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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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"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 ",
"headTitle": "MindShift | KQED News",
"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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"description": "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.",
"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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"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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"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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"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>\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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"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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"excerpt": "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, two early adopters of ed-tech tools offered a quick run through of some favorite apps. Here's what they noted as the top tools to try.",
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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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"disqusTitle": "Eight Great Apps for Educators to Create, Display and Share",
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"content": "\u003cdiv id=\"attachment_29473\" class=\"module image center mceTemp\" style=\"width: 640px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/91506145@N00/6648375795/in/photolist-b8uEuT-dULcYy-dUEy1B-dULaDh-9BZVMX-bsTUvy-8LXUQm-8dZFto-dUKJk9-dMEcdF-8cWry5-7THfHJ-8Mhh9L-7QhXoH-arQ89E-9EeYms-bivEy2-8BFwRH-8BJD2h-8BFwPP-8BJD5E-8BJD7Y-88NKLr-88NKQR-88RZnf-88NKDV-88RZch-9AL1BP-8P2uZQ-8CuWkh-8CkpDL-8Ckpk3-a8SqXC-9511LX-854ZXT-8Mhjpb-8Pmpm4-8PptT3-8NRUzi-8PmpoP-8Pmpsk-8Pmpf2-8MefLi-8PmphP-9YtpZB-7QTRMm-8GuWat-8GuVZg-89KSZX-8NRRpD-8Rsdfs\">\u003cimg class=\"size-full wp-image-29473\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/apps-image.jpg\" alt=\"apps-image\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Nancy White/Flickr\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>By Kathy E. Gill, \u003ca href=\"http://www.pbs.org/mediashift/2013/06/the-best-apps-for-educators\">PBS MediaShift\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For educators looking to integrate iPads, iPods and other mobile devices, here are eight must-have apps that will make life easier to do things like move files, capture lectures, read PDFs, and much more.\u003c/p>\n\u003cp>\u003cstrong>1. COPY, \u003cem>Freemium\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>With cloud file storage, there’s no need to email yourself a copy of that Powerpoint lecture or video clip; just save it to the cloud and access it later from campus.\u003c/p>\n\u003cp>In the U.S., our markets tend toward duopoly and oligopoly: FedX and UPS; Apple, Microsoft and Google; Facebook and Twitter. In the cloud file storage market, mindshare belongs to six-year-old \u003ca href=\"http://dropbox.com/\">Dropbox\u003c/a>. There’s GoogleDrive, SkyDrive (Microsoft), iCloud (Apple) and a host of others, but no clear number two.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And none as easy to use as Dropbox — until now.\u003c/p>\n\u003cp>In mid-May, security company Barracuda Networks \u003ca href=\"https://www.barracuda.com/news/press_release/81\">tripled the free storage\u003c/a> on its fledgling cloud service \u003ca href=\"http://copy.com/\">Copy\u003c/a> from 5GB to 15GB. Encourage others to sign up (or use a \u003ca href=\"https://copy.com/?r=CjvB8d\">referral link\u003c/a>) and each person receives an additional 5GB. Forever. There’s no cap on free space.\u003c/p>\n\u003cp>Copy makes it easy to share files or folders, to share publicly or privately, and to share view-only (student assignments) or sync-and-edit (collaboration). Need more space or features? Copy also has reasonably priced\u003ca href=\"https://copy.com/price\"> individual and business plans\u003c/a>.