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"disqusTitle": "Demand for Computer Science Classes Grows, Along With Digital Divide",
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"content": "\u003cfigure id=\"attachment_34123\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-34123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/ap716483568359_wide-3d89555fdd14f214893b776bf3734db33b31279d-s40-c85-640x359.jpg\" alt=\"Alex Tu, left, an Advanced Placement student, works during a computer science class in Midwest City, Okla. There's been a sharp decline in the number of computer science classes offered in U.S. secondary schools. \" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\">Alex Tu, left, an Advanced Placement student, works during a computer science class in Midwest City, Okla. There's been a sharp decline in the number of computer science classes offered in U.S. secondary schools.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap\">A handful of nonprofit and for-profit groups are working to address what they see as a national education crisis: Too few of America's K-12 public schools actually teach computer science basics and fewer still offer it for credit.\u003c/p>\n\u003cp>It's \u003ca href=\"https://docs.google.com/document/d/1gySkItxiJn_vwb8HIIKNXqen184mRtzDX12cux0ZgZk/pub\">projected\u003c/a> that in the next decade there will be about 1 million more U.S. jobs in the tech sector than computer science graduates to fill them. And it's \u003ca href=\"http://research.collegeboard.org/programs/ap/data/archived\">estimated\u003c/a> that only about 10 percent of K-12 schools teach computer science.\u003c/p>\n\u003cp>So some in the education technology sector, an industry \u003ca href=\"http://www.siia.net/index.php?option=com_docman&task=doc_view&gid=4801&Itemid=318\">worth some $8 billion\u003c/a> a year and growing, are stepping in.\u003c/p>\n\u003cp>At a Silicon Valley hotel recently, venture capitalists and interested parties heard funding pitches and watched demonstrations from 13 ed-tech start-ups backed by an incubator called \u003ca href=\"http://www.imaginek12.com/\">Imagine K-12\u003c/a>. One of them is \u003ca href=\"http://www.surfscore.com/\">Kodable\u003c/a>, which aims to teach kids five years and younger the fundamentals of programming through a game where you guide a Pac-Man-esque fuzz ball.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"As soon as you can start learning [coding] you should, because the earlier you start learning something, the better you'll be at it later in life,\" says Grechen Huebner, the co-founder of Kodable. She's working two computer screens to demonstrate how the game works in the hotel lobby.\u003c/p>\n\u003cp>\"Kids have to drag and drop symbols to get their fuzzy character to go through a maze so they learn about conditions, loops and functions and even debugging,\" Huebner says.\u003c/p>\n\u003cp>So should kids who've barely shed their pull-up diapers really learn to code? Huebner thinks it's vital. \"We have kids as young as two using it. Five is just kinda the sweet spot.\u003cstrong>\"\u003c/strong>\u003c/p>\n\u003cp>My daughter's behind, I think. She's four and she hasn't started coding. Bad parent.\u003c/p>\n\u003cp>Even if kids aren't offered game-based computer science concepts in pre-K, there is growing consensus students should get exposed to basic computer science concepts early. Kodable and other startups hope to make a profit filling this enormous void in American public education.\u003c/p>\n\u003cp>\"Ninety percent of schools just don't even teach it. So if you're a parent and your school doesn't even offer this class, your kids aren't going to have the preparation they need for 21st century,\" says\u003cstrong> \u003c/strong>Hadi Partovi, co-founder of the nonprofit \u003ca href=\"http://code.org/\">Code.org\u003c/a>. \"Just like we teach how electricity works and biology basics they should also know how the Internet works and how apps work. Schools need to add this to the curriculum.\"\u003c/p>\n\u003cp>Through his \u003ca href=\"http://csedweek.org/\" target=\"_blank\">\"Hour of Code\" initiative\u003c/a>,\u003cstrong> \u003c/strong>Partovi is working to get kids, parents and schools interested computer science curriculum.\u003c/p>\n\u003cp>\u003cstrong>'It's All Around Us'\u003c/strong>\u003c/p>\n\u003cp>Third graders at a public elementary school in Baltimore recently took part in a game-based Hour of Code to start to try to learn the very basics of coding even though they don't realize it. \"So you're moving three blocks and then you press start,\" one third grader says.\u003cstrong> \u003c/strong>Gretchen LeGrand with the nonprofit \u003ca href=\"http://codeintheschools.org/\">Code in the Schools\u003c/a> is trying to bring computer science fundamentals to underserved, low-income kids in Baltimore. She says it's a huge challenge in a district with few resources.\u003c/p>\n\u003cp>\"The computers are old or outdated. We either can't install the software we want to use to teach computer programming or the connection's slow.\"\u003cstrong> \u003c/strong>She's had to adapt to teaching about coding without a computer or what more teachers are calling teaching \u003ca href=\"http://csedweek.org/unplugged/thinkersmith\">CS unplugged.\u003c/a>\u003c/p>\n\u003cp>Partovi says teaching computer science is not about esoteric knowledge for computer geeks or filling jobs at Google or Microsoft. Most of these jobs are not with big high tech companies. It's about training a globally competitive workforce and keeping most every sector of the U.S. economy thriving.\u003c/p>\n\u003cp>\"Our future lawyers and doctors and politicians and businessmen — the folks in the other jobs — need to have a little bit of a background about how the world around them works,\" Partovi says. \"It's all around us, and every industry gets impacted by it.\"\u003c/p>\n\u003cp>According to a study by the largest U.S. \u003ca href=\"http://www.acm.org/\">computing society\u003c/a>, only \u003ca href=\"http://www.acm.org/runningonempty/exec_summary.pdf\">14 states\u003c/a> have adopted secondary school standards for computer science. At the same time, there's been a sharp decline in the last five years in the number of introductory and advanced placement (AP) computer science classes offered in U.S. secondary schools.\u003c/p>\n\u003cp>Ironically, that decline comes just as states tout improvements to science, technology, engineering and math (STEM) curricula. And several \u003ca href=\"http://www.computinginthecore.org/about\">groups and corporations\u003c/a> have voiced deep concern that the new Common Core state standards promote no significant computer science content in either math or science.\u003c/p>\n\u003cp>There are some bright spots: \u003ca href=\"http://www.theepochtimes.com/n3/390980-chancellor-walcott-announces-1-million-investment-in-computer-science-education/?photo=2\">New York\u003c/a>, Los Angeles, \u003ca href=\"http://www.chicagotribune.com/news/local/breaking/chi-cps-to-add-computer-science-as-core-subject-20131209,0,799638.story\">Chicago\u003c/a> and \u003ca href=\"http://www.fortlauderdaleconnex.com/local/28164-broward-county-public-schools-announces-partnership-with-code-org.html\">Broward County, Fla\u003c/a>., have all recently boosted their commitments to expanding computer science offerings. But there's a long way to go, says Chris Stephenson who directs the Computer Science Teachers Association. She says a big problem is profound confusion about just what computer science is. Too many parents and administrators conflate gaming and basic point-and-click literacy with computer science — the principles and practices of computing and coding.\u003c/p>\n\u003cp>\"I've had administrators actually say to me in all good intention, 'I know kids are learning computer science in my schools because there are computers in the schools.' And that is just not true,\" Stephenson says.\u003c/p>\n\u003cp>\"I think that they just don't understand that having access to a computer isn't the same as learning computer science any more than having a Bunsen burner in the cupboard is the same as learning chemistry,\" she says. \"There's a scientific discipline here you can't just learn by playing around with the technology.\"\u003c/p>\n\u003cp>\u003cstrong>Informational Divide\u003c/strong>\u003c/p>\n\u003cp>The \"guesstimate\" is that only five to 10 percent of schools teach computer science, based largely on data on students who take the \u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">AP test\u003c/a> in computer science annually. The real percentage may be lower. Nobody tracks the figures nationally.\u003c/p>\n\u003cp>Some sobering stats from last year's AP data:\u003c/p>\n\u003cul>\n\u003cli>In Mississippi, Montana and Wyoming, no girls took the computer science exam.\u003c/li>\n\u003cli>In 11 states, no black students took it.\u003c/li>\n\u003cli>In eight states, no Hispanics took it.\u003c/li>\n\u003cli>In 17 states, fewer than 100 students took it.\u003c/li>\n\u003c/ul>\n\u003cp>\"It's crazy small. I mean it would be absurd if it weren't so scary; that's how terrifying it is,\" Stephenson says.\u003c/p>\n\u003cp>So never mind the hardware-based digital divide, there's a growing digital information divide. Computer science education, it seems, is now privileged knowledge accessible mostly by affluent kids.\u003c/p>\n\u003cp>\"The people that are most likely to succeed have access to it and other kids do not, and we really need to look at those facts and figures and be horrified by them,\" Stephenson says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She says the Hour of Code — which has reached millions of students around the world — is a terrific start. But \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">until more public schools offer computer science\u003c/a>— for credit — she says the knowledge gap will only continue to widen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Push+To+Boost+Computer+Science+Learning%2C+Even+At+An+Early+Age&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"excerpt": "It's estimated that only about 10 percent of K-12 schools teach computer science. Some companies are trying to fill a void in American public education by teaching kids computer programming basics. The push comes amid projections that there will be far more tech sector jobs than computer science graduates to fill them.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34123\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-34123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/ap716483568359_wide-3d89555fdd14f214893b776bf3734db33b31279d-s40-c85-640x359.jpg\" alt=\"Alex Tu, left, an Advanced Placement student, works during a computer science class in Midwest City, Okla. There's been a sharp decline in the number of computer science classes offered in U.S. secondary schools. \" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\">Alex Tu, left, an Advanced Placement student, works during a computer science class in Midwest City, Okla. There's been a sharp decline in the number of computer science classes offered in U.S. secondary schools.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap\">A handful of nonprofit and for-profit groups are working to address what they see as a national education crisis: Too few of America's K-12 public schools actually teach computer science basics and fewer still offer it for credit.\u003c/p>\n\u003cp>It's \u003ca href=\"https://docs.google.com/document/d/1gySkItxiJn_vwb8HIIKNXqen184mRtzDX12cux0ZgZk/pub\">projected\u003c/a> that in the next decade there will be about 1 million more U.S. jobs in the tech sector than computer science graduates to fill them. And it's \u003ca href=\"http://research.collegeboard.org/programs/ap/data/archived\">estimated\u003c/a> that only about 10 percent of K-12 schools teach computer science.\u003c/p>\n\u003cp>So some in the education technology sector, an industry \u003ca href=\"http://www.siia.net/index.php?option=com_docman&task=doc_view&gid=4801&Itemid=318\">worth some $8 billion\u003c/a> a year and growing, are stepping in.\u003c/p>\n\u003cp>At a Silicon Valley hotel recently, venture capitalists and interested parties heard funding pitches and watched demonstrations from 13 ed-tech start-ups backed by an incubator called \u003ca href=\"http://www.imaginek12.com/\">Imagine K-12\u003c/a>. One of them is \u003ca href=\"http://www.surfscore.com/\">Kodable\u003c/a>, which aims to teach kids five years and younger the fundamentals of programming through a game where you guide a Pac-Man-esque fuzz ball.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"As soon as you can start learning [coding] you should, because the earlier you start learning something, the better you'll be at it later in life,\" says Grechen Huebner, the co-founder of Kodable. She's working two computer screens to demonstrate how the game works in the hotel lobby.\u003c/p>\n\u003cp>\"Kids have to drag and drop symbols to get their fuzzy character to go through a maze so they learn about conditions, loops and functions and even debugging,\" Huebner says.\u003c/p>\n\u003cp>So should kids who've barely shed their pull-up diapers really learn to code? Huebner thinks it's vital. \"We have kids as young as two using it. Five is just kinda the sweet spot.\u003cstrong>\"\u003c/strong>\u003c/p>\n\u003cp>My daughter's behind, I think. She's four and she hasn't started coding. Bad parent.\u003c/p>\n\u003cp>Even if kids aren't offered game-based computer science concepts in pre-K, there is growing consensus students should get exposed to basic computer science concepts early. Kodable and other startups hope to make a profit filling this enormous void in American public education.\u003c/p>\n\u003cp>\"Ninety percent of schools just don't even teach it. So if you're a parent and your school doesn't even offer this class, your kids aren't going to have the preparation they need for 21st century,\" says\u003cstrong> \u003c/strong>Hadi Partovi, co-founder of the nonprofit \u003ca href=\"http://code.org/\">Code.org\u003c/a>. \"Just like we teach how electricity works and biology basics they should also know how the Internet works and how apps work. Schools need to add this to the curriculum.\"\u003c/p>\n\u003cp>Through his \u003ca href=\"http://csedweek.org/\" target=\"_blank\">\"Hour of Code\" initiative\u003c/a>,\u003cstrong> \u003c/strong>Partovi is working to get kids, parents and schools interested computer science curriculum.\u003c/p>\n\u003cp>\u003cstrong>'It's All Around Us'\u003c/strong>\u003c/p>\n\u003cp>Third graders at a public elementary school in Baltimore recently took part in a game-based Hour of Code to start to try to learn the very basics of coding even though they don't realize it. \"So you're moving three blocks and then you press start,\" one third grader says.\u003cstrong> \u003c/strong>Gretchen LeGrand with the nonprofit \u003ca href=\"http://codeintheschools.org/\">Code in the Schools\u003c/a> is trying to bring computer science fundamentals to underserved, low-income kids in Baltimore. She says it's a huge challenge in a district with few resources.\u003c/p>\n\u003cp>\"The computers are old or outdated. We either can't install the software we want to use to teach computer programming or the connection's slow.\"\u003cstrong> \u003c/strong>She's had to adapt to teaching about coding without a computer or what more teachers are calling teaching \u003ca href=\"http://csedweek.org/unplugged/thinkersmith\">CS unplugged.\u003c/a>\u003c/p>\n\u003cp>Partovi says teaching computer science is not about esoteric knowledge for computer geeks or filling jobs at Google or Microsoft. Most of these jobs are not with big high tech companies. It's about training a globally competitive workforce and keeping most every sector of the U.S. economy thriving.\u003c/p>\n\u003cp>\"Our future lawyers and doctors and politicians and businessmen — the folks in the other jobs — need to have a little bit of a background about how the world around them works,\" Partovi says. \"It's all around us, and every industry gets impacted by it.\"\u003c/p>\n\u003cp>According to a study by the largest U.S. \u003ca href=\"http://www.acm.org/\">computing society\u003c/a>, only \u003ca href=\"http://www.acm.org/runningonempty/exec_summary.pdf\">14 states\u003c/a> have adopted secondary school standards for computer science. At the same time, there's been a sharp decline in the last five years in the number of introductory and advanced placement (AP) computer science classes offered in U.S. secondary schools.\u003c/p>\n\u003cp>Ironically, that decline comes just as states tout improvements to science, technology, engineering and math (STEM) curricula. And several \u003ca href=\"http://www.computinginthecore.org/about\">groups and corporations\u003c/a> have voiced deep concern that the new Common Core state standards promote no significant computer science content in either math or science.