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"content": "\u003cfigure id=\"attachment_30442\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/carbonnyc/2965625438/sizes/z/in/photolist-5w4B85-7MMSrV-5wfvuz-6F4BWe-7NsqBg-3KEtA3-48LiYC-48GhuV-9QBbkU-3KEu5G-cg3Pqy-aM7YwV-aM81MV-aM7Vjn-aM7WAt-aM7YkD-aM7Z9R-aM8hje-aM7YNr-aM7VFv-aM7YXT-aM8gZF-aM7ZRc-aM81hR-4o7VTv-aM7XRM-arCySU-4Cq6Uj-69ZUuT-6a55Bq-6a55Fb-6a54Ud-69ZUwz-6a54T9-6a55DN-69ZUzx-6a54WA-69ZUBi-6a55AC-6a55Eq-6a552G-6a556h-7PA8iQ-69ZUhR-7PA7Fw-7Pw8vK-9evXmp-t4Bq-euZj1T-5F1T9s-7s7dUT/\">\u003cimg class=\"size-medium wp-image-30442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/2965625438_266e481d09_z-300x168.jpg\" alt=\"2965625438_266e481d09_z\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the field of ed-tech has grown, research around the efficacy of technology has been hard to come by. Part of the difficulty is finding accurate comparisons because schools, administrations, districts and student populations across the country have their own individual sets of criteria and challenges.\u003c/p>\n\u003cp>A \u003ca href=\"http://carnegielearning.isebox.net/algebra-effectiveness/study/\">recent report by the RAND\u003c/a> Corporation, in partnership with the Department of Education, tries to provide an objective overview of blended learning. RAND conducted a national two-year randomized trial to determine whether a blended learning curriculum developed by \u003ca href=\"http://www.carnegielearning.com/\">Carnegie Learning, Inc\u003c/a>. had a positive effect on middle and high school algebra students. The report found that the curriculum, which included both instruction time on computers and in-person, improved high school performance by 8 percentile points.\u003c/p>\n\u003cp>For the study, RAND reached out to schools in rural, urban and suburban areas and included students living in high-poverty areas, places with high populations of ethnic minorities and every other kind of school. By choosing a diverse population of more than 18,000 students in 147 schools in seven states, the aim of the study was to ensure that the results could be applied to schools in any environment.\u003c/p>\n\u003cp>“What happens a disappointing amount of time is you don’t find significant effects,” said \u003ca href=\"http://www.rand.org/about/people/p/pane_john_f.html\">John Pane, senior scientist at RAND\u003c/a> and lead researcher for the study. “So to have identified something that is educationally meaningful is a success. Everything we did was with an eye to not interfering with how schools normally operate.”\u003c/p>\n\u003cp>For the study, participating schools were given access to the software and teachers were trained without any additional supports, just as they would be if a school purchased the software on its own. Most restricted studies using certain products, Pane said, provide extra professional development or support, skewing the results.\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/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The DOE chose to study Carnegie Learning’s curriculum because of its track record of success in 46 other non-randomized studies. “We've done a large amount of field research coming into this that suggested that this approach would work better than others,” said Steve Ritter, chief product architect at Carnegie Learning. The company is an offshoot of cognitive psychology research at Carnegie Mellon dating back to the late 1980s. This curriculum has been in use since 1998. Its long track record is what prompted this expansive and expensive study. It cost $6 million.\u003c/p>\n\u003cp>Like other blended learning curriculum the Carnegie Learning approach relies on software to supplement teacher instruction. “We ask students to do a lot of writing about math, solving real world problems,” Ritter said. The company recommends using software two days a week and in-class instruction three days a week because things like classroom interaction, group discussion, collaborating on problem-solving helps cement the learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The real goal is for students to learn math well enough to solve math problems in the real world they live in, not on tests.” \u003c/aside>\n\u003cp>\u003cstrong>PROGRAM DETAILS\u003c/strong>\u003c/p>\n\u003cp>The program itself asks students to solve long multi-step problems. The software tracks the student’s problem-solving strategies and gives feedback on the process along the way. “In our system we ask the student to show their work to the computer,” Ritter said. The curriculum also recommends in-class instruction focused on small group work, articulating the problem solving process and even writing in the textbook.\u003c/p>\n\u003cp>Algebra is the focus of study, Ritter said, because it’s a moment in math education where students often fall behind. “Algebra is the place where math goes from being concrete to abstract,” Ritter said. He pointed out that it’s an essential skill to making quantitative predictions about the world, a skill required for statistics, for example.\u003c/p>\n\u003cp>But although students in the treatment group did improve, RAND could not definitively link that improvement to the software used. “Teaching was different in Carnegie Learning classrooms than in the control group classrooms; we can say that,” Pane said. “We can’t tell if it’s the software or something happening in the classroom.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work For Teaching Language Arts?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>In a different study, RAND hopes to drill down on data from the software itself to find out its direct impact. When Carnegie Learning applied for the DOE grant seven years ago, the research question was whether the curriculum was effective, not whether the success was directly attributable to software – a more pressing question today as technology in the classroom proliferates.\u003c/p>\n\u003cp>The study did find that students performed better in the second year of implementation, no matter the experience of the teacher. In other words, even students taught by a teacher who had never used the blended curriculum before performed better than the control group. Both Ritter and Pane speculate that teachers adapted the curriculum in the second year and helped first year teachers along, thus improving its implementation.\u003c/p>\n\u003cp>It’s worth noting that RAND gave all students in the study a standardized readiness exam at the beginning of the year and a proficiency exam at the end of the course to measure learning. However, the Carnegie Learning curriculum focuses more on performance assessments.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The real goal is for students to learn math well enough to solve math problems in the real world they live in, not on tests,” Ritter said. Still, he’s happy the RAND results on multiple-choice tests were positive. “We do believe it’s a valuable test of our system because we know that kids are mostly taking these standardized tests,” he said.\u003c/p>\n\n",
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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/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The DOE chose to study Carnegie Learning’s curriculum because of its track record of success in 46 other non-randomized studies. “We've done a large amount of field research coming into this that suggested that this approach would work better than others,” said Steve Ritter, chief product architect at Carnegie Learning. The company is an offshoot of cognitive psychology research at Carnegie Mellon dating back to the late 1980s. This curriculum has been in use since 1998. Its long track record is what prompted this expansive and expensive study. It cost $6 million.\u003c/p>\n\u003cp>Like other blended learning curriculum the Carnegie Learning approach relies on software to supplement teacher instruction. “We ask students to do a lot of writing about math, solving real world problems,” Ritter said. The company recommends using software two days a week and in-class instruction three days a week because things like classroom interaction, group discussion, collaborating on problem-solving helps cement the learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The real goal is for students to learn math well enough to solve math problems in the real world they live in, not on tests.” \u003c/aside>\n\u003cp>\u003cstrong>PROGRAM DETAILS\u003c/strong>\u003c/p>\n\u003cp>The program itself asks students to solve long multi-step problems. The software tracks the student’s problem-solving strategies and gives feedback on the process along the way. “In our system we ask the student to show their work to the computer,” Ritter said. The curriculum also recommends in-class instruction focused on small group work, articulating the problem solving process and even writing in the textbook.\u003c/p>\n\u003cp>Algebra is the focus of study, Ritter said, because it’s a moment in math education where students often fall behind. “Algebra is the place where math goes from being concrete to abstract,” Ritter said. He pointed out that it’s an essential skill to making quantitative predictions about the world, a skill required for statistics, for example.\u003c/p>\n\u003cp>But although students in the treatment group did improve, RAND could not definitively link that improvement to the software used. “Teaching was different in Carnegie Learning classrooms than in the control group classrooms; we can say that,” Pane said. “We can’t tell if it’s the software or something happening in the classroom.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work For Teaching Language Arts?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>In a different study, RAND hopes to drill down on data from the software itself to find out its direct impact. When Carnegie Learning applied for the DOE grant seven years ago, the research question was whether the curriculum was effective, not whether the success was directly attributable to software – a more pressing question today as technology in the classroom proliferates.\u003c/p>\n\u003cp>The study did find that students performed better in the second year of implementation, no matter the experience of the teacher. In other words, even students taught by a teacher who had never used the blended curriculum before performed better than the control group. Both Ritter and Pane speculate that teachers adapted the curriculum in the second year and helped first year teachers along, thus improving its implementation.\u003c/p>\n\u003cp>It’s worth noting that RAND gave all students in the study a standardized readiness exam at the beginning of the year and a proficiency exam at the end of the course to measure learning. However, the Carnegie Learning curriculum focuses more on performance assessments.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The real goal is for students to learn math well enough to solve math problems in the real world they live in, not on tests,” Ritter said. Still, he’s happy the RAND results on multiple-choice tests were positive. “We do believe it’s a valuable test of our system because we know that kids are mostly taking these standardized tests,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/76994867@N00/5375603380/in/photolist-9c2nAU-9psLHL\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>By Sean Coughan, BBC News\u003c/h4>\n\u003cp class=\"dropcap-serif\">The boring university lecture is going to be the first major casualty of the rise in online learning in higher education, says Wikipedia founder Jimmy Wales.\u003c/p>\n\u003cp>The custodian of the world's biggest online encyclopaedia says that unless universities respond to the rising tide of online courses new major players will emerge to displace them, in the way that Microsoft arrived from nowhere alongside the personal computer.\u003c/p>\n\u003cp>\"I think that the impact is going to be massive and transformative,\" says Mr Wales, describing the importance of the MOOCs (massive open online courses) that have signed up millions of students.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"In university you’re still likely to be in a large lecture hall with a very boring professor, and everyone knows it’s not working very well.\"\u003c/aside>\n\u003cp>\"It's also been slower than anyone would have anticipated. But I'm not a person who thinks that people will be able to just go online and get a complete education without the guidance of the teacher. That sort of simplistic model shouldn't be our framework.\"\u003c/p>\n\u003cp>Instead he thinks that universities need to use online technology where it really works.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And from his own experience as a student, the traditional university lecture should have been condemned decades ago and replaced with an online video recording that can be stopped and started.\u003c/p>\n\u003cp>\u003cstrong>Recorded lectures\u003c/strong>\u003c/p>\n\u003cp>\"I was taking an advanced calculus class and my instructor was reputed to be a fabulous researcher, but he barely spoke English. He was a very boring and bad teacher and I was absolutely lost and in despair.\u003c/p>\n\u003cp>\"So I went to the campus tutoring centre and they had Betamax tapes of a professor who had won teaching awards. Basically I sat with those tapes and took class there. But I still had to go to the other one and sat there and wanted to kill myself.\u003c/p>\n\u003cp>\"I thought at that time, in the future, why wouldn't you have the most entertaining professor, the one with the proven track record of getting knowledge into people's heads?\u003c/p>\n\u003cp>\"We're still not quite there. In university you're still likely to be in a large lecture hall with a very boring professor, and everyone knows it's not working very well. It's not even the best use of that professor's time or the audience.\"\u003c/p>\n\u003cp>Online courses provide such libraries of video lectures, supplemented with interactive information, that can be used at any time on a tablet computer or laptop.\u003c/p>\n\u003cp>And Mr Wales suggests the future model of higher education will be to allow students to use recordings of lectures - and to use the teaching time to discuss and develop what students have been watching.\u003c/p>\n\u003cp>\"It seems much more effective and is the direction I think we're going to go.\"\u003c/p>\n\u003cp>Wikipedia itself is central to this changing landscape in which huge amounts of high-quality information are available free anywhere with an internet connection.\u003c/p>\n\u003cp>The sheer scale of the information and the volume of its consumption has no parallel in history. Wikipedia's latest internet traffic is running at more than 21 billion page impressions per month.\u003c/p>\n\u003cp>But he says it remains uncertain whether universities will be ready to change. \"There's a certain inertia in the system.\"\u003c/p>\n\u003cp>\u003cstrong>Adapt or die\u003c/strong>\u003c/p>\n\u003cp>\"The really interesting challenge for big-brand universities is whether they are going to move into that space. If we thought of universities as normal businesses we would say, 'Will they be able to adapt to the PC revolution?' It's that kind of question. Will Harvard or MIT, Oxford or Cambridge, be able to adapt? Or will Microsoft come out of nowhere?\u003c/p>\n\u003cp>\"It's going to be really fascinating to see it unfold.\"\u003c/p>\n\u003cp>In terms of technology in education, he says we should look at how it's being driven by interest in home schooling.\u003c/p>\n\u003cp>\"In the US, for younger children, the home schooling movement is huge.\u003c/p>\n\u003cp>\"There are a load of online educational resources, they're booming. Parents are looking for the best education for their kids, they realise these tools are working. There's a marketplace for it long before the traditional school is going to think about it.\"\u003c/p>\n\u003cp>Mr Wales himself grew up in a small private school run by his mother and grandmother in Alabama. There were four other children in his grade.\u003c/p>\n\u003cp>\"It was like a one-room schoolhouse, the kind of place Abe Lincoln went to school,\" he says.\u003c/p>\n\u003cp>\"Education was our life, something incredibly valued by my family.\"\u003c/p>\n\u003cp>\u003cstrong>Developing world\u003c/strong>\u003c/p>\n\u003cp>An important part of Wikipedia's future focus, he says, is going to reach the modern world's version of isolated school houses in the developing world.