\u003c/p>\n\u003cp>Dropbox does have an early mover advantage because many mobile apps have a “sync to Dropbox” feature, which makes it the de facto home for your mobile files. But for those with very large files, Copy’s generous storage and ease-of-use make it a solid contender. And it’s a more logical extension of Barracuda’s core business than it is of Apple, Google or Microsoft.\u003c/p>\n\u003cp>\u003cstrong>2. EXPLAIN EVERYTHING, \u003cem>$2.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Kahn Academy has spotlighted the possibilities inherent in recorded, screen-captured mini-lectures. \u003ca href=\"http://www.explaineverything.com/\">Explain Everything \u003c/a>turns your iPad into an interactive whiteboard for screencasting.\u003c/p>\n\u003cp>Suburban New York City middle school math teacher and technology director \u003ca href=\"http://www.linkedin.com/pub/reshan-richards/12/82b/507\">Reshan Richards\u003c/a> created Explain Everything along with two developers in Poland. They launched in August 2011, when the iPad was still considered a content consumption device more than a creation one.\u003c/p>\n\u003cp>Start your new project with an existing Powerpoint, Keynote, PDF file or a Word doc, Excel or Numbers spreadsheet or even an image (or two or three). Or start from scratch. Draw. Annotate. Narrate. And then export the project as a video file to the camera roll, to a cloud file service, or directly to YouTube. You’re on your way to a flipped classroom. But EE can also be used as an assessment tool, as \u003ca href=\"http://www.explaineverything.com/1/post/2013/03/ee-tutorial-for-teachers.html\">science teacher Stephanie Castle demonstrates\u003c/a>.\u003c/p>\n\u003cp>This is a robust application. And yes, that means there’s a learning curve. But there is also an active community and well-written tutorials.\u003c/p>\n\u003cp>\u003cstrong>3. GOODREADER, \u003cem>$4.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Love ‘em or hate ‘em, PDF files are one of the most common formats for academic papers. Perhaps more important than its ability to read PDFs, \u003ca href=\"http://www.goodiware.com/goodreader.html\">GoodReader\u003c/a> makes it possible to annotate them.\u003c/p>\n\u003cp>This means you can have students turn in assignments as PDFs, then mark up the document as you read it. Annotation examples include highlighted text, underlining, predefined shapes (like arrows) and freehand drawing. Easily sync with Dropbox, SkyDrive or SugarSync as well as any WebDAV, AFP, SMB, FTP or SFTP server.\u003c/p>\n\u003cp>Once you’ve added documents, you can toggle preview on or off; preview might not be important if you have only a few documents. GoodReader lets you search by name, recently read, recently added and starred documents.\u003c/p>\n\u003cp>GoodReader got its start dealing with the spawn of Adobe, but today it also handles Microsoft Office files (.doc, .xls and .ppt) as well as iWork files, images and HTML. And if you ever need to quickly \u003ca href=\"http://wiredpen.com/2013/04/01/easily-transfer-third-party-movies-to-your-ipad/\">transfer a large, non-Apple movie file from your computer to your iPad\u003c/a>, GoodReader will save the day. It is clearly the Swiss Army knife of mobile applications.\u003c/p>\n\u003cp>\u003cstrong>4. HT PROFESSIONAL RECORDER, \u003cem>$6.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/app/ht-professional-recorder/id292413948?mt=8\">HT Professional Recorder \u003c/a>is a built-in recorder in Apple devices is bare bones in function but aesthetically simple.\u003c/p>\n\u003cp>There are three recording modes: “very close to phone,” “conference room” and “auditorium.” Conference room is designed for situations where there are several people talking but all are not close to the microphone; somehow, the software compensates.\u003c/p>\n\u003cp>In auditorium mode, the engineers crafted the software to ignore close sounds and focus on the voice far away. Consequently, nearby voices will be distorted. However the microphone gain sensitivity was engineered, it works well for lectures.\u003c/p>\n\u003cp>Equally important, the HT Professional Recorder interface makes it easy to organize and name recordings; sync to DropBox or share via email; and annotate with notes and bookmarks. Recordings shared via email have length restriction depending on the age of your device. The maximum recording length is 15 hours, if your device has sufficient storage. There is also editing functionality.