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"content": "\u003cfigure id=\"attachment_31387\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/college-library.jpg\" alt=\"college-library\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After just a few years, an explosion of interest, a lot of criticism and some iteration, the MOOC craze has recently come under close scrutiny. A recent \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\">University of Pennsylvania study\u003c/a> of the 16 courses that the university offered through \u003ca href=\"https://www.coursera.org/\">Coursera \u003c/a>indicates that classes with thousands of students may not close the college gap as quickly as some champions had hoped.\u003c/p>\n\u003cp>On average, the University of Pennsylvania completion rate for its MOOCS was just four percent, although completion rates went up when the expectations for the class were lower. “One thing that did seem to make a difference was the number of expectations on the users,” said Laura Perna, co-author of the study on \u003ca href=\"http://www.kqed.org/a/forum/R201312120900\">KQED’s Forum program\u003c/a>. “Those who had fewer homework assignments, for example, had higher persistence rates.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems.”\u003c/aside>\n\u003cp>\u003ca href=\"http://www.nature.com/nature/journal/v503/n7476/full/503342a.html\">Another study\u003c/a> conducted by Ezekiel Emanuel at the University of Pennsylvania found that 80 percent of MOOC users already have an advanced degree. Combined these studies cast doubt on the original hope that MOOCs would provide low-cost higher education to people across the world that don’t have access to traditional universities, but do have access to the internet and a motivation to learn.\u003c/p>\n\u003cp>A collaboration between another MOOC provider, \u003ca href=\"https://www.udacity.com/\">Udacity\u003c/a>, and San Jose State University\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-college-online-20131217,0,7650543.story#axzz2nquIxs4T\"> has also soured\u003c/a> the perception that MOOCs can help struggling students in the U.S. get remedial help. \u003ca href=\"http://www.insidehighered.com/news/2013/01/16/california-looks-moocs-online-push\">San Jose State targeted underserved students\u003c/a> with remedial MOOC-style classes because those courses are in high demand. But many of the students that need remedial help were also less familiar with computers, had unstable access to the internet and learning challenges that made it difficult for them to succeed in regular classrooms as well. Students in the San Jose State Udacity classes did worse than their counterparts in normal classrooms.\u003c/p>\n\u003cp>“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems,” said Peter Hadreas, philosophy chair at San Jose State and a MOOC skeptic on KQED’s Forum program. “Students who already have degrees who take MOOCs do much better.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"e76ab0b92af99f9789bf16df3e82b051\"]\u003c/p>\n\u003cp>Sebastian Thrun, founder and CEO of Udacity, doesn’t disagree with Hadreas, but he also doesn’t see that fact as a bad thing. “We have a lot of data that the dominant part of our students are actually people who would not partake in education and they enjoy the convenience of being able to learn at home, at their own pace,” Thrun said. He sees MOOCs playing a crucial role in helping adults retool their skill sets to meet modern workforce demands. Tech companies like Facebook are contracting with Udacity to develop in-service training for their employees because its cheaper and easier than sending them to off site trainings.\u003c/p>\n\u003cp>A sophomore at San Jose State University called into Forum saying he had taken a Udacity computer science course through the university and liked it more than other courses he has taken. “Whenever I had a problem or question there was always someone there to answer it, which was really helpful when there was a concept I couldn’t grasp,” he said.\u003c/p>\n\u003cp>On-demand mentoring is one way that MOOCs have been improving pass rates. “Being there at the right time, when a student gets stuck, doesn’t mean you have to spend hours and hours with that same student,” Thrun said. He estimates on average each student needed three to six hours of help over the course of the semester. But mentors found that many students had the same questions, so they could efficiently disseminate answers using Udacity’s platform.\u003c/p>\n\u003cp>Even if MOOCs don’t end up proving to be a panacea for the rising costs of education, these initial experiments show that they could still be an important player in adult education. The skill gap in the American workforce continues to widen and being able to quickly and cheaply acquire a few new skills to become more competitive in the job market could benefit those lucky people who already have some academic acumen. A \u003ca href=\"http://www.mckinsey.com/insights/economic_studies/talent_tensions_ahead_a_ceo_briefing\">McKinsey report \u003c/a>estimates that by 2020 85 million jobs worldwide will require skilled labor.\u003c/p>\n\u003cp>Re-educating people who were lucky enough to get college degrees in the wrong fields won’t likely be enough to meet that demand. 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"content": "\u003cfigure id=\"attachment_15000\" class=\"wp-caption center\" style=\"max-width: 506px\">\u003cimg class=\"size-full wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty.jpg\" alt=\"getty\" width=\"506\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-320x214.