\u003c/p>\n\u003cp>In wealthier countries there might be the luxury of a debate about whether Wikipedia is better or worse than printed encyclopaedias. But Mr Wales wants to support languages in Africa where there have never been encyclopaedias in the first place.\u003c/p>\n\u003cp>Wikipedia operates in 286 different languages, but the content is very unevenly spread. There are more than 4 million articles in English, while Xhosa, spoken by almost 8 million people in South Africa, only has 147 articles.\u003c/p>\n\u003cp>\"Our role in languages of the developing world is quite different from our role in English.\u003c/p>\n\u003cp>\"We've still got a long way to go. I'd say we've increasingly turned our focus to the languages of the developing world. It's really of great importance. Our goal is a free encyclopaedia for everyone in their own language.\"\u003c/p>\n\u003cp>He rejects the idea that Wikipedia's instant knowledge represents some kind of dumbing down. It has long been accused of being the hidden hand in countless school and university assignments.\u003c/p>\n\u003cp>But Mr Wales says it plays a vital democratic role in allowing ordinary people to become informed in a way that would never have been possible before.\u003c/p>\n\u003cp>If there is a story in the news, people can find out the background for themselves. \"We can see it in our traffic. There's a massive spike.\u003c/p>\n\u003cp>\"In some rose-coloured view of the past we all went home and read books about it. The truth is that we didn't.\u003c/p>\n\u003cp>\"It's remarkable that people now have the opportunity. It's not a Utopian state, but people have the possibility to do their own research.\"\u003c/p>\n\u003cp>\u003cstrong>Pub quiz\u003c/strong>\u003c/p>\n\u003cp>Mr Wales also defends what Wikipedia represents for free speech in countries with censorship and a lack of human rights.\u003c/p>\n\u003cp>\"The impact of the knowledge we bring is important, but what is much more deeply political is the concept of Wikipedia, that ordinary people should be able to participate in the grand human dialogue.\u003c/p>\n\u003cp>\"It's a very subversive idea in a society that is top-down and 'do as your masters tell you,'\" he says.\u003c/p>\n\u003cp>The online encyclopaedia is now 12 years old, launched in the same month as iTunes and when Greece adopted the euro. It has grown to 26 million articles and has more than 500 million individual users a month.\u003c/p>\n\u003cp>Wikipedia's next development will be to make it easier for a wider variety of people to write and edit articles, with an editing tool that is more user-friendly.\u003c/p>\n\u003cp>\"For people who aren't computer geeks, it's intimidating. The user base of active editors tend to be computer-savvy. We want to diversify, so they can be geeks but not computer geeks.\"\u003c/p>\n\u003cp>Of course, there's still a big unanswered question. How would the king of Wikipedia get on in a pub quiz? Would he have to illicitly check his smartphone under the table?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I've declined to go on a TV quiz show. There's no upside for me. Unless I get every single question right I'm going to be subject to mockery. Because I'm meant to be the encyclopaedia guy.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30065\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/76994867@N00/5375603380/in/photolist-9c2nAU-9psLHL\">\u003cimg class=\"size-full wp-image-30065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg\" alt=\"5375603380_2f3c0b6aa0_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/5375603380_2f3c0b6aa0_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>By Sean Coughan, BBC News\u003c/h4>\n\u003cp class=\"dropcap-serif\">The boring university lecture is going to be the first major casualty of the rise in online learning in higher education, says Wikipedia founder Jimmy Wales.\u003c/p>\n\u003cp>The custodian of the world's biggest online encyclopaedia says that unless universities respond to the rising tide of online courses new major players will emerge to displace them, in the way that Microsoft arrived from nowhere alongside the personal computer.\u003c/p>\n\u003cp>\"I think that the impact is going to be massive and transformative,\" says Mr Wales, describing the importance of the MOOCs (massive open online courses) that have signed up millions of students.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"In university you’re still likely to be in a large lecture hall with a very boring professor, and everyone knows it’s not working very well.\"\u003c/aside>\n\u003cp>\"It's also been slower than anyone would have anticipated. But I'm not a person who thinks that people will be able to just go online and get a complete education without the guidance of the teacher. That sort of simplistic model shouldn't be our framework.\"\u003c/p>\n\u003cp>Instead he thinks that universities need to use online technology where it really works.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And from his own experience as a student, the traditional university lecture should have been condemned decades ago and replaced with an online video recording that can be stopped and started.\u003c/p>\n\u003cp>\u003cstrong>Recorded lectures\u003c/strong>\u003c/p>\n\u003cp>\"I was taking an advanced calculus class and my instructor was reputed to be a fabulous researcher, but he barely spoke English. He was a very boring and bad teacher and I was absolutely lost and in despair.\u003c/p>\n\u003cp>\"So I went to the campus tutoring centre and they had Betamax tapes of a professor who had won teaching awards. Basically I sat with those tapes and took class there. But I still had to go to the other one and sat there and wanted to kill myself.\u003c/p>\n\u003cp>\"I thought at that time, in the future, why wouldn't you have the most entertaining professor, the one with the proven track record of getting knowledge into people's heads?\u003c/p>\n\u003cp>\"We're still not quite there. In university you're still likely to be in a large lecture hall with a very boring professor, and everyone knows it's not working very well. It's not even the best use of that professor's time or the audience.\"\u003c/p>\n\u003cp>Online courses provide such libraries of video lectures, supplemented with interactive information, that can be used at any time on a tablet computer or laptop.\u003c/p>\n\u003cp>And Mr Wales suggests the future model of higher education will be to allow students to use recordings of lectures - and to use the teaching time to discuss and develop what students have been watching.\u003c/p>\n\u003cp>\"It seems much more effective and is the direction I think we're going to go.\"\u003c/p>\n\u003cp>Wikipedia itself is central to this changing landscape in which huge amounts of high-quality information are available free anywhere with an internet connection.\u003c/p>\n\u003cp>The sheer scale of the information and the volume of its consumption has no parallel in history. Wikipedia's latest internet traffic is running at more than 21 billion page impressions per month.\u003c/p>\n\u003cp>But he says it remains uncertain whether universities will be ready to change. \"There's a certain inertia in the system.\"\u003c/p>\n\u003cp>\u003cstrong>Adapt or die\u003c/strong>\u003c/p>\n\u003cp>\"The really interesting challenge for big-brand universities is whether they are going to move into that space. If we thought of universities as normal businesses we would say, 'Will they be able to adapt to the PC revolution?' It's that kind of question. Will Harvard or MIT, Oxford or Cambridge, be able to adapt? Or will Microsoft come out of nowhere?\u003c/p>\n\u003cp>\"It's going to be really fascinating to see it unfold.\"\u003c/p>\n\u003cp>In terms of technology in education, he says we should look at how it's being driven by interest in home schooling.\u003c/p>\n\u003cp>\"In the US, for younger children, the home schooling movement is huge.\u003c/p>\n\u003cp>\"There are a load of online educational resources, they're booming. Parents are looking for the best education for their kids, they realise these tools are working. There's a marketplace for it long before the traditional school is going to think about it.\"\u003c/p>\n\u003cp>Mr Wales himself grew up in a small private school run by his mother and grandmother in Alabama. There were four other children in his grade.\u003c/p>\n\u003cp>\"It was like a one-room schoolhouse, the kind of place Abe Lincoln went to school,\" he says.\u003c/p>\n\u003cp>\"Education was our life, something incredibly valued by my family.\"\u003c/p>\n\u003cp>\u003cstrong>Developing world\u003c/strong>\u003c/p>\n\u003cp>An important part of Wikipedia's future focus, he says, is going to reach the modern world's version of isolated school houses in the developing world.\u003c/p>\n\u003cp>In wealthier countries there might be the luxury of a debate about whether Wikipedia is better or worse than printed encyclopaedias. But Mr Wales wants to support languages in Africa where there have never been encyclopaedias in the first place.\u003c/p>\n\u003cp>Wikipedia operates in 286 different languages, but the content is very unevenly spread. There are more than 4 million articles in English, while Xhosa, spoken by almost 8 million people in South Africa, only has 147 articles.\u003c/p>\n\u003cp>\"Our role in languages of the developing world is quite different from our role in English.\u003c/p>\n\u003cp>\"We've still got a long way to go. I'd say we've increasingly turned our focus to the languages of the developing world. It's really of great importance. Our goal is a free encyclopaedia for everyone in their own language.\"\u003c/p>\n\u003cp>He rejects the idea that Wikipedia's instant knowledge represents some kind of dumbing down. It has long been accused of being the hidden hand in countless school and university assignments.\u003c/p>\n\u003cp>But Mr Wales says it plays a vital democratic role in allowing ordinary people to become informed in a way that would never have been possible before.\u003c/p>\n\u003cp>If there is a story in the news, people can find out the background for themselves. \"We can see it in our traffic. There's a massive spike.\u003c/p>\n\u003cp>\"In some rose-coloured view of the past we all went home and read books about it. The truth is that we didn't.\u003c/p>\n\u003cp>\"It's remarkable that people now have the opportunity. It's not a Utopian state, but people have the possibility to do their own research.\"\u003c/p>\n\u003cp>\u003cstrong>Pub quiz\u003c/strong>\u003c/p>\n\u003cp>Mr Wales also defends what Wikipedia represents for free speech in countries with censorship and a lack of human rights.\u003c/p>\n\u003cp>\"The impact of the knowledge we bring is important, but what is much more deeply political is the concept of Wikipedia, that ordinary people should be able to participate in the grand human dialogue.\u003c/p>\n\u003cp>\"It's a very subversive idea in a society that is top-down and 'do as your masters tell you,'\" he says.\u003c/p>\n\u003cp>The online encyclopaedia is now 12 years old, launched in the same month as iTunes and when Greece adopted the euro. 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"content": "\u003cfigure id=\"attachment_30284\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/5667865836/sizes/z/in/photolist-9CRi3L-9CNm8c-9CNmqZ-9CRg4s-9CRgBu-9BFeLg-9BJbcA-e4Joyy-bnqUmg-apn6U2-dDZ5pN-9bEXDr-9BFeYn-9BFfcc-9BFfNt-9BFg3a-8LdF39-9BFfWv-atpFrh-bTvLUx-9BFeSr-adkDgC-d9grqf-8rzQoF-8rzRMX-8rzSm6-8rzQJc-8rCVDQ-8rCVTm-8rzQvz-8rzSbk-8rzSw4-8rzRZP-8LdEZf-8LdF4y-8LaAmp-8LdF67-8LaAqe-8LaAtv-8LdF1w-8LdEUU-8rD2kh-8rzVjV-8rD2i9-8rD2sy-8rzUqp-8rD2fu-9R6gNL-9R6haU-9R3mw8-9R6fhN/\">\u003cimg class=\"size-full wp-image-30284\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/20100915-020.jpg\" alt=\"20100915 020\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://allthingsd.com/20130529/mary-meekers-internet-trends-report-is-back-at-d11-slides/?mod=atdtweet\">explosive growth of tablets\u003c/a> finds its way to schools, teachers and administrators need to continue the work of figuring out how to best incorporate tablets into the learning experience of students.\u003c/p>\n\u003cp>Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. Kids often come to school and instinctively want to engage with a tablet as a toy, expecting to be free to play the games they want to play and explore the apps they are interested in.\u003c/p>\n\u003cp>To get kids to shift into tablet as learning tool, teachers are finding that instilling fair, reasonable and consistent classroom habits in tablet learning environments is key.\u003c/p>\n\u003cp>Here are a few strategies to employ to facilitate positive tablet learning habits:\u003c/p>\n\u003cul>\n\u003cli>Be clear with students at the outset of class whether tablets will be used that day. If tablets are not part of the learning plan for the day, just let students know that by saying, \"We are device-free today, so please find a resting place for your tablet.\" This approach quickly takes the pressure off of the teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>If you are going to use the tablets with students, be prepared to move and engage a lot. Tablet-learning requires a lot of energy on the part of the teacher and a high level of engagement and interaction with students. Plan on weaving in and out of students as they work on the tablets so you can ask questions, probe, query, challenge and inquire.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Carefully consider space. Keeping students close together in a circle or a series of circles with tablets flat and easily viewable helps to maintain focus. For younger students, having the tablet on the surface of the floor makes it easy for the teacher to see the screens. Dispersing students around the classroom or outside opens up a can of worms in terms of management, unless the goals and objectives are clear for students, with a well-defined time frame for completion of a learning task.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #00ccff\">Learning With Tablets\u003cbr>\n\u003c/span>\u003c/h3>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/14-smart-tips-for-using-ipads-in-class/\">\u003cspan style=\"color: #808080\">14 Smart Tips for Using iPads in Class\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">\u003cspan style=\"color: #808080\">The iPad As a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #808080\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cul>\n\u003cli>Talk about the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">uses for tablets\u003c/a>: creation, consumption, curation, and connection. Be clear with students about the purpose for the class. The use of the tablet for the class might be to create, or it might be to consume, or it might involve curation or gathering of sites around a particular topic, like government, with the opportunity to teach media literacy, or it could be used to connect to resources and to their peers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Build an appropriately sized app library for the tablets. Too many apps can be overwhelming and too few can be limiting. Employ the Goldilocks rule to find the just right menu of apps for the tablets. As the school year winds down, ask your students which apps they found most useful to help you figure out how to modify the menu for next year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Capture learning. Tablets present a wonderful opportunity for teachers to capture the magic moment that happens in a class discussion or activity. Have students be prepared to record their conversations or take photos of the learning process. Build a class library of positive learning moments that are happening with tablets so you can build on the positive behaviors, instead of harping on negative behaviors.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Accountability is key. Whatever the exercise, purpose or goal of the learning takingplace with tablets, be sure to expect a result at the end of the class and have students share their work with the learning community so that the classroom is a \"collaboratory.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Be confident and remember that you are the adult in charge of the learning environment. There is no need to let the tablet abdicate your authority. If a student breaks trust or acts inappropriately, be fair and consistent with consequences, as you would be with other behaviors.