\u003c/p>\n\u003cp>There are some bright spots: \u003ca href=\"http://www.theepochtimes.com/n3/390980-chancellor-walcott-announces-1-million-investment-in-computer-science-education/?photo=2\">New York\u003c/a>, Los Angeles, \u003ca href=\"http://www.chicagotribune.com/news/local/breaking/chi-cps-to-add-computer-science-as-core-subject-20131209,0,799638.story\">Chicago\u003c/a> and \u003ca href=\"http://www.fortlauderdaleconnex.com/local/28164-broward-county-public-schools-announces-partnership-with-code-org.html\">Broward County, Fla\u003c/a>., have all recently boosted their commitments to expanding computer science offerings. But there's a long way to go, says Chris Stephenson who directs the Computer Science Teachers Association. She says a big problem is profound confusion about just what computer science is. Too many parents and administrators conflate gaming and basic point-and-click literacy with computer science — the principles and practices of computing and coding.\u003c/p>\n\u003cp>\"I've had administrators actually say to me in all good intention, 'I know kids are learning computer science in my schools because there are computers in the schools.' And that is just not true,\" Stephenson says.\u003c/p>\n\u003cp>\"I think that they just don't understand that having access to a computer isn't the same as learning computer science any more than having a Bunsen burner in the cupboard is the same as learning chemistry,\" she says. \"There's a scientific discipline here you can't just learn by playing around with the technology.\"\u003c/p>\n\u003cp>\u003cstrong>Informational Divide\u003c/strong>\u003c/p>\n\u003cp>The \"guesstimate\" is that only five to 10 percent of schools teach computer science, based largely on data on students who take the \u003ca href=\"http://home.cc.gatech.edu/ice-gt/556\">AP test\u003c/a> in computer science annually. The real percentage may be lower. Nobody tracks the figures nationally.\u003c/p>\n\u003cp>Some sobering stats from last year's AP data:\u003c/p>\n\u003cul>\n\u003cli>In Mississippi, Montana and Wyoming, no girls took the computer science exam.\u003c/li>\n\u003cli>In 11 states, no black students took it.\u003c/li>\n\u003cli>In eight states, no Hispanics took it.\u003c/li>\n\u003cli>In 17 states, fewer than 100 students took it.\u003c/li>\n\u003c/ul>\n\u003cp>\"It's crazy small. I mean it would be absurd if it weren't so scary; that's how terrifying it is,\" Stephenson says.\u003c/p>\n\u003cp>So never mind the hardware-based digital divide, there's a growing digital information divide. Computer science education, it seems, is now privileged knowledge accessible mostly by affluent kids.\u003c/p>\n\u003cp>\"The people that are most likely to succeed have access to it and other kids do not, and we really need to look at those facts and figures and be horrified by them,\" Stephenson says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says the Hour of Code — which has reached millions of students around the world — is a terrific start. But \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">until more public schools offer computer science\u003c/a>— for credit — she says the knowledge gap will only continue to widen.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Push+To+Boost+Computer+Science+Learning%2C+Even+At+An+Early+Age&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Playing Video Games Help With Dyslexia?",
"title": "Can Playing Video Games Help With Dyslexia?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"size-full wp-image-34113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/179259047-e1392591147462.jpg\" alt=\"179259047\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most parents prefer that their children pick up a book rather than a game controller. But for kids with dyslexia, action video games may be just what the doctor ordered.\u003c/p>\n\u003cp>Dyslexia is one of the most common learning disabilities, affecting an estimated 5 to 10 percent of the world's population. Many approaches to help struggling readers focus on words and phonetics, but researchers at Oxford University say dyslexia is more of an attention issue.\u003c/p>\n\u003cp>So programs should emphasize training the brain's attention system, they say, something that video games do. \"These video games require you to respond very quickly, to shift attention to one part of the screen to another,\" says \u003ca href=\"http://vanessaharrar.webs.com/\" target=\"_blank\">Vanessa Harrar\u003c/a>, an experimental psychologist and lead author of the study.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When people with dyslexia had to shift their attention between sight and sound, their reaction was delayed. And they had significantly more trouble shifting attention from visual to audio than the other way around.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just shifting attention from one location to another, but we should also be training shifting attention from sound to visual stimuli and vice versa.\"\u003c/aside>\n\u003cp>\"It's not just shifting attention from one location to another, but we should also be training shifting attention from sound to visual stimuli and vice versa,\" Harrar, who is dyslexic herself, tells Shots.\u003c/p>\n\u003cp>She adds that at least for some people, making the association between a word and how it sounds might be easier if they hear it first and then see the corresponding symbols.\u003c/p>\n\u003cp>Scientists today still don't agree on what causes dyslexia, but one theory says it has something to do with a faulty nerve pathway from the eyes to the back of the brain that is responsible for guiding both visual and auditory attention. When this network malfunctions, people can't properly combine what they hear and see for the brain to process the information.\u003c/p>\n\u003cp>[contextly_sidebar id=\"df61accd7edecea884e72c2619f8d6c2\"]\u003c/p>\n\u003cp>To test this, researchers asked 17 people with dyslexia and 19 control participants to press a button as quickly as they could each time they heard a sound, saw a dim flash of patterns on the computer screen or experienced both together.\u003c/p>\n\u003cp>The results showed that the dyslexic group took longer than typical readers to respond when they had to alternate their attention between a sound and a flash. What really stunned researchers was that the group reacted much more slowly to a sound if it followed the flash.\u003c/p>\n\u003cp>\"We were very surprised by this result, that there was sort of this asymmetry that only occurs in one direction,\" Harrar says.\u003c/p>\n\u003cp>The \u003ca href=\"http://dx.doi.org/10.1016/j.cub.2014.01.029\" target=\"_blank\">study\u003c/a> was published Feb. 13 in \u003cem>Current Biology\u003c/em>,\u003c/p>\n\u003cp>One explanation for this may be what psychologists call visual capture, says \u003ca href=\"http://www.ucmerced.edu/news/faculty-experts/faculty/jeffrey-gilger\" target=\"_blank\">Jeffrey Gilger\u003c/a>, an expert in language and learning disabilities at the University of California, Merced.\u003c/p>\n\u003cp>\"As human beings we prefer visual stimuli,\" Gilger, who was not involved in the study, tells Shots. \"When you're trying to listen to someone on TV and the sound doesn't match the mouth moving, it throws you off.\u003c/p>\n\u003cp>\"You're trying to get the sound to align with the vision, not the vision with the sound,\" he adds.\u003c/p>\n\u003cp>Since this was an unexpected outcome, Harrar says more research is needed to see if the asymmetrical delay is true for all people with dyslexia, and if video games that require quick shifts of attention would be helpful in overcoming it.\u003c/p>\n\u003cp>While the study did not directly test the effect of video games, her suggestion echoes the results of a 2013 \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/23453956\">experiment\u003c/a> done in Italy. That study found that dyslexic children showed improvements in reading speed and attention skills after having played video games with lots of action.\u003c/p>\n\u003cp>Gilger cautions that while some dyslexic people do have attention deficit, it is not the underlying cause of every type of dyslexia. Some people may appear to lack focus, but that doesn't necessarily signal that they have attention problems.\u003c/p>\n\u003cp>\"The reason they look that way is because they're disinterested in, perhaps, what they're doing in school or they don't want to stay on task,\" he says. \"But that has nothing to do with the neurological problems that's causing the reading disability.\"\u003c/p>\n\u003cp>He does agree with Harrar, however, that the study demonstrates a need for advanced and individualized training programs based on solid research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Unfortunately, even though we are beginning to understand more about what causes these learning disabilities, including dyslexia ... treatment is way behind,\" Gilger says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n",
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"excerpt": "People with dyslexia take longer to alternate their attention between visual and audio cues, researchers say. That's particularly true if they have to attend to a sound after seeing something. That difference may provide clues to better treatments for dyslexia.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-full wp-image-34113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/179259047-e1392591147462.jpg\" alt=\"179259047\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/179259047-e1392591147462-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most parents prefer that their children pick up a book rather than a game controller. But for kids with dyslexia, action video games may be just what the doctor ordered.\u003c/p>\n\u003cp>Dyslexia is one of the most common learning disabilities, affecting an estimated 5 to 10 percent of the world's population. Many approaches to help struggling readers focus on words and phonetics, but researchers at Oxford University say dyslexia is more of an attention issue.\u003c/p>\n\u003cp>So programs should emphasize training the brain's attention system, they say, something that video games do. \"These video games require you to respond very quickly, to shift attention to one part of the screen to another,\" says \u003ca href=\"http://vanessaharrar.webs.com/\" target=\"_blank\">Vanessa Harrar\u003c/a>, an experimental psychologist and lead author of the study.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When people with dyslexia had to shift their attention between sight and sound, their reaction was delayed. And they had significantly more trouble shifting attention from visual to audio than the other way around.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just shifting attention from one location to another, but we should also be training shifting attention from sound to visual stimuli and vice versa.\"\u003c/aside>\n\u003cp>\"It's not just shifting attention from one location to another, but we should also be training shifting attention from sound to visual stimuli and vice versa,\" Harrar, who is dyslexic herself, tells Shots.\u003c/p>\n\u003cp>She adds that at least for some people, making the association between a word and how it sounds might be easier if they hear it first and then see the corresponding symbols.\u003c/p>\n\u003cp>Scientists today still don't agree on what causes dyslexia, but one theory says it has something to do with a faulty nerve pathway from the eyes to the back of the brain that is responsible for guiding both visual and auditory attention. When this network malfunctions, people can't properly combine what they hear and see for the brain to process the information.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To test this, researchers asked 17 people with dyslexia and 19 control participants to press a button as quickly as they could each time they heard a sound, saw a dim flash of patterns on the computer screen or experienced both together.\u003c/p>\n\u003cp>The results showed that the dyslexic group took longer than typical readers to respond when they had to alternate their attention between a sound and a flash. What really stunned researchers was that the group reacted much more slowly to a sound if it followed the flash.\u003c/p>\n\u003cp>\"We were very surprised by this result, that there was sort of this asymmetry that only occurs in one direction,\" Harrar says.\u003c/p>\n\u003cp>The \u003ca href=\"http://dx.doi.org/10.1016/j.cub.2014.01.029\" target=\"_blank\">study\u003c/a> was published Feb. 13 in \u003cem>Current Biology\u003c/em>,\u003c/p>\n\u003cp>One explanation for this may be what psychologists call visual capture, says \u003ca href=\"http://www.ucmerced.edu/news/faculty-experts/faculty/jeffrey-gilger\" target=\"_blank\">Jeffrey Gilger\u003c/a>, an expert in language and learning disabilities at the University of California, Merced.\u003c/p>\n\u003cp>\"As human beings we prefer visual stimuli,\" Gilger, who was not involved in the study, tells Shots. \"When you're trying to listen to someone on TV and the sound doesn't match the mouth moving, it throws you off.\u003c/p>\n\u003cp>\"You're trying to get the sound to align with the vision, not the vision with the sound,\" he adds.\u003c/p>\n\u003cp>Since this was an unexpected outcome, Harrar says more research is needed to see if the asymmetrical delay is true for all people with dyslexia, and if video games that require quick shifts of attention would be helpful in overcoming it.\u003c/p>\n\u003cp>While the study did not directly test the effect of video games, her suggestion echoes the results of a 2013 \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/23453956\">experiment\u003c/a> done in Italy. That study found that dyslexic children showed improvements in reading speed and attention skills after having played video games with lots of action.\u003c/p>\n\u003cp>Gilger cautions that while some dyslexic people do have attention deficit, it is not the underlying cause of every type of dyslexia. Some people may appear to lack focus, but that doesn't necessarily signal that they have attention problems.\u003c/p>\n\u003cp>\"The reason they look that way is because they're disinterested in, perhaps, what they're doing in school or they don't want to stay on task,\" he says. \"But that has nothing to do with the neurological problems that's causing the reading disability.\"\u003c/p>\n\u003cp>He does agree with Harrar, however, that the study demonstrates a need for advanced and individualized training programs based on solid research.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Unfortunately, even though we are beginning to understand more about what causes these learning disabilities, including dyslexia ... treatment is way behind,\" Gilger says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Will It Take for iPads to Upend Teaching and Learning?",
"title": "What Will It Take for iPads to Upend Teaching and Learning?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34055\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7078.jpg\" alt=\"Students at Hillview Elementary School use iPads in math class.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at Hillview Elementary School use iPads in math class.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As schools across the country consider\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/macbook-chromebook-ipads-moving-beyond-platforms/\" target=\"_blank\"> which devices to invest in, \u003c/a>they must first consider their big-picture vision for how they'll be using these devices -- and to what end. They must consider the needs of teachers and students, and come up with a shared understanding of their goals.\u003c/p>\n\u003cp>When it comes to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">choosing tablets,\u003c/a> educators have a lot of anecdotal information to weigh, and many are making these decisions with \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">their eyes wide open\u003c/a>. But no one example of school tablet use can be a set model for every scenario. Each principal, each school, and each community has their own set of needs and criteria, so what might work in one school may not work in another.\u003c/p>\n\u003cp>Still, educators and administrators are learning from their experiences, and are continuing to refine their vision, as they set expectations for what they want to achieve -- ideally beyond higher test scores. In our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablet/\" target=\"_blank\">continuing coverage of tablets in schools\u003c/a>, we're seeking to document the questions and complexities that come up as teachers, administrators, and students find what works and what doesn't.\u003c/p>\n\u003cp>To that end, we visited Hillview Middle School, located in an affluent Bay Area suburb in Silicon Valley, which is now in its third year of piloting iPads to each student, grade by grade. Principal Erik Burmeister has led the effort, consulting closely with \u003ca href=\"http://edtechteacher.org/\" target=\"_blank\">EdTech Teacher,\u003c/a> which puts on the annual \u003ca href=\"http://ipadsummitusa.org/\" target=\"_blank\">iPad Summit,\u003c/a> to help define those amorphous, complex goals.\u003c/p>\n\u003cp>But even with this fairly sophisticated level of knowledge and expertise going into the iPad pilot, Burmeister has no illusions that, at this point, the iPad program is doing more than just \"enhancing\" classroom learning. That is, it’s helping with homework management, organization, and other logistics, but the introduction of the device hasn’t yet become transformative, which is his ultimate goal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So what does \"transformative\" mean to Burmeister?