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"headTitle": "MindShift | KQED News",
"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. 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>[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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"disqusTitle": "Can Technology Help Students Find the \"Sweet Spot\" for Learning?",
"title": "Can Technology Help Students Find the \"Sweet Spot\" for Learning?",
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"content": "\u003cp>\u003cimg class=\"alignright size-large wp-image-31176\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/1470057351-640x358.jpg\" alt=\"147005735\" width=\"640\" height=\"358\">\u003c/p>\n\u003cp>\u003ca href=\"http://americanradioworks.publicradio.org/features/personalized-learning/\">\u003cstrong>By Emily Hanford and Stephen Smith, American RadioWorks\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Cognitive scientist Daniel Willingham wrote a book called \u003cem>Why Don't Students Like School?\u003c/em> The book is complex and fascinating - and 228 pages - but you can basically boil the answer down to this: Students don't like school because school isn't set up to help them learn very well.\u003c/p>\n\u003cp>The first thing to know is that everyone likes to learn.\u003c/p>\n\u003cp>\"There is a sense of satisfaction, of fulfillment, in successful thinking,\" writes Willingham.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But it's not fun to try to learn something that's too hard.\u003c/p>\n\u003cp>\"Working on a problem with no sense that you're making progress is not pleasurable,\" writes Willingham. \"In fact, it's frustrating.\"\u003c/p>\n\u003cp>Working on a problem that's too easy is no fun either. It's boring.\u003c/p>\n\u003cp>What people enjoy is working on problems that are the right level of difficulty.\u003c/p>\n\u003cp>\"The problem must be easy enough to be solved yet difficult enough to take some mental effort,\" Willingham writes. He calls this the \"sweet spot\" of difficulty.\u003c/p>\n\u003cp>The problem with most schools is that kids don't get to their sweet spot enough. There are 20 other kids in the class - or maybe 30 or even 40. Everyone is in a slightly different place. Some kids get it and want to move ahead. Others are struggling to catch up and need more explanation. It's a challenge for teachers. The best teachers try to meet each student's needs. But a lot of teachers end up teaching to the middle. That leaves a lot of kids bored, or frustrated, or both.\u003c/p>\n\u003cp>\"I think teachers are acutely aware that this is an enormous problem,\" Willingham said in an interview. \"I don't think it's easily solved.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The technological solutions are more difficult to implement than would appear at first blush. The software has got to be really good in order to reap this advantage that it can adjust to a student's individual pace of learning.\"\u003c/aside>\n\u003cp>You can trace the roots of the problem back to the Industrial Revolution. That's when American public schools as we know them today got started.\u003c/p>\n\u003cp>Prior to the rise of factories and cities, most people lived on farms and in small villages. Children were typically educated in one-room schoolhouses. \"In such environments, education could be individualized,\" says Angeline Lillard, a professor at the University of Virginia who has written about the history of education.\u003c/p>\n\u003cp>Not everything was perfect in the one-room school. But if you were 10 and needed to learn addition, that's what the teacher taught you. If you were 5 and already knew how to write your name, you'd move on with the older kids.\u003c/p>\n\u003cp>Then in 1847 in Quincy, Massachusetts a new kind of school appeared on the scene. Instead of being together in one room, students were separated into classrooms based on how old they were. It was seen as a more efficient way to educate children.\u003c/p>\n\u003cp>\"The whole country was so taken by this idea that we could improve through industrialization,\" says Lillard. \"Mass production was going to be the wings through which we could fly into the future. And schools were no different.\"\u003c/p>\n\u003cp>By the early 20th century, some education experts were actually referring to schools as factories. Elwood Cubberley, dean of Stanford University's School of Education from 1917 to 1933, put it bluntly: Schools were \"factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life.\"\u003c/p>\n\u003cp>\"What we lost from the one-room schoolhouse days was individualization,\" says Lillard. \"We replaced that with an expectation that all children be the same.\"\u003c/p>\n\u003cp>Today it's a big challenge to deal with the 10-year-olds who haven't learned addition; they're supposed to be doing fifth-grade math. There's not a good way to deal with the 5-year-olds who are ready to move ahead either.\u003c/p>\n\u003cp>The problem of how to meet students' individual needs is at the heart of today's education debates: the achievement gap, tracking, social promotion. These are among the thorniest and most important issues facing American schools, and they all have something to do with the fact that we expect students of a certain age to be in a certain place with their learning, rather than working with each child individually based on their unique learning needs.\u003c/p>\n\u003cp>\"All students are supposed to accomplish exactly the same goals under exactly the same circumstances by exactly the same date and demonstrate their learning in exactly the same way,\" says Carol Ann Tomlinson, sounding a bit exasperated.\u003c/p>\n\u003cp>Tomlinson is an expert on a teaching technique called \"differentiated instruction.\" It's a response to the challenge of working with a classroom full of kids who have different abilities and interests. Rather than teaching to the middle, the teacher offers a variety of lessons or assignments so that the students who are ahead get more challenging work and students who are behind get more practice on basic concepts.\u003c/p>\n\u003cp>Tomlinson's research shows differentiated instruction can be done. But even she admits it's not easy. It takes talented teachers and good training.\u003c/p>\n\u003cp>Keona Walker says she learned all about differentiated instruction during her teacher training. When asked how she pulled it off in the classroom, she laughs. She says differentiated instruction is \"possible, yes. Realistic? No.\"\u003c/p>\n\u003cfigure id=\"attachment_31175\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31175\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/mooresville04-300x201.jpg\" alt=\"mooresville04\" width=\"300\" height=\"201\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Walker was an English teacher at a high school in Indianapolis, Indiana. In any given class she would have some students who were ready for college-level work and others who couldn't \"tell you what the verb of a sentence was.\" She felt constantly frustrated and unable to meet everyone's needs.\u003c/p>\n\u003cp>Then she heard about a new school with a different approach to learning. The school is called Carpe Diem-Meridian. It's a public charter school that opened in Indianapolis in August 2012. Students spend part of the day in traditional classes, and part of the day learning on computer. There's an online curriculum; students move through each course at their own pace. When they demonstrate they've mastered the material, they move on to the next level.\u003c/p>\n\u003cp>Walker is the English teacher at Carpe Diem. She says because students spend part of their day learning on computer, she has more time to work with students individually. And she thinks when students work on their own at their own pace they actually have a better understanding of what they need help with. \"These are the things I've mastered. I don't need help with that,\" they'll say to her. \"These are the things that I can read and understand on my own. [And] these are the things that I really need help with.\" That's what she focuses on with them. She says it's a more efficient way to teach -- and to learn.\u003c/p>\n\u003cp>Cognitive scientist Daniel Willingham is not familiar enough with Carpe Diem to comment specifically on the school's model. But he says technology is a possible solution to the \"sweet spot\" problem. He says learning on computers does not necessarily result in better learning, though.\u003c/p>\n\u003cp>\"The technological solutions are more difficult to implement than would appear at first blush,\" he says. Teachers need lots of training. And he adds: \"The software has got to be really good.\"\u003c/p>\n\u003cp>The software is getting better. So-called \u003ca href=\"http://edgrowthadvisors.com/wp-content/uploads/2013/04/Learning-to-Adapt_Report_Supplier-Landscape_Education-Growth-Advisors_April-2013.pdf\">\"adaptive learning\" programs\u003c/a>, which have been around for more than a decade, are designed to adjust to an individual's needs. A student answers questions or solves problems and the software adapts the level of difficulty depending on how the student is performing. Dozens of companies have developed this kind of software. The software varies in quality. Research suggests some adaptive learning programs do help students learn better, but \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">the research\u003c/a> is sparse and overall the results are mixed.\u003c/p>\n\u003cp>Willingham says technology may be a solution to the \"sweet spot\" problem for some students and some schools. When asked if he would send his own children to a school that uses computers to help teachers individualize instruction for students he says: \"The answer would depend a lot on how old my child is.\" He's not sure putting young children on computers for large or even small parts of the school day is a good idea. He says his own kids, who are 6 and 8, don't use computers at all -- at school or at home. He doesn't see any reason his children need to use computers yet.\u003c/p>\n\u003cp>That's a personal choice, he says, not based on evidence that there's something categorically wrong with young children using technology.\u003c/p>\n\u003cp>Willingham does note, however, that research shows the emotional connection between a student and a teacher is enormously important when it comes to how much a student learns. He doesn't think students of any age should spend all of their time learning on a computer. The balance between time spent with computers and time spent with other human beings is important for schools to consider as they think about bringing technology into classrooms. Willingham says this may be the most important question -- even more important than how good the software is. Technology is only as good as the way it gets used.\u003c/p>\n\u003cp>Willingham says in a few years, when his children are in middle school or high school, he might be open to sending them to a school where they would spend part of their day learning on a computer. But he'd have to see the school first and make a decision based on what he thought of the school, and what the other options were for his children's education.\u003c/p>\n\u003cp>\u003cem>This article is part of the \u003ca href=\"http://americanradioworks.publicradio.org/features/personalized-learning/\">One Child At a Time series produced by American RadioWorks\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F108631876\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"166\">\u003c/iframe>\u003c/p>\n\n",
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"excerpt": "\"The technological solutions are more difficult to implement than would appear at first blush. The software has got to be really good in order to reap this advantage that it can adjust to a student's individual pace of learning,\" says author Daniel Willingham.",
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"description": ""The technological solutions are more difficult to implement than would appear at first blush. The software has got to be really good in order to reap this advantage that it can adjust to a student's individual pace of learning," says author Daniel Willingham.",
"title": "Can Technology Help Students Find the \"Sweet Spot\" for Learning? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-large wp-image-31176\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/1470057351-640x358.jpg\" alt=\"147005735\" width=\"640\" height=\"358\">\u003c/p>\n\u003cp>\u003ca href=\"http://americanradioworks.publicradio.org/features/personalized-learning/\">\u003cstrong>By Emily Hanford and Stephen Smith, American RadioWorks\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Cognitive scientist Daniel Willingham wrote a book called \u003cem>Why Don't Students Like School?\u003c/em> The book is complex and fascinating - and 228 pages - but you can basically boil the answer down to this: Students don't like school because school isn't set up to help them learn very well.\u003c/p>\n\u003cp>The first thing to know is that everyone likes to learn.\u003c/p>\n\u003cp>\"There is a sense of satisfaction, of fulfillment, in successful thinking,\" writes Willingham.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But it's not fun to try to learn something that's too hard.\u003c/p>\n\u003cp>\"Working on a problem with no sense that you're making progress is not pleasurable,\" writes Willingham. \"In fact, it's frustrating.\"\u003c/p>\n\u003cp>Working on a problem that's too easy is no fun either. It's boring.\u003c/p>\n\u003cp>What people enjoy is working on problems that are the right level of difficulty.\u003c/p>\n\u003cp>\"The problem must be easy enough to be solved yet difficult enough to take some mental effort,\" Willingham writes. He calls this the \"sweet spot\" of difficulty.\u003c/p>\n\u003cp>The problem with most schools is that kids don't get to their sweet spot enough. There are 20 other kids in the class - or maybe 30 or even 40. Everyone is in a slightly different place. Some kids get it and want to move ahead. Others are struggling to catch up and need more explanation. It's a challenge for teachers. The best teachers try to meet each student's needs. But a lot of teachers end up teaching to the middle. That leaves a lot of kids bored, or frustrated, or both.\u003c/p>\n\u003cp>\"I think teachers are acutely aware that this is an enormous problem,\" Willingham said in an interview. \"I don't think it's easily solved.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The technological solutions are more difficult to implement than would appear at first blush. The software has got to be really good in order to reap this advantage that it can adjust to a student's individual pace of learning.\"\u003c/aside>\n\u003cp>You can trace the roots of the problem back to the Industrial Revolution. That's when American public schools as we know them today got started.\u003c/p>\n\u003cp>Prior to the rise of factories and cities, most people lived on farms and in small villages. Children were typically educated in one-room schoolhouses. \"In such environments, education could be individualized,\" says Angeline Lillard, a professor at the University of Virginia who has written about the history of education.\u003c/p>\n\u003cp>Not everything was perfect in the one-room school. But if you were 10 and needed to learn addition, that's what the teacher taught you. If you were 5 and already knew how to write your name, you'd move on with the older kids.\u003c/p>\n\u003cp>Then in 1847 in Quincy, Massachusetts a new kind of school appeared on the scene. Instead of being together in one room, students were separated into classrooms based on how old they were. It was seen as a more efficient way to educate children.\u003c/p>\n\u003cp>\"The whole country was so taken by this idea that we could improve through industrialization,\" says Lillard. \"Mass production was going to be the wings through which we could fly into the future. And schools were no different.\"\u003c/p>\n\u003cp>By the early 20th century, some education experts were actually referring to schools as factories. Elwood Cubberley, dean of Stanford University's School of Education from 1917 to 1933, put it bluntly: Schools were \"factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life.\"\u003c/p>\n\u003cp>\"What we lost from the one-room schoolhouse days was individualization,\" says Lillard. \"We replaced that with an expectation that all children be the same.\"\u003c/p>\n\u003cp>Today it's a big challenge to deal with the 10-year-olds who haven't learned addition; they're supposed to be doing fifth-grade math. There's not a good way to deal with the 5-year-olds who are ready to move ahead either.