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Be patient and take small steps. It does not all have to happen at once.\u003c/li>\n\u003c/ul>\n\u003cp>Schools can continue to keep learning and growing and recognizing that tablets are a new learning tool. As with any new tool, there are growing pains and it's a natural and healthy process to go through for teachers and schools. At the end of the day, focusing on new habits with persistence will help to create a positive tablet learning environment for students and teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. Here are some ideas on how to develop smart habits for class.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30284\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/5667865836/sizes/z/in/photolist-9CRi3L-9CNm8c-9CNmqZ-9CRg4s-9CRgBu-9BFeLg-9BJbcA-e4Joyy-bnqUmg-apn6U2-dDZ5pN-9bEXDr-9BFeYn-9BFfcc-9BFfNt-9BFg3a-8LdF39-9BFfWv-atpFrh-bTvLUx-9BFeSr-adkDgC-d9grqf-8rzQoF-8rzRMX-8rzSm6-8rzQJc-8rCVDQ-8rCVTm-8rzQvz-8rzSbk-8rzSw4-8rzRZP-8LdEZf-8LdF4y-8LaAmp-8LdF67-8LaAqe-8LaAtv-8LdF1w-8LdEUU-8rD2kh-8rzVjV-8rD2i9-8rD2sy-8rzUqp-8rD2fu-9R6gNL-9R6haU-9R3mw8-9R6fhN/\">\u003cimg class=\"size-full wp-image-30284\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/20100915-020.jpg\" alt=\"20100915 020\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://allthingsd.com/20130529/mary-meekers-internet-trends-report-is-back-at-d11-slides/?mod=atdtweet\">explosive growth of tablets\u003c/a> finds its way to schools, teachers and administrators need to continue the work of figuring out how to best incorporate tablets into the learning experience of students.\u003c/p>\n\u003cp>Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. Kids often come to school and instinctively want to engage with a tablet as a toy, expecting to be free to play the games they want to play and explore the apps they are interested in.\u003c/p>\n\u003cp>To get kids to shift into tablet as learning tool, teachers are finding that instilling fair, reasonable and consistent classroom habits in tablet learning environments is key.\u003c/p>\n\u003cp>Here are a few strategies to employ to facilitate positive tablet learning habits:\u003c/p>\n\u003cul>\n\u003cli>Be clear with students at the outset of class whether tablets will be used that day. If tablets are not part of the learning plan for the day, just let students know that by saying, \"We are device-free today, so please find a resting place for your tablet.\" This approach quickly takes the pressure off of the teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>If you are going to use the tablets with students, be prepared to move and engage a lot. Tablet-learning requires a lot of energy on the part of the teacher and a high level of engagement and interaction with students. Plan on weaving in and out of students as they work on the tablets so you can ask questions, probe, query, challenge and inquire.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Carefully consider space. Keeping students close together in a circle or a series of circles with tablets flat and easily viewable helps to maintain focus. For younger students, having the tablet on the surface of the floor makes it easy for the teacher to see the screens. Dispersing students around the classroom or outside opens up a can of worms in terms of management, unless the goals and objectives are clear for students, with a well-defined time frame for completion of a learning task.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #00ccff\">Learning With Tablets\u003cbr>\n\u003c/span>\u003c/h3>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/14-smart-tips-for-using-ipads-in-class/\">\u003cspan style=\"color: #808080\">14 Smart Tips for Using iPads in Class\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">\u003cspan style=\"color: #808080\">The iPad As a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #808080\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cul>\n\u003cli>Talk about the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">uses for tablets\u003c/a>: creation, consumption, curation, and connection. Be clear with students about the purpose for the class. The use of the tablet for the class might be to create, or it might be to consume, or it might involve curation or gathering of sites around a particular topic, like government, with the opportunity to teach media literacy, or it could be used to connect to resources and to their peers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Build an appropriately sized app library for the tablets. Too many apps can be overwhelming and too few can be limiting. Employ the Goldilocks rule to find the just right menu of apps for the tablets. As the school year winds down, ask your students which apps they found most useful to help you figure out how to modify the menu for next year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Capture learning. Tablets present a wonderful opportunity for teachers to capture the magic moment that happens in a class discussion or activity. Have students be prepared to record their conversations or take photos of the learning process. Build a class library of positive learning moments that are happening with tablets so you can build on the positive behaviors, instead of harping on negative behaviors.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Accountability is key. Whatever the exercise, purpose or goal of the learning takingplace with tablets, be sure to expect a result at the end of the class and have students share their work with the learning community so that the classroom is a \"collaboratory.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Be confident and remember that you are the adult in charge of the learning environment. There is no need to let the tablet abdicate your authority. If a student breaks trust or acts inappropriately, be fair and consistent with consequences, as you would be with other behaviors.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Be patient and take small steps. It does not all have to happen at once.\u003c/li>\n\u003c/ul>\n\u003cp>Schools can continue to keep learning and growing and recognizing that tablets are a new learning tool. As with any new tool, there are growing pains and it's a natural and healthy process to go through for teachers and schools. At the end of the day, focusing on new habits with persistence will help to create a positive tablet learning environment for students and teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "FCC Steps Up Efforts to Boost Schools' Online Access",
"title": "FCC Steps Up Efforts to Boost Schools' Online Access",
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"content": "\u003cfigure id=\"attachment_30248\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-30248\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/plugging-in-300x168.jpg\" alt=\"plugging-in\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Amidst all the exciting discussions of how to deepen student learning with digital and online tools is a much less exciting, but equally important question about how to schools pay for the expensive infrastructure like bandwidth, wireless networks, and basic internet connections central to new teaching methods. The federal government recognized this need in 1996 when the internet was in its infancy, creating the \u003ca href=\"http://www.sl.universalservice.org/menu.asp\">Universal Service Program for Schools and Libraries\u003c/a>, or E-rate, to help schools and libraries connect to the internet. The program funds the connectivity needs of the majority of public schools and libraries.\u003c/p>\n\u003cp>Now, the Federal Communications Commission is working to \u003ca href=\"https://www.fundsforlearning.com/docs/2013/07/NPRM_072313.pdf\">rewrite the E-rate program guidelines\u003c/a> to better suit the emerging needs of today’s school environment. The changes are welcome news to harried school technology experts tasked with estimating a school’s needs more than a year in advance and applying for federal funds through the cumbersome E-rate application process.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The key is to have an eligible services framework that’s broad enough, provides some guidelines, but doesn't hard wire or define it so much that it’s tied down to one type of technology.\"\u003c/strong>\u003c/aside>\n\u003cp>In 2013, the program had $2.4 billion dollars to give out and received requests totaling $4.9 billion. “Demand has exceeded the E-rate cap every year since the program's inception,” notes the FCC’s website on E-rate basics.\u003c/p>\n\u003cp>Given the success of the E-rate program in getting internet connections to schools around the country and the increasing need for technology in classrooms, many educators would like to see the program funded at higher levels. “It is simply insufficient to meet school and library demands 15 years later,” Calcasieu Parish Chief Technology Officer \u003ca href=\"http://www.linkedin.com/pub/sheryl-r-abshire-ph-d/3/923/b96\">Sheryl Abshire\u003c/a> told a \u003ca href=\"http://www.commerce.senate.gov/public/index.cfm?p=Hearings&ContentRecord_id=4395bf05-e4b9-4477-93df-e54faf2a81c5&ContentType_id=14f995b9-dfa5-407a-9d35-56cc7152a7ed&Group_id=b06c39af-e033-4cba-9221-de668ca1978a\">Senate committee\u003c/a> recently. “In my opinion we need a permanent increase in funding.” Despite these calls, the first draft of the new regulations does not indicate there will be more funds.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/internet-access-for-everyone-a-new-program-targets-low-income-students/\">Internet Access for All: A New Program Targets Low-Income Students\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Instead, the FCC has started by focusing on streamlining the existing program to better use currently available funds. “There’s a real recognition that using the current pricing models, it’s very difficult to achieve the President’s goals of getting all these students connected at the speeds they want,” said John Harrington, CEO of \u003ca href=\"http://www.fundsforlearning.com/\">Funds for Learning\u003c/a>, an e-rate consulting company. His business helps school districts wade through the paperwork and reporting requirements for e-rate applications. “It’s very frustrating to watch schools get funded for only half a project,” he said when describing his wish to see the program improved.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One way the FCC hopes to improve the program’s cost effectiveness is to help schools buy in bulk, organizing group purchasing agreements. Harrington also thinks there are ways to build cost-savings incentives into the program. High on his list is doing away with the priority system that dominates E-rate funding.\u003c/p>\n\u003cp>When the federal program was set up in the late 90s the chief goal was to provide connectivity to all schools, so telecommunications, telecommunications services and internet connections got first priority and the neediest schools got higher discounts. Requests for computer wiring needed to connect classrooms to the internet or wireless networks would be considered a second-tier priority. With current technology, many schools need these second-tier infrastructure upgrades badly, and in some cases the first priority projects are no longer the most cost-effective or appropriate way to achieve universal connectivity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/finding-ways-to-boost-broadband-for-schools/\">Finding Solutions for Tech Troubles in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The key is to have an eligible services framework that’s broad enough, provides some guidelines, but doesn't hard wire or define it so much that it’s tied down to one type of technology,” Harrington said. He’s especially worried that if the new regulations are too prescriptive, they won’t move with the pace of technological innovation.\u003c/p>\n\u003cp>Another big theme of the FCC rewrite is to streamline the application process and get funds out to schools much more quickly. “That by itself will be revolutionary,” Harrington said. Right now, schools can wait up to a year and a half to find out if they will receive the funds requested, making it hard to plan and rollout new initiatives like a one-to-one tablet or computer program.\u003c/p>\n\u003cp>The FCC is also focused on collecting more comprehensive data on how E-rate funds are being used by schools. While the grants given out are documented, there’s no good way to know just how connected a school is or how various programs are being deployed.\u003c/p>\n\u003cp>Lastly, the FCC is trying to move the whole process online. Right now, some parts of the E-rate application must be filed on paper, a throwback to 1996 when legislators wanted to ensure that schools without internet access could apply to get it. Now, that concern is less pertinent and digitizing the application process will speed up processing times and hopefully ease the burden of applying.\u003c/p>\n\u003cp>President Obama has directed the FCC to move forward with the rule-making process, but this first draft is not official. In fact, the FCC lays out several ways some of the big questions could be addressed and is soliciting feedback from educators on how to best improve the program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, the goal is to finish reworking the program by the end of the year so the new guidelines can be used in the next funding round. After that, perhaps E-rate advocates will pursue additional funding from Congress to bolster the important program.\u003c/p>\n\n",
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"headline": "FCC Steps Up Efforts to Boost Schools' Online Access",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30248\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-30248\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/plugging-in-300x168.jpg\" alt=\"plugging-in\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Amidst all the exciting discussions of how to deepen student learning with digital and online tools is a much less exciting, but equally important question about how to schools pay for the expensive infrastructure like bandwidth, wireless networks, and basic internet connections central to new teaching methods. The federal government recognized this need in 1996 when the internet was in its infancy, creating the \u003ca href=\"http://www.sl.universalservice.org/menu.asp\">Universal Service Program for Schools and Libraries\u003c/a>, or E-rate, to help schools and libraries connect to the internet. The program funds the connectivity needs of the majority of public schools and libraries.\u003c/p>\n\u003cp>Now, the Federal Communications Commission is working to \u003ca href=\"https://www.fundsforlearning.com/docs/2013/07/NPRM_072313.pdf\">rewrite the E-rate program guidelines\u003c/a> to better suit the emerging needs of today’s school environment. The changes are welcome news to harried school technology experts tasked with estimating a school’s needs more than a year in advance and applying for federal funds through the cumbersome E-rate application process.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The key is to have an eligible services framework that’s broad enough, provides some guidelines, but doesn't hard wire or define it so much that it’s tied down to one type of technology.\"\u003c/strong>\u003c/aside>\n\u003cp>In 2013, the program had $2.4 billion dollars to give out and received requests totaling $4.9 billion. “Demand has exceeded the E-rate cap every year since the program's inception,” notes the FCC’s website on E-rate basics.\u003c/p>\n\u003cp>Given the success of the E-rate program in getting internet connections to schools around the country and the increasing need for technology in classrooms, many educators would like to see the program funded at higher levels. “It is simply insufficient to meet school and library demands 15 years later,” Calcasieu Parish Chief Technology Officer \u003ca href=\"http://www.linkedin.com/pub/sheryl-r-abshire-ph-d/3/923/b96\">Sheryl Abshire\u003c/a> told a \u003ca href=\"http://www.commerce.senate.gov/public/index.cfm?p=Hearings&ContentRecord_id=4395bf05-e4b9-4477-93df-e54faf2a81c5&ContentType_id=14f995b9-dfa5-407a-9d35-56cc7152a7ed&Group_id=b06c39af-e033-4cba-9221-de668ca1978a\">Senate committee\u003c/a> recently. “In my opinion we need a permanent increase in funding.” Despite these calls, the first draft of the new regulations does not indicate there will be more funds.