\u003c/p>\n\u003cp>\"I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,\" Burmeister said. \"My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">--> \u003ca href=\"http://wp.me/p2io8W-8PY\">What Students Think About Using iPads in Schools\u003c/a>\u003c/aside>\n\u003cp>That's a tall order. Letting students take ownership of their learning may be at the heart of what Hillview hopes to eventually achieve, but getting to that level of transformational learning takes letting go of control on the part of teachers and administrators. And that’s where it can be tricky, even for a school like Hillview that’s committed to the idea of the iPad as a “positive disruptor” -- a force that will require them to think about change.\u003c/p>\n\u003cp>\u003cstrong>MATH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Eighth-grade math teacher Michael Doroquez was an early tester of the iPad and has been using the device for the past three years. Doroquez uploads the day’s notes onto the education social networking site Edmodo, where all the students can access them on their iPads. He’ll explain or review a skill by projecting the worksheet onto the whiteboard and then break students into groups to practice. They work out problems by drawing on their iPads with their fingers. Later, they can turn their work into Doroquez through an app called Notability. “I kind of can’t live without it because I use so many things on the iPad,” Doroquez said.\u003c/p>\n\u003cp>“If you don’t get it, you can send an email to your teachers if they’re too busy or out of school, and they can help you out via email,” said eighth grade student Omar Pina Jr. “We can send our work to ShowMe and he can see what’s correct,” added Pina Jr.’s math partner Jhavante Hill. “Then we can click on it and see what he says on it. It’s really quicker.”\u003c/p>\n\u003cp>To that end, the iPad is a great utility tool. But for the most part, students aren’t doing anything on the iPad that they can’t do with pen and paper, although admittedly it's much faster and more efficient to use the iPad. Instead of working on a paper worksheet, they’re filling out a digital one and emailing it to their teacher. The real gains are in organization and efficiency -- an easily searchable archive of notes and past work or the ability to quickly email teachers with questions.\u003c/p>\n\u003cfigure id=\"attachment_34057\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592-300x168.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGLISH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seventh-grade teacher Michael Kalen is still experimenting what will work best in his English class because his students just got their iPads. To start with, he wants them to see the device as a powerful learning tool, not a toy. “I need them to see that this iPad is a powerful learning resource for them to get where they need to go,” Kalen said.\u003c/p>\n\u003cp>Before the school went one-to-one with iPads, Kalen sometimes had access to a shared laptop cart, but he couldn’t depend on it being available for every lesson. He’s excited to come into class, have kids open a home screen on the iPad and be ready to go, no intermediate steps or time lost. He expects to use apps like Socrative, a real-time polling app, and is already thinking about ways to get students practicing various parts of the writing process, like brainstorming, through different apps.\u003c/p>\n\u003cp>“Efficiency and effectiveness are what it’s all about with the iPads,” Kalen said. “For kids who struggle with disorganization the iPad is going to be a pretty effective organizational tool.”\u003c/p>\n\u003cp>\u003cstrong>FRENCH CLASS\u003c/strong>\u003c/p>\n\u003cp>In a small French class with only five or six students, the teacher helped her students familiarize themselves with their new iPads by screen casting a vocabulary exercise on the board. As students responded to the prompt, their answers popped up on the screen. The teacher could instantly see who understood her question – asked in French – and who was confused. Students also got immediate feedback on their answers and the class could discuss common mistakes.\u003c/p>\n\u003cp>Later, the teacher asked students to draw iPad sketches of the scene she described in French. Students were able to share their drawing with one another through the screencast, an especially useful too if the class had been bigger.\u003c/p>\n\u003cp>\u003cstrong>TEACHING EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>For the most part, the teachers interviewed at Hillview are excited about the iPad program, but many are still figuring out what works.\u003c/p>\n\u003cp>“I need to be more efficient with what I’ve got and I need to be more effective because the stakes have never been higher,” said English teacher Michael Kalen. Even without iPads, Kalen is one of those charismatic teachers that brings so much enthusiasm and humor to his subject that it's hard to imagine any device would make him better at his job. But with Common Core State Standards on the near horizon, Kalen is worried about his ability to use class time efficiently. While the new standards cover less terrain, they expect a more comprehensive knowledge, Kalen said. He expects the iPad to put him on the same page as his students quickly each day, with no wasted time, but that doesn’t mean he’ll be sacrificing any of the teacher tricks he’s already learned.\u003c/p>\n\u003cp>[contextly_sidebar id=\"85af74128693f76e020d359d22eddf91\"]\u003c/p>\n\u003cp>“It’s still about the relationship,” Kalen said. “It’s still about building that creative confidence; it’s still about getting kids to push themselves. And that’s what I'm hoping this iPad will let us do.” Kalen is most excited that students might feel inspired by the technology to demonstrate their knowledge in different ways. “What I'm really enjoying about it now is that the products that kids create might all look very different, but the thinking and the synthesis of the ideas are all getting them to the same place,” he said.\u003c/p>\n\u003cp>Math teacher Michael Doroquez is also trying new things. This year when he gave a geometry review he turned it into a scavenger hunt with QR codes pasted around the school. “The kids loved it because not only were they able to leave the classroom, but they were able to work with each other outside the class setting, and used the iPad, and walk around the school and do problems,” Doroquez said.\u003c/p>\n\u003cp>Still, the iPad has some limitations. “I really want the iPad to be a tool for creating,” Doroquez said. “Right now it’s just a receptacle to take notes.” He expressed frustration at the limited apps available to him and at their cost. He wants to be more creative, but he’s having a tough time getting there with the iPad.\u003c/p>\n\u003cp>He complained that it is often hard to get outside data onto the iPad, like music for a video, for example. Big tech companies like Apple, Google, and Adobe all make products that work in separate ecosystems and aren’t compatible with one another, making it hard for Doroquez to find the right resources to expand how he teaches.\u003c/p>\n\u003cfigure id=\"attachment_34059\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34059\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71922-300x168.jpg\" alt=\"English teacher xx explains how the class will be using iPads.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">English teacher Michael Kalen explains how the class will be using iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENHANCING VS. TRANSFORMING LEARNING\u003c/strong>\u003c/p>\n\u003cp>“I think right now we’re really focused on the enhancement piece, but we’re excited to talk about the transformation piece,” said principal Burmeister. The efficiencies afforded by putting notes online or submitting work digitally are good steps forward, said Burmeister. He’s aware that most of his teachers are still exploring what can be done with the iPad and that some are further along than others in moving towards the kind of learning he’d like to see. But he’s willing to be patient.\u003c/p>\n\u003cp>“Everybody knows where we’re trying to get, but how each individual gets there and the speed at which they get there is different for every teacher,” Burmeister said. One simple way that iPads are moving beyond enhancing and towards transforming learning at Hillview happens when students take notes on their English and social studies texts. With paper textbooks, kids aren’t allowed to annotate what they’re reading because then the book can’t be used the following year for another student.\u003c/p>\n\u003cp>\"It’s being able to engage with the material in a really kinesthetic way,” Burmeister said. “The material is so sacred that it’s not sacred, you can really dirty it up.” Students appreciate this new ability too. “It makes it a lot easier to study for quizzes because we can more easily find what we were going to say when we read something,” said eighth grader Jenna Filbin.\u003c/p>\n\u003cp>\u003cstrong>WHAT ABOUT COST?\u003c/strong>\u003c/p>\n\u003cp>The iPad program is a bit of a gamble, given its relative expense compared to other devices. The administration waited until the school moved to a brand new building that had been upgraded with fast wireless and broadband infrastructure, a crucial part of a successful implementation. Even so, students complain the internet doesn’t always work. “It’s fast if there’s one person using it,” said eighth-grader Luke Stimbling. “We have 800 students and if a large portion is doing a project then it takes forever to download a document to view.”\u003c/p>\n\u003cp>Keeping that network running costs hundreds of thousands of dollars, but in addition, each iPad costs about $600, including the apps Hillview has chosen and keyboards.\u003c/p>\n\u003cp>Burmeister is quick to point out that for that cost Hillview is already set up to have every student take Common Core assessments at the same time and that the costs of paper textbooks offset some of the initial technology investment. Hillview was able to go one-to-one because 10 percent of its operating budget comes from a parent-funded foundation, a luxury not all schools can boast.\u003c/p>\n\u003cp>“Over time, what you’re going to see is that not only are we enhancing these kids' education, but we’re actually transforming it,” Burmeister said. “And it’s actually going to look different than it looks now.” Moving to Common Core offers the opportunity to dramatic rethink teaching and learning. There’s no better time to shake up how teachers are thinking about their craft, Burmeister said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We want learning to be technology infused and digital learning to be just who we are, what we’re about and what our students can do,” Burmeister said. As the rest of the nation looks towards these kinds of investments, Hillview hopes to be positioned as a shining example of how to successfully pilot and implement a one-to-one program.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34055\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7078.jpg\" alt=\"Students at Hillview Elementary School use iPads in math class.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at Hillview Elementary School use iPads in math class.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As schools across the country consider\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/macbook-chromebook-ipads-moving-beyond-platforms/\" target=\"_blank\"> which devices to invest in, \u003c/a>they must first consider their big-picture vision for how they'll be using these devices -- and to what end. They must consider the needs of teachers and students, and come up with a shared understanding of their goals.\u003c/p>\n\u003cp>When it comes to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">choosing tablets,\u003c/a> educators have a lot of anecdotal information to weigh, and many are making these decisions with \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">their eyes wide open\u003c/a>. But no one example of school tablet use can be a set model for every scenario. Each principal, each school, and each community has their own set of needs and criteria, so what might work in one school may not work in another.\u003c/p>\n\u003cp>Still, educators and administrators are learning from their experiences, and are continuing to refine their vision, as they set expectations for what they want to achieve -- ideally beyond higher test scores. In our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablet/\" target=\"_blank\">continuing coverage of tablets in schools\u003c/a>, we're seeking to document the questions and complexities that come up as teachers, administrators, and students find what works and what doesn't.\u003c/p>\n\u003cp>To that end, we visited Hillview Middle School, located in an affluent Bay Area suburb in Silicon Valley, which is now in its third year of piloting iPads to each student, grade by grade. Principal Erik Burmeister has led the effort, consulting closely with \u003ca href=\"http://edtechteacher.org/\" target=\"_blank\">EdTech Teacher,\u003c/a> which puts on the annual \u003ca href=\"http://ipadsummitusa.org/\" target=\"_blank\">iPad Summit,\u003c/a> to help define those amorphous, complex goals.\u003c/p>\n\u003cp>But even with this fairly sophisticated level of knowledge and expertise going into the iPad pilot, Burmeister has no illusions that, at this point, the iPad program is doing more than just \"enhancing\" classroom learning. That is, it’s helping with homework management, organization, and other logistics, but the introduction of the device hasn’t yet become transformative, which is his ultimate goal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So what does \"transformative\" mean to Burmeister?\u003c/p>\n\u003cp>\"I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,\" Burmeister said. \"My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">--> \u003ca href=\"http://wp.me/p2io8W-8PY\">What Students Think About Using iPads in Schools\u003c/a>\u003c/aside>\n\u003cp>That's a tall order. Letting students take ownership of their learning may be at the heart of what Hillview hopes to eventually achieve, but getting to that level of transformational learning takes letting go of control on the part of teachers and administrators. And that’s where it can be tricky, even for a school like Hillview that’s committed to the idea of the iPad as a “positive disruptor” -- a force that will require them to think about change.\u003c/p>\n\u003cp>\u003cstrong>MATH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Eighth-grade math teacher Michael Doroquez was an early tester of the iPad and has been using the device for the past three years. Doroquez uploads the day’s notes onto the education social networking site Edmodo, where all the students can access them on their iPads. He’ll explain or review a skill by projecting the worksheet onto the whiteboard and then break students into groups to practice. They work out problems by drawing on their iPads with their fingers. Later, they can turn their work into Doroquez through an app called Notability. “I kind of can’t live without it because I use so many things on the iPad,” Doroquez said.\u003c/p>\n\u003cp>“If you don’t get it, you can send an email to your teachers if they’re too busy or out of school, and they can help you out via email,” said eighth grade student Omar Pina Jr. “We can send our work to ShowMe and he can see what’s correct,” added Pina Jr.’s math partner Jhavante Hill. “Then we can click on it and see what he says on it. It’s really quicker.”\u003c/p>\n\u003cp>To that end, the iPad is a great utility tool. But for the most part, students aren’t doing anything on the iPad that they can’t do with pen and paper, although admittedly it's much faster and more efficient to use the iPad. Instead of working on a paper worksheet, they’re filling out a digital one and emailing it to their teacher. The real gains are in organization and efficiency -- an easily searchable archive of notes and past work or the ability to quickly email teachers with questions.\u003c/p>\n\u003cfigure id=\"attachment_34057\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592-300x168.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGLISH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seventh-grade teacher Michael Kalen is still experimenting what will work best in his English class because his students just got their iPads. To start with, he wants them to see the device as a powerful learning tool, not a toy. “I need them to see that this iPad is a powerful learning resource for them to get where they need to go,” Kalen said.\u003c/p>\n\u003cp>Before the school went one-to-one with iPads, Kalen sometimes had access to a shared laptop cart, but he couldn’t depend on it being available for every lesson. He’s excited to come into class, have kids open a home screen on the iPad and be ready to go, no intermediate steps or time lost. He expects to use apps like Socrative, a real-time polling app, and is already thinking about ways to get students practicing various parts of the writing process, like brainstorming, through different apps.