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"disqusTitle": "Let the Games Begin: Students and Teachers Dive Into SimCityEDU",
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"headTitle": "ASSESSMENT | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32404\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“What do you think is causing pollution in the city?”\u003cbr>\n“Factories.”\u003cbr>\n“Which factories are causing pollution?”\u003cbr>\n“Coal Factories.”\u003cbr>\n“So to reduce pollution, what would you do?”\u003cbr>\n“Close ‘em down.”\u003cbr>\n“But then you have to think about, how are you going to get energy?”\u003c/p>\n\u003cp>Seventh grade engineering teacher Petrut Ababei is helping his student Danny Jimenez think his way through an early attempt to figure out \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, an educational video game designed by the non-profit \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a>. Ababei is beta testing the game at \u003ca href=\"http://lazearcharteracademy.org/\">Lazear Charter Academy\u003c/a> in Oakland, California.\u003c/p>\n\u003cp>SimCityEDU is built on the code for the popular city building game \u003ca href=\"http://www.simcity.com/\">SimCity\u003c/a> and has the same graphics. The difference is that SimCityEDU asks players to accomplish environmental science missions that are based on the Common Core State Standards.\u003c/p>\n\u003caside class=\"pullquote alignright\">“I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/aside>\n\u003cp>GlassLab developed the game as a progression of six distinct missions that correlate with one another, scaffolding the player’s understanding of both the game and science topics. The first level is fairly simple, but new tools are added at each progressing level, as well as more complicated concepts, such as where energy comes from and how it relates to pollution. Originally, developers expected teachers to assign missions in the order they were created -- from one to six -- but after observing several beta-testers, they’ve seen that educators are picking and choosing parts of the game that fit with their curriculum.\u003c/p>\n\u003cp>Ababei, for example, had his class skip from level one to level six with only a short introduction before they jumped into playing the game. “My approach was based on not underestimating their ability to explore and click around on their own because I think kids are pretty good at that,” Ababei said. He wants his students to explore and build the problem as they go along.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They were able to be very quick and very responsive to the feedback they were getting in the game based on their actions,” Ababei said. “That was pretty impressive and I get excited. I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games For Formative Assessment\u003c/a>\u003c/strong> ]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Ababei chose to jump ahead to the most complex mission in SimCityEDU because it directly relates to an ongoing project the class is doing on green energy. Students are learning how different types of energy are generated and how that affects pollution levels. Those concepts help provide real-world context for their culminating project -- building a wind turbine and measuring its energy output.\u003c/p>\n\u003cp>But jumping ahead to level six, which is called “It's Complicated,” left many kids puzzled, not sure what tools were available to them for solving the mission. So they just clicked around trying to figure it out. Some students immediately picked up on a few simple ways to reduce pollution while making sure that residents of their city had enough power to operate businesses and electricity at home. One student even discovered the “zoning tool” which allowed him to rezone areas for industrial or residential use, although he wasn’t really sure what that meant. Other students appeared to be clicking around aimlessly, but kept trying different tactics that would help them complete the mission after being prompted to go back and try again. Many students tried to help one another understand the game, but at the end of 30 minutes, a good portion of the class had checked out.\u003c/p>\n\u003cp>Meanwhile, Ababei and another science coach walked through the class, asking questions that would help students answer their own questions, and offering help to students as they needed it.\u003c/p>\n\u003cfigure id=\"attachment_32409\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo-e1383156179194-300x198.jpg\" alt=\"photo\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After the class's experiment with level six, Ababei found out that level three mission in SimCityEDU also deals with the concept of energy, but on a much simpler level. For the game developer, this was useful knowledge during the beta phase.\u003c/p>\n\u003cp>“What it’s telling me as a developer, is I need to improve the visibility of the professional development and the lesson plans so you don’t have to spend more than two minutes to figure out: 'OK here’s where I want to focus on,'” said Jessica Lindl, GlassLab’s general manager. She was observing how Lazear students played the game to improve on the product before it goes to market in early November. “I need a much easier view of quick scaffolding of what’s in each mission,” she said.\u003c/p>\n\u003cp>Lindl also decided to keep the game \"unlocked,\" meaning teachers can move around between missions and levels in a way that suits their instruction goals, rather than keeping them at specific levels. Lindl says as she's observed teachers she's been impressed at the creative ways they're using the game and she doesn't want to limit that freedom by prescribing the order of missions.\u003c/p>\n\u003cp>That said, the scaffolding embedded in the game is an important element of the formative assessment tool that GlassLab has been testing with SimCityEDU. “We actually do have as part of our formative assessment their ability to discover and understand the tools informing us on their ability to apply problem solving,” Lindl said. Every click and hover that a student makes in the game is a data point towards assessing how well she is using critical thinking and problem solving skills to gather information. “It’s almost like learning the game is part of the experience,” Lindl said.\u003c/p>\n\u003cp>“Not only are we teaching them about systems in a very fun way, but we’re also teaching them about perseverance and that failure isn’t necessarily a bad thing,” said Francis Abbatantuono, the Science, Technology, Engineering and Math (STEM) coach for Lazear’s parent charter company Education for Change. “The point for me is they’re trying something, they’re seeing themselves fail, and they’re going back and trying something different. And hopefully that transitions to the game, the class, their life,” he said.\u003c/p>\n\u003cp>Whether or not students have played video games before could make a big difference in how well they play this game. Some kids have extensive experience playing complicated games like SimCity that have narratives, multiplayer options and lots of tools. Others have only played simple mobile games. And still others don’t play video games, which could affect how intuitive the game feels.\u003c/p>\n\u003cp>At Lazear, 95 percent of the students are low-income, receiving free or reduced price lunch. Student access to technology and gaming outside of school is varied. Lindl said she’d like to develop a way to identify each player at the beginning with a “gaming persona,” that could help inform assessment.\u003c/p>\n\u003cp>GlassLab will make the game available to the public on November 7, distributing it through established vendors SMS Tech Solutions and Houghton Mifflin Harcourt. At the same time, the organization is awaiting an SRI study to be released next spring evaluating how effective the game's formative assessment tools really are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Non-profit video game developer GlassLab is working with teachers and students to improve its new educational game, SimCityEDU. The game asks players to accomplish environmental science missions that are based on the Common Core State Standards and assesses student learning during play.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32404\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“What do you think is causing pollution in the city?”\u003cbr>\n“Factories.”\u003cbr>\n“Which factories are causing pollution?”\u003cbr>\n“Coal Factories.”\u003cbr>\n“So to reduce pollution, what would you do?”\u003cbr>\n“Close ‘em down.”\u003cbr>\n“But then you have to think about, how are you going to get energy?”\u003c/p>\n\u003cp>Seventh grade engineering teacher Petrut Ababei is helping his student Danny Jimenez think his way through an early attempt to figure out \u003ca href=\"http://www.simcityedu.org/\">SimCityEDU\u003c/a>, an educational video game designed by the non-profit \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a>. Ababei is beta testing the game at \u003ca href=\"http://lazearcharteracademy.org/\">Lazear Charter Academy\u003c/a> in Oakland, California.\u003c/p>\n\u003cp>SimCityEDU is built on the code for the popular city building game \u003ca href=\"http://www.simcity.com/\">SimCity\u003c/a> and has the same graphics. The difference is that SimCityEDU asks players to accomplish environmental science missions that are based on the Common Core State Standards.\u003c/p>\n\u003caside class=\"pullquote alignright\">“I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/aside>\n\u003cp>GlassLab developed the game as a progression of six distinct missions that correlate with one another, scaffolding the player’s understanding of both the game and science topics. The first level is fairly simple, but new tools are added at each progressing level, as well as more complicated concepts, such as where energy comes from and how it relates to pollution. Originally, developers expected teachers to assign missions in the order they were created -- from one to six -- but after observing several beta-testers, they’ve seen that educators are picking and choosing parts of the game that fit with their curriculum.\u003c/p>\n\u003cp>Ababei, for example, had his class skip from level one to level six with only a short introduction before they jumped into playing the game. “My approach was based on not underestimating their ability to explore and click around on their own because I think kids are pretty good at that,” Ababei said. He wants his students to explore and build the problem as they go along.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They were able to be very quick and very responsive to the feedback they were getting in the game based on their actions,” Ababei said. “That was pretty impressive and I get excited. I think those are the good moments in teaching, when you’re like, 'I didn’t teach you that, but you figured it out on your own.'”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games For Formative Assessment\u003c/a>\u003c/strong> ]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Ababei chose to jump ahead to the most complex mission in SimCityEDU because it directly relates to an ongoing project the class is doing on green energy. Students are learning how different types of energy are generated and how that affects pollution levels. Those concepts help provide real-world context for their culminating project -- building a wind turbine and measuring its energy output.\u003c/p>\n\u003cp>But jumping ahead to level six, which is called “It's Complicated,” left many kids puzzled, not sure what tools were available to them for solving the mission. So they just clicked around trying to figure it out. Some students immediately picked up on a few simple ways to reduce pollution while making sure that residents of their city had enough power to operate businesses and electricity at home. One student even discovered the “zoning tool” which allowed him to rezone areas for industrial or residential use, although he wasn’t really sure what that meant. Other students appeared to be clicking around aimlessly, but kept trying different tactics that would help them complete the mission after being prompted to go back and try again. Many students tried to help one another understand the game, but at the end of 30 minutes, a good portion of the class had checked out.\u003c/p>\n\u003cp>Meanwhile, Ababei and another science coach walked through the class, asking questions that would help students answer their own questions, and offering help to students as they needed it.\u003c/p>\n\u003cfigure id=\"attachment_32409\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo-e1383156179194-300x198.jpg\" alt=\"photo\" width=\"300\" height=\"198\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After the class's experiment with level six, Ababei found out that level three mission in SimCityEDU also deals with the concept of energy, but on a much simpler level. For the game developer, this was useful knowledge during the beta phase.\u003c/p>\n\u003cp>“What it’s telling me as a developer, is I need to improve the visibility of the professional development and the lesson plans so you don’t have to spend more than two minutes to figure out: 'OK here’s where I want to focus on,'” said Jessica Lindl, GlassLab’s general manager. She was observing how Lazear students played the game to improve on the product before it goes to market in early November. “I need a much easier view of quick scaffolding of what’s in each mission,” she said.\u003c/p>\n\u003cp>Lindl also decided to keep the game \"unlocked,\" meaning teachers can move around between missions and levels in a way that suits their instruction goals, rather than keeping them at specific levels. Lindl says as she's observed teachers she's been impressed at the creative ways they're using the game and she doesn't want to limit that freedom by prescribing the order of missions.\u003c/p>\n\u003cp>That said, the scaffolding embedded in the game is an important element of the formative assessment tool that GlassLab has been testing with SimCityEDU. “We actually do have as part of our formative assessment their ability to discover and understand the tools informing us on their ability to apply problem solving,” Lindl said. Every click and hover that a student makes in the game is a data point towards assessing how well she is using critical thinking and problem solving skills to gather information. “It’s almost like learning the game is part of the experience,” Lindl said.\u003c/p>\n\u003cp>“Not only are we teaching them about systems in a very fun way, but we’re also teaching them about perseverance and that failure isn’t necessarily a bad thing,” said Francis Abbatantuono, the Science, Technology, Engineering and Math (STEM) coach for Lazear’s parent charter company Education for Change. “The point for me is they’re trying something, they’re seeing themselves fail, and they’re going back and trying something different. And hopefully that transitions to the game, the class, their life,” he said.\u003c/p>\n\u003cp>Whether or not students have played video games before could make a big difference in how well they play this game. Some kids have extensive experience playing complicated games like SimCity that have narratives, multiplayer options and lots of tools. Others have only played simple mobile games. And still others don’t play video games, which could affect how intuitive the game feels.\u003c/p>\n\u003cp>At Lazear, 95 percent of the students are low-income, receiving free or reduced price lunch. Student access to technology and gaming outside of school is varied. Lindl said she’d like to develop a way to identify each player at the beginning with a “gaming persona,” that could help inform assessment.