\u003c/p>\n\u003cp>The problem of how to meet students' individual needs is at the heart of today's education debates: the achievement gap, tracking, social promotion. These are among the thorniest and most important issues facing American schools, and they all have something to do with the fact that we expect students of a certain age to be in a certain place with their learning, rather than working with each child individually based on their unique learning needs.\u003c/p>\n\u003cp>\"All students are supposed to accomplish exactly the same goals under exactly the same circumstances by exactly the same date and demonstrate their learning in exactly the same way,\" says Carol Ann Tomlinson, sounding a bit exasperated.\u003c/p>\n\u003cp>Tomlinson is an expert on a teaching technique called \"differentiated instruction.\" It's a response to the challenge of working with a classroom full of kids who have different abilities and interests. Rather than teaching to the middle, the teacher offers a variety of lessons or assignments so that the students who are ahead get more challenging work and students who are behind get more practice on basic concepts.\u003c/p>\n\u003cp>Tomlinson's research shows differentiated instruction can be done. But even she admits it's not easy. It takes talented teachers and good training.\u003c/p>\n\u003cp>Keona Walker says she learned all about differentiated instruction during her teacher training. When asked how she pulled it off in the classroom, she laughs. She says differentiated instruction is \"possible, yes. Realistic? No.\"\u003c/p>\n\u003cfigure id=\"attachment_31175\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31175\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/mooresville04-300x201.jpg\" alt=\"mooresville04\" width=\"300\" height=\"201\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Walker was an English teacher at a high school in Indianapolis, Indiana. In any given class she would have some students who were ready for college-level work and others who couldn't \"tell you what the verb of a sentence was.\" She felt constantly frustrated and unable to meet everyone's needs.\u003c/p>\n\u003cp>Then she heard about a new school with a different approach to learning. The school is called Carpe Diem-Meridian. It's a public charter school that opened in Indianapolis in August 2012. Students spend part of the day in traditional classes, and part of the day learning on computer. There's an online curriculum; students move through each course at their own pace. When they demonstrate they've mastered the material, they move on to the next level.\u003c/p>\n\u003cp>Walker is the English teacher at Carpe Diem. She says because students spend part of their day learning on computer, she has more time to work with students individually. And she thinks when students work on their own at their own pace they actually have a better understanding of what they need help with. \"These are the things I've mastered. I don't need help with that,\" they'll say to her. \"These are the things that I can read and understand on my own. [And] these are the things that I really need help with.\" That's what she focuses on with them. She says it's a more efficient way to teach -- and to learn.\u003c/p>\n\u003cp>Cognitive scientist Daniel Willingham is not familiar enough with Carpe Diem to comment specifically on the school's model. But he says technology is a possible solution to the \"sweet spot\" problem. He says learning on computers does not necessarily result in better learning, though.\u003c/p>\n\u003cp>\"The technological solutions are more difficult to implement than would appear at first blush,\" he says. Teachers need lots of training. And he adds: \"The software has got to be really good.\"\u003c/p>\n\u003cp>The software is getting better. So-called \u003ca href=\"http://edgrowthadvisors.com/wp-content/uploads/2013/04/Learning-to-Adapt_Report_Supplier-Landscape_Education-Growth-Advisors_April-2013.pdf\">\"adaptive learning\" programs\u003c/a>, which have been around for more than a decade, are designed to adjust to an individual's needs. A student answers questions or solves problems and the software adapts the level of difficulty depending on how the student is performing. Dozens of companies have developed this kind of software. The software varies in quality. Research suggests some adaptive learning programs do help students learn better, but \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">the research\u003c/a> is sparse and overall the results are mixed.\u003c/p>\n\u003cp>Willingham says technology may be a solution to the \"sweet spot\" problem for some students and some schools. When asked if he would send his own children to a school that uses computers to help teachers individualize instruction for students he says: \"The answer would depend a lot on how old my child is.\" He's not sure putting young children on computers for large or even small parts of the school day is a good idea. He says his own kids, who are 6 and 8, don't use computers at all -- at school or at home. He doesn't see any reason his children need to use computers yet.\u003c/p>\n\u003cp>That's a personal choice, he says, not based on evidence that there's something categorically wrong with young children using technology.\u003c/p>\n\u003cp>Willingham does note, however, that research shows the emotional connection between a student and a teacher is enormously important when it comes to how much a student learns. He doesn't think students of any age should spend all of their time learning on a computer. The balance between time spent with computers and time spent with other human beings is important for schools to consider as they think about bringing technology into classrooms. Willingham says this may be the most important question -- even more important than how good the software is. Technology is only as good as the way it gets used.\u003c/p>\n\u003cp>Willingham says in a few years, when his children are in middle school or high school, he might be open to sending them to a school where they would spend part of their day learning on a computer. But he'd have to see the school first and make a decision based on what he thought of the school, and what the other options were for his children's education.\u003c/p>\n\u003cp>\u003cem>This article is part of the \u003ca href=\"http://americanradioworks.publicradio.org/features/personalized-learning/\">One Child At a Time series produced by American RadioWorks\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Beyond the iPad: Schools' Choices In Tablets Grow",
"title": "Beyond the iPad: Schools' Choices In Tablets Grow",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignright size-large wp-image-31125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/158752997-640x357.jpg\" alt=\"158752997\" width=\"640\" height=\"357\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Just a couple of short years ago, the presence of tablets in schools was an exceptional phenomenon. This year, as students across the country go back to school, the presence of tablets is far more common in classrooms. Though it's definitely not the norm yet, many more schools and districts are investing in the devices for a variety of reasons.\u003c/p>\n\u003cp>A recent study conducted by \u003ca href=\"http://thejournal.com/articles/2013/05/08/report-students-use-smart-phones-and-tablets-for-school-want-more.aspx\">Harris Interactive for publisher Pearson\u003c/a> showed that, while 44 percent of kids are using some kind of tablet for learning, 92 percent of kids surveyed believe that using a tablet in school will change how they learn in the future. And 90 percent of students said using a tablet makes learning more fun.\u003c/p>\n\u003cp>Though the iPad gets most of the limelight, other tablet makers like Intel, Samsung, Google, and Amplify are getting into the game, providing a variety of education programming, apps, and curriculum. From plug-in paint tools to magnifying glasses, tablet makers are competing for a share of the education market by creating new ways to use tablets in class.\u003c/p>\n\u003cp>Though this is not an exhaustive list of every type of tablet used in schools, here are the top-rated devices for education and a look what's distinct about each one.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.vincigenius.com/en/\">VINCI \u003c/a>Android Tablet for young children, ages 1.5-9 years. ($110-$184.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31112\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/VM-5610_View_1-140x140.jpg\" alt=\"VM-5610_View_1\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">This affordable tablet is aimed at the youngest students, and has won an \u003ca href=\"http://www.vincigenius.com/community/vinci-named-as-ces-innovations-2013-design-and-engineering-award-honoree/\">International CES Innovations Design and Engineering Award\u003c/a> for its unique VINCI curriculum. VINCI has broken down learning apps into two groups -- Home and School -- and categorized both by age and subject. The for-school portion’s curriculum categories are Early Math, Language Arts, Early Science, Thematic Units, and Learning Centers, but using the WiFi on the tablet allows access to download more apps from Google Play. Tablets come with tempered glass screens and sturdy plastic cases, and are available in three options: the\u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VS-3001\"> Tab II 7”\u003c/a>, the \u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VS-5100\">Tab III M 5”\u003c/a>, which supports child voice recognition and can be networked together for children to play in groups, and the \u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VM-5610\">Tab MV 5\u003c/a>”, which is a WiFi tablet and smartphone combination. \u003ca href=\"http://www.vincieducation.com/technology/tablets/\">The 7\" version is the School Edition.\u003c/a> The downside is that most apps aren’t appropriate for older children, and some \u003ca href=\"http://www.wired.com/geekdad/2011/12/worst-toy-of-2011/\">wonder if it’s just a toy\u003c/a> disguised as a “learning device.”\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.amplify.com/index.php/tablet\">Amplify \u003c/a>Tablet for K-12 Education. ($299-$349 for tablets, with 2-year curriculum subscription fees ranging from $99-$179)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Amplify_Tablet-2x_414_313-140x140.jpg\" alt=\"Amplify_Tablet-2x_414_313\" width=\"140\" height=\"140\">News Corp’s entrance into the tablets-for-education market promises technology that connects students and teachers while being Common Core aligned. The 10” tablet, featuring the Android 4.2 Jelly Bean operating system, comes preloaded with Amplify’s exclusive education platform as well as lots of Google products, including Goolge Play, Google Hangout, Google Messenger and Google Talkback. Amplify also offers professional development both at the district level and to teachers to learn how to integrate the tablets - and curriculum - into classrooms. One of Amplify’s strengths seems to be how tailored it is to educators: “This actually offers features to teachers aimed at delivering instant feedback and differentiated instruction,” writes Terrence O’Brien at \u003ca href=\"http://www.engadget.com/2013/03/06/amplify-tablet-is-an-android-machine-custom-built-for-education/\">Endgadget.\u003c/a> “Everything from taking attendance and blocking distracting apps, to polling students comprehension and pushing supplemental materials to those that need it can be managed from the educator's unit. There's also the ability to build custom lesson plans called Playlists, that can incorporate material from locally stored textbooks, pre-loaded Khan Academy videos and the internet.”\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.xotablet.com/#introduction\">XO \u003c/a>Tablet by One Laptop Per Child ($149.00)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31114\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/product-shot01-140x140.jpg\" alt=\"product-shot01\" width=\"140\" height=\"140\">Designed by Yves Behar’s \u003ca href=\"http://www.fuseproject.com/\">Fuseproject\u003c/a>, this affordable 7” tablet meant to be used around the globe is offered by the nonprofit \u003ca href=\"http://one.laptop.org/\">One Laptop per Child\u003c/a>. The WiFi enabled tablet features a touch-screen made of multi-touch, flexible plastic, “so many hands can play and learn together.” The tablet can be used as a horizontal book, a portrait-style book, can turn into a full keyboard and features both a front and back-facing camera. Featuring special Android-based XO software and available in English and Spanish and soon may other languages, the\u003ca href=\"http://xo-learning.org/\"> XO Learning System\u003c/a> is built around 12 “dreams,” or professions children may be interested in.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.samsung.com/us/mobile/galaxy-tab\">Samsung Galaxy Tab\u003c/a> + Samsung School ($199.99 - $499.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/T3100_400x400_large1_vf-140x140.jpg\" alt=\"T3100_400x400_large1_vf\" width=\"140\" height=\"140\">Samsung’s tablet comes in four sizes - from 7” to 10.1” - and Samsung’s brand new \u003ca href=\"http://www.engadget.com/2013/06/24/samsung-galaxy-tab-3-7-0-8-0-and-10-1-release-date-pricing/\">Galaxy 3 7.0\u003c/a> is an entry-level tablet that promises a lower price point ($199.99), and has just announced plans of \u003ca href=\"http://tabtimes.com/news/education/2013/08/26/samsung-plans-kids-version-galaxy-tab-3\">creating a tablet just for kids\u003c/a>. Samsung is playing in the major-brand tablet market, with large processors and featuring front and back-facing cameras enabled for photo and video. While there have been reports that Samsung will be creating a Learning Hub similar to iTunes U in the near future, for now Samsung offers \u003ca href=\"http://www.samsung.com/us/article/samsung-school-makes-the-grade\">Samsung School\u003c/a>, which seeks to be a learning management system for educators. Features include an interactive whiteboard that can simultaneously appear on student tablet screens, conduct Q&As and polls, and organize ebooks and apps, too.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.intel.com/content/www/us/en/education-solutions/tablets.html\">Intel Education 10” Tablet\u003c/a> (price not yet available)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/ies-sh-hf-angle-1x1.jpg.rendition.cq5dam.webintel.168.168-140x140.jpg\" alt=\"ies-sh-hf-angle-1x1.jpg.rendition.cq5dam.webintel.168.168\" width=\"140\" height=\"140\">Intel just released its plans to add a tablet for education to its line of products, featuring a powerful processor and tools promised to be especially useful in education -- including an e-Reader, painting tools and accessories, and a suite of tools made for science exploration, like an attachable magnifying glass and thermal probe. The tablet, which runs on Android operating system code-named Ice Cream Sandwich, boasts an \u003ca href=\"http://www.intel.com/content/www/us/en/tablets/tablets-atom.html\">extra-long battery life\u003c/a> and comes preloaded with Intel’s Education Software package, which includes special math and science apps like the Education Lab Camera, SPARKvue and Kno Textbooks.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.apple.com/ipad/\">iPad Tablet\u003c/a> and iPad Mini ($329.99 - $729.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-03-at-4.46.11-PM-140x140.png\" alt=\"Screen Shot 2013-09-03 at 4.46.11 PM\" width=\"140\" height=\"140\">With reportedly over 10 million tablets already in schools, iPad continues to lead the way in using handheld technology to further education. Both the 9.7” tablet and the 7.9” Mini feature front and back-facing cameras, access to thousands of books and textbooks through iBooks, the App Store and iTunes U. While Apple remains proprietary in integrating all its products to work together, it has also has smartly eschewed fancy add-ons and accessories, seeming to focus on providing the best learning games, apps and content to satisfy schools’ very real needs to integrate technology into classrooms.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.dell.com/us/p/latitude-10-tablet/pd?sc_err=noocs\">Dell Latitude\u003c/a> 10” Tablet (call for pricing)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31119\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/en-INTL_L_Dell_Latitude_10_CWF-01015_RM7_mnco-140x140.jpg\" alt=\"en-INTL_L_Dell_Latitude_10_CWF-01015_RM7_mnco\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">Dell’s tablet computer, which runs on Windows 8 and contains Intel Inside processors, promises much of the same technology as other large-brand tablets - WiFi, cameras, touch-screen technology as well as Microsoft Office Home and Student. While it appears that Dell offers no education-specific software or features, much of the technology available, like Google Play for Education, will be easy to access.