. And he is developing social and emotional skills as he interacts with other players around the world, constructing role playing scenarios for peers, and chatting through online instant messaging.\u003c/p>\n\u003cp>Like Minecraft, most complex video games require players to employ a variety of skills that reach across disciplines. This is one of the great things about game-based learning. Commercial games like Minecraft and The Sims are being adapted into school specific iterations. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">MincraftEDU\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\" target=\"_blank\">SimCityEDU\u003c/a> provide flexible options for integrating familiar games with traditional classroom curriculum.\u003c/p>\n\u003cp>Because video games are basically simulations of particular kinds of experiences, or problems, they require a kind of active engagement that simultaneously calls on diverse ways of knowing. Similar to the way most activities in life require using multiple cognitive skills simultaneously, scenarios in the game world can be constructed in such a way that individuals are forced to apply a variety of intellectual tools.\u003c/p>\n\u003cp>Contrary to the popular view of game-based learning, then, the game is not simply a robotic teacher. It is not about drilling students with animated adaptive flashcards. It's more interesting than that. Great game-based learning platforms do not attempt to trick students into memorizing facts. They are not \"\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">chocolate covered broccoli.\u003c/a>” Instead, video games can be used as tools that encourage students to apply class content in contextualized ways.\u003c/p>\n\u003cp>Think of video games as another tool you can employ in your classroom. 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It is important to combine that knowledge with strong social and emotional skills that serve as the foundation for good citizenship in the 21st Century.\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Tracking Students' Grades Minute-By-Minute: Help or Hindrance?",
"title": "Tracking Students' Grades Minute-By-Minute: Help or Hindrance?",
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"content": "\u003cfigure id=\"attachment_35464\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg\" alt=\"Getty\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.\u003c/p>\n\u003cp>Student information systems are web-based software programs that schools buy to help manage student and teacher data. One of the most popular is \u003ca href=\"http://www.pearsonschoolsystems.com/products/powerschool/\">PowerSchool\u003c/a>, which claims to support 12 million students from all 50 states, but smaller systems like \u003ca href=\"http://www.renweb.com/Wheel/Powerful/Integrated-Value-added-Services/School-Site.aspx\">RenWeb\u003c/a> and \u003ca href=\"http://www.opensis.com/\">openSIS\u003c/a> provide similar services to public and private schools around the country. “Every single transaction in the form of attendance, grade book, report card, discipline, billing and transcript is recorded,” openSIS promises in its company literature. Teachers report grades and attendance on-line, kids can log in at any time to check their status, and parents have open access to their child’s performance, including not only homework, quiz, and test grades, but also comments from teachers and updates on tardiness. Parents can sign up to receive email notifications as often as once a day.\u003c/p>\n\u003cp>But having access to all that data is not always helpful, according to some critics, because the focus of school and learning is reduced to numbers and graphs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“School isn’t about learning. It’s about doing well.”\u003c/aside>\n\u003cp>“It turns every act of learning into a performance,” said \u003ca href=\"http://madelinelevine.com/\">Dr. Madeline Levine\u003c/a>, psychologist and author of \u003cem>Teach Your Children Well\u003c/em> and \u003cem>The Price of Privilege,\u003c/em> who said she calls the big student information system Power Snoop. For all the data and feedback they provide, student information systems interfere with learning.\u003c/p>\n\u003cp>“Learning requires involvement, interest, making mistakes—this is a poor substitute,” she said. The singular focus on grades that these systems encourage turns learning into a competitive, zero-sum game for students. “What we’re saying is, how do you compare to the kid sitting next to you, in terms of grades?” Further, by adopting these systems, schools make a strong statement about their values: “We’re ignoring best practices in child development, and saying what we do care about are grades.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>My own college-bound high school senior captured the mixed message that student information systems deliver. On the one hand, he liked it because it kept him on track with his grades and assignments. But did it help him learn? “School isn’t about learning,” Jeff said. “It’s about doing well.”\u003c/p>\n\u003cp>These up-to-the minute reports on a child’s grades also have a way of directing family conversation and focus to metrics at the expense of the subjects being taught or the other, non-academic developments occurring in a kid’s life, which might actually be weighing more heavily than the results of a bio quiz. “It looks like a disproportionate interest in this one aspect of their development,” she said. This comes at a time when research suggests that kids are more anxious about grades than their family or social lives. “That’s your greatest stress, and you get to check it five-six times a day?” Levine said.\u003c/p>\n\u003cp>Student information systems have a dangerous seductive quality as well. When Levine’s children were in high school, she found herself logging in compulsively to check their grades. Unable to stop herself, she finally disengaged from the system altogether. Levine would like to see schools stop using information systems entirely, just as roughly half the schools around the country gave up on class rank. “This should be next,” she said. “It’s even worse.”