\u003c/p>\n\u003cp>GlassLab will make the game available to the public on November 7, distributing it through established vendors SMS Tech Solutions and Houghton Mifflin Harcourt. At the same time, the organization is awaiting an SRI study to be released next spring evaluating how effective the game's formative assessment tools really are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_32376\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32376\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/austin_newman_wide-f0afe88bbe88301964bf2ff2e938f4df94d141e1-s40-c85-640x360.jpg\" alt=\"Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Scott Henn\u003c/strong>\u003c/p>\n\u003cp>\u003cem>This week on All Tech, \u003c/em>\u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/28/240783313/on-the-air-this-week-were-exploring-digital-childhood-kids-and-technology\">we're exploring kids and technology\u003c/a>\u003cem> with posts and radio pieces about raising digital natives. Share your thoughts and ideas in the comments, by \u003c/em>\u003ca href=\"mailto:shenn@npr.org\">email\u003c/a>\u003cem> or \u003c/em>\u003ca href=\"http://www.twitter.com/NPRALLTech\">tweet\u003c/a>.\u003c/p>\n\u003cp class=\"dropcap-serif\">Max Kelmon, 13, has his own little version of a man cave in Palo Alto, Calif. Behind the family kitchen in a converted garage, he has an Xbox, a big-screen TV, headphones and a microphone. There's an old couch covered in a sheet. And that couch where he parks himself, surrounded by boxes and Christmas lights, is one of Max's favorite places on the planet.\u003c/p>\n\u003cp>From that couch, he connects to friends all over the globe — and he spends hours, pretty much every day, honing his skills in Call of Duty.\u003c/p>\n\u003cp>The first commercially successfully video game, \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=16816188\">Pong\u003c/a>, invaded Americans' living rooms 38 years ago. Since then, the industry has evolved from a simple bouncing ball in the Atari original to games with astounding graphics and sound, most of them connected to the Internet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That means that kids like Max can play with people spread across the globe. It also means that gaming companies can analyze how gamers play — each and every decision they make.\u003c/p>\n\u003cp>So when kids sit down with a game, they are actually sitting across a screen from adults who are studying them — and, in some cases, trying to influence their behavior in powerful ways.\u003c/p>\n\u003cp>Researchers in game companies tweak games to get players to stay on longer, or to encourage them to spend money on digital goods. They study gamers' reactions. It's become a science.\u003c/p>\n\u003cp>And parents like Max's mom, Vanessa Kelmon, often feel outgunned.\u003c/p>\n\u003cp>\"I hate it. I really do,\" she says. \"He could play Xbox for 12 straight hours. [He has] friends in Mexico City and friends in England.\"\u003c/p>\n\u003cp>Vanessa says Max is addicted to video games. \"When I took it away, he started to cry,\" she says. \"My God, I am offering you to go play tennis or go play golf ... and I am making you shut this down, and you're crying about it.\"\u003c/p>\n\u003cp>\u003cstrong>Tracking Clicks And Purchases\u003c/strong>\u003c/p>\n\u003cp>In millions of families, video games are a source of intense love and intense hate because they can be so incredibly compelling. You might not believe that if you don't play them, but you can get lost in a great game. They make you feel good.\u003c/p>\n\u003cp>And it's no accident, says Ramin Shokrizade, the game economist for Wargaming America.\u003c/p>\n\u003cp>\"The technology for this has gotten quite sophisticated,\" says Shokrizade, who began his career in neuroscience and behavioral economics. \"At this point, every major gaming company worldwide either has in place a fully developed business intelligence unit, or they're in the process of building one.\"\u003c/p>\n\u003cp>Today's game design is dominated by research, he says. As we play games, game developers are tracking every click, running tests and analyzing data.\u003c/p>\n\u003cp>They are trying to find out: What can they tweak to make us play just a bit longer? What would make the game more fun? What can get us to spend some money inside a game and buy something?\u003c/p>\n\u003cp>So as millions of people play, designers introduce little changes and get answers to all of these questions in real time. And games evolve.\u003c/p>\n\u003cp>For example, most games today sell virtual goods right inside the game — like a new gun in Call of Duty or a cow in FarmVille. Shokrizade's job is to get people to buy them.\u003c/p>\n\u003cp>One of the tricks of the trade is something developers at Zynga — which created FarmVille — used to call \"fun pain\" or \"the pinch.\" The idea is to make gamers uncomfortable, frustrate them, take away their powers, crush their forts — and then, at the last second, offer them a way out for a price.\u003c/p>\n\u003cp>John Davison, who works at video game company Red Robot Labs, says free-to-play smartphone games like Candy Crush Saga and Puzzle & Dragons have become brilliant at using these tests to figure out how to get people to spend money.\u003c/p>\n\u003cp>And the research is working. Davison says those games are making millions of dollars — every day.\u003c/p>\n\u003cp>\u003cstrong>Kids Who Cash In\u003c/strong>\u003c/p>\n\u003cp>When adults play games, they consent to share that personal information about how they play. But Shokrizade worries about the millions of kids who play. \"If it's a child, how do you even get consent for something like that?\" he says.\u003c/p>\n\u003cp>Many of the people spending cash are kids, including Davison's children. Game consoles sell gift cards at convenience stores that allow kids to make purchases on video games, even if they don't have a credit card.\u003c/p>\n\u003cp>Davison's kids started playing Clash of Clans this year. In the game, developed by Supercell, you get to run your own little Viking village and team up with friends. To protect your clan, you can spend money on forts and weapons.\u003c/p>\n\u003cp>It's free to download — but because of these virtual goods, it's one of the highest-grossing apps in Apple's store.\u003c/p>\n\u003cp>Davison's two boys loved it. \"They were clearly getting a lot of enjoyment out of it,\" he says. \"But it did get to the point where my wife and I were like, 'Do you really want to be spending everything on this?' \"\u003c/p>\n\u003cp>And this is coming from a man who has devoted his life to video games.\u003c/p>\n\u003cp>\"I was trying to sort of total up in my head how much the kids had spent on this game,\" he says. \"But there was also a degree of admiration for the team at Supercell, that they had managed to get under my 10-year-old's skin to this degree.\"\u003c/p>\n\u003cp>Apple recently settled a class-action lawsuit about kids making in-app purchases like this without their parents' permission, and the European Union is considering new regulations on games.\u003c/p>\n\u003cp>Some regulations are taking place on a smaller scale. In Menlo Park, Calif., Michelle DeWolf banned her 10-year-old son, Austin Newman, from playing games during the school week.\u003c/p>\n\u003cp>Originally, she gave him 30 minutes a day, but that didn't work.\u003c/p>\n\u003cp>\"He couldn't think about doing his homework. He couldn't think about walking the dog or helping in any other way, because he couldn't get his mind off the idea that he had 30 minutes coming,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Once he knew there was nothing, he didn't think about it during the week, and he almost — maybe I'm not objective — but he almost seemed relieved.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Video+Games+Are+Getting+Inside+Your+Head+%E2%80%94+And+Wallet&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32376\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32376\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/austin_newman_wide-f0afe88bbe88301964bf2ff2e938f4df94d141e1-s40-c85-640x360.jpg\" alt=\"Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Scott Henn\u003c/strong>\u003c/p>\n\u003cp>\u003cem>This week on All Tech, \u003c/em>\u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/28/240783313/on-the-air-this-week-were-exploring-digital-childhood-kids-and-technology\">we're exploring kids and technology\u003c/a>\u003cem> with posts and radio pieces about raising digital natives. Share your thoughts and ideas in the comments, by \u003c/em>\u003ca href=\"mailto:shenn@npr.org\">email\u003c/a>\u003cem> or \u003c/em>\u003ca href=\"http://www.twitter.com/NPRALLTech\">tweet\u003c/a>.\u003c/p>\n\u003cp class=\"dropcap-serif\">Max Kelmon, 13, has his own little version of a man cave in Palo Alto, Calif. Behind the family kitchen in a converted garage, he has an Xbox, a big-screen TV, headphones and a microphone. There's an old couch covered in a sheet. And that couch where he parks himself, surrounded by boxes and Christmas lights, is one of Max's favorite places on the planet.\u003c/p>\n\u003cp>From that couch, he connects to friends all over the globe — and he spends hours, pretty much every day, honing his skills in Call of Duty.\u003c/p>\n\u003cp>The first commercially successfully video game, \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=16816188\">Pong\u003c/a>, invaded Americans' living rooms 38 years ago. Since then, the industry has evolved from a simple bouncing ball in the Atari original to games with astounding graphics and sound, most of them connected to the Internet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That means that kids like Max can play with people spread across the globe. It also means that gaming companies can analyze how gamers play — each and every decision they make.\u003c/p>\n\u003cp>So when kids sit down with a game, they are actually sitting across a screen from adults who are studying them — and, in some cases, trying to influence their behavior in powerful ways.\u003c/p>\n\u003cp>Researchers in game companies tweak games to get players to stay on longer, or to encourage them to spend money on digital goods. They study gamers' reactions. It's become a science.\u003c/p>\n\u003cp>And parents like Max's mom, Vanessa Kelmon, often feel outgunned.\u003c/p>\n\u003cp>\"I hate it. I really do,\" she says. \"He could play Xbox for 12 straight hours. [He has] friends in Mexico City and friends in England.\"\u003c/p>\n\u003cp>Vanessa says Max is addicted to video games. \"When I took it away, he started to cry,\" she says. \"My God, I am offering you to go play tennis or go play golf ... and I am making you shut this down, and you're crying about it.\"\u003c/p>\n\u003cp>\u003cstrong>Tracking Clicks And Purchases\u003c/strong>\u003c/p>\n\u003cp>In millions of families, video games are a source of intense love and intense hate because they can be so incredibly compelling. You might not believe that if you don't play them, but you can get lost in a great game. They make you feel good.\u003c/p>\n\u003cp>And it's no accident, says Ramin Shokrizade, the game economist for Wargaming America.\u003c/p>\n\u003cp>\"The technology for this has gotten quite sophisticated,\" says Shokrizade, who began his career in neuroscience and behavioral economics. \"At this point, every major gaming company worldwide either has in place a fully developed business intelligence unit, or they're in the process of building one.\"\u003c/p>\n\u003cp>Today's game design is dominated by research, he says. As we play games, game developers are tracking every click, running tests and analyzing data.\u003c/p>\n\u003cp>They are trying to find out: What can they tweak to make us play just a bit longer? What would make the game more fun? What can get us to spend some money inside a game and buy something?\u003c/p>\n\u003cp>So as millions of people play, designers introduce little changes and get answers to all of these questions in real time. And games evolve.\u003c/p>\n\u003cp>For example, most games today sell virtual goods right inside the game — like a new gun in Call of Duty or a cow in FarmVille. Shokrizade's job is to get people to buy them.\u003c/p>\n\u003cp>One of the tricks of the trade is something developers at Zynga — which created FarmVille — used to call \"fun pain\" or \"the pinch.\" The idea is to make gamers uncomfortable, frustrate them, take away their powers, crush their forts — and then, at the last second, offer them a way out for a price.\u003c/p>\n\u003cp>John Davison, who works at video game company Red Robot Labs, says free-to-play smartphone games like Candy Crush Saga and Puzzle & Dragons have become brilliant at using these tests to figure out how to get people to spend money.\u003c/p>\n\u003cp>And the research is working. Davison says those games are making millions of dollars — every day.\u003c/p>\n\u003cp>\u003cstrong>Kids Who Cash In\u003c/strong>\u003c/p>\n\u003cp>When adults play games, they consent to share that personal information about how they play. But Shokrizade worries about the millions of kids who play. \"If it's a child, how do you even get consent for something like that?\" he says.\u003c/p>\n\u003cp>Many of the people spending cash are kids, including Davison's children. Game consoles sell gift cards at convenience stores that allow kids to make purchases on video games, even if they don't have a credit card.\u003c/p>\n\u003cp>Davison's kids started playing Clash of Clans this year. In the game, developed by Supercell, you get to run your own little Viking village and team up with friends. To protect your clan, you can spend money on forts and weapons.\u003c/p>\n\u003cp>It's free to download — but because of these virtual goods, it's one of the highest-grossing apps in Apple's store.\u003c/p>\n\u003cp>Davison's two boys loved it. \"They were clearly getting a lot of enjoyment out of it,\" he says. \"But it did get to the point where my wife and I were like, 'Do you really want to be spending everything on this?' \"\u003c/p>\n\u003cp>And this is coming from a man who has devoted his life to video games.\u003c/p>\n\u003cp>\"I was trying to sort of total up in my head how much the kids had spent on this game,\" he says. \"But there was also a degree of admiration for the team at Supercell, that they had managed to get under my 10-year-old's skin to this degree.\"\u003c/p>\n\u003cp>Apple recently settled a class-action lawsuit about kids making in-app purchases like this without their parents' permission, and the European Union is considering new regulations on games.\u003c/p>\n\u003cp>Some regulations are taking place on a smaller scale. In Menlo Park, Calif., Michelle DeWolf banned her 10-year-old son, Austin Newman, from playing games during the school week.\u003c/p>\n\u003cp>Originally, she gave him 30 minutes a day, but that didn't work.\u003c/p>\n\u003cp>\"He couldn't think about doing his homework. He couldn't think about walking the dog or helping in any other way, because he couldn't get his mind off the idea that he had 30 minutes coming,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Once he knew there was nothing, he didn't think about it during the week, and he almost — maybe I'm not objective — but he almost seemed relieved.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Video+Games+Are+Getting+Inside+Your+Head+%E2%80%94+And+Wallet&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Rolling Out an iPad Pilot Program, With Eyes Wide Open",
