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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?",
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"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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"excerpt": "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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"disqusTitle": "MacBook, Chromebook, iPads: Why Schools Should Think Beyond Platforms",
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"content": "\u003cfigure id=\"attachment_33455\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/seanfreese/6943433132/sizes/z/\">\u003cimg class=\"size-full wp-image-33455\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg\" alt=\"6943433132_9098dc3bc1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How long can any device realistically be expected to remain an effective tool in the classroom? Three years? Five years? Yet today, when schools decide on a device for their 1:1 programs, that choice quickly gets written into their school “brand.” Schools become identified by that choice, and the evaluation of other devices ceases. There are even certifications to this extent, such as GAFE schools, Apple Distinguished Schools, and so on.\u003c/p>\n\u003cp>But it's important that schools who make “the choice” don’t simply stop planning at that point. As educational technology becomes key to the daily workings of a classroom, discussing the direction of its use should not end once devices are in their students' hands.\u003c/p>\n\u003cp>\u003cstrong>FOCUS ON LEARNING NEEDS\u003c/strong>\u003c/p>\n\u003cp>The choice of a platform should be focused on learning objectives, students’ needs, and community values, filtering out the extraneous factions and marketing battles. Debating the best technology platforms is part of our culture, and often we see that it ends either in a single winner (Blu Ray over HD DVD) or a divided populace with sides and factions (PC vs. Mac, Windows vs. Google). These rivalries are as much a part of our culture as rooting for our favorite team.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But they're also the byproduct of marketing and for-profit businesses, not a solid foundation upon which to build educational practice and policy. Schools cannot afford to allow these important discussions to be ruled by a decades-old Apple commercial or creative advertisements urging us to avoid getting “Scroogled.” Though such commercials are largely innocuous, they and the rivalries they create are toxic when they divide communities into camps and fiefdoms within education or limit our understanding of what is possible. These campaigns become a problem when they are allowed to become the focus of a school’s, or even the community’s, adoption process.\u003c/p>\n\u003cp>Selecting the right device for your school has everything to do with learning objectives and the tasks that students will do. Ideally, discussions of those objectives as well as the students’ needs should be emphasized over the devices.\u003c/p>\n\u003cp>\u003cstrong>IMPORTANCE OF FLEXIBILITY\u003c/strong>\u003c/p>\n\u003cp>As needs change over time, addressing them might mean switching devices (remaking the choice). As schools progress in their technology implementation, they may find that their needs have changed, and should not hesitate to change devices as their understanding of their students’ needs develops. This seasonal view of devices (rather than “device as school identity”) is essential to helping schools move forward, meet their current students’ needs, and keep the curriculum relevant and timely for the future. A focus on pedagogy and key technology skills will transfer from one device to another, making the shift easier; a focus on being a device expert, or mastering device specific mechanics, will not. Students will graduate into a world that will demand technological fluency, the ability to move and process information across various platforms and devices.\u003c/p>\n\u003cp>Chris Lehmann, Principal of the Science Leadership Academy in Philadelphia recently made the choice to move his school from Macs to Chromebooks.\u003c/p>\n\u003cp>[contextly_sidebar id=\"49ad8ea82f86cd8b7f58f5c9be0a6aca\"]\u003c/p>\n\u003cp>“Ultimately our learning goals won’t change. Their manifestation may change a little bit, but we started with a vision, and we still hold steadfast to that vision,” Lehmann said.\u003c/p>\n\u003cp>Just as important in Lehmann’s mind is another key part of what school leaders must focus on: sustainability. If sustainability is not taken into account, having made the transition and pedagogical shift to 1:1, schools would be forced to roll that change back. Moving to Chromebooks, and the monetary savings associated with doing so, secured the mission of SLA, creating stability in an environment of financial instability.\u003c/p>\n\u003cp>“At all costs, you have to think about what it means to sustain the choice. Not doing so would be devastating,\" Lehmann said. \"The stability that this (change) gives us in an environment of instability was worth its weight in gold.”\u003c/p>\n\u003cp>\u003cstrong>AWAY FROM EITHER/OR\u003c/strong>\u003c/p>\n\u003cp>The various and complex needs of a school might require making more than one choice at a time. When a school chooses a specific type of technology, administrators have taken the time to find what meets the needs of their students and their community, not simply the device with the loudest contingent of supporters.\u003c/p>\n\u003cp>But what if one device is not the answer? Tony Perez from the Atlanta Girls School works in a multiple-platform school, and moved from MacBook Pro to iPads in the middle school two years ago.\u003c/p>\n\u003cp>\"We did this for several reasons: cost to families, capability of the device, classroom control, developmental appropriateness -- and it's a mobile device,\" Perez said. \"We were interested in iPad as a content creation device.\"\u003c/p>\n\u003cp>In the past, schools had many different forms of technology. If schools used PCs, that did not prevent them from purchasing Macs for art programs where that technology might better meet the students' learning needs. Just as one would not use a wrench as a paint brush, the tools for one subject often don’t easily translate or serve the best purposes of others. Schools that embody this understanding go beyond teaching their students a single device.