\u003c/p>\n\u003cp>“Efficiency and effectiveness are what it’s all about with the iPads,” Kalen said. “For kids who struggle with disorganization the iPad is going to be a pretty effective organizational tool.”\u003c/p>\n\u003cp>\u003cstrong>FRENCH CLASS\u003c/strong>\u003c/p>\n\u003cp>In a small French class with only five or six students, the teacher helped her students familiarize themselves with their new iPads by screen casting a vocabulary exercise on the board. As students responded to the prompt, their answers popped up on the screen. The teacher could instantly see who understood her question – asked in French – and who was confused. Students also got immediate feedback on their answers and the class could discuss common mistakes.\u003c/p>\n\u003cp>Later, the teacher asked students to draw iPad sketches of the scene she described in French. Students were able to share their drawing with one another through the screencast, an especially useful too if the class had been bigger.\u003c/p>\n\u003cp>\u003cstrong>TEACHING EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>For the most part, the teachers interviewed at Hillview are excited about the iPad program, but many are still figuring out what works.\u003c/p>\n\u003cp>“I need to be more efficient with what I’ve got and I need to be more effective because the stakes have never been higher,” said English teacher Michael Kalen. Even without iPads, Kalen is one of those charismatic teachers that brings so much enthusiasm and humor to his subject that it's hard to imagine any device would make him better at his job. But with Common Core State Standards on the near horizon, Kalen is worried about his ability to use class time efficiently. While the new standards cover less terrain, they expect a more comprehensive knowledge, Kalen said. He expects the iPad to put him on the same page as his students quickly each day, with no wasted time, but that doesn’t mean he’ll be sacrificing any of the teacher tricks he’s already learned.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“It’s still about the relationship,” Kalen said. “It’s still about building that creative confidence; it’s still about getting kids to push themselves. And that’s what I'm hoping this iPad will let us do.” Kalen is most excited that students might feel inspired by the technology to demonstrate their knowledge in different ways. “What I'm really enjoying about it now is that the products that kids create might all look very different, but the thinking and the synthesis of the ideas are all getting them to the same place,” he said.\u003c/p>\n\u003cp>Math teacher Michael Doroquez is also trying new things. This year when he gave a geometry review he turned it into a scavenger hunt with QR codes pasted around the school. “The kids loved it because not only were they able to leave the classroom, but they were able to work with each other outside the class setting, and used the iPad, and walk around the school and do problems,” Doroquez said.\u003c/p>\n\u003cp>Still, the iPad has some limitations. “I really want the iPad to be a tool for creating,” Doroquez said. “Right now it’s just a receptacle to take notes.” He expressed frustration at the limited apps available to him and at their cost. He wants to be more creative, but he’s having a tough time getting there with the iPad.\u003c/p>\n\u003cp>He complained that it is often hard to get outside data onto the iPad, like music for a video, for example. Big tech companies like Apple, Google, and Adobe all make products that work in separate ecosystems and aren’t compatible with one another, making it hard for Doroquez to find the right resources to expand how he teaches.\u003c/p>\n\u003cfigure id=\"attachment_34059\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34059\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71922-300x168.jpg\" alt=\"English teacher xx explains how the class will be using iPads.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">English teacher Michael Kalen explains how the class will be using iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENHANCING VS. TRANSFORMING LEARNING\u003c/strong>\u003c/p>\n\u003cp>“I think right now we’re really focused on the enhancement piece, but we’re excited to talk about the transformation piece,” said principal Burmeister. The efficiencies afforded by putting notes online or submitting work digitally are good steps forward, said Burmeister. He’s aware that most of his teachers are still exploring what can be done with the iPad and that some are further along than others in moving towards the kind of learning he’d like to see. But he’s willing to be patient.\u003c/p>\n\u003cp>“Everybody knows where we’re trying to get, but how each individual gets there and the speed at which they get there is different for every teacher,” Burmeister said. One simple way that iPads are moving beyond enhancing and towards transforming learning at Hillview happens when students take notes on their English and social studies texts. With paper textbooks, kids aren’t allowed to annotate what they’re reading because then the book can’t be used the following year for another student.\u003c/p>\n\u003cp>\"It’s being able to engage with the material in a really kinesthetic way,” Burmeister said. “The material is so sacred that it’s not sacred, you can really dirty it up.” Students appreciate this new ability too. “It makes it a lot easier to study for quizzes because we can more easily find what we were going to say when we read something,” said eighth grader Jenna Filbin.\u003c/p>\n\u003cp>\u003cstrong>WHAT ABOUT COST?\u003c/strong>\u003c/p>\n\u003cp>The iPad program is a bit of a gamble, given its relative expense compared to other devices. The administration waited until the school moved to a brand new building that had been upgraded with fast wireless and broadband infrastructure, a crucial part of a successful implementation. Even so, students complain the internet doesn’t always work. “It’s fast if there’s one person using it,” said eighth-grader Luke Stimbling. “We have 800 students and if a large portion is doing a project then it takes forever to download a document to view.”\u003c/p>\n\u003cp>Keeping that network running costs hundreds of thousands of dollars, but in addition, each iPad costs about $600, including the apps Hillview has chosen and keyboards.\u003c/p>\n\u003cp>Burmeister is quick to point out that for that cost Hillview is already set up to have every student take Common Core assessments at the same time and that the costs of paper textbooks offset some of the initial technology investment. Hillview was able to go one-to-one because 10 percent of its operating budget comes from a parent-funded foundation, a luxury not all schools can boast.\u003c/p>\n\u003cp>“Over time, what you’re going to see is that not only are we enhancing these kids' education, but we’re actually transforming it,” Burmeister said. “And it’s actually going to look different than it looks now.” Moving to Common Core offers the opportunity to dramatic rethink teaching and learning. There’s no better time to shake up how teachers are thinking about their craft, Burmeister said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>All 870 students at \u003ca href=\"http://hillview.mpcsd.org/?sessionid=3af8e50e3ce4a00786a2a4a740e96292&t\" target=\"_blank\">Hillview Middle School\u003c/a> in Menlo Park, Calif. will soon have school-issued iPads that they can use both at school and at home. The school has slowly rolled out the program over the past three years, trying to work out the kinks before issuing the expensive devices to every student. Before students can take the devices home, they'll have to take a course to get their \"digital driver license,\" which includes digital citizenship and learning their way around the device.\u003c/p>\n\u003cp>Eighth grade students at Hillview have had their iPads since the beginning of the school year. \u003ca href=\"http://wp.me/p2io8W-8K5\">Read more on how teachers are using the devices in class\u003c/a> so far and their hopes for the future. Here, they weigh in on how the devices change what happens in class, how they think about learning and how they organize their school work.\u003c/p>\n\u003cp>Click on student images to hear, in their own voices, how iPads have changed their school experience.\u003c/p>\n\u003cp>[Photo credit: Erin Scott]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134318369&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Elley Goldberg\u003c/strong> likes almost everything about having an iPad. She says it's easier to turn in homework through school-approved apps, get feedback from teachers, find information and annotate her reading. She also likes when teachers flip their lessons, asking students to watch a video lesson at home. \"It helps to do the lesson at home sometimes because then you can come into class and ask more questions rather than having a whole class that needs to ask questions at the same time during a lesson,\" Goldberg said.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325283&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Kyle Conrad\u003c/strong> is excited about the various apps he can use to organize his work -- not to mention that he doesn't have to carry books around. But his main complaint: Hillview has a strict policy that students can't download any new apps to their iPads. Instead, the school approves which apps will be used school wide, manages the download process and commits to supporting teachers working with those apps. But that process, as in any bureaucracy, can be slow. \"My social studies teacher found this perfect app for what we were doing in social studies, but wasn't allowed to download it because the tech has to get all of our iPads and download it together,\" Conrad said.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325587&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Jenna Philbin\u003c/strong> finds her iPad is most valuable when she goes to study. She can easily find notes she made on a text and remind herself what the class discussed that day or a random thought she'd had. Similarly, the notes for other classes are archived and searchable so students can find them and refer back. Having the iPad at home, in addition to school, means she doesn't have to wait while other people are on the family computer; she can search online and complete her homework without time limitations.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325911&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Luke Strimbling\u003c/strong> likes using the iPad for his math assignments, especially when the class was studying geometrical constructions. \"There's something called \u003ca href=\"https://www.keycurriculum.com/products/sketchpad-explorer-for-ipad\" target=\"_blank\">Sketchpad Explorer\u003c/a> and we can make our own geometrical constructions or use pre-made geometrical constructions to explore various conjectures,\" Strimbling said. Manipulating the structures helps him understand and is a lot quicker than drawing a shape on graph paper. But not every app works perfectly and it can be frustrating to work with a glitchy app, but for Strimbling the benefits far outweigh the annoyances. \"It's a cool organizational thing because I can organize it for my own personal ideas, my own settings.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134326122&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Anthony Mainiero\u003c/strong> was a little more circumspect. He hates dealing with glitches and sometimes thinks pen and paper would work just as well as the $600 device his school gave him. He's got bigger requests from school. \"If there's a way they could make learning more fun that would be nice,\" Mainiero said. \"I've noticed we haven’t really done any field trips this year. It's been cut back; I'm not really sure why.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>All 870 students at \u003ca href=\"http://hillview.mpcsd.org/?sessionid=3af8e50e3ce4a00786a2a4a740e96292&t\" target=\"_blank\">Hillview Middle School\u003c/a> in Menlo Park, Calif. will soon have school-issued iPads that they can use both at school and at home. The school has slowly rolled out the program over the past three years, trying to work out the kinks before issuing the expensive devices to every student. Before students can take the devices home, they'll have to take a course to get their \"digital driver license,\" which includes digital citizenship and learning their way around the device.\u003c/p>\n\u003cp>Eighth grade students at Hillview have had their iPads since the beginning of the school year. \u003ca href=\"http://wp.me/p2io8W-8K5\">Read more on how teachers are using the devices in class\u003c/a> so far and their hopes for the future. Here, they weigh in on how the devices change what happens in class, how they think about learning and how they organize their school work.\u003c/p>\n\u003cp>Click on student images to hear, in their own voices, how iPads have changed their school experience.\u003c/p>\n\u003cp>[Photo credit: Erin Scott]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134318369&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Elley Goldberg\u003c/strong> likes almost everything about having an iPad. She says it's easier to turn in homework through school-approved apps, get feedback from teachers, find information and annotate her reading. She also likes when teachers flip their lessons, asking students to watch a video lesson at home. \"It helps to do the lesson at home sometimes because then you can come into class and ask more questions rather than having a whole class that needs to ask questions at the same time during a lesson,\" Goldberg said.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325283&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Kyle Conrad\u003c/strong> is excited about the various apps he can use to organize his work -- not to mention that he doesn't have to carry books around. But his main complaint: Hillview has a strict policy that students can't download any new apps to their iPads. Instead, the school approves which apps will be used school wide, manages the download process and commits to supporting teachers working with those apps. But that process, as in any bureaucracy, can be slow. \"My social studies teacher found this perfect app for what we were doing in social studies, but wasn't allowed to download it because the tech has to get all of our iPads and download it together,\" Conrad said.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325587&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Jenna Philbin\u003c/strong> finds her iPad is most valuable when she goes to study. She can easily find notes she made on a text and remind herself what the class discussed that day or a random thought she'd had. Similarly, the notes for other classes are archived and searchable so students can find them and refer back. Having the iPad at home, in addition to school, means she doesn't have to wait while other people are on the family computer; she can search online and complete her homework without time limitations.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325911&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Luke Strimbling\u003c/strong> likes using the iPad for his math assignments, especially when the class was studying geometrical constructions. \"There's something called \u003ca href=\"https://www.keycurriculum.com/products/sketchpad-explorer-for-ipad\" target=\"_blank\">Sketchpad Explorer\u003c/a> and we can make our own geometrical constructions or use pre-made geometrical constructions to explore various conjectures,\" Strimbling said. Manipulating the structures helps him understand and is a lot quicker than drawing a shape on graph paper. But not every app works perfectly and it can be frustrating to work with a glitchy app, but for Strimbling the benefits far outweigh the annoyances. \"It's a cool organizational thing because I can organize it for my own personal ideas, my own settings.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134326122&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Anthony Mainiero\u003c/strong> was a little more circumspect. He hates dealing with glitches and sometimes thinks pen and paper would work just as well as the $600 device his school gave him. He's got bigger requests from school. \"If there's a way they could make learning more fun that would be nice,\" Mainiero said. \"I've noticed we haven’t really done any field trips this year. It's been cut back; I'm not really sure why.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>This new invention from the \u003ca href=\"https://www.media.mit.edu/\" target=\"_blank\">MIT Media Lab\u003c/a> will no doubt be controversial. Readers strap themselves into a robotic suit equipped with sensors that literally make the reader feel the emotions conveyed in the text as the reader flips pages. The video below came with a disclaimer from its makers. \"While the project explores new ways of reading with digital augmentations, this is not a product idea but rather an exploration in the context of Science Fiction stories. It is an artifact meant to provoke discussions,\" the \u003ca href=\"http://vimeo.com/84412874\" target=\"_blank\">Vimeo post\u003c/a> states.\u003c/p>\n\u003cp>Educators, parents: Does this type of augmented reading add anything to the experience of reading or help budding readers understand language and text in different ways?\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/84412874\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/84412874\">SENSORY FICTION\u003c/a> from \u003ca href=\"http://vimeo.com/f3h\">Felix\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This new invention from the \u003ca href=\"https://www.media.mit.edu/\" target=\"_blank\">MIT Media Lab\u003c/a> will no doubt be controversial. Readers strap themselves into a robotic suit equipped with sensors that literally make the reader feel the emotions conveyed in the text as the reader flips pages. The video below came with a disclaimer from its makers. \"While the project explores new ways of reading with digital augmentations, this is not a product idea but rather an exploration in the context of Science Fiction stories. It is an artifact meant to provoke discussions,\" the \u003ca href=\"http://vimeo.com/84412874\" target=\"_blank\">Vimeo post\u003c/a> states.\u003c/p>\n\u003cp>Educators, parents: Does this type of augmented reading add anything to the experience of reading or help budding readers understand language and text in different ways?\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/84412874\" frameborder=\"0\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/84412874\">SENSORY FICTION\u003c/a> from \u003ca href=\"http://vimeo.com/f3h\">Felix\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Think Big: How to Jumpstart Tech Use In Low-Income Schools",