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"content": "\u003cfigure id=\"attachment_32304\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141.jpg\" alt=\"Students\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/2013/10/25/240731070/a-schools-ipad-initiative-brings-optimism-and-skepticism?live=1\">By Eric Westervelt, NPR\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A growing number of school districts across America are trying to\u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablets/\"> weave tablet computers\u003c/a>, like the iPad, into the classroom fabric, especially as a tool to help implement the new Common Core state standards for math and reading.\u003c/p>\n\u003cp>One of California's poorest school districts, the Coachella Valley Unified southeast of Los Angeles, is currently rolling out iPads to every student, pre-K through high school. It's an ambitious effort that administrators and parents hope will transform how kids learn, boost achievement and narrow the digital divide with wealthier districts.\u003c/p>\n\u003cp>But, as with tablet efforts across the country, this one faces skeptics and obstacles. Some wonder if its projected benefits are being grossly oversold.\u003c/p>\n\u003cp>\u003cstrong>Personalizing Education\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Before becoming Coachella Valley's superintendent of the schools, Dr. Darryl Adams was a keyboardist and singer with the '80s pop rock band Xavion. It was a one-hit wonder band, complete with '80s hairdos and a slot on a Hall & Oates tour. \"We were the first all-black rock band on MTV, by the way,\" he says. \"We had an album, went out and on tour.\"\u003c/p>\n\u003cp>Today, Adams still has a touch of the showman as he talks about his school district's latest project.\u003c/p>\n\u003cp>\"Everyone will have an iPad!\" he says with a broad smile. \"It's gonna be exciting!\"\u003c/p>\n\u003cp>Music was Adams' passion when he was young; it was what inspired him in school. And he sees the iPad plan as central to exciting kids in school today. He argues that since the federal \"No Child Left Behind\" initiative 10-plus years ago, school districts have often failed to inspire kids. Instead, he says, they've been teaching them how to take tests.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Using the iPad As a Tool for Creation to Strengthen Learning]\u003c/a>\u003c/p>\n\u003cp>\"And that's not what education is about. So for the first time in our history as a nation, I think in the world, we're going to be able to individualize and personalize education,\" Adams says.\u003c/p>\n\u003cp>The district has leased the tablets from Apple at a cost of nearly $9 million. Voters here passed a bond, backed by property taxes, to pay for most of it. Funds from Title I — a federal program designed to help low-income schools — and from California's Common Core initiative are also being used for training and implementation.\u003c/p>\n\u003cp>Some 80 percent of kids in his district live in poverty, Adams says. He sees the tablet plan as a civil rights issue, noting that the bond measure passed with nearly 70 percent support. \"Some of our families live in trailer home parks. Some are migrant farmers,\" he says. \"But they're putting money on the line for each other, and that's a true indication the community cares about each other.\"\u003c/p>\n\u003cp>\u003cstrong>'No One Is The Expert Anymore'\u003c/strong>\u003c/p>\n\u003cp>The district has set up headquarters in a trailer to coordinate the massive distribution of nearly 20,000 iPads and accompanying training, security, curriculum changes, parental consent forms, and more. Inspirational quotes dot the walls — not from famous educators, but from Apple's late founder Steve Jobs.\u003c/p>\n\u003cp>Matt Hamilton, the district's educational technology coordinator, says educators and students are learning from each other. \"No one is the expert anymore,\" he says. \"The whole paradigm has really shifted. Teachers are no longer the possessors of knowledge. They're more the facilitators of learning.\"\u003c/p>\n\u003cp>Students in seventh grade and up can take their tablets home on evenings, weekends and every school break except summer. Sixth grade and below will have to leave the devices in a locked classroom cart.\u003c/p>\n\u003cdiv id=\"res240781489\">\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">“ The whole paradigm has really shifted. Teachers are no longer the possessors of knowledge. They're more the facilitators of learning.\"\u003c/aside>\n\u003c/div>\n\u003c/div>\n\u003cp>The district set up a training program to highlight the best teaching practices and to brainstorm classroom curricula. Music teacher Michael Richardson, one of 120 pilot teachers, says he has involved students in figuring out the devices. One student, for example, found a promising music app and \"he taught the class and taught me. It was kind of great,\" Richardson says.\u003c/p>\n\u003cp>Middle school English teacher Patricia Inghram was also in the pilot program, which tested the tablets in every grade and every subject matter throughout the district. She says she's been using them extensively and successfully in her classes for more than a year. Even though she's an old teacher who started out teaching on chalkboards, she says \"I feel comfortable enough to use it at this point, and I think they're fantastic tools.\"\u003c/p>\n\u003cp>High school geometry teacher Patrick Beal says the challenge is to make the tablet more than a glorified notebook. \"The goal is to transform what I do in the classroom into something completely different: to take them outside of class, spark curiosity and inspire the learning process,\" he says.\u003c/p>\n\u003cp>\u003cstrong>Security Concerns\u003c/strong>\u003c/p>\n\u003cp>It's not clear how many schools or districts across the country are using tablets in the classroom. The U.S. Department of Education doesn't track the number, and an Apple spokesman\u003cstrong> \u003c/strong>declined to comment or provide numbers on how many schools have worked with iPad classroom initiatives.\u003c/p>\n\u003cp>Some districts have publicly stumbled with their initiatives. Los Angeles Unified students easily got around restrictions on their district-issued iPads last month: They simply deleted their personal profile info and then could surf the web without restriction. L.A. quickly put on the brakes on its billion-dollar iPad rollout to boost security and make other changes. Several other districts across the country have also delayed their tablet plans because of security concerns.\u003c/p>\n\u003cp>Coachella Valley is trying to learn from L.A.'s problems. They're working with Apple to strengthen profile security and will block harmful and inappropriate online content, as required under the rules for districts that receive federal tech dollars. For now, social media sites and YouTube will not be blocked.\u003c/p>\n\u003cp>Inghram says some security measures should be a classroom management issue. She has kids take a \"tech oath\" on digital citizenship and proper use of the iPad: no cyberbullying, harmful or inappropriate pictures or content, or social media during class time.\u003c/p>\n\u003cp>Some of the projects she's done in class include using the tablets to produce podcasts and link via Skype with experts at the Edgar Allen Poe museum. Her favorite: virtually visiting the historic Globe Theater in the UK during a lesson on Shakespeare.\u003c/p>\n\u003cp>\"These are kids that are never, a lot of them, leave this area,\" Inghram says. \"But being able to talk to someone who is sitting in the Globe theatre and show them around the building and answer their questions about Shakespeare while you're reading his sonnets is an experience that, you know, it opens their eyes.\"\u003c/p>\n\u003cp>\u003cstrong>Lack Of Connection\u003c/strong>\u003c/p>\n\u003cp>But some teachers, parents and kids worry that there's a kind of iPad boosterism here that borders on naïve. While school district officials are promoting the tablets as central to improving academic achievement, research on that so far is mixed at best.\u003c/p>\n\u003cp>At Coachella Valley High School, one of two high schools in the district, junior Cheyenne Hernandez wraps up her geometry class. She says she's open to new media in the classroom but wonders if the iPad money might be better spent on other things.\u003c/p>\n\u003cp>\"I feel like it's just going to be a waste. People will either steal them or break them and treat them like a textbook. The textbooks are all worn out, so that's what iPads are going to be,\" she says. \"And in a student's opinion, most of the kids are going to go on Facebook, Instagram, Twitter.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And it's not clear how the district will integrate the curriculum with its ambitious tablet plan. Coachella Valley wants to make the iPads a central part of efforts to meet new Common Core state standards for math and English, and there are new Common Core apps coming out regularly. But the head librarian of Desert Mirage High School, Rebecca Flannigan, wonders which ones the district will use, how well it will work and how it will all be integrated into coherent plan.\u003c/p>\n\u003cp>\"That's where I see the difficulty, the disconnect between giving students an iPad to use and making it relevant to the classroom,\" she said. \"I mean, it's a toy for them. There's no procedure. I hate to say that because I think it's forward thinking — I think it's great — but it's just, there are a lot of bugs to be worked out.\"\u003c/p>\n\u003cp>Perhaps the biggest bug is connectivity: Large parts of the Coachella Valley are not covered by high-speed internet. And even where it is available, many families here simply can't afford the service.\u003c/p>\n\u003cp>Tenth grader Eli Servin is in a special education class at Coachella Valley High School. His teacher says he \"really blossomed\" using the iPad at school to help coordinate a recycling project. But at home, he has no Internet connection unless he's connecting to a hotspot on his sister's cell phone or using the wi-fi connection at a local McDonald's.\u003c/p>\n\u003cp>The district is using funding money from the bond measure to boost internet capacity and accessibility for its far-flung schools. But Adams, Coachella's superintendent, acknowledges that expanding connectivity to homes, especially in the district's many rural and impoverished pockets, will be much harder. \"I've told my staff: If we have to park a bus in the neighborhood with a WI-FI tower on it or whatever, we will do that to make sure that our students are connected,\" he says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's one of many issues that schools across the country will be intensely observing as the former pop rocker tries to pull off his biggest show yet.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32304\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141.jpg\" alt=\"Students\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/2013/10/25/240731070/a-schools-ipad-initiative-brings-optimism-and-skepticism?live=1\">By Eric Westervelt, NPR\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A growing number of school districts across America are trying to\u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablets/\"> weave tablet computers\u003c/a>, like the iPad, into the classroom fabric, especially as a tool to help implement the new Common Core state standards for math and reading.\u003c/p>\n\u003cp>One of California's poorest school districts, the Coachella Valley Unified southeast of Los Angeles, is currently rolling out iPads to every student, pre-K through high school. It's an ambitious effort that administrators and parents hope will transform how kids learn, boost achievement and narrow the digital divide with wealthier districts.\u003c/p>\n\u003cp>But, as with tablet efforts across the country, this one faces skeptics and obstacles. Some wonder if its projected benefits are being grossly oversold.\u003c/p>\n\u003cp>\u003cstrong>Personalizing Education\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Before becoming Coachella Valley's superintendent of the schools, Dr. Darryl Adams was a keyboardist and singer with the '80s pop rock band Xavion. It was a one-hit wonder band, complete with '80s hairdos and a slot on a Hall & Oates tour. \"We were the first all-black rock band on MTV, by the way,\" he says. \"We had an album, went out and on tour.\"\u003c/p>\n\u003cp>Today, Adams still has a touch of the showman as he talks about his school district's latest project.\u003c/p>\n\u003cp>\"Everyone will have an iPad!\" he says with a broad smile. \"It's gonna be exciting!\"\u003c/p>\n\u003cp>Music was Adams' passion when he was young; it was what inspired him in school. And he sees the iPad plan as central to exciting kids in school today. He argues that since the federal \"No Child Left Behind\" initiative 10-plus years ago, school districts have often failed to inspire kids. Instead, he says, they've been teaching them how to take tests.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Using the iPad As a Tool for Creation to Strengthen Learning]\u003c/a>\u003c/p>\n\u003cp>\"And that's not what education is about. So for the first time in our history as a nation, I think in the world, we're going to be able to individualize and personalize education,\" Adams says.\u003c/p>\n\u003cp>The district has leased the tablets from Apple at a cost of nearly $9 million. Voters here passed a bond, backed by property taxes, to pay for most of it. Funds from Title I — a federal program designed to help low-income schools — and from California's Common Core initiative are also being used for training and implementation.\u003c/p>\n\u003cp>Some 80 percent of kids in his district live in poverty, Adams says. He sees the tablet plan as a civil rights issue, noting that the bond measure passed with nearly 70 percent support. \"Some of our families live in trailer home parks. Some are migrant farmers,\" he says. \"But they're putting money on the line for each other, and that's a true indication the community cares about each other.\"\u003c/p>\n\u003cp>\u003cstrong>'No One Is The Expert Anymore'\u003c/strong>\u003c/p>\n\u003cp>The district has set up headquarters in a trailer to coordinate the massive distribution of nearly 20,000 iPads and accompanying training, security, curriculum changes, parental consent forms, and more. Inspirational quotes dot the walls — not from famous educators, but from Apple's late founder Steve Jobs.\u003c/p>\n\u003cp>Matt Hamilton, the district's educational technology coordinator, says educators and students are learning from each other. \"No one is the expert anymore,\" he says. \"The whole paradigm has really shifted. Teachers are no longer the possessors of knowledge. They're more the facilitators of learning.\"\u003c/p>\n\u003cp>Students in seventh grade and up can take their tablets home on evenings, weekends and every school break except summer. Sixth grade and below will have to leave the devices in a locked classroom cart.\u003c/p>\n\u003cdiv id=\"res240781489\">\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">“ The whole paradigm has really shifted. Teachers are no longer the possessors of knowledge. They're more the facilitators of learning.\"\u003c/aside>\n\u003c/div>\n\u003c/div>\n\u003cp>The district set up a training program to highlight the best teaching practices and to brainstorm classroom curricula. Music teacher Michael Richardson, one of 120 pilot teachers, says he has involved students in figuring out the devices. One student, for example, found a promising music app and \"he taught the class and taught me. It was kind of great,\" Richardson says.\u003c/p>\n\u003cp>Middle school English teacher Patricia Inghram was also in the pilot program, which tested the tablets in every grade and every subject matter throughout the district. She says she's been using them extensively and successfully in her classes for more than a year. Even though she's an old teacher who started out teaching on chalkboards, she says \"I feel comfortable enough to use it at this point, and I think they're fantastic tools.\"\u003c/p>\n\u003cp>High school geometry teacher Patrick Beal says the challenge is to make the tablet more than a glorified notebook. \"The goal is to transform what I do in the classroom into something completely different: to take them outside of class, spark curiosity and inspire the learning process,\" he says.