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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34934\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/481412687-e1396911248102.jpg\" alt=\"481412687\" width=\"639\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/481412687-e1396911248102.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/481412687-e1396911248102-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/481412687-e1396911248102-320x180.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp>By \u003ca href=\"http://twitter.com/blakeplock\" target=\"_blank\">Shelly Blake-Plock\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Those \"5 Things You Need to Know About EdTech\" posts seem to crop up on Twitter every couple weeks -- Tech isn't the Point of EdTech, EdTech is about Learning, EdTech is Exciting. But for those who've heard and read it all before, here's a completely different take on that headline.\u003c/p>\n\u003cp>\u003cstrong>1. There is no such thing as \"free.\"\u003c/strong> If you didn't pay for it, then you yourself are the fee. The data you produce and the connections you open up are generally worth a whole lot more to the longer term business plan of any ed-tech startup than the dollar you might spend to download an app. The CEO of a well known ed-tech startup on the West Coast recently remarked to me: \"Our business strategy is the typical Trojan Horse scheme.\" Yup. And if you think this is the rambling of a lone-wolf... well you might want to start chatting with some folks who do biz dev for ed-tech. Free is the new expensive.\u003c/p>\n\u003cp>\u003cstrong>2. \"Open\" isn't so much about content as it is about the distribution arrangement.\u003c/strong> Though as users we tend to think about the Internet in terms of content, in reality the Net is agnostic in terms of what's written or posted upon it. The core function of the Net is more as a distribution mechanism, or more precisely as an environment of connections that allows for myriad distribution. And depending who has developed what, the different applications that live on the Internet have varying degrees of openness. That includes ed-tech. A good way to gauge the \"openness\" of your favorite ed-tech company — whether for-profit or non-profit — is \u003cstrong>not\u003c/strong> to ask them whether their content is free and freely available, but to ask whether they actively participate in the creation and modification of Open Source projects and whether they have a commitment towards public APIs. In other words: how does the company itself contribute to opening the channels of distribution?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3. Ed-tech companies need to make money.\u003c/strong> And it doesn't matter whether we're talking about a corporate for-profit that's been in the business for 20 years or a development co-op working out of a local hackerspace. They need to make money. Think about that next time you make a decision to purchase a piece of ed-tech. Who are you really paying? Who are you supporting? Remember — whether you are a classroom teacher shelling out a couple bucks for a classroom set of apps, or whether you are a district administrator purchasing a system that will effect tens of thousands of students — your dollar is your vote on what you want the future of ed-tech, and the future of learning in the digital age, to be.\u003c/p>\n\u003cp>\u003cstrong>4. You are being exploited.\u003c/strong> You are good-natured, early-adopter, well-meaning educators. Everyone in the ed-tech business knows that. Some companies exploit outright by getting teachers to do their work for them (especially in creating content). Others do it implicitly by leveraging relationships they have with schools, district leaders, conference organizers, and the like. Here's the catch: every business on Earth — for-profit and non-profit alike — to some degree exploit their advantages in order to grow. In this case, you must realize that \u003cem>you\u003c/em> are the advantage. Ed-tech companies are smart enough now to realize that they have nothing without educators. In the same way that Nike has nothing without athletes. Once you realize this, it should empower you. Because really: \u003cem>you\u003c/em> are the one with the power. Companies live and die on the fact of whether or not (and how) you use the product. It's time that you use that to your advantage and start exploiting the companies.\u003c/p>\n\u003cp>\u003cstrong>5. Most of the important stuff is under the hood.\u003c/strong> Sexy user-interfaces and sleek design are rightfully awesome. But if you really want to know what your favorite ed-tech is about, you gotta look under the hood. Security gaps, poorly tested code, and/or products designed to all but ensure vendor lock-in have been practically the norm in ed-tech for years. Next time you see a flashy data visualization or the spiffy use of a gesture control in your favorite ed-tech, you might keep in the back of your mind the question: \"Just how well built is this thing? And to what purpose?\"\u003c/p>\n\u003cp id=\"yui_3_10_1_1_1396896767647_462\">There are a lot of fantastic technologists and visionaries creating amazing new ed-tech products. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3. Ed-tech companies need to make money.\u003c/strong> And it doesn't matter whether we're talking about a corporate for-profit that's been in the business for 20 years or a development co-op working out of a local hackerspace. They need to make money. Think about that next time you make a decision to purchase a piece of ed-tech. Who are you really paying? Who are you supporting? Remember — whether you are a classroom teacher shelling out a couple bucks for a classroom set of apps, or whether you are a district administrator purchasing a system that will effect tens of thousands of students — your dollar is your vote on what you want the future of ed-tech, and the future of learning in the digital age, to be.\u003c/p>\n\u003cp>\u003cstrong>4. You are being exploited.\u003c/strong> You are good-natured, early-adopter, well-meaning educators. Everyone in the ed-tech business knows that. Some companies exploit outright by getting teachers to do their work for them (especially in creating content). Others do it implicitly by leveraging relationships they have with schools, district leaders, conference organizers, and the like. Here's the catch: every business on Earth — for-profit and non-profit alike — to some degree exploit their advantages in order to grow. In this case, you must realize that \u003cem>you\u003c/em> are the advantage. Ed-tech companies are smart enough now to realize that they have nothing without educators. In the same way that Nike has nothing without athletes. Once you realize this, it should empower you. Because really: \u003cem>you\u003c/em> are the one with the power. Companies live and die on the fact of whether or not (and how) you use the product. It's time that you use that to your advantage and start exploiting the companies.\u003c/p>\n\u003cp>\u003cstrong>5. Most of the important stuff is under the hood.\u003c/strong> Sexy user-interfaces and sleek design are rightfully awesome. But if you really want to know what your favorite ed-tech is about, you gotta look under the hood. Security gaps, poorly tested code, and/or products designed to all but ensure vendor lock-in have been practically the norm in ed-tech for years. Next time you see a flashy data visualization or the spiffy use of a gesture control in your favorite ed-tech, you might keep in the back of your mind the question: \"Just how well built is this thing? And to what purpose?\"\u003c/p>\n\u003cp id=\"yui_3_10_1_1_1396896767647_462\">There are a lot of fantastic technologists and visionaries creating amazing new ed-tech products. But in all the talking I do with educators, I am continually struck by how little recognition there is of how the business of ed-tech — let alone the technology of ed-tech — actually works. We do no benefit to learning by trying to hide the business and technological realities of educational technology from the very educators we call our customers and community members. I encourage educators and businesses alike to reach out to discuss these issues and I hope that the outcomes on all sides will be better on account of that discussion.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://anestuary.com/blog/2014/3/17/5-things-you-need-to-know-about-edtech\" target=\"_blank\">An Estuary\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_34870\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/187786739-e1396502442777.jpg\" alt=\"187786739\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Yesterday, a $100 million startup lost its last customer. According to\u003ca href=\"http://www.politico.com/morningeducation/0414/morningeducation13487.html\" target=\"_blank\"> a Politico article\u003c/a>, the state of New York, i\u003ca href=\"https://www.inbloom.org/\" target=\"_blank\">nBloom\u003c/a>'s last remaining client, will delete all student data on the repository due to privacy concerns.\u003c/p>\n\u003cp>InBloom's company spokesperson told Politico the nonprofit was “pushing forward with our mission,” though at the moment there are no known state partners.\u003c/p>\n\u003cp>InBloom's trajectory has shined a spotlight on the public's sensitivity around what happens to student data. When it first began as a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">mammoth ed-tech project\u003c/a> in 2011 by the Council of Chief State School Officers, the Bill and Melinda Gates Foundation and the Carnegie Corporation called the Shared Learning Infrastructure, the purpose was to provide open-source software to safely organize, pool, and store student data from multiple states and multiple sources in the cloud. That included everything from demographics to attendance to discipline to grades to the detailed, moment-by-moment, data produced by learning analytics programs like Dreambox and Khan Academy. An API — application programming interface — would allow software developers to connect to that data, creating applications that could, at least in theory, be used by any school in the infrastructure.\u003c/p>\n\u003cp>In February 2013, just a little over a year ago, SLI \u003ca href=\"https://www.inbloom.org/inbloom-launch\" target=\"_blank\">relaunched as an independent nonprofit named InBloom\u003c/a>. The company had nine state partners, Colorado, Delaware, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York and North Carolina, representing 11 million students. At SXSWEdu, they made a splashy public debut the following month, hosting parties and panel discussions as an official sponsor, a gathering focused just as much on business as on education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our purpose is to remove the friction in the deployment of technology in the classroom,” CEO Iwan Streichenberger \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">told me at the conference.\u003c/a> “It’s not very exciting, but if you don’t have plumbing you can’t have appliances.”\u003c/p>\n\u003cp>InBloom's offering is not uncommon -- in fact, similar technologies exist all over the internet, and consumers largely embrace them. For example, an API allows you to sign in and comment on the Washington Post or rent a home on AirBnb using your Facebook profile information. You can sign in to personal finance site Mint.com and see all of your bank account information in one place, or for that matter, buy products on Amazon with one click thanks to back-end security protecting financial transactions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"98a35f76582178dba956a7eff401ab12\"]\u003c/p>\n\u003cp>But student information, like electronic health records, remains much more sensitive than other kinds of consumer information, and the public response since InBloom's launch has been equivocal at best. In state after state, \u003ca href=\"http://www.edweek.org/ew/articles/2014/01/08/15inbloom_ep.h33.html\" target=\"_blank\">parents and other education activists raised concerns\u003c/a> that student data would be exploited for financial gain or stolen by hackers. In the words of \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">Leonie Haimson of Class Size Matters\u003c/a> in New York City, one of inBlooms’ staunchest critics, \"For-profit vendors are slavering right now at the prospect of being able to get their hands on this info and market billions of dollars of worth of so-called solutions to our schools.\"\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF STUDENT DATA\u003c/strong>\u003c/p>\n\u003cp>So what does the demise of inBloom mean? It doesn’t mean that student data is safe, either from marketers or hackers. According to \u003ca href=\"http://law.fordham.edu/newsroom/32158.htm\" target=\"_blank\">a recent study by Fordham University Law School\u003c/a>, 95 percent of schools and districts already use a hodgepodge of third-party cloud providers for data storage and internal data mining. Fewer than 7 percent of these arrangements actually restrict the sale or marketing of student information by vendors, and parents are generally not informed of how their children’s data is stored or used.\u003c/p>\n\u003cp>Last November,\u003ca href=\"http://www.insidehighered.com/quicktakes/2013/11/01/act-and-college-board-sued-selling-student-information\" target=\"_blank\"> a $5 million class action suit \u003c/a>was filed against the makers of the ACTs and SATs for selling personal information about millions of high school students. And the\u003ca href=\"http://www.umd.edu/datasecurity/\" target=\"_blank\"> Universities of Maryland\u003c/a> and Indiana have recently suffered \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/02/26/indiana-university-data-breach/5830685/\" target=\"_blank\">well-publicized data breaches\u003c/a> exposing student Social Security numbers and other sensitive information.\u003c/p>\n\u003cp>It also doesn’t mean that the use of student data will come to a standstill. A small startup called \u003ca href=\"https://clever.com/\" target=\"_blank\">Clever\u003c/a>, launched in 2012, uses a single freestanding API to connect the vast mishmash of student information systems with third-party applications. It doesn’t store the data itself; it just makes it easier to get the data out of silos where it can be accessed by educational software developers — the exact same purpose announced by InBloom. So far, \u003ca href=\"http://techcrunch.com/2013/12/05/clever-10m-sequoia/\" target=\"_blank\">10,000 schools have adopted it\u003c/a>, with no public outcry.\u003c/p>\n\u003cp>It does mean that, at least when it comes to student data, when tech businesses roll out product pitches to schools, they need to understand the extent to which the concerns of parents and teachers will affect their business plans.\u003c/p>\n\u003cp>In our conversation, Streichenberger talked about taking down “barriers to entry” and creating an “attractive market for entrepreneurs.” Silicon Valley may generally take it for granted that what’s good for its business is good for everyone else, but for those wary of the privatization of the public school system, these are fighting words.\u003c/p>\n\u003cp>The same critics who are skeptical of the Common Core State Standards (also Gates-seeded) are skeptical about inBloom because of the underlying notion of “interoperability” in education practice. Standards and interoperability are core tenets of the web. It’s because of shared communications protocols such as HTTP that anyone can create a web page or application that is usable by virtually anyone else. Similarly, proponents of the Common Core argue that having a shared understanding of priorities will allow all schools to improve by sharing best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The principle of interoperability is now coming into conflict with a longstanding tenet of American public education -- that of local control. The ultimate outcome is anyone’s guess, but it’s now clear that the transition to a big-data educational future probably won’t come from a centralized mandate or single coordinated effort -- at least not now.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34870\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34870\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/187786739-e1396502442777.jpg\" alt=\"187786739\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/187786739-e1396502442777-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Yesterday, a $100 million startup lost its last customer. According to\u003ca href=\"http://www.politico.com/morningeducation/0414/morningeducation13487.html\" target=\"_blank\"> a Politico article\u003c/a>, the state of New York, i\u003ca href=\"https://www.inbloom.org/\" target=\"_blank\">nBloom\u003c/a>'s last remaining client, will delete all student data on the repository due to privacy concerns.