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">\u003cstrong>By Jessy Irwin\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Every day, teachers are responsible for maintaining numerous logins, passwords, data, and other private information about their students. As chief technology officer in the modern century classroom, an educator’s role becomes more complex (and potentially overwhelming) as more tablets, computers, and web tools are put in the hands of students. With so many tools, security and privacy are often an afterthought despite the increasing number of websites that fall victim to data breaches and security vulnerabilities each day.\u003c/p>\n\u003cp dir=\"ltr\">Last week, researchers discovered \u003ca href=\"http://heartbleed.com/\">Heartbleed\u003c/a>, a massive security flaw in an encryption tool used to protect data across some of the most popular sites on the web. For almost two years, this hole in OpenSSL may have quietly left two-thirds of the web vulnerable to eavesdropping, leaking private data including logins, passwords, and other information stored in Web servers to anyone who might be listening. Given the enormous amounts of information entrusted to teachers about their students, colleagues, and their communities, here are a few important measures teachers can take to protect themselves from Heartbleed.\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Don’t login to a site\u003c/strong> or attempt to change your passwords unless you’re certain that a vulnerable site has been fixed. Though most major web companies have fixed the Heartbleed bug, it’s important to note that logging in and changing passwords on a vulnerable site will leave you vulnerable to the likelihood of an attack.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>There are numerous resources\u003c/strong> that can help you determine whether a site is vulnerable or if it has been patched. If you use Google Apps for Education, Yahoo! Mail, Pinterest or Minecraft in your classroom and you haven’t changed your passwords in the last week, \u003ca href=\"http://mashable.com/2014/04/09/heartbleed-bug-websites-affected/\">it’s safe to do so now\u003c/a>. For Android users, \u003ca href=\"https://play.google.com/store/apps/details?id=com.lookout.heartbleeddetector\">this tool\u003c/a> from mobile security firm Lookout will help identify whether your operating system is susceptible to Heartbleed. Alternately, there are many tools that can check encrypted sites for the bug \u003ca href=\"http://lastpass.com/heartbleed/\">here\u003c/a>, \u003ca href=\"https://filippo.io/Heartbleed/\">here\u003c/a>, and \u003ca href=\"https://www.ssllabs.com/ssltest/index.html\">here\u003c/a>.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Your online accounts are more likely to be compromised\u003c/strong> by a phishing attack that attempts to steal account credentials than a hacker exploiting Heartbleed to steal data from servers. Because public awareness of Heartbleed is high, malicious hackers will do their best to make the most out of this situation as they can. For maximum security, educators should be manually accessing the sites they use when they want to login and change passwords instead of clicking through links within an email.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>If you’re using the same password for multiple accounts\u003c/strong> on the web, it is safest to assume all of the accounts using that password have been compromised. In the wake of major data breaches, criminals can and will employ tools that attempt to break into any online accounts they can. If you are one of many educators exercising this insecure habit, now is an excellent time time to break it. Password managers like \u003ca href=\"https://lastpass.com/\">LastPass\u003c/a>, \u003ca href=\"https://agilebits.com/onepassword\">1Password\u003c/a> and \u003ca href=\"http://keepass.info/\">KeePass\u003c/a> are valuable tools that can help educators to generate, store, and audit passwords for all of your web accounts.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Heartbleed may be affecting your school or district network, too.\u003c/strong> Security engineers are beginning to discover that firewalls, switches, virtual private networks, servers and other important network hardware are also susceptible to the hole in OpenSSL. In some cases, the records of your current and former students stored in an SIS are vulnerable, and sensitive information could be leaked without a trace to the rest of the web. District technology leaders, technology coordinators, and anyone maintaining databases full of student information should double check with hardware vendors to confirm whether their systems need patching or not.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>Though technologists and engineers have patched many of the sites vulnerable to Heartbleed, it's impossible to determine if sensitive user data may have leaked onto the web. While there is no such thing as being completely safe from hacking and data breaches on the web, there are many preventative measures that can be taken to protect sensitive data and online accounts. If there’s a lesson that can be taken away from Heartbleed, it’s this-- there’s never a bad time to be proactive about online security.\u003c/p>\n\u003cp>\u003cem>Jessy Irwin is a privacy and security advocate who once integrated technology and social media into a class of 3,000 students.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15000\" class=\"wp-caption center\" style=\"max-width: 506px\">\u003cimg class=\"size-full wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty.jpg\" alt=\"getty\" width=\"506\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-320x214.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">\u003cstrong>By Jessy Irwin\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Every day, teachers are responsible for maintaining numerous logins, passwords, data, and other private information about their students. As chief technology officer in the modern century classroom, an educator’s role becomes more complex (and potentially overwhelming) as more tablets, computers, and web tools are put in the hands of students. With so many tools, security and privacy are often an afterthought despite the increasing number of websites that fall victim to data breaches and security vulnerabilities each day.