\u003c/p>\n\u003cp>\u003cstrong>Security Concerns\u003c/strong>\u003c/p>\n\u003cp>It's not clear how many schools or districts across the country are using tablets in the classroom. The U.S. Department of Education doesn't track the number, and an Apple spokesman\u003cstrong> \u003c/strong>declined to comment or provide numbers on how many schools have worked with iPad classroom initiatives.\u003c/p>\n\u003cp>Some districts have publicly stumbled with their initiatives. Los Angeles Unified students easily got around restrictions on their district-issued iPads last month: They simply deleted their personal profile info and then could surf the web without restriction. L.A. quickly put on the brakes on its billion-dollar iPad rollout to boost security and make other changes. Several other districts across the country have also delayed their tablet plans because of security concerns.\u003c/p>\n\u003cp>Coachella Valley is trying to learn from L.A.'s problems. They're working with Apple to strengthen profile security and will block harmful and inappropriate online content, as required under the rules for districts that receive federal tech dollars. For now, social media sites and YouTube will not be blocked.\u003c/p>\n\u003cp>Inghram says some security measures should be a classroom management issue. She has kids take a \"tech oath\" on digital citizenship and proper use of the iPad: no cyberbullying, harmful or inappropriate pictures or content, or social media during class time.\u003c/p>\n\u003cp>Some of the projects she's done in class include using the tablets to produce podcasts and link via Skype with experts at the Edgar Allen Poe museum. Her favorite: virtually visiting the historic Globe Theater in the UK during a lesson on Shakespeare.\u003c/p>\n\u003cp>\"These are kids that are never, a lot of them, leave this area,\" Inghram says. \"But being able to talk to someone who is sitting in the Globe theatre and show them around the building and answer their questions about Shakespeare while you're reading his sonnets is an experience that, you know, it opens their eyes.\"\u003c/p>\n\u003cp>\u003cstrong>Lack Of Connection\u003c/strong>\u003c/p>\n\u003cp>But some teachers, parents and kids worry that there's a kind of iPad boosterism here that borders on naïve. While school district officials are promoting the tablets as central to improving academic achievement, research on that so far is mixed at best.\u003c/p>\n\u003cp>At Coachella Valley High School, one of two high schools in the district, junior Cheyenne Hernandez wraps up her geometry class. She says she's open to new media in the classroom but wonders if the iPad money might be better spent on other things.\u003c/p>\n\u003cp>\"I feel like it's just going to be a waste. People will either steal them or break them and treat them like a textbook. The textbooks are all worn out, so that's what iPads are going to be,\" she says. \"And in a student's opinion, most of the kids are going to go on Facebook, Instagram, Twitter.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And it's not clear how the district will integrate the curriculum with its ambitious tablet plan. Coachella Valley wants to make the iPads a central part of efforts to meet new Common Core state standards for math and English, and there are new Common Core apps coming out regularly. But the head librarian of Desert Mirage High School, Rebecca Flannigan, wonders which ones the district will use, how well it will work and how it will all be integrated into coherent plan.\u003c/p>\n\u003cp>\"That's where I see the difficulty, the disconnect between giving students an iPad to use and making it relevant to the classroom,\" she said. \"I mean, it's a toy for them. There's no procedure. I hate to say that because I think it's forward thinking — I think it's great — but it's just, there are a lot of bugs to be worked out.\"\u003c/p>\n\u003cp>Perhaps the biggest bug is connectivity: Large parts of the Coachella Valley are not covered by high-speed internet. And even where it is available, many families here simply can't afford the service.\u003c/p>\n\u003cp>Tenth grader Eli Servin is in a special education class at Coachella Valley High School. His teacher says he \"really blossomed\" using the iPad at school to help coordinate a recycling project. But at home, he has no Internet connection unless he's connecting to a hotspot on his sister's cell phone or using the wi-fi connection at a local McDonald's.\u003c/p>\n\u003cp>The district is using funding money from the bond measure to boost internet capacity and accessibility for its far-flung schools. But Adams, Coachella's superintendent, acknowledges that expanding connectivity to homes, especially in the district's many rural and impoverished pockets, will be much harder. \"I've told my staff: If we have to park a bus in the neighborhood with a WI-FI tower on it or whatever, we will do that to make sure that our students are connected,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>In this demo-filled talk MIT's Mitch Resnick, one of the main creators of the kids coding program called \u003ca href=\"http://www.scratch.mit.edu/%E2%80%8E\">Scratch\u003c/a>, outlines the benefits of teaching kids to code, so they can do more than just “read” new technologies -- but also create them.\u003c/p>\n\u003cp>\"As kids are creating projects like this, they're learning to code, but even more importantly, they're coding to learn. Because as they learn to code, it enables them to learn many other things, opens up many new opportunities for learning. Again, it's useful to make an analogy to reading and writing. When you learn to read and write, it opens up opportunities for you to learn so many other things. When you learn to read, you can then read to learn. And it's the same thing with coding. If you learn to code, you can code to learn. Now some of the things you can learn are sort of obvious. You learn more about how computers work. But that's just where it starts. When you learn to code, it opens up for you to learn many other things.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>In this demo-filled talk MIT's Mitch Resnick, one of the main creators of the kids coding program called \u003ca href=\"http://www.scratch.mit.edu/%E2%80%8E\">Scratch\u003c/a>, outlines the benefits of teaching kids to code, so they can do more than just “read” new technologies -- but also create them.\u003c/p>\n\u003cp>\"As kids are creating projects like this, they're learning to code, but even more importantly, they're coding to learn. Because as they learn to code, it enables them to learn many other things, opens up many new opportunities for learning. Again, it's useful to make an analogy to reading and writing. When you learn to read and write, it opens up opportunities for you to learn so many other things. When you learn to read, you can then read to learn. And it's the same thing with coding. If you learn to code, you can code to learn. Now some of the things you can learn are sort of obvious. You learn more about how computers work. But that's just where it starts. When you learn to code, it opens up for you to learn many other things.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Surveys Synthesized: What Are Teachers' Attitudes About Classroom Technology?",
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"content": "\u003cfigure id=\"attachment_32065\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/11_1.21_Ipad_Algebra_0252-e1381527736194-300x168.jpg\" alt=\"11_1.21_Ipad_Algebra_0252\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The Joan Ganz Cooney Center \u003ca href=\"http://www.joanganzcooneycenter.org/publication/comparative-analysis-of-national-teacher-surveys/\">reviewed five national surveys \u003c/a>that polled K-12 classroom teachers about their practices and uses of technology. The report includes findings from PBS LearningMedia’s Teacher Technology Usage Survey (January 2012); The Gates Foundation’s Technology and Effective Teaching in the U.S. (February 2012); The Joan Ganz Cooney Center’s National Survey of Teacher Attitudes & Beliefs on Digital Games & Learning (May 2012); Common Sense Media’s Children, Teens, and Entertainment Media (Fall 2012); and Pew Research Center’s Internet & American Life Project Online Survey of Teachers (February 2013).\u003c/p>\n\u003cp>The review highlights some of the benefits and obstacles of using different kinds of technology in the classroom, but it also raises some great questions that have yet to be explored with thorough surveys.\u003c/p>\n\u003cp>Be sure to download the entire report [\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2013/10/jgcc_teacher_survey_analysis_final.pdf\">PDF\u003c/a>]. Here's the main summary of the findings.\u003c/p>\n\u003cdiv title=\"Page 16\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch3>Teachers Need More Proof\u003c/h3>\n\u003cp>In the national surveys (with the exception of the Common Sense Media Survey), teachers seem to be leaning toward the idea that technology is a helpful tool in their classrooms. They are open to using technology, currently use technology, and many desire to use more technology. Teachers are especially enthusiastic about technology when it comes to professional development, putting together classroom lesson plans, and collaborating with other teachers.\u003c/p>\n\u003cp>However, across the five surveys, when asked how technology is beneficial to the students’ learning, there was an emphasis on learning processes and higher-level skills rather than on academic achievement. For example, teachers cite opportunities for more personalized learning, increased motivation, collaboration and pro-social behavior, and student efficiency and productivity (see Section “Benefits of Technology for Student Learning”). While all of these reported benefits would likely lead to an increase in the academic success of students, there is skepticism that technology can actually benefit test scores and achievement (see Section “Barriers to Classroom Implementation”): “For many teachers, technology must add demonstrable value to justify incorporation into the learning process” (Pew, p. 49).\u003c/p>\n\u003cp>While the surveys revealed that teachers find technology to be helpful with academic and collaborative skill development, it is difficult to tell if teachers believe that technology use in the classroom directly impacts performance in an academic subject. A future survey could ask teachers to make a direct connection between the skills they believe students develop through use of technology and the academic subject that they believe it will impact.\u003c/p>\n\u003cp>While the teachers in the Common Sense Media survey portray a less enthusiastic view of (entertainment) technology, it provides a very interesting model for exploring the ways in which technology can impact academic performance (p. 27).\u003c/p>\n\u003ch3>Alignment with Common Core and Assessment\u003c/h3>\n\u003cp>Teachers cite time constraints and an overemphasis on testing and reform as significant barriers to incorporating technology into the classroom (see Section “Barriers to Classroom Implementation”). However, with the exception of the Joan Ganz Cooney Center survey instrument (Q19), there is not much detail about the ways in which the Common Core Standards affect the incorporation of technology into the classroom.\u003c/p>\n\u003cp>In addition, the teachers in the Bill & Melinda Gates Foundation survey indicate that they believe “technology tools that are created to support effective teaching should [...] provide practical ways to incorporate instruction tied to accepted teaching standards, such as the Common Core State Standards...” (p. 3). Therefore, a future survey could explore the topic of Common Core Standards in greater depth.\u003c/p>\n\u003cp>Teachers in the Bill & Melinda Gates Foundation survey also desire technology tools that will “provide a strong student assessment component that gives both students and teachers better insight into student learning, in real time” (p. 3). The Joan Ganz Cooney Center 2012 survey questions if and in what ways technology is valuable for assessment and testing content knowledge (Q17, Q19). However in general, there is not much detail about if and how teachers use technology to track the learning of their students. This could also contribute to the lingering skepticism that teachers face in terms of technology impacting academic achievement. A future survey could ask teachers more specific questions about whether and how technology is helpful\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 17\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>for assessment, which technologies they are using, and what kinds of evidence these assessments would need to provide to demonstrate that technology can positively affect academic performance.\u003c/p>\n\u003cp>Technology’s Diverse Roles in Different School Subjects\u003c/p>\n\u003cp>The Pew Research Center report highlights not only differing comfort levels with technology among teachers depending on the subjects that they teach, but also different device and digital content utilization (see Section “Technology Use by Teacher Characteristic”).\u003c/p>\n\u003cp>The Pew Research Center poses the question: “Do some subjects lend themselves more easily to the use of interactive and collaborative online tools?” (p. 38). More generally, how does the subject taught affect the teachers’ ability to seek out and effectively incorporate the most appropriate technologies for their classrooms? Conversely, how do the capabilities of certain digital tools and the corresponding content available affect the likelihood of successful incorporation into the classroom?\u003c/p>\n\u003cp>The latter question may be especially important, as district leaders may be inclined to purchase technologies that will be useful across a range of grade levels and subject areas. This top-level decision-making will only allow for so much attention to detail in terms of which technologies are best for which subject areas.\u003c/p>\n\u003cp>In order to better inform the purchasing or utilization decisions of district leaders, technology experts, and teachers, a future survey could delve more deeply into the opinions of teachers of varying subject areas, especially in terms of their specific media use in the classroom, the practicality and worth of certain devices, the effectiveness of digital content as it directly relates to their subject matter, and best overall practices for using media and technology.\u003c/p>\n\u003ch3>What Is the Child’s Role in Incorporating Technology?\u003c/h3>\n\u003cp>These surveys appropriately address the ways in which adults (district and school leaders, teachers, parents) and issues (time constraints, school environment, access to technology) affect the incorporation of educational technology into the classroom. What roles do students play?\u003c/p>\n\u003cp>While many teachers do feel comfortable with technology, several of them feel that their students are much more aware of technology than they are (Pew, p. 29). Are we overlooking students’ roles as key integrators/facilitators of technology in the classroom?\u003c/p>\n\u003cp>A future survey could ask teachers how much of a role the students’ opinions of and reactions to technology affect their decision to continue using it. Was there ever a time that students suggested a specific game or website to a teacher? If so, was the implementation of this game in the classroom more successful than one that the teacher suggested?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "This review of recent surveys highlights some of the benefits and obstacles of using different kinds of technology in the classroom, but it also raises some great questions that have yet to be explored with thorough surveys.