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.google.com/nexus/tablets/\">Google Nexus Tablet\u003c/a> 7” and 10” ($229.00 - 499.00)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31121\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-03-at-4.50.31-PM-140x140.png\" alt=\"Screen Shot 2013-09-03 at 4.50.31 PM\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">While some consider the Google Chromebook laptop as lean and efficient as a tablet, Google is getting into the table market with its Nexus series. And, with the announcement of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/move-over-ipad-here-comes-google-play-for-education/\">Google Play for Education\u003c/a> coming sometime this fall, Google’s Nexus tablet will surely be a major competitor for the Apple/iTunes education market. While Nexus offers nearly the same tablet experience as other large brand tablets like iPad and Samsung, the Nexus is preloaded with all the Google products - Google Messenger, Hangout, Play and Talkback, and more - and makes integrating what students are already doing on Google seamless and easy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cem>Clarification: The current version of this post includes the correct information about Intel's Android operating system and specifies that the 7-inch VINCI tablet is used by schools.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Just a couple of short years ago, the presence of tablets in schools was an exceptional phenomenon. This year, as students across the country go back to school, the presence of tablets is far more common in classrooms. Here are the top-rated devices for education and a look what's distinct about each one.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignright size-large wp-image-31125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/158752997-640x357.jpg\" alt=\"158752997\" width=\"640\" height=\"357\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Just a couple of short years ago, the presence of tablets in schools was an exceptional phenomenon. This year, as students across the country go back to school, the presence of tablets is far more common in classrooms. Though it's definitely not the norm yet, many more schools and districts are investing in the devices for a variety of reasons.\u003c/p>\n\u003cp>A recent study conducted by \u003ca href=\"http://thejournal.com/articles/2013/05/08/report-students-use-smart-phones-and-tablets-for-school-want-more.aspx\">Harris Interactive for publisher Pearson\u003c/a> showed that, while 44 percent of kids are using some kind of tablet for learning, 92 percent of kids surveyed believe that using a tablet in school will change how they learn in the future. And 90 percent of students said using a tablet makes learning more fun.\u003c/p>\n\u003cp>Though the iPad gets most of the limelight, other tablet makers like Intel, Samsung, Google, and Amplify are getting into the game, providing a variety of education programming, apps, and curriculum. From plug-in paint tools to magnifying glasses, tablet makers are competing for a share of the education market by creating new ways to use tablets in class.\u003c/p>\n\u003cp>Though this is not an exhaustive list of every type of tablet used in schools, here are the top-rated devices for education and a look what's distinct about each one.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.vincigenius.com/en/\">VINCI \u003c/a>Android Tablet for young children, ages 1.5-9 years. ($110-$184.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31112\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/VM-5610_View_1-140x140.jpg\" alt=\"VM-5610_View_1\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">This affordable tablet is aimed at the youngest students, and has won an \u003ca href=\"http://www.vincigenius.com/community/vinci-named-as-ces-innovations-2013-design-and-engineering-award-honoree/\">International CES Innovations Design and Engineering Award\u003c/a> for its unique VINCI curriculum. VINCI has broken down learning apps into two groups -- Home and School -- and categorized both by age and subject. The for-school portion’s curriculum categories are Early Math, Language Arts, Early Science, Thematic Units, and Learning Centers, but using the WiFi on the tablet allows access to download more apps from Google Play. Tablets come with tempered glass screens and sturdy plastic cases, and are available in three options: the\u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VS-3001\"> Tab II 7”\u003c/a>, the \u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VS-5100\">Tab III M 5”\u003c/a>, which supports child voice recognition and can be networked together for children to play in groups, and the \u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VM-5610\">Tab MV 5\u003c/a>”, which is a WiFi tablet and smartphone combination. \u003ca href=\"http://www.vincieducation.com/technology/tablets/\">The 7\" version is the School Edition.\u003c/a> The downside is that most apps aren’t appropriate for older children, and some \u003ca href=\"http://www.wired.com/geekdad/2011/12/worst-toy-of-2011/\">wonder if it’s just a toy\u003c/a> disguised as a “learning device.”\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.amplify.com/index.php/tablet\">Amplify \u003c/a>Tablet for K-12 Education. ($299-$349 for tablets, with 2-year curriculum subscription fees ranging from $99-$179)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Amplify_Tablet-2x_414_313-140x140.jpg\" alt=\"Amplify_Tablet-2x_414_313\" width=\"140\" height=\"140\">News Corp’s entrance into the tablets-for-education market promises technology that connects students and teachers while being Common Core aligned. The 10” tablet, featuring the Android 4.2 Jelly Bean operating system, comes preloaded with Amplify’s exclusive education platform as well as lots of Google products, including Goolge Play, Google Hangout, Google Messenger and Google Talkback. Amplify also offers professional development both at the district level and to teachers to learn how to integrate the tablets - and curriculum - into classrooms. One of Amplify’s strengths seems to be how tailored it is to educators: “This actually offers features to teachers aimed at delivering instant feedback and differentiated instruction,” writes Terrence O’Brien at \u003ca href=\"http://www.engadget.com/2013/03/06/amplify-tablet-is-an-android-machine-custom-built-for-education/\">Endgadget.\u003c/a> “Everything from taking attendance and blocking distracting apps, to polling students comprehension and pushing supplemental materials to those that need it can be managed from the educator's unit. There's also the ability to build custom lesson plans called Playlists, that can incorporate material from locally stored textbooks, pre-loaded Khan Academy videos and the internet.”\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.xotablet.com/#introduction\">XO \u003c/a>Tablet by One Laptop Per Child ($149.00)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31114\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/product-shot01-140x140.jpg\" alt=\"product-shot01\" width=\"140\" height=\"140\">Designed by Yves Behar’s \u003ca href=\"http://www.fuseproject.com/\">Fuseproject\u003c/a>, this affordable 7” tablet meant to be used around the globe is offered by the nonprofit \u003ca href=\"http://one.laptop.org/\">One Laptop per Child\u003c/a>. The WiFi enabled tablet features a touch-screen made of multi-touch, flexible plastic, “so many hands can play and learn together.” The tablet can be used as a horizontal book, a portrait-style book, can turn into a full keyboard and features both a front and back-facing camera. Featuring special Android-based XO software and available in English and Spanish and soon may other languages, the\u003ca href=\"http://xo-learning.org/\"> XO Learning System\u003c/a> is built around 12 “dreams,” or professions children may be interested in.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.samsung.com/us/mobile/galaxy-tab\">Samsung Galaxy Tab\u003c/a> + Samsung School ($199.99 - $499.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/T3100_400x400_large1_vf-140x140.jpg\" alt=\"T3100_400x400_large1_vf\" width=\"140\" height=\"140\">Samsung’s tablet comes in four sizes - from 7” to 10.1” - and Samsung’s brand new \u003ca href=\"http://www.engadget.com/2013/06/24/samsung-galaxy-tab-3-7-0-8-0-and-10-1-release-date-pricing/\">Galaxy 3 7.0\u003c/a> is an entry-level tablet that promises a lower price point ($199.99), and has just announced plans of \u003ca href=\"http://tabtimes.com/news/education/2013/08/26/samsung-plans-kids-version-galaxy-tab-3\">creating a tablet just for kids\u003c/a>. Samsung is playing in the major-brand tablet market, with large processors and featuring front and back-facing cameras enabled for photo and video. While there have been reports that Samsung will be creating a Learning Hub similar to iTunes U in the near future, for now Samsung offers \u003ca href=\"http://www.samsung.com/us/article/samsung-school-makes-the-grade\">Samsung School\u003c/a>, which seeks to be a learning management system for educators. Features include an interactive whiteboard that can simultaneously appear on student tablet screens, conduct Q&As and polls, and organize ebooks and apps, too.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.intel.com/content/www/us/en/education-solutions/tablets.html\">Intel Education 10” Tablet\u003c/a> (price not yet available)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/ies-sh-hf-angle-1x1.jpg.rendition.cq5dam.webintel.168.168-140x140.jpg\" alt=\"ies-sh-hf-angle-1x1.jpg.rendition.cq5dam.webintel.168.168\" width=\"140\" height=\"140\">Intel just released its plans to add a tablet for education to its line of products, featuring a powerful processor and tools promised to be especially useful in education -- including an e-Reader, painting tools and accessories, and a suite of tools made for science exploration, like an attachable magnifying glass and thermal probe. The tablet, which runs on Android operating system code-named Ice Cream Sandwich, boasts an \u003ca href=\"http://www.intel.com/content/www/us/en/tablets/tablets-atom.html\">extra-long battery life\u003c/a> and comes preloaded with Intel’s Education Software package, which includes special math and science apps like the Education Lab Camera, SPARKvue and Kno Textbooks.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.apple.com/ipad/\">iPad Tablet\u003c/a> and iPad Mini ($329.99 - $729.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-03-at-4.46.11-PM-140x140.png\" alt=\"Screen Shot 2013-09-03 at 4.46.11 PM\" width=\"140\" height=\"140\">With reportedly over 10 million tablets already in schools, iPad continues to lead the way in using handheld technology to further education. Both the 9.7” tablet and the 7.9” Mini feature front and back-facing cameras, access to thousands of books and textbooks through iBooks, the App Store and iTunes U. While Apple remains proprietary in integrating all its products to work together, it has also has smartly eschewed fancy add-ons and accessories, seeming to focus on providing the best learning games, apps and content to satisfy schools’ very real needs to integrate technology into classrooms.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.dell.com/us/p/latitude-10-tablet/pd?sc_err=noocs\">Dell Latitude\u003c/a> 10” Tablet (call for pricing)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31119\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/en-INTL_L_Dell_Latitude_10_CWF-01015_RM7_mnco-140x140.jpg\" alt=\"en-INTL_L_Dell_Latitude_10_CWF-01015_RM7_mnco\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">Dell’s tablet computer, which runs on Windows 8 and contains Intel Inside processors, promises much of the same technology as other large-brand tablets - WiFi, cameras, touch-screen technology as well as Microsoft Office Home and Student. While it appears that Dell offers no education-specific software or features, much of the technology available, like Google Play for Education, will be easy to access.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.google.com/nexus/tablets/\">Google Nexus Tablet\u003c/a> 7” and 10” ($229.00 - 499.00)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31121\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-03-at-4.50.31-PM-140x140.png\" alt=\"Screen Shot 2013-09-03 at 4.50.31 PM\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">While some consider the Google Chromebook laptop as lean and efficient as a tablet, Google is getting into the table market with its Nexus series. And, with the announcement of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/move-over-ipad-here-comes-google-play-for-education/\">Google Play for Education\u003c/a> coming sometime this fall, Google’s Nexus tablet will surely be a major competitor for the Apple/iTunes education market. While Nexus offers nearly the same tablet experience as other large brand tablets like iPad and Samsung, the Nexus is preloaded with all the Google products - Google Messenger, Hangout, Play and Talkback, and more - and makes integrating what students are already doing on Google seamless and easy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "MIT Unleashes New Online Game for Math and Science",
"title": "MIT Unleashes New Online Game for Math and Science",
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"content": "\u003cdiv id=\"attachment_31002\" class=\"module image center mceTemp\" style=\"width: 640px;\">\n\u003cp>\u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">\u003cimg class=\"size-full wp-image-31002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Radix2.jpg\" alt=\"Radix2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">MIT Education Arcade\u003c/p>\n\u003cp class=\"dropcap-serif\" style=\"text-align: left;\">As the buzz around \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\">games and learning\u003c/a> continues to grow, one particular subset -- Massive Open Online (MMO) games -- is catching the attention of educators as a particularly interesting way to encourage students to collaborate, problem solve, create and think for themselves within a game.\u003c/p>\n\u003cp style=\"text-align: left;\">One of the most popular MMOs is World of Warcraft, in which many players log in to the online game at the same time and play while interacting with people all over the world. But, although teachers have found ways to use commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft for educational purposes\u003c/a>, it wasn't originally designed with teachers in mind. Now, a group of researchers in \u003ca href=\"http://education.mit.edu/projects\">MIT’s Education Arcade\u003c/a> are trying to harness the power of MMO games to teach high school students to think like scientists and mathematicians. Their game, \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">The Radix Endeavor\u003c/a>, is designed to be an educational game, and capitalizes on the interactions students can have as a way to build their knowledge and skills.\u003c/p>\n\u003c/div>\n\u003cp style=\"text-align: left;\">Radix, as it’s known, is aligned to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">Next Generation Science Standards\u003c/a> for biology, focusing on topics like genetics, evolution, ecology and human body systems. In math, the game is aligned to the Common Core and has \u003cspan style=\"color: #000000;\">particular focuses on algebra, probability and statistics, as well as geometry. The researchers worked with \u003ca href=\"http://www.filamentgames.com/\">\u003cspan style=\"color: #000000;\">Filament Games\u003c/span>\u003c/a> and are funded by the Gates Foundation for the three-year project.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Video Game for Class Use\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“These kinds of environments have the potential to capture learning that’s difficult to capture in face-to-face settings,” said Jody Clark-Midura, a research scientist at the MIT Education Arcade in a recent \u003ca href=\"http://www.edweb.net/\">edWeb\u003c/a> webinar. “These games can be used as assessments or tools for teachers to monitor progress over time.” The game captures every detail of how a student plays; things like how long it takes to complete a challenge, what order the student chooses to do things and what tools she uses. All of these data points can provide valuable insight to a teacher assessing whether a student understands a concept.