\u003c/p>\n\u003cp>\"Our teachers began to understand that the final product could be flexible if mastery was demonstrated, something that has become a key understanding in our move to any platform, any time,\" Perez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected. Getting devices in the hands of students is just the beginning.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33455\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/seanfreese/6943433132/sizes/z/\">\u003cimg class=\"size-full wp-image-33455\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg\" alt=\"6943433132_9098dc3bc1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How long can any device realistically be expected to remain an effective tool in the classroom? Three years? Five years? Yet today, when schools decide on a device for their 1:1 programs, that choice quickly gets written into their school “brand.” Schools become identified by that choice, and the evaluation of other devices ceases. There are even certifications to this extent, such as GAFE schools, Apple Distinguished Schools, and so on.\u003c/p>\n\u003cp>But it's important that schools who make “the choice” don’t simply stop planning at that point. As educational technology becomes key to the daily workings of a classroom, discussing the direction of its use should not end once devices are in their students' hands.\u003c/p>\n\u003cp>\u003cstrong>FOCUS ON LEARNING NEEDS\u003c/strong>\u003c/p>\n\u003cp>The choice of a platform should be focused on learning objectives, students’ needs, and community values, filtering out the extraneous factions and marketing battles. Debating the best technology platforms is part of our culture, and often we see that it ends either in a single winner (Blu Ray over HD DVD) or a divided populace with sides and factions (PC vs. Mac, Windows vs. Google). These rivalries are as much a part of our culture as rooting for our favorite team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But they're also the byproduct of marketing and for-profit businesses, not a solid foundation upon which to build educational practice and policy. Schools cannot afford to allow these important discussions to be ruled by a decades-old Apple commercial or creative advertisements urging us to avoid getting “Scroogled.” Though such commercials are largely innocuous, they and the rivalries they create are toxic when they divide communities into camps and fiefdoms within education or limit our understanding of what is possible. These campaigns become a problem when they are allowed to become the focus of a school’s, or even the community’s, adoption process.\u003c/p>\n\u003cp>Selecting the right device for your school has everything to do with learning objectives and the tasks that students will do. Ideally, discussions of those objectives as well as the students’ needs should be emphasized over the devices.\u003c/p>\n\u003cp>\u003cstrong>IMPORTANCE OF FLEXIBILITY\u003c/strong>\u003c/p>\n\u003cp>As needs change over time, addressing them might mean switching devices (remaking the choice). As schools progress in their technology implementation, they may find that their needs have changed, and should not hesitate to change devices as their understanding of their students’ needs develops. This seasonal view of devices (rather than “device as school identity”) is essential to helping schools move forward, meet their current students’ needs, and keep the curriculum relevant and timely for the future. A focus on pedagogy and key technology skills will transfer from one device to another, making the shift easier; a focus on being a device expert, or mastering device specific mechanics, will not. Students will graduate into a world that will demand technological fluency, the ability to move and process information across various platforms and devices.\u003c/p>\n\u003cp>Chris Lehmann, Principal of the Science Leadership Academy in Philadelphia recently made the choice to move his school from Macs to Chromebooks.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Ultimately our learning goals won’t change. Their manifestation may change a little bit, but we started with a vision, and we still hold steadfast to that vision,” Lehmann said.\u003c/p>\n\u003cp>Just as important in Lehmann’s mind is another key part of what school leaders must focus on: sustainability. If sustainability is not taken into account, having made the transition and pedagogical shift to 1:1, schools would be forced to roll that change back. Moving to Chromebooks, and the monetary savings associated with doing so, secured the mission of SLA, creating stability in an environment of financial instability.\u003c/p>\n\u003cp>“At all costs, you have to think about what it means to sustain the choice. Not doing so would be devastating,\" Lehmann said. \"The stability that this (change) gives us in an environment of instability was worth its weight in gold.”\u003c/p>\n\u003cp>\u003cstrong>AWAY FROM EITHER/OR\u003c/strong>\u003c/p>\n\u003cp>The various and complex needs of a school might require making more than one choice at a time. When a school chooses a specific type of technology, administrators have taken the time to find what meets the needs of their students and their community, not simply the device with the loudest contingent of supporters.\u003c/p>\n\u003cp>But what if one device is not the answer? Tony Perez from the Atlanta Girls School works in a multiple-platform school, and moved from MacBook Pro to iPads in the middle school two years ago.\u003c/p>\n\u003cp>\"We did this for several reasons: cost to families, capability of the device, classroom control, developmental appropriateness -- and it's a mobile device,\" Perez said. \"We were interested in iPad as a content creation device.\"\u003c/p>\n\u003cp>In the past, schools had many different forms of technology. If schools used PCs, that did not prevent them from purchasing Macs for art programs where that technology might better meet the students' learning needs. Just as one would not use a wrench as a paint brush, the tools for one subject often don’t easily translate or serve the best purposes of others. Schools that embody this understanding go beyond teaching their students a single device.\u003c/p>\n\u003cp>\"Our teachers began to understand that the final product could be flexible if mastery was demonstrated, something that has become a key understanding in our move to any platform, any time,\" Perez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected. Getting devices in the hands of students is just the beginning.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How BYOD Programs Can Fuel Inquiry Learning",