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32065\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/11_1.21_Ipad_Algebra_0252-e1381527736194-300x168.jpg\" alt=\"11_1.21_Ipad_Algebra_0252\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The Joan Ganz Cooney Center \u003ca href=\"http://www.joanganzcooneycenter.org/publication/comparative-analysis-of-national-teacher-surveys/\">reviewed five national surveys \u003c/a>that polled K-12 classroom teachers about their practices and uses of technology. The report includes findings from PBS LearningMedia’s Teacher Technology Usage Survey (January 2012); The Gates Foundation’s Technology and Effective Teaching in the U.S. (February 2012); The Joan Ganz Cooney Center’s National Survey of Teacher Attitudes & Beliefs on Digital Games & Learning (May 2012); Common Sense Media’s Children, Teens, and Entertainment Media (Fall 2012); and Pew Research Center’s Internet & American Life Project Online Survey of Teachers (February 2013).\u003c/p>\n\u003cp>The review highlights some of the benefits and obstacles of using different kinds of technology in the classroom, but it also raises some great questions that have yet to be explored with thorough surveys.\u003c/p>\n\u003cp>Be sure to download the entire report [\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2013/10/jgcc_teacher_survey_analysis_final.pdf\">PDF\u003c/a>]. Here's the main summary of the findings.\u003c/p>\n\u003cdiv title=\"Page 16\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch3>Teachers Need More Proof\u003c/h3>\n\u003cp>In the national surveys (with the exception of the Common Sense Media Survey), teachers seem to be leaning toward the idea that technology is a helpful tool in their classrooms. They are open to using technology, currently use technology, and many desire to use more technology. Teachers are especially enthusiastic about technology when it comes to professional development, putting together classroom lesson plans, and collaborating with other teachers.\u003c/p>\n\u003cp>However, across the five surveys, when asked how technology is beneficial to the students’ learning, there was an emphasis on learning processes and higher-level skills rather than on academic achievement. For example, teachers cite opportunities for more personalized learning, increased motivation, collaboration and pro-social behavior, and student efficiency and productivity (see Section “Benefits of Technology for Student Learning”). While all of these reported benefits would likely lead to an increase in the academic success of students, there is skepticism that technology can actually benefit test scores and achievement (see Section “Barriers to Classroom Implementation”): “For many teachers, technology must add demonstrable value to justify incorporation into the learning process” (Pew, p. 49).\u003c/p>\n\u003cp>While the surveys revealed that teachers find technology to be helpful with academic and collaborative skill development, it is difficult to tell if teachers believe that technology use in the classroom directly impacts performance in an academic subject. A future survey could ask teachers to make a direct connection between the skills they believe students develop through use of technology and the academic subject that they believe it will impact.\u003c/p>\n\u003cp>While the teachers in the Common Sense Media survey portray a less enthusiastic view of (entertainment) technology, it provides a very interesting model for exploring the ways in which technology can impact academic performance (p. 27).\u003c/p>\n\u003ch3>Alignment with Common Core and Assessment\u003c/h3>\n\u003cp>Teachers cite time constraints and an overemphasis on testing and reform as significant barriers to incorporating technology into the classroom (see Section “Barriers to Classroom Implementation”). However, with the exception of the Joan Ganz Cooney Center survey instrument (Q19), there is not much detail about the ways in which the Common Core Standards affect the incorporation of technology into the classroom.\u003c/p>\n\u003cp>In addition, the teachers in the Bill & Melinda Gates Foundation survey indicate that they believe “technology tools that are created to support effective teaching should [...] provide practical ways to incorporate instruction tied to accepted teaching standards, such as the Common Core State Standards...” (p. 3). Therefore, a future survey could explore the topic of Common Core Standards in greater depth.\u003c/p>\n\u003cp>Teachers in the Bill & Melinda Gates Foundation survey also desire technology tools that will “provide a strong student assessment component that gives both students and teachers better insight into student learning, in real time” (p. 3). The Joan Ganz Cooney Center 2012 survey questions if and in what ways technology is valuable for assessment and testing content knowledge (Q17, Q19). However in general, there is not much detail about if and how teachers use technology to track the learning of their students. This could also contribute to the lingering skepticism that teachers face in terms of technology impacting academic achievement. A future survey could ask teachers more specific questions about whether and how technology is helpful\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 17\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>for assessment, which technologies they are using, and what kinds of evidence these assessments would need to provide to demonstrate that technology can positively affect academic performance.\u003c/p>\n\u003cp>Technology’s Diverse Roles in Different School Subjects\u003c/p>\n\u003cp>The Pew Research Center report highlights not only differing comfort levels with technology among teachers depending on the subjects that they teach, but also different device and digital content utilization (see Section “Technology Use by Teacher Characteristic”).\u003c/p>\n\u003cp>The Pew Research Center poses the question: “Do some subjects lend themselves more easily to the use of interactive and collaborative online tools?” (p. 38). More generally, how does the subject taught affect the teachers’ ability to seek out and effectively incorporate the most appropriate technologies for their classrooms? Conversely, how do the capabilities of certain digital tools and the corresponding content available affect the likelihood of successful incorporation into the classroom?\u003c/p>\n\u003cp>The latter question may be especially important, as district leaders may be inclined to purchase technologies that will be useful across a range of grade levels and subject areas. This top-level decision-making will only allow for so much attention to detail in terms of which technologies are best for which subject areas.\u003c/p>\n\u003cp>In order to better inform the purchasing or utilization decisions of district leaders, technology experts, and teachers, a future survey could delve more deeply into the opinions of teachers of varying subject areas, especially in terms of their specific media use in the classroom, the practicality and worth of certain devices, the effectiveness of digital content as it directly relates to their subject matter, and best overall practices for using media and technology.\u003c/p>\n\u003ch3>What Is the Child’s Role in Incorporating Technology?\u003c/h3>\n\u003cp>These surveys appropriately address the ways in which adults (district and school leaders, teachers, parents) and issues (time constraints, school environment, access to technology) affect the incorporation of educational technology into the classroom. 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"content": "\u003cfigure id=\"attachment_31824\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/18090920@N07/7118767335/in/photolist-bR4xvR-bC9W9W-bR4Anv-7YZ6hF-bR4rSH-bR4rnz-bC9L5j-bC9MCJ-bC9LM5-bR4tmP-bR4sDt-8saSzM-9zvgtG-8sdWM3-8sdWAh-8saSGv-8sdWFC-9ak3TJ-dkKUft-dkKVW1-7Sj2pq-7Sj2uG-7QL2sq-fvSgea-bC9Qvj-87pvpZ-87sG4Y-8saStc-8sdWbQ-drE3VL-dkL73p-9QV3CK-7QzajX-7Sj2rd-7SfKSn-7Sj2nU-fjQA95-ffqdyc-8nicZh-bR4vGi-bC9Nzf-aDcoZk-bR61NM-dawCCx-7AA8C2-8fWHDW-dawEHG-81UmN5-ah7XtS-fCTkE1-fCAKr2\">\u003cimg class=\"size-full wp-image-31824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240.jpg\" alt=\"7118767335_d5c871298f_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://digital.hechingerreport.org/content/the-inside-story-on-la-schools-ipad-rollout-a-colossal-disaster_914/\">\u003cstrong>By Anya Kamenetz, The Hechinger Report\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Scarcely a month ago, on August 27, the Los Angeles County Unified School District \u003ca href=\"http://www.latimes.com/local/la-first-ipads-go-out-to-lausd-students-20130827,0,3956429.photogallery\">placed the first iPads\u003c/a> in students’ hands at the outset of a $1 billion plan to give one to every single student in the nation’s second largest public school district ($500 million for devices, plus an additional $500 million for internet infrastructure upgrades, raised through construction bonds).\u003c/p>\n\u003cp>The project is now being resoundingly \u003ca href=\"http://www.latimes.com/opinion/letters/la-le-0927-friday-lausd-ipads-20130927,0,695590.story\">panned,\u003c/a> as \u003ca href=\"http://www.latimes.com/local/la-me-lausd-ipads-20130925,0,906924.story\">reports surfaced\u003c/a> quickly of high school students going around the security software on the iPads to surf for non-approved content. The district has called a halt to students bringing iPads home amid \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-officials-no-set-consequences-for-lost-broken-ipads-20130926,0,3641357.story\">disputes \u003c/a>over who will be held responsible for loss or damage–parents or taxpayers.\u003c/p>\n\u003cp>On Friday I spoke to two LAUSD contractors who have first-hand knowledge of the rollout. They agreed to give an insiders’ view of the controversy on background. There’s an incredible litany of problems here that reads like a primer on what NOT to do with a major deployment of technology in a school district.\u003c/p>\n\u003ch3>1. The Rush\u003c/h3>\n\u003cp>Problem number one, from these contractors’ perspective, was the timeline. The iPad idea first \u003ca href=\"http://losangeles.cbslocal.com/2012/12/12/lausd-faces-criticism-for-plan-to-buy-ipads-for-600000-students/\">surfaced\u003c/a> in November as a proposal to spend $17 million in bond money coming to the district. There was a small pilot in the spring–not enough, says Contractor #1. “From an IT and security standpoint, it would be tough to pilot something in just a few months, let alone start phase I. I have a hard time believing that people in the district didn’t raise red flags to say, are you sure we’re doing this the best way possible?”\u003c/p>\n\u003ch3>2. Training and Professional Development\u003c/h3>\n\u003cp>The second big issue was a lack of training, professional development, and overall, a failure to recognize the human resource needs created by a big device rollout like this one. “Teachers were not trained in the system to manage the devices. Nobody at the school was trained. A couple people from the district that came out to sort of help and they had somebody at the school who was the de facto tech person, teaching teachers how to use it after it had been deployed,” says Contractor #1. Contractor #2 added: “The ELA (English) teachers got a 40 minute training, because they were responsible for giving them out. I don’t think any of the other teachers were trained on the mobile device management system.” Part of the reason that students found it so easy to turn off the security controls to surf the Web and access sites like Facebook, YouTube and Pandora might be that many teachers were unfamiliar with how the controls worked.\u003c/p>\n\u003ch3>3. School to Home and Back\u003c/h3>\n\u003cp>Taking school-issued devices home has pedagogical justifications, for homework, extra practice time, and making stronger connections between school and home. But there are some practical and theoretical objections to this idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>During the pilot, Contractor #1 says, students weren’t allowed to take the iPads home. When they started going home, teachers quickly discovered that checking the devices out at the end of the day, and checking them back in in the morning, used up precious classroom time. Also, said contractor #2, “If kids didn’t want to do the work, they would come late purposely and not get an iPad. So in some classes, half the kids had them and half the kids didn’t, they were just sitting with their heads on the desk.” Parents, meanwhile, don’t want to be held liable for the loss, breakage or theft of the devices.\u003c/p>\n\u003cp>Contractor #1 had a different, more personal objection to the idea of students using a single device for work and home. “Being in IT, my professional device is separate from what I use at home. My daughter is five years old. She’s not old enough to understand that there’s a difference between your home life and school life and what’s acceptable in each place. Until she can segment that, I don’t want her being held responsible for any mistakes.”\u003c/p>\n\u003ch3>4. Why iPads?\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>Los Angeles is paying a reported \u003ca href=\"http://articles.latimes.com/2013/jun/18/local/la-me-ln-lausd-chooses-ipads-for-pilot-20130618\">$678 apiece\u003c/a> for these Apple iPads, higher than retail, although the price does include some educational software. That compares to as low as \u003ca href=\"http://www.microcenter.com/product/413121/XE303C12-A01US_116%22_Chromebook_-_Silver;_Samung_Exynos_5_Dual-Core_Processor_17GHz;_Google_Chrome_OS;_2GB_DDR3L_RAM;_16GB_Solid_State_Drive;_Integrate?gclid=CI6Iy9r-8bkCFUqk4AodBmwABw\">$250, retail\u003c/a>, for a budget laptop. iPads don’t have a reputation as durable machines, and notably, they don’t have keyboards. “From the beginning I said, 'Are they going to type at all? Is this not a skill? Are they going to require a keyboard?'” said Contractor #1. Sure enough, just after Labor Day, the school district \u003ca href=\"http://articles.latimes.com/2013/jun/18/local/la-me-ln-lausd-chooses-ipads-for-pilot-20130618\">announced \u003c/a>that they may be spending up to an additional $38 million on wireless keyboard accessories.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31824\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/18090920@N07/7118767335/in/photolist-bR4xvR-bC9W9W-bR4Anv-7YZ6hF-bR4rSH-bR4rnz-bC9L5j-bC9MCJ-bC9LM5-bR4tmP-bR4sDt-8saSzM-9zvgtG-8sdWM3-8sdWAh-8saSGv-8sdWFC-9ak3TJ-dkKUft-dkKVW1-7Sj2pq-7Sj2uG-7QL2sq-fvSgea-bC9Qvj-87pvpZ-87sG4Y-8saStc-8sdWbQ-drE3VL-dkL73p-9QV3CK-7QzajX-7Sj2rd-7SfKSn-7Sj2nU-fjQA95-ffqdyc-8nicZh-bR4vGi-bC9Nzf-aDcoZk-bR61NM-dawCCx-7AA8C2-8fWHDW-dawEHG-81UmN5-ah7XtS-fCTkE1-fCAKr2\">\u003cimg class=\"size-full wp-image-31824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240.jpg\" alt=\"7118767335_d5c871298f_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://digital.hechingerreport.org/content/the-inside-story-on-la-schools-ipad-rollout-a-colossal-disaster_914/\">\u003cstrong>By Anya Kamenetz, The Hechinger Report\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Scarcely a month ago, on August 27, the Los Angeles County Unified School District \u003ca href=\"http://www.latimes.com/local/la-first-ipads-go-out-to-lausd-students-20130827,0,3956429.photogallery\">placed the first iPads\u003c/a> in students’ hands at the outset of a $1 billion plan to give one to every single student in the nation’s second largest public school district ($500 million for devices, plus an additional $500 million for internet infrastructure upgrades, raised through construction bonds).