\u003c/p>\n\u003cp>For their part, parents asked about the uses of student information systems dismissed the notion that they helped their children learn. “It has nothing to do with learning, everything to do with measuring—which is all anyone cares about,” said Kathleen Feeney, mother of tenth- and twelfth-grade boys. “Learning? Interesting question,” wrote Kristen Pierotti, whose four school-age children log into PowerSchool with varying degrees of frequency. “It’s all about GPA!” said Terry Jacobs, whose college-age son advised his younger siblings to stay on top of their online tracking to better manage their end-of-quarter grades.\u003c/p>\n\u003cp>\u003cstrong>TEACHING RESPONSIBILITY?\u003c/strong>\u003c/p>\n\u003cp>But these same parents were quick to point out some benefits to the data systems. While they might not aid academic learning, the systems do encourage kids to be responsible for their performance in the classroom, many said. “Jeremy definitely feels more ‘ownership’ of his academic results, ‘brand’ and ‘profile’ through PowerSchool,” said Cheryl Barr about her tenth-grade son. “I do believe it helps them to see their grades in real time, and they work harder when they see they have slipped or need to pull up a grade to get into a desired range,” Pierotti said. It also helps keep teachers accountable to their students, said Maribeth Bowen, whose twelfth-grade daughter checks in regularly to be sure her grades are recorded accurately. What's more, these online grading systems remove any surprises from the quarterly report card, Pierotti added.\u003c/p>\n\u003cp>Angel Harris, co-author of \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674725102\">\u003cem>The Broken Compass: Parental Involvement with Children’s Education\u003c/em>\u003c/a>\u003cem>,\u003c/em> agrees that student information systems have the potential to be useful for kids. “It’s a good diagnostic for students, so they know when they’re missing points or assignments,” he said. As for parents’ use of the systems to oversee their children’s grades, he’s less sanguine. What matters is how parents respond to the information they encounter. “The punitive response”— punishing, withholding, berating — “is associated with declines in achievement,” Harris said.\u003c/p>\n\u003cp>What about teachers? Eleanor Lear taught English at Summit High School in New Jersey, and she dreaded using PowerSchool when it was first introduced. “I was really afraid of it,” she said. But Lear discovered that it helped keep her timely with grading and compelled her students to take ownership of their work. “The learning isn’t about English, but it’s about taking responsibility for themselves,” she said. “There’s no more Hail Marys at the end of the quarter, hoping to pull out an A- after getting all Cs,” she said. “It takes away their excuses.”\u003c/p>\n\u003cp>Not that it was all good. “For parents who had a propensity to obsess over grades, it gave them license to obsess even more,” Lear said. The system also rewarded grade-grubbers, she said, and drew students’ attention to tiny missed homework assignments rather than the subject. In addition, Lear squirmed over having her grade book open to students, parents and administrators. “There’s no room for you to apply your judgment,” she added.\u003c/p>\n\u003cp>Madeline Levine says these systems undermine what teachers and parents ultimately value. “Everything we hear about 21\u003csup>st\u003c/sup> century business, from business leaders, is that they want collaborators, communicators. And none of that comes through when the only thing schools focus on is metrics,” she said. Learning how to collaborate comes from working on group projects and absorbing cultural norms that promote cooperation and teamwork. “All this does is cultivate cynicism,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35464\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg\" alt=\"Getty\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.\u003c/p>\n\u003cp>Student information systems are web-based software programs that schools buy to help manage student and teacher data. One of the most popular is \u003ca href=\"http://www.pearsonschoolsystems.com/products/powerschool/\">PowerSchool\u003c/a>, which claims to support 12 million students from all 50 states, but smaller systems like \u003ca href=\"http://www.renweb.com/Wheel/Powerful/Integrated-Value-added-Services/School-Site.aspx\">RenWeb\u003c/a> and \u003ca href=\"http://www.opensis.com/\">openSIS\u003c/a> provide similar services to public and private schools around the country. “Every single transaction in the form of attendance, grade book, report card, discipline, billing and transcript is recorded,” openSIS promises in its company literature. Teachers report grades and attendance on-line, kids can log in at any time to check their status, and parents have open access to their child’s performance, including not only homework, quiz, and test grades, but also comments from teachers and updates on tardiness. Parents can sign up to receive email notifications as often as once a day.\u003c/p>\n\u003cp>But having access to all that data is not always helpful, according to some critics, because the focus of school and learning is reduced to numbers and graphs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“School isn’t about learning. It’s about doing well.”\u003c/aside>\n\u003cp>“It turns every act of learning into a performance,” said \u003ca href=\"http://madelinelevine.com/\">Dr. Madeline Levine\u003c/a>, psychologist and author of \u003cem>Teach Your Children Well\u003c/em> and \u003cem>The Price of Privilege,\u003c/em> who said she calls the big student information system Power Snoop. For all the data and feedback they provide, student information systems interfere with learning.\u003c/p>\n\u003cp>“Learning requires involvement, interest, making mistakes—this is a poor substitute,” she said. The singular focus on grades that these systems encourage turns learning into a competitive, zero-sum game for students. “What we’re saying is, how do you compare to the kid sitting next to you, in terms of grades?” Further, by adopting these systems, schools make a strong statement about their values: “We’re ignoring best practices in child development, and saying what we do care about are grades.