"title": "How BYOD Programs Can Fuel Inquiry Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_33321\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/cellphone-e1389117584301-640x355.jpg\" alt=\"cellphone\" width=\"640\" height=\"355\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Launching a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device \u003c/a>program can be both exhilarating and scary. The opportunity to extend access to technology in the classroom and at home is enticing, but school districts can get hung up on important details like providing a strong network, making sure each child has a device, and questions around distraction. Of course, no one answer will work for all teachers or students, but one guiding principle that's shown to work is for schools to focus on how mobile technology will help shift instruction to be more collaborative, learner-driven and inquiry-based.\u003c/p>\n\u003cp>“Instead of this just being a technology initiative, it really is an instructional initiative, so all of us from different departments can get on the same page,” said \u003ca href=\"http://byotnetwork.com/about/\">Tim Clark\u003c/a>, coordinator of instructional technology for \u003ca href=\"http://www.forsyth.k12.ga.us/site/default.aspx?PageID=1\">Forsyth County Schools in Georgia\u003c/a>.\u003c/p>\n\u003cp>Forsyth started out by creating a learner profile, a set of criteria the school district wanted students to learn while in school. That profile includes: seek knowledge and understanding; think critically and solve problems; listen, communicate, and interact effectively; exhibit strong personal qualities; and engage and compete in a global environment. The profile helps guide all approaches to learning in the district.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we are trying to do is get to transformative use of tech, where kids are doing things they wouldn’t be able to do without the tech.\" \u003c/aside>\n\u003cp>“Kids already know how to use their devices, but they don’t know how to learn with their devices,” Clark said in an edWeb webinar. It’s the teacher's role to help them discover how to connect to content, one another and learning with a device that they may have only used for texting and Facebook previously. “It’s about the kids being empowered in the classroom to make decisions about the ways that they are learning,” Clark said.\u003c/p>\n\u003cp>To achieve that level of decision making, school culture has to shift to one that encourages an on-going conversation, often filtered through devices. “Anytime I see students watching a video in the classroom I expect them to be back-channeling,” Clark said. Back-channeling is an ongoing conversation on Twitter or an app like Socrative about what students are watching. The teacher then knows how students are responding to the material and can decide how to move into the next activity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Inquiry-based learning grounded in authentic projects go hand in hand with BYOD, Clark said. “What we are trying to do is get to transformative use of tech, where kids are doing things they wouldn’t be able to do without the tech,” Clark said. He recommends using big picture questions to frame ideas and help students identify the many smaller questions within the topic. “I expect that if I go to a student and ask them what’s the big question you are working on they’ll be able to tell me and talk about,” Clark said. “There’s not just one right answer. I want more questions to arise out of that one big question.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"cf6be023aa8fbda7bb0a18a04c75b57a\"]\u003c/p>\n\u003cp>Asking the right questions, developing a research approach, collaboratively deciding on a grading rubric and using all the tools available to complete a project aren’t skills that necessitate the use of technology. But having many devices in the classroom throughout the inquiry process gives educators and students more opportunities, including more authentic ways to showcase student work beyond turning an assignment into a teacher.\u003c/p>\n\u003cp>The most important thing is to take the focus off of the final product and place it on the process of discovery. “Find ways to ask the right questions to lead students to discover the apps they need to show what they know,” Clark said. He admitted that while the goal is to use the technology to transform learning, much of the time teachers and students are actually only adapting an old task to the new medium. Often that means work can be turned in more quickly and graded more efficiently.\u003c/p>\n\u003cp>Clark estimates that about 10 percent of the time, Forsyth teachers are able to facilitate a transformative learning experience. “Trying to get towards transforming helps us frame the conversation with our teachers as we provide feedback about the kinds of lessons they’re planning,” Clark said.\u003c/p>\n\u003cp>\u003cstrong>DIGITAL CITIZENSHIP\u003c/strong>\u003c/p>\n\u003cp>Like many school districts, Forsyth was concerned about how its students would use the internet once they had access all the time. The district started out with a draft policy that required schools to filter internet for things like pornography and gambling, and required certain uses. Schools could then modify that draft for their own needs. But over time, most schools came to just expect responsibility because kids weren’t misusing the privilege.