\u003c/p>\n\u003cp>\u003cstrong>5. REEDER, \u003cem> free for iPad, $2.99 for iPhone\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Reeder is a Google Reader client. This means you need a Google Reader account to use the app. But July 1, \u003ca href=\"http://gigaom.com/2013/03/13/google-kills-google-reader-will-go-offline-on-july-1-2013/\">Google will pull the plug on its web-based RSS reader, \u003c/a> and until then, the iPad and Mac versions of Reeder are free.\u003c/p>\n\u003cp>Reeder \u003ca href=\"http://reederapp.com/reader/\">creator Silvio Rizzi\u003c/a> will continue development on the apps. The iPhone version currently supports Feedbin ($2/month) as an alternative to Google Reader. Reeder is the antithesis of FlipBoard. Skim headlines, read text in a very subtle, easy-on-the-eyes interface. Set up your feeds: no social-magic algorithms to sort them for you.\u003c/p>\n\u003cp>Don’t forget to use \u003ca href=\"https://www.google.com/takeout/\">Google Takeout\u003c/a> to download your RSS feeds before July 1.\u003c/p>\n\u003cp>\u003cstrong>6. REFLECTOR, \u003cem>$12.99 single user; $54.99, 5-seat license\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>This app is for your computer, not your iPad or iPhone. But, oh, what an app! With \u003ca href=\"http://www.reflectorapp.com/getstarted.php\">Reflector\u003c/a>, you can seamlessly mirror your iPhone, iPod Touch or iPad* on any Mac or PC so long as the two are on the same wireless network.\u003c/p>\n\u003cp>What can you do with that mirrored device?\u003c/p>\n\u003cp>Demos, for one thing, assuming the computer is connected to an in-class projector. Or capture what’s happening on the screen — as you manipulate the device — for a screencast. Collaborate with someone remotely by piggybacking with a tool like LogMeIn or Google Hangout. “Can you hear what I say?” becomes “Do you understand what I see?”\u003c/p>\n\u003cp>A little pricy, but far less expensive than an AppleTV, which is the other route to AirPlay mirroring. This software should be stock in any classroom or meeting room with a computer and projection equipment.\u003c/p>\n\u003cp>* Requires AirPlay mirroring; excludes the original iPad; includes the iPad 4S and 5 as well as fifth-generation iPod Touch.\u003c/p>\n\u003cp>\u003cstrong>7. SKITCH, \u003cem>free \u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A picture may be worth a thousand words, but sometimes it’s that teeny little thing “over there” that’s really important to the story. How can I point to that spot on the picture if we’re 3,000 miles or 8 time zones away from each other? Enter the free app, \u003ca href=\"http://evernote.com/skitch/\">Skitch\u003c/a>, an integral part of the Evernote family.\u003c/p>\n\u003cp>This free sketch and annotation tool does its job simply: no muss, no fuss. Annotate a screen capture or another image or start from scratch. There’s the full array of expected tools as well as a pixelizer to blur details (Facebook names or photos, for example) and a crop tool. The interface feels similar across devices and platforms, but the differences are more pronounced than with an Adobe or Microsoft product, for example. No saving to DropBox here. Save locally or save to Evernote, which is the method you will be pushed to use.\u003c/p>\n\u003cp>Skitch was originally a Mac-only desktop app. In fall 2012, \u003ca href=\"http://blog.evernote.com/blog/2011/08/18/evernote-acquires-skitch-evernote_etc/\">a year after its purchase\u003c/a>, Evernote released v2, which mimicked the current mobile and Windows versions of the product. Many in the \u003ca href=\"http://mac.appstorm.net/reviews/utilities/skitch-2-a-stark-regression/\">Mac community howled\u003c/a> in protest, so much so that the \u003ca href=\"http://blog.evernote.com/blog/2012/09/28/skitch-for-mac-update-you-asked-we-listened/\">company re-released\u003c/a> v1 of the application.\u003c/p>\n\u003cp>If you are an Evernote Premium customer, Skitch can annotate PDFs.\u003c/p>\n\u003cp>\u003cstrong>8. TRELLO, \u003cem>freemium\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>If you like Post-It notes or 3×5 cards, \u003ca href=\"https://trello.com/\">Trello\u003c/a> might be the to-do list or project management tool for you.