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>My own college-bound high school senior captured the mixed message that student information systems deliver. On the one hand, he liked it because it kept him on track with his grades and assignments. But did it help him learn? “School isn’t about learning,” Jeff said. “It’s about doing well.”\u003c/p>\n\u003cp>These up-to-the minute reports on a child’s grades also have a way of directing family conversation and focus to metrics at the expense of the subjects being taught or the other, non-academic developments occurring in a kid’s life, which might actually be weighing more heavily than the results of a bio quiz. “It looks like a disproportionate interest in this one aspect of their development,” she said. This comes at a time when research suggests that kids are more anxious about grades than their family or social lives. “That’s your greatest stress, and you get to check it five-six times a day?” Levine said.\u003c/p>\n\u003cp>Student information systems have a dangerous seductive quality as well. When Levine’s children were in high school, she found herself logging in compulsively to check their grades. Unable to stop herself, she finally disengaged from the system altogether. Levine would like to see schools stop using information systems entirely, just as roughly half the schools around the country gave up on class rank. “This should be next,” she said. “It’s even worse.”\u003c/p>\n\u003cp>For their part, parents asked about the uses of student information systems dismissed the notion that they helped their children learn. “It has nothing to do with learning, everything to do with measuring—which is all anyone cares about,” said Kathleen Feeney, mother of tenth- and twelfth-grade boys. “Learning? Interesting question,” wrote Kristen Pierotti, whose four school-age children log into PowerSchool with varying degrees of frequency. “It’s all about GPA!” said Terry Jacobs, whose college-age son advised his younger siblings to stay on top of their online tracking to better manage their end-of-quarter grades.\u003c/p>\n\u003cp>\u003cstrong>TEACHING RESPONSIBILITY?\u003c/strong>\u003c/p>\n\u003cp>But these same parents were quick to point out some benefits to the data systems. While they might not aid academic learning, the systems do encourage kids to be responsible for their performance in the classroom, many said. “Jeremy definitely feels more ‘ownership’ of his academic results, ‘brand’ and ‘profile’ through PowerSchool,” said Cheryl Barr about her tenth-grade son. “I do believe it helps them to see their grades in real time, and they work harder when they see they have slipped or need to pull up a grade to get into a desired range,” Pierotti said. It also helps keep teachers accountable to their students, said Maribeth Bowen, whose twelfth-grade daughter checks in regularly to be sure her grades are recorded accurately. What's more, these online grading systems remove any surprises from the quarterly report card, Pierotti added.\u003c/p>\n\u003cp>Angel Harris, co-author of \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674725102\">\u003cem>The Broken Compass: Parental Involvement with Children’s Education\u003c/em>\u003c/a>\u003cem>,\u003c/em> agrees that student information systems have the potential to be useful for kids. “It’s a good diagnostic for students, so they know when they’re missing points or assignments,” he said. As for parents’ use of the systems to oversee their children’s grades, he’s less sanguine. What matters is how parents respond to the information they encounter. “The punitive response”— punishing, withholding, berating — “is associated with declines in achievement,” Harris said.\u003c/p>\n\u003cp>What about teachers? Eleanor Lear taught English at Summit High School in New Jersey, and she dreaded using PowerSchool when it was first introduced. “I was really afraid of it,” she said. But Lear discovered that it helped keep her timely with grading and compelled her students to take ownership of their work. “The learning isn’t about English, but it’s about taking responsibility for themselves,” she said. “There’s no more Hail Marys at the end of the quarter, hoping to pull out an A- after getting all Cs,” she said. “It takes away their excuses.”\u003c/p>\n\u003cp>Not that it was all good. “For parents who had a propensity to obsess over grades, it gave them license to obsess even more,” Lear said. The system also rewarded grade-grubbers, she said, and drew students’ attention to tiny missed homework assignments rather than the subject. In addition, Lear squirmed over having her grade book open to students, parents and administrators. “There’s no room for you to apply your judgment,” she added.\u003c/p>\n\u003cp>Madeline Levine says these systems undermine what teachers and parents ultimately value. “Everything we hear about 21\u003csup>st\u003c/sup> century business, from business leaders, is that they want collaborators, communicators. And none of that comes through when the only thing schools focus on is metrics,” she said. Learning how to collaborate comes from working on group projects and absorbing cultural norms that promote cooperation and teamwork. “All this does is cultivate cynicism,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Beyond Grades: Do Games Have a Future As Assessment Tools?",
"title": "Beyond Grades: Do Games Have a Future As Assessment Tools?",