\u003c/p>\n\u003cp>InBloom's company spokesperson told Politico the nonprofit was “pushing forward with our mission,” though at the moment there are no known state partners.\u003c/p>\n\u003cp>InBloom's trajectory has shined a spotlight on the public's sensitivity around what happens to student data. When it first began as a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">mammoth ed-tech project\u003c/a> in 2011 by the Council of Chief State School Officers, the Bill and Melinda Gates Foundation and the Carnegie Corporation called the Shared Learning Infrastructure, the purpose was to provide open-source software to safely organize, pool, and store student data from multiple states and multiple sources in the cloud. That included everything from demographics to attendance to discipline to grades to the detailed, moment-by-moment, data produced by learning analytics programs like Dreambox and Khan Academy. An API — application programming interface — would allow software developers to connect to that data, creating applications that could, at least in theory, be used by any school in the infrastructure.\u003c/p>\n\u003cp>In February 2013, just a little over a year ago, SLI \u003ca href=\"https://www.inbloom.org/inbloom-launch\" target=\"_blank\">relaunched as an independent nonprofit named InBloom\u003c/a>. The company had nine state partners, Colorado, Delaware, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York and North Carolina, representing 11 million students. At SXSWEdu, they made a splashy public debut the following month, hosting parties and panel discussions as an official sponsor, a gathering focused just as much on business as on education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our purpose is to remove the friction in the deployment of technology in the classroom,” CEO Iwan Streichenberger \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">told me at the conference.\u003c/a> “It’s not very exciting, but if you don’t have plumbing you can’t have appliances.”\u003c/p>\n\u003cp>InBloom's offering is not uncommon -- in fact, similar technologies exist all over the internet, and consumers largely embrace them. For example, an API allows you to sign in and comment on the Washington Post or rent a home on AirBnb using your Facebook profile information. You can sign in to personal finance site Mint.com and see all of your bank account information in one place, or for that matter, buy products on Amazon with one click thanks to back-end security protecting financial transactions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But student information, like electronic health records, remains much more sensitive than other kinds of consumer information, and the public response since InBloom's launch has been equivocal at best. In state after state, \u003ca href=\"http://www.edweek.org/ew/articles/2014/01/08/15inbloom_ep.h33.html\" target=\"_blank\">parents and other education activists raised concerns\u003c/a> that student data would be exploited for financial gain or stolen by hackers. In the words of \u003ca href=\"http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/\" target=\"_blank\">Leonie Haimson of Class Size Matters\u003c/a> in New York City, one of inBlooms’ staunchest critics, \"For-profit vendors are slavering right now at the prospect of being able to get their hands on this info and market billions of dollars of worth of so-called solutions to our schools.\"\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF STUDENT DATA\u003c/strong>\u003c/p>\n\u003cp>So what does the demise of inBloom mean? It doesn’t mean that student data is safe, either from marketers or hackers. According to \u003ca href=\"http://law.fordham.edu/newsroom/32158.htm\" target=\"_blank\">a recent study by Fordham University Law School\u003c/a>, 95 percent of schools and districts already use a hodgepodge of third-party cloud providers for data storage and internal data mining. Fewer than 7 percent of these arrangements actually restrict the sale or marketing of student information by vendors, and parents are generally not informed of how their children’s data is stored or used.\u003c/p>\n\u003cp>Last November,\u003ca href=\"http://www.insidehighered.com/quicktakes/2013/11/01/act-and-college-board-sued-selling-student-information\" target=\"_blank\"> a $5 million class action suit \u003c/a>was filed against the makers of the ACTs and SATs for selling personal information about millions of high school students. And the\u003ca href=\"http://www.umd.edu/datasecurity/\" target=\"_blank\"> Universities of Maryland\u003c/a> and Indiana have recently suffered \u003ca href=\"http://www.usatoday.com/story/news/nation/2014/02/26/indiana-university-data-breach/5830685/\" target=\"_blank\">well-publicized data breaches\u003c/a> exposing student Social Security numbers and other sensitive information.\u003c/p>\n\u003cp>It also doesn’t mean that the use of student data will come to a standstill. A small startup called \u003ca href=\"https://clever.com/\" target=\"_blank\">Clever\u003c/a>, launched in 2012, uses a single freestanding API to connect the vast mishmash of student information systems with third-party applications. It doesn’t store the data itself; it just makes it easier to get the data out of silos where it can be accessed by educational software developers — the exact same purpose announced by InBloom. So far, \u003ca href=\"http://techcrunch.com/2013/12/05/clever-10m-sequoia/\" target=\"_blank\">10,000 schools have adopted it\u003c/a>, with no public outcry.\u003c/p>\n\u003cp>It does mean that, at least when it comes to student data, when tech businesses roll out product pitches to schools, they need to understand the extent to which the concerns of parents and teachers will affect their business plans.\u003c/p>\n\u003cp>In our conversation, Streichenberger talked about taking down “barriers to entry” and creating an “attractive market for entrepreneurs.” Silicon Valley may generally take it for granted that what’s good for its business is good for everyone else, but for those wary of the privatization of the public school system, these are fighting words.\u003c/p>\n\u003cp>The same critics who are skeptical of the Common Core State Standards (also Gates-seeded) are skeptical about inBloom because of the underlying notion of “interoperability” in education practice. Standards and interoperability are core tenets of the web. It’s because of shared communications protocols such as HTTP that anyone can create a web page or application that is usable by virtually anyone else. Similarly, proponents of the Common Core argue that having a shared understanding of priorities will allow all schools to improve by sharing best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The principle of interoperability is now coming into conflict with a longstanding tenet of American public education -- that of local control. The ultimate outcome is anyone’s guess, but it’s now clear that the transition to a big-data educational future probably won’t come from a centralized mandate or single coordinated effort -- at least not now.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "10 Free Online Educational Game Sites",
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"content": "\u003cp>\u003cstrong>By Ryan Schaaf\u003c/strong>\u003c/p>\n\u003cp>Web-based games can prove to be a treasure trove of learning opportunities, and there are a variety of content-areas, age ranges, and skill levels to choose from. The true pay dirt for browser-based learning games can be found on large online digital game hubs. Here are 10 game hubs players that teachers can use to as one tool in their arsenal.\u003c/p>\n\u003ch3>1. \u003ca href=\"http://www.sheppardsoftware.com/\" target=\"_blank\" rel=\"noopener\">Sheppard Software\u003c/a>\u003c/h3>\n\u003cp>Headed by Brad Sheppard, Sheppard Software hosts hundreds of free, online, educational games for kids. The site organizes its games into categories, which allow students and teachers to easily navigate by subject area and find a suitable game that caters to either an instructional need or a child’s sense of curiosity and thirst of knowledge and challenge.\u003c/p>\n\u003ch3>2. \u003ca href=\"http://pbskids.org/games/\" target=\"_blank\" rel=\"noopener\">PBS Kids Games\u003c/a>\u003c/h3>\n\u003cp>PBS KIDS creates curriculum-based entertainment. The games site hosts a number of browser-based gaming experiences based on popular literary and media franchises such as The Cat in the Hat, Curious George, Sesame Street, and more. Games are organized by subject-type, which includes math, healthy habits, science, reading, and teamwork.\u003c/p>\n\u003ch3>3. \u003ca href=\"http://mrnussbaum.com/\" target=\"_blank\" rel=\"noopener\">Mr. Nussbaum\u003c/a>\u003c/h3>\n\u003cp>Created by Greg Nussbaum, a Virginia public school teacher, Mr. Nussbaum boasts over 3,500 content pages with a wide variety of learning games organized by content type and grade level. This site is also optimized for use on a tablet and an interactive whiteboard.\u003c/p>\n\u003ch3>4. \u003ca href=\"http://kids.nationalgeographic.com/kids/games/all/\" target=\"_blank\" rel=\"noopener\">National Geographic Kids\u003c/a>\u003c/h3>\n\u003cp>The world-famous National Geographic hosts over 100 fun, engaging, and interactive science, action, adventure, geography, quiz, and puzzle games. For a free game hub, the production quality on games or interactives such as \u003ca href=\"http://kids.nationalgeographic.com/kids/games/interactiveadventures/wildes%20t-weather/\" target=\"_blank\" rel=\"noopener\">Wildest Weather\u003c/a>, \u003ca href=\"http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-s%20mith/\" target=\"_blank\" rel=\"noopener\">On the Trail of Captain John Smith\u003c/a>, and \u003ca href=\"http://education.nationalgeographic.com/education/media/underground-railro%20ad-journey-freedom/?ar_a=1\" target=\"_blank\" rel=\"noopener\">The Underground Railroad: Journey to Freedom\u003c/a> is truly remarkable.\u003c/p>\n\u003ch3>5. \u003ca href=\"http://www.poptropica.com/\" target=\"_blank\" rel=\"noopener\">Poptropica \u003c/a>\u003c/h3>\n\u003cp>Under the creative direction of Jeff Kinney, author of Diary of a Wimpy Kid, Poptropica® is a virtual world in which kids explore and play in complete safety. Every month, millions of kids from around the world are entertained and informed by Poptropica's engaging quests, stories, and games.\u003c/p>\n\u003ch3>6. \u003ca href=\"http://www.funbrain.com/\" target=\"_blank\" rel=\"noopener\">Funbrain \u003c/a>\u003c/h3>\n\u003cp>Funbrain, created for kids ages preschool through grade 8, offers more than 100 fun, interactive games that develop skills in math, reading, and literacy. Plus, kids can read a variety of popular books and comics on the site, including \u003cem>Diary of a Wimpy Kid\u003c/em>, \u003cem>Amelia Writes Again\u003c/em>, and \u003cem>Brewster Rocket\u003c/em>.\u003c/p>\n\u003ch3>7. \u003ca href=\"https://www.bbcchannels.com/cbbc\" target=\"_blank\" rel=\"noopener\">BBC Schools: Games \u003c/a>\u003c/h3>\n\u003cp>The British counterpart of our PBS, the BBC, offers interactive digital games and activities involving subjects such as literacy, numeracy, history, mathematics, music, and the arts. The games are also categorized into age ranges. The cartoon graphics are very appealing for children, but the content is stellar for teachers and parents that want children to play to learn.\u003c/p>\n\u003ch3>8.\u003ca href=\"http://www.primarygames.com/games.php\" target=\"_blank\" rel=\"noopener\"> Primary Games\u003c/a>\u003c/h3>\n\u003cp>With games and activities that meet curriculum needs for math, science, language arts, and social studies, Primary Games houses over 1,000 game titles. The site includes \u003ca href=\"http://www.primarygames.com/curriculum/\" target=\"_blank\" rel=\"noopener\">curriculum guides for teachers \u003c/a>to use in conjunction with the games.\u003c/p>\n\u003ch3>9. \u003ca href=\"http://www.abcya.com/\" target=\"_blank\" rel=\"noopener\">ABCYa.com\u003c/a>\u003c/h3>\n\u003cp>This game site offers teacher-created and approved educational computer games for elementary students to learn math and language arts on the web. Featured by The New York Times, Apple, and Fox News, ABCYa.com provides young children well-crafted games and activities.\u003c/p>\n\u003ch3>10.\u003ca href=\"http://www.arcademics.com/games/\" target=\"_blank\" rel=\"noopener\"> Arcademic Skill Builders \u003c/a>\u003c/h3>\n\u003cp>Arcademic Skill Builders are online educational video games that offer a powerful approach to learning basic math, language arts, vocabulary, and thinking skills. Arcademic games challenge students to improve their scores through repetitive, timed learning drills that provide immediate feedback.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ryan Schaaf is Assistant Professor of Technology at the School of Education at Notre Dame of Maryland University.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Web-based games can prove to be a treasure trove of learning opportunities, and there are a variety of content-areas, age ranges, and skill levels to choose from. The true pay dirt for browser-based learning games can be found on large online digital game hubs. Here are 10 game hubs players that teachers can use to as one tool in their arsenal.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Ryan Schaaf\u003c/strong>\u003c/p>\n\u003cp>Web-based games can prove to be a treasure trove of learning opportunities, and there are a variety of content-areas, age ranges, and skill levels to choose from. The true pay dirt for browser-based learning games can be found on large online digital game hubs. Here are 10 game hubs players that teachers can use to as one tool in their arsenal.\u003c/p>\n\u003ch3>1. \u003ca href=\"http://www.sheppardsoftware.com/\" target=\"_blank\" rel=\"noopener\">Sheppard Software\u003c/a>\u003c/h3>\n\u003cp>Headed by Brad Sheppard, Sheppard Software hosts hundreds of free, online, educational games for kids. The site organizes its games into categories, which allow students and teachers to easily navigate by subject area and find a suitable game that caters to either an instructional need or a child’s sense of curiosity and thirst of knowledge and challenge.\u003c/p>\n\u003ch3>2. \u003ca href=\"http://pbskids.org/games/\" target=\"_blank\" rel=\"noopener\">PBS Kids Games\u003c/a>\u003c/h3>\n\u003cp>PBS KIDS creates curriculum-based entertainment. The games site hosts a number of browser-based gaming experiences based on popular literary and media franchises such as The Cat in the Hat, Curious George, Sesame Street, and more. Games are organized by subject-type, which includes math, healthy habits, science, reading, and teamwork.\u003c/p>\n\u003ch3>3. \u003ca href=\"http://mrnussbaum.com/\" target=\"_blank\" rel=\"noopener\">Mr. Nussbaum\u003c/a>\u003c/h3>\n\u003cp>Created by Greg Nussbaum, a Virginia public school teacher, Mr. Nussbaum boasts over 3,500 content pages with a wide variety of learning games organized by content type and grade level. This site is also optimized for use on a tablet and an interactive whiteboard.\u003c/p>\n\u003ch3>4. \u003ca href=\"http://kids.nationalgeographic.com/kids/games/all/\" target=\"_blank\" rel=\"noopener\">National Geographic Kids\u003c/a>\u003c/h3>\n\u003cp>The world-famous National Geographic hosts over 100 fun, engaging, and interactive science, action, adventure, geography, quiz, and puzzle games. For a free game hub, the production quality on games or interactives such as \u003ca href=\"http://kids.nationalgeographic.com/kids/games/interactiveadventures/wildes%20t-weather/\" target=\"_blank\" rel=\"noopener\">Wildest Weather\u003c/a>, \u003ca href=\"http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-s%20mith/\" target=\"_blank\" rel=\"noopener\">On the Trail of Captain John Smith\u003c/a>, and \u003ca href=\"http://education.nationalgeographic.com/education/media/underground-railro%20ad-journey-freedom/?ar_a=1\" target=\"_blank\" rel=\"noopener\">The Underground Railroad: Journey to Freedom\u003c/a> is truly remarkable.\u003c/p>\n\u003ch3>5. \u003ca href=\"http://www.poptropica.com/\" target=\"_blank\" rel=\"noopener\">Poptropica \u003c/a>\u003c/h3>\n\u003cp>Under the creative direction of Jeff Kinney, author of Diary of a Wimpy Kid, Poptropica® is a virtual world in which kids explore and play in complete safety. Every month, millions of kids from around the world are entertained and informed by Poptropica's engaging quests, stories, and games.\u003c/p>\n\u003ch3>6. \u003ca href=\"http://www.funbrain.com/\" target=\"_blank\" rel=\"noopener\">Funbrain \u003c/a>\u003c/h3>\n\u003cp>Funbrain, created for kids ages preschool through grade 8, offers more than 100 fun, interactive games that develop skills in math, reading, and literacy. Plus, kids can read a variety of popular books and comics on the site, including \u003cem>Diary of a Wimpy Kid\u003c/em>, \u003cem>Amelia Writes Again\u003c/em>, and \u003cem>Brewster Rocket\u003c/em>.