\u003c/p>\n\u003cp>Each project (which could be a lesson plan or a lecture or a shopping list) is called a board. Everything that’s to be done: \u003ca href=\"http://help.trello.com/customer/portal/articles/930752-adding-cards\">a card\u003c/a>. On the front: title, due date, some other meta info. But the back of the card is where Trello is rich: checklist, members, attachments, notes, comments, labels (think “tags”).\u003c/p>\n\u003cp>Given that this was developed by a software startup, it’s not surprising that it functions well as an agile or lean tool. Say you want to learn about HTML5 and CSS: Put a list of topics or tasks related to this goal on the left. Then add a Doing list in the middle and Done list on the right. (You can see all three at once on the iPad.) Drag a card from one list to another as you work on it.\u003c/p>\n\u003cp>Trello could also be an assessment tool for group projects. Students learn a little about project management and teachers get to watch, virtually, as the projects move forward. Business class accounts are only $200 a year and include Google apps integration and bulk export. (Download all of those student projects with one click.)\u003c/p>\n\u003cp>This is a web app enhanced with mobile apps, both iOS and Android. It’s a useful tool for the solo practitioner. It’s a great tool for collaboration.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"size-thumbnail wp-image-29723 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"pbs-mediashift-logo-final\" width=\"56\" height=\"56\">\u003c/em>\u003cem>\u003cem>Kathy Gill has been online since the early 1990s, having discovered CompuServe before Marc Andreessen launched Mosaic at the Un\u003c/em>\u003c/em>\u003cem>\u003cem>iversity of Illinois in 1993. At the University of Washington, she has taught undergraduate digital journalism as well as classes in the Master of Communication in Digital Media program. \u003c/em>\u003c/em>\u003cem>\u003c/em>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29473\" class=\"module image center mceTemp\" style=\"width: 640px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/91506145@N00/6648375795/in/photolist-b8uEuT-dULcYy-dUEy1B-dULaDh-9BZVMX-bsTUvy-8LXUQm-8dZFto-dUKJk9-dMEcdF-8cWry5-7THfHJ-8Mhh9L-7QhXoH-arQ89E-9EeYms-bivEy2-8BFwRH-8BJD2h-8BFwPP-8BJD5E-8BJD7Y-88NKLr-88NKQR-88RZnf-88NKDV-88RZch-9AL1BP-8P2uZQ-8CuWkh-8CkpDL-8Ckpk3-a8SqXC-9511LX-854ZXT-8Mhjpb-8Pmpm4-8PptT3-8NRUzi-8PmpoP-8Pmpsk-8Pmpf2-8MefLi-8PmphP-9YtpZB-7QTRMm-8GuWat-8GuVZg-89KSZX-8NRRpD-8Rsdfs\">\u003cimg class=\"size-full wp-image-29473\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/apps-image.jpg\" alt=\"apps-image\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Nancy White/Flickr\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>By Kathy E. Gill, \u003ca href=\"http://www.pbs.org/mediashift/2013/06/the-best-apps-for-educators\">PBS MediaShift\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For educators looking to integrate iPads, iPods and other mobile devices, here are eight must-have apps that will make life easier to do things like move files, capture lectures, read PDFs, and much more.\u003c/p>\n\u003cp>\u003cstrong>1. COPY, \u003cem>Freemium\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>With cloud file storage, there’s no need to email yourself a copy of that Powerpoint lecture or video clip; just save it to the cloud and access it later from campus.\u003c/p>\n\u003cp>In the U.S., our markets tend toward duopoly and oligopoly: FedX and UPS; Apple, Microsoft and Google; Facebook and Twitter. In the cloud file storage market, mindshare belongs to six-year-old \u003ca href=\"http://dropbox.com/\">Dropbox\u003c/a>. There’s GoogleDrive, SkyDrive (Microsoft), iCloud (Apple) and a host of others, but no clear number two.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And none as easy to use as Dropbox — until now.\u003c/p>\n\u003cp>In mid-May, security company Barracuda Networks \u003ca href=\"https://www.barracuda.com/news/press_release/81\">tripled the free storage\u003c/a> on its fledgling cloud service \u003ca href=\"http://copy.com/\">Copy\u003c/a> from 5GB to 15GB. Encourage others to sign up (or use a \u003ca href=\"https://copy.com/?r=CjvB8d\">referral link\u003c/a>) and each person receives an additional 5GB. Forever. There’s no cap on free space.