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"content": "\u003cfigure id=\"attachment_33935\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-33935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/cellphone1-620x344.jpg\" alt=\"cellphone1-620x344\" width=\"620\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344-400x222.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344-320x178.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The challenges of rural schools are many of the same (though not all) that low-income public schools face across the country: inadequate access to technology and broadband, tight budgets, and educators who have not been trained in using technology in meaningful ways.\u003c/p>\n\u003cp>But these hurdles did not deter \u003ca href=\"http://daisydyerduerr.com/\" target=\"_blank\">Daisy Dyer Duerr\u003c/a>, Prek-12 Principal of St. Paul Public Schools in St. Paul, Arkansas.\u003c/p>\n\u003cp>“Every child deserves an amazing education no matter who they are, no matter where they come from,” said Duerr, who was recently named National Digital Principal. She's been working hard to bring new devices and related pedagogy around technology use to teachers. “If you don’t have relationships you can have every bit of tech in the world and it won’t matter,” Duerr said.\u003c/p>\n\u003cp>Here’s how Duerr brought new ideas and devices to her 225 students and started to transform student attitudes about their futures and teacher attitudes about what a rural public education can offer.\u003c/p>\n\u003cp>\u003cstrong>1. JUST START\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's not about what you have, it’s about being awesome,” Duerr said. When Duerr started at St. Paul Schools three years ago, the school culture did not encourage risk taking. The technology available to teachers was limited to a few smartboards, two computer labs with shared PC desktops and a laptop cart with 10 MacBooks still in their boxes. Technology wasn’t part of the school culture and teachers hadn’t been trained on anything. Duerr started out by training them with the tools she had available and started writing grants to raise the money for more updated technology.\u003c/p>\n\u003cp>\u003cstrong>2. DEVELOP A SHARED VISION\u003c/strong>\u003c/p>\n\u003cp>Duerr worked alongside her teachers to create a shared vision of using technology to enhance classroom instruction, provide learning opportunities that wouldn’t otherwise be available to students and to deepen student-teacher relationships. “They had to have ownership of that learning and they had to share with each other,” Duerr said. “Sometimes as educators we aren’t the best sharers.”\u003c/p>\n\u003cp>Together the teaching staff came up with ideas about how to bring technology into the classroom and set a goal of using tech support once a week in class. They documented the use and how it improved learning. Teachers asked Duerr to hold them accountable to those goals as she visited and observed classrooms.\u003c/p>\n\u003cp>[contextly_sidebar id=\"42d98ae44c0d1eb22746131649286df8\"]\u003c/p>\n\u003cp>One teacher set the goal of using technology to engage students more meaningfully with key vocabulary. She used Educreations to have students draw and create word connections. That activity has become a weekly fixture in her classroom.\u003c/p>\n\u003cp>Another teacher -- prone to lecturing at the front of the room -- wanted to try and give up control. She planned one day a week for students to design the lesson themselves or gave them project work. She could have let go sooner, but technology gave her the impetus and willingness to try it out, said Duerr.\u003c/p>\n\u003cp>\u003cstrong>3. WRITE GRANTS\u003c/strong>\u003c/p>\n\u003cp>\"Not everyone can be a one-to-one school, but that's not what it has to be for you to do amazing things with kids,\" Duerr said. She's been aiming for a one-to-three ratio and has gradually applied for grants to bring more devices and better broadband access to her school. Her fundraising has paid off. She was able to give all her teachers iPads in June and after one professional development day to learn the basics, sent them home for the summer to experiment. “I just said, 'Come back in August and be on fire with using this technology to teach,'” Duerr said. She also fundraised for two laptop carts to offer more opportunities for teachers to engage with the tactics they were excited to try.\u003c/p>\n\u003cp>\u003cstrong>4. TAKE ADVANTAGE OF BYOD\u003c/strong>\u003c/p>\n\u003cp>Between 80 and 88 percent of St. Paul Schools students receive free or reduced lunch (the range reflects different accounting for elementary and high school students). Still, a poll of students showed that three quarters of 7-12th graders had mobile phones and half of those were smartphones.\u003c/p>\n\u003cp>“They are connected, socio-economic barriers be darned,” Duerr said. “People are connected and we don’t need to cut off our nose to spite our face. We need to use what we have.” She’s adamant that letting students \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">bring their own devices\u003c/a> to school gives them a chance to have a global education that the meager resources of the school wouldn't otherwise be able to supply to everyone. Some students at the school have never left the county, let alone the state, and online access has allowed them to go on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/five-awesome-virtual-field-trips-for-students-of-all-ages/\" target=\"_blank\">virtual field trips\u003c/a>, talk to classrooms in vastly different places and explore what makes them curious. It has expanded their experience of what the world can offer.\u003c/p>\n\u003cp>\u003cstrong>5. CONSIDER HOTSPOTS\u003c/strong>\u003c/p>\n\u003cp>When families in the \u003ca href=\"http://eagle.nwsc.k12.ar.us/\" target=\"_blank\">Huntsville School District\u003c/a> were surveyed in 2012, only 10 percent of students had access to the internet at home, a function of high poverty and geography. After getting basic technology into schools, Duerr is turning her attention to mobile hotspots for students so that they can use devices at home.\u003c/p>\n\u003cp>\u003cstrong>6. INVEST IN PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>\"You can’t just throw it up out there and expect it to work,\" Duerr said. \"Having tech and using it successfully are two very different things.\" She spends a lot of time discussing the benefits and drawbacks with her teachers, giving them training, freeing them up to help one another implement in the classroom and creating safe places to talk about what works and what doesn't so her teachers learn from one another.\u003c/p>\n\u003cp>Technology has become a motivator and a tool for empowerment at St. Paul Schools. “I believe bringing in this technology was a huge boost to the self-worth of our school and community,” Duerr wrote in an email. It has galvanized teachers to become leaders, to show one another tips and to take pride in the school.\u003c/p>\n\u003cp>\u003cstrong>7. TRY SOMETHING NEW\u003c/strong>\u003c/p>\n\u003cp>For one hour every week, fourth-through-twelfth graders at St. Paul get to work on a passion project. It's called \u003ca href=\"http://www.geniushour.com/\" target=\"_blank\">Genius Hour\u003c/a>, an idea that is taking root across the country on the heels of research about passion-based learning and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a>. Participation in Genius Hour is based on attendance and good behavior and kids look forward to it all week, Duerr said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Since Genius Hour started, absences at the school are down 25 percent and Duerr sees a third fewer students for disciplinary action. Students are working on projects that include gourmet cooking, blogging, learning guitar, even tracking monarch butterflies around the world. The project has also brought community members into the school to volunteer, helping to create a vibrant school community.\u003c/p>\n\n",
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"description": "The challenges of rural schools are many of the same (though not all) that low-income public schools face across the country: inadequate access to technology and broadband, tight budgets, and educators who have not been trained in using technology in meaningful ways. But these hurdles did not deter Daisy Dyer Duerr, Prek-12 Principal of St. Paul Public Schools in St. Paul, Arkansas.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33935\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-33935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/cellphone1-620x344.jpg\" alt=\"cellphone1-620x344\" width=\"620\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344-400x222.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344-320x178.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The challenges of rural schools are many of the same (though not all) that low-income public schools face across the country: inadequate access to technology and broadband, tight budgets, and educators who have not been trained in using technology in meaningful ways.\u003c/p>\n\u003cp>But these hurdles did not deter \u003ca href=\"http://daisydyerduerr.com/\" target=\"_blank\">Daisy Dyer Duerr\u003c/a>, Prek-12 Principal of St. Paul Public Schools in St. Paul, Arkansas.\u003c/p>\n\u003cp>“Every child deserves an amazing education no matter who they are, no matter where they come from,” said Duerr, who was recently named National Digital Principal. She's been working hard to bring new devices and related pedagogy around technology use to teachers. “If you don’t have relationships you can have every bit of tech in the world and it won’t matter,” Duerr said.\u003c/p>\n\u003cp>Here’s how Duerr brought new ideas and devices to her 225 students and started to transform student attitudes about their futures and teacher attitudes about what a rural public education can offer.\u003c/p>\n\u003cp>\u003cstrong>1. JUST START\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's not about what you have, it’s about being awesome,” Duerr said. When Duerr started at St. Paul Schools three years ago, the school culture did not encourage risk taking. The technology available to teachers was limited to a few smartboards, two computer labs with shared PC desktops and a laptop cart with 10 MacBooks still in their boxes. Technology wasn’t part of the school culture and teachers hadn’t been trained on anything. Duerr started out by training them with the tools she had available and started writing grants to raise the money for more updated technology.\u003c/p>\n\u003cp>\u003cstrong>2. DEVELOP A SHARED VISION\u003c/strong>\u003c/p>\n\u003cp>Duerr worked alongside her teachers to create a shared vision of using technology to enhance classroom instruction, provide learning opportunities that wouldn’t otherwise be available to students and to deepen student-teacher relationships. “They had to have ownership of that learning and they had to share with each other,” Duerr said. “Sometimes as educators we aren’t the best sharers.”\u003c/p>\n\u003cp>Together the teaching staff came up with ideas about how to bring technology into the classroom and set a goal of using tech support once a week in class. They documented the use and how it improved learning. Teachers asked Duerr to hold them accountable to those goals as she visited and observed classrooms.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One teacher set the goal of using technology to engage students more meaningfully with key vocabulary. She used Educreations to have students draw and create word connections. That activity has become a weekly fixture in her classroom.\u003c/p>\n\u003cp>Another teacher -- prone to lecturing at the front of the room -- wanted to try and give up control. She planned one day a week for students to design the lesson themselves or gave them project work. She could have let go sooner, but technology gave her the impetus and willingness to try it out, said Duerr.\u003c/p>\n\u003cp>\u003cstrong>3. WRITE GRANTS\u003c/strong>\u003c/p>\n\u003cp>\"Not everyone can be a one-to-one school, but that's not what it has to be for you to do amazing things with kids,\" Duerr said. She's been aiming for a one-to-three ratio and has gradually applied for grants to bring more devices and better broadband access to her school. Her fundraising has paid off. She was able to give all her teachers iPads in June and after one professional development day to learn the basics, sent them home for the summer to experiment. “I just said, 'Come back in August and be on fire with using this technology to teach,'” Duerr said. She also fundraised for two laptop carts to offer more opportunities for teachers to engage with the tactics they were excited to try.\u003c/p>\n\u003cp>\u003cstrong>4. TAKE ADVANTAGE OF BYOD\u003c/strong>\u003c/p>\n\u003cp>Between 80 and 88 percent of St. Paul Schools students receive free or reduced lunch (the range reflects different accounting for elementary and high school students). Still, a poll of students showed that three quarters of 7-12th graders had mobile phones and half of those were smartphones.\u003c/p>\n\u003cp>“They are connected, socio-economic barriers be darned,” Duerr said. “People are connected and we don’t need to cut off our nose to spite our face. We need to use what we have.” She’s adamant that letting students \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">bring their own devices\u003c/a> to school gives them a chance to have a global education that the meager resources of the school wouldn't otherwise be able to supply to everyone. Some students at the school have never left the county, let alone the state, and online access has allowed them to go on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/five-awesome-virtual-field-trips-for-students-of-all-ages/\" target=\"_blank\">virtual field trips\u003c/a>, talk to classrooms in vastly different places and explore what makes them curious. It has expanded their experience of what the world can offer.\u003c/p>\n\u003cp>\u003cstrong>5. CONSIDER HOTSPOTS\u003c/strong>\u003c/p>\n\u003cp>When families in the \u003ca href=\"http://eagle.nwsc.k12.ar.us/\" target=\"_blank\">Huntsville School District\u003c/a> were surveyed in 2012, only 10 percent of students had access to the internet at home, a function of high poverty and geography. After getting basic technology into schools, Duerr is turning her attention to mobile hotspots for students so that they can use devices at home.\u003c/p>\n\u003cp>\u003cstrong>6. INVEST IN PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>\"You can’t just throw it up out there and expect it to work,\" Duerr said. \"Having tech and using it successfully are two very different things.\" She spends a lot of time discussing the benefits and drawbacks with her teachers, giving them training, freeing them up to help one another implement in the classroom and creating safe places to talk about what works and what doesn't so her teachers learn from one another.\u003c/p>\n\u003cp>Technology has become a motivator and a tool for empowerment at St. Paul Schools. “I believe bringing in this technology was a huge boost to the self-worth of our school and community,” Duerr wrote in an email. It has galvanized teachers to become leaders, to show one another tips and to take pride in the school.