\u003c/p>\n\u003cp>“There was this respect that grew out of having BYOT and working together in the classroom,” Clark said. The policies soon shifted away from all the things students couldn’t do and became a short list of things students should do. This shift allows teachers to address issues of digital citizenship like privacy, respecting others' work, and standing up to improper uses on a daily basis as they arise.\u003c/p>\n\u003cp>\u003cstrong>LEARNING ALONGSIDE STUDENTS\u003c/strong>\u003c/p>\n\u003cp>“At the beginning have the kids share how they already know how to use their technology,” Clark said. “Let them decide what apps they want to use to show what they know. The teacher doesn’t need to know all the technology.” He said some of his teachers only know the three to five apps that they find useful, but they allow their students to use whatever helps them achieve their learning goals.\u003c/p>\n\u003cp>“The teacher is not always directing everything; they have to learn how to learn alongside the students,” Clark said. “Teachers need to feel comfortable sharing that learning with the students and asking for help on the devices.” Many kids love to show off what they know and are good teachers too.\u003c/p>\n\u003cp>The most important ways the school can support its teachers in the transition to BYOD is to provide training on how to manage the class when devices are involved. One easy way to make it more manageable is to rearrange the classroom to allow more small group work or individual exploration.\u003c/p>\n\u003cp>\u003cstrong>DEVICE AND ACCESS EQUITY\u003c/strong>\u003c/p>\n\u003cp>According to Clark, the most powerful attribute of BYOD programs is the ability to extend learning beyond the school day. But it can only work if all kids have access to the same opportunities. Twenty percent of Forsyth students receive free and reduced lunch. The district was worried about equity, but jumped in knowing that not every student had a device and that some parents wouldn’t want to send their child to school with a device even if they owned one.\u003c/p>\n\u003cp>Schools in the district have found that as some kids bring personal devices, the technology in school should be more available for those who don’t bring one. Schools have a centralized location for laptops, rather than a cart or lab, so students can grab a laptop when they need it. “If they’re using that laptop in the classroom that has so much power and another kid is using a smartphone that doesn’t have quite that power or screen real estate, it requires collaboration,” Clark said.\u003c/p>\n\u003cp>And it allows cash-strapped schools more flexibility. “Since we’re not purchasing handheld devices we can use title funds to buy district devices,” Clark said. Schools have also asked parents to donate old smartphones that can be used on the wi-fi network without a data plan. And, in some cases, schools have bought devices for kids whose families really couldn’t afford one.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A bigger equity question remained around access to the internet. One strategy Forsyth has employed is to pull the community into the effort. Businesses with free wifi put a sticker in their windows and the district offers a directory listing of those resources. Many businesses have risen to that challenge and now even some dental offices offer free wifi, so kids know they can work online while waiting for an appointment. The district also bought Kajeet smartspots to send home with students who had no internet access in their houses.\u003c/p>\n\n",
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"excerpt": " The opportunity to extend access to technology in the classroom and at home is enticing, but school districts can get hung up on important details like providing a strong network, making sure each child has a device, and questions about around distraction. Of course, no one answer will work for all teachers or students, but one guiding principle that's shown to work is for schools to focus on how mobile technology will help shift instruction to be more collaborative, learner-driven and inquiry-based.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33321\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/cellphone-e1389117584301-640x355.jpg\" alt=\"cellphone\" width=\"640\" height=\"355\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Launching a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device \u003c/a>program can be both exhilarating and scary. The opportunity to extend access to technology in the classroom and at home is enticing, but school districts can get hung up on important details like providing a strong network, making sure each child has a device, and questions around distraction. Of course, no one answer will work for all teachers or students, but one guiding principle that's shown to work is for schools to focus on how mobile technology will help shift instruction to be more collaborative, learner-driven and inquiry-based.\u003c/p>\n\u003cp>“Instead of this just being a technology initiative, it really is an instructional initiative, so all of us from different departments can get on the same page,” said \u003ca href=\"http://byotnetwork.com/about/\">Tim Clark\u003c/a>, coordinator of instructional technology for \u003ca href=\"http://www.forsyth.k12.ga.us/site/default.aspx?PageID=1\">Forsyth County Schools in Georgia\u003c/a>.\u003c/p>\n\u003cp>Forsyth started out by creating a learner profile, a set of criteria the school district wanted students to learn while in school. That profile includes: seek knowledge and understanding; think critically and solve problems; listen, communicate, and interact effectively; exhibit strong personal qualities; and engage and compete in a global environment. The profile helps guide all approaches to learning in the district.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we are trying to do is get to transformative use of tech, where kids are doing things they wouldn’t be able to do without the tech.\" \u003c/aside>\n\u003cp>“Kids already know how to use their devices, but they don’t know how to learn with their devices,” Clark said in an edWeb webinar. It’s the teacher's role to help them discover how to connect to content, one another and learning with a device that they may have only used for texting and Facebook previously. “It’s about the kids being empowered in the classroom to make decisions about the ways that they are learning,” Clark said.