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/internet-access-for-everyone-a-new-program-targets-low-income-students/\">Internet Access for All: A New Program Targets Low-Income Students\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Instead, the FCC has started by focusing on streamlining the existing program to better use currently available funds. “There’s a real recognition that using the current pricing models, it’s very difficult to achieve the President’s goals of getting all these students connected at the speeds they want,” said John Harrington, CEO of \u003ca href=\"http://www.fundsforlearning.com/\">Funds for Learning\u003c/a>, an e-rate consulting company. His business helps school districts wade through the paperwork and reporting requirements for e-rate applications. “It’s very frustrating to watch schools get funded for only half a project,” he said when describing his wish to see the program improved.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One way the FCC hopes to improve the program’s cost effectiveness is to help schools buy in bulk, organizing group purchasing agreements. Harrington also thinks there are ways to build cost-savings incentives into the program. High on his list is doing away with the priority system that dominates E-rate funding.\u003c/p>\n\u003cp>When the federal program was set up in the late 90s the chief goal was to provide connectivity to all schools, so telecommunications, telecommunications services and internet connections got first priority and the neediest schools got higher discounts. Requests for computer wiring needed to connect classrooms to the internet or wireless networks would be considered a second-tier priority. With current technology, many schools need these second-tier infrastructure upgrades badly, and in some cases the first priority projects are no longer the most cost-effective or appropriate way to achieve universal connectivity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/finding-ways-to-boost-broadband-for-schools/\">Finding Solutions for Tech Troubles in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The key is to have an eligible services framework that’s broad enough, provides some guidelines, but doesn't hard wire or define it so much that it’s tied down to one type of technology,” Harrington said. He’s especially worried that if the new regulations are too prescriptive, they won’t move with the pace of technological innovation.\u003c/p>\n\u003cp>Another big theme of the FCC rewrite is to streamline the application process and get funds out to schools much more quickly. “That by itself will be revolutionary,” Harrington said. Right now, schools can wait up to a year and a half to find out if they will receive the funds requested, making it hard to plan and rollout new initiatives like a one-to-one tablet or computer program.\u003c/p>\n\u003cp>The FCC is also focused on collecting more comprehensive data on how E-rate funds are being used by schools. While the grants given out are documented, there’s no good way to know just how connected a school is or how various programs are being deployed.\u003c/p>\n\u003cp>Lastly, the FCC is trying to move the whole process online. Right now, some parts of the E-rate application must be filed on paper, a throwback to 1996 when legislators wanted to ensure that schools without internet access could apply to get it. Now, that concern is less pertinent and digitizing the application process will speed up processing times and hopefully ease the burden of applying.\u003c/p>\n\u003cp>President Obama has directed the FCC to move forward with the rule-making process, but this first draft is not official. In fact, the FCC lays out several ways some of the big questions could be addressed and is soliciting feedback from educators on how to best improve the program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, the goal is to finish reworking the program by the end of the year so the new guidelines can be used in the next funding round. After that, perhaps E-rate advocates will pursue additional funding from Congress to bolster the important program.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Are Schools Meeting Their Technology Goals?",
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"content": "\u003cfigure id=\"attachment_30161\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-30161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/stack-o-tech-300x168.jpg\" alt=\"stack-o-tech\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The best way to find out how technology is being used in classrooms and where schools could use more support is to ask educators. That’s the goal of the annual \u003ca href=\"http://www.siia.net/\">Software and Information Industry Association’\u003c/a>s (SIIA) \u003ca href=\"https://www.siia.net/visionk20/\">2013 Vision K-20 survey\u003c/a>. The association reached out to educators around the country through partner organizations, asking them to complete a mostly quantitative survey with a few open-ended questions included. This year more than 1,400 educators responded from all over the country. The responses were evenly distributed between educators at K-12 and post-secondary institutions.\u003c/p>\n\u003cp>“We had a good cross section of educators because we had so many diverse partners,” said Lindsay Harmon, education market and policy analyst for SIIA. Some members are actively focused on technology in education, like the \u003ca href=\"https://www.iste.org/\">International Society of Technology in Education\u003c/a> (ISTE), but others like \u003ca href=\"http://www.catholicteacher.com/\">Today’s Catholic Teacher Magazine \u003c/a>helped SIIA reach educators who might not already be members of technology organizations.\u003c/p>\n\u003cp>The Vision K-20 survey asks educators about five benchmarks used to determine if technology is being used to help all learners achieve in a connected and digital world. The survey includes:\u003c/p>\n\u003col>\n\u003cli>Using 21st century learning tools for teaching and learning\u003c/li>\n\u003cli>Providing anytime/anywhere educational access.\u003c/li>\n\u003cli>Using technology to close the achievement gap\u003c/li>\n\u003cli>Using technology-based assessment tools\u003c/li>\n\u003cli>Enabling enterprise through technology (the systems that run a school)\u003c/li>\n\u003c/ol>\n\u003cp>The point of the survey is to provide a snapshot of how educators currently use technology and give educators a way to benchmark progress. Those who participate each year track how quickly their institution is meeting its technology implementation goals. To this end, the survey has begun including a question about the gap between current and ideal implementation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“My sense is that most educators feel like they’d like to use tools to deepen learning experiences, but they constantly feel that the tech is moving faster than they can keep up.\"\u003c/strong>\u003c/aside>\n\u003cp>Technology implementation data has stayed steady over the past three years. Twenty percent of K-12 school educators report that their schools are integrating technology at a high level and 30 percent of post-secondary educators report the same. Three-quarters of responders in both groups said technology is highly important, and they also have high expectations for their ideal level of integration. This is consistent with past years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators also report that schools are integrating technology at the highest level when it comes to security, bandwidth and creating website portals for the community to access online content. These are the same areas that have been most integrated in the past several surveys.\u003c/p>\n\u003cp>Educators also report using bandwidth for instructional purposes and assessment more often. In the post-secondary market, online tutoring has increased most significantly. The SIIA researchers don’t find any of this too surprising. “One of the things we think is happening is that as schools have had difficult economic times and the bar for tech integration continues to get higher and higher, they've kept up,” said Susan Meell of MMS Education who helped conduct the survey.\u003c/p>\n\u003cp>In other words, schools didn’t fall too far behind during the recession, but they aren’t integrating technology at the level they’d like. One of the biggest growths is with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device\u003c/a> policies, which schools have begun to adopt in large numbers.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/\">Closing the Gap Between Educators and Entrepreneurs\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Almost half of all secondary schools allow students to bring their own devices now and 60 percent anticipate they will allow devices within one year. In elementary schools the integration of BYOD is much lower -- only 20 percent of schools allow devices now. Still, even in the younger age group, educators predict that within five years 70 percent will allow devices. Most schools that have BYOD policies restrict access to sites deemed non-educational like Facebook, Twitter, games and music. In secondary schools more than 80 percent have restrictions and in elementary school 79 percent restrict use to strictly educational purposes.\u003c/p>\n\u003cp>“Interestingly they said the teacher has total discretion over how it’s used in the classroom,” Meell said. “Teachers could take over device if used improperly.” This data shows that schools are eager to leverage students’ personal devices in the classroom, but are still struggling with the best way to balance instructional use against potential distractions.\u003c/p>\n\u003cp>While the Vision K-20 survey mostly focuses on getting a numerical snapshot of technology integration, it does ask a few open-ended questions that help reveal how teachers feel about technology integration. Answers range from excitement about new tools and progress to frustration at how few people understand or care about education technology. Teachers also expressed frustration over leadership changes that affect support for technology initiatives, as well as a lack of time to learn how to best use new tools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“My sense is that most educators feel like they’d like to use tools to deepen learning experiences,” SIIA Vice President Karen Billings said. “They constantly feel that the tech is moving faster than they can keep up. It’s one thing to learn how to use a new piece of tech and another to really know how to use it for classroom needs.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30161\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-30161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/stack-o-tech-300x168.jpg\" alt=\"stack-o-tech\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The best way to find out how technology is being used in classrooms and where schools could use more support is to ask educators. That’s the goal of the annual \u003ca href=\"http://www.siia.net/\">Software and Information Industry Association’\u003c/a>s (SIIA) \u003ca href=\"https://www.siia.net/visionk20/\">2013 Vision K-20 survey\u003c/a>. The association reached out to educators around the country through partner organizations, asking them to complete a mostly quantitative survey with a few open-ended questions included. This year more than 1,400 educators responded from all over the country. The responses were evenly distributed between educators at K-12 and post-secondary institutions.\u003c/p>\n\u003cp>“We had a good cross section of educators because we had so many diverse partners,” said Lindsay Harmon, education market and policy analyst for SIIA. Some members are actively focused on technology in education, like the \u003ca href=\"https://www.iste.org/\">International Society of Technology in Education\u003c/a> (ISTE), but others like \u003ca href=\"http://www.catholicteacher.com/\">Today’s Catholic Teacher Magazine \u003c/a>helped SIIA reach educators who might not already be members of technology organizations.\u003c/p>\n\u003cp>The Vision K-20 survey asks educators about five benchmarks used to determine if technology is being used to help all learners achieve in a connected and digital world. The survey includes:\u003c/p>\n\u003col>\n\u003cli>Using 21st century learning tools for teaching and learning\u003c/li>\n\u003cli>Providing anytime/anywhere educational access.\u003c/li>\n\u003cli>Using technology to close the achievement gap\u003c/li>\n\u003cli>Using technology-based assessment tools\u003c/li>\n\u003cli>Enabling enterprise through technology (the systems that run a school)\u003c/li>\n\u003c/ol>\n\u003cp>The point of the survey is to provide a snapshot of how educators currently use technology and give educators a way to benchmark progress. Those who participate each year track how quickly their institution is meeting its technology implementation goals. To this end, the survey has begun including a question about the gap between current and ideal implementation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“My sense is that most educators feel like they’d like to use tools to deepen learning experiences, but they constantly feel that the tech is moving faster than they can keep up.\"\u003c/strong>\u003c/aside>\n\u003cp>Technology implementation data has stayed steady over the past three years. Twenty percent of K-12 school educators report that their schools are integrating technology at a high level and 30 percent of post-secondary educators report the same. Three-quarters of responders in both groups said technology is highly important, and they also have high expectations for their ideal level of integration. This is consistent with past years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators also report that schools are integrating technology at the highest level when it comes to security, bandwidth and creating website portals for the community to access online content. These are the same areas that have been most integrated in the past several surveys.\u003c/p>\n\u003cp>Educators also report using bandwidth for instructional purposes and assessment more often. In the post-secondary market, online tutoring has increased most significantly. The SIIA researchers don’t find any of this too surprising. “One of the things we think is happening is that as schools have had difficult economic times and the bar for tech integration continues to get higher and higher, they've kept up,” said Susan Meell of MMS Education who helped conduct the survey.\u003c/p>\n\u003cp>In other words, schools didn’t fall too far behind during the recession, but they aren’t integrating technology at the level they’d like. One of the biggest growths is with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device\u003c/a> policies, which schools have begun to adopt in large numbers.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/\">Closing the Gap Between Educators and Entrepreneurs\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Almost half of all secondary schools allow students to bring their own devices now and 60 percent anticipate they will allow devices within one year. In elementary schools the integration of BYOD is much lower -- only 20 percent of schools allow devices now. Still, even in the younger age group, educators predict that within five years 70 percent will allow devices. Most schools that have BYOD policies restrict access to sites deemed non-educational like Facebook, Twitter, games and music. In secondary schools more than 80 percent have restrictions and in elementary school 79 percent restrict use to strictly educational purposes.\u003c/p>\n\u003cp>“Interestingly they said the teacher has total discretion over how it’s used in the classroom,” Meell said. “Teachers could take over device if used improperly.” This data shows that schools are eager to leverage students’ personal devices in the classroom, but are still struggling with the best way to balance instructional use against potential distractions.\u003c/p>\n\u003cp>While the Vision K-20 survey mostly focuses on getting a numerical snapshot of technology integration, it does ask a few open-ended questions that help reveal how teachers feel about technology integration. Answers range from excitement about new tools and progress to frustration at how few people understand or care about education technology. Teachers also expressed frustration over leadership changes that affect support for technology initiatives, as well as a lack of time to learn how to best use new tools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“My sense is that most educators feel like they’d like to use tools to deepen learning experiences,” SIIA Vice President Karen Billings said. “They constantly feel that the tech is moving faster than they can keep up. It’s one thing to learn how to use a new piece of tech and another to really know how to use it for classroom needs.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Time to Start Making: Free Design Programs for 3D Printers ",