\u003c/p>\n\u003cp>\u003cstrong>7. TRY SOMETHING NEW\u003c/strong>\u003c/p>\n\u003cp>For one hour every week, fourth-through-twelfth graders at St. Paul get to work on a passion project. It's called \u003ca href=\"http://www.geniushour.com/\" target=\"_blank\">Genius Hour\u003c/a>, an idea that is taking root across the country on the heels of research about passion-based learning and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a>. Participation in Genius Hour is based on attendance and good behavior and kids look forward to it all week, Duerr said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since Genius Hour started, absences at the school are down 25 percent and Duerr sees a third fewer students for disciplinary action. Students are working on projects that include gourmet cooking, blogging, learning guitar, even tracking monarch butterflies around the world. The project has also brought community members into the school to volunteer, helping to create a vibrant school community.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Every year \u003ca href=\"http://tomorrow.org/speakup/index.html\" target=\"_blank\">Project Tomorrow\u003c/a> conducts a massive survey of students, parents, teachers and administrators to get a sense of how educators are using technology in and outside the classroom. Project Tomorrow CEO Julie Evans gave a preview of the 2013 Speak Up Survey earlier this week and Chris Riedel from T.H.E Journal was there \u003ca href=\"http://thejournal.com/Articles/2014/02/03/10-Major-Technology-Trends-in-Education.aspx?Page=1\" target=\"_blank\">to capture it\u003c/a>. The report provides a good snapshot of the country with over 325,000 students surveyed.\u003c/p>\n\u003cp>In recognition of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/digital-learning-day/\" target=\"_blank\">Digital Learning Day\u003c/a>, check out the trends that \u003cem>students\u003c/em> say are influencing their school experience.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003ca class=\"embedly-title\" href=\"http://thejournal.com/Articles/2014/02/03/10-Major-Technology-Trends-in-Education.aspx?Page=1\" target=\"_blank\">\u003cimg class=\"size-thumbnail wp-image-33837 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/IMG_8760-140x140.jpg\" alt=\"IMG_8760\" width=\"113\" height=\"113\">10 Major Tech Trends in Education/T.H.E. Journal\u003c/a>According to the latest data, video for homework is on the rise; mobile computing is \"beyond the tipping point\"; and most kids don't use traditional computers to connect to the Internet at home. Those are just three of the major trends revealed in the 2013 Speak Up Survey from Project Tomorrow.\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%2Fthejournal.com%2FArticles%2F2014%2F02%2F03%2F10-Major-Technology-Trends-in-Education.aspx%3FPage%3D1\" 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://thejournal.com\" target=\"_blank\">Thejournal\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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year \u003ca href=\"http://tomorrow.org/speakup/index.html\" target=\"_blank\">Project Tomorrow\u003c/a> conducts a massive survey of students, parents, teachers and administrators to get a sense of how educators are using technology in and outside the classroom. Project Tomorrow CEO Julie Evans gave a preview of the 2013 Speak Up Survey earlier this week and Chris Riedel from T.H.E Journal was there \u003ca href=\"http://thejournal.com/Articles/2014/02/03/10-Major-Technology-Trends-in-Education.aspx?Page=1\" target=\"_blank\">to capture it\u003c/a>. The report provides a good snapshot of the country with over 325,000 students surveyed.\u003c/p>\n\u003cp>In recognition of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/digital-learning-day/\" target=\"_blank\">Digital Learning Day\u003c/a>, check out the trends that \u003cem>students\u003c/em> say are influencing their school experience.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003ca class=\"embedly-title\" href=\"http://thejournal.com/Articles/2014/02/03/10-Major-Technology-Trends-in-Education.aspx?Page=1\" target=\"_blank\">\u003cimg class=\"size-thumbnail wp-image-33837 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/IMG_8760-140x140.jpg\" alt=\"IMG_8760\" width=\"113\" height=\"113\">10 Major Tech Trends in Education/T.H.E. Journal\u003c/a>According to the latest data, video for homework is on the rise; mobile computing is \"beyond the tipping point\"; and most kids don't use traditional computers to connect to the Internet at home. Those are just three of the major trends revealed in the 2013 Speak Up Survey from Project Tomorrow.\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%2Fthejournal.com%2FArticles%2F2014%2F02%2F03%2F10-Major-Technology-Trends-in-Education.aspx%3FPage%3D1\" 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://thejournal.com\" target=\"_blank\">Thejournal\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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"disqusTitle": "Tech Companies Commit $750 Million in Products and Services to Schools",
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"content": "\u003cfigure id=\"attachment_33693\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33693\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/122573276-300x229.jpg\" alt=\"122573276\" width=\"300\" height=\"229\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By the \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=271370858&ft=1&f\">Associated Press\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Claiming progress in his campaign to get American schools wired for the future, President Barack Obama is announcing commitments from U.S. companies totaling about $750 million to connect more students to high-speed Internet.\u003c/p>\n\u003cp>Apple is pledging $100 million in iPads, computers and other tools. AT&T and Sprint are contributing free Internet service through their wireless networks. Verizon is pitching in up to $100 million in cash and in-kind contributions. And Microsoft is making Windows available at discounted prices and offering 12 million free copies of Microsoft Office software.\u003c/p>\n\u003cp>Obama was to announce the commitments Tuesday at a middle school in the Maryland suburbs near Washington. Also in the pipeline: an addition $2 billion that the Federal Communications Commission is setting aside from service fees over two years to connect another 20 million students to high-speed Internet.\u003c/p>\n\u003cp>\"There is almost no more important way to make sure opportunity is available than making sure every child has access to the highest quality education we can provide,\" said Cecilia Munoz, who directs the White House's Domestic Policy Council. \"Technology is clearly going to be essential to making that possible.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The White House hopes the pledges will help fulfill a goal Obama set last summer to have 99 percent of students wired at high speeds within five years. At the time, Obama said only 1 in 5 American students had that access, compared with 100 percent of students in places like South Korea.\u003c/p>\n\u003cp>The initiative also builds on Obama's focus for 2014 on helping more Americans join and stay in the middle class amid an economic recovery in which the benefits have come quicker for those at the top of the income scale than for those toward the bottom.\u003c/p>\n\u003cp>Gene Sperling, a top White House economist, said every student needs high-speed Internet, but the problem is more pronounced in disadvantaged schools where students are less likely to have Internet connections at home. He said digital learning tools make it easier for schools to cater to the needs of students who need extra help or who are ahead of the curve.\u003c/p>\n\u003cp>\"People can learn at their own pace. They don't have to be embarrassed if they're struggling,\" Sperling said. \"And schools can make sure their fastest learners have their own opportunities.\"\u003c/p>\n\u003cp>Sperling wouldn't predict how many students would benefit from the funding commitments announced Tuesday, but he estimated it would be in the millions.\u003c/p>\n\u003cp>For Obama, the commitments from technology companies may help bolster his argument that despite opposition to most of his agenda from Congress, he can still be effective in his final years in office by deploying his power to bring parties together. In recent days Obama has held similar events to announce commitments from companies to address long-term unemployment and from universities to expand access for low-income students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"This for us really isn't about what Congress will or won't do,\" Rose Kirk, president of the Verizon Foundation, said in an interview. \"It's really about the kids. I believe it makes perfect sense that we use our technology, our resources, our insight to have an impact.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33693\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33693\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/122573276-300x229.jpg\" alt=\"122573276\" width=\"300\" height=\"229\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By the \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=271370858&ft=1&f\">Associated Press\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Claiming progress in his campaign to get American schools wired for the future, President Barack Obama is announcing commitments from U.S. companies totaling about $750 million to connect more students to high-speed Internet.\u003c/p>\n\u003cp>Apple is pledging $100 million in iPads, computers and other tools. AT&T and Sprint are contributing free Internet service through their wireless networks. Verizon is pitching in up to $100 million in cash and in-kind contributions. And Microsoft is making Windows available at discounted prices and offering 12 million free copies of Microsoft Office software.\u003c/p>\n\u003cp>Obama was to announce the commitments Tuesday at a middle school in the Maryland suburbs near Washington. Also in the pipeline: an addition $2 billion that the Federal Communications Commission is setting aside from service fees over two years to connect another 20 million students to high-speed Internet.\u003c/p>\n\u003cp>\"There is almost no more important way to make sure opportunity is available than making sure every child has access to the highest quality education we can provide,\" said Cecilia Munoz, who directs the White House's Domestic Policy Council. \"Technology is clearly going to be essential to making that possible.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The White House hopes the pledges will help fulfill a goal Obama set last summer to have 99 percent of students wired at high speeds within five years. At the time, Obama said only 1 in 5 American students had that access, compared with 100 percent of students in places like South Korea.\u003c/p>\n\u003cp>The initiative also builds on Obama's focus for 2014 on helping more Americans join and stay in the middle class amid an economic recovery in which the benefits have come quicker for those at the top of the income scale than for those toward the bottom.\u003c/p>\n\u003cp>Gene Sperling, a top White House economist, said every student needs high-speed Internet, but the problem is more pronounced in disadvantaged schools where students are less likely to have Internet connections at home. He said digital learning tools make it easier for schools to cater to the needs of students who need extra help or who are ahead of the curve.\u003c/p>\n\u003cp>\"People can learn at their own pace. They don't have to be embarrassed if they're struggling,\" Sperling said. \"And schools can make sure their fastest learners have their own opportunities.\"\u003c/p>\n\u003cp>Sperling wouldn't predict how many students would benefit from the funding commitments announced Tuesday, but he estimated it would be in the millions.\u003c/p>\n\u003cp>For Obama, the commitments from technology companies may help bolster his argument that despite opposition to most of his agenda from Congress, he can still be effective in his final years in office by deploying his power to bring parties together. In recent days Obama has held similar events to announce commitments from companies to address long-term unemployment and from universities to expand access for low-income students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"This for us really isn't about what Congress will or won't do,\" Rose Kirk, president of the Verizon Foundation, said in an interview. \"It's really about the kids. I believe it makes perfect sense that we use our technology, our resources, our insight to have an impact.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Tanner Higgin, \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Chances are, if you have a smartphone or tablet, you've played \u003cem>Angry Birds\u003c/em>. While \u003cem>Candy Crush Saga\u003c/em> might currently top the charts, \u003cem>Angry Birds\u003c/em> is the best selling app of all time. From an educator's perspective, what's exciting about \u003cem>Angry Birds'\u003c/em> popularity versus something like \u003cem>Candy Crush\u003c/em> is that getting good at\u003cem> Angry Birds \u003c/em>means skillfully – and often unconsciously – using conceptual physics knowledge. It's something video games have been doing for years, but \u003cem>Angry Birds\u003c/em> brought it to a mass audience, sneaking a bit of science into many students' digital diets.\u003c/p>\n\u003cp>Here are five other games for the \u003cem>Angry Birds\u003c/em> fan that do an even better job of integrating physics and problem solving into addictive, just-one-more-try experiences.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33671\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/crayonphysicsdeluxe-140x140.jpg\" alt=\"crayonphysicsdeluxe\" width=\"140\" height=\"140\">1. \u003ca href=\"http://www.crayonphysics.com/\" target=\"_blank\">Crayon Physics Deluxe\u003c/a>\u003c/h3>\n\u003cp>The first of two indie classics on this list, \u003cem>Crayon Physics Deluxe\u003c/em> might be five years old, but it has aged well. The crayon drawing aesthetic and free-form puzzle solving -- which allow students to draw objects into the level -- encourage students to use simple machines and conceptual physics creatively. One teacher has also used it to teach students the \u003ca href=\"http://www.graphite.org/game/crayon-physics-deluxe-teacher-review/3919976\" target=\"_blank\">iterative process of design and engineering\u003c/a>.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33672\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/worldofgoo-140x140.png\" alt=\"worldofgoo\" width=\"140\" height=\"140\">2. \u003ca href=\"http://www.worldofgoo.com/\" target=\"_blank\">World of Goo\u003c/a>\u003c/h3>\n\u003cp>The second classic, \u003cem>World of Goo,\u003c/em> garnered two different awards for design at the 2008 Independent Games Festival (\u003cem>Crayon Physics\u003c/em> won the Grand Prize). In \u003cem>World of Goo\u003c/em>, players build structures out of the titular black goo. As structures climb higher, or bridge gaps, students start thinking about weight distribution, gravity, and center of mass.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33673\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/coaster_crafter-140x140.png\" alt=\"coaster_crafter\" width=\"140\" height=\"140\">3. \u003ca href=\"https://s.ncta.com/CoasterCrafter/teachers/default.aspx\" target=\"_blank\">Coaster Crafter\u003c/a>\u003c/h3>\n\u003cp>Roller coasters have long been a favorite example for physics teachers. They're a great way to show students the practical implications of concepts like velocity and kinetic and potential energy. \u003cem>Coaster Crafter\u003c/em> features a few different modes that will take students step by step through the process of designing coasters, connecting each step and challenge to important physics concepts. The mode that has students fix broken tracks was a particular favorite \u003ca href=\"http://www.graphite.org/website/coaster-crafter-teacher-review/3893076\">of a physics teacher\u003c/a>.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/602196_434936999916746_2105602860_n-1-140x140.jpg\" alt=\"602196_434936999916746_2105602860_n-1\" width=\"140\" height=\"140\">4. \u003ca href=\"http://amazingalexnow.com/games/amazing-alex-online/\" target=\"_blank\">Amazing Alex\u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"http://amazingalexnow.com/games/amazing-alex-online/\" target=\"_blank\">A follow-up to \u003c/a>\u003cem>\u003ca href=\"http://amazingalexnow.com/games/amazing-alex-online/\" target=\"_blank\">Angry Bir\u003c/a>ds \u003c/em>by developer Rovio, \u003cem>Amazing Alex\u003c/em> takes inspiration from \u003cem>Crayon Physics\u003c/em>' template, but instead of drawing solutions, players combine 35 different interactive, household objects like scissors, tennis balls, and rope to make Rube Goldberg like contraptions. It's polished and captures the quirk of DIY culture in a way sure to grab the attention of students that like to get their hands dirty. Students are also encouraged to keep trying, helping them, as one teacher points out, \u003ca href=\"http://www.graphite.org/app/amazing-alex-teacher-review/3889519\">learn perseverance\u003c/a>.