\u003c/p>\n\u003cp>To achieve that level of decision making, school culture has to shift to one that encourages an on-going conversation, often filtered through devices. “Anytime I see students watching a video in the classroom I expect them to be back-channeling,” Clark said. Back-channeling is an ongoing conversation on Twitter or an app like Socrative about what students are watching. The teacher then knows how students are responding to the material and can decide how to move into the next activity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Inquiry-based learning grounded in authentic projects go hand in hand with BYOD, Clark said. “What we are trying to do is get to transformative use of tech, where kids are doing things they wouldn’t be able to do without the tech,” Clark said. He recommends using big picture questions to frame ideas and help students identify the many smaller questions within the topic. “I expect that if I go to a student and ask them what’s the big question you are working on they’ll be able to tell me and talk about,” Clark said. “There’s not just one right answer. I want more questions to arise out of that one big question.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Asking the right questions, developing a research approach, collaboratively deciding on a grading rubric and using all the tools available to complete a project aren’t skills that necessitate the use of technology. But having many devices in the classroom throughout the inquiry process gives educators and students more opportunities, including more authentic ways to showcase student work beyond turning an assignment into a teacher.\u003c/p>\n\u003cp>The most important thing is to take the focus off of the final product and place it on the process of discovery. “Find ways to ask the right questions to lead students to discover the apps they need to show what they know,” Clark said. He admitted that while the goal is to use the technology to transform learning, much of the time teachers and students are actually only adapting an old task to the new medium. Often that means work can be turned in more quickly and graded more efficiently.\u003c/p>\n\u003cp>Clark estimates that about 10 percent of the time, Forsyth teachers are able to facilitate a transformative learning experience. “Trying to get towards transforming helps us frame the conversation with our teachers as we provide feedback about the kinds of lessons they’re planning,” Clark said.\u003c/p>\n\u003cp>\u003cstrong>DIGITAL CITIZENSHIP\u003c/strong>\u003c/p>\n\u003cp>Like many school districts, Forsyth was concerned about how its students would use the internet once they had access all the time. The district started out with a draft policy that required schools to filter internet for things like pornography and gambling, and required certain uses. Schools could then modify that draft for their own needs. But over time, most schools came to just expect responsibility because kids weren’t misusing the privilege.\u003c/p>\n\u003cp>“There was this respect that grew out of having BYOT and working together in the classroom,” Clark said. The policies soon shifted away from all the things students couldn’t do and became a short list of things students should do. This shift allows teachers to address issues of digital citizenship like privacy, respecting others' work, and standing up to improper uses on a daily basis as they arise.\u003c/p>\n\u003cp>\u003cstrong>LEARNING ALONGSIDE STUDENTS\u003c/strong>\u003c/p>\n\u003cp>“At the beginning have the kids share how they already know how to use their technology,” Clark said. “Let them decide what apps they want to use to show what they know. The teacher doesn’t need to know all the technology.” He said some of his teachers only know the three to five apps that they find useful, but they allow their students to use whatever helps them achieve their learning goals.\u003c/p>\n\u003cp>“The teacher is not always directing everything; they have to learn how to learn alongside the students,” Clark said. “Teachers need to feel comfortable sharing that learning with the students and asking for help on the devices.” Many kids love to show off what they know and are good teachers too.\u003c/p>\n\u003cp>The most important ways the school can support its teachers in the transition to BYOD is to provide training on how to manage the class when devices are involved. One easy way to make it more manageable is to rearrange the classroom to allow more small group work or individual exploration.\u003c/p>\n\u003cp>\u003cstrong>DEVICE AND ACCESS EQUITY\u003c/strong>\u003c/p>\n\u003cp>According to Clark, the most powerful attribute of BYOD programs is the ability to extend learning beyond the school day. But it can only work if all kids have access to the same opportunities. Twenty percent of Forsyth students receive free and reduced lunch. The district was worried about equity, but jumped in knowing that not every student had a device and that some parents wouldn’t want to send their child to school with a device even if they owned one.\u003c/p>\n\u003cp>Schools in the district have found that as some kids bring personal devices, the technology in school should be more available for those who don’t bring one. Schools have a centralized location for laptops, rather than a cart or lab, so students can grab a laptop when they need it. “If they’re using that laptop in the classroom that has so much power and another kid is using a smartphone that doesn’t have quite that power or screen real estate, it requires collaboration,” Clark said.\u003c/p>\n\u003cp>And it allows cash-strapped schools more flexibility. “Since we’re not purchasing handheld devices we can use title funds to buy district devices,” Clark said. Schools have also asked parents to donate old smartphones that can be used on the wi-fi network without a data plan. And, in some cases, schools have bought devices for kids whose families really couldn’t afford one.