\u003c/p>\n\u003ch3>7. \u003ca href=\"https://www.bbcchannels.com/cbbc\" target=\"_blank\" rel=\"noopener\">BBC Schools: Games \u003c/a>\u003c/h3>\n\u003cp>The British counterpart of our PBS, the BBC, offers interactive digital games and activities involving subjects such as literacy, numeracy, history, mathematics, music, and the arts. The games are also categorized into age ranges. The cartoon graphics are very appealing for children, but the content is stellar for teachers and parents that want children to play to learn.\u003c/p>\n\u003ch3>8.\u003ca href=\"http://www.primarygames.com/games.php\" target=\"_blank\" rel=\"noopener\"> Primary Games\u003c/a>\u003c/h3>\n\u003cp>With games and activities that meet curriculum needs for math, science, language arts, and social studies, Primary Games houses over 1,000 game titles. The site includes \u003ca href=\"http://www.primarygames.com/curriculum/\" target=\"_blank\" rel=\"noopener\">curriculum guides for teachers \u003c/a>to use in conjunction with the games.\u003c/p>\n\u003ch3>9. \u003ca href=\"http://www.abcya.com/\" target=\"_blank\" rel=\"noopener\">ABCYa.com\u003c/a>\u003c/h3>\n\u003cp>This game site offers teacher-created and approved educational computer games for elementary students to learn math and language arts on the web. Featured by The New York Times, Apple, and Fox News, ABCYa.com provides young children well-crafted games and activities.\u003c/p>\n\u003ch3>10.\u003ca href=\"http://www.arcademics.com/games/\" target=\"_blank\" rel=\"noopener\"> Arcademic Skill Builders \u003c/a>\u003c/h3>\n\u003cp>Arcademic Skill Builders are online educational video games that offer a powerful approach to learning basic math, language arts, vocabulary, and thinking skills. Arcademic games challenge students to improve their scores through repetitive, timed learning drills that provide immediate feedback.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\"Game-based learning is not gamification!\" exclaims Jordan Shapiro, author of \u003cem> \u003ca href=\"http://www.amazon.com/FREEPLAY-Video-Guide-Maximum-Euphoric/dp/147938643X/ref=la_B006R9HXOE_1_1?ie=UTF8&qid=1353193496&sr=1-1\" target=\"_blank\">FREEPLAY: A Video Game Guide to Maximum Euphoric Bliss\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>\"We don't need gamification if gamification is about competition and commodification of learning,\" Shapiro says in this talk at the \u003ca href=\"https://educationandskillsforum.org/\">Global Education And Skills Forum\u003c/a> in Dubai. \"There's no need for more commodified motivation. We don't need more gold coins or badges.\"\u003c/p>\n\u003cp>So what can games do? Game-based learning can help teachers scaffold \"emptiness.\" It can introduce systems thinking in a way that allows kids to \u003cem>want \u003c/em>to solve problems and master new systems, even if they don't know the first thing about it -- yet.\u003c/p>\n\u003cp>Check out Shapiro's fascinating talk, in which he addresses the pitfalls of ed-tech, the value of inquiry learning, and more \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/\" target=\"_blank\">here\u003c/a>.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://img.youtube.com/vi/BnP87Aj_2wk/0.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/\" target=\"_blank\">What's the Real Value of Video Games?\u003c/a>VideoVideo games teach critical thinking, problem solving skills, and perseverance while building metacognitive skills. Game-based learning can provide systematic, data driven teaching in a way that forces creative problem solving rather than rote memorization. And video games can do that in a way that is replicable, scalable, and increasingly affordable enough [...]\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.forbes.com%2Fsites%2Fjordanshapiro%2F2014%2F03%2F19%2Fheres-why-we-need-video-games-in-every-classroom%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.forbes.com\" target=\"_blank\">Forbes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "\"Game-based learning is not gamification!\" exclaims Jordan Shapiro, author of FREEPLAY: A Video Game Guide to Maximum Euphoric Bliss. \"We don't need gamification if gamification is about competition and commodification of learning,\" Shapiro says in this talk at the Global Education And Skills Forum in Dubai. But what it can do is introduce systems thinking in a way that allows kids to want to solve problems and master new systems, even if they don't know the first thing about it -- yet.",
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"title": "Forget Gold Coins and Badges: The Real Value of Video Games for Learning | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Game-based learning is not gamification!\" exclaims Jordan Shapiro, author of \u003cem> \u003ca href=\"http://www.amazon.com/FREEPLAY-Video-Guide-Maximum-Euphoric/dp/147938643X/ref=la_B006R9HXOE_1_1?ie=UTF8&qid=1353193496&sr=1-1\" target=\"_blank\">FREEPLAY: A Video Game Guide to Maximum Euphoric Bliss\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>\"We don't need gamification if gamification is about competition and commodification of learning,\" Shapiro says in this talk at the \u003ca href=\"https://educationandskillsforum.org/\">Global Education And Skills Forum\u003c/a> in Dubai. \"There's no need for more commodified motivation. We don't need more gold coins or badges.\"\u003c/p>\n\u003cp>So what can games do? Game-based learning can help teachers scaffold \"emptiness.\" It can introduce systems thinking in a way that allows kids to \u003cem>want \u003c/em>to solve problems and master new systems, even if they don't know the first thing about it -- yet.\u003c/p>\n\u003cp>Check out Shapiro's fascinating talk, in which he addresses the pitfalls of ed-tech, the value of inquiry learning, and more \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/\" target=\"_blank\">here\u003c/a>.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://img.youtube.com/vi/BnP87Aj_2wk/0.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/\" target=\"_blank\">What's the Real Value of Video Games?\u003c/a>VideoVideo games teach critical thinking, problem solving skills, and perseverance while building metacognitive skills. Game-based learning can provide systematic, data driven teaching in a way that forces creative problem solving rather than rote memorization. And video games can do that in a way that is replicable, scalable, and increasingly affordable enough [...]\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.forbes.com%2Fsites%2Fjordanshapiro%2F2014%2F03%2F19%2Fheres-why-we-need-video-games-in-every-classroom%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.forbes.com\" target=\"_blank\">Forbes\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch5>By Tanner Higgin, \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a>\u003c/h5>\n\u003cp>For educators who are interested in using \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\">games for learning --\u003c/a> specifically towards developing skills as they relate to the Common Core State Standards -- here are five games students can enjoy that we’ve found sync with standards.\u003c/p>\n\u003ch3>1. \u003ca href=\"http://www.dragonboxapp.com/\" target=\"_blank\">DragonBox Algebra 5+\u003c/a>\u003c/h3>\n\u003cp>DragonBox features an exceptionally clever design that’s so fun, and so elegantly accomplished that kids don't realize they're learning core concepts of algebra. The start is simple enough: students move colorful cards around a screen to solve puzzles; there are no numbers in sight. But by the time they’re done with the game’s 200 levels, they will be solving algebra equations that are comparable to what they might get in class worksheets. It’s particularly refreshing because, as \u003ca href=\"http://www.graphite.org/app/dragonbox-algebra-teacher-review/3889995\" target=\"_blank\">one of the teachers on Graphite explains\u003c/a>, “it’s one of the only games…that isn’t simply drilling math problems.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34660\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/dragonboxss1.png\" alt=\"dragonboxss1\" width=\"500\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/dragonboxss1.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/dragonboxss1-400x301.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/dragonboxss1-320x241.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch3>2. \u003ca href=\"http://classroominc.org/tsn2\" target=\"_blank\">The Sports Network 2\u003c/a>\u003c/h3>\n\u003cp>It’s not easy to make a game about reading critically — one of the key CCSS skills — but The Sports Network 2 pulls it off. Students are thrown into the role of a cable sports show producer, and must make sure the show’s content is written well and on point. One of the side benefits of the game is how relatively accurately it portrays an actual job, so it gives students an insider’s look into the world of broadcasting and communications, and shows how language and reading skills can come in handy.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34663\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/the-sports-network.jpg\" alt=\"the-sports-network\" width=\"483\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/the-sports-network.jpg 483w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/the-sports-network-400x307.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/the-sports-network-320x246.jpg 320w\" sizes=\"(max-width: 483px) 100vw, 483px\">\u003c/p>\n\u003ch3>3. \u003ca href=\"https://www.prodigygame.com\" target=\"_blank\">Prodigy\u003c/a>\u003c/h3>\n\u003cp>Another comprehensive game for elementary grades, Prodigy fuses math with tried-and-true role-playing mechanics. Kids use math to wield magic and combat monsters as they venture through a fantasy-based world and level up their characters. It’s not ground-breaking game design, but when kids just need to hammer out some practice, Prodigy gives them the opportunity to do so within a more entertaining context than the traditional worksheet. It’s also designed to adapt to students’ answers, providing remediation when necessary to make sure they progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/proidgy3.jpg\" alt=\"prodigy\" width=\"500\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/proidgy3.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/proidgy3-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/proidgy3-320x200.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch3>4. \u003ca href=\"http://www.word-raider.com/home/index.php\" target=\"_blank\">Word Raider \u003c/a>\u003c/h3>\n\u003cp>If you’ve got students struggling with vocabulary, Word Raider is a good option especially for English language learners. While the mechanics aren’t quite as clever as DragonBox, it has a solid formula that focuses on important academic terms and visual learning. It’ll give struggling students valuable practice, and the Indiana Jones-esque temple exploration provides some fun context. However, since it uses the microphone, it’s best in smaller class settings or for use at home where kids can focus and there’s not a lot of background noise.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/word-raider_sj_002.png\" alt=\"word-raider_sj_002\" width=\"500\" height=\"340\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/word-raider_sj_002.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/word-raider_sj_002-400x272.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/word-raider_sj_002-320x218.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch3>5. \u003ca href=\"http://www.dreambox.com/\" target=\"_blank\">DreamBox\u003c/a>\u003c/h3>\n\u003cp>For younger students, DreamBox is a comprehensive, game-based math curriculum oozing with style and full of well-designed, self-paced games that adapt to students' abilities. For classrooms that can have a wide range of differentiation, DreamBox allows kids to practice at their own level. One \u003ca href=\"http://www.graphite.org/game/dreambox-learning-math-teacher-review/3889630\" target=\"_blank\">teacher review on Graphite\u003c/a> also points out that DreamBox’s forward-thinking, research-backed design gets kids to “move from concrete to abstract thinking.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-34664\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-3.33.31-PM-640x367.png\" alt=\"Screen Shot 2014-03-19 at 3.33.31 PM\" width=\"640\" height=\"367\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is Senior Manager, Education Content, at \u003ca href=\"http://www.commonsensemedia.org/educators\">Common Sense Media\u003c/a>, creator of \u003ca href=\"http://www.graphite.org\">Graphite ™\u003c/a>, a free service for educators in search of the best apps, games, and websites rated for learning. This post is one in a series collaboration. Games included here have received high ratings on Graphite by educators and by the editorial staff at Common Sense Media. Go to \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a> to read full reviews of games and how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n",
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"excerpt": "For educators who are interested in using games for learning -- specifically towards developing skills as they relate to the Common Core State Standards -- here are five games students can enjoy and that we’ve found sync with standards.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>By Tanner Higgin, \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a>\u003c/h5>\n\u003cp>For educators who are interested in using \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\">games for learning --\u003c/a> specifically towards developing skills as they relate to the Common Core State Standards -- here are five games students can enjoy that we’ve found sync with standards.\u003c/p>\n\u003ch3>1. \u003ca href=\"http://www.dragonboxapp.com/\" target=\"_blank\">DragonBox Algebra 5+\u003c/a>\u003c/h3>\n\u003cp>DragonBox features an exceptionally clever design that’s so fun, and so elegantly accomplished that kids don't realize they're learning core concepts of algebra. The start is simple enough: students move colorful cards around a screen to solve puzzles; there are no numbers in sight. But by the time they’re done with the game’s 200 levels, they will be solving algebra equations that are comparable to what they might get in class worksheets. It’s particularly refreshing because, as \u003ca href=\"http://www.graphite.org/app/dragonbox-algebra-teacher-review/3889995\" target=\"_blank\">one of the teachers on Graphite explains\u003c/a>, “it’s one of the only games…that isn’t simply drilling math problems.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34660\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/dragonboxss1.png\" alt=\"dragonboxss1\" width=\"500\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/dragonboxss1.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/dragonboxss1-400x301.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/dragonboxss1-320x241.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch3>2. \u003ca href=\"http://classroominc.org/tsn2\" target=\"_blank\">The Sports Network 2\u003c/a>\u003c/h3>\n\u003cp>It’s not easy to make a game about reading critically — one of the key CCSS skills — but The Sports Network 2 pulls it off. Students are thrown into the role of a cable sports show producer, and must make sure the show’s content is written well and on point. One of the side benefits of the game is how relatively accurately it portrays an actual job, so it gives students an insider’s look into the world of broadcasting and communications, and shows how language and reading skills can come in handy.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34663\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/the-sports-network.jpg\" alt=\"the-sports-network\" width=\"483\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/the-sports-network.jpg 483w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/the-sports-network-400x307.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/the-sports-network-320x246.jpg 320w\" sizes=\"(max-width: 483px) 100vw, 483px\">\u003c/p>\n\u003ch3>3. \u003ca href=\"https://www.prodigygame.com\" target=\"_blank\">Prodigy\u003c/a>\u003c/h3>\n\u003cp>Another comprehensive game for elementary grades, Prodigy fuses math with tried-and-true role-playing mechanics. Kids use math to wield magic and combat monsters as they venture through a fantasy-based world and level up their characters. It’s not ground-breaking game design, but when kids just need to hammer out some practice, Prodigy gives them the opportunity to do so within a more entertaining context than the traditional worksheet. It’s also designed to adapt to students’ answers, providing remediation when necessary to make sure they progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/proidgy3.jpg\" alt=\"prodigy\" width=\"500\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/proidgy3.