"headTitle": "ASSESSMENT | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32404\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">TB\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most tests represent a snapshot of one moment in the trajectory of a student’s academic journey, extrapolating what the student has learned overall. There are plenty of ways educators are trying to supplement those tests with more \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">nuanced, formative assessments\u003c/a>. With the advent of game-based learning, educators have been investigating how data collected from video game play could provide insight into the way students think as they explore new concepts.\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab-research/\" target=\"_blank\">A report\u003c/a> from the game developers, learning specialists and psychometricians involved with GlassLab’s project \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\" target=\"_blank\">SimCityEDU\u003c/a> finds that there’s great potential for games and assessment, but a lot of work to be done before games are used as primary assessment tools.\u003c/p>\n\u003cp>SimCityEDU is a game created to introduce environmental science to middle school students. Through game play, students are asked to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\" target=\"_blank\">conduct interviews, review research,\u003c/a> interpret information they’ve gathered, draw conclusions, graph data, and make decisions about how to best protect the environment in a prototype city, and with each step, the game assesses every choice.\u003c/p>\n\u003cp>The goal is to move beyond tests that give little meaningful information about how or what students have learned, instead using data gathered from actions in a game to paint a picture of growth of knowledge. The report finds that this game-based assessment is a promising new field, but the work is still in its initial phases. The report finds that the close collaboration of all parties is crucial. Psychometricians, game designers, and learning specialists all need to work together to understand how to create the best learning experience. Just as game creators should work closely with teachers when creating the games, rather than just handing off their finished products, psychometricians need to be part of the designing and creating phases, too.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well.”\u003c/aside>\n\u003cp>“The tests that we use today in school don’t test for things that are that useful,” said Anya Kamenetz, author of forthcoming book on future of assessment called \u003cem>The Test \u003c/em> and author of the GlassLab report’s \u003ca href=\"http://www.instituteofplay.org/wp-content/uploads/2014/02/GlassLab_GBA1_Summary.pdf\" target=\"_blank\">executive summary, \u003c/a>(and a contributing writer to MindShift). \"Accountability tests [measure] reading and math,\" she said, but students need to know so much more than those subjects in the world outside of school. Games more accurately test those less tangible qualities by building higher order thinking skills into the game play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The state of mind that game designers are chasing is similar to what teachers are trying to do, which is get students in the zone of proximal development,” Kamenetz said. That means finding the “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-the-sweet-spot-of-difficulty-for-learning/\" target=\"_blank\">sweet spot\u003c/a>” where the material isn’t too easy or too hard. It should provide a challenging and thus engaging experience, but not be such a frustrating experience that students quit. Games reach this state naturally by preventing players from moving on until they’ve mastered the skills needed at lower levels.\u003c/p>\n\u003cp>That’s why psychometricians are so excited about game play as a lens into learning. Psychometrics is an old discipline that tries to quantify intellectual achievement. Its practitioners use statistics to try and figure out what people know and how they think. Psychometricians are often responsible for creating tests.\u003c/p>\n\u003cp>[contextly_sidebar id=\"94bea6c316ca51896f166e8a14436ee2\"]\u003c/p>\n\u003cp>“Psychometrics has something to bring to the table,” Kamenetz said. But at the same time, game-based learning is challenging the psychometric field to move into the 21st century. The data analytics available to educators now are changing the landscape for psychometricians, who need to evolve a new set of tools to measure the principles important to the discipline -- reliability, generalizability, comparability and validity -- within a new context.\u003c/p>\n\u003cp>Games are proving to be a good place to start the delicate partnership between the diverse working styles of game developers, educators and psychometricians.\u003c/p>\n\u003cp>“There’s reading, there’s science involved, there’s strategy and systems thinking and there’s perseverance,” Kamenetz said about SimCityEDU. “You can’t artificially tease those apart, you have to look at them all together.” It’s that holistic view that is so novel. Current tests isolate subjects and skills, rather than testing how a student uses everything he knows to explore, test out ideas, and gain experience.\u003c/p>\n\u003cp>“Clearly this isn’t the kind of test you can drop from the sky in a high stakes context and expect people to perform,” Kamenetz said. Players respond differently to games for many reasons including level of experience and interest in game play, not to mention whether they understand the academic concepts. But, Kamenetz argues that bubble tests take a certain amount of familiarity with the format as well.\u003c/p>\n\u003cp>“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well,” Kamenetz said. “So we need a better test.” The game-based assessment work is promising, but still a long way off, and alternatives need to be developed in tandem.\u003c/p>\n\u003cp>“One thing that might stop this in its tracks is the ability to extract data from naturalistic interactions,” Kamenetz said. Tools are already being tested that eavesdrop on students in unstructured situations that can fairly accurately predict knowledge based on the words used and complexity of thought. If this technology catches on it would allow educators to removing the artificial game world from the assessment, making it a very real test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, the GlassLab report is a call to psychometricians to continue the work on game-based assessments. It questions how tests are currently built and the role psychometricians can have on changing them more than on the impact of game-based assessment in the classroom. Predictive technologies and complex data analytics already exist in the commercial world, so why shouldn’t those techniques be applied to the important work of teaching?