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A bigger equity question remained around access to the internet. One strategy Forsyth has employed is to pull the community into the effort. Businesses with free wifi put a sticker in their windows and the district offers a directory listing of those resources. Many businesses have risen to that challenge and now even some dental offices offer free wifi, so kids know they can work online while waiting for an appointment. The district also bought Kajeet smartspots to send home with students who had no internet access in their houses.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32988\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/jflinchbaugh/5329187584/sizes/l/\">\u003cimg class=\"size-full wp-image-32988\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/playing-games300.jpg\" alt=\"playing-games300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/playing-games300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/playing-games300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/playing-games300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Though many educators are excited about game-based learning, the movement is still very much in a state of transition. Commercial game developers have quickly discovered it’s easier and quicker to develop mobile apps aimed at parent consumers than it is to create an easy-to-use yet robust product to make a meaningful impact on classroom learning. Meanwhile, the education sector is focusing on how to use assessments with games, because although test scores certainly don’t paint the whole picture, they remain the main data point for administrators and policymakers assessing schools and teachers.\u003c/p>\n\u003cp>As game developers look at a complicated education marketplace studded with persistent challenges, a few guidelines have begun to emerge to help make it easier for teachers to use and see value in educational games.\u003c/p>\n\u003cp>One big misperception of educational games and a turn-off for some educators is the idea that games are meant to entertain students when they're in school. “Learning is already fun,” said Dan White, CEO and founder of educational gaming company \u003ca href=\"http://www.filamentgames.com/\">Filament Games\u003c/a> in a recent \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>webinar. “The objective of game technology isn’t to sugar coat learning, it’s to give a nice entree into the learning. If you are really teaching somebody something, they’ll have a good time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “It’s not obvious what sort of pain points we are trying to address by creating learning games. If it was easy, a McGraw or Pearson would be waiting at the top, they’d have already figured this out.” \u003c/aside>\n\u003cp>Not every student will love every educational game, but that's not the point -- the point is to help different types of learners access the information. White says the term “game” can lead to the misperception that it's all about entertainment, when to him the point is reaching learning goals and targeting the kinds of classroom challenges that traditional teaching has difficulty addressing.\u003c/p>\n\u003cp>Creating games that tackle tough concepts is a huge challenge. “It’s not obvious what sort of pain points we are trying to address by creating learning games,” White said. “If it was easy, a McGraw or Pearson would be waiting at the top, they’d have already figured this out.” Topics that games have the potential to add a meaningful learning layer are those that require a lot of class time to do in the real world, like watching a plant grow; subjects that would cost money, like science experiments; or concepts that students persistently have difficulty grasping. But to find out what schools really need, developers have to ask teachers and listen closely to the answers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Historically, we’ve done a bad job about this,” White said. But if developers want games used in classrooms, they must be responsive to teachers. “When we integrated teachers directly into the design process and asked them to help us address some of the misperceptions about fractions, they pointed us in the direction of a game where you just mess around with fractions a whole bunch,” White said. The final product had little narrative and no complex graphics to get in the way of the goal.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ebaecec0bbb6c52b20a2bf47435bdd9d\"]\u003c/p>\n\u003cp>One way to help teachers use games in the classroom is to build support materials that flow seamlessly from the game. With strong professional development, lesson plans, discussion questions and assessment tools, the game developer can help scaffold learning in classrooms, an important element of transferring in-game learning from the virtual to real world.\u003c/p>\n\u003cp>Supreme Court Justice Sandra Day O’Conner’s brainchild \u003ca href=\"http://www.icivics.org/\">iCivics\u003c/a> is a great example of how well this strategy can work, White said. “In addition to creating the games, they created an entire website with tools for how to implement the games in the classroom,” White said. The game boasts 10 million plays, partly because it’s free and partly because Justice O’Conner used her position to promote it. But the supportive material also made using the game feel more comfortable for teachers.\u003c/p>\n\u003cp>“The games can’t do it all,” White said. “Games are great at drilling deep and relatively narrow, but they’re not great at covering a wide swath.” That’s important to know if teachers want to take advantage of the powerful teaching moments that games can produce. They help get students excited about a topic and its the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/\">teacher’s job to connect it to other learning,\u003c/a> he said. “Games are really awesome and rich content for a student to experience before going on to do a more traditional learning experience, like reading,” White said.\u003c/p>\n\u003cp>\u003cstrong>NEXT ITERATION OF GAMES\u003c/strong>\u003c/p>\n\u003cp>Filament is now experimenting with ways to leverage the unique qualities of school -- mainly, that they're in one physical space together at the same time -- into another iteration of games. White wants to figure out how to create a game that would focus on increasing students' interactions with each other, as much as with their gaming devices. He's also interested in creating mobile games that capitalize on their mobility, rather than providing the same desktop game for mobile devices.