\u003c/p>\n\u003cp dir=\"ltr\">Last week, researchers discovered \u003ca href=\"http://heartbleed.com/\">Heartbleed\u003c/a>, a massive security flaw in an encryption tool used to protect data across some of the most popular sites on the web. For almost two years, this hole in OpenSSL may have quietly left two-thirds of the web vulnerable to eavesdropping, leaking private data including logins, passwords, and other information stored in Web servers to anyone who might be listening. Given the enormous amounts of information entrusted to teachers about their students, colleagues, and their communities, here are a few important measures teachers can take to protect themselves from Heartbleed.\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Don’t login to a site\u003c/strong> or attempt to change your passwords unless you’re certain that a vulnerable site has been fixed. Though most major web companies have fixed the Heartbleed bug, it’s important to note that logging in and changing passwords on a vulnerable site will leave you vulnerable to the likelihood of an attack.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>There are numerous resources\u003c/strong> that can help you determine whether a site is vulnerable or if it has been patched. If you use Google Apps for Education, Yahoo! Mail, Pinterest or Minecraft in your classroom and you haven’t changed your passwords in the last week, \u003ca href=\"http://mashable.com/2014/04/09/heartbleed-bug-websites-affected/\">it’s safe to do so now\u003c/a>. For Android users, \u003ca href=\"https://play.google.com/store/apps/details?id=com.lookout.heartbleeddetector\">this tool\u003c/a> from mobile security firm Lookout will help identify whether your operating system is susceptible to Heartbleed. Alternately, there are many tools that can check encrypted sites for the bug \u003ca href=\"http://lastpass.com/heartbleed/\">here\u003c/a>, \u003ca href=\"https://filippo.io/Heartbleed/\">here\u003c/a>, and \u003ca href=\"https://www.ssllabs.com/ssltest/index.html\">here\u003c/a>.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Your online accounts are more likely to be compromised\u003c/strong> by a phishing attack that attempts to steal account credentials than a hacker exploiting Heartbleed to steal data from servers. Because public awareness of Heartbleed is high, malicious hackers will do their best to make the most out of this situation as they can. For maximum security, educators should be manually accessing the sites they use when they want to login and change passwords instead of clicking through links within an email.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>If you’re using the same password for multiple accounts\u003c/strong> on the web, it is safest to assume all of the accounts using that password have been compromised. In the wake of major data breaches, criminals can and will employ tools that attempt to break into any online accounts they can. If you are one of many educators exercising this insecure habit, now is an excellent time time to break it. Password managers like \u003ca href=\"https://lastpass.com/\">LastPass\u003c/a>, \u003ca href=\"https://agilebits.com/onepassword\">1Password\u003c/a> and \u003ca href=\"http://keepass.info/\">KeePass\u003c/a> are valuable tools that can help educators to generate, store, and audit passwords for all of your web accounts.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Heartbleed may be affecting your school or district network, too.\u003c/strong> Security engineers are beginning to discover that firewalls, switches, virtual private networks, servers and other important network hardware are also susceptible to the hole in OpenSSL. In some cases, the records of your current and former students stored in an SIS are vulnerable, and sensitive information could be leaked without a trace to the rest of the web. District technology leaders, technology coordinators, and anyone maintaining databases full of student information should double check with hardware vendors to confirm whether their systems need patching or not.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>Though technologists and engineers have patched many of the sites vulnerable to Heartbleed, it's impossible to determine if sensitive user data may have leaked onto the web. While there is no such thing as being completely safe from hacking and data breaches on the web, there are many preventative measures that can be taken to protect sensitive data and online accounts. If there’s a lesson that can be taken away from Heartbleed, it’s this-- there’s never a bad time to be proactive about online security.\u003c/p>\n\u003cp>\u003cem>Jessy Irwin is a privacy and security advocate who once integrated technology and social media into a class of 3,000 students.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Project Tomorrow's \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">2013 Speak Up survey \u003c/a>of more than 325,000 students and 75,000 parents, teachers and administrators digs into how students and teachers are using technology in school and for learning outside of school, and comes up with some interesting insights about the pervasiveness of tech use.\u003c/p>\n\u003cp>A quarter of students in grades 3-5 and a third of students in grades 6-12 report using a mobile device provided by their school in class. This trend is more pronounced in Title I schools. Still, as tech use proliferates, digital equity has risen to the top as a concern for district leaders. Forty-six percent of district technology leaders say student access to the internet outside of school is one of the most challenging issues they face.