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32404\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">TB\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most tests represent a snapshot of one moment in the trajectory of a student’s academic journey, extrapolating what the student has learned overall. There are plenty of ways educators are trying to supplement those tests with more \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">nuanced, formative assessments\u003c/a>. With the advent of game-based learning, educators have been investigating how data collected from video game play could provide insight into the way students think as they explore new concepts.\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab-research/\" target=\"_blank\">A report\u003c/a> from the game developers, learning specialists and psychometricians involved with GlassLab’s project \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\" target=\"_blank\">SimCityEDU\u003c/a> finds that there’s great potential for games and assessment, but a lot of work to be done before games are used as primary assessment tools.\u003c/p>\n\u003cp>SimCityEDU is a game created to introduce environmental science to middle school students. Through game play, students are asked to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\" target=\"_blank\">conduct interviews, review research,\u003c/a> interpret information they’ve gathered, draw conclusions, graph data, and make decisions about how to best protect the environment in a prototype city, and with each step, the game assesses every choice.\u003c/p>\n\u003cp>The goal is to move beyond tests that give little meaningful information about how or what students have learned, instead using data gathered from actions in a game to paint a picture of growth of knowledge. The report finds that this game-based assessment is a promising new field, but the work is still in its initial phases. The report finds that the close collaboration of all parties is crucial. Psychometricians, game designers, and learning specialists all need to work together to understand how to create the best learning experience. Just as game creators should work closely with teachers when creating the games, rather than just handing off their finished products, psychometricians need to be part of the designing and creating phases, too.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well.”\u003c/aside>\n\u003cp>“The tests that we use today in school don’t test for things that are that useful,” said Anya Kamenetz, author of forthcoming book on future of assessment called \u003cem>The Test \u003c/em> and author of the GlassLab report’s \u003ca href=\"http://www.instituteofplay.org/wp-content/uploads/2014/02/GlassLab_GBA1_Summary.pdf\" target=\"_blank\">executive summary, \u003c/a>(and a contributing writer to MindShift). \"Accountability tests [measure] reading and math,\" she said, but students need to know so much more than those subjects in the world outside of school. Games more accurately test those less tangible qualities by building higher order thinking skills into the game play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The state of mind that game designers are chasing is similar to what teachers are trying to do, which is get students in the zone of proximal development,” Kamenetz said. That means finding the “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-the-sweet-spot-of-difficulty-for-learning/\" target=\"_blank\">sweet spot\u003c/a>” where the material isn’t too easy or too hard. It should provide a challenging and thus engaging experience, but not be such a frustrating experience that students quit. Games reach this state naturally by preventing players from moving on until they’ve mastered the skills needed at lower levels.\u003c/p>\n\u003cp>That’s why psychometricians are so excited about game play as a lens into learning. Psychometrics is an old discipline that tries to quantify intellectual achievement. Its practitioners use statistics to try and figure out what people know and how they think. Psychometricians are often responsible for creating tests.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Psychometrics has something to bring to the table,” Kamenetz said. But at the same time, game-based learning is challenging the psychometric field to move into the 21st century. The data analytics available to educators now are changing the landscape for psychometricians, who need to evolve a new set of tools to measure the principles important to the discipline -- reliability, generalizability, comparability and validity -- within a new context.\u003c/p>\n\u003cp>Games are proving to be a good place to start the delicate partnership between the diverse working styles of game developers, educators and psychometricians.\u003c/p>\n\u003cp>“There’s reading, there’s science involved, there’s strategy and systems thinking and there’s perseverance,” Kamenetz said about SimCityEDU. “You can’t artificially tease those apart, you have to look at them all together.” It’s that holistic view that is so novel. Current tests isolate subjects and skills, rather than testing how a student uses everything he knows to explore, test out ideas, and gain experience.\u003c/p>\n\u003cp>“Clearly this isn’t the kind of test you can drop from the sky in a high stakes context and expect people to perform,” Kamenetz said. Players respond differently to games for many reasons including level of experience and interest in game play, not to mention whether they understand the academic concepts. But, Kamenetz argues that bubble tests take a certain amount of familiarity with the format as well.\u003c/p>\n\u003cp>“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well,” Kamenetz said. “So we need a better test.” The game-based assessment work is promising, but still a long way off, and alternatives need to be developed in tandem.\u003c/p>\n\u003cp>“One thing that might stop this in its tracks is the ability to extract data from naturalistic interactions,” Kamenetz said. Tools are already being tested that eavesdrop on students in unstructured situations that can fairly accurately predict knowledge based on the words used and complexity of thought. If this technology catches on it would allow educators to removing the artificial game world from the assessment, making it a very real test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, the GlassLab report is a call to psychometricians to continue the work on game-based assessments. It questions how tests are currently built and the role psychometricians can have on changing them more than on the impact of game-based assessment in the classroom. Predictive technologies and complex data analytics already exist in the commercial world, so why shouldn’t those techniques be applied to the important work of teaching?