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/proidgy3-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/proidgy3-320x200.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch3>4. \u003ca href=\"http://www.word-raider.com/home/index.php\" target=\"_blank\">Word Raider \u003c/a>\u003c/h3>\n\u003cp>If you’ve got students struggling with vocabulary, Word Raider is a good option especially for English language learners. While the mechanics aren’t quite as clever as DragonBox, it has a solid formula that focuses on important academic terms and visual learning. It’ll give struggling students valuable practice, and the Indiana Jones-esque temple exploration provides some fun context. However, since it uses the microphone, it’s best in smaller class settings or for use at home where kids can focus and there’s not a lot of background noise.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/word-raider_sj_002.png\" alt=\"word-raider_sj_002\" width=\"500\" height=\"340\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/word-raider_sj_002.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/word-raider_sj_002-400x272.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/word-raider_sj_002-320x218.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003ch3>5. \u003ca href=\"http://www.dreambox.com/\" target=\"_blank\">DreamBox\u003c/a>\u003c/h3>\n\u003cp>For younger students, DreamBox is a comprehensive, game-based math curriculum oozing with style and full of well-designed, self-paced games that adapt to students' abilities. For classrooms that can have a wide range of differentiation, DreamBox allows kids to practice at their own level. One \u003ca href=\"http://www.graphite.org/game/dreambox-learning-math-teacher-review/3889630\" target=\"_blank\">teacher review on Graphite\u003c/a> also points out that DreamBox’s forward-thinking, research-backed design gets kids to “move from concrete to abstract thinking.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-34664\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/Screen-Shot-2014-03-19-at-3.33.31-PM-640x367.png\" alt=\"Screen Shot 2014-03-19 at 3.33.31 PM\" width=\"640\" height=\"367\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is Senior Manager, Education Content, at \u003ca href=\"http://www.commonsensemedia.org/educators\">Common Sense Media\u003c/a>, creator of \u003ca href=\"http://www.graphite.org\">Graphite ™\u003c/a>, a free service for educators in search of the best apps, games, and websites rated for learning. This post is one in a series collaboration. Games included here have received high ratings on Graphite by educators and by the editorial staff at Common Sense Media. Go to \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a> to read full reviews of games and how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Technology Trends Have Influenced the Classroom",
"title": "How Technology Trends Have Influenced the Classroom",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34357\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34357\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/465128421-e1393720098208.jpg\" alt=\"465128421\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/mrhooker\">Carl Hooker\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many \u003ca href=\"http://www.npr.org/blogs/theprotojournalist/2014/02/11/268876281/we-are-just-not-here-anymore\" target=\"_blank\">discussions \u003c/a>about whether or not this is good or bad for us as a society, it’s definitely a change.\u003c/p>\n\u003cp>As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.\u003c/p>\n\u003cp>To do that, let's examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.\u003c/p>\n\u003ch3>\u003cstrong>The Increase of Interactivity\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming \u003ca href=\"http://www.naeyc.org/files/yc/file/200807/BTJTomHunter.pdf\" target=\"_blank\">more abundant\u003c/a> to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.\u003c/p>\n\u003ch3>\u003cstrong>On-Demand Living\u003c/strong>\u003c/h3>\n\u003cp>Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed. You no longer have to wait for that favorite re-run of \u003cem>Moonlighting\u003c/em>; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose. If you really get hooked on a show, why wait a week when you can just \u003ca href=\"http://www.techradar.com/us/news/internet/the-netflix-effect-how-binge-watching-is-changing-television-1215808\" target=\"_blank\">binge view \u003c/a>it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> \u003ca href=\"http://en.wikipedia.org/wiki/Flip_teaching\" target=\"_blank\">Flipped-teaching\u003c/a> comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn?\u003c/p>\n\u003ch3>\u003cstrong>Self-Publishing the World As We See It\u003c/strong>\u003c/h3>\n\u003cp>They ways we viewed and read the news was previously distributed to us through a filter. Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and...yes...even Instagram \u003ca href=\"http://www.oxforddictionaries.com/us/definition/american_english/selfie\">selfies.\u003c/a> Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.\u003c/p>\n\u003ch3>\u003cstrong>Everything is Mobile (and Instant)\u003c/strong>\u003c/h3>\n\u003cp>As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome\u003c/em>\u003c/strong>\u003cem>:\u003c/em> One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\" target=\"_blank\">some are embracing it\u003c/a> as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting. Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them. Of course, this is assuming the grown-ups have put down their devices too.\u003c/p>\n\u003ch3>\u003cstrong>Embracing the Digital Brain\u003c/strong>\u003c/h3>\n\u003cp>As we can see from these few examples, the world around us is changing. This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn. Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.\u003c/p>\n\u003cp>\u003cem>Carl Hooker is the Director of Instructional Technology for Eanes ISD in Texas, an Apple Distinguished Educator, an EdTechTeacher consultant/trainer, and founder of iPadpalooza. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34357\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34357\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/465128421-e1393720098208.jpg\" alt=\"465128421\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/mrhooker\">Carl Hooker\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many \u003ca href=\"http://www.npr.org/blogs/theprotojournalist/2014/02/11/268876281/we-are-just-not-here-anymore\" target=\"_blank\">discussions \u003c/a>about whether or not this is good or bad for us as a society, it’s definitely a change.\u003c/p>\n\u003cp>As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.\u003c/p>\n\u003cp>To do that, let's examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.\u003c/p>\n\u003ch3>\u003cstrong>The Increase of Interactivity\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming \u003ca href=\"http://www.naeyc.org/files/yc/file/200807/BTJTomHunter.pdf\" target=\"_blank\">more abundant\u003c/a> to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.\u003c/p>\n\u003ch3>\u003cstrong>On-Demand Living\u003c/strong>\u003c/h3>\n\u003cp>Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed. You no longer have to wait for that favorite re-run of \u003cem>Moonlighting\u003c/em>; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose. If you really get hooked on a show, why wait a week when you can just \u003ca href=\"http://www.techradar.com/us/news/internet/the-netflix-effect-how-binge-watching-is-changing-television-1215808\" target=\"_blank\">binge view \u003c/a>it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> \u003ca href=\"http://en.wikipedia.org/wiki/Flip_teaching\" target=\"_blank\">Flipped-teaching\u003c/a> comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn?\u003c/p>\n\u003ch3>\u003cstrong>Self-Publishing the World As We See It\u003c/strong>\u003c/h3>\n\u003cp>They ways we viewed and read the news was previously distributed to us through a filter. Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and...yes...even Instagram \u003ca href=\"http://www.oxforddictionaries.com/us/definition/american_english/selfie\">selfies.\u003c/a> Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.\u003c/p>\n\u003ch3>\u003cstrong>Everything is Mobile (and Instant)\u003c/strong>\u003c/h3>\n\u003cp>As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome\u003c/em>\u003c/strong>\u003cem>:\u003c/em> One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\" target=\"_blank\">some are embracing it\u003c/a> as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting. Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them. Of course, this is assuming the grown-ups have put down their devices too.\u003c/p>\n\u003ch3>\u003cstrong>Embracing the Digital Brain\u003c/strong>\u003c/h3>\n\u003cp>As we can see from these few examples, the world around us is changing. This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn. Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.\u003c/p>\n\u003cp>\u003cem>Carl Hooker is the Director of Instructional Technology for Eanes ISD in Texas, an Apple Distinguished Educator, an EdTechTeacher consultant/trainer, and founder of iPadpalooza. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_34332\" class=\"wp-caption center\" style=\"max-width: 574px\">\u003ca href=\"http://www.flickr.com/photos/bdwaydiva1/\">\u003cimg class=\"size-full wp-image-34332\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/2247340595_99d511236f_z-e13937076924691.jpg\" alt=\"2247340595_99d511236f_z\" width=\"574\" height=\"345\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>How much surveillance should parents have over their teenagers' social media lives? Why are kids' online roles so different from their realities? How does technology change the way teens relate to each other and to adults?\u003c/p>\n\u003cp>Author danah boyd, who has been spending lots of quality time with teens over the past few years, attempts to demystify teens' online actions and behaviors and provide some insight into their motivations in this excellent \u003ca href=\"http://www.sciencefriday.com/segment/02/28/2014/on-social-media-the-kids-are-all-right.html\">Science Friday\u003c/a> interview (press the play button to hear the full interview). Boyd articulates a nuanced understanding of young people's mindsets that may help translate their actions for befuddled adults.\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/137276602&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>An excerpt from danah boyd's \u003ca href=\"http://www.danah.org/itscomplicated/\">It's Complicated\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Children love to experiment with encoding messages. From pig latin to invisible ink pens, children explore hidden messages when they’re imagining themselves as spies and messengers. As children grow up, they look for more sophisticated means of passing messages that elude the watchful eyes of adults. In watching teens navigate networked publics, I became enamored of how they were regularly encoding hidden meaning in publicly available messages. They were engaged in a practice that Alice Marwick and I called “social steganography,” or hiding messages in plain sight by leveraging shared knowledge and cues embedded in particular social contexts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The practice of hiding in plain sight is not new. When ancient Greeks wanted to send a message over great distances, they couldn’t rely on privacy. Messengers could easily be captured and even encoded messages deciphered. The most secure way to send a private message was to make sure that no one knew that the message existed in the first place. Historical sources describe the extraordinary lengths to which Greeks went, hiding messages within wax tablets or tattooing them on a slave’s head and allowing the slave’s hair to grow out before sending him or her out to meet the message’s recipient. Although these messages could be easily read by anyone who bothered to look, they became visible only if the viewer knew to look for them in the first place. Cryptographers describe this practice of hiding messages in plain sight as steganography.\u003c/p>\n\u003cp>Social steganography uses countless linguistic and cultural tools, including lyrics, in-jokes, and culturally specific references to encode messages that are functionally accessible but simultaneously meaningless. Some teens use pronouns while others refer to events, use nicknames, and employ predetermined code words to share gossip that lurking adults can’t interpret. Many teens write in ways that will blend in and be invisible to or misinterpreted by adults. Whole conversations about school gossip, crushes, and annoying teachers go unnoticed as teens host conversations that are rendered meaningless to outside observers.\u003c/p>\n\u003cfigure id=\"attachment_34333\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-34333\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/danah_photo-140x140.jpg\" alt=\"Author danah boyd\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Author danah boyd\u003c/figcaption>\u003c/figure>\n\u003cp>These practices are not new. Teens have long used whatever tools are around them to try to share information under the noses of their teachers and parents. At school, passing notes and putting notes in lockers are classic examples of how teens use paper, pen, and ingenuity to share information. Graffiti on bathroom walls may appear simply to be an act of vandalism, but these scrawled markings also convey messages. As new technologies have entered into teen life, it’s not surprising that teens also use them in similarly cryptic ways to communicate with one another. Texting gossip during class serves much of the same purpose as passing a note, yet it doesn’t require having to move a physical object, which reduces the likelihood of getting caught. But encoding messages guarantees only that if all else fails, the meaning will not become accessible, even if control over the information itself is unsuccessful.\u003c/p>\n\u003cp>When Carmen, a Latina seventeen-year-old living in Boston, broke up with her boyfriend, she “wasn’t in the happiest state.” She wanted her friends to know how she was feeling. Like many of her peers, Carmen shared her emotions by using song lyrics. Thus, her first instinct was to post song lyrics from an “emo” or depressing song, but she was worried that her mother might interpret the lyric in the wrong way. This had happened before. Unfortunately, Carmen’s mom regularly “overreacted” when Carmen posted something with significant emotional overtones. Thus, she wanted to find a song lyric that conveyed what she felt but didn’t trigger her mom to think she was suicidal.\u003c/p>\n\u003cp>She was also attentive to the way in which her mother’s presence on Facebook tended to disrupt the social dynamics among her friends. Carmen and her mom are close and, for the most part, Carmen loves having her mom as one of her friends on Facebook, but her mom’s incessant desire to comment on Facebook tends to discourage responses from her friends. As Carmen told me, when her mother comments, “it scares everyone away. Everyone kind of disappears after the mom post.” She wanted to make sure to post something that her friends would respond to, even if her mom jumped in to comment.\u003c/p>\n\u003cp>Carmen settled on posting lyrics from “Always Look on the Bright Side of Life.” This song sounds happy but is sung during a scene in the Monty Python movie Life of Brian in which the main character is being crucified. Carmen knew that her immigrant Argentinean mother would not understand the British cultural reference, but she also knew her close friends would. Only a few weeks earlier, she and her geeky girlfriends had watched the film together at a sleepover and laughed at the peculiar juxtaposition of song lyric and scene. Her strategy was effective; her mother took the words at face value, immediately commenting on Facebook that it was great to see her so happy. Her friends didn’t attempt to correct her mother’s misinterpretation. Instead, they picked up their phones and texted Carmen to see if she was OK.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Part of what makes Carmen’s message especially effective is that she regularly posts song lyrics to express all sorts of feelings. As a result, this song lyric blended into a collection of other song lyrics, quotes, and comments. She did not try to draw attention to the message itself but knew that her close friends would know how to interpret what they saw. And they did. Her friends had the cultural knowledge about what references were being made to interpret and contextualize the message underneath the song lyric. Thus, she conveyed meaning to some while sharing only a song lyric with many more.