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33674\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/tinkerbox-e1390872857393-140x140.jpg\" alt=\"tinkerbox\" width=\"140\" height=\"140\">5. \u003ca href=\"https://itunes.apple.com/us/app/tinkerbox-hd/id415722219?mt=8\">Tinkerbox\u003c/a>\u003c/h3>\n\u003cp>\u003cem>Tinkerbox\u003c/em> is similar to \u003cem>Amazing Alex\u003c/em>, but with an industrial vs. cartoonish art style. As a result, it still teaches many of the same concepts, but its thematic focus is more on machinery and engineering than homebrew creation. Like \u003cem>Amazing Alex\u003c/em>, one of the best features of \u003cem>Tinkerbox\u003c/em> is its level creator tool where students can build contraptions or puzzles and share them with others. It's a handy alternative for teachers who are looking to broaden their assessment strategies. As one teacher argues, tools like Tinkerbox can \u003ca href=\"http://www.graphite.org/app/tinkerbox-teacher-review/3910536\">\"be as valuable as even the best of lectures.\"\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All the above games have physics in common but they're also all in 2D. If students love these games, consider challenging them with 3D and even 4D games that put physics knowledge to the test. Valve's \u003ca href=\"http://www.valvesoftware.com/games/portal.html\" target=\"_blank\">\u003cem>Portal\u003c/em>\u003c/a> series is a great choice, or look into the equally mind-bending first-person games \u003ca href=\"http://www.antichamber-game.com/\" target=\"_blank\">\u003cem>Antichamber\u003c/em>\u003c/a> or \u003ca href=\"http://store.steampowered.com/app/200010/\" target=\"_blank\">\u003cem>Quantum Conundrum\u003c/em>\u003c/a>, both of which go beyond the boundaries of Newtonian physics and Euclidean geometry.\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>Chances are, if you have a smartphone or tablet, you've played \u003cem>Angry Birds\u003c/em>. While \u003cem>Candy Crush Saga\u003c/em> might currently top the charts, \u003cem>Angry Birds\u003c/em> is the best selling app of all time. From an educator's perspective, what's exciting about \u003cem>Angry Birds'\u003c/em> popularity versus something like \u003cem>Candy Crush\u003c/em> is that getting good at\u003cem> Angry Birds \u003c/em>means skillfully – and often unconsciously – using conceptual physics knowledge. It's something video games have been doing for years, but \u003cem>Angry Birds\u003c/em> brought it to a mass audience, sneaking a bit of science into many students' digital diets.\u003c/p>\n\u003cp>Here are five other games for the \u003cem>Angry Birds\u003c/em> fan that do an even better job of integrating physics and problem solving into addictive, just-one-more-try experiences.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33671\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/crayonphysicsdeluxe-140x140.jpg\" alt=\"crayonphysicsdeluxe\" width=\"140\" height=\"140\">1. \u003ca href=\"http://www.crayonphysics.com/\" target=\"_blank\">Crayon Physics Deluxe\u003c/a>\u003c/h3>\n\u003cp>The first of two indie classics on this list, \u003cem>Crayon Physics Deluxe\u003c/em> might be five years old, but it has aged well. The crayon drawing aesthetic and free-form puzzle solving -- which allow students to draw objects into the level -- encourage students to use simple machines and conceptual physics creatively. One teacher has also used it to teach students the \u003ca href=\"http://www.graphite.org/game/crayon-physics-deluxe-teacher-review/3919976\" target=\"_blank\">iterative process of design and engineering\u003c/a>.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33672\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/worldofgoo-140x140.png\" alt=\"worldofgoo\" width=\"140\" height=\"140\">2. \u003ca href=\"http://www.worldofgoo.com/\" target=\"_blank\">World of Goo\u003c/a>\u003c/h3>\n\u003cp>The second classic, \u003cem>World of Goo,\u003c/em> garnered two different awards for design at the 2008 Independent Games Festival (\u003cem>Crayon Physics\u003c/em> won the Grand Prize). In \u003cem>World of Goo\u003c/em>, players build structures out of the titular black goo. As structures climb higher, or bridge gaps, students start thinking about weight distribution, gravity, and center of mass.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33673\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/coaster_crafter-140x140.png\" alt=\"coaster_crafter\" width=\"140\" height=\"140\">3. \u003ca href=\"https://s.ncta.com/CoasterCrafter/teachers/default.aspx\" target=\"_blank\">Coaster Crafter\u003c/a>\u003c/h3>\n\u003cp>Roller coasters have long been a favorite example for physics teachers. They're a great way to show students the practical implications of concepts like velocity and kinetic and potential energy. \u003cem>Coaster Crafter\u003c/em> features a few different modes that will take students step by step through the process of designing coasters, connecting each step and challenge to important physics concepts. The mode that has students fix broken tracks was a particular favorite \u003ca href=\"http://www.graphite.org/website/coaster-crafter-teacher-review/3893076\">of a physics teacher\u003c/a>.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/602196_434936999916746_2105602860_n-1-140x140.jpg\" alt=\"602196_434936999916746_2105602860_n-1\" width=\"140\" height=\"140\">4. \u003ca href=\"http://amazingalexnow.com/games/amazing-alex-online/\" target=\"_blank\">Amazing Alex\u003c/a>\u003c/h3>\n\u003cp>\u003ca href=\"http://amazingalexnow.com/games/amazing-alex-online/\" target=\"_blank\">A follow-up to \u003c/a>\u003cem>\u003ca href=\"http://amazingalexnow.com/games/amazing-alex-online/\" target=\"_blank\">Angry Bir\u003c/a>ds \u003c/em>by developer Rovio, \u003cem>Amazing Alex\u003c/em> takes inspiration from \u003cem>Crayon Physics\u003c/em>' template, but instead of drawing solutions, players combine 35 different interactive, household objects like scissors, tennis balls, and rope to make Rube Goldberg like contraptions. It's polished and captures the quirk of DIY culture in a way sure to grab the attention of students that like to get their hands dirty. Students are also encouraged to keep trying, helping them, as one teacher points out, \u003ca href=\"http://www.graphite.org/app/amazing-alex-teacher-review/3889519\">learn perseverance\u003c/a>.\u003c/p>\n\u003ch3>\u003cimg class=\"alignright size-thumbnail wp-image-33674\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/tinkerbox-e1390872857393-140x140.jpg\" alt=\"tinkerbox\" width=\"140\" height=\"140\">5. \u003ca href=\"https://itunes.apple.com/us/app/tinkerbox-hd/id415722219?mt=8\">Tinkerbox\u003c/a>\u003c/h3>\n\u003cp>\u003cem>Tinkerbox\u003c/em> is similar to \u003cem>Amazing Alex\u003c/em>, but with an industrial vs. cartoonish art style. As a result, it still teaches many of the same concepts, but its thematic focus is more on machinery and engineering than homebrew creation. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All the above games have physics in common but they're also all in 2D. If students love these games, consider challenging them with 3D and even 4D games that put physics knowledge to the test. Valve's \u003ca href=\"http://www.valvesoftware.com/games/portal.html\" target=\"_blank\">\u003cem>Portal\u003c/em>\u003c/a> series is a great choice, or look into the equally mind-bending first-person games \u003ca href=\"http://www.antichamber-game.com/\" target=\"_blank\">\u003cem>Antichamber\u003c/em>\u003c/a> or \u003ca href=\"http://store.steampowered.com/app/200010/\" target=\"_blank\">\u003cem>Quantum Conundrum\u003c/em>\u003c/a>, both of which go beyond the boundaries of Newtonian physics and Euclidean geometry.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is Senior Manager, Education Content, at \u003ca href=\"http://www.commonsensemedia.org/educators\">Common Sense Media\u003c/a>, creator of \u003ca href=\"http://www.graphite.org\">Graphite ™\u003c/a>, a free service for educators in search of the best apps, games, and websites rated for learning. This post is one in a series collaboration. Games included here have received high ratings on Graphite by educators and by the editorial staff at Common Sense Media. Go to \u003ca href=\"http://www.graphite.org\">Graphite\u003c/a> to read full reviews of games and how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do Parents Think 'Educational' Screen Time Affects Learning?",
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"content": "\u003cfigure id=\"attachment_33593\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/14245546@N00\">\u003cimg class=\"size-full wp-image-33593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/demoshelsinki.jpg\" alt=\"demoshelsinki\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki-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\">As media becomes more prevalent in kids' lives, parents are grappling with the potential \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">benefits and pitfalls of screen time\u003c/a> -- what's just the right amount, what's truly educational, what's beneficial, and what's detrimental.\u003c/p>\n\u003cp>To get a better understanding of parents' attitudes around kids' educational media, the \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\" target=\"_blank\">Joan Ganz Cooney Center surveyed \u003c/a>1,577 parents of kids ages 2 to 10 years old, including a representative group of African American and Latino parents. They defined educational media as content that's \"good for a child's learning or growth, or that teaches some type of lesson, such as an academic or social skill,\" and includes TV, DVDs, video games, books, e-readers, smartphones, tablets, and other mobile devices used at home.\u003c/p>\n\u003cp>Some interesting patterns emerged from this big survey. Parents surveyed said they considered nearly half (44 percent) of their kids' screen media use as educational. That amounts to 56 minutes out of a total 2:07 screen media per day. And more than half (57 percent) say their kids are actually learning from the educational media they consume, and take action after consuming it. For example, about a third of kids engage in imaginative play, and more than a quarter ask questions about what they watched or played, though only 18 percent asked their parents to plan a project or an activity inspired by that media. But as kids get older, their habits start to change -- away from consuming more educational media.\u003c/p>\n\u003cp>Some noteworthy numbers:\u003c/p>\n\u003cp>\u003cstrong>TV Vs. Everything Else\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>TV is still very much king of media in most homes. Kids watch way more educational TV -- an average of 42 minutes a day -- than they interact with other educational content, like mobile devices (5 minutes), computers (5 minutes) or video games (3 minutes).\u003c/p>\n\u003cp>\u003cstrong>Age and Educational Content\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Younger kids are much more likely to engage with educational media than older kids: 1 hour and 16 minutes a day for 2-4 year-olds, 50 minutes a day for 5-7 year-olds, and 42 minutes a day for 8-to-10 year-olds. However, the reverse is true about the \u003cem>amount\u003c/em> of time older kids spend with screen media versus younger kids. As children get older, the amount of time they spend with screen media leaps from 1 hour and 37 minutes to 2 hours and 36 minutes a day, but the proportion of \u003cem>education\u003c/em> content plunges from 78 percent to 27 percent.\u003c/p>\n\u003cp>\u003cstrong>Income Differences\u003c/strong>\u003c/p>\n\u003cp>Lower-income kids consume more educational content than higher-income kids: 57 percent of educational screen time compared to 40 percent. \"This may reflect a difference in the types of content children are e\u003cimg class=\"alignright size-medium wp-image-33607\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Screen-Shot-2014-01-23-at-9.02.48-PM-300x385.png\" alt=\"Screen Shot 2014-01-23 at 9.02.48 PM\" width=\"207\" height=\"266\">ngaging with, or it may be that lower- and higher-income parents hold different views of what constitutes 'educational' media. Indeed, lower-income parents are more likely to rate specific media titles as educational than higher-income parents are,\" the report states. Broken down further, more lower-income kids watch educational TV than higher income kids (35 percent compared to 18 percent), and play more educational games on mobile devices (12 percent compared to 5 percent).\u003c/p>\n\u003cp>When it comes to access to the internet and devices, the differences were quite stark. Only 58 percent of parents on the lowest end of the income bracket (under $25,000) had high-speed internet access compared to 98 percent of high-income parents who made more than $100,000 per year; 57 percent of lowest-income parents had smartphones in the home compared to 84 percent of the highest income households.\u003c/p>\n\u003cp>And yet more lowest-income kids -- 66 percent -- asked to do a project or activity as a result of using educational media, as opposed to 50 percent of the highest income kids.\u003c/p>\n\u003cp>\u003cstrong>Cultural Differences\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Latino parents were the least likely group to say their kids learned from educational media. Compared to 91 percent of African American parents and 79 percent of Caucasian parents who said their kids benefited in learning, only 63 percent of Latino parents said their kids had \"learned a lot or some about math from computers.\"\u003c/p>\n\u003cp>\u003cstrong>Variety of Content\u003c/strong>\u003c/p>\n\u003cp>As far as results from interacting with the educational content, more than one-third of parents said their kids learned reading skills and 28 percent said kids learned math skills, compared to only 19 percent of parents who said their kids learned \"a lot\" about science from an educational media platform. What's more, about a quarter of parents thought their kids learned social skills and 21 percent said they learned healthy habits.\u003c/p>\n\u003cp>\u003cstrong>Recommendations\u003c/strong>\u003c/p>\n\u003cp>Where do parents learn about education media? Teachers’ suggestions are highly valued -- 40 percent say that's their source.\u003c/p>\n\u003cp>What do with all this information? The Cooney Center offers some insightful conclusions, too. Be sure to \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\" target=\"_blank\">dig into the entire document\u003c/a> to learn more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Some easy-to-grasp charts here:\u003c/p>\n\u003cfigure id=\"attachment_33600\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table10-640x392.png\" alt=\"table10\" width=\"640\" height=\"392\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_33602\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table6-640x573.png\" alt=\"table6\" width=\"640\" height=\"573\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_33604\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33604\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table7-640x373.png\" alt=\"table7\" width=\"640\" height=\"373\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\n",