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The \u003ca href=\"http://www.gatesfoundation.org/What-We-Do/US-Program/College-Ready-Education\" target=\"_blank\">Bill and Melinda Gates Foundation\u003c/a> just released a \u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\">report\u003c/a> detailing the results of 3,100 teacher surveys and 1,250 student surveys on the kinds of digital instruction tools that are useful and effective. The foundation has asked teachers and students what they need when it comes to digital instruction, aiming to close the communication gap between commercial developers and schools.\u003c/p>\n\u003cp>One of the biggest takeaways is that most teachers -- 54 percent -- don't find many of the digital tools they use effective. That's partly because teachers often aren't making purchasing decisions. When they do have a say in tool selection they often report on its effectiveness more favorably. When asked about free products, teachers reported that free products are just as likely to be effective as the products the district purchased for them.\u003c/p>\n\u003cp>[Click on images below for higher resolution.]\u003c/p>\n\u003cfigure id=\"attachment_35215\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings.jpg\">\u003cimg class=\"size-large wp-image-35215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings-640x358.jpg\" alt=\"key-findings\" width=\"640\" height=\"358\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In terms of content, teachers are looking for digital tools that support their efforts to help students become college and career ready, including tools that are aligned to Common Core State Standards and the Next Generation Science Standards. Although there are many math-only and English Language Arts-only digital tools for the high school level, both teachers and students report low expectations of effectiveness when using those tools. There is a large gap of both perceived effectiveness and availability of science content at every grade level, and while few products are aimed at social studies-only, teachers often find those tools to be effective.\u003c/p>\n\u003cp>The report paints a picture of a fragmented system where teachers are constantly searching for tools to help them meet new standards and requirements, but are distanced from decision making about the tools they use in the classroom. Product developers are focusing on math and ELA tools, but teachers and students don't always find them to work well, with particularly large standard gaps when it comes to high school math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\" target=\"_blank\">Click here for the full report [PDF].\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_35216\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/chart.jpg\">\u003cimg class=\"size-large wp-image-35216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/chart-640x453.jpg\" alt=\"chart\" width=\"640\" height=\"453\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.gatesfoundation.org/What-We-Do/US-Program/College-Ready-Education\" target=\"_blank\">Bill and Melinda Gates Foundation\u003c/a> just released a \u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\">report\u003c/a> detailing the results of 3,100 teacher surveys and 1,250 student surveys on the kinds of digital instruction tools that are useful and effective. The foundation has asked teachers and students what they need when it comes to digital instruction, aiming to close the communication gap between commercial developers and schools.\u003c/p>\n\u003cp>One of the biggest takeaways is that most teachers -- 54 percent -- don't find many of the digital tools they use effective. That's partly because teachers often aren't making purchasing decisions. When they do have a say in tool selection they often report on its effectiveness more favorably. When asked about free products, teachers reported that free products are just as likely to be effective as the products the district purchased for them.\u003c/p>\n\u003cp>[Click on images below for higher resolution.]\u003c/p>\n\u003cfigure id=\"attachment_35215\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings.jpg\">\u003cimg class=\"size-large wp-image-35215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings-640x358.jpg\" alt=\"key-findings\" width=\"640\" height=\"358\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In terms of content, teachers are looking for digital tools that support their efforts to help students become college and career ready, including tools that are aligned to Common Core State Standards and the Next Generation Science Standards. Although there are many math-only and English Language Arts-only digital tools for the high school level, both teachers and students report low expectations of effectiveness when using those tools. There is a large gap of both perceived effectiveness and availability of science content at every grade level, and while few products are aimed at social studies-only, teachers often find those tools to be effective.\u003c/p>\n\u003cp>The report paints a picture of a fragmented system where teachers are constantly searching for tools to help them meet new standards and requirements, but are distanced from decision making about the tools they use in the classroom. Product developers are focusing on math and ELA tools, but teachers and students don't always find them to work well, with particularly large standard gaps when it comes to high school math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"MsoNormal\">\u003cstrong> By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"MsoNormal\">Play is nothing if not social. Games organize play, allowing us to wrangle and experiment with the world. When we play games, more often than not, it's \u003cem>us\u003c/em> under the microscope.