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34332\" class=\"wp-caption center\" style=\"max-width: 574px\">\u003ca href=\"http://www.flickr.com/photos/bdwaydiva1/\">\u003cimg class=\"size-full wp-image-34332\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/2247340595_99d511236f_z-e13937076924691.jpg\" alt=\"2247340595_99d511236f_z\" width=\"574\" height=\"345\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>How much surveillance should parents have over their teenagers' social media lives? Why are kids' online roles so different from their realities? How does technology change the way teens relate to each other and to adults?\u003c/p>\n\u003cp>Author danah boyd, who has been spending lots of quality time with teens over the past few years, attempts to demystify teens' online actions and behaviors and provide some insight into their motivations in this excellent \u003ca href=\"http://www.sciencefriday.com/segment/02/28/2014/on-social-media-the-kids-are-all-right.html\">Science Friday\u003c/a> interview (press the play button to hear the full interview). Boyd articulates a nuanced understanding of young people's mindsets that may help translate their actions for befuddled adults.\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/137276602&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>An excerpt from danah boyd's \u003ca href=\"http://www.danah.org/itscomplicated/\">It's Complicated\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Children love to experiment with encoding messages. From pig latin to invisible ink pens, children explore hidden messages when they’re imagining themselves as spies and messengers. As children grow up, they look for more sophisticated means of passing messages that elude the watchful eyes of adults. In watching teens navigate networked publics, I became enamored of how they were regularly encoding hidden meaning in publicly available messages. They were engaged in a practice that Alice Marwick and I called “social steganography,” or hiding messages in plain sight by leveraging shared knowledge and cues embedded in particular social contexts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The practice of hiding in plain sight is not new. When ancient Greeks wanted to send a message over great distances, they couldn’t rely on privacy. Messengers could easily be captured and even encoded messages deciphered. The most secure way to send a private message was to make sure that no one knew that the message existed in the first place. Historical sources describe the extraordinary lengths to which Greeks went, hiding messages within wax tablets or tattooing them on a slave’s head and allowing the slave’s hair to grow out before sending him or her out to meet the message’s recipient. Although these messages could be easily read by anyone who bothered to look, they became visible only if the viewer knew to look for them in the first place. Cryptographers describe this practice of hiding messages in plain sight as steganography.\u003c/p>\n\u003cp>Social steganography uses countless linguistic and cultural tools, including lyrics, in-jokes, and culturally specific references to encode messages that are functionally accessible but simultaneously meaningless. Some teens use pronouns while others refer to events, use nicknames, and employ predetermined code words to share gossip that lurking adults can’t interpret. Many teens write in ways that will blend in and be invisible to or misinterpreted by adults. Whole conversations about school gossip, crushes, and annoying teachers go unnoticed as teens host conversations that are rendered meaningless to outside observers.\u003c/p>\n\u003cfigure id=\"attachment_34333\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-34333\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/danah_photo-140x140.jpg\" alt=\"Author danah boyd\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Author danah boyd\u003c/figcaption>\u003c/figure>\n\u003cp>These practices are not new. Teens have long used whatever tools are around them to try to share information under the noses of their teachers and parents. At school, passing notes and putting notes in lockers are classic examples of how teens use paper, pen, and ingenuity to share information. Graffiti on bathroom walls may appear simply to be an act of vandalism, but these scrawled markings also convey messages. As new technologies have entered into teen life, it’s not surprising that teens also use them in similarly cryptic ways to communicate with one another. Texting gossip during class serves much of the same purpose as passing a note, yet it doesn’t require having to move a physical object, which reduces the likelihood of getting caught. But encoding messages guarantees only that if all else fails, the meaning will not become accessible, even if control over the information itself is unsuccessful.\u003c/p>\n\u003cp>When Carmen, a Latina seventeen-year-old living in Boston, broke up with her boyfriend, she “wasn’t in the happiest state.” She wanted her friends to know how she was feeling. Like many of her peers, Carmen shared her emotions by using song lyrics. Thus, her first instinct was to post song lyrics from an “emo” or depressing song, but she was worried that her mother might interpret the lyric in the wrong way. This had happened before. Unfortunately, Carmen’s mom regularly “overreacted” when Carmen posted something with significant emotional overtones. Thus, she wanted to find a song lyric that conveyed what she felt but didn’t trigger her mom to think she was suicidal.\u003c/p>\n\u003cp>She was also attentive to the way in which her mother’s presence on Facebook tended to disrupt the social dynamics among her friends. Carmen and her mom are close and, for the most part, Carmen loves having her mom as one of her friends on Facebook, but her mom’s incessant desire to comment on Facebook tends to discourage responses from her friends. As Carmen told me, when her mother comments, “it scares everyone away. Everyone kind of disappears after the mom post.” She wanted to make sure to post something that her friends would respond to, even if her mom jumped in to comment.\u003c/p>\n\u003cp>Carmen settled on posting lyrics from “Always Look on the Bright Side of Life.” This song sounds happy but is sung during a scene in the Monty Python movie Life of Brian in which the main character is being crucified. Carmen knew that her immigrant Argentinean mother would not understand the British cultural reference, but she also knew her close friends would. Only a few weeks earlier, she and her geeky girlfriends had watched the film together at a sleepover and laughed at the peculiar juxtaposition of song lyric and scene. Her strategy was effective; her mother took the words at face value, immediately commenting on Facebook that it was great to see her so happy. Her friends didn’t attempt to correct her mother’s misinterpretation. Instead, they picked up their phones and texted Carmen to see if she was OK.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Part of what makes Carmen’s message especially effective is that she regularly posts song lyrics to express all sorts of feelings. As a result, this song lyric blended into a collection of other song lyrics, quotes, and comments. She did not try to draw attention to the message itself but knew that her close friends would know how to interpret what they saw. And they did. Her friends had the cultural knowledge about what references were being made to interpret and contextualize the message underneath the song lyric. Thus, she conveyed meaning to some while sharing only a song lyric with many more.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Environmental education for most adults used to mean learning a little bit about recycling and planting some trees on Arbor Day. We didn't delve into ecology as much as we skimmed the surface. But things have gotten more complex since then, and the topic of climate change has brought environmental education to the forefront.\u003c/p>\n\u003cp>At its best, environmental education gets students grappling with big, cross-disciplinary issues like sustainable design and renewable energy. Students think critically about environmental and ecological systems; they diagnose problems, and speculate about (or maybe even create) solutions. And to that end, here are a few games to help students dive in.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003ch3>\u003ca href=\"http://www.graphite.org/app/ansel-and-clair-little-green-island\">\u003cimg class=\"alignright size-thumbnail wp-image-34310\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/little_green_island_screen_2-140x140.jpg\" alt=\"little_green_island_screen_2\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://www.anselandclair.com/apps/ansel-clair-little-green-island/\" target=\"_blank\">1. Ansel and Clair: Little Green Island\u003c/a>\u003c/h3>\n\u003cp>This app provides an overview of environmental issues, particularly pollution, for younger students. It doesn't dig into systems thinking as much as the other games on this list, but it still does a good job of introducing ideas. Students not only learn about these issues, but must find solutions, helping them see how it's up to us to cultivate a healthy environment.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003ca href=\"http://www.enercities.eu/\" target=\"_blank\">\u003cem>\u003cimg class=\"alignright size-thumbnail wp-image-34244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/enercitiesgamess4-140x140.png\" alt=\"enercitiesgamess4\" width=\"140\" height=\"140\">\u003c/em>2. Enercities\u003c/a>\u003c/h3>\n\u003cp>\u003cem>Enercities \u003c/em>is a little more sophisticated than \u003cem>Little Green Island\u003c/em>. It's also free and available online, giving teachers a plug-and-play option for classrooms. While it looks familiar to players of other SimCity-style games, the twist is that \u003cem>Enercities\u003c/em> emphasizes the importance of sustainable planning as the key to success. Students must strike a balance among economy, ecology, population growth, and quality of life while learning about resource scarcity and green city planning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003ca href=\"http://www.graphite.org/game/stop-disasters-teacher-review/3907181\" target=\"_blank\">\u003cem>\u003cimg class=\"alignright size-thumbnail wp-image-34245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/stopdisasters-140x140.jpg\" alt=\"stopdisasters\" width=\"140\" height=\"140\">\u003c/em>3. Stop Disasters!\u003c/a>\u003c/h3>\n\u003cp>It's important to learn not just about sustainability and being environmentally conscious, but also about what's at stake in these efforts. \u003cem>Stop Disasters!\u003c/em> will open students' eyes, showing them the kinds of natural disasters linked to environmental issues. And while the game provides a sobering look at environmental tragedy, it also carries a strong message about preparedness and details relief efforts.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003ca href=\"http://www.graphite.org/game/simcity\">\u003cem>\u003cimg class=\"alignright size-thumbnail wp-image-34247\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/simcit_2013_screenshot_2-140x140.jpg\" alt=\"simcit_2013_screenshot_2\" width=\"140\" height=\"140\">\u003c/em>4. SimCityEDU: Pollution Challenge!\u003c/a>\u003c/h3>\n\u003cp>\u003cem>\u003c/em>Environmental education and sustainability have always been a part of theSimCity franchise – the flagship series of the simulation genre – but with \u003cem>SimCityEDU\u003c/em>, Electronic Arts and developer GlassLab have made the environmental impact of cities, and how to mitigate this impact through sustainable planning, the major focus. Better yet, they've transformed a fully featured and highly engaging consumer game into \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\">a classroom-ready tool\u003c/a>, building in lessons and teacher resources that remove a lot of the challenge of integrating games into instruction. Student learning is clearly scaffolded, and teachers can track student progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is Senior Manager, Education Content, at \u003ca href=\"http://www.commonsensemedia.org/educators\">Common Sense Media\u003c/a>, creator of \u003ca href=\"http://www.graphite.org\">Graphite ™\u003c/a>, a free service for educators in search of the best apps, games, and websites rated for learning. This post is one in a series collaboration. Games included here have received high ratings on Graphite by educators and by the editorial staff at Common Sense Media. Go to \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a> to read full reviews of games and how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Environmental education for most adults used to mean learning a little bit about recycling and planting some trees on Arbor Day. We didn't delve into ecology as much as we skimmed the surface. But things have gotten more complex since then, and the topic of climate change has brought environmental education to the forefront.\u003c/p>\n\u003cp>At its best, environmental education gets students grappling with big, cross-disciplinary issues like sustainable design and renewable energy. Students think critically about environmental and ecological systems; they diagnose problems, and speculate about (or maybe even create) solutions. And to that end, here are a few games to help students dive in.\u003c/p>\n\u003ch3>\u003c/h3>\n\u003ch3>\u003ca href=\"http://www.graphite.org/app/ansel-and-clair-little-green-island\">\u003cimg class=\"alignright size-thumbnail wp-image-34310\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/little_green_island_screen_2-140x140.jpg\" alt=\"little_green_island_screen_2\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://www.anselandclair.com/apps/ansel-clair-little-green-island/\" target=\"_blank\">1. Ansel and Clair: Little Green Island\u003c/a>\u003c/h3>\n\u003cp>This app provides an overview of environmental issues, particularly pollution, for younger students. It doesn't dig into systems thinking as much as the other games on this list, but it still does a good job of introducing ideas. Students not only learn about these issues, but must find solutions, helping them see how it's up to us to cultivate a healthy environment.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003ca href=\"http://www.enercities.eu/\" target=\"_blank\">\u003cem>\u003cimg class=\"alignright size-thumbnail wp-image-34244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/enercitiesgamess4-140x140.png\" alt=\"enercitiesgamess4\" width=\"140\" height=\"140\">\u003c/em>2. Enercities\u003c/a>\u003c/h3>\n\u003cp>\u003cem>Enercities \u003c/em>is a little more sophisticated than \u003cem>Little Green Island\u003c/em>. It's also free and available online, giving teachers a plug-and-play option for classrooms. While it looks familiar to players of other SimCity-style games, the twist is that \u003cem>Enercities\u003c/em> emphasizes the importance of sustainable planning as the key to success. Students must strike a balance among economy, ecology, population growth, and quality of life while learning about resource scarcity and green city planning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003ca href=\"http://www.graphite.org/game/stop-disasters-teacher-review/3907181\" target=\"_blank\">\u003cem>\u003cimg class=\"alignright size-thumbnail wp-image-34245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/stopdisasters-140x140.jpg\" alt=\"stopdisasters\" width=\"140\" height=\"140\">\u003c/em>3. Stop Disasters!\u003c/a>\u003c/h3>\n\u003cp>It's important to learn not just about sustainability and being environmentally conscious, but also about what's at stake in these efforts. \u003cem>Stop Disasters!\u003c/em> will open students' eyes, showing them the kinds of natural disasters linked to environmental issues. And while the game provides a sobering look at environmental tragedy, it also carries a strong message about preparedness and details relief efforts.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch3>\u003ca href=\"http://www.graphite.org/game/simcity\">\u003cem>\u003cimg class=\"alignright size-thumbnail wp-image-34247\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/simcit_2013_screenshot_2-140x140.jpg\" alt=\"simcit_2013_screenshot_2\" width=\"140\" height=\"140\">\u003c/em>4. SimCityEDU: Pollution Challenge!\u003c/a>\u003c/h3>\n\u003cp>\u003cem>\u003c/em>Environmental education and sustainability have always been a part of theSimCity franchise – the flagship series of the simulation genre – but with \u003cem>SimCityEDU\u003c/em>, Electronic Arts and developer GlassLab have made the environmental impact of cities, and how to mitigate this impact through sustainable planning, the major focus. Better yet, they've transformed a fully featured and highly engaging consumer game into \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\">a classroom-ready tool\u003c/a>, building in lessons and teacher resources that remove a lot of the challenge of integrating games into instruction. Student learning is clearly scaffolded, and teachers can track student progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is Senior Manager, Education Content, at \u003ca href=\"http://www.commonsensemedia.org/educators\">Common Sense Media\u003c/a>, creator of \u003ca href=\"http://www.graphite.org\">Graphite ™\u003c/a>, a free service for educators in search of the best apps, games, and websites rated for learning. This post is one in a series collaboration. Games included here have received high ratings on Graphite by educators and by the editorial staff at Common Sense Media. Go to \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a> to read full reviews of games and how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For Cash-Strapped Schools, Smart Ways to Spend Limited Tech Dollars",