"title": "Time to Start Making: Free Design Programs for 3D Printers ",
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"content": "\u003cfigure id=\"attachment_30117\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://itunes.apple.com/us/app/123d-design/id566042322?ls=1&mt=12\">\u003cimg class=\"size-full wp-image-30117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/autodesk.jpg\" alt=\"autodesk\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. In fact, last month, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/six-big-trends-in-education-to-follow/\">NMC Horizon report predicted that 3D printers \u003c/a>will be seen in schools in the next five years, as students and teachers experiment with creating real objects out of plastic and other materials.\u003c/p>\n\u003cp>Just 10 years ago, this technology was priced in the $100,000+ range, completely out of reach of schools or homes. Today, an easy-to-use use (and build) 3D printer kit such as the \u003ca href=\"http://printrbot.com/\">Printrbot Simple \u003c/a>costs a fraction of that -- at $300, on the low-end of the hobbyist 3D printer market. (Most hobbyist-level 3D printers that would be suitable in a school or home run between $300 and $3,000 depending on the bells and whistles.)\u003c/p>\n\u003cp>Why would a teacher or parent be interested in purchasing a 3D printer? To print out a life-sized heart that can be disassembled piece-by-piece and examined closely; to print out one-of-a-kind LEGO pieces that can be used in custom models; to create your own cookie cutter molds. In essence, to leverage the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">spatial learning\u003c/a>, or thinking in 3D.\u003c/p>\n\u003cp style=\"text-align: left\">Most 3D printers can be purchased pre-assembled (or Out-of-the-Box) – simply unpack it, connect it to a computer, install the software, and it’s ready to go. The other solution is a 3D printer kit that must be assembled by the buyer. Some prefer this solution because it's cheaper (kits are usually $100 or more less than a pre-built unit) but also in order to learn how everything works. There’s often no better way to know how to repair something than by initially putting it together and knowing what goes where and how all the parts work together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking In 3D Can Help Math and Science Skills]\u003c/a>\u003c/p>\n\u003cp>But once you’ve got a 3D printer built and connected to a computer, the next step is to begin brainstorming and designing an object -- and for that you'll need Computer Aided Design (CAD) software. CAD software has been around for decades. The program displays on your computer’s screen different perspectives of an object so you see it from every angle. CAD allows a skilled creator to “draw” something from scratch on the computer screen, designing any kind of object. Talented CAD designers can create just about anything using this software – a motor for a concept car, a new toy water blaster, and even replacement body parts.\u003c/p>\n\u003cp>Like 3D printers, CAD software used to be prohibitively expensive -- $10,000, $50,000 or even $100,000 for some of the best CAD applications on the market. But as 3D printers have dropped in price and become available to homes and schools, so has CAD software. As a matter of fact, in many instances, the price of CAD software has dropped to free. Even better, some CAD software has been specifically designed for non-technical users -- students, teachers, and parents. Here are a few examples:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://tinkercad.com\">\u003cimg class=\"alignright size-medium wp-image-30116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/tinkercad-300x175.jpg\" alt=\"tinkercad\" width=\"300\" height=\"175\">TinkerCad.com \u003c/a>doesn’t even require a software installation, and runs directly from a web browser like Chrome or Firefox. TinkerCad has built-in tutorials that will help a user gain the basics of dragging shapes, adding letters, resizing objects, and much more. It’s colorful, very friendly to the youngest of students, and completely free to use. Kids can design an object and save it, returning later to fine-tune and tweak it as needed. After designing an object on TinkerCad, connect a 3D printer, and then print that object out.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With \u003ca href=\"http://www.3DTin.com\">3DTin.com, \u003c/a>not only can students create their own designs, but they can load existing objects (called models) that have been created by other users and then modify them. 3DTin offers tutorials as well, so novices can quickly gain proficiency. As with TinkerCad, most models can easily be printed to a connected 3D printer.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>One of the big names in the CAD application industry is \u003ca href=\"http://www.autodesk.com/\">AutoDesk\u003c/a>. While much of AutoDesk’s professional-level products are only available for purchase, the company has created a number of free CAD applications that can be used with 3D printers. AutoDesk offers \u003ca href=\"http://www.123dapp.com/design\">123D Design\u003c/a> to users as a fast and easy tool for creating 3D objects that can be immediately sent to a connected 3D printer. But don’t ignore the company's other free apps. \u003ca href=\"http://www.123dapp.com/creature\">123D Creature\u003c/a> and \u003ca href=\"http://www.123dapp.com/sculpt\">123D Sculpt\u003c/a> are two iPad apps that let users create custom objects on an iPad that can be saved and printed. 123D Catch lets users take a number of photographs of an object (from various angles) and then converts it to a 3D model that can be tweaked and then printed. Finally, \u003ca href=\"https://itunes.apple.com/us/app/123d-make/id515318186?ls=1&mt=12\">123D Make\u003c/a> can take a model and slice it into layers that can be cut out in wood, plastic, or cardboard and then assembled.\u003c/li>\n\u003c/ul>\n\u003cp>Printing real objects with a 3D printer is fun, but don’t discount the real-world skills that students will acquire and that will benefit them later in school (and in life). Math requirements can run the range from simple multiplication to trigonometry to calculus -- imagine students needing to understand how to calculate area between a curve and a straight surface for printing out an object to hold a liquid, for example.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3D printers are only going to get cheaper, easier to use, and more precise in what they produce. And whether or not students show an interest in art or engineering or any other discipline, they'll need some kind of understanding of CAD so they can put the technology to use in the careers of the future.\u003c/p>\n\n",
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"excerpt": "One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. But to use 3D printers, students will need to learn how to design using digital programs. Here are a few great options for students and teachers to learn how to design for 3D printers.",
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"title": "Time to Start Making: Free Design Programs for 3D Printers | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30117\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://itunes.apple.com/us/app/123d-design/id566042322?ls=1&mt=12\">\u003cimg class=\"size-full wp-image-30117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/autodesk.jpg\" alt=\"autodesk\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. In fact, last month, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/six-big-trends-in-education-to-follow/\">NMC Horizon report predicted that 3D printers \u003c/a>will be seen in schools in the next five years, as students and teachers experiment with creating real objects out of plastic and other materials.\u003c/p>\n\u003cp>Just 10 years ago, this technology was priced in the $100,000+ range, completely out of reach of schools or homes. Today, an easy-to-use use (and build) 3D printer kit such as the \u003ca href=\"http://printrbot.com/\">Printrbot Simple \u003c/a>costs a fraction of that -- at $300, on the low-end of the hobbyist 3D printer market. (Most hobbyist-level 3D printers that would be suitable in a school or home run between $300 and $3,000 depending on the bells and whistles.)\u003c/p>\n\u003cp>Why would a teacher or parent be interested in purchasing a 3D printer? To print out a life-sized heart that can be disassembled piece-by-piece and examined closely; to print out one-of-a-kind LEGO pieces that can be used in custom models; to create your own cookie cutter molds. In essence, to leverage the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">spatial learning\u003c/a>, or thinking in 3D.\u003c/p>\n\u003cp style=\"text-align: left\">Most 3D printers can be purchased pre-assembled (or Out-of-the-Box) – simply unpack it, connect it to a computer, install the software, and it’s ready to go. The other solution is a 3D printer kit that must be assembled by the buyer. Some prefer this solution because it's cheaper (kits are usually $100 or more less than a pre-built unit) but also in order to learn how everything works. There’s often no better way to know how to repair something than by initially putting it together and knowing what goes where and how all the parts work together.\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>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking In 3D Can Help Math and Science Skills]\u003c/a>\u003c/p>\n\u003cp>But once you’ve got a 3D printer built and connected to a computer, the next step is to begin brainstorming and designing an object -- and for that you'll need Computer Aided Design (CAD) software. CAD software has been around for decades. The program displays on your computer’s screen different perspectives of an object so you see it from every angle. CAD allows a skilled creator to “draw” something from scratch on the computer screen, designing any kind of object. Talented CAD designers can create just about anything using this software – a motor for a concept car, a new toy water blaster, and even replacement body parts.\u003c/p>\n\u003cp>Like 3D printers, CAD software used to be prohibitively expensive -- $10,000, $50,000 or even $100,000 for some of the best CAD applications on the market. But as 3D printers have dropped in price and become available to homes and schools, so has CAD software. As a matter of fact, in many instances, the price of CAD software has dropped to free. Even better, some CAD software has been specifically designed for non-technical users -- students, teachers, and parents. Here are a few examples:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://tinkercad.com\">\u003cimg class=\"alignright size-medium wp-image-30116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/tinkercad-300x175.jpg\" alt=\"tinkercad\" width=\"300\" height=\"175\">TinkerCad.com \u003c/a>doesn’t even require a software installation, and runs directly from a web browser like Chrome or Firefox. TinkerCad has built-in tutorials that will help a user gain the basics of dragging shapes, adding letters, resizing objects, and much more. It’s colorful, very friendly to the youngest of students, and completely free to use. Kids can design an object and save it, returning later to fine-tune and tweak it as needed. After designing an object on TinkerCad, connect a 3D printer, and then print that object out.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With \u003ca href=\"http://www.3DTin.com\">3DTin.com, \u003c/a>not only can students create their own designs, but they can load existing objects (called models) that have been created by other users and then modify them. 3DTin offers tutorials as well, so novices can quickly gain proficiency. As with TinkerCad, most models can easily be printed to a connected 3D printer.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>One of the big names in the CAD application industry is \u003ca href=\"http://www.autodesk.com/\">AutoDesk\u003c/a>. While much of AutoDesk’s professional-level products are only available for purchase, the company has created a number of free CAD applications that can be used with 3D printers. AutoDesk offers \u003ca href=\"http://www.123dapp.com/design\">123D Design\u003c/a> to users as a fast and easy tool for creating 3D objects that can be immediately sent to a connected 3D printer. But don’t ignore the company's other free apps. \u003ca href=\"http://www.123dapp.com/creature\">123D Creature\u003c/a> and \u003ca href=\"http://www.123dapp.com/sculpt\">123D Sculpt\u003c/a> are two iPad apps that let users create custom objects on an iPad that can be saved and printed. 123D Catch lets users take a number of photographs of an object (from various angles) and then converts it to a 3D model that can be tweaked and then printed. Finally, \u003ca href=\"https://itunes.apple.com/us/app/123d-make/id515318186?ls=1&mt=12\">123D Make\u003c/a> can take a model and slice it into layers that can be cut out in wood, plastic, or cardboard and then assembled.\u003c/li>\n\u003c/ul>\n\u003cp>Printing real objects with a 3D printer is fun, but don’t discount the real-world skills that students will acquire and that will benefit them later in school (and in life). Math requirements can run the range from simple multiplication to trigonometry to calculus -- imagine students needing to understand how to calculate area between a curve and a straight surface for printing out an object to hold a liquid, for example.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3D printers are only going to get cheaper, easier to use, and more precise in what they produce. And whether or not students show an interest in art or engineering or any other discipline, they'll need some kind of understanding of CAD so they can put the technology to use in the careers of the future.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study. Here are ideas on how to use iPads to create and document in order to cement what students are learning.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Khan Academy Trains Teachers to Use Its Videos and Tools",