\u003c/p>\n\u003cp>The project is now being resoundingly \u003ca href=\"http://www.latimes.com/opinion/letters/la-le-0927-friday-lausd-ipads-20130927,0,695590.story\">panned,\u003c/a> as \u003ca href=\"http://www.latimes.com/local/la-me-lausd-ipads-20130925,0,906924.story\">reports surfaced\u003c/a> quickly of high school students going around the security software on the iPads to surf for non-approved content. The district has called a halt to students bringing iPads home amid \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-officials-no-set-consequences-for-lost-broken-ipads-20130926,0,3641357.story\">disputes \u003c/a>over who will be held responsible for loss or damage–parents or taxpayers.\u003c/p>\n\u003cp>On Friday I spoke to two LAUSD contractors who have first-hand knowledge of the rollout. They agreed to give an insiders’ view of the controversy on background. There’s an incredible litany of problems here that reads like a primer on what NOT to do with a major deployment of technology in a school district.\u003c/p>\n\u003ch3>1. The Rush\u003c/h3>\n\u003cp>Problem number one, from these contractors’ perspective, was the timeline. The iPad idea first \u003ca href=\"http://losangeles.cbslocal.com/2012/12/12/lausd-faces-criticism-for-plan-to-buy-ipads-for-600000-students/\">surfaced\u003c/a> in November as a proposal to spend $17 million in bond money coming to the district. There was a small pilot in the spring–not enough, says Contractor #1. “From an IT and security standpoint, it would be tough to pilot something in just a few months, let alone start phase I. I have a hard time believing that people in the district didn’t raise red flags to say, are you sure we’re doing this the best way possible?”\u003c/p>\n\u003ch3>2. Training and Professional Development\u003c/h3>\n\u003cp>The second big issue was a lack of training, professional development, and overall, a failure to recognize the human resource needs created by a big device rollout like this one. “Teachers were not trained in the system to manage the devices. Nobody at the school was trained. A couple people from the district that came out to sort of help and they had somebody at the school who was the de facto tech person, teaching teachers how to use it after it had been deployed,” says Contractor #1. Contractor #2 added: “The ELA (English) teachers got a 40 minute training, because they were responsible for giving them out. I don’t think any of the other teachers were trained on the mobile device management system.” Part of the reason that students found it so easy to turn off the security controls to surf the Web and access sites like Facebook, YouTube and Pandora might be that many teachers were unfamiliar with how the controls worked.\u003c/p>\n\u003ch3>3. School to Home and Back\u003c/h3>\n\u003cp>Taking school-issued devices home has pedagogical justifications, for homework, extra practice time, and making stronger connections between school and home. But there are some practical and theoretical objections to this idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During the pilot, Contractor #1 says, students weren’t allowed to take the iPads home. When they started going home, teachers quickly discovered that checking the devices out at the end of the day, and checking them back in in the morning, used up precious classroom time. Also, said contractor #2, “If kids didn’t want to do the work, they would come late purposely and not get an iPad. So in some classes, half the kids had them and half the kids didn’t, they were just sitting with their heads on the desk.” Parents, meanwhile, don’t want to be held liable for the loss, breakage or theft of the devices.\u003c/p>\n\u003cp>Contractor #1 had a different, more personal objection to the idea of students using a single device for work and home. “Being in IT, my professional device is separate from what I use at home. My daughter is five years old. She’s not old enough to understand that there’s a difference between your home life and school life and what’s acceptable in each place. Until she can segment that, I don’t want her being held responsible for any mistakes.”\u003c/p>\n\u003ch3>4. Why iPads?\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>Los Angeles is paying a reported \u003ca href=\"http://articles.latimes.com/2013/jun/18/local/la-me-ln-lausd-chooses-ipads-for-pilot-20130618\">$678 apiece\u003c/a> for these Apple iPads, higher than retail, although the price does include some educational software. That compares to as low as \u003ca href=\"http://www.microcenter.com/product/413121/XE303C12-A01US_116%22_Chromebook_-_Silver;_Samung_Exynos_5_Dual-Core_Processor_17GHz;_Google_Chrome_OS;_2GB_DDR3L_RAM;_16GB_Solid_State_Drive;_Integrate?gclid=CI6Iy9r-8bkCFUqk4AodBmwABw\">$250, retail\u003c/a>, for a budget laptop. iPads don’t have a reputation as durable machines, and notably, they don’t have keyboards. “From the beginning I said, 'Are they going to type at all? Is this not a skill? Are they going to require a keyboard?'” said Contractor #1. Sure enough, just after Labor Day, the school district \u003ca href=\"http://articles.latimes.com/2013/jun/18/local/la-me-ln-lausd-chooses-ipads-for-pilot-20130618\">announced \u003c/a>that they may be spending up to an additional $38 million on wireless keyboard accessories.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Sam H. Sanders\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Los Angeles Unified School District started issuing iPads to its students this school year, as part of a $30 million deal with Apple. The rollout is in the first of three phases, and ultimately, the goal is to distribute more than 600,000 devices.\u003c/p>\n\u003cp>But less than a week after getting their iPads, almost 200 of the districts' \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925,0,6974454.story\">high school students fo\u003c/a>\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925,0,6974454.story\">und a way to bypass\u003c/a> software blocks on the devices that limit what websites the students can use.\u003c/p>\n\u003cp>Roosevelt High School in East LA has the most offenders. Earlier this week, Mayra Najera, a high school senior, told NPR that she hasn't hacked her school-issued iPad just yet, but that some classmates have offered to do it for her.\u003c/p>\n\u003cfigure id=\"attachment_31714\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31714\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/177029231-300x225.jpg\" alt=\"177029231\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"They told me Friday, 'I would do it for you because you're my friend,' \" she says. \"They told me that!\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you weren't a friend, the hack would cost $2.\u003c/p>\n\u003cp>\"They were charging people to do it. It was like a little black market,\" Najera says.\u003c/p>\n\u003cp>The students are getting around software that lets school district officials know where the iPads are, and what the students are doing with them at all times. This software also lets the district block certain sites, such as social media favorites like Facebook.\u003c/p>\n\u003cp>The district's chief information officer, Ronald Chandler, says he wasn't really surprised that students bypassed blocks so quickly. He says that hacks happen at all levels, whether it's secured parts of the federal government, or student iPads.\u003c/p>\n\u003cp>\"So we talked to students, and we asked them, 'Why did you do this?' And in many cases, they said, 'You guys are just locking us out of too much stuff.' \"\u003c/p>\n\u003cp>He says, after talking with students, that the Los Angeles Unified School District's iPad policy probably should be changed, allowing for some social media and music streaming sites.\u003c/p>\n\u003cp>\"They were bound to fail,\" says Renee Hobbs, who runs the Media Education Lab at the University of Rhode Island. She's been a skeptic of the iPad program from the start. \"Children are growing up today [with] the iPad used as a device for entertainment. So when the iPad comes into the classroom, then there's a shift in everybody's thinking.\"\u003c/p>\n\u003cp>And sometimes that shift is hard for everybody. Hobbs says this isn't the first time educators have tried to co-opt things that lots of people use for fun.\u003c/p>\n\u003cp>\"Back in the 1930s, there was a big initiative to use radio in education,\" says Hobbs. \"It was the original distance education.\" But, Hobbs says, that all fizzled out.\u003c/p>\n\u003cp>\"Within a decade, we discovered that the commercial use of radio, for soap operas and music shows and game shows, actually eclipsed the educational use of radio. And the entertainment function is just so [dominant]. You can't compete,\" Hobbs says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You guys are just locking us out of too much stuff.\"\u003c/aside>\n\u003cp>Los Angeles Unified School District, for its part, says it's addressing what it calls \"a glitch\" in the iPad software. The district told NPR that for now, the hackers won't be punished. But home use of the iPads has been halted, indefinitely.\u003c/p>\n\u003cp>The rollout of the iPads might have to be delayed as officials reassess access policies. Right now, the program is still in Phase 1, with fewer than 15,000 iPads distributed. In November, the district is set to start moving into Phases 2 and 3 of the iPad program.\u003c/p>\n\u003cp>In light of the hacking scandal, Mayra Najera, the Roosevelt High School senior, isn't sure she needs an iPad at all.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's hard to tell,\" she says. Najera says she doesn't even do digital homework on her school-issued iPad. She takes care of that on her personal iPhone 5.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR.\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Sam H. Sanders\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Los Angeles Unified School District started issuing iPads to its students this school year, as part of a $30 million deal with Apple. The rollout is in the first of three phases, and ultimately, the goal is to distribute more than 600,000 devices.\u003c/p>\n\u003cp>But less than a week after getting their iPads, almost 200 of the districts' \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925,0,6974454.story\">high school students fo\u003c/a>\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925,0,6974454.story\">und a way to bypass\u003c/a> software blocks on the devices that limit what websites the students can use.\u003c/p>\n\u003cp>Roosevelt High School in East LA has the most offenders. Earlier this week, Mayra Najera, a high school senior, told NPR that she hasn't hacked her school-issued iPad just yet, but that some classmates have offered to do it for her.\u003c/p>\n\u003cfigure id=\"attachment_31714\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31714\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/177029231-300x225.jpg\" alt=\"177029231\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"They told me Friday, 'I would do it for you because you're my friend,' \" she says. \"They told me that!\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you weren't a friend, the hack would cost $2.\u003c/p>\n\u003cp>\"They were charging people to do it. It was like a little black market,\" Najera says.\u003c/p>\n\u003cp>The students are getting around software that lets school district officials know where the iPads are, and what the students are doing with them at all times. This software also lets the district block certain sites, such as social media favorites like Facebook.\u003c/p>\n\u003cp>The district's chief information officer, Ronald Chandler, says he wasn't really surprised that students bypassed blocks so quickly. He says that hacks happen at all levels, whether it's secured parts of the federal government, or student iPads.\u003c/p>\n\u003cp>\"So we talked to students, and we asked them, 'Why did you do this?' And in many cases, they said, 'You guys are just locking us out of too much stuff.' \"\u003c/p>\n\u003cp>He says, after talking with students, that the Los Angeles Unified School District's iPad policy probably should be changed, allowing for some social media and music streaming sites.\u003c/p>\n\u003cp>\"They were bound to fail,\" says Renee Hobbs, who runs the Media Education Lab at the University of Rhode Island. She's been a skeptic of the iPad program from the start. \"Children are growing up today [with] the iPad used as a device for entertainment. So when the iPad comes into the classroom, then there's a shift in everybody's thinking.\"\u003c/p>\n\u003cp>And sometimes that shift is hard for everybody. Hobbs says this isn't the first time educators have tried to co-opt things that lots of people use for fun.\u003c/p>\n\u003cp>\"Back in the 1930s, there was a big initiative to use radio in education,\" says Hobbs. \"It was the original distance education.\" But, Hobbs says, that all fizzled out.\u003c/p>\n\u003cp>\"Within a decade, we discovered that the commercial use of radio, for soap operas and music shows and game shows, actually eclipsed the educational use of radio. And the entertainment function is just so [dominant]. You can't compete,\" Hobbs says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You guys are just locking us out of too much stuff.\"\u003c/aside>\n\u003cp>Los Angeles Unified School District, for its part, says it's addressing what it calls \"a glitch\" in the iPad software. The district told NPR that for now, the hackers won't be punished. But home use of the iPads has been halted, indefinitely.\u003c/p>\n\u003cp>The rollout of the iPads might have to be delayed as officials reassess access policies. Right now, the program is still in Phase 1, with fewer than 15,000 iPads distributed. In November, the district is set to start moving into Phases 2 and 3 of the iPad program.\u003c/p>\n\u003cp>In light of the hacking scandal, Mayra Najera, the Roosevelt High School senior, isn't sure she needs an iPad at all.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's hard to tell,\" she says. Najera says she doesn't even do digital homework on her school-issued iPad. She takes care of that on her personal iPhone 5.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31689\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660089211/sizes/z/in/photolist-b9wGuk-b9wtzP-b9wYue-b9wgzH-b9wAQD-b9wnFZ-b9w9A2-b9wevk-b9wPk2-b9wn8i-b9wpVz-b9wZD8-b9wTH2-b9wEsv-b9wFPk-b9wyB6-b9w7Hp-b9wuba-b9wiQD-b9wZck-b9wVuH-b9wMSa-b9whbr-b9wpfH-b9wN8k-b9wVT8-b9wRSx-b9wpJ4-b9wDTX-b9wcZz-b9wPu6-b9wLP8-b9wFCX-b9wQ18-b9wcMV-b9wG9T-b9wapM-b9wosM-b9wXWn-b9wxaT-b9wXLz-b9w8wT-b9wjnP-b9wqra-b9wsuz-b9wSNz-b9wfxp-b9wHfp-b9wpxB-b9wH44-b9wxYn/\">\u003cimg class=\"size-full wp-image-31689\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503.jpg\" alt=\"6660089211_655da8df80_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cdiv>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/div>\n\u003cp class=\"dropcap-serif\">Creating a process to arrive at sensible, relevant, and positive agreements for tablet use in schools is a key part of the journey toward implementing a successful tablet program.\u003c/p>\n\u003cp>The tricky part about this process is that it takes time and can be bumpy. As schools engage in the work of \"building the bridge while crossing it,\" it is important for school leaders to stay the course, and not be deterred by the inevitable, and even welcome, hurdles that schools will encounter through the stages of implementation. A good rule of thumb: It takes three years to \"land.\"\u003c/p>\n\u003cp>There is a \u003ca href=\"http://bit.ly/145n6bx\">wonderful, poignant photo\u003c/a> that has circulated on social media where a classroom of students is seen standing eagerly with their iPads pointed at the white board with the caption, \"And then the teacher said you may take notes.\"\u003c/p>\n\u003cp>One of the key messages of this photo is that students may interpret or take steps in directions that we as educators might not see or anticipate as students have opportunities to learn with tablets. The takeaway for schools is that it is most helpful to be nimble and flexible in thinking about policy and practice.