"title": "For Cash-Strapped Schools, Smart Ways to Spend Limited Tech Dollars",
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"content": "\u003cfigure id=\"attachment_34152\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/indyplanets/6096437685/\">\u003cimg class=\"size-full wp-image-34152\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/devices.jpg\" alt=\"devices\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For schools looking to spend limited dollars allocated for technology in smart and efficient ways, lessons learned over years of making tough decisions can be helpful.\u003c/p>\n\u003cp>Mark Samberg, who has worked in education for 13 years, first as a K-12 tech director and later as a district level technology director, has some sage advice. Samberg is a research associate for the \u003ca href=\"http://www.fi.ncsu.edu/\" target=\"_blank\">Friday Institute for Educational Innovation\u003c/a>, a center at North Carolina State University dedicated to helping figure out what tech solutions work in classrooms and to sharing what its researchers learn with educators. “Schools are making the best decisions they can given the information they have,” Samberg said. “It’s very difficult to stay on top of what’s new and cutting edge when you’ve got a billion other things going on.”\u003c/p>\n\u003cp>Samberg offers some advice, both big-picture philosophies and detailed strategies, on how to move forward with a technology plan.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL SOFTWARE\u003c/strong>\u003c/p>\n\u003cp>Technology directors should be careful of software sold as the proposed solution to raising test scores. “If you expect software to raise test scores, that rarely happens,” Samberg said. He advises schools to reach out to other schools of similar size and demographics that are using that software with specific questions.“Canned content is very expensive,” Samberg said. “If you are going to spend that kind of money, you should always be asking what do I want out of this software.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Samberg has visited schools all over North Carolina and has seen technology used in innovative ways that enable students to show their learning in provocative and creative ways. But he’s also seen schools grasping at technology as a magic way to improve test scores. “If canned content could do what teachers can’t they would have gotten rid of all the teachers by now,” Samberg said. “A good teacher will get you more value than canned content.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"6ed8439af56dd9beda80d6776fb18cd8\"]\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE WHITEBOARDS\u003c/strong>\u003c/p>\n\u003cp>One of the biggest challenges facing school technologists is the long planning and budgeting cycles on which schools operate. Tech directors are forced to make their best predictions about what kinds of devices and investments they’ll need several years out and could be in the middle of implementing that plan with a fixed budget when a whole new set of devices, software, and pedagogical ideas to accompany them start rolling through.\u003c/p>\n\u003cp>Interactive whiteboards are a good example of how a long, slow, and expensive rollout can tie a district's hands when newer, and often less expensive, technologies are released. “When interactive white boards came out 15 or 16 years ago they were really the best way we could change interactions with computers,” Samberg said. “They are very expensive, over $5,000 per unit, and over the past couple of years better ways of interacting with computers have emerged.” But some schools are just coming to the end of a whiteboard rollout and can’t turn around to try something different.\u003c/p>\n\u003cp>For schools looking to invest now, Samberg has some much less expensive ideas that are modular and can be updated when something breaks or a newer and better version comes out. The functions of an interactive whiteboard can be mimicked with a large screen TV and a Chromecast device, which also allows teachers to use any device available whether it’s a document camera, phone, iPad or other tablet. “You’ve saved money, but you’ve also opened up other ways to interact in the classrooms,” Samberg said. The teacher no longer has to lecture from the front of the room -- the technology isn’t hindering the teacher’s practice.\u003c/p>\n\u003cp>\u003cstrong>SHORT REPLACEMENT CYCLE OR LONG TERM INVESTMENT\u003c/strong>\u003c/p>\n\u003cp>Technology evolves so quickly that it's impossible to pick the “perfect” set-up for a classroom. That has led some schools to buy cheaper devices with the expectation that they’ll be replaced on a shorter timeline. But that approach can be dangerous. “If you run into a situation where your budget is tight and you can’t replace it, then you start to have problems,” Samberg said. Once devices start failing the whole effort is put in jeopardy.\u003c/p>\n\u003cp>At the same time, it can be hard for schools to get new money to sustain programs, so many technology directors try to pick something that will last. The trouble with that path is that after dishing out hundreds of thousands of dollars for expensive devices, administrators are less likely to fund the next technology need that comes along. Taking advantage of devices that students already own in conjunction with some school-owned devices -- a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">BYOD\u003c/a> policy -- could be a good way to maneuver around that problem, Samberg said.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you expect software to raise test scores, that rarely happens.”\u003c/aside>\n\u003cp>“A lot of schools that go one-to-one have taken desktops out of their classrooms, but there’s an argument for not doing that so you can have a ready plan B,” Samberg said. Students are often most comfortable on their own devices and if something malfunctions they can use the desktop computer or a stock of school-owned devices for the rest of the lesson. Since most teachers are using web-based resources, the type of device becomes less important.\u003c/p>\n\u003cp>\u003cstrong>SAVE MONEY WITH OPEN-SOURCE MATERIALS\u003c/strong>\u003c/p>\n\u003cp>“My personal opinion is that schools could do more with open source software and avoid some licensing that way,” Samberg said. During his time as technology director, he saved his school $18,000 installing Linux instead of operating systems like Windows or Mac OSX.* Open-source materials often take more up-front person-hours to install and train users, but this way, schools avoid paying licensing fees every year.\u003c/p>\n\u003cp>Some schools don’t have the in-house technical expertise to use open-source programs, especially if the tech director is also expected to teach. “It would be a hard sell to tell the tech guy who is also teaching three classes a day that now he’s got to do a rollout with Linux,” Samberg said.\u003c/p>\n\u003cp>\u003cstrong>INVEST IN WIRELESS\u003c/strong>\u003c/p>\n\u003cp>“You have to have adequate wireless,” Samberg said. “This is where it’s about spending more money and not less. It’s a tough argument to make and it’s the kind of thing no one thinks about until it fails.” Samberg has personal experience underestimating how many wireless hotspots a school needed. But once there are 30 or more devices using one hot spot it slows to a crawl. He thinks if a school has a BYOD policy, or a one-to-one every program, each classroom should have its own hot spot. Depending on the size and layout of the school that could cost about $40,000 per school.\u003c/p>\n\u003cp>With managed wireless services available through the cloud, Samberg sees an opportunity to provide a stable wireless network without continually returning to the district asking for more money. Using a cloud service that manages the wireless instead of an expensive in-house controller allows the school to make wireless costs an on-going expense. “Any time a school can turn a cost into a recurring cost is great because it’s just the price of doing business,” Samberg said.\u003c/p>\n\u003cp>\u003cstrong>PEERING INTO THE FUTURE\u003c/strong>\u003c/p>\n\u003cp>There’s no one great salve for school or district technology directors to choose the best investment. “Before making any purchases, evaluate what you have and plan as many years out as is feasible,” Samberg said. “You don’t know what tech is going to look like, but be very strategic about your purchases and what devices you’ll need.” That includes looking at what’s coming out in the consumer market that could be used in classrooms. Samberg encourages technologists to think creatively about solutions that could be adapted for the classroom and not to automatically buy solutions offered up by companies pitching schools with their products.\u003c/p>\n\u003cp>The other important piece of the puzzle is to involve everyone in the decision-making process. Consider the needs of teachers and students as well as the safety and support concerns of administrators and let all those data points guide technology choices. “No one person should be making all the decisions,” Samberg said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> - A previous version of this post had an incorrect reference to Word and Microsoft Office.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34152\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/indyplanets/6096437685/\">\u003cimg class=\"size-full wp-image-34152\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/devices.jpg\" alt=\"devices\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For schools looking to spend limited dollars allocated for technology in smart and efficient ways, lessons learned over years of making tough decisions can be helpful.\u003c/p>\n\u003cp>Mark Samberg, who has worked in education for 13 years, first as a K-12 tech director and later as a district level technology director, has some sage advice. Samberg is a research associate for the \u003ca href=\"http://www.fi.ncsu.edu/\" target=\"_blank\">Friday Institute for Educational Innovation\u003c/a>, a center at North Carolina State University dedicated to helping figure out what tech solutions work in classrooms and to sharing what its researchers learn with educators. “Schools are making the best decisions they can given the information they have,” Samberg said. “It’s very difficult to stay on top of what’s new and cutting edge when you’ve got a billion other things going on.”\u003c/p>\n\u003cp>Samberg offers some advice, both big-picture philosophies and detailed strategies, on how to move forward with a technology plan.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL SOFTWARE\u003c/strong>\u003c/p>\n\u003cp>Technology directors should be careful of software sold as the proposed solution to raising test scores. “If you expect software to raise test scores, that rarely happens,” Samberg said. He advises schools to reach out to other schools of similar size and demographics that are using that software with specific questions.“Canned content is very expensive,” Samberg said. “If you are going to spend that kind of money, you should always be asking what do I want out of this software.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Samberg has visited schools all over North Carolina and has seen technology used in innovative ways that enable students to show their learning in provocative and creative ways. But he’s also seen schools grasping at technology as a magic way to improve test scores. “If canned content could do what teachers can’t they would have gotten rid of all the teachers by now,” Samberg said. “A good teacher will get you more value than canned content.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE WHITEBOARDS\u003c/strong>\u003c/p>\n\u003cp>One of the biggest challenges facing school technologists is the long planning and budgeting cycles on which schools operate. Tech directors are forced to make their best predictions about what kinds of devices and investments they’ll need several years out and could be in the middle of implementing that plan with a fixed budget when a whole new set of devices, software, and pedagogical ideas to accompany them start rolling through.\u003c/p>\n\u003cp>Interactive whiteboards are a good example of how a long, slow, and expensive rollout can tie a district's hands when newer, and often less expensive, technologies are released. “When interactive white boards came out 15 or 16 years ago they were really the best way we could change interactions with computers,” Samberg said. “They are very expensive, over $5,000 per unit, and over the past couple of years better ways of interacting with computers have emerged.” But some schools are just coming to the end of a whiteboard rollout and can’t turn around to try something different.\u003c/p>\n\u003cp>For schools looking to invest now, Samberg has some much less expensive ideas that are modular and can be updated when something breaks or a newer and better version comes out. The functions of an interactive whiteboard can be mimicked with a large screen TV and a Chromecast device, which also allows teachers to use any device available whether it’s a document camera, phone, iPad or other tablet. “You’ve saved money, but you’ve also opened up other ways to interact in the classrooms,” Samberg said. The teacher no longer has to lecture from the front of the room -- the technology isn’t hindering the teacher’s practice.\u003c/p>\n\u003cp>\u003cstrong>SHORT REPLACEMENT CYCLE OR LONG TERM INVESTMENT\u003c/strong>\u003c/p>\n\u003cp>Technology evolves so quickly that it's impossible to pick the “perfect” set-up for a classroom. That has led some schools to buy cheaper devices with the expectation that they’ll be replaced on a shorter timeline. But that approach can be dangerous. “If you run into a situation where your budget is tight and you can’t replace it, then you start to have problems,” Samberg said. Once devices start failing the whole effort is put in jeopardy.\u003c/p>\n\u003cp>At the same time, it can be hard for schools to get new money to sustain programs, so many technology directors try to pick something that will last. The trouble with that path is that after dishing out hundreds of thousands of dollars for expensive devices, administrators are less likely to fund the next technology need that comes along. Taking advantage of devices that students already own in conjunction with some school-owned devices -- a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">BYOD\u003c/a> policy -- could be a good way to maneuver around that problem, Samberg said.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you expect software to raise test scores, that rarely happens.”\u003c/aside>\n\u003cp>“A lot of schools that go one-to-one have taken desktops out of their classrooms, but there’s an argument for not doing that so you can have a ready plan B,” Samberg said. Students are often most comfortable on their own devices and if something malfunctions they can use the desktop computer or a stock of school-owned devices for the rest of the lesson. Since most teachers are using web-based resources, the type of device becomes less important.\u003c/p>\n\u003cp>\u003cstrong>SAVE MONEY WITH OPEN-SOURCE MATERIALS\u003c/strong>\u003c/p>\n\u003cp>“My personal opinion is that schools could do more with open source software and avoid some licensing that way,” Samberg said. During his time as technology director, he saved his school $18,000 installing Linux instead of operating systems like Windows or Mac OSX.* Open-source materials often take more up-front person-hours to install and train users, but this way, schools avoid paying licensing fees every year.