\u003c/p>\n\u003cp>All of these new ideas go back to the core challenge of finding the connection between formal and informal learning. “It’s where we can make the most impact,” White said. “Good parents are going to go out and find ways to educate their children, but in schools we have an opportunity to reach everybody.” That’s why he thinks it's so important to help teachers along the gaming path. White isn’t interested in only reaching eager early adopters; he wants to reach the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/what-teachers-really-think-about-game-based-learning/\">average, harried, reticent teacher\u003c/a> and he understands they’re under a lot of pressure to prove that any educational tool they use is effective and worth the time.\u003c/p>\n\u003cp>Proving the effectiveness of a game is no simple proposition. Games are all different. When students play a game that focuses on a particular skill, often called “drill-and-kill” games, they often see improved test scores. But those games don’t necessarily get at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">higher order thinking skills\u003c/a> that games have the potential to help develop. But more complex games often don’t offer clearly correlated outcomes that a teacher can use to prove effectiveness.\u003c/p>\n\u003cp>The debate has led some game developers and their funders to focus on how the game itself can be used to assess learning -- how the game can become a test. But White says that also changes the nature of the game. When a child sits down to play a game, he assumes it’s \"failure agnostic\" and that allows him to experiment and meander his way through the game freely. When assessment is involved, it changes his relationship to the game. White isn’t against using games for assessment, but he doesn’t think anyone has really figured out how to accurately use the data that games provide to assess in a meaningful way.\u003c/p>\n\u003cp>Glasslab’s \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, funded by the Gates and MacArthur Foundations, is the highest profile example of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">gaming for assessment\u003c/a>. White says if they can crack the code he’ll license it from them, but it’s a lot easier to pull analytics and metrics for a single game than it is to generalize those principles into something that could be applied to all educational games. And, when assessment is involved, the price of developing a game skyrockets.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>White doesn’t want to sell the idea that games can be assessment tools to his customers until it has been proven to really work. He’s actually a little conflicted about the idea. He’d love the game to provide a deep and unique learning experience separate from assessment, but he understands that, from a practical point of view, using games for assessment meets a real need in education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32988\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/jflinchbaugh/5329187584/sizes/l/\">\u003cimg class=\"size-full wp-image-32988\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/playing-games300.jpg\" alt=\"playing-games300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/playing-games300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/playing-games300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/playing-games300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Though many educators are excited about game-based learning, the movement is still very much in a state of transition. Commercial game developers have quickly discovered it’s easier and quicker to develop mobile apps aimed at parent consumers than it is to create an easy-to-use yet robust product to make a meaningful impact on classroom learning. Meanwhile, the education sector is focusing on how to use assessments with games, because although test scores certainly don’t paint the whole picture, they remain the main data point for administrators and policymakers assessing schools and teachers.\u003c/p>\n\u003cp>As game developers look at a complicated education marketplace studded with persistent challenges, a few guidelines have begun to emerge to help make it easier for teachers to use and see value in educational games.\u003c/p>\n\u003cp>One big misperception of educational games and a turn-off for some educators is the idea that games are meant to entertain students when they're in school. “Learning is already fun,” said Dan White, CEO and founder of educational gaming company \u003ca href=\"http://www.filamentgames.com/\">Filament Games\u003c/a> in a recent \u003ca href=\"http://home.edweb.net/\">edWeb \u003c/a>webinar. “The objective of game technology isn’t to sugar coat learning, it’s to give a nice entree into the learning. If you are really teaching somebody something, they’ll have a good time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “It’s not obvious what sort of pain points we are trying to address by creating learning games. If it was easy, a McGraw or Pearson would be waiting at the top, they’d have already figured this out.” \u003c/aside>\n\u003cp>Not every student will love every educational game, but that's not the point -- the point is to help different types of learners access the information. White says the term “game” can lead to the misperception that it's all about entertainment, when to him the point is reaching learning goals and targeting the kinds of classroom challenges that traditional teaching has difficulty addressing.