\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/145n6bx\">\u003cimg class=\"alignright size-medium wp-image-31682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/and_then_the_teacher_said_you_may_take_notes_1931140930-300x300.jpg\" alt=\"and_then_the_teacher_said_you_may_take_notes_1931140930\" width=\"300\" height=\"300\">\u003c/a>A key step in this journey toward successful implementation is to create a space for teachers to process together how the learning is going and to identify challenges. And, it is equally important for school leaders to acknowledge and say out loud that the road is bumpy and it is supposed to be bumpy, and uncomfortable at times.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another important step is to reach out to students to gather their input into what is working and what is challenging with tablet learning. The beautiful thing about kids is that they will be brutally honest and offer up suggestions and strategies to help with the learning process.\u003c/p>\n\u003cp>As a result of our work at Marin Country Day School, and utilizing the above process, we arrived at 10 guidelines for successful use of tablets, based on feedback from teachers and students. The language in these guidelines is intentionally positive, focusing on actionable behaviors that will lead to success, instead of using language that focuses on \"don't.\"\u003c/p>\n\u003cp>1. \u003cstrong>Charge your iPad before coming to school each day\u003c/strong>. This is a key part of instilling responsible behavior and placing responsibility on the student. It is a part of daily preparation and is achievable.\u003c/p>\n\u003cp>2. \u003cstrong>Keep your iPad in the case at all times\u003c/strong>. Again, this is about responsibility. We have found that breakage and cracks arise when students take the iPad out of the case.\u003c/p>\n\u003cp>3. \u003cstrong>Store the iPad safely inside your backpack\u003c/strong>. This is not easy to accomplish, but taking the time to help students find a proper spot inside the backpack goes a long way toward minimizing crack and breakage.\u003c/p>\n\u003cp>4. \u003cstrong>Manage your \u003c/strong>\u003cem>\u003cstrong>academic\u003c/strong>\u003c/em>\u003cstrong> iTunes account\u003c/strong>. The use of the word \u003cem>academic\u003c/em> is key. One important part of communication about rollout to students is that the tablet is a learning tool to help students with academics. Giving the students the responsibility and opportunity to upload the apps needed for individual classes places important responsibility on the shoulders of the students. Using a school issued Apple ID, students are asked to upload apps for certain classes as part of homework to be ready the next day for class.\u003c/p>\n\u003cp>5. \u003cstrong>Check your school email regularly and back up to iCloud\u003c/strong>. As we have increasingly learned, students do not use email, and use school email even less, unless asked to do so, as part of the learning. Additionally, giving the responsibility to students to back up using iCloud ensures that students are taking on more ownership of the school issued device\u003c/p>\n\u003cp>6. \u003cstrong>Keep your iPad and your passwords to yourself\u003c/strong>. This is so critical as part of the learning process. Knowing where the device is at all times during the day is not easy to accomplish and students need to take on this responsibility, in addition to securing privacy by keeping passwords strong and not easily identifiable.\u003c/p>\n\u003cp>7. \u003cstrong>Use eBackpack\u003c/strong>. This is the online storage locker that we have provided for our students. Students take pride in being paperless and the more that students use online storage spaces for papers, presentations, and projects, the more the school can instill this habit in students and teachers.\u003c/p>\n\u003cp>8. \u003cstrong>Use Veracross\u003c/strong>. This is the student information system that we use where teachers post homework assignments and also where each grade level posts a test calendar, to balance the workload for students. A daily practice for students is to check Veracross for homework and assessment postings.\u003c/p>\n\u003cp>9. \u003cstrong>Stay on task\u003c/strong>. Three simple words. Not easy for students or adults. Stating the expectation and holding the bar high for students is important, while also acknowledging how challenging this is for all of us to accomplish. Having open conversations with students about how to \"stay on task\" in different classes is a key part of creating a healthy culture inside of each classroom.\u003c/p>\n\u003cp>10. \u003cstrong>Play outside – tech free recess!\u003c/strong> This is the last but perhaps the most important in terms of maintaining a healthy, balanced school day, especially in schools employing tablets. When we rolled this out to teachers they were thrilled; when we rolled this out to students, there was no pushback. Kids know they need a break and schools need to pay attention to this.\u003c/p>\n\u003cp>As schools continue the tablet journey, the process of learning and conversation needs to be kept alive. A colleague of mine loves to use the phrase, \"Be patient with the process.\" Success will not happen overnight. It will take time and a general time frame is three years to create the daily culture of positive, affirmative use of tablets.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31689\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660089211/sizes/z/in/photolist-b9wGuk-b9wtzP-b9wYue-b9wgzH-b9wAQD-b9wnFZ-b9w9A2-b9wevk-b9wPk2-b9wn8i-b9wpVz-b9wZD8-b9wTH2-b9wEsv-b9wFPk-b9wyB6-b9w7Hp-b9wuba-b9wiQD-b9wZck-b9wVuH-b9wMSa-b9whbr-b9wpfH-b9wN8k-b9wVT8-b9wRSx-b9wpJ4-b9wDTX-b9wcZz-b9wPu6-b9wLP8-b9wFCX-b9wQ18-b9wcMV-b9wG9T-b9wapM-b9wosM-b9wXWn-b9wxaT-b9wXLz-b9w8wT-b9wjnP-b9wqra-b9wsuz-b9wSNz-b9wfxp-b9wHfp-b9wpxB-b9wH44-b9wxYn/\">\u003cimg class=\"size-full wp-image-31689\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503.jpg\" alt=\"6660089211_655da8df80_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cdiv>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/div>\n\u003cp class=\"dropcap-serif\">Creating a process to arrive at sensible, relevant, and positive agreements for tablet use in schools is a key part of the journey toward implementing a successful tablet program.\u003c/p>\n\u003cp>The tricky part about this process is that it takes time and can be bumpy. As schools engage in the work of \"building the bridge while crossing it,\" it is important for school leaders to stay the course, and not be deterred by the inevitable, and even welcome, hurdles that schools will encounter through the stages of implementation. A good rule of thumb: It takes three years to \"land.\"\u003c/p>\n\u003cp>There is a \u003ca href=\"http://bit.ly/145n6bx\">wonderful, poignant photo\u003c/a> that has circulated on social media where a classroom of students is seen standing eagerly with their iPads pointed at the white board with the caption, \"And then the teacher said you may take notes.\"\u003c/p>\n\u003cp>One of the key messages of this photo is that students may interpret or take steps in directions that we as educators might not see or anticipate as students have opportunities to learn with tablets. The takeaway for schools is that it is most helpful to be nimble and flexible in thinking about policy and practice.\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/145n6bx\">\u003cimg class=\"alignright size-medium wp-image-31682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/and_then_the_teacher_said_you_may_take_notes_1931140930-300x300.jpg\" alt=\"and_then_the_teacher_said_you_may_take_notes_1931140930\" width=\"300\" height=\"300\">\u003c/a>A key step in this journey toward successful implementation is to create a space for teachers to process together how the learning is going and to identify challenges. And, it is equally important for school leaders to acknowledge and say out loud that the road is bumpy and it is supposed to be bumpy, and uncomfortable at times.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another important step is to reach out to students to gather their input into what is working and what is challenging with tablet learning. The beautiful thing about kids is that they will be brutally honest and offer up suggestions and strategies to help with the learning process.\u003c/p>\n\u003cp>As a result of our work at Marin Country Day School, and utilizing the above process, we arrived at 10 guidelines for successful use of tablets, based on feedback from teachers and students. The language in these guidelines is intentionally positive, focusing on actionable behaviors that will lead to success, instead of using language that focuses on \"don't.\"\u003c/p>\n\u003cp>1. \u003cstrong>Charge your iPad before coming to school each day\u003c/strong>. This is a key part of instilling responsible behavior and placing responsibility on the student. It is a part of daily preparation and is achievable.\u003c/p>\n\u003cp>2. \u003cstrong>Keep your iPad in the case at all times\u003c/strong>. Again, this is about responsibility. We have found that breakage and cracks arise when students take the iPad out of the case.\u003c/p>\n\u003cp>3. \u003cstrong>Store the iPad safely inside your backpack\u003c/strong>. This is not easy to accomplish, but taking the time to help students find a proper spot inside the backpack goes a long way toward minimizing crack and breakage.\u003c/p>\n\u003cp>4. \u003cstrong>Manage your \u003c/strong>\u003cem>\u003cstrong>academic\u003c/strong>\u003c/em>\u003cstrong> iTunes account\u003c/strong>. The use of the word \u003cem>academic\u003c/em> is key. One important part of communication about rollout to students is that the tablet is a learning tool to help students with academics. Giving the students the responsibility and opportunity to upload the apps needed for individual classes places important responsibility on the shoulders of the students. Using a school issued Apple ID, students are asked to upload apps for certain classes as part of homework to be ready the next day for class.\u003c/p>\n\u003cp>5. \u003cstrong>Check your school email regularly and back up to iCloud\u003c/strong>. As we have increasingly learned, students do not use email, and use school email even less, unless asked to do so, as part of the learning. Additionally, giving the responsibility to students to back up using iCloud ensures that students are taking on more ownership of the school issued device\u003c/p>\n\u003cp>6. \u003cstrong>Keep your iPad and your passwords to yourself\u003c/strong>. This is so critical as part of the learning process. Knowing where the device is at all times during the day is not easy to accomplish and students need to take on this responsibility, in addition to securing privacy by keeping passwords strong and not easily identifiable.\u003c/p>\n\u003cp>7. \u003cstrong>Use eBackpack\u003c/strong>. This is the online storage locker that we have provided for our students. Students take pride in being paperless and the more that students use online storage spaces for papers, presentations, and projects, the more the school can instill this habit in students and teachers.\u003c/p>\n\u003cp>8. \u003cstrong>Use Veracross\u003c/strong>. This is the student information system that we use where teachers post homework assignments and also where each grade level posts a test calendar, to balance the workload for students. A daily practice for students is to check Veracross for homework and assessment postings.\u003c/p>\n\u003cp>9. \u003cstrong>Stay on task\u003c/strong>. Three simple words. Not easy for students or adults. Stating the expectation and holding the bar high for students is important, while also acknowledging how challenging this is for all of us to accomplish. Having open conversations with students about how to \"stay on task\" in different classes is a key part of creating a healthy culture inside of each classroom.\u003c/p>\n\u003cp>10. \u003cstrong>Play outside – tech free recess!\u003c/strong> This is the last but perhaps the most important in terms of maintaining a healthy, balanced school day, especially in schools employing tablets. When we rolled this out to teachers they were thrilled; when we rolled this out to students, there was no pushback. Kids know they need a break and schools need to pay attention to this.\u003c/p>\n\u003cp>As schools continue the tablet journey, the process of learning and conversation needs to be kept alive. A colleague of mine loves to use the phrase, \"Be patient with the process.\" Success will not happen overnight. It will take time and a general time frame is three years to create the daily culture of positive, affirmative use of tablets.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31554\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31554\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/IMG_8535-e1380043600112.jpg\" alt=\"IMG_8535\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education technology businesses have come up with hundreds, if not thousands, of products meant to make teachers' lives easier and improve student achievement. Most products bite off a piece of the education puzzle, trying to solve one corner of a complex web. 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Pearson has actively acquired companies that can help the Britain-based conglomerate move from a legacy textbook publisher into the era of digital education content.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The kids don’t care about the annual test. It’s cold, it’s impersonal and it has nothing to do with their reality.”\u003c/aside>\n\u003cp>The panelists all agreed that the transition to Common Core has helped speed the integration of technology into the classroom and spurred their business. “It’s providing a lot of opportunity for us because schools with older systems are seeing that they have to change their grade books,” said Lane Rankin, CEO \u003ca href=\"https://www.illuminateed.com/\">Illuminate Education\u003c/a>. Illuminate has created a Student Information System that draws in many strands of data from disparate sources and displays them on a simple teacher dashboard, with parent portals and an integrated grade book aligned with the new standards.\u003c/p>\n\u003cp>While the tools developed by these companies and the hundreds of others not represented on the panel can be useful to teachers, another panelist --David Reilly, a former teacher and principal -- questioned whether any of these costly technologies will actually transform learning. The entrepreneurs on the panel offered a vision for the future of education that focuses on data and assessments, but was somewhat at odds with the on-the-ground experience and goals expressed by Reilly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/tech-companies-angle-for-big-bucks-in-education/\">Tech Companies Angle For Big Bucks in Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The kids don’t care about the annual tests,” said Reilly, who is now \u003ca href=\"http://www.seq.org/\">Assistant Superintendent of Sequoia Union High School District\u003c/a>. “It’s cold, it’s impersonal and it has nothing to do with their reality.” The only educational experiences that truly stick with students and help them develop a learning disposition and strong character are the ones that give them a chance to influence their own lives. “Engagement for these kids means transforming their realities,” Reilly said. “And if we don’t do that, then we risk widening the achievement gap.”\u003c/p>\n\u003cp>Closing the achievement gap, reaching all learners and improving scores are the stated goals of most businesses, but in Reilly’s description of a powerful learning experience, technology is not a necessity. Rather it’s about how learning is framed, how tools are used and whether the student’s passions are at the center of the learning process. “We wonder why the kids aren’t prepared for college,” he said. “We’re not creating the right experiences.