\u003c/p>\n\u003cp>Video games, however, have been a bit of an aberration in the history of play and games. Many of them have been solitary experiences. That's changing, though. We're in the midst of a multiplayer video game renaissance that's bringing people together. Equally exciting is the trend in design toward video games that build social skills and encourage players to reflect on themselves and their relationships. Here are a few games that do just that.\u003c/p>\n\u003ch3 class=\"MsoNormal\">1.\u003ca href=\"http://thesocialexpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\"> The Social Express\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">This app features a series of appealing animated episodes that model real world social situations. Rather than passively watching the scenes play out, kids have choices to make, such as helping the characters navigate common social interactions, follow social cues, and make the appropriate decisions. Along the way, they learn key social skills in a safe environment that makes it much easier to transfer the skills into daily life.\u003c/p>\n\u003cfigure id=\"attachment_35125\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/socialexpresspro2-640x480.png\" alt=\"socialexpresspro2\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"The Social Experiment\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">2. \u003ca href=\"http://store.steampowered.com/app/220780/\" target=\"_blank\" rel=\"noopener noreferrer\">Thomas Was Alone\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">Billed as an \"indie minimalist platformer,\" \u003cem>Thomas Was Alone's\u003c/em> characters are just colorful shapes, yet they all have distinct personalities. The game's well-crafted narration provides the characters with personality strengths and weaknesses mirrored in differing abilities and mechanics. By guiding these characters through the world and empathizing with them, players naturally map themselves and their relationships on the characters. It’s a great example of how a single player experience can still build social and emotional intelligence. \u003ca href=\"http://www.graphite.org/game/thomas-was-alone-teacher-review/3918436\">One teacher on Common Sense Education \u003c/a>loves that it focuses on \"character building\" and \"made... students stop and think.\"\u003c/p>\n\u003cfigure id=\"attachment_35124\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/thomas_was_alone_6-640x360.jpg\" alt=\"Thomas Was Alone\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">Thomas Was Alone\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">3. \u003ca href=\"http://www.makeourway.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Way\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">The most experimental and perhaps most irresistibly interesting game on this list, \u003cem>Way\u003c/em> makes collaboration and communication crucial to success. Players get paired together and then guide each other through a level using gesture and non-verbal cues. Players take turns being the guide and guided, experiencing what it's like to be responsible for someone else as well as what it's like to place trust in another. It's a simple but smart concept that helps kids be better collaborators while simultaneously getting them to think critically about all the myriad ways we communicate.\u003c/p>\n\u003cfigure id=\"attachment_35126\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35126\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/way3-640x400.jpg\" alt=\"Way\" width=\"640\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\">Way\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">4. \u003ca href=\"https://itunes.apple.com/us/app/social-adventures/id468235375?mt=8\" target=\"_blank\" rel=\"noopener noreferrer\">Social Adventures\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">Developed by learning and behavior experts\u003cem>, Social Adventures\u003c/em> offers a treasure trove of resources for caregivers or educators looking for ways to help kids --particularly those with learning difficulties or special needs – learn about and practice basic social strategies, skills, and routines. While it's not necessarily a game, it features a host of activities and games caregivers and educators can facilitate with individual kids or small groups.\u003c/p>\n\u003cfigure id=\"attachment_35127\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35127\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/socialadventures4-300x400.jpg\" alt=\"Social Adventures\" width=\"300\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\">Social Adventures\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003cp>All of the games above are designed – both explicitly and implicitly – to be pro-social, but what about games that aren't? Caregivers and educators need to recognize that \u003cem>all \u003c/em>of the games kids play -- whether on a field, tabletop, or screen – can be deeply social. Kids need the tools to make sure that these gaming experiences are enriching and productive. The games on this list are a good first spark to get kids on their way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\" target=\"_blank\" rel=\"noopener noreferrer\">Click here\u003c/a> for more reviews of games and apps.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Play is nothing if not social. Games organize play, allowing us to wrangle it and use it to experiment with the world. When we play games, more often than not, it's us under the microscope. But there's a trend in design toward video games that build social skills and encourage players to reflect on themselves and their relationships. Here are a few games that do just that.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"MsoNormal\">\u003cstrong> By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"MsoNormal\">Play is nothing if not social. Games organize play, allowing us to wrangle and experiment with the world. When we play games, more often than not, it's \u003cem>us\u003c/em> under the microscope.