"title": "Khan Academy Trains Teachers to Use Its Videos and Tools",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_30033\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=mLi7BhMj8TA#at=156\">\u003cimg class=\"size-full wp-image-30033\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/khan.jpg\" alt=\"khan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-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\">\u003ca href=\"http://www.khanacademy.org/%E2%80%8E\">Khan Academy\u003c/a>, best known for its free online library of video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans, and Redwood City, California. The workshops are integrating what teachers and Khan Academy staff have learned over the past few years while experimenting with different ways of integrating videos and Khan assessments into classrooms.\u003c/p>\n\u003cp>“Now that we are a couple of years in it, we have enough evidence of really great teacher practices that we are trying to share with a broader audience,” said Khan Academy President Shantanu Sinha, at a training workshop in Redwood City earlier this week.\u003c/p>\n\u003cp>Khan Academy isn’t new to many educators. Thousands of teachers are using the videos to reinforce concepts, introduce ideas, or as review resources. And as Khan Academy has grown in use, it has also expanded beyond videos by offering things like practice exercises and a dashboard for teachers to track how students are doing on those exercises.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“With this whole flipped model and the new standards coming out, it is nice to have some guidance.”\u003c/strong>\u003c/aside>\n\u003cp>Teachers sign up their students as a class and can monitor if students are watching videos and if they’re doing the associated practice exercises. This back-end view of how well a student understands the material helps teachers determine who is ready to move on and who needs more help.\u003c/p>\n\u003cp>“We think you should have the power to look at your data and say, ‘These four kids are ready to get off Khan Academy and do a deep dive into a hands-on project,’” workshop facilitator Maureen Suhendra said. She emphasized that Khan Academy believes learning should be mastery-based, kids don’t move on to a new skill until they’ve mastered the foundational ones.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We’re not about sitting kids down and leaving them in front of computers all day,” Suhendra said. In fact, she told the teachers gathered that kids get tired of the videos and exercises if they are used for more than an hour.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“It’s not that Sal is a better teacher and, ‘Oh, let's bring him into the classroom,” said Anne Hong, an eighth-grade math teacher at the training. “But more that you are extending learning beyond the classroom.” She’s found that allowing students to access the lessons online has freed her up to do more engaging projects and one-on-one work in the classroom.\u003c/p>\n\u003cp>Educators at the workshop also learned that the site shows how each video lines up with Common Core standards, broken down by grade level.\u003c/p>\n\u003cp>While the core materials on the site are still centered on K-12 math instruction, Khan Academy is beginning to branch out into other subjects as well, building up its video library on subjects ranging from art history to computer science. Those areas aren’t as robust as the math content, but Sinha says the plan is to build in ways to demonstrate knowledge and learning that are appropriate to each subject.\u003c/p>\n\u003cp>“Math is a subject area where it’s very clear how to assess the student,” Sinha said. “Computer science is a subject area that is fundamentally a creative art. It’s about creating programs that do things.” So assessment will be different, including more peer collaboration and review.\u003c/p>\n\u003cp>The Bay Area training focused on three specific ways to implement the program.\u003c/p>\n\u003col>\n\u003cli>The simplest way to get started is to teach by unit, and use Khan Academy videos to help reinforce the material and for practice. One teacher asked what to do if a student finishes quickly and is bored. Suhendra suggested giving her a deep-dive project to apply the new skill or asking her to help mentor peers who didn’t catch on as quickly. “We want you to supplement Khan Academy with projects and materials that deepen student learning,” Suhendra said.\u003c/li>\n\u003cli>Another way to approach that quick learner is to let her move ahead on Khan Academy to the next unit. To keep the class under control while giving students freedom to move at their own pace, some teachers allow kids to work on the preceding unit, the current unit, and the next unit. This method lets slower kids have some time to review and catch up, and faster kids can move ahead without getting bored. Teachers provide “playlists” for students so they know which videos and exercises should be completed for each unit.\u003c/li>\n\u003cli>The third implementation strategy -- and least traditional -- is a completely student-driven approach where students have access to all the units in the curriculum and progress completely at their own pace. “This is definitely the most ambitious way to use Khan Academy,” Suhendra said. “It requires a lot of flexibility and support from administrators.” This allows students to free themselves from the teacher's daily pace and move on their own. “We find when students are given this much ownership over learning they seize it,” Suhendra said.\u003c/li>\n\u003c/ol>\n\u003cp>Khan Academy will not be able to offer in-person trainings like this one to all its users, but the website still provides teachers with instructions on how to get started as well as those looking for new ideas. But for those who were able to attend, the workshop was valuable.\u003c/p>\n\u003cp>“With this whole flipped model and the new standards coming out, it is nice to have some guidance,” said middle school teacher Larkin O’Leary. “I don’t think they are going to tell me how to do it, but maybe just give me some more strategies or different ways of thinking.” Other teachers said it was nice to meet the people behind what can feel like a faceless product. And teachers isolated in classrooms throughout the school year love to network and get ideas from one another.\u003c/p>\n\u003cp>For Khan Academy staff, the events are a good way to take the temperature of users. For example, teachers at this training wanted an easier way to make a playlists on the site so students know what they need to accomplish for each unit.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We do find that there’s a lot of value in engaging with teachers directly and hearing their questions so we have a better understanding of their challenges,” Sinha said.\u003c/p>\n\n",
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"excerpt": "Khan Academy, best known for its free online library of math video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans and Redwood City, California. That might seem strange for an organization whose mission is to leverage the Internet to offer high quality learning to anyone, but Khan Academy has been piloting ways to integrate their videos into classrooms are ready to share what they’ve learned.",
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"title": "Khan Academy Trains Teachers to Use Its Videos and Tools | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30033\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"https://www.youtube.com/watch?feature=player_embedded&v=mLi7BhMj8TA#at=156\">\u003cimg class=\"size-full wp-image-30033\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/khan.jpg\" alt=\"khan\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/khan-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\">\u003ca href=\"http://www.khanacademy.org/%E2%80%8E\">Khan Academy\u003c/a>, best known for its free online library of video tutorials, is using the summer months to offer in-person teacher trainings in places like Chicago, New Orleans, and Redwood City, California. The workshops are integrating what teachers and Khan Academy staff have learned over the past few years while experimenting with different ways of integrating videos and Khan assessments into classrooms.\u003c/p>\n\u003cp>“Now that we are a couple of years in it, we have enough evidence of really great teacher practices that we are trying to share with a broader audience,” said Khan Academy President Shantanu Sinha, at a training workshop in Redwood City earlier this week.\u003c/p>\n\u003cp>Khan Academy isn’t new to many educators. Thousands of teachers are using the videos to reinforce concepts, introduce ideas, or as review resources. And as Khan Academy has grown in use, it has also expanded beyond videos by offering things like practice exercises and a dashboard for teachers to track how students are doing on those exercises.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“With this whole flipped model and the new standards coming out, it is nice to have some guidance.”\u003c/strong>\u003c/aside>\n\u003cp>Teachers sign up their students as a class and can monitor if students are watching videos and if they’re doing the associated practice exercises. This back-end view of how well a student understands the material helps teachers determine who is ready to move on and who needs more help.\u003c/p>\n\u003cp>“We think you should have the power to look at your data and say, ‘These four kids are ready to get off Khan Academy and do a deep dive into a hands-on project,’” workshop facilitator Maureen Suhendra said. She emphasized that Khan Academy believes learning should be mastery-based, kids don’t move on to a new skill until they’ve mastered the foundational ones.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re not about sitting kids down and leaving them in front of computers all day,” Suhendra said. In fact, she told the teachers gathered that kids get tired of the videos and exercises if they are used for more than an hour.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“It’s not that Sal is a better teacher and, ‘Oh, let's bring him into the classroom,” said Anne Hong, an eighth-grade math teacher at the training. “But more that you are extending learning beyond the classroom.” She’s found that allowing students to access the lessons online has freed her up to do more engaging projects and one-on-one work in the classroom.\u003c/p>\n\u003cp>Educators at the workshop also learned that the site shows how each video lines up with Common Core standards, broken down by grade level.\u003c/p>\n\u003cp>While the core materials on the site are still centered on K-12 math instruction, Khan Academy is beginning to branch out into other subjects as well, building up its video library on subjects ranging from art history to computer science. Those areas aren’t as robust as the math content, but Sinha says the plan is to build in ways to demonstrate knowledge and learning that are appropriate to each subject.\u003c/p>\n\u003cp>“Math is a subject area where it’s very clear how to assess the student,” Sinha said. “Computer science is a subject area that is fundamentally a creative art. It’s about creating programs that do things.” So assessment will be different, including more peer collaboration and review.\u003c/p>\n\u003cp>The Bay Area training focused on three specific ways to implement the program.\u003c/p>\n\u003col>\n\u003cli>The simplest way to get started is to teach by unit, and use Khan Academy videos to help reinforce the material and for practice. One teacher asked what to do if a student finishes quickly and is bored. Suhendra suggested giving her a deep-dive project to apply the new skill or asking her to help mentor peers who didn’t catch on as quickly. “We want you to supplement Khan Academy with projects and materials that deepen student learning,” Suhendra said.\u003c/li>\n\u003cli>Another way to approach that quick learner is to let her move ahead on Khan Academy to the next unit. To keep the class under control while giving students freedom to move at their own pace, some teachers allow kids to work on the preceding unit, the current unit, and the next unit. This method lets slower kids have some time to review and catch up, and faster kids can move ahead without getting bored. Teachers provide “playlists” for students so they know which videos and exercises should be completed for each unit.\u003c/li>\n\u003cli>The third implementation strategy -- and least traditional -- is a completely student-driven approach where students have access to all the units in the curriculum and progress completely at their own pace. “This is definitely the most ambitious way to use Khan Academy,” Suhendra said. “It requires a lot of flexibility and support from administrators.” This allows students to free themselves from the teacher's daily pace and move on their own. “We find when students are given this much ownership over learning they seize it,” Suhendra said.\u003c/li>\n\u003c/ol>\n\u003cp>Khan Academy will not be able to offer in-person trainings like this one to all its users, but the website still provides teachers with instructions on how to get started as well as those looking for new ideas. But for those who were able to attend, the workshop was valuable.\u003c/p>\n\u003cp>“With this whole flipped model and the new standards coming out, it is nice to have some guidance,” said middle school teacher Larkin O’Leary. “I don’t think they are going to tell me how to do it, but maybe just give me some more strategies or different ways of thinking.” Other teachers said it was nice to meet the people behind what can feel like a faceless product. And teachers isolated in classrooms throughout the school year love to network and get ideas from one another.\u003c/p>\n\u003cp>For Khan Academy staff, the events are a good way to take the temperature of users. For example, teachers at this training wanted an easier way to make a playlists on the site so students know what they need to accomplish for each unit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Do Tech Tools Affect the Way Students Write?",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/fog-300x168.jpg\" alt=\"fog\" width=\"300\" height=\"168\" class=\"size-medium wp-image-29872\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The 16 student winners of the \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge \u003c/a>sponsored by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>and \u003ca href=\"http://elinemedia.com/\">E-Line Media\u003c/a> reflect an increasingly diverse group, in terms of geography, race and gender, of the participants.\u003c/p>\n\u003cp>Of the winners this year, seven are students of color and four are girls. The Cooney Center focused on getting the word out to a more diverse group of students this year, said Michael Levine, the Center’s executive director. “We went to the kids,” Levine said. “We went to the places that teachers, library and museum educators would be populating and we introduced the challenge that way.” The aggressive outreach campaign was an attempt to draw under-represented groups like people of color and women into the science, technology, engineering and math (STEM) challenge.\u003c/p>\n\u003cp>“Many of the games we got this year are the very best we’ve ever seen,” Levine said. “The comments from the judges about the depth, number of levels and complexity of play were very strong.” Levine says that may be because cheap or free game-making software is more readily available to students. But it’s also due to an increasing interest by schools in game-based learning.\u003c/p>\n\u003cp>So what kind of games won this year?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Aaron Gaudette, a sophomore living on a military base in Germany, designed a winning game built on the open-source \u003ca href=\"http://unity3d.com/\">Unity\u003c/a> platform called Crystal Physics. Players have to knock down crystals set atop a three-dimensional tower using “glowspheres.” Before allowing players to get to each level, the game teaches a new physics concept that can be used to accomplish the given task. Gaudette was one of the 46 percent of entrants who designed educational games, even though it wasn’t a requirement of the contest.\u003c/p>\n\u003cfigure id=\"attachment_29876\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/victorian-300x168.jpg\" alt=\"victorian\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the middle school category, Henry Edwards and Kevin Kopczynski designed Etiquette Anarchy using \u003ca href=\"http://www.clickteam.com/website/world/multimedia-fusion-2\">Multimedia Fusion 2\u003c/a>. In this puzzle game, players take on the role of a young man in Victorian England trying to improve his social status by successfully navigating etiquette pitfalls at as many parties as he can attend. He’s only got one suit to wear while he’s climbing the social ladder, so he better not get it dirty. The two boys won in a team category, designed to explicitly encourage collaborative team work.\u003c/p>\n\u003cp>Fog, designed by Noah Ratcliff and Pamela Pizarro Ruiz, is an example of a game that impressed judges with its stunning visuals. In the puzzle game, players must navigate a completely foggy world using all five senses to illuminate different parts of a dazzlingly beautiful world. The two students used C# with \u003ca href=\"http://msdn.microsoft.com/en-us/library/bb203894.aspx\">XNA\u003c/a> to build their game.