\u003c/p>\n\u003cp>The key to making a game engaging to students is a strong narrative. “What’s important is to take that engaging narrative and that incentive system and put some stakes into the world to keep it feeling like an engaging environment and a place that students really want to be,” said Susannah Gordon-Messer, education content manager for MIT’s Education Arcade. In Radix, the player’s task is to help citizens of a fictional earth-like world gain knowledge about math and science, a privilege denied by the land’s rulers.\u003c/p>\n\u003cp>The game creators say there are benefits to using a game-based environment to teach certain math or science concepts, like being able to speed up time to see the outcome of a decision that would take months in a real-world experiment. For example, students might be asked where to plant a kelp bed to best protect an ecosystem. Within the game, time can be fast-forwarded by 90 days so students can instantly see if they placed the kelp correctly.\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/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEdu: Using Games for Formative Assessment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“In a world like this you can build things and see them appear in the world,” Gordon-Messer said. “We wanted that same element of you having an impact on the world.” Radix specifically emphasizes some of the softer skills emphasized in the Common Core, like problem-solving and reasoning. The game tries to get students thinking like scientists or mathematicians and can work for a topic like geometry because students can build structures, similar to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft,\u003c/a> and biology.\u003c/p>\n\u003cp>“The questions are inquiry and exploratory based; it’s not designed to be the end of unit,” Gordon-Messer said, adding that the game can determine when to provide interventions and help correct misconceptions.\u003c/p>\n\u003cp>One way the MIT researchers imagine Radix could help is as homework assignment. “There’s a little bit of a stigma that once you are in an MMO world that you can never leave them,” Gordon-Messer said. She and her colleagues don’t expect this game to be a substitute for class instruction, and imagine it as a helpful supplement. Teachers can follow students' progress using the teacher dashboard. “It can be a nice barometer of where your students are and what could be changed in the class that day,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MIT’s Education Arcade is releasing The Radix Endeavor in beta on September 4. At that point teachers can sign up and get familiar with the game, its tools, the standards it addresses and various supplemental materials. The actual content will be released in two batches, one in October and a second around the holidays. In October, teachers will be able to sign up their classes and begin using the game. The MIT researchers are eager to get feedback about how the game is received, whether it actually provides the kind of formative assessment they hope it will and what they could change.\u003c/p>\n\n",
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"excerpt": "A group of researchers in MIT’s Education Arcade are trying to harness the power of MMO games to teach high school students to think like scientists and mathematicians. Their game, The Radix Endeavor, is designed to be an educational game, and capitalizes on the interactions students can have as a way to build their knowledge and skills.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_31002\" class=\"module image center mceTemp\" style=\"width: 640px;\">\n\u003cp>\u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">\u003cimg class=\"size-full wp-image-31002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Radix2.jpg\" alt=\"Radix2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Radix2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">MIT Education Arcade\u003c/p>\n\u003cp class=\"dropcap-serif\" style=\"text-align: left;\">As the buzz around \u003ca href=\"http://ww2.kqed.org/mindshift/tag/games/\">games and learning\u003c/a> continues to grow, one particular subset -- Massive Open Online (MMO) games -- is catching the attention of educators as a particularly interesting way to encourage students to collaborate, problem solve, create and think for themselves within a game.\u003c/p>\n\u003cp style=\"text-align: left;\">One of the most popular MMOs is World of Warcraft, in which many players log in to the online game at the same time and play while interacting with people all over the world. But, although teachers have found ways to use commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft for educational purposes\u003c/a>, it wasn't originally designed with teachers in mind. Now, a group of researchers in \u003ca href=\"http://education.mit.edu/projects\">MIT’s Education Arcade\u003c/a> are trying to harness the power of MMO games to teach high school students to think like scientists and mathematicians. Their game, \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">The Radix Endeavor\u003c/a>, is designed to be an educational game, and capitalizes on the interactions students can have as a way to build their knowledge and skills.\u003c/p>\n\u003c/div>\n\u003cp style=\"text-align: left;\">Radix, as it’s known, is aligned to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\">Next Generation Science Standards\u003c/a> for biology, focusing on topics like genetics, evolution, ecology and human body systems. In math, the game is aligned to the Common Core and has \u003cspan style=\"color: #000000;\">particular focuses on algebra, probability and statistics, as well as geometry. The researchers worked with \u003ca href=\"http://www.filamentgames.com/\">\u003cspan style=\"color: #000000;\">Filament Games\u003c/span>\u003c/a> and are funded by the Gates Foundation for the three-year project.\u003c/span>\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Video Game for Class Use\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“These kinds of environments have the potential to capture learning that’s difficult to capture in face-to-face settings,” said Jody Clark-Midura, a research scientist at the MIT Education Arcade in a recent \u003ca href=\"http://www.edweb.net/\">edWeb\u003c/a> webinar. “These games can be used as assessments or tools for teachers to monitor progress over time.” The game captures every detail of how a student plays; things like how long it takes to complete a challenge, what order the student chooses to do things and what tools she uses. All of these data points can provide valuable insight to a teacher assessing whether a student understands a concept.\u003c/p>\n\u003cp>The key to making a game engaging to students is a strong narrative. “What’s important is to take that engaging narrative and that incentive system and put some stakes into the world to keep it feeling like an engaging environment and a place that students really want to be,” said Susannah Gordon-Messer, education content manager for MIT’s Education Arcade. In Radix, the player’s task is to help citizens of a fictional earth-like world gain knowledge about math and science, a privilege denied by the land’s rulers.\u003c/p>\n\u003cp>The game creators say there are benefits to using a game-based environment to teach certain math or science concepts, like being able to speed up time to see the outcome of a decision that would take months in a real-world experiment. For example, students might be asked where to plant a kelp bed to best protect an ecosystem. Within the game, time can be fast-forwarded by 90 days so students can instantly see if they placed the kelp correctly.\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/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEdu: Using Games for Formative Assessment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“In a world like this you can build things and see them appear in the world,” Gordon-Messer said. “We wanted that same element of you having an impact on the world.” Radix specifically emphasizes some of the softer skills emphasized in the Common Core, like problem-solving and reasoning. The game tries to get students thinking like scientists or mathematicians and can work for a topic like geometry because students can build structures, similar to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Minecraft,\u003c/a> and biology.\u003c/p>\n\u003cp>“The questions are inquiry and exploratory based; it’s not designed to be the end of unit,” Gordon-Messer said, adding that the game can determine when to provide interventions and help correct misconceptions.\u003c/p>\n\u003cp>One way the MIT researchers imagine Radix could help is as homework assignment. “There’s a little bit of a stigma that once you are in an MMO world that you can never leave them,” Gordon-Messer said. She and her colleagues don’t expect this game to be a substitute for class instruction, and imagine it as a helpful supplement. Teachers can follow students' progress using the teacher dashboard. “It can be a nice barometer of where your students are and what could be changed in the class that day,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MIT’s Education Arcade is releasing The Radix Endeavor in beta on September 4. At that point teachers can sign up and get familiar with the game, its tools, the standards it addresses and various supplemental materials. The actual content will be released in two batches, one in October and a second around the holidays. In October, teachers will be able to sign up their classes and begin using the game. The MIT researchers are eager to get feedback about how the game is received, whether it actually provides the kind of formative assessment they hope it will and what they could change.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://s3.amazonaws.com/easel.ly/all_easels/187182/teenappprivacy/image.jpg\">\u003cimg src=\"https://s3.amazonaws.com/easel.ly/all_easels/187182/teenappprivacy/image.jpg\" alt=\"\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-and-Mobile-Apps-Privacy.aspx?utm_source=Mailing+List&utm_campaign=8456873724-Newsletter_082313&utm_medium=email&utm_term=0_79a7fe984b-8456873724-398527965\">A Pew Internet and American Life survey\u003c/a> shows how teens 12 to 17 years old think about privacy when using mobile apps. While some are nonchalant about the kind of personal information some apps collect, more than half avoid some apps due to privacy concerns.\u003c/p>\n\u003cp>Though socio-economics are a factor, that's not the predominant issues, probably because many teens favor free apps. \"Eight in ten (79%) teen mobile device owners living in households earning $50,000 or more per year download apps, compared with 60% of those living in households earning less than $50,000 per year. Teen app downloading does not vary significantly according to a parent’s education level or by their race or ethnicity,\" according to the report.\u003c/p>\n\u003cp>Girls who responded to the survey were more aware than boys of the risks associated with location tracking services in many mobile apps -- 59 percent responded that they turn off location services, while only 37 percent of boys reported turning off the service.\u003c/p>\n\u003cp>Seeking outside advice about how to manage privacy settings is a big indicator of whether a teen is taking steps to protect his or her privacy; 70 percent of teens have sought privacy advice from an adult or outside source. Of those \"advice-seekers\" who have mobile devices, 50 percent turned off location tracking features, as compared to 37 percent of teens who did not seek advice on privacy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The \u003ca href=\"https://s3.amazonaws.com/easel.ly/all_easels/187182/teenappprivacy/image.jpg\">infographic created by MindShift\u003c/a> illustrates some of the highlights from the Pew survey.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://s3.amazonaws.com/easel.ly/all_easels/187182/teenappprivacy/image.jpg\">\u003cimg src=\"https://s3.amazonaws.com/easel.ly/all_easels/187182/teenappprivacy/image.jpg\" alt=\"\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-and-Mobile-Apps-Privacy.aspx?utm_source=Mailing+List&utm_campaign=8456873724-Newsletter_082313&utm_medium=email&utm_term=0_79a7fe984b-8456873724-398527965\">A Pew Internet and American Life survey\u003c/a> shows how teens 12 to 17 years old think about privacy when using mobile apps. While some are nonchalant about the kind of personal information some apps collect, more than half avoid some apps due to privacy concerns.\u003c/p>\n\u003cp>Though socio-economics are a factor, that's not the predominant issues, probably because many teens favor free apps. \"Eight in ten (79%) teen mobile device owners living in households earning $50,000 or more per year download apps, compared with 60% of those living in households earning less than $50,000 per year. Teen app downloading does not vary significantly according to a parent’s education level or by their race or ethnicity,\" according to the report.\u003c/p>\n\u003cp>Girls who responded to the survey were more aware than boys of the risks associated with location tracking services in many mobile apps -- 59 percent responded that they turn off location services, while only 37 percent of boys reported turning off the service.\u003c/p>\n\u003cp>Seeking outside advice about how to manage privacy settings is a big indicator of whether a teen is taking steps to protect his or her privacy; 70 percent of teens have sought privacy advice from an adult or outside source. Of those \"advice-seekers\" who have mobile devices, 50 percent turned off location tracking features, as compared to 37 percent of teens who did not seek advice on privacy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "5 Math Apps for Middle School Students",
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"content": "\u003cp>For those parents and teachers looking for apps for middle-schoolers, check out the five apps below that feature everything from Mayan numbers to cracking secret codes.\u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"https://itunes.apple.com/us/app/mayanumbers/id658863945\">MayaNumbers\u003c/a>\u003c/strong>. Free\u003c/h4>\n\u003cfigure id=\"attachment_30894\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-30894\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/V4HttpAssetRepositoryClient-mzl.oarmujmy.png-7750578099826511819.320x480-75-140x140.jpg\" alt=\"V4HttpAssetRepositoryClient-mzl.oarmujmy.png-7750578099826511819.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In addition to a brief historical explanation of how the Mayan people performed math calculations, this app offers up a simple game that will have players using tap, swipe, and tap-and-hold gestures to add dots, dashes, and shells to represent 1, 5, and 0 (zero), the three numbers used by Mayans for addition (and a form of multiplication). It's tricky, too -- the Mayans used a base-20 system for counting as opposed to the standard base-10 we use today, so players will need to change the way they think just a bit and \"forget\" the 1s, 10s, and 100s places used in today's math and replace it with 1s, 20s, and 400s. The colors and graphics for MayaNumbers are eye-catching -- not surprising considering that Dig-It! Games was founded by Suzi Wilczynski, a professional archaeologist and former middle-school teacher.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://www.spinlight.com/apps/codesquad.html\">Operation Math Code Squad.\u003c/a> \u003cstrong>$2.99\u003c/strong>\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_30897\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-30897\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/mzl.ldqhzrin.480x480-75-140x140.jpg\" alt=\"mzl.ldqhzrin.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Although this app is recommended for ages 6-12, it's still a solid math testing app even for older kids. Up to four players can play at once, each taking the role of a secret agent hoping to foil Dr. Odd plan to rid the world of math. Timed exercises allow the team to choose addition, subtraction, division, and multiplication, or a mix -- an Easy, Medium and Difficult mission level can also be selected. As players finish a stage, the following stage increases the difficulty. Players must complete an increasing number of math questions before the timer runs out. Teachers will really like the game summary screen that shows each player's results. The graphics and sounds are going to appeal to all ages of kids, and the fast-paced play and cooperation between players offers teachers and parents a game app that will be requested often.