\u003c/p>\n\u003cp>Creating games that tackle tough concepts is a huge challenge. “It’s not obvious what sort of pain points we are trying to address by creating learning games,” White said. “If it was easy, a McGraw or Pearson would be waiting at the top, they’d have already figured this out.” Topics that games have the potential to add a meaningful learning layer are those that require a lot of class time to do in the real world, like watching a plant grow; subjects that would cost money, like science experiments; or concepts that students persistently have difficulty grasping. But to find out what schools really need, developers have to ask teachers and listen closely to the answers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Historically, we’ve done a bad job about this,” White said. But if developers want games used in classrooms, they must be responsive to teachers. “When we integrated teachers directly into the design process and asked them to help us address some of the misperceptions about fractions, they pointed us in the direction of a game where you just mess around with fractions a whole bunch,” White said. The final product had little narrative and no complex graphics to get in the way of the goal.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One way to help teachers use games in the classroom is to build support materials that flow seamlessly from the game. With strong professional development, lesson plans, discussion questions and assessment tools, the game developer can help scaffold learning in classrooms, an important element of transferring in-game learning from the virtual to real world.\u003c/p>\n\u003cp>Supreme Court Justice Sandra Day O’Conner’s brainchild \u003ca href=\"http://www.icivics.org/\">iCivics\u003c/a> is a great example of how well this strategy can work, White said. “In addition to creating the games, they created an entire website with tools for how to implement the games in the classroom,” White said. The game boasts 10 million plays, partly because it’s free and partly because Justice O’Conner used her position to promote it. But the supportive material also made using the game feel more comfortable for teachers.\u003c/p>\n\u003cp>“The games can’t do it all,” White said. “Games are great at drilling deep and relatively narrow, but they’re not great at covering a wide swath.” That’s important to know if teachers want to take advantage of the powerful teaching moments that games can produce. They help get students excited about a topic and its the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/\">teacher’s job to connect it to other learning,\u003c/a> he said. “Games are really awesome and rich content for a student to experience before going on to do a more traditional learning experience, like reading,” White said.\u003c/p>\n\u003cp>\u003cstrong>NEXT ITERATION OF GAMES\u003c/strong>\u003c/p>\n\u003cp>Filament is now experimenting with ways to leverage the unique qualities of school -- mainly, that they're in one physical space together at the same time -- into another iteration of games. White wants to figure out how to create a game that would focus on increasing students' interactions with each other, as much as with their gaming devices. He's also interested in creating mobile games that capitalize on their mobility, rather than providing the same desktop game for mobile devices.\u003c/p>\n\u003cp>All of these new ideas go back to the core challenge of finding the connection between formal and informal learning. “It’s where we can make the most impact,” White said. “Good parents are going to go out and find ways to educate their children, but in schools we have an opportunity to reach everybody.” That’s why he thinks it's so important to help teachers along the gaming path. White isn’t interested in only reaching eager early adopters; he wants to reach the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/what-teachers-really-think-about-game-based-learning/\">average, harried, reticent teacher\u003c/a> and he understands they’re under a lot of pressure to prove that any educational tool they use is effective and worth the time.\u003c/p>\n\u003cp>Proving the effectiveness of a game is no simple proposition. Games are all different. When students play a game that focuses on a particular skill, often called “drill-and-kill” games, they often see improved test scores. But those games don’t necessarily get at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">higher order thinking skills\u003c/a> that games have the potential to help develop. But more complex games often don’t offer clearly correlated outcomes that a teacher can use to prove effectiveness.\u003c/p>\n\u003cp>The debate has led some game developers and their funders to focus on how the game itself can be used to assess learning -- how the game can become a test. But White says that also changes the nature of the game. When a child sits down to play a game, he assumes it’s \"failure agnostic\" and that allows him to experiment and meander his way through the game freely. When assessment is involved, it changes his relationship to the game. White isn’t against using games for assessment, but he doesn’t think anyone has really figured out how to accurately use the data that games provide to assess in a meaningful way.\u003c/p>\n\u003cp>Glasslab’s \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, funded by the Gates and MacArthur Foundations, is the highest profile example of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">gaming for assessment\u003c/a>. White says if they can crack the code he’ll license it from them, but it’s a lot easier to pull analytics and metrics for a single game than it is to generalize those principles into something that could be applied to all educational games. And, when assessment is involved, the price of developing a game skyrockets.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>White doesn’t want to sell the idea that games can be assessment tools to his customers until it has been proven to really work. He’s actually a little conflicted about the idea. He’d love the game to provide a deep and unique learning experience separate from assessment, but he understands that, from a practical point of view, using games for assessment meets a real need in education.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"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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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"science-friday": {
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}
},
"restaurantDataById": {},
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"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