\u003c/p>\n\u003cp>The report also highlighted the popularity of digital learning games among both teachers and students. A quarter of teachers surveyed said they're integrating digital games into their teaching. Twenty-five percent of students report playing an online game outside of school specifically to learn something. And contrary to the stereotype, girls love video games too, with 37 percent of middle school girls reporting they play games regularly on tablets. The number of girls equals boys in mobile game play as well. The differences lie in the kinds of games each gender favors, with boys still dominating massively multi-player online games.\u003c/p>\n\u003cp>Check out the Project Tomorrow \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\" target=\"_blank\">infographic\u003c/a> below for more survey results and \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">read the whole report\u003c/a> for an in-depth breakdown.\u003c/p>\n\u003cfigure id=\"attachment_34938\" class=\"wp-caption center\" style=\"max-width: 1102px\">\u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\">\u003cimg class=\"size-full wp-image-34938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg\" alt=\"SU2013_MobileLearning-page-0\" width=\"1102\" height=\"1426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg 1102w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-400x518.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-320x414.jpg 320w\" sizes=\"(max-width: 1102px) 100vw, 1102px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Project Tomorrow's \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">2013 Speak Up survey \u003c/a>of more than 325,000 students and 75,000 parents, teachers and administrators digs into how students and teachers are using technology in school and for learning outside of school, and comes up with some interesting insights about the pervasiveness of tech use.\u003c/p>\n\u003cp>A quarter of students in grades 3-5 and a third of students in grades 6-12 report using a mobile device provided by their school in class. This trend is more pronounced in Title I schools. Still, as tech use proliferates, digital equity has risen to the top as a concern for district leaders. Forty-six percent of district technology leaders say student access to the internet outside of school is one of the most challenging issues they face.\u003c/p>\n\u003cp>The report also highlighted the popularity of digital learning games among both teachers and students. A quarter of teachers surveyed said they're integrating digital games into their teaching. Twenty-five percent of students report playing an online game outside of school specifically to learn something. And contrary to the stereotype, girls love video games too, with 37 percent of middle school girls reporting they play games regularly on tablets. The number of girls equals boys in mobile game play as well. The differences lie in the kinds of games each gender favors, with boys still dominating massively multi-player online games.\u003c/p>\n\u003cp>Check out the Project Tomorrow \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\" target=\"_blank\">infographic\u003c/a> below for more survey results and \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">read the whole report\u003c/a> for an in-depth breakdown.\u003c/p>\n\u003cfigure id=\"attachment_34938\" class=\"wp-caption center\" style=\"max-width: 1102px\">\u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\">\u003cimg class=\"size-full wp-image-34938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg\" alt=\"SU2013_MobileLearning-page-0\" width=\"1102\" height=\"1426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg 1102w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-400x518.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-320x414.jpg 320w\" sizes=\"(max-width: 1102px) 100vw, 1102px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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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. 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",
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"excerpt": "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.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>\u003c/p>\u003c/div>",
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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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"disqusTitle": "What Will Happen to 'Big Data' In Education?",
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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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"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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"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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"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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"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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"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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"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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"disqusTitle": "Texts, Snapchats, Instagram: Translating Teens' Online Behavior",
"title": "Texts, Snapchats, Instagram: Translating Teens' Online Behavior",
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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. 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"disqusTitle": "Apps That Challenge Kids to Solve Environmental Issues",
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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",
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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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