\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://www.dragonboxapp.com\">DragonBox Algebra\u003c/a>, $5.99 and $9.99\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_30899\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-30899\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Screen-Shot-2013-08-23-at-10.37.54-AM-140x140.png\" alt=\"Screen Shot 2013-08-23 at 10.37.54 AM\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>DragonBox Algebra 5+ and the more advanced version DragonBox Algebra 12+ are both bright and eye-catching games in which, as players progress through the game, images of things like bugs and treasure chests begin to get replaced with variables and equations over time, until eventually players are balancing equations. If players are familiar with Angry Birds, they will understand how the game progresses in terms of Chapters and Levels -- more complex games cannot be played without successfully solving earlier levels (and thus learning basic concepts). The 5+ version is for those student just getting into Algebra (or in a Pre-Algebra class) and the 12+ version is for middle grade students and offers many more variations of algebra (such as using parenthesis in equations or factors, for example).\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://monkeyinthemiddleapps.com\">Middle School Math Pro.\u003c/a> \u003cstrong>$0.99\u003c/strong>\u003c/strong>\u003c/h4>\n\u003cp>\u003cimg class=\"alignright size-thumbnail wp-image-30910\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/screen568x568-140x140.jpg\" alt=\"screen568x568\" width=\"140\" height=\"140\">There are three levels of this game: 6th, 7th, and 8th grades. Players collect bananas for answering questions correctly and levels increase in complexity as the game progresses. Players also receive badges (bananas) to indicate their mastery of a subject -- three bananas in all per topic. The 8th grade app, for example, offers ten topics -- Words to Equations, Evaluating Expressions, 2-Step Equations, and Exponential Function are just a few examples. Each level (6th, 7th, 8th) of the app has an impressive list of flash-card like questions that cover an equally impressive list of subjects. Available on both Android and Apple devices.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"https://www.buzzmath.com/ipad\">Buzz Math\u003c/a>. Free for students, premium version for teachers \u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_30900\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-30900\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/screen480x480-140x140.jpg\" alt=\"screen480x480\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This free iPad app offers thousands of Common Core-aligned math problems that cover 6th, 7th, and 8th grade curriculum. Students can play with the app for free, and teachers can use it with an entire class. The app tracks students' mastery of problems and offers a reporting tool for teachers. The app is also enabled for SmartBoards. The Premium version for educators costs $100/class. School and district subscription pricing is also available.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For many more educational apps, check out \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">MindShift's collection of reviews\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For those parents and teachers looking for apps for middle-schoolers, check out the five apps below that feature everything from Mayan numbers to cracking secret codes.\u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"https://itunes.apple.com/us/app/mayanumbers/id658863945\">MayaNumbers\u003c/a>\u003c/strong>. Free\u003c/h4>\n\u003cfigure id=\"attachment_30894\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-30894\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/V4HttpAssetRepositoryClient-mzl.oarmujmy.png-7750578099826511819.320x480-75-140x140.jpg\" alt=\"V4HttpAssetRepositoryClient-mzl.oarmujmy.png-7750578099826511819.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In addition to a brief historical explanation of how the Mayan people performed math calculations, this app offers up a simple game that will have players using tap, swipe, and tap-and-hold gestures to add dots, dashes, and shells to represent 1, 5, and 0 (zero), the three numbers used by Mayans for addition (and a form of multiplication). It's tricky, too -- the Mayans used a base-20 system for counting as opposed to the standard base-10 we use today, so players will need to change the way they think just a bit and \"forget\" the 1s, 10s, and 100s places used in today's math and replace it with 1s, 20s, and 400s. The colors and graphics for MayaNumbers are eye-catching -- not surprising considering that Dig-It! Games was founded by Suzi Wilczynski, a professional archaeologist and former middle-school teacher.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://www.spinlight.com/apps/codesquad.html\">Operation Math Code Squad.\u003c/a> \u003cstrong>$2.99\u003c/strong>\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_30897\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-30897\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/mzl.ldqhzrin.480x480-75-140x140.jpg\" alt=\"mzl.ldqhzrin.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Although this app is recommended for ages 6-12, it's still a solid math testing app even for older kids. Up to four players can play at once, each taking the role of a secret agent hoping to foil Dr. Odd plan to rid the world of math. Timed exercises allow the team to choose addition, subtraction, division, and multiplication, or a mix -- an Easy, Medium and Difficult mission level can also be selected. As players finish a stage, the following stage increases the difficulty. Players must complete an increasing number of math questions before the timer runs out. Teachers will really like the game summary screen that shows each player's results. The graphics and sounds are going to appeal to all ages of kids, and the fast-paced play and cooperation between players offers teachers and parents a game app that will be requested often.\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://www.dragonboxapp.com\">DragonBox Algebra\u003c/a>, $5.99 and $9.99\u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_30899\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-30899\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Screen-Shot-2013-08-23-at-10.37.54-AM-140x140.png\" alt=\"Screen Shot 2013-08-23 at 10.37.54 AM\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>DragonBox Algebra 5+ and the more advanced version DragonBox Algebra 12+ are both bright and eye-catching games in which, as players progress through the game, images of things like bugs and treasure chests begin to get replaced with variables and equations over time, until eventually players are balancing equations. If players are familiar with Angry Birds, they will understand how the game progresses in terms of Chapters and Levels -- more complex games cannot be played without successfully solving earlier levels (and thus learning basic concepts). The 5+ version is for those student just getting into Algebra (or in a Pre-Algebra class) and the 12+ version is for middle grade students and offers many more variations of algebra (such as using parenthesis in equations or factors, for example).\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://monkeyinthemiddleapps.com\">Middle School Math Pro.\u003c/a> \u003cstrong>$0.99\u003c/strong>\u003c/strong>\u003c/h4>\n\u003cp>\u003cimg class=\"alignright size-thumbnail wp-image-30910\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/screen568x568-140x140.jpg\" alt=\"screen568x568\" width=\"140\" height=\"140\">There are three levels of this game: 6th, 7th, and 8th grades. Players collect bananas for answering questions correctly and levels increase in complexity as the game progresses. Players also receive badges (bananas) to indicate their mastery of a subject -- three bananas in all per topic. The 8th grade app, for example, offers ten topics -- Words to Equations, Evaluating Expressions, 2-Step Equations, and Exponential Function are just a few examples. Each level (6th, 7th, 8th) of the app has an impressive list of flash-card like questions that cover an equally impressive list of subjects. Available on both Android and Apple devices.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"https://www.buzzmath.com/ipad\">Buzz Math\u003c/a>. Free for students, premium version for teachers \u003c/strong>\u003c/h4>\n\u003cfigure id=\"attachment_30900\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-30900\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/screen480x480-140x140.jpg\" alt=\"screen480x480\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This free iPad app offers thousands of Common Core-aligned math problems that cover 6th, 7th, and 8th grade curriculum. Students can play with the app for free, and teachers can use it with an entire class. The app tracks students' mastery of problems and offers a reporting tool for teachers. The app is also enabled for SmartBoards. The Premium version for educators costs $100/class. School and district subscription pricing is also available.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The hype around Google Glass continues to grow, with more videos proliferating about the tool's different uses and views. In education, users are noting the potential for streamlining processes and improving communication between teachers and students. This \u003ca href=\"http://www.opencolleges.edu.au/informed/features/how-google-glass-can-be-used-in-education-infographic/\">infographic \u003c/a>from InformEd captures many of the potential uses in one quick snapshot.\u003c/p>\n\u003cp>Many of these functions can already be done without the current $1,500 pricetag, through mobile devices and computers. But there are a few that stand out -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/augmented-reality/\">augmented reality features\u003c/a> specifically, many of which haven't yet been invented -- that could take learning to another level.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-30785\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Google-Glass.png\" alt=\"Google-Glass\" width=\"1000\" height=\"2668\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass.png 1000w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass-400x1067.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass-800x2134.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass-768x2049.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass-320x854.png 320w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/p>\n\u003cp>An Infographic by \u003ca href=\"http://www.opencolleges.edu.au/informed/features/how-google-glass-can-be-used-in-education-infographic/\">InformEd\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The hype around Google Glass continues to grow, with more videos proliferating about the tool's different uses and views. In education, users are noting the potential for streamlining processes and improving communication between teachers and students. This \u003ca href=\"http://www.opencolleges.edu.au/informed/features/how-google-glass-can-be-used-in-education-infographic/\">infographic \u003c/a>from InformEd captures many of the potential uses in one quick snapshot.\u003c/p>\n\u003cp>Many of these functions can already be done without the current $1,500 pricetag, through mobile devices and computers. But there are a few that stand out -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/augmented-reality/\">augmented reality features\u003c/a> specifically, many of which haven't yet been invented -- that could take learning to another level.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-30785\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Google-Glass.png\" alt=\"Google-Glass\" width=\"1000\" height=\"2668\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass.png 1000w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass-400x1067.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass-800x2134.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass-768x2049.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Google-Glass-320x854.png 320w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/p>\n\u003cp>An Infographic by \u003ca href=\"http://www.opencolleges.edu.au/informed/features/how-google-glass-can-be-used-in-education-infographic/\">InformEd\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_30722\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/epredator/8609288759/sizes/z/in/photolist-e7LRB6-dZzhgK-dZEZiE-dZzhik-dZzhhr-dZEZhd-dZzhoD-dZEZjC-dZzhnt-dZEZzh-8yiJ8h-8yfF54-dZEZgW-dxwTT1-denTSd-denVea-denVtK-denVHP-85z1hy-ePjKVA-ePjKm5-eP8mdP-dAJPDJ-euXpWT-9uwnm8-euYyow-aD5w7Y-7TP4YD-7TP57v-bf7Skr-6ZTyoi-ardYMw-cHyWCq/\">\u003cimg class=\"size-full wp-image-30722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/android_ipad.jpg\" alt=\"android_ipad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In education circles, Apple's iPad has been stealing the spotlight the last few years, as it sweeps across the country's schools. Los Angeles Unified, the second-largest school district in the country, is joining the long list of smaller districts that have invested heavily in the popular iPad tablet for learning. Apple has reported that \u003ca href=\"http://www.apple.com/pr/library/2013/06/19Apple-Awarded-30-Million-iPad-Deal-From-LA-Unified-School-District.html\">10 million iPads\u003c/a> are currently being used in schools, and the company's share continues to grow in the education market.\u003c/p>\n\u003cp>But the \u003ca href=\"http://online.wsj.com/article/SB10001424052702303768104577460244284627170.html\">famous rivalry between Google and Apple\u003c/a> is finding its way into schools, and Google is looking to dethrone the famous iPad with its new \u003ca href=\"http://developer.android.com/distribute/googleplay/edu/index.html\">Google Play for Education\u003c/a>, a suite of apps and management tools that will be \u003ca href=\"http://venturebeat.com/2013/05/15/google-play-education/\">available to teachers and students this fall\u003c/a>.\u003c/p>\n\u003cp>When it was unveiled at last spring’s I/O Conference, Google Play for Education was billed by engineering director Chris Yerga as more intuitive and easier to use than the iPad.\u003c/p>\n\u003cp>“In education, [teachers told us] there’s a huge gap between what’s possible with technology, and what’s practical, especially with mobile technology,\" said Yerga. \"And then they told us it was Google’s job to fix this. Google should make it affordable to give every student a tablet, and Google should make it way easier to find the best tools and content from a really diverse set of developers, and get that content to the right students.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What I do like about Google is that it’s all-inclusive.\"\u003c/aside>\n\u003cp>While no prototypes of Google Play for Education are yet available, Yerga unveiled some of the new ways Google will interact with teachers and students in the classroom. Apps will be arranged by both grade level and content subject, and educators will be able to read reviews from other teachers. And instead of worrying about multiple iTunes accounts and credit cards, teachers using Google can draw from a pre-loaded account to purchase apps, then push out apps, YouTube videos, or e-books to students through Google Groups. The content will appear on students’ tablets in seconds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>PROS AND CONS OF iPADS\u003c/strong>\u003c/p>\n\u003cp>But iPad users are not giving up on their Apple devices in light of the new offerings. When Director of Technology \u003ca href=\"http://www.edutopia.org/user/15396\">Andrew Marcinek\u003c/a> started building a two-year iPad program for the Burlington, Mass., public schools in 2011, there was only one choice for student mobile technology. “When we came into the game, there was only the iPad,” he said. “A lot of other places have caught up. But that’s what Apple does. They’re on that cutting edge, still leading and setting the bar.”\u003c/p>\n\u003cp>Marcinek said that both he and teachers have been more than happy with what the iPad can do for students, but it’s by no means perfect. One of the programs Marcinek wanted to create at Burlington was a way for teachers to curate their own curriculum using iBooks. But he soon found out that, in order to use iBooks and iBooks Author, teachers would have to use Apple Pages and literally build the textbooks themselves. “It was a very clunky process,” he said. “iBooks Author is really good, but as far as a K-12 model it doesn’t really fit, because you have to build a textbook. It can be done, but that’s a lot to put on the teacher. Time is always the adversary, it takes time to build these.”