\u003c/p>\n\u003cp>Video games, however, have been a bit of an aberration in the history of play and games. Many of them have been solitary experiences. That's changing, though. We're in the midst of a multiplayer video game renaissance that's bringing people together. Equally exciting is the trend in design toward video games that build social skills and encourage players to reflect on themselves and their relationships. Here are a few games that do just that.\u003c/p>\n\u003ch3 class=\"MsoNormal\">1.\u003ca href=\"http://thesocialexpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\"> The Social Express\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">This app features a series of appealing animated episodes that model real world social situations. Rather than passively watching the scenes play out, kids have choices to make, such as helping the characters navigate common social interactions, follow social cues, and make the appropriate decisions. Along the way, they learn key social skills in a safe environment that makes it much easier to transfer the skills into daily life.\u003c/p>\n\u003cfigure id=\"attachment_35125\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/socialexpresspro2-640x480.png\" alt=\"socialexpresspro2\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"The Social Experiment\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">2. \u003ca href=\"http://store.steampowered.com/app/220780/\" target=\"_blank\" rel=\"noopener noreferrer\">Thomas Was Alone\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">Billed as an \"indie minimalist platformer,\" \u003cem>Thomas Was Alone's\u003c/em> characters are just colorful shapes, yet they all have distinct personalities. The game's well-crafted narration provides the characters with personality strengths and weaknesses mirrored in differing abilities and mechanics. By guiding these characters through the world and empathizing with them, players naturally map themselves and their relationships on the characters. It’s a great example of how a single player experience can still build social and emotional intelligence. \u003ca href=\"http://www.graphite.org/game/thomas-was-alone-teacher-review/3918436\">One teacher on Common Sense Education \u003c/a>loves that it focuses on \"character building\" and \"made... students stop and think.\"\u003c/p>\n\u003cfigure id=\"attachment_35124\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/thomas_was_alone_6-640x360.jpg\" alt=\"Thomas Was Alone\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">Thomas Was Alone\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">3. \u003ca href=\"http://www.makeourway.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Way\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">The most experimental and perhaps most irresistibly interesting game on this list, \u003cem>Way\u003c/em> makes collaboration and communication crucial to success. Players get paired together and then guide each other through a level using gesture and non-verbal cues. Players take turns being the guide and guided, experiencing what it's like to be responsible for someone else as well as what it's like to place trust in another. It's a simple but smart concept that helps kids be better collaborators while simultaneously getting them to think critically about all the myriad ways we communicate.\u003c/p>\n\u003cfigure id=\"attachment_35126\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35126\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/way3-640x400.jpg\" alt=\"Way\" width=\"640\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\">Way\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">4. \u003ca href=\"https://itunes.apple.com/us/app/social-adventures/id468235375?mt=8\" target=\"_blank\" rel=\"noopener noreferrer\">Social Adventures\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">Developed by learning and behavior experts\u003cem>, Social Adventures\u003c/em> offers a treasure trove of resources for caregivers or educators looking for ways to help kids --particularly those with learning difficulties or special needs – learn about and practice basic social strategies, skills, and routines. While it's not necessarily a game, it features a host of activities and games caregivers and educators can facilitate with individual kids or small groups.\u003c/p>\n\u003cfigure id=\"attachment_35127\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35127\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/socialadventures4-300x400.jpg\" alt=\"Social Adventures\" width=\"300\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\">Social Adventures\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003cp>All of the games above are designed – both explicitly and implicitly – to be pro-social, but what about games that aren't? Caregivers and educators need to recognize that \u003cem>all \u003c/em>of the games kids play -- whether on a field, tabletop, or screen – can be deeply social. Kids need the tools to make sure that these gaming experiences are enriching and productive. 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"order": 10
},
"link": "/californiareportmagazine",
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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",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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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",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"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": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
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"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"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"
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},
"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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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"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",
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"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",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"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",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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