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Reilly was also candid that not all his experiences with technology in the classroom have been positive. “We paid enormous amounts of money for a Student Information System, but unfortunately we need to customize,” Reilly said. Businesses want to sell their products to schools, offer basic customer service for a time and move on.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Reilly says schools' needs evolve and they need flexibility from ed-tech partners. In fact, the best experience he’s had with technology in his school was when his friend built him exactly what he needed from scratch. Unfortunately, that model is not scalable for any business hoping to survive and compete.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31554\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31554\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/IMG_8535-e1380043600112.jpg\" alt=\"IMG_8535\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education technology businesses have come up with hundreds, if not thousands, of products meant to make teachers' lives easier and improve student achievement. Most products bite off a piece of the education puzzle, trying to solve one corner of a complex web. Four of these businesses -- MasteryConnect, Illuminate Education, Pearson, and Imagine K12 -- were represented on a panel last week hosted by \u003ca href=\"http://www.vlab.org/\">VLAB\u003c/a>, a partnership between MIT and Stanford.\u003c/p>\n\u003cp>“The goal is to understand immediately if a student understood that concept and to be able to re-teach it if necessary,” said Mick Hewitt, CEO and co-founder of \u003ca href=\"http://www.masteryconnect.com/\">MasteryConnect\u003c/a>. MasteryConnect allows teachers to track student’s mastery of concepts through various kinds of formative assessments including quizzes, oral responses, or even scanning an image of an assignment.\u003c/p>\n\u003cp>“We’ve tried to look at how schools and school systems can predictably accelerate student achievement,” said Scott Drossos, senior vice-president of \u003ca href=\"http://onetoone.pearsoned.com/\">Pearson’s 1:1 Learning \u003c/a>program. Pearson has actively acquired companies that can help the Britain-based conglomerate move from a legacy textbook publisher into the era of digital education content.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The kids don’t care about the annual test. It’s cold, it’s impersonal and it has nothing to do with their reality.”\u003c/aside>\n\u003cp>The panelists all agreed that the transition to Common Core has helped speed the integration of technology into the classroom and spurred their business. “It’s providing a lot of opportunity for us because schools with older systems are seeing that they have to change their grade books,” said Lane Rankin, CEO \u003ca href=\"https://www.illuminateed.com/\">Illuminate Education\u003c/a>. Illuminate has created a Student Information System that draws in many strands of data from disparate sources and displays them on a simple teacher dashboard, with parent portals and an integrated grade book aligned with the new standards.\u003c/p>\n\u003cp>While the tools developed by these companies and the hundreds of others not represented on the panel can be useful to teachers, another panelist --David Reilly, a former teacher and principal -- questioned whether any of these costly technologies will actually transform learning. The entrepreneurs on the panel offered a vision for the future of education that focuses on data and assessments, but was somewhat at odds with the on-the-ground experience and goals expressed by Reilly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/tech-companies-angle-for-big-bucks-in-education/\">Tech Companies Angle For Big Bucks in Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The kids don’t care about the annual tests,” said Reilly, who is now \u003ca href=\"http://www.seq.org/\">Assistant Superintendent of Sequoia Union High School District\u003c/a>. “It’s cold, it’s impersonal and it has nothing to do with their reality.” The only educational experiences that truly stick with students and help them develop a learning disposition and strong character are the ones that give them a chance to influence their own lives. “Engagement for these kids means transforming their realities,” Reilly said. “And if we don’t do that, then we risk widening the achievement gap.”\u003c/p>\n\u003cp>Closing the achievement gap, reaching all learners and improving scores are the stated goals of most businesses, but in Reilly’s description of a powerful learning experience, technology is not a necessity. Rather it’s about how learning is framed, how tools are used and whether the student’s passions are at the center of the learning process. “We wonder why the kids aren’t prepared for college,” he said. “We’re not creating the right experiences.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Reilly was also candid that not all his experiences with technology in the classroom have been positive. “We paid enormous amounts of money for a Student Information System, but unfortunately we need to customize,” Reilly said. Businesses want to sell their products to schools, offer basic customer service for a time and move on.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Reilly says schools' needs evolve and they need flexibility from ed-tech partners. In fact, the best experience he’s had with technology in his school was when his friend built him exactly what he needed from scratch. Unfortunately, that model is not scalable for any business hoping to survive and compete.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Looking For Real-World Math Problems? Try Google Earth!",
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"content": "\u003cfigure id=\"attachment_31193\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31193\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/google-earth.jpg\" alt=\"google-earth\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One of the most common questions math teachers hear from their students is, “why does this matter?” They are constantly trying to convince students that math is useful and could help them in their everyday lives. But it can be a tough sell. Word problems alone often feel contrived and students see right through them.\u003c/p>\n\u003cp>Thomas Petra has taught math at every level for more than 20 years and encountered dubious students at every grade level. That’s why he developed \u003ca href=\"http://www.realworldmath.org/\">Real World Math\u003c/a>, a free website with lessons based on Google Earth aimed at grades 5 - 10. “I was trying to show them actual applications of the math ideas that they see in the textbook,” Petra said.\u003c/p>\n\u003cp>Petra takes an inquiry learning approach to the Google Earth-based problems. “I want them to use the things they know already and I want them to learn new skills like critical thinking and problem solving on their own terms,” Petra said of his approach. To do that, Petra has developed more than 30 elaborate souped-up word problems based on downloadable Google Earth maps with additional information embedded at different points.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I want them to use the things they know already and I want them to learn new skills like critical thinking and problem solving on their own terms.” \u003c/aside>\n\u003cp>One lesson Petra did with middle school students helped them practice the distance formula: distance = rate x time. To get them practicing the formula and understanding what it means in practical terms, Petra developed a lesson based on the \u003ca href=\"http://iditarod.com/\">Iditarod\u003c/a> sled dog race in Alaska. He mapped the 22 Iditarod checkpoints and had students calculate the time it takes their mush team to get to each stop. They drew cards along the way with misfortunes or luck that increased or decreased their speed, forcing them to recalculate.\u003c/p>\n\u003cp>Petra grouped the students on teams, competing to win the race. The cards that determined speed were random, so even the slower learners had a chance of winning. Petra said for the first time he had students that hated math getting to class early.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another of Petra’s favorite lessons helped algebra students understand variables. He put them into teams and asked them to use search and rescue patterns to find a missing paddler. At first he didn’t give them much information. The students had to figure out what variables would affect the search and researched the real-world answers to those variables, like finding out how fast coast guard boats travel. Then they developed a search map using Google Maps. Petra developed a separate map for the paddler and afterwards the students could compare maps to discover if their search would have found the paddler.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/math-and-science-out-of-the-classroom-into-the-world/\">Math and Science: Out of the Classroom, Into the World\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We went to the Coast Guard station and they explained how they did search and rescue,” Petra said. “We were probably five minutes in and my kids were completing their sentences.” The students had learned much more than algebra. They knew the ocean science and Coast Guard procedures and equipment through their research, which won them admiration and an “A-list tour,” according to Petra.\u003c/p>\n\u003cp>“Rather than a passive learner, it can make the student an active learner,” Petra said. His goal is not to tell students what to do, but to create the conditions so they can explore and create meaning.\u003c/p>\n\u003cp>While Google Earth is a great tool for math, another long-time educator, Jerome Burg, has found it just as useful in English. He developed another free site for teachers called \u003ca href=\"http://www.googlelittrips.com/GoogleLit/Home.html\">Google Lit Trips\u003c/a>, as a way to allow students to follow the travels of literature’s great characters. He has made literature maps where each stop on the map includes more relevant resources about the place and book. The tool doesn’t allow students to skip their reading, but it helps place them more firmly in the literary worlds they are studying.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: Real World Math is password protected so that students can’t see answer keys to lessons on the site. If you are an educator and want to access the tools go to the \u003ca href=\"http://www.realworldmath.org\">Real World Math website\u003c/a> and contact Petra for the password.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31193\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31193\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/google-earth.jpg\" alt=\"google-earth\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/google-earth-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">One of the most common questions math teachers hear from their students is, “why does this matter?” They are constantly trying to convince students that math is useful and could help them in their everyday lives. But it can be a tough sell. Word problems alone often feel contrived and students see right through them.\u003c/p>\n\u003cp>Thomas Petra has taught math at every level for more than 20 years and encountered dubious students at every grade level. That’s why he developed \u003ca href=\"http://www.realworldmath.org/\">Real World Math\u003c/a>, a free website with lessons based on Google Earth aimed at grades 5 - 10. “I was trying to show them actual applications of the math ideas that they see in the textbook,” Petra said.\u003c/p>\n\u003cp>Petra takes an inquiry learning approach to the Google Earth-based problems. “I want them to use the things they know already and I want them to learn new skills like critical thinking and problem solving on their own terms,” Petra said of his approach. To do that, Petra has developed more than 30 elaborate souped-up word problems based on downloadable Google Earth maps with additional information embedded at different points.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I want them to use the things they know already and I want them to learn new skills like critical thinking and problem solving on their own terms.” \u003c/aside>\n\u003cp>One lesson Petra did with middle school students helped them practice the distance formula: distance = rate x time. To get them practicing the formula and understanding what it means in practical terms, Petra developed a lesson based on the \u003ca href=\"http://iditarod.com/\">Iditarod\u003c/a> sled dog race in Alaska. He mapped the 22 Iditarod checkpoints and had students calculate the time it takes their mush team to get to each stop. They drew cards along the way with misfortunes or luck that increased or decreased their speed, forcing them to recalculate.\u003c/p>\n\u003cp>Petra grouped the students on teams, competing to win the race. The cards that determined speed were random, so even the slower learners had a chance of winning. Petra said for the first time he had students that hated math getting to class early.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another of Petra’s favorite lessons helped algebra students understand variables. He put them into teams and asked them to use search and rescue patterns to find a missing paddler. At first he didn’t give them much information. The students had to figure out what variables would affect the search and researched the real-world answers to those variables, like finding out how fast coast guard boats travel. Then they developed a search map using Google Maps. Petra developed a separate map for the paddler and afterwards the students could compare maps to discover if their search would have found the paddler.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/math-and-science-out-of-the-classroom-into-the-world/\">Math and Science: Out of the Classroom, Into the World\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We went to the Coast Guard station and they explained how they did search and rescue,” Petra said. “We were probably five minutes in and my kids were completing their sentences.” The students had learned much more than algebra. They knew the ocean science and Coast Guard procedures and equipment through their research, which won them admiration and an “A-list tour,” according to Petra.\u003c/p>\n\u003cp>“Rather than a passive learner, it can make the student an active learner,” Petra said. His goal is not to tell students what to do, but to create the conditions so they can explore and create meaning.\u003c/p>\n\u003cp>While Google Earth is a great tool for math, another long-time educator, Jerome Burg, has found it just as useful in English. He developed another free site for teachers called \u003ca href=\"http://www.googlelittrips.com/GoogleLit/Home.html\">Google Lit Trips\u003c/a>, as a way to allow students to follow the travels of literature’s great characters. He has made literature maps where each stop on the map includes more relevant resources about the place and book. The tool doesn’t allow students to skip their reading, but it helps place them more firmly in the literary worlds they are studying.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: Real World Math is password protected so that students can’t see answer keys to lessons on the site. If you are an educator and want to access the tools go to the \u003ca href=\"http://www.realworldmath.org\">Real World Math website\u003c/a> and contact Petra for the password.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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