\u003c/p>\n\u003cp>Marcinek sees no reason why Google Play for Education wouldn’t be popular with educators, because many schools are already using other Google products and management tools like Google Docs and Google Drive, as well as Chromebooks. All the pieces -- content creation, management, email and educational apps -- will fit together. “What I do like about Google is that it’s all-inclusive. The majority of teachers have a PC, a few have a MacBook, but for the teacher who has a PC and doesn’t have the Mac products, iTunes U can’t be used.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Tablets In Education\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\">The Future of Tablets in Education: Potential Vs. Reality\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/10-important-questions-to-ask-before-using-ipads-in-class/\">\u003cspan style=\"color: #666699\">10 Important Questions To Ask Before Investing in iPads for Schools\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Marcinek sees that curating textbooks with Google would be much easier than with the iPad. “With Google Play for Books through Chrome, you now have the ability to create and publish content, and distribute through there. You’re going to see more [Google products] coming into play because of the universality.”\u003c/p>\n\u003cp>Heather Vardis, who taught fourth grade last year at Franklin Arts Center, a Chicago Public Schools magnet, had a 1:1 iPad environment and used the iPad with her students every day to drill math problems, create projects and even make e-books of poetry. Most of the ideas for apps to use in class, like \u003ca href=\"https://itunes.apple.com/us/app/math-skills/id417431861?mt=8\">Math Skills\u003c/a> and \u003ca href=\"http://www.educreations.com/\">Educreations\u003c/a>, came from a two-day teacher training Vardis took at the beginning of the year. And during the year, when she discovered a new app she wanted to use, Vardis would bring it to the school’s technical coordinator and he would handle the process of buying the app and downloading it to all the student machines. But while Vardis was proud of what her fourth graders were able to do on the iPad, she also thinks that working on the Apple tablet had its limitations.\u003c/p>\n\u003cp>One frustration, she said, was the lack of a flash player to watch certain videos in class. Vardis also recalls students trying to use multiple apps at the same time in order to create a complex video for an assignment: “You can’t have multiple windows side by side. The kids had to go out of an app, back into another app. It was a frustrating moment.”\u003c/p>\n\u003cfigure id=\"attachment_30725\" class=\"wp-caption alignright\" style=\"max-width: 237px\">\u003cimg class=\"size-medium wp-image-30725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/170442973-300x300.jpg\" alt=\"170442973\" width=\"237\" height=\"237\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Most frustrating of all, though, was not being able to save student work created inside of apps. “Because the iPad is not designed to be shared among multiple users, it’s difficult to protect student work,” Vardis recalls. “Book Creator created wonderful books, but there’s no way to save that information through email, PDF or print. [The work] was not tangible once the school year was over.” The poetry ebooks the students worked so hard on were only available via the screen on the school’s iPads.\u003c/p>\n\u003cp>Some of these issues might be solved by using a Google/Android tablet; there's a \u003ca href=\"https://play.google.com/store/apps/details?id=gpc.myweb.hinet.net.PopupWeb&hl=en\">free Floating Browser\u003c/a> app on Google Play for opening multiple windows, and \u003ca href=\"https://play.google.com/store/apps/details?id=com.appsverse.photon\">Android can also support Flash\u003c/a>. And while many Google Play for Education learning apps may or may not be able to be saved into a PDF or printed on paper, smooth transfer between Google Docs and Gmail might make saving student work easier.\u003c/p>\n\u003cp dir=\"ltr\">Whether Google Play for Education and the Android tablets will be as useful and revolutionary to schools as the iPad -- or even more so -- remains to be seen. Temple University academic and tech writer \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Jordan Shapiro\u003c/a> makes the point that, after this transitional period of getting tablets into kids’ hands, the Apple or Google question isn’t going to matter much. One company always adapts to what the other is doing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">\"I really don’t think it matters, for this transitional moment in learning, one may be a little ahead of the other, eventually it’s going to equalize out,” Shapiro said.\u003c/p>\n\n",
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"excerpt": "The famous rivalry between Google and Apple is finding its way into schools, and Google is looking to dethrone the famous iPad with its new Google Play for Education, a suite of apps and management tools that will be available to teachers and students this fall.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30722\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/epredator/8609288759/sizes/z/in/photolist-e7LRB6-dZzhgK-dZEZiE-dZzhik-dZzhhr-dZEZhd-dZzhoD-dZEZjC-dZzhnt-dZEZzh-8yiJ8h-8yfF54-dZEZgW-dxwTT1-denTSd-denVea-denVtK-denVHP-85z1hy-ePjKVA-ePjKm5-eP8mdP-dAJPDJ-euXpWT-9uwnm8-euYyow-aD5w7Y-7TP4YD-7TP57v-bf7Skr-6ZTyoi-ardYMw-cHyWCq/\">\u003cimg class=\"size-full wp-image-30722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/android_ipad.jpg\" alt=\"android_ipad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In education circles, Apple's iPad has been stealing the spotlight the last few years, as it sweeps across the country's schools. Los Angeles Unified, the second-largest school district in the country, is joining the long list of smaller districts that have invested heavily in the popular iPad tablet for learning. Apple has reported that \u003ca href=\"http://www.apple.com/pr/library/2013/06/19Apple-Awarded-30-Million-iPad-Deal-From-LA-Unified-School-District.html\">10 million iPads\u003c/a> are currently being used in schools, and the company's share continues to grow in the education market.\u003c/p>\n\u003cp>But the \u003ca href=\"http://online.wsj.com/article/SB10001424052702303768104577460244284627170.html\">famous rivalry between Google and Apple\u003c/a> is finding its way into schools, and Google is looking to dethrone the famous iPad with its new \u003ca href=\"http://developer.android.com/distribute/googleplay/edu/index.html\">Google Play for Education\u003c/a>, a suite of apps and management tools that will be \u003ca href=\"http://venturebeat.com/2013/05/15/google-play-education/\">available to teachers and students this fall\u003c/a>.\u003c/p>\n\u003cp>When it was unveiled at last spring’s I/O Conference, Google Play for Education was billed by engineering director Chris Yerga as more intuitive and easier to use than the iPad.\u003c/p>\n\u003cp>“In education, [teachers told us] there’s a huge gap between what’s possible with technology, and what’s practical, especially with mobile technology,\" said Yerga. \"And then they told us it was Google’s job to fix this. Google should make it affordable to give every student a tablet, and Google should make it way easier to find the best tools and content from a really diverse set of developers, and get that content to the right students.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What I do like about Google is that it’s all-inclusive.\"\u003c/aside>\n\u003cp>While no prototypes of Google Play for Education are yet available, Yerga unveiled some of the new ways Google will interact with teachers and students in the classroom. Apps will be arranged by both grade level and content subject, and educators will be able to read reviews from other teachers. And instead of worrying about multiple iTunes accounts and credit cards, teachers using Google can draw from a pre-loaded account to purchase apps, then push out apps, YouTube videos, or e-books to students through Google Groups. The content will appear on students’ tablets in seconds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>PROS AND CONS OF iPADS\u003c/strong>\u003c/p>\n\u003cp>But iPad users are not giving up on their Apple devices in light of the new offerings. When Director of Technology \u003ca href=\"http://www.edutopia.org/user/15396\">Andrew Marcinek\u003c/a> started building a two-year iPad program for the Burlington, Mass., public schools in 2011, there was only one choice for student mobile technology. “When we came into the game, there was only the iPad,” he said. “A lot of other places have caught up. But that’s what Apple does. They’re on that cutting edge, still leading and setting the bar.”\u003c/p>\n\u003cp>Marcinek said that both he and teachers have been more than happy with what the iPad can do for students, but it’s by no means perfect. One of the programs Marcinek wanted to create at Burlington was a way for teachers to curate their own curriculum using iBooks. But he soon found out that, in order to use iBooks and iBooks Author, teachers would have to use Apple Pages and literally build the textbooks themselves. “It was a very clunky process,” he said. “iBooks Author is really good, but as far as a K-12 model it doesn’t really fit, because you have to build a textbook. It can be done, but that’s a lot to put on the teacher. Time is always the adversary, it takes time to build these.”\u003c/p>\n\u003cp>Marcinek sees no reason why Google Play for Education wouldn’t be popular with educators, because many schools are already using other Google products and management tools like Google Docs and Google Drive, as well as Chromebooks. All the pieces -- content creation, management, email and educational apps -- will fit together. “What I do like about Google is that it’s all-inclusive. The majority of teachers have a PC, a few have a MacBook, but for the teacher who has a PC and doesn’t have the Mac products, iTunes U can’t be used.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Tablets In Education\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\">The Future of Tablets in Education: Potential Vs. Reality\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/10-important-questions-to-ask-before-using-ipads-in-class/\">\u003cspan style=\"color: #666699\">10 Important Questions To Ask Before Investing in iPads for Schools\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Marcinek sees that curating textbooks with Google would be much easier than with the iPad. “With Google Play for Books through Chrome, you now have the ability to create and publish content, and distribute through there. You’re going to see more [Google products] coming into play because of the universality.”\u003c/p>\n\u003cp>Heather Vardis, who taught fourth grade last year at Franklin Arts Center, a Chicago Public Schools magnet, had a 1:1 iPad environment and used the iPad with her students every day to drill math problems, create projects and even make e-books of poetry. Most of the ideas for apps to use in class, like \u003ca href=\"https://itunes.apple.com/us/app/math-skills/id417431861?mt=8\">Math Skills\u003c/a> and \u003ca href=\"http://www.educreations.com/\">Educreations\u003c/a>, came from a two-day teacher training Vardis took at the beginning of the year. And during the year, when she discovered a new app she wanted to use, Vardis would bring it to the school’s technical coordinator and he would handle the process of buying the app and downloading it to all the student machines. But while Vardis was proud of what her fourth graders were able to do on the iPad, she also thinks that working on the Apple tablet had its limitations.\u003c/p>\n\u003cp>One frustration, she said, was the lack of a flash player to watch certain videos in class. Vardis also recalls students trying to use multiple apps at the same time in order to create a complex video for an assignment: “You can’t have multiple windows side by side. The kids had to go out of an app, back into another app. It was a frustrating moment.”\u003c/p>\n\u003cfigure id=\"attachment_30725\" class=\"wp-caption alignright\" style=\"max-width: 237px\">\u003cimg class=\"size-medium wp-image-30725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/170442973-300x300.jpg\" alt=\"170442973\" width=\"237\" height=\"237\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Most frustrating of all, though, was not being able to save student work created inside of apps. “Because the iPad is not designed to be shared among multiple users, it’s difficult to protect student work,” Vardis recalls. “Book Creator created wonderful books, but there’s no way to save that information through email, PDF or print. [The work] was not tangible once the school year was over.” The poetry ebooks the students worked so hard on were only available via the screen on the school’s iPads.\u003c/p>\n\u003cp>Some of these issues might be solved by using a Google/Android tablet; there's a \u003ca href=\"https://play.google.com/store/apps/details?id=gpc.myweb.hinet.net.PopupWeb&hl=en\">free Floating Browser\u003c/a> app on Google Play for opening multiple windows, and \u003ca href=\"https://play.google.com/store/apps/details?id=com.appsverse.photon\">Android can also support Flash\u003c/a>. And while many Google Play for Education learning apps may or may not be able to be saved into a PDF or printed on paper, smooth transfer between Google Docs and Gmail might make saving student work easier.\u003c/p>\n\u003cp dir=\"ltr\">Whether Google Play for Education and the Android tablets will be as useful and revolutionary to schools as the iPad -- or even more so -- remains to be seen. Temple University academic and tech writer \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Jordan Shapiro\u003c/a> makes the point that, after this transitional period of getting tablets into kids’ hands, the Apple or Google question isn’t going to matter much. One company always adapts to what the other is doing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\"I really don’t think it matters, for this transitional moment in learning, one may be a little ahead of the other, eventually it’s going to equalize out,” Shapiro said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Visual Tool Teaches Kids How to Code at Home",
"title": "New Visual Tool Teaches Kids How to Code at Home",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_30500\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30500\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Tynker.jpg\" alt=\"Tynker\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Tynker.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Tynker-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Tynker-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the conversation about education shifts towards helping students develop useful skills in life beyond the classroom, a new spotlight on computer coding has emerged. Kids are impressing adults with their creativity, with their facility in learning new technologies, and their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/joan-ganz-cooney-center-stem-game-based-learning/\">design challenging video games\u003c/a>.\u003c/p>\n\u003cp>More and more, parents are beginning to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">computer science and programming as the key to success\u003c/a> for their children. And like other foreign languages, even if the child doesn’t grow up to be a computer programmer, learning to code can yield many other benefits, the thinking goes.\u003c/p>\n\u003cp>Tools like \u003ca href=\"http://scratch.mit.edu/\">Scratch\u003c/a> and \u003ca href=\"http://www.alice.org/index.php\">Alice\u003c/a> have been around to help kids code for several years, but now commercial products are starting to compete, offering sleek new platforms focused on teaching how to think like a computer programmer. \u003ca href=\"http://www.tynker.com/\">Tynker\u003c/a> is one such newcomer, and the founders hope its easy-to-use product can capture both educational and commercial users. On Tuesday, Tynker released its \"\u003ca href=\"http://www.tynker.com/#course101\">at-home package,\u003c/a>\" a 16-week immersive course for elementary and middle-school aged kids that costs $50 and doesn’t require any adult intervention.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What most kids have is this creativity in their heads and they just want to put it out there.” \u003c/aside>\n\u003cp>Tynker is hoping that parents will see the value in teaching kids to code to invest in the course and access to Tynker’s tools. “Ultimately our question is, do kids love this,” said Krishna Vedati, CEO of Tynker and a successful start-up entrepreneur several times over. “Teachers and parents are channels for us. Our customers, if I were to use the word, are kids.”