\u003c/p>\n\u003cp>Some schools don’t have the in-house technical expertise to use open-source programs, especially if the tech director is also expected to teach. “It would be a hard sell to tell the tech guy who is also teaching three classes a day that now he’s got to do a rollout with Linux,” Samberg said.\u003c/p>\n\u003cp>\u003cstrong>INVEST IN WIRELESS\u003c/strong>\u003c/p>\n\u003cp>“You have to have adequate wireless,” Samberg said. “This is where it’s about spending more money and not less. It’s a tough argument to make and it’s the kind of thing no one thinks about until it fails.” Samberg has personal experience underestimating how many wireless hotspots a school needed. But once there are 30 or more devices using one hot spot it slows to a crawl. He thinks if a school has a BYOD policy, or a one-to-one every program, each classroom should have its own hot spot. Depending on the size and layout of the school that could cost about $40,000 per school.\u003c/p>\n\u003cp>With managed wireless services available through the cloud, Samberg sees an opportunity to provide a stable wireless network without continually returning to the district asking for more money. Using a cloud service that manages the wireless instead of an expensive in-house controller allows the school to make wireless costs an on-going expense. “Any time a school can turn a cost into a recurring cost is great because it’s just the price of doing business,” Samberg said.\u003c/p>\n\u003cp>\u003cstrong>PEERING INTO THE FUTURE\u003c/strong>\u003c/p>\n\u003cp>There’s no one great salve for school or district technology directors to choose the best investment. “Before making any purchases, evaluate what you have and plan as many years out as is feasible,” Samberg said. “You don’t know what tech is going to look like, but be very strategic about your purchases and what devices you’ll need.” That includes looking at what’s coming out in the consumer market that could be used in classrooms. Samberg encourages technologists to think creatively about solutions that could be adapted for the classroom and not to automatically buy solutions offered up by companies pitching schools with their products.\u003c/p>\n\u003cp>The other important piece of the puzzle is to involve everyone in the decision-making process. Consider the needs of teachers and students as well as the safety and support concerns of administrators and let all those data points guide technology choices. “No one person should be making all the decisions,” Samberg said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_34123\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-34123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/ap716483568359_wide-3d89555fdd14f214893b776bf3734db33b31279d-s40-c85-640x359.jpg\" alt=\"Alex Tu, left, an Advanced Placement student, works during a computer science class in Midwest City, Okla. There's been a sharp decline in the number of computer science classes offered in U.S. secondary schools. \" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\">Alex Tu, left, an Advanced Placement student, works during a computer science class in Midwest City, Okla. There's been a sharp decline in the number of computer science classes offered in U.S. secondary schools.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap\">A handful of nonprofit and for-profit groups are working to address what they see as a national education crisis: Too few of America's K-12 public schools actually teach computer science basics and fewer still offer it for credit.\u003c/p>\n\u003cp>It's \u003ca href=\"https://docs.google.com/document/d/1gySkItxiJn_vwb8HIIKNXqen184mRtzDX12cux0ZgZk/pub\">projected\u003c/a> that in the next decade there will be about 1 million more U.S. jobs in the tech sector than computer science graduates to fill them. And it's \u003ca href=\"http://research.collegeboard.org/programs/ap/data/archived\">estimated\u003c/a> that only about 10 percent of K-12 schools teach computer science.\u003c/p>\n\u003cp>So some in the education technology sector, an industry \u003ca href=\"http://www.siia.net/index.php?option=com_docman&task=doc_view&gid=4801&Itemid=318\">worth some $8 billion\u003c/a> a year and growing, are stepping in.\u003c/p>\n\u003cp>At a Silicon Valley hotel recently, venture capitalists and interested parties heard funding pitches and watched demonstrations from 13 ed-tech start-ups backed by an incubator called \u003ca href=\"http://www.imaginek12.com/\">Imagine K-12\u003c/a>. One of them is \u003ca href=\"http://www.surfscore.com/\">Kodable\u003c/a>, which aims to teach kids five years and younger the fundamentals of programming through a game where you guide a Pac-Man-esque fuzz ball.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"As soon as you can start learning [coding] you should, because the earlier you start learning something, the better you'll be at it later in life,\" says Grechen Huebner, the co-founder of Kodable. She's working two computer screens to demonstrate how the game works in the hotel lobby.\u003c/p>\n\u003cp>\"Kids have to drag and drop symbols to get their fuzzy character to go through a maze so they learn about conditions, loops and functions and even debugging,\" Huebner says.\u003c/p>\n\u003cp>So should kids who've barely shed their pull-up diapers really learn to code? Huebner thinks it's vital. \"We have kids as young as two using it. Five is just kinda the sweet spot.\u003cstrong>\"\u003c/strong>\u003c/p>\n\u003cp>My daughter's behind, I think. She's four and she hasn't started coding. Bad parent.\u003c/p>\n\u003cp>Even if kids aren't offered game-based computer science concepts in pre-K, there is growing consensus students should get exposed to basic computer science concepts early. Kodable and other startups hope to make a profit filling this enormous void in American public education.\u003c/p>\n\u003cp>\"Ninety percent of schools just don't even teach it. So if you're a parent and your school doesn't even offer this class, your kids aren't going to have the preparation they need for 21st century,\" says\u003cstrong> \u003c/strong>Hadi Partovi, co-founder of the nonprofit \u003ca href=\"http://code.org/\">Code.org\u003c/a>. \"Just like we teach how electricity works and biology basics they should also know how the Internet works and how apps work. Schools need to add this to the curriculum.\"\u003c/p>\n\u003cp>Through his \u003ca href=\"http://csedweek.org/\" target=\"_blank\">\"Hour of Code\" initiative\u003c/a>,\u003cstrong> \u003c/strong>Partovi is working to get kids, parents and schools interested computer science curriculum.\u003c/p>\n\u003cp>\u003cstrong>'It's All Around Us'\u003c/strong>\u003c/p>\n\u003cp>Third graders at a public elementary school in Baltimore recently took part in a game-based Hour of Code to start to try to learn the very basics of coding even though they don't realize it. \"So you're moving three blocks and then you press start,\" one third grader says.\u003cstrong> \u003c/strong>Gretchen LeGrand with the nonprofit \u003ca href=\"http://codeintheschools.org/\">Code in the Schools\u003c/a> is trying to bring computer science fundamentals to underserved, low-income kids in Baltimore. She says it's a huge challenge in a district with few resources.\u003c/p>\n\u003cp>\"The computers are old or outdated. We either can't install the software we want to use to teach computer programming or the connection's slow.\"\u003cstrong> \u003c/strong>She's had to adapt to teaching about coding without a computer or what more teachers are calling teaching \u003ca href=\"http://csedweek.org/unplugged/thinkersmith\">CS unplugged.\u003c/a>\u003c/p>\n\u003cp>Partovi says teaching computer science is not about esoteric knowledge for computer geeks or filling jobs at Google or Microsoft. Most of these jobs are not with big high tech companies. It's about training a globally competitive workforce and keeping most every sector of the U.S. economy thriving.\u003c/p>\n\u003cp>\"Our future lawyers and doctors and politicians and businessmen — the folks in the other jobs — need to have a little bit of a background about how the world around them works,\" Partovi says. \"It's all around us, and every industry gets impacted by it.\"\u003c/p>\n\u003cp>According to a study by the largest U.S. \u003ca href=\"http://www.acm.org/\">computing society\u003c/a>, only \u003ca href=\"http://www.acm.org/runningonempty/exec_summary.pdf\">14 states\u003c/a> have adopted secondary school standards for computer science. At the same time, there's been a sharp decline in the last five years in the number of introductory and advanced placement (AP) computer science classes offered in U.S. secondary schools.\u003c/p>\n\u003cp>Ironically, that decline comes just as states tout improvements to science, technology, engineering and math (STEM) curricula. And several \u003ca href=\"http://www.computinginthecore.org/about\">groups and corporations\u003c/a> have voiced deep concern that the new Common Core state standards promote no significant computer science content in either math or science.\u003c/p>\n\u003cp>There are some bright spots: \u003ca href=\"http://www.theepochtimes.com/n3/390980-chancellor-walcott-announces-1-million-investment-in-computer-science-education/?photo=2\">New York\u003c/a>, Los Angeles, \u003ca href=\"http://www.chicagotribune.com/news/local/breaking/chi-cps-to-add-computer-science-as-core-subject-20131209,0,799638.story\">Chicago\u003c/a> and \u003ca href=\"http://www.fortlauderdaleconnex.com/local/28164-broward-county-public-schools-announces-partnership-with-code-org.html\">Broward County, Fla\u003c/a>., have all recently boosted their commitments to expanding computer science offerings. But there's a long way to go, says Chris Stephenson who directs the Computer Science Teachers Association. She says a big problem is profound confusion about just what computer science is. Too many parents and administrators conflate gaming and basic point-and-click literacy with computer science — the principles and practices of computing and coding.\u003c/p>\n\u003cp>\"I've had administrators actually say to me in all good intention, 'I know kids are learning computer science in my schools because there are computers in the schools.' And that is just not true,\" Stephenson says.\u003c/p>\n\u003cp>\"I think that they just don't understand that having access to a computer isn't the same as learning computer science any more than having a Bunsen burner in the cupboard is the same as learning chemistry,\" she says. \"There's a scientific discipline here you can't just learn by playing around with the technology.\"\u003c/p>\n\u003cp>\u003cstrong>Informational Divide\u003c/strong>\u003c/p>\n\u003cp>The \"guesstimate\" is that only five to 10 percent of schools teach computer science, based largely on data on students who take the \u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">AP test\u003c/a> in computer science annually. The real percentage may be lower. Nobody tracks the figures nationally.\u003c/p>\n\u003cp>Some sobering stats from last year's AP data:\u003c/p>\n\u003cul>\n\u003cli>In Mississippi, Montana and Wyoming, no girls took the computer science exam.\u003c/li>\n\u003cli>In 11 states, no black students took it.\u003c/li>\n\u003cli>In eight states, no Hispanics took it.\u003c/li>\n\u003cli>In 17 states, fewer than 100 students took it.\u003c/li>\n\u003c/ul>\n\u003cp>\"It's crazy small. I mean it would be absurd if it weren't so scary; that's how terrifying it is,\" Stephenson says.\u003c/p>\n\u003cp>So never mind the hardware-based digital divide, there's a growing digital information divide. Computer science education, it seems, is now privileged knowledge accessible mostly by affluent kids.\u003c/p>\n\u003cp>\"The people that are most likely to succeed have access to it and other kids do not, and we really need to look at those facts and figures and be horrified by them,\" Stephenson says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She says the Hour of Code — which has reached millions of students around the world — is a terrific start. But \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">until more public schools offer computer science\u003c/a>— for credit — she says the knowledge gap will only continue to widen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Push+To+Boost+Computer+Science+Learning%2C+Even+At+An+Early+Age&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "It's estimated that only about 10 percent of K-12 schools teach computer science. Some companies are trying to fill a void in American public education by teaching kids computer programming basics. The push comes amid projections that there will be far more tech sector jobs than computer science graduates to fill them.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34123\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-34123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/ap716483568359_wide-3d89555fdd14f214893b776bf3734db33b31279d-s40-c85-640x359.jpg\" alt=\"Alex Tu, left, an Advanced Placement student, works during a computer science class in Midwest City, Okla. There's been a sharp decline in the number of computer science classes offered in U.S. secondary schools. \" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\">Alex Tu, left, an Advanced Placement student, works during a computer science class in Midwest City, Okla. There's been a sharp decline in the number of computer science classes offered in U.S. secondary schools.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap\">A handful of nonprofit and for-profit groups are working to address what they see as a national education crisis: Too few of America's K-12 public schools actually teach computer science basics and fewer still offer it for credit.\u003c/p>\n\u003cp>It's \u003ca href=\"https://docs.google.com/document/d/1gySkItxiJn_vwb8HIIKNXqen184mRtzDX12cux0ZgZk/pub\">projected\u003c/a> that in the next decade there will be about 1 million more U.S. jobs in the tech sector than computer science graduates to fill them. And it's \u003ca href=\"http://research.collegeboard.org/programs/ap/data/archived\">estimated\u003c/a> that only about 10 percent of K-12 schools teach computer science.\u003c/p>\n\u003cp>So some in the education technology sector, an industry \u003ca href=\"http://www.siia.net/index.php?option=com_docman&task=doc_view&gid=4801&Itemid=318\">worth some $8 billion\u003c/a> a year and growing, are stepping in.\u003c/p>\n\u003cp>At a Silicon Valley hotel recently, venture capitalists and interested parties heard funding pitches and watched demonstrations from 13 ed-tech start-ups backed by an incubator called \u003ca href=\"http://www.imaginek12.com/\">Imagine K-12\u003c/a>. One of them is \u003ca href=\"http://www.surfscore.com/\">Kodable\u003c/a>, which aims to teach kids five years and younger the fundamentals of programming through a game where you guide a Pac-Man-esque fuzz ball.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"As soon as you can start learning [coding] you should, because the earlier you start learning something, the better you'll be at it later in life,\" says Grechen Huebner, the co-founder of Kodable. She's working two computer screens to demonstrate how the game works in the hotel lobby.\u003c/p>\n\u003cp>\"Kids have to drag and drop symbols to get their fuzzy character to go through a maze so they learn about conditions, loops and functions and even debugging,\" Huebner says.\u003c/p>\n\u003cp>So should kids who've barely shed their pull-up diapers really learn to code? Huebner thinks it's vital. \"We have kids as young as two using it. Five is just kinda the sweet spot.\u003cstrong>\"\u003c/strong>\u003c/p>\n\u003cp>My daughter's behind, I think. She's four and she hasn't started coding. Bad parent.\u003c/p>\n\u003cp>Even if kids aren't offered game-based computer science concepts in pre-K, there is growing consensus students should get exposed to basic computer science concepts early. Kodable and other startups hope to make a profit filling this enormous void in American public education.\u003c/p>\n\u003cp>\"Ninety percent of schools just don't even teach it. So if you're a parent and your school doesn't even offer this class, your kids aren't going to have the preparation they need for 21st century,\" says\u003cstrong> \u003c/strong>Hadi Partovi, co-founder of the nonprofit \u003ca href=\"http://code.org/\">Code.org\u003c/a>. \"Just like we teach how electricity works and biology basics they should also know how the Internet works and how apps work. Schools need to add this to the curriculum.\"\u003c/p>\n\u003cp>Through his \u003ca href=\"http://csedweek.org/\" target=\"_blank\">\"Hour of Code\" initiative\u003c/a>,\u003cstrong> \u003c/strong>Partovi is working to get kids, parents and schools interested computer science curriculum.\u003c/p>\n\u003cp>\u003cstrong>'It's All Around Us'\u003c/strong>\u003c/p>\n\u003cp>Third graders at a public elementary school in Baltimore recently took part in a game-based Hour of Code to start to try to learn the very basics of coding even though they don't realize it. \"So you're moving three blocks and then you press start,\" one third grader says.