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Programming Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While the vast majority of entrants programmed and built a playable game, the contest also included a written category, where contestants researched, prototyped, storyboarded and produced examples of the art that would accompany their game without actually making it. This category exists partly to acknowledge that not all those who want to participate have access to the digital tools to build a game. But also, “we have that category because we know that some folks aren’t good at building things, but are very creative and thoughtful and good at research,” Levine said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Students create incredibly creative, thoughtful and unique projects when challenged and supported to do so. The National STEM Video Game Challenge sponsored by the Joan Ganz Cooney Center and E-Line Media received 4,000 entries this year and announced 16 winners this week. The growing success of the challenge demonstrates not only how capable middle and high school students can be when passionate, but also reflects an increasingly diverse group, in terms of geography, race and gender, of the participants.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/fog-300x168.jpg\" alt=\"fog\" width=\"300\" height=\"168\" class=\"size-medium wp-image-29872\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The 16 student winners of the \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge \u003c/a>sponsored by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>and \u003ca href=\"http://elinemedia.com/\">E-Line Media\u003c/a> reflect an increasingly diverse group, in terms of geography, race and gender, of the participants.\u003c/p>\n\u003cp>Of the winners this year, seven are students of color and four are girls. The Cooney Center focused on getting the word out to a more diverse group of students this year, said Michael Levine, the Center’s executive director. “We went to the kids,” Levine said. “We went to the places that teachers, library and museum educators would be populating and we introduced the challenge that way.” The aggressive outreach campaign was an attempt to draw under-represented groups like people of color and women into the science, technology, engineering and math (STEM) challenge.\u003c/p>\n\u003cp>“Many of the games we got this year are the very best we’ve ever seen,” Levine said. “The comments from the judges about the depth, number of levels and complexity of play were very strong.” Levine says that may be because cheap or free game-making software is more readily available to students. But it’s also due to an increasing interest by schools in game-based learning.\u003c/p>\n\u003cp>So what kind of games won this year?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Aaron Gaudette, a sophomore living on a military base in Germany, designed a winning game built on the open-source \u003ca href=\"http://unity3d.com/\">Unity\u003c/a> platform called Crystal Physics. Players have to knock down crystals set atop a three-dimensional tower using “glowspheres.” Before allowing players to get to each level, the game teaches a new physics concept that can be used to accomplish the given task. Gaudette was one of the 46 percent of entrants who designed educational games, even though it wasn’t a requirement of the contest.\u003c/p>\n\u003cfigure id=\"attachment_29876\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/victorian-300x168.jpg\" alt=\"victorian\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the middle school category, Henry Edwards and Kevin Kopczynski designed Etiquette Anarchy using \u003ca href=\"http://www.clickteam.com/website/world/multimedia-fusion-2\">Multimedia Fusion 2\u003c/a>. In this puzzle game, players take on the role of a young man in Victorian England trying to improve his social status by successfully navigating etiquette pitfalls at as many parties as he can attend. He’s only got one suit to wear while he’s climbing the social ladder, so he better not get it dirty. The two boys won in a team category, designed to explicitly encourage collaborative team work.\u003c/p>\n\u003cp>Fog, designed by Noah Ratcliff and Pamela Pizarro Ruiz, is an example of a game that impressed judges with its stunning visuals. In the puzzle game, players must navigate a completely foggy world using all five senses to illuminate different parts of a dazzlingly beautiful world. The two students used C# with \u003ca href=\"http://msdn.microsoft.com/en-us/library/bb203894.aspx\">XNA\u003c/a> to build their game.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Programming Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While the vast majority of entrants programmed and built a playable game, the contest also included a written category, where contestants researched, prototyped, storyboarded and produced examples of the art that would accompany their game without actually making it. This category exists partly to acknowledge that not all those who want to participate have access to the digital tools to build a game. But also, “we have that category because we know that some folks aren’t good at building things, but are very creative and thoughtful and good at research,” Levine said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Confused About Ed Tech Tools? New Rating Site for Apps and Games",
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"content": "\u003cdiv id=\"attachment_29771\" class=\"module image center mceTemp\">\u003ca href=\"http://www.graphite.org/\">\u003cimg class=\"size-full wp-image-29771\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/graphite.jpg\" alt=\"graphite\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/graphite.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/graphite-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/graphite-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">graphite.org\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">To evaluate the bonanza of apps, games, and websites that claim to have educational value, \u003ca href=\"http://www.commonsensemedia.org/\">Common Sense Media\u003c/a>, a non-profit organization best known for rating commercial media for age-level appropriateness, has developed a new rating system called \u003ca href=\"http://www.graphite.org/\">Graphite\u003c/a>.\u003c/p>\n\u003cp>The site provides ratings of products in three categories: pedagogy, engagement, and support. Pedagogy is the highest weighted category, and is based on the depth and quality of content and how well it's integrated into the mechanics of the reviewed game or website. The highest rated games require players to think critically about how to progress, and help build skills that are transferable. The engagement category measures how well the game grabs and keeps players' attention, and the support category refers to the quality of tools the product offers to help learners when they get stuck. Support also includes tools for parents or teachers so they can help a learner and gets higher marks if it offers content in a variety of ways, catering to different types of learners. Some examples might be clear tutorials or content offered with both visuals and text.\u003c/p>\n\u003cp>Each review includes two ratings, one by Common Sense Media editorial staff using a fixed rubric and editorial discretion, and another generated by teachers themselves. Some of those teachers are certified early on by Common Sense Media and given special training in the rating measures. Other educators can offer their own rating, along with field notes on what they like and don’t like about the tool. They can offer tips about how they used it and whether they’d recommend it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product/\">Is it Worthy? How to Judge the Value of a Tech Product\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The reviews also include which standards the game or website meets (not necessarily what the developer claims), and a list of the learning skills it supports, including social and emotional learning. It offers suggestions for how the tool might best be used, technical notes and whether it has an effective teacher dashboard. There is also a short written description of the tool written by the editorial team.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It recognizes that each learner is different and that each teaching situation is different,” said Seeta Pai, head of the Research and Digital Content team at Common Sense Media. “It’s really in the combination of the child, context and content.” Every teacher and student is operating within a particular learning ecology and no two students will use it in exactly the same way. Graphite tries to give an unbiased assessment of the learning potential of each tool so that a teacher can decide whether it fits her specific needs.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[Related Reading: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement/\">Fear and Money: How to Face the Big Ed-Tech Obstacles\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>To assess softer skills like critical thinking, Pai says reviewers are looking to see if learning is “baked in” to the tool, an integral part of it and not just an add-on. They’re also looking to see whether the student has to create something, construct knowledge, and apply it to more complex concepts beyond the initial experience. The ability to communicate that learning is also evaluated.\u003c/p>\n\u003cp>The site has reviewed more than 300 products, with a goal of reviewing 1,000 by the end of the year. The company receives 150 requests for review per week and Pai’s team has to research each product before deciding whether it will be reviewed. Once it goes through the review-mill, it will go up on the site, even if it didn’t fare well.\u003c/p>\n\u003cp>As the product expands, Pai hopes to add a pin-board type feature that would allow educators to collate favorite tools and share them with others, helping to create the learning communities that have become so important in modern education. The site also has a small number of professional development tutorials, to help educators brainstorm ideas for how to integrate a tool once they’ve discovered it. That part of the site is still nascent, but Pai says now the site is live they’ll be building out that feature.\u003c/p>\n\u003cp>“The best stuff is tested,” Pai said. “If you don’t test it, you won’t know how it’s going to work.” She’d like to see the whole industry move more towards accountability in order to win credibility with teachers. Pai points out that there's a firewall between the ed-tech industry and the editorial reviewers: As a non-profit organization, Common Sense media doesn’t take advertising from any ed-tech companies and the company has experience applying a strict rating system to media.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29771\" class=\"module image center mceTemp\">\u003ca href=\"http://www.graphite.org/\">\u003cimg class=\"size-full wp-image-29771\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/graphite.jpg\" alt=\"graphite\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/graphite.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/graphite-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/graphite-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">graphite.org\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">To evaluate the bonanza of apps, games, and websites that claim to have educational value, \u003ca href=\"http://www.commonsensemedia.org/\">Common Sense Media\u003c/a>, a non-profit organization best known for rating commercial media for age-level appropriateness, has developed a new rating system called \u003ca href=\"http://www.graphite.org/\">Graphite\u003c/a>.\u003c/p>\n\u003cp>The site provides ratings of products in three categories: pedagogy, engagement, and support. Pedagogy is the highest weighted category, and is based on the depth and quality of content and how well it's integrated into the mechanics of the reviewed game or website. The highest rated games require players to think critically about how to progress, and help build skills that are transferable. The engagement category measures how well the game grabs and keeps players' attention, and the support category refers to the quality of tools the product offers to help learners when they get stuck. Support also includes tools for parents or teachers so they can help a learner and gets higher marks if it offers content in a variety of ways, catering to different types of learners. Some examples might be clear tutorials or content offered with both visuals and text.\u003c/p>\n\u003cp>Each review includes two ratings, one by Common Sense Media editorial staff using a fixed rubric and editorial discretion, and another generated by teachers themselves. Some of those teachers are certified early on by Common Sense Media and given special training in the rating measures. Other educators can offer their own rating, along with field notes on what they like and don’t like about the tool. They can offer tips about how they used it and whether they’d recommend it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product/\">Is it Worthy? How to Judge the Value of a Tech Product\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>The reviews also include which standards the game or website meets (not necessarily what the developer claims), and a list of the learning skills it supports, including social and emotional learning. It offers suggestions for how the tool might best be used, technical notes and whether it has an effective teacher dashboard. There is also a short written description of the tool written by the editorial team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It recognizes that each learner is different and that each teaching situation is different,” said Seeta Pai, head of the Research and Digital Content team at Common Sense Media. “It’s really in the combination of the child, context and content.” Every teacher and student is operating within a particular learning ecology and no two students will use it in exactly the same way. Graphite tries to give an unbiased assessment of the learning potential of each tool so that a teacher can decide whether it fits her specific needs.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[Related Reading: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement/\">Fear and Money: How to Face the Big Ed-Tech Obstacles\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>To assess softer skills like critical thinking, Pai says reviewers are looking to see if learning is “baked in” to the tool, an integral part of it and not just an add-on. They’re also looking to see whether the student has to create something, construct knowledge, and apply it to more complex concepts beyond the initial experience. The ability to communicate that learning is also evaluated.\u003c/p>\n\u003cp>The site has reviewed more than 300 products, with a goal of reviewing 1,000 by the end of the year. The company receives 150 requests for review per week and Pai’s team has to research each product before deciding whether it will be reviewed. Once it goes through the review-mill, it will go up on the site, even if it didn’t fare well.\u003c/p>\n\u003cp>As the product expands, Pai hopes to add a pin-board type feature that would allow educators to collate favorite tools and share them with others, helping to create the learning communities that have become so important in modern education. The site also has a small number of professional development tutorials, to help educators brainstorm ideas for how to integrate a tool once they’ve discovered it. That part of the site is still nascent, but Pai says now the site is live they’ll be building out that feature.\u003c/p>\n\u003cp>“The best stuff is tested,” Pai said. “If you don’t test it, you won’t know how it’s going to work.” She’d like to see the whole industry move more towards accountability in order to win credibility with teachers. Pai points out that there's a firewall between the ed-tech industry and the editorial reviewers: As a non-profit organization, Common Sense media doesn’t take advertising from any ed-tech companies and the company has experience applying a strict rating system to media.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_29763\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://padlet.com/wall/vjuctipuqp\">\u003cimg class=\"size-full wp-image-29763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/padlet.jpg\" alt=\"padlet\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/padlet.