\u003c/p>\n\u003cp>Tynker breaks programming down into visual blocks that teach concepts like animation in simple steps. “This is a visual programming language, so we eliminated the syntax,” Vedati said. Kids see different colored blocks that represent different steps in computational thinking. For example, in the animation lesson, a child learns that she needs an actor and an event to make a puppy bark. She isn’t seeing scary lines of JavaScript, she’s seeing friendly colored boxes labeled with their functions and she’s learning the order and logic to those functions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Coding Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“These constructs actually translate to any major programming language,” Vedati said. “As [students] get to middle grades they don’t see the visual block anymore, they just get an editor.” Then students have to begin creating their own syntax, with the ability to toggle back and forth between text and visual views so they can see what they're creating. The immediacy of creation is what Vedati hopes will draw kids into coding.\u003c/p>\n\u003cp>“What most kids have is this creativity in their heads and they just want to put it out there,” Vedati said. “We give them the tools to put it out, and then we come back and reinforce what they just did.” He thinks the key is to get kids excited about making products for the web or mobile phones, to get their imaginations working. “If you ask kids, they only want to think about fun first and programming is just a layer that they have to learn to make it happen,” he said.\u003c/p>\n\u003cp>Tynker does test to see if kids are picking up the computational constructs and logic accurately. When kids have completed the lessons associated with a concept, they are prompted with a puzzle that requires them to fix a piece of broken code. For example, when testing animation a student might see a picture with the earth and moon. Both are supposed to spin, but only the moon is spinning. How can they make the earth spin? To fix the broken code the student has to understand concepts of loops and weights and choose the correct blocks of code to apply to the problem.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Tynker’s first product, released four months ago, was Tynker for Schools. It’s based on the freemium model, where the basic product is free to schools, with an advanced package available for a fee that varies depending on the size of the class or school. The school package comes with lesson plans, classroom management tools, sharing tools and ways to manage the students within a classroom. Vedati emphasized that it also tries to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/allergic-or-not-middle-school-students-design-app-that-tells-you/\">connect math and science concepts to coding\u003c/a> to help teachers make the concepts come alive.\u003c/p>\n\u003cp>“We have to make it easy so they aren’t spending hours and hours figuring it out,” Vedati said. “It’s got to be five minutes and it has to relieve some of the pressures of their teaching and be fun for the kids.” They’ve even thought about how to integrate it with Common Core.\u003c/p>\n\u003cp>But Vedati says they’ve gotten more requests for the at-home product than anything else, which is why the team developed it only four months after releasing \u003ca href=\"http://www.tynker.com/school/\">Tynker for Schools\u003c/a>. The home version is based on a story, with good guys and bad guys. Kids advance the story by programming.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Tynker is one of many ed-tech start-ups hoping that technology will transform the education system. Vedati isn’t afraid of his competition. He thinks coding is a language that people all over the world will need to know and it’s a good thing that many companies are vying to fill that need. “There’s massive opportunity,” he said. “I wouldn’t be surprised if there were 30 companies. That’s OK; you just got to make the best product.”\u003c/p>\n\n",
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"excerpt": "Though computer programming is becoming more important, many K-12 schools don't offer classes. Now commercial products are starting to offer at-home learning, offering sleek new platforms focused on teaching how to think like a computer programmer.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30500\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30500\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/Tynker.jpg\" alt=\"Tynker\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/Tynker.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Tynker-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/Tynker-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the conversation about education shifts towards helping students develop useful skills in life beyond the classroom, a new spotlight on computer coding has emerged. Kids are impressing adults with their creativity, with their facility in learning new technologies, and their ability to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/joan-ganz-cooney-center-stem-game-based-learning/\">design challenging video games\u003c/a>.\u003c/p>\n\u003cp>More and more, parents are beginning to see \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">computer science and programming as the key to success\u003c/a> for their children. And like other foreign languages, even if the child doesn’t grow up to be a computer programmer, learning to code can yield many other benefits, the thinking goes.\u003c/p>\n\u003cp>Tools like \u003ca href=\"http://scratch.mit.edu/\">Scratch\u003c/a> and \u003ca href=\"http://www.alice.org/index.php\">Alice\u003c/a> have been around to help kids code for several years, but now commercial products are starting to compete, offering sleek new platforms focused on teaching how to think like a computer programmer. \u003ca href=\"http://www.tynker.com/\">Tynker\u003c/a> is one such newcomer, and the founders hope its easy-to-use product can capture both educational and commercial users. On Tuesday, Tynker released its \"\u003ca href=\"http://www.tynker.com/#course101\">at-home package,\u003c/a>\" a 16-week immersive course for elementary and middle-school aged kids that costs $50 and doesn’t require any adult intervention.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What most kids have is this creativity in their heads and they just want to put it out there.” \u003c/aside>\n\u003cp>Tynker is hoping that parents will see the value in teaching kids to code to invest in the course and access to Tynker’s tools. “Ultimately our question is, do kids love this,” said Krishna Vedati, CEO of Tynker and a successful start-up entrepreneur several times over. “Teachers and parents are channels for us. Our customers, if I were to use the word, are kids.”\u003c/p>\n\u003cp>Tynker breaks programming down into visual blocks that teach concepts like animation in simple steps. “This is a visual programming language, so we eliminated the syntax,” Vedati said. Kids see different colored blocks that represent different steps in computational thinking. For example, in the animation lesson, a child learns that she needs an actor and an event to make a puppy bark. She isn’t seeing scary lines of JavaScript, she’s seeing friendly colored boxes labeled with their functions and she’s learning the order and logic to those functions.\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: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Coding Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“These constructs actually translate to any major programming language,” Vedati said. “As [students] get to middle grades they don’t see the visual block anymore, they just get an editor.” Then students have to begin creating their own syntax, with the ability to toggle back and forth between text and visual views so they can see what they're creating. The immediacy of creation is what Vedati hopes will draw kids into coding.\u003c/p>\n\u003cp>“What most kids have is this creativity in their heads and they just want to put it out there,” Vedati said. “We give them the tools to put it out, and then we come back and reinforce what they just did.” He thinks the key is to get kids excited about making products for the web or mobile phones, to get their imaginations working. “If you ask kids, they only want to think about fun first and programming is just a layer that they have to learn to make it happen,” he said.\u003c/p>\n\u003cp>Tynker does test to see if kids are picking up the computational constructs and logic accurately. When kids have completed the lessons associated with a concept, they are prompted with a puzzle that requires them to fix a piece of broken code. For example, when testing animation a student might see a picture with the earth and moon. Both are supposed to spin, but only the moon is spinning. How can they make the earth spin? To fix the broken code the student has to understand concepts of loops and weights and choose the correct blocks of code to apply to the problem.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Tynker’s first product, released four months ago, was Tynker for Schools. It’s based on the freemium model, where the basic product is free to schools, with an advanced package available for a fee that varies depending on the size of the class or school. The school package comes with lesson plans, classroom management tools, sharing tools and ways to manage the students within a classroom. Vedati emphasized that it also tries to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/allergic-or-not-middle-school-students-design-app-that-tells-you/\">connect math and science concepts to coding\u003c/a> to help teachers make the concepts come alive.\u003c/p>\n\u003cp>“We have to make it easy so they aren’t spending hours and hours figuring it out,” Vedati said. “It’s got to be five minutes and it has to relieve some of the pressures of their teaching and be fun for the kids.” They’ve even thought about how to integrate it with Common Core.\u003c/p>\n\u003cp>But Vedati says they’ve gotten more requests for the at-home product than anything else, which is why the team developed it only four months after releasing \u003ca href=\"http://www.tynker.com/school/\">Tynker for Schools\u003c/a>. The home version is based on a story, with good guys and bad guys. Kids advance the story by programming.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Tynker is one of many ed-tech start-ups hoping that technology will transform the education system. Vedati isn’t afraid of his competition. He thinks coding is a language that people all over the world will need to know and it’s a good thing that many companies are vying to fill that need. “There’s massive opportunity,” he said. “I wouldn’t be surprised if there were 30 companies. That’s OK; you just got to make the best product.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Video Games and Social Media Fuel Students' Passion for Art ",
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"content": "\u003cfigure id=\"attachment_30450\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Documents/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.pdf\">\u003cimg class=\"size-full wp-image-30450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/WallaceFoundation.jpg\" alt=\"WallaceFoundation\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The average teenager consumes about 10 hours of media per day according to a Kaiser Family Foundation \u003ca href=\"http://kff.org/other/event/generation-m2-media-in-the-lives-of/\">report\u003c/a>, and that's often through a gadget like smartphone or tablet. But depending on what we choose to focus on, that's not necessarily a bad thing. The same devices that are used to consume art have also allowed students to create on their own, often with little instruction or direction.\u003c/p>\n\u003cp>This trend of interest-driven art creation comes at a time when public schools are cutting art programming, and it offers a promising new way to reach and mold budding artists.\u003cbr>\n“A lot of times we think we need to have programs that cultivate learning in the art form, but what we are finding is that through the continued production of art, and reflection on it, the kids are actually improving their skills over time,” said \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=kpeppler\">Kylie Peppler\u003c/a>, assistant professor of learning sciences at Indiana University. She wrote a report for the Wallace Foundation called \u003ca href=\"http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Documents/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.pdf\">New Opportunities for Interest Driven Art in a Digital Age\u003c/a>. The study finds that even without formal training, self-driven youth are developing the same habits of mind that they would under formal instruction -- they just don’t realize they’re doing it. Their creation is spontaneous, self-taught and often quite good.\u003c/p>\n\u003cp>Peppler found that as kids are playing around on their devices, the play is transferring into real skills, in part because many devices come with easy-to-use creation tools that offer a low barrier to entry. Furthermore, informal art-based activities have been found to transfer to real skills. Kids who played the video game Rock Band, for example, could sight read and transcribe traditional notation based on their experiences. And exposure to various art forms prompted them to seek formal training.\u003c/p>\n\u003cp>“For the very first time, kids enrolled in free violin lessons,” Peppler said. Once they got interested in music through Rock Band, they took advantage of free or low cost learning opportunities in their communities. Their video games helped them discover a new passion for music.\u003c/p>\n\u003cp>“Art forms are fundamentally an expression of human nature, some of them become a formalized program, but most of them emerge outside of that,” Peppler said. She found that much of the interest-based art happening outside of school is rooted in community and identity. She cites the \u003ca href=\"http://www.youtube.com/watch?v=7xexHjxBaV0\">krump dance movement\u003c/a> in Los Angeles as an example of a unique art form that emerged around the time of the Watts Riots because people wanted to congregate in a non-violent way. “It was something that just emerged out of the localized need as part of expression,” Peppler said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/paint-or-paint-app-value-of-creating-digital-vs-traditional-art/\">Paint or Paint App? Value of Creating Digital Vs. Traditional Art\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“Art production is fundamentally a social process, so whether it’s gathering in your living room or online, that kind of production is happening,” Peppler said. For lower-income students, physical space is often still important to art production because not everyone has access to the technology to participate in an online community. “It looks different in every community, but it’s there,” Peppler said. By being plugged into those communities youth have a chance to see what’s out there and how they can participate.\u003c/p>\n\u003cp>Technology has vastly enhanced the kinds of communities for young people to discover. There are online communities for art producers in every field and often professionals participate by critiquing members' posts or becoming mentors to those just starting out in a discipline.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Art production is fundamentally a social process, so whether it’s gathering in your living room or online that kind of production is happening.”\u003c/aside>\n\u003cp>The internet and social media offers a live audience for work students create, motivating them to innovate, revise, and improve their skills. Peppler said while artistic communities of all types have long existed, it’s only now that researchers are hearing about them through social media.\u003c/p>\n\u003cp>Peppler’s research on the fertile artistic community that technology has helped enable has interesting implications for more formal education programs. Peppler offered some highlights:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Art education should be based around the idea of the portfolio, a common evaluation tool in art fields. When students see the work they do both in and outside of class as contributing to a broader repository of work useful for demonstrating skill, assignments mean more. Students are already building up these sorts of digital portfolios and teachers should ask about seeing them and helping add to them. “Kids are shy; they aren’t sure [their art] is going to be welcome,” Peppler said. “They may not be forthcoming with what they are doing.