\u003cstrong> \u003c/strong>Gretchen LeGrand with the nonprofit \u003ca href=\"http://codeintheschools.org/\">Code in the Schools\u003c/a> is trying to bring computer science fundamentals to underserved, low-income kids in Baltimore. She says it's a huge challenge in a district with few resources.\u003c/p>\n\u003cp>\"The computers are old or outdated. We either can't install the software we want to use to teach computer programming or the connection's slow.\"\u003cstrong> \u003c/strong>She's had to adapt to teaching about coding without a computer or what more teachers are calling teaching \u003ca href=\"http://csedweek.org/unplugged/thinkersmith\">CS unplugged.\u003c/a>\u003c/p>\n\u003cp>Partovi says teaching computer science is not about esoteric knowledge for computer geeks or filling jobs at Google or Microsoft. Most of these jobs are not with big high tech companies. It's about training a globally competitive workforce and keeping most every sector of the U.S. economy thriving.\u003c/p>\n\u003cp>\"Our future lawyers and doctors and politicians and businessmen — the folks in the other jobs — need to have a little bit of a background about how the world around them works,\" Partovi says. \"It's all around us, and every industry gets impacted by it.\"\u003c/p>\n\u003cp>According to a study by the largest U.S. \u003ca href=\"http://www.acm.org/\">computing society\u003c/a>, only \u003ca href=\"http://www.acm.org/runningonempty/exec_summary.pdf\">14 states\u003c/a> have adopted secondary school standards for computer science. At the same time, there's been a sharp decline in the last five years in the number of introductory and advanced placement (AP) computer science classes offered in U.S. secondary schools.\u003c/p>\n\u003cp>Ironically, that decline comes just as states tout improvements to science, technology, engineering and math (STEM) curricula. And several \u003ca href=\"http://www.computinginthecore.org/about\">groups and corporations\u003c/a> have voiced deep concern that the new Common Core state standards promote no significant computer science content in either math or science.\u003c/p>\n\u003cp>There are some bright spots: \u003ca href=\"http://www.theepochtimes.com/n3/390980-chancellor-walcott-announces-1-million-investment-in-computer-science-education/?photo=2\">New York\u003c/a>, Los Angeles, \u003ca href=\"http://www.chicagotribune.com/news/local/breaking/chi-cps-to-add-computer-science-as-core-subject-20131209,0,799638.story\">Chicago\u003c/a> and \u003ca href=\"http://www.fortlauderdaleconnex.com/local/28164-broward-county-public-schools-announces-partnership-with-code-org.html\">Broward County, Fla\u003c/a>., have all recently boosted their commitments to expanding computer science offerings. But there's a long way to go, says Chris Stephenson who directs the Computer Science Teachers Association. She says a big problem is profound confusion about just what computer science is. Too many parents and administrators conflate gaming and basic point-and-click literacy with computer science — the principles and practices of computing and coding.\u003c/p>\n\u003cp>\"I've had administrators actually say to me in all good intention, 'I know kids are learning computer science in my schools because there are computers in the schools.' And that is just not true,\" Stephenson says.\u003c/p>\n\u003cp>\"I think that they just don't understand that having access to a computer isn't the same as learning computer science any more than having a Bunsen burner in the cupboard is the same as learning chemistry,\" she says. \"There's a scientific discipline here you can't just learn by playing around with the technology.\"\u003c/p>\n\u003cp>\u003cstrong>Informational Divide\u003c/strong>\u003c/p>\n\u003cp>The \"guesstimate\" is that only five to 10 percent of schools teach computer science, based largely on data on students who take the \u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">AP test\u003c/a> in computer science annually. The real percentage may be lower. Nobody tracks the figures nationally.\u003c/p>\n\u003cp>Some sobering stats from last year's AP data:\u003c/p>\n\u003cul>\n\u003cli>In Mississippi, Montana and Wyoming, no girls took the computer science exam.\u003c/li>\n\u003cli>In 11 states, no black students took it.\u003c/li>\n\u003cli>In eight states, no Hispanics took it.\u003c/li>\n\u003cli>In 17 states, fewer than 100 students took it.\u003c/li>\n\u003c/ul>\n\u003cp>\"It's crazy small. I mean it would be absurd if it weren't so scary; that's how terrifying it is,\" Stephenson says.\u003c/p>\n\u003cp>So never mind the hardware-based digital divide, there's a growing digital information divide. Computer science education, it seems, is now privileged knowledge accessible mostly by affluent kids.\u003c/p>\n\u003cp>\"The people that are most likely to succeed have access to it and other kids do not, and we really need to look at those facts and figures and be horrified by them,\" Stephenson says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says the Hour of Code — which has reached millions of students around the world — is a terrific start. But \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">until more public schools offer computer science\u003c/a>— for credit — she says the knowledge gap will only continue to widen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Push+To+Boost+Computer+Science+Learning%2C+Even+At+An+Early+Age&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Playing Video Games Help With Dyslexia?",
"title": "Can Playing Video Games Help With Dyslexia?",
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"content": "\u003cp>\u003cimg class=\"size-full wp-image-34113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/179259047-e1392591147462.jpg\" alt=\"179259047\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most parents prefer that their children pick up a book rather than a game controller. But for kids with dyslexia, action video games may be just what the doctor ordered.\u003c/p>\n\u003cp>Dyslexia is one of the most common learning disabilities, affecting an estimated 5 to 10 percent of the world's population. Many approaches to help struggling readers focus on words and phonetics, but researchers at Oxford University say dyslexia is more of an attention issue.\u003c/p>\n\u003cp>So programs should emphasize training the brain's attention system, they say, something that video games do. \"These video games require you to respond very quickly, to shift attention to one part of the screen to another,\" says \u003ca href=\"http://vanessaharrar.webs.com/\" target=\"_blank\">Vanessa Harrar\u003c/a>, an experimental psychologist and lead author of the study.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When people with dyslexia had to shift their attention between sight and sound, their reaction was delayed. And they had significantly more trouble shifting attention from visual to audio than the other way around.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just shifting attention from one location to another, but we should also be training shifting attention from sound to visual stimuli and vice versa.\"\u003c/aside>\n\u003cp>\"It's not just shifting attention from one location to another, but we should also be training shifting attention from sound to visual stimuli and vice versa,\" Harrar, who is dyslexic herself, tells Shots.\u003c/p>\n\u003cp>She adds that at least for some people, making the association between a word and how it sounds might be easier if they hear it first and then see the corresponding symbols.\u003c/p>\n\u003cp>Scientists today still don't agree on what causes dyslexia, but one theory says it has something to do with a faulty nerve pathway from the eyes to the back of the brain that is responsible for guiding both visual and auditory attention. When this network malfunctions, people can't properly combine what they hear and see for the brain to process the information.\u003c/p>\n\u003cp>[contextly_sidebar id=\"df61accd7edecea884e72c2619f8d6c2\"]\u003c/p>\n\u003cp>To test this, researchers asked 17 people with dyslexia and 19 control participants to press a button as quickly as they could each time they heard a sound, saw a dim flash of patterns on the computer screen or experienced both together.\u003c/p>\n\u003cp>The results showed that the dyslexic group took longer than typical readers to respond when they had to alternate their attention between a sound and a flash. What really stunned researchers was that the group reacted much more slowly to a sound if it followed the flash.\u003c/p>\n\u003cp>\"We were very surprised by this result, that there was sort of this asymmetry that only occurs in one direction,\" Harrar says.\u003c/p>\n\u003cp>The \u003ca href=\"http://dx.doi.org/10.1016/j.cub.2014.01.029\" target=\"_blank\">study\u003c/a> was published Feb. 13 in \u003cem>Current Biology\u003c/em>,\u003c/p>\n\u003cp>One explanation for this may be what psychologists call visual capture, says \u003ca href=\"http://www.ucmerced.edu/news/faculty-experts/faculty/jeffrey-gilger\" target=\"_blank\">Jeffrey Gilger\u003c/a>, an expert in language and learning disabilities at the University of California, Merced.\u003c/p>\n\u003cp>\"As human beings we prefer visual stimuli,\" Gilger, who was not involved in the study, tells Shots. \"When you're trying to listen to someone on TV and the sound doesn't match the mouth moving, it throws you off.\u003c/p>\n\u003cp>\"You're trying to get the sound to align with the vision, not the vision with the sound,\" he adds.\u003c/p>\n\u003cp>Since this was an unexpected outcome, Harrar says more research is needed to see if the asymmetrical delay is true for all people with dyslexia, and if video games that require quick shifts of attention would be helpful in overcoming it.\u003c/p>\n\u003cp>While the study did not directly test the effect of video games, her suggestion echoes the results of a 2013 \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/23453956\">experiment\u003c/a> done in Italy. That study found that dyslexic children showed improvements in reading speed and attention skills after having played video games with lots of action.\u003c/p>\n\u003cp>Gilger cautions that while some dyslexic people do have attention deficit, it is not the underlying cause of every type of dyslexia. Some people may appear to lack focus, but that doesn't necessarily signal that they have attention problems.\u003c/p>\n\u003cp>\"The reason they look that way is because they're disinterested in, perhaps, what they're doing in school or they don't want to stay on task,\" he says. \"But that has nothing to do with the neurological problems that's causing the reading disability.\"\u003c/p>\n\u003cp>He does agree with Harrar, however, that the study demonstrates a need for advanced and individualized training programs based on solid research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Unfortunately, even though we are beginning to understand more about what causes these learning disabilities, including dyslexia ... treatment is way behind,\" Gilger says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n",
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"headline": "Can Playing Video Games Help With Dyslexia?",
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"nprStoryDate": "Fri, 14 Feb 2014 13:26:00 -0500",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-full wp-image-34113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/179259047-e1392591147462.jpg\" alt=\"179259047\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most parents prefer that their children pick up a book rather than a game controller. But for kids with dyslexia, action video games may be just what the doctor ordered.\u003c/p>\n\u003cp>Dyslexia is one of the most common learning disabilities, affecting an estimated 5 to 10 percent of the world's population. Many approaches to help struggling readers focus on words and phonetics, but researchers at Oxford University say dyslexia is more of an attention issue.\u003c/p>\n\u003cp>So programs should emphasize training the brain's attention system, they say, something that video games do. \"These video games require you to respond very quickly, to shift attention to one part of the screen to another,\" says \u003ca href=\"http://vanessaharrar.webs.com/\" target=\"_blank\">Vanessa Harrar\u003c/a>, an experimental psychologist and lead author of the study.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When people with dyslexia had to shift their attention between sight and sound, their reaction was delayed. And they had significantly more trouble shifting attention from visual to audio than the other way around.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just shifting attention from one location to another, but we should also be training shifting attention from sound to visual stimuli and vice versa.\"\u003c/aside>\n\u003cp>\"It's not just shifting attention from one location to another, but we should also be training shifting attention from sound to visual stimuli and vice versa,\" Harrar, who is dyslexic herself, tells Shots.\u003c/p>\n\u003cp>She adds that at least for some people, making the association between a word and how it sounds might be easier if they hear it first and then see the corresponding symbols.\u003c/p>\n\u003cp>Scientists today still don't agree on what causes dyslexia, but one theory says it has something to do with a faulty nerve pathway from the eyes to the back of the brain that is responsible for guiding both visual and auditory attention. When this network malfunctions, people can't properly combine what they hear and see for the brain to process the information.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To test this, researchers asked 17 people with dyslexia and 19 control participants to press a button as quickly as they could each time they heard a sound, saw a dim flash of patterns on the computer screen or experienced both together.\u003c/p>\n\u003cp>The results showed that the dyslexic group took longer than typical readers to respond when they had to alternate their attention between a sound and a flash. What really stunned researchers was that the group reacted much more slowly to a sound if it followed the flash.\u003c/p>\n\u003cp>\"We were very surprised by this result, that there was sort of this asymmetry that only occurs in one direction,\" Harrar says.\u003c/p>\n\u003cp>The \u003ca href=\"http://dx.doi.org/10.1016/j.cub.2014.01.029\" target=\"_blank\">study\u003c/a> was published Feb. 13 in \u003cem>Current Biology\u003c/em>,\u003c/p>\n\u003cp>One explanation for this may be what psychologists call visual capture, says \u003ca href=\"http://www.ucmerced.edu/news/faculty-experts/faculty/jeffrey-gilger\" target=\"_blank\">Jeffrey Gilger\u003c/a>, an expert in language and learning disabilities at the University of California, Merced.\u003c/p>\n\u003cp>\"As human beings we prefer visual stimuli,\" Gilger, who was not involved in the study, tells Shots. \"When you're trying to listen to someone on TV and the sound doesn't match the mouth moving, it throws you off.\u003c/p>\n\u003cp>\"You're trying to get the sound to align with the vision, not the vision with the sound,\" he adds.\u003c/p>\n\u003cp>Since this was an unexpected outcome, Harrar says more research is needed to see if the asymmetrical delay is true for all people with dyslexia, and if video games that require quick shifts of attention would be helpful in overcoming it.\u003c/p>\n\u003cp>While the study did not directly test the effect of video games, her suggestion echoes the results of a 2013 \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/23453956\">experiment\u003c/a> done in Italy. That study found that dyslexic children showed improvements in reading speed and attention skills after having played video games with lots of action.\u003c/p>\n\u003cp>Gilger cautions that while some dyslexic people do have attention deficit, it is not the underlying cause of every type of dyslexia. Some people may appear to lack focus, but that doesn't necessarily signal that they have attention problems.\u003c/p>\n\u003cp>\"The reason they look that way is because they're disinterested in, perhaps, what they're doing in school or they don't want to stay on task,\" he says. \"But that has nothing to do with the neurological problems that's causing the reading disability.\"\u003c/p>\n\u003cp>He does agree with Harrar, however, that the study demonstrates a need for advanced and individualized training programs based on solid research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Unfortunately, even though we are beginning to understand more about what causes these learning disabilities, including dyslexia ... treatment is way behind,\" Gilger says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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