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"excerpt": "As media becomes more prevalent in kids' lives, parents are grappling with the potential benefits and pitfalls of screen time -- what's just the right amount, what's truly educational, what's beneficial, and what's detrimental. To get a better understanding of parents' attitudes around kids' educational media, the Joan Ganz Cooney Center surveyed 1,577 parents of kids ages 2 to 10 years old, including a representative group of African American and Latino parents.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33593\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/14245546@N00\">\u003cimg class=\"size-full wp-image-33593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/demoshelsinki.jpg\" alt=\"demoshelsinki\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki-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\">As media becomes more prevalent in kids' lives, parents are grappling with the potential \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">benefits and pitfalls of screen time\u003c/a> -- what's just the right amount, what's truly educational, what's beneficial, and what's detrimental.\u003c/p>\n\u003cp>To get a better understanding of parents' attitudes around kids' educational media, the \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\" target=\"_blank\">Joan Ganz Cooney Center surveyed \u003c/a>1,577 parents of kids ages 2 to 10 years old, including a representative group of African American and Latino parents. They defined educational media as content that's \"good for a child's learning or growth, or that teaches some type of lesson, such as an academic or social skill,\" and includes TV, DVDs, video games, books, e-readers, smartphones, tablets, and other mobile devices used at home.\u003c/p>\n\u003cp>Some interesting patterns emerged from this big survey. Parents surveyed said they considered nearly half (44 percent) of their kids' screen media use as educational. That amounts to 56 minutes out of a total 2:07 screen media per day. And more than half (57 percent) say their kids are actually learning from the educational media they consume, and take action after consuming it. For example, about a third of kids engage in imaginative play, and more than a quarter ask questions about what they watched or played, though only 18 percent asked their parents to plan a project or an activity inspired by that media. But as kids get older, their habits start to change -- away from consuming more educational media.\u003c/p>\n\u003cp>Some noteworthy numbers:\u003c/p>\n\u003cp>\u003cstrong>TV Vs. Everything Else\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>TV is still very much king of media in most homes. Kids watch way more educational TV -- an average of 42 minutes a day -- than they interact with other educational content, like mobile devices (5 minutes), computers (5 minutes) or video games (3 minutes).\u003c/p>\n\u003cp>\u003cstrong>Age and Educational Content\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Younger kids are much more likely to engage with educational media than older kids: 1 hour and 16 minutes a day for 2-4 year-olds, 50 minutes a day for 5-7 year-olds, and 42 minutes a day for 8-to-10 year-olds. However, the reverse is true about the \u003cem>amount\u003c/em> of time older kids spend with screen media versus younger kids. As children get older, the amount of time they spend with screen media leaps from 1 hour and 37 minutes to 2 hours and 36 minutes a day, but the proportion of \u003cem>education\u003c/em> content plunges from 78 percent to 27 percent.\u003c/p>\n\u003cp>\u003cstrong>Income Differences\u003c/strong>\u003c/p>\n\u003cp>Lower-income kids consume more educational content than higher-income kids: 57 percent of educational screen time compared to 40 percent. \"This may reflect a difference in the types of content children are e\u003cimg class=\"alignright size-medium wp-image-33607\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Screen-Shot-2014-01-23-at-9.02.48-PM-300x385.png\" alt=\"Screen Shot 2014-01-23 at 9.02.48 PM\" width=\"207\" height=\"266\">ngaging with, or it may be that lower- and higher-income parents hold different views of what constitutes 'educational' media. Indeed, lower-income parents are more likely to rate specific media titles as educational than higher-income parents are,\" the report states. Broken down further, more lower-income kids watch educational TV than higher income kids (35 percent compared to 18 percent), and play more educational games on mobile devices (12 percent compared to 5 percent).\u003c/p>\n\u003cp>When it comes to access to the internet and devices, the differences were quite stark. Only 58 percent of parents on the lowest end of the income bracket (under $25,000) had high-speed internet access compared to 98 percent of high-income parents who made more than $100,000 per year; 57 percent of lowest-income parents had smartphones in the home compared to 84 percent of the highest income households.\u003c/p>\n\u003cp>And yet more lowest-income kids -- 66 percent -- asked to do a project or activity as a result of using educational media, as opposed to 50 percent of the highest income kids.\u003c/p>\n\u003cp>\u003cstrong>Cultural Differences\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Latino parents were the least likely group to say their kids learned from educational media. Compared to 91 percent of African American parents and 79 percent of Caucasian parents who said their kids benefited in learning, only 63 percent of Latino parents said their kids had \"learned a lot or some about math from computers.\"\u003c/p>\n\u003cp>\u003cstrong>Variety of Content\u003c/strong>\u003c/p>\n\u003cp>As far as results from interacting with the educational content, more than one-third of parents said their kids learned reading skills and 28 percent said kids learned math skills, compared to only 19 percent of parents who said their kids learned \"a lot\" about science from an educational media platform. What's more, about a quarter of parents thought their kids learned social skills and 21 percent said they learned healthy habits.\u003c/p>\n\u003cp>\u003cstrong>Recommendations\u003c/strong>\u003c/p>\n\u003cp>Where do parents learn about education media? Teachers’ suggestions are highly valued -- 40 percent say that's their source.\u003c/p>\n\u003cp>What do with all this information? The Cooney Center offers some insightful conclusions, too. Be sure to \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\" target=\"_blank\">dig into the entire document\u003c/a> to learn more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Some easy-to-grasp charts here:\u003c/p>\n\u003cfigure id=\"attachment_33600\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table10-640x392.png\" alt=\"table10\" width=\"640\" height=\"392\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_33602\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table6-640x573.png\" alt=\"table6\" width=\"640\" height=\"573\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_33604\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33604\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table7-640x373.png\" alt=\"table7\" width=\"640\" height=\"373\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Bypassing the Textbook: Video Games Transform Social Studies Curriculum",
"title": "Bypassing the Textbook: Video Games Transform Social Studies Curriculum",
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"content": "\u003cfigure id=\"attachment_33245\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Skyrim300.jpg\" alt=\"Skyrim300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Skyrim Elder Scrolls trailer\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators typically think of using digital and video games as the actual learning tool, but one teacher is using video games for something else entirely -- as a replacement for the textbook.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jsmummert\" target=\"_blank\">Jeff Mummert\u003c/a>, a social studies teacher and department chair at Hershey High School in Pennsylvania, uses games in his class to get students thinking critically about the subject matter the games address, even if they're completely imaginary, he \u003ca href=\"http://www.edweb.net/\" target=\"_blank\">said\u003c/a>. Game designers put a lot of time and thought into developing aesthetically appealing games that they think will draw players into an imaginary world. Mummert says his interest in games in the classroom focuses entirely on asking students to think critically about the game in the same way they would analyze a text or work of art.\u003c/p>\n\u003cp>Since many of his students already play video games at home, Mummert prefers to use those games as discussion points. In one assignment, for example, he asked students to critique the characters in \u003ca href=\"http://us.battle.net/en/int?r=wow\" target=\"_blank\">World of Warcraft\u003c/a> after watching a YouTube trailer for the game. In it, there's only one “human” race that's represented by a European male in Western clothing. The “orc” character sails in on a ship with overtly Middle Eastern overtones and promptly attacks the “human” character.\u003c/p>\n\u003cp>[contextly_sidebar id=\"38954a6c8eda5e12bb8e0e50a52b899d\"]\u003c/p>\n\u003cp>\"It seems like harmless fun, but if you get your students thinking critically about it, it’s really something else,” Mummert said. He asks his students to think about the stereotypes portrayed in the game and to dig into deeper questions like, is the game racist? Do stereotypes hurt men? “Sometimes people want to play games to make them feel comfortable with issues they already have about perceptions of race and ethnicity,” Mummert said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A few games developed in the last three or four years are actually based on historical moments -- a social studies teacher’s dream, Mummert says. One game that he's found useful is called \u003ca href=\"https://www.youtube.com/watch?v=PjqsYzBrP-M\" target=\"_blank\">Skyrim Elder Scrolls V,\u003c/a> set in medieval times that has many “non-player characters,” people in the game that a player can interact with, but that are not controlled by the player. “I’ve actually used it with my class to do field work within a game,” Mummert said. He’s asked students to take population statistics and analyze whether the towns are producing enough food to feed the population. “It’s an interesting way for an AP Human Geography teacher to get kids to think about how field work works and how to use statistics to try to change things,” he said.\u003c/p>\n\u003cp>Another game his students have enjoyed analyzing is \u003ca href=\"http://assassinscreed.ubi.com/en-us/media/media.aspx?c=tcm:19-67848&ct=tcm:6-231-32\" target=\"_blank\">Assassins Creed III\u003c/a>, which is set in revolutionary America. After watching the trailer, his class discussed how the game was marketed differently in the United States and in Canada. The trailer depicts scenes from the Boston Massacre in a recreation that many experts say is quite realistic. Talking about what is fact and fiction within the game and whether it can be harmful to misrepresent the truth helps students understand the idea of authenticity.\u003c/p>\n\u003cp>But there is one hazard of off-the-shelf games in the classroom: exposing kids to serious violence. Mummert says teachers need to be careful which games they select and to make it clear that just because a game is being used for textual analysis in class doesn’t mean that he, as a teacher, is endorsing the violence. A good example is\u003ca href=\"http://www.2kgames.com/bioshock/\" target=\"_blank\"> Bioshock\u003c/a>, which Mummert was initially excited about because it presented a dystopian future at the turn of the century, where the U.S. went a different direction from the rest of the world. Mummert liked the game because it offered opportunities to discuss concepts like social Darwinism, industrialization, racism, and segregation – core social studies topics. But, the “horrifically violent” nature of the game, as Mummert put it, ruined its chances of becoming an educational tool.\u003c/p>\n\u003cp>\u003cstrong>THE NEXT STEP: MODIFYING\u003c/strong>\u003c/p>\n\u003cp>While talking about historical context and implicit undertones of games can produce rich discussions in class, for Mummert, the strongest way to use games in the classroom is to ask students to propose modifications to a game based on the issues discussed. “That really brings up the thinking level,” Mummert said.\u003c/p>\n\u003cp>One of his favorite activities is to ask students to modify a game to reflect race and gender more realistically while retaining diversity, complexity, and player choice in the game. The assignment forces students to work within specific parameters, just as a game developer might. “Students have no concept of the kinds of skills it takes to make a video game,” Mummert said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By asking them to modify race and gender, the assignment requires students to think about how to introduce historical authenticity into the game. “You can play, but you have to play in this fenced in area,” Mummert said, and that can be challenging.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33245\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/Skyrim300.jpg\" alt=\"Skyrim300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/Skyrim300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Skyrim Elder Scrolls trailer\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators typically think of using digital and video games as the actual learning tool, but one teacher is using video games for something else entirely -- as a replacement for the textbook.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jsmummert\" target=\"_blank\">Jeff Mummert\u003c/a>, a social studies teacher and department chair at Hershey High School in Pennsylvania, uses games in his class to get students thinking critically about the subject matter the games address, even if they're completely imaginary, he \u003ca href=\"http://www.edweb.net/\" target=\"_blank\">said\u003c/a>. Game designers put a lot of time and thought into developing aesthetically appealing games that they think will draw players into an imaginary world. Mummert says his interest in games in the classroom focuses entirely on asking students to think critically about the game in the same way they would analyze a text or work of art.\u003c/p>\n\u003cp>Since many of his students already play video games at home, Mummert prefers to use those games as discussion points. In one assignment, for example, he asked students to critique the characters in \u003ca href=\"http://us.battle.net/en/int?r=wow\" target=\"_blank\">World of Warcraft\u003c/a> after watching a YouTube trailer for the game. In it, there's only one “human” race that's represented by a European male in Western clothing. The “orc” character sails in on a ship with overtly Middle Eastern overtones and promptly attacks the “human” character.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"It seems like harmless fun, but if you get your students thinking critically about it, it’s really something else,” Mummert said. He asks his students to think about the stereotypes portrayed in the game and to dig into deeper questions like, is the game racist? Do stereotypes hurt men? “Sometimes people want to play games to make them feel comfortable with issues they already have about perceptions of race and ethnicity,” Mummert said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A few games developed in the last three or four years are actually based on historical moments -- a social studies teacher’s dream, Mummert says. One game that he's found useful is called \u003ca href=\"https://www.youtube.com/watch?v=PjqsYzBrP-M\" target=\"_blank\">Skyrim Elder Scrolls V,\u003c/a> set in medieval times that has many “non-player characters,” people in the game that a player can interact with, but that are not controlled by the player. “I’ve actually used it with my class to do field work within a game,” Mummert said. He’s asked students to take population statistics and analyze whether the towns are producing enough food to feed the population. “It’s an interesting way for an AP Human Geography teacher to get kids to think about how field work works and how to use statistics to try to change things,” he said.\u003c/p>\n\u003cp>Another game his students have enjoyed analyzing is \u003ca href=\"http://assassinscreed.ubi.com/en-us/media/media.aspx?c=tcm:19-67848&ct=tcm:6-231-32\" target=\"_blank\">Assassins Creed III\u003c/a>, which is set in revolutionary America. After watching the trailer, his class discussed how the game was marketed differently in the United States and in Canada. The trailer depicts scenes from the Boston Massacre in a recreation that many experts say is quite realistic. Talking about what is fact and fiction within the game and whether it can be harmful to misrepresent the truth helps students understand the idea of authenticity.\u003c/p>\n\u003cp>But there is one hazard of off-the-shelf games in the classroom: exposing kids to serious violence. Mummert says teachers need to be careful which games they select and to make it clear that just because a game is being used for textual analysis in class doesn’t mean that he, as a teacher, is endorsing the violence. A good example is\u003ca href=\"http://www.2kgames.com/bioshock/\" target=\"_blank\"> Bioshock\u003c/a>, which Mummert was initially excited about because it presented a dystopian future at the turn of the century, where the U.S. went a different direction from the rest of the world. Mummert liked the game because it offered opportunities to discuss concepts like social Darwinism, industrialization, racism, and segregation – core social studies topics. But, the “horrifically violent” nature of the game, as Mummert put it, ruined its chances of becoming an educational tool.\u003c/p>\n\u003cp>\u003cstrong>THE NEXT STEP: MODIFYING\u003c/strong>\u003c/p>\n\u003cp>While talking about historical context and implicit undertones of games can produce rich discussions in class, for Mummert, the strongest way to use games in the classroom is to ask students to propose modifications to a game based on the issues discussed. “That really brings up the thinking level,” Mummert said.\u003c/p>\n\u003cp>One of his favorite activities is to ask students to modify a game to reflect race and gender more realistically while retaining diversity, complexity, and player choice in the game. The assignment forces students to work within specific parameters, just as a game developer might. “Students have no concept of the kinds of skills it takes to make a video game,” Mummert said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By asking them to modify race and gender, the assignment requires students to think about how to introduce historical authenticity into the game. “You can play, but you have to play in this fenced in area,” Mummert said, and that can be challenging.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
},
"requestOutcomesReducer": {
"notFound": []
}
}