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/padlet-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/padlet-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"padlet.com\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. At the International Society of Technology in Education (ISTE) conference this year, \u003ca href=\"http://www.edutecher.net/about.php\">Adam Bellow\u003c/a>, founder of \u003ca href=\"https://www.educlipper.net/\">EduClipper,\u003c/a> and \u003ca href=\"http://www.discoveryeducation.com/administrators/professional-development/our-team/steve-dembo.cfm\">Steve Dembo\u003c/a>, Online Community Manager for Discovery Education offered a quick run through of some favorite apps. The two educators are early adopters of ed-tech classroom strategies and have a lot of experience with tech integration.\u003c/p>\n\u003cp>\u003ca href=\"http://padlet.com/\">\u003cstrong>1. Padlet\u003c/strong>\u003c/a> used to be called Wallwisher, but it got a makeover and a name change recently. It’s essentially a virtual board with sticky notes that can be easily moved, shared and embedded. There are several views, including something that looks more like a scrollable blog and it’s easy to both personalize the experience and organize notes. The privacy and moderation settings make it easy for students to become members of a board where a teacher can post resources and encourage them to do the same. “It’s a great way to quickly share resources with your kids and moderate what they post,” said Bellow.\u003c/p>\n\u003cp>\u003ca href=\"http://ipiccy.com/\">\u003cstrong>2. Ipiccy\u003c/strong>\u003c/a> is like free Photoshop, but less complicated. It has intuitive editing control panels that allow for the simple things like filters, effects, cropping and resizing. It’s also easy to undo anything that didn’t turn out as imagined. But if the project requires a more sophisticated treatment, Ipiccy has layers that like Photoshop allow a user to make very professional final products. Best of all, it’s easy to upload projects to Facebook, Twitter and other social networks that a class might be using to house finished work.\u003c/p>\n\u003cp>\u003ca href=\"http://www.thinglink.com/\">\u003cstrong>3. Thinglink\u003c/strong>\u003c/a> allows a user to add content to images. For example, a student could display a map of Washington, D.C. and add a video explaining how a bill becomes a law over the Capitol building. And it’s easy. The user just clicks a spot on the image and adds text, a link to a website, or an embed code for video. It’s a quick and easy way to make a project more dynamic and interactive.\u003c/p>\n\u003cp>\u003ca href=\"http://www.easel.ly/\">\u003cstrong>4. Easel.ly\u003c/strong>\u003c/a> is a fairly easy way to create an infographic, a visual depiction of information. The tool offers set themes that can be dragged onto a blank canvas to give students somewhere to start. A good example is a map of the United States with bubbles highlighting statistics about specific areas. Then icons can be added, sized, and edited to visually represent information. It’s good for those uncertain of their tech skills, but who want to begin integrating some digital tools into the classroom. It won’t do the work for you, and it forces students to represent what they know at the end of a research project, while giving some creative license. “Instead of giving a paper or project, this is a great way for them to break down concepts visually,” Bellow said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://thenounproject.com/\">\u003cstrong>5. The Noun Project\u003c/strong>\u003c/a> is making clip art icons for every known noun making it a perfect place to look for the images needed for a precise infographic. It can take a lot of time to find a perfect image of a cracked cell phone or a specific kind of dog and the Noun Project makes that a little easier.\u003c/p>\n\u003cp>\u003ca href=\"http://infogr.am/\">\u003cstrong>6. Infogr.am\u003c/strong>\u003c/a> is another tool to visually represent information. It has templates that allow you to throw in your facts and build beautiful charts to represent the information.\u003c/p>\n\u003cp>\u003ca href=\"http://www.polleverywhere.com/\">\u003cstrong>7. Poll Everywhere\u003c/strong>\u003c/a> has been around for several years, and a familiar tool with many teachers. It’s built with HTML 5 so it can be used with any device and is responsive to screen size. Teachers can create both multiple-choice questions and open ended questions that student respond to via text. Students get excited that they can use their phones in class and teachers gain valuable feedback about how well students understand a concept.\u003c/p>\n\u003cp>\u003ca href=\"http://teacher.infuselearning.com/register/index.lasso\">\u003cstrong>8. InfuseLearning\u003c/strong>\u003c/a> is the student response suite challenger to Poll Everywhere. It’s a simple interface that’s free to teachers and it doesn’t require any advanced planning or setup. In real time teachers can send out questions, prompts or quizzes and have students respond in a variety of formats; true/false, multiple choice, open ended, even with a doodle. It also has an audio function that includes language translation, opening up more use possibilities.\u003c/p>\n\u003cp>\u003ca href=\"http://bighugelabs.com/\">\u003cstrong>9. BigHugeLabs\u003c/strong>\u003c/a> provides a great way to make posters and trading cards easily. Best of all, using the free education-specific login students won’t see any advertisements. It’s good for younger kids or an older kid who wants to put together a presentation fairly quickly. One great use would be a movie poster featuring themes and characters of a book.\u003c/p>\n\u003cp>\u003ca href=\"http://www.signgenerator.org/\">\u003cstrong>10. Sign Generator\u003c/strong> \u003c/a>allows users to create their own clip art by changing the letters in photos of signs. The tool provides over 500 templates or a user can upload a photo of a sign and change the letters around. It's a fun way to get creative.\u003c/p>\n\u003cp>\u003ca href=\"http://delivr.com/\">\u003cstrong>11. Delivr\u003c/strong>\u003c/a> creates QR codes, the codes that a mobile device can easily scan and trigger an image or website. QR codes were a theme at ISTE this year; educators displayed interesting ways they use them including as a way to engage students as they come into class or in a treasure hunt format. The nice thing about Delivr is that it will remember all the QR codes ever created and users can edit and change associated urls if to send users to a different website. That adds some unpredictability and suspense to the day. “It becomes the Easter egg for your classroom that gets kids thinking about what they’re going to be learning in class that day,” said Dembo.\u003c/p>\n\u003cp>\u003ca href=\"http://www.aurasma.com/what-is-it/\">\u003cstrong>12. Aurasma\u003c/strong>\u003c/a> is a free app that lets a teacher turn any object into a QR code, rather than just a square bar code, and plays with the idea of augmented reality. Students can hold a mobile device up to an image, such as a bulldog, and be taken to a website, a video or an image about bulldogs. “It’s a blend of virtual reality and reality,” Bellow said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.wevideo.com/\">\u003cstrong>13. WeVideo\u003c/strong> \u003c/a>is a simple web-based video editing tool that turns video projects from a huge time sink to an easy and fun experience. “This is one of these things that every teacher should have at their disposal,” said Dembo. The tool allows users to upload content, save it in the cloud, and can link to other storage space like Google Drive. It can be powerful for making student-centered projects because it allows students to mute parts of the base video, record themselves and add that narration to the video. The video can be published using different file sizes, the smallest of which is free. The tool also offers a number of themes, effects and transitions to spiff up any video.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29763\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://padlet.com/wall/vjuctipuqp\">\u003cimg class=\"size-full wp-image-29763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/padlet.jpg\" alt=\"padlet\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/padlet.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/padlet-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/padlet-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"padlet.com\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Web-based tools continue to proliferate, giving teachers more to add to their arsenal, but it can be hard to determine which resources are worth spending time exploring. At the International Society of Technology in Education (ISTE) conference this year, \u003ca href=\"http://www.edutecher.net/about.php\">Adam Bellow\u003c/a>, founder of \u003ca href=\"https://www.educlipper.net/\">EduClipper,\u003c/a> and \u003ca href=\"http://www.discoveryeducation.com/administrators/professional-development/our-team/steve-dembo.cfm\">Steve Dembo\u003c/a>, Online Community Manager for Discovery Education offered a quick run through of some favorite apps. The two educators are early adopters of ed-tech classroom strategies and have a lot of experience with tech integration.\u003c/p>\n\u003cp>\u003ca href=\"http://padlet.com/\">\u003cstrong>1. Padlet\u003c/strong>\u003c/a> used to be called Wallwisher, but it got a makeover and a name change recently. It’s essentially a virtual board with sticky notes that can be easily moved, shared and embedded. There are several views, including something that looks more like a scrollable blog and it’s easy to both personalize the experience and organize notes. The privacy and moderation settings make it easy for students to become members of a board where a teacher can post resources and encourage them to do the same. “It’s a great way to quickly share resources with your kids and moderate what they post,” said Bellow.\u003c/p>\n\u003cp>\u003ca href=\"http://ipiccy.com/\">\u003cstrong>2. Ipiccy\u003c/strong>\u003c/a> is like free Photoshop, but less complicated. It has intuitive editing control panels that allow for the simple things like filters, effects, cropping and resizing. It’s also easy to undo anything that didn’t turn out as imagined. But if the project requires a more sophisticated treatment, Ipiccy has layers that like Photoshop allow a user to make very professional final products. Best of all, it’s easy to upload projects to Facebook, Twitter and other social networks that a class might be using to house finished work.\u003c/p>\n\u003cp>\u003ca href=\"http://www.thinglink.com/\">\u003cstrong>3. Thinglink\u003c/strong>\u003c/a> allows a user to add content to images. For example, a student could display a map of Washington, D.C. and add a video explaining how a bill becomes a law over the Capitol building. And it’s easy. The user just clicks a spot on the image and adds text, a link to a website, or an embed code for video. It’s a quick and easy way to make a project more dynamic and interactive.\u003c/p>\n\u003cp>\u003ca href=\"http://www.easel.ly/\">\u003cstrong>4. Easel.ly\u003c/strong>\u003c/a> is a fairly easy way to create an infographic, a visual depiction of information. The tool offers set themes that can be dragged onto a blank canvas to give students somewhere to start. A good example is a map of the United States with bubbles highlighting statistics about specific areas. Then icons can be added, sized, and edited to visually represent information. It’s good for those uncertain of their tech skills, but who want to begin integrating some digital tools into the classroom. It won’t do the work for you, and it forces students to represent what they know at the end of a research project, while giving some creative license. “Instead of giving a paper or project, this is a great way for them to break down concepts visually,” Bellow said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://thenounproject.com/\">\u003cstrong>5. The Noun Project\u003c/strong>\u003c/a> is making clip art icons for every known noun making it a perfect place to look for the images needed for a precise infographic. It can take a lot of time to find a perfect image of a cracked cell phone or a specific kind of dog and the Noun Project makes that a little easier.\u003c/p>\n\u003cp>\u003ca href=\"http://infogr.am/\">\u003cstrong>6. Infogr.am\u003c/strong>\u003c/a> is another tool to visually represent information. It has templates that allow you to throw in your facts and build beautiful charts to represent the information.\u003c/p>\n\u003cp>\u003ca href=\"http://www.polleverywhere.com/\">\u003cstrong>7. Poll Everywhere\u003c/strong>\u003c/a> has been around for several years, and a familiar tool with many teachers. It’s built with HTML 5 so it can be used with any device and is responsive to screen size. Teachers can create both multiple-choice questions and open ended questions that student respond to via text. Students get excited that they can use their phones in class and teachers gain valuable feedback about how well students understand a concept.\u003c/p>\n\u003cp>\u003ca href=\"http://teacher.infuselearning.com/register/index.lasso\">\u003cstrong>8. InfuseLearning\u003c/strong>\u003c/a> is the student response suite challenger to Poll Everywhere. It’s a simple interface that’s free to teachers and it doesn’t require any advanced planning or setup. In real time teachers can send out questions, prompts or quizzes and have students respond in a variety of formats; true/false, multiple choice, open ended, even with a doodle. It also has an audio function that includes language translation, opening up more use possibilities.\u003c/p>\n\u003cp>\u003ca href=\"http://bighugelabs.com/\">\u003cstrong>9. BigHugeLabs\u003c/strong>\u003c/a> provides a great way to make posters and trading cards easily. Best of all, using the free education-specific login students won’t see any advertisements. It’s good for younger kids or an older kid who wants to put together a presentation fairly quickly. One great use would be a movie poster featuring themes and characters of a book.\u003c/p>\n\u003cp>\u003ca href=\"http://www.signgenerator.org/\">\u003cstrong>10. Sign Generator\u003c/strong> \u003c/a>allows users to create their own clip art by changing the letters in photos of signs. The tool provides over 500 templates or a user can upload a photo of a sign and change the letters around. It's a fun way to get creative.\u003c/p>\n\u003cp>\u003ca href=\"http://delivr.com/\">\u003cstrong>11. Delivr\u003c/strong>\u003c/a> creates QR codes, the codes that a mobile device can easily scan and trigger an image or website. QR codes were a theme at ISTE this year; educators displayed interesting ways they use them including as a way to engage students as they come into class or in a treasure hunt format. The nice thing about Delivr is that it will remember all the QR codes ever created and users can edit and change associated urls if to send users to a different website. That adds some unpredictability and suspense to the day. “It becomes the Easter egg for your classroom that gets kids thinking about what they’re going to be learning in class that day,” said Dembo.\u003c/p>\n\u003cp>\u003ca href=\"http://www.aurasma.com/what-is-it/\">\u003cstrong>12. Aurasma\u003c/strong>\u003c/a> is a free app that lets a teacher turn any object into a QR code, rather than just a square bar code, and plays with the idea of augmented reality. Students can hold a mobile device up to an image, such as a bulldog, and be taken to a website, a video or an image about bulldogs. “It’s a blend of virtual reality and reality,” Bellow said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
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"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"id": "baycurious",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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}
},
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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},
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"id": "fresh-air",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"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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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "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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