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. Teachers can also use technology to find students interested in more formal art programs and to connect them to resources. Students are online, talking and creating and teachers need to meet them where they are.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. Another key way that art education could change is by providing more open studio-type space to youth. There are plenty of organizations already conducting programming in this way and they should be replicated. “Having a physical location where kids can come and hang out when they don’t really have that outside of their homes is really important,” Peppler said. “I just wouldn’t want that to look like structured programs. Kids want to produce, but they don’t want to be told what to produce or how.” Allowing that freedom of expression within the formal environment could be essential to linking the knowledge a teacher offers to the passion-based approach with which students became interested in learning a skill.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. Teachers need to think of art and technology as a space for co-discovery, approaching a collaborative environment with students without fear. “It’s a difference between seeing ourselves teaching only the things we have expertise about versus being a learner along with the kids,” Peppler said. She pointed out that it’s a win for teachers because they can learn new technologies in a low-stress environment, but feel secure that they will still offer important advice on the formal component of art that students can’t pick up through tech tutorials.\u003c/p>\n\u003cfigure id=\"attachment_30490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/sosodaydreamart/8414244830/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-30490\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/8414244830_430e903163_z-300x225.jpg\" alt=\"8414244830_430e903163_z\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CASE STUDIES THAT WORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a> in Chicago is one effective model that Peppler recommends more schools and programs replicate. They’ve done a good job of integrating new technologies and student passions into the classes they offer. The program is in its eighth year of working within schools, after school and pushing art into the home. The program leverages students’ love of technology and passion for it to help them continue to create on their own time.\u003c/p>\n\u003cp>“The challenge is how you look at all these things that are bubbling up on their own and look more intentionally to design supports for that,” said Akili Lee, co-founder of Digital Youth Network. His goal is to teach basic media creation skills like podcasting, game design, animation and video production with depth and breadth. The program doesn’t just focus on the tools, though; its broader intent is to give youth outlets to express identity and to form supportive communities.\u003c/p>\n\u003cp>Lee said when a student shows passion for something he’s never heard of, the best course of action is to support that interest. For example, one of his students, Jaylin, was taking a video production class and became curious about other kinds of video. He started exploring anime music videos, a sub-genre of video that shows anime clips edited together to a background of popular music.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/sesame-street-meets-the-app-age-how-to-nurture-creative-learning/\">Sesame Street Meets the App Age: How to Nurture Creative Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“He would go off into these other online communities and develop his skills,” Lee said. Jaylin became an expert in anime music videos by creating on his own time, posting his videos to online communities and getting feedback. He then brought his passion back to school and got other students hooked on the peculiar genre. He made himself influential in that space through his excitement about it. His passion led him to develop even stronger video production and editing skills than the basics he’d learned in class.\u003c/p>\n\u003cp>As Lee watched his students interacting through the program’s website late at night and on weekends, as well as in separate online communities, he realized Digital Youth Network could better support its students by reaching them where the discussion was already happening. “The online space gives authentic audience and feedback for students,” Lee said. They could see the process of how to get from where they were to where they wanted to go more easily.\u003c/p>\n\u003cp>Digital Youth Network developed\u003ca href=\"http://www.digitalyouthnetwork.org/6-online/pages/19-remix-world\"> Remix World\u003c/a>, a social learning network based on how kids were interacting on social media. The network is integrated into every class; students share work, resources and feedback through the tool. It also allows the students from schools all over Chicago working in a similar medium or on a common topic to support one another 24 hours a day. The network extends the work that goes on in workshops, but is sustainable.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The experiences of Lee and his students at Digital Youth Network help corroborate Peppler’s finding about the power of technology outside the classroom and how it could be leveraged to better recognize and make use of student talent developing apart from formal instruction.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30450\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Documents/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.pdf\">\u003cimg class=\"size-full wp-image-30450\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/WallaceFoundation.jpg\" alt=\"WallaceFoundation\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/WallaceFoundation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The average teenager consumes about 10 hours of media per day according to a Kaiser Family Foundation \u003ca href=\"http://kff.org/other/event/generation-m2-media-in-the-lives-of/\">report\u003c/a>, and that's often through a gadget like smartphone or tablet. But depending on what we choose to focus on, that's not necessarily a bad thing. The same devices that are used to consume art have also allowed students to create on their own, often with little instruction or direction.\u003c/p>\n\u003cp>This trend of interest-driven art creation comes at a time when public schools are cutting art programming, and it offers a promising new way to reach and mold budding artists.\u003cbr>\n“A lot of times we think we need to have programs that cultivate learning in the art form, but what we are finding is that through the continued production of art, and reflection on it, the kids are actually improving their skills over time,” said \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=kpeppler\">Kylie Peppler\u003c/a>, assistant professor of learning sciences at Indiana University. She wrote a report for the Wallace Foundation called \u003ca href=\"http://www.wallacefoundation.org/knowledge-center/arts-education/key-research/Documents/New-Opportunities-for-Interest-Driven-Arts-Learning-in-a-Digital-Age.pdf\">New Opportunities for Interest Driven Art in a Digital Age\u003c/a>. The study finds that even without formal training, self-driven youth are developing the same habits of mind that they would under formal instruction -- they just don’t realize they’re doing it. Their creation is spontaneous, self-taught and often quite good.\u003c/p>\n\u003cp>Peppler found that as kids are playing around on their devices, the play is transferring into real skills, in part because many devices come with easy-to-use creation tools that offer a low barrier to entry. Furthermore, informal art-based activities have been found to transfer to real skills. Kids who played the video game Rock Band, for example, could sight read and transcribe traditional notation based on their experiences. And exposure to various art forms prompted them to seek formal training.\u003c/p>\n\u003cp>“For the very first time, kids enrolled in free violin lessons,” Peppler said. Once they got interested in music through Rock Band, they took advantage of free or low cost learning opportunities in their communities. Their video games helped them discover a new passion for music.\u003c/p>\n\u003cp>“Art forms are fundamentally an expression of human nature, some of them become a formalized program, but most of them emerge outside of that,” Peppler said. She found that much of the interest-based art happening outside of school is rooted in community and identity. She cites the \u003ca href=\"http://www.youtube.com/watch?v=7xexHjxBaV0\">krump dance movement\u003c/a> in Los Angeles as an example of a unique art form that emerged around the time of the Watts Riots because people wanted to congregate in a non-violent way. “It was something that just emerged out of the localized need as part of expression,” Peppler said.\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: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/paint-or-paint-app-value-of-creating-digital-vs-traditional-art/\">Paint or Paint App? Value of Creating Digital Vs. Traditional Art\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“Art production is fundamentally a social process, so whether it’s gathering in your living room or online, that kind of production is happening,” Peppler said. For lower-income students, physical space is often still important to art production because not everyone has access to the technology to participate in an online community. “It looks different in every community, but it’s there,” Peppler said. By being plugged into those communities youth have a chance to see what’s out there and how they can participate.\u003c/p>\n\u003cp>Technology has vastly enhanced the kinds of communities for young people to discover. There are online communities for art producers in every field and often professionals participate by critiquing members' posts or becoming mentors to those just starting out in a discipline.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Art production is fundamentally a social process, so whether it’s gathering in your living room or online that kind of production is happening.”\u003c/aside>\n\u003cp>The internet and social media offers a live audience for work students create, motivating them to innovate, revise, and improve their skills. Peppler said while artistic communities of all types have long existed, it’s only now that researchers are hearing about them through social media.\u003c/p>\n\u003cp>Peppler’s research on the fertile artistic community that technology has helped enable has interesting implications for more formal education programs. Peppler offered some highlights:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. Art education should be based around the idea of the portfolio, a common evaluation tool in art fields. When students see the work they do both in and outside of class as contributing to a broader repository of work useful for demonstrating skill, assignments mean more. Students are already building up these sorts of digital portfolios and teachers should ask about seeing them and helping add to them. “Kids are shy; they aren’t sure [their art] is going to be welcome,” Peppler said. “They may not be forthcoming with what they are doing.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. Teachers can also use technology to find students interested in more formal art programs and to connect them to resources. Students are online, talking and creating and teachers need to meet them where they are.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. Another key way that art education could change is by providing more open studio-type space to youth. There are plenty of organizations already conducting programming in this way and they should be replicated. “Having a physical location where kids can come and hang out when they don’t really have that outside of their homes is really important,” Peppler said. “I just wouldn’t want that to look like structured programs. Kids want to produce, but they don’t want to be told what to produce or how.” Allowing that freedom of expression within the formal environment could be essential to linking the knowledge a teacher offers to the passion-based approach with which students became interested in learning a skill.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. Teachers need to think of art and technology as a space for co-discovery, approaching a collaborative environment with students without fear. “It’s a difference between seeing ourselves teaching only the things we have expertise about versus being a learner along with the kids,” Peppler said. She pointed out that it’s a win for teachers because they can learn new technologies in a low-stress environment, but feel secure that they will still offer important advice on the formal component of art that students can’t pick up through tech tutorials.\u003c/p>\n\u003cfigure id=\"attachment_30490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/sosodaydreamart/8414244830/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-30490\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/8414244830_430e903163_z-300x225.jpg\" alt=\"8414244830_430e903163_z\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>CASE STUDIES THAT WORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a> in Chicago is one effective model that Peppler recommends more schools and programs replicate. They’ve done a good job of integrating new technologies and student passions into the classes they offer. The program is in its eighth year of working within schools, after school and pushing art into the home. The program leverages students’ love of technology and passion for it to help them continue to create on their own time.\u003c/p>\n\u003cp>“The challenge is how you look at all these things that are bubbling up on their own and look more intentionally to design supports for that,” said Akili Lee, co-founder of Digital Youth Network. His goal is to teach basic media creation skills like podcasting, game design, animation and video production with depth and breadth. The program doesn’t just focus on the tools, though; its broader intent is to give youth outlets to express identity and to form supportive communities.\u003c/p>\n\u003cp>Lee said when a student shows passion for something he’s never heard of, the best course of action is to support that interest. For example, one of his students, Jaylin, was taking a video production class and became curious about other kinds of video. He started exploring anime music videos, a sub-genre of video that shows anime clips edited together to a background of popular music.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/sesame-street-meets-the-app-age-how-to-nurture-creative-learning/\">Sesame Street Meets the App Age: How to Nurture Creative Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“He would go off into these other online communities and develop his skills,” Lee said. Jaylin became an expert in anime music videos by creating on his own time, posting his videos to online communities and getting feedback. He then brought his passion back to school and got other students hooked on the peculiar genre. He made himself influential in that space through his excitement about it. His passion led him to develop even stronger video production and editing skills than the basics he’d learned in class.\u003c/p>\n\u003cp>As Lee watched his students interacting through the program’s website late at night and on weekends, as well as in separate online communities, he realized Digital Youth Network could better support its students by reaching them where the discussion was already happening. “The online space gives authentic audience and feedback for students,” Lee said. They could see the process of how to get from where they were to where they wanted to go more easily.\u003c/p>\n\u003cp>Digital Youth Network developed\u003ca href=\"http://www.digitalyouthnetwork.org/6-online/pages/19-remix-world\"> Remix World\u003c/a>, a social learning network based on how kids were interacting on social media. The network is integrated into every class; students share work, resources and feedback through the tool. It also allows the students from schools all over Chicago working in a similar medium or on a common topic to support one another 24 hours a day. The network extends the work that goes on in workshops, but is sustainable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The experiences of Lee and his students at Digital Youth Network help corroborate Peppler’s finding about the power of technology outside the classroom and how it could be leveraged to better recognize and make use of student talent developing apart from formal instruction.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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