\u003c/p>\n\u003cp>Copy makes it easy to share files or folders, to share publicly or privately, and to share view-only (student assignments) or sync-and-edit (collaboration). Need more space or features? Copy also has reasonably priced\u003ca href=\"https://copy.com/price\"> individual and business plans\u003c/a>.\u003c/p>\n\u003cp>Dropbox does have an early mover advantage because many mobile apps have a “sync to Dropbox” feature, which makes it the de facto home for your mobile files. But for those with very large files, Copy’s generous storage and ease-of-use make it a solid contender. And it’s a more logical extension of Barracuda’s core business than it is of Apple, Google or Microsoft.\u003c/p>\n\u003cp>\u003cstrong>2. EXPLAIN EVERYTHING, \u003cem>$2.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Kahn Academy has spotlighted the possibilities inherent in recorded, screen-captured mini-lectures. \u003ca href=\"http://www.explaineverything.com/\">Explain Everything \u003c/a>turns your iPad into an interactive whiteboard for screencasting.\u003c/p>\n\u003cp>Suburban New York City middle school math teacher and technology director \u003ca href=\"http://www.linkedin.com/pub/reshan-richards/12/82b/507\">Reshan Richards\u003c/a> created Explain Everything along with two developers in Poland. They launched in August 2011, when the iPad was still considered a content consumption device more than a creation one.\u003c/p>\n\u003cp>Start your new project with an existing Powerpoint, Keynote, PDF file or a Word doc, Excel or Numbers spreadsheet or even an image (or two or three). Or start from scratch. Draw. Annotate. Narrate. And then export the project as a video file to the camera roll, to a cloud file service, or directly to YouTube. You’re on your way to a flipped classroom. But EE can also be used as an assessment tool, as \u003ca href=\"http://www.explaineverything.com/1/post/2013/03/ee-tutorial-for-teachers.html\">science teacher Stephanie Castle demonstrates\u003c/a>.\u003c/p>\n\u003cp>This is a robust application. And yes, that means there’s a learning curve. But there is also an active community and well-written tutorials.\u003c/p>\n\u003cp>\u003cstrong>3. GOODREADER, \u003cem>$4.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Love ‘em or hate ‘em, PDF files are one of the most common formats for academic papers. Perhaps more important than its ability to read PDFs, \u003ca href=\"http://www.goodiware.com/goodreader.html\">GoodReader\u003c/a> makes it possible to annotate them.\u003c/p>\n\u003cp>This means you can have students turn in assignments as PDFs, then mark up the document as you read it. Annotation examples include highlighted text, underlining, predefined shapes (like arrows) and freehand drawing. Easily sync with Dropbox, SkyDrive or SugarSync as well as any WebDAV, AFP, SMB, FTP or SFTP server.\u003c/p>\n\u003cp>Once you’ve added documents, you can toggle preview on or off; preview might not be important if you have only a few documents. GoodReader lets you search by name, recently read, recently added and starred documents.\u003c/p>\n\u003cp>GoodReader got its start dealing with the spawn of Adobe, but today it also handles Microsoft Office files (.doc, .xls and .ppt) as well as iWork files, images and HTML. And if you ever need to quickly \u003ca href=\"http://wiredpen.com/2013/04/01/easily-transfer-third-party-movies-to-your-ipad/\">transfer a large, non-Apple movie file from your computer to your iPad\u003c/a>, GoodReader will save the day. It is clearly the Swiss Army knife of mobile applications.\u003c/p>\n\u003cp>\u003cstrong>4. HT PROFESSIONAL RECORDER, \u003cem>$6.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/app/ht-professional-recorder/id292413948?mt=8\">HT Professional Recorder \u003c/a>is a built-in recorder in Apple devices is bare bones in function but aesthetically simple.\u003c/p>\n\u003cp>There are three recording modes: “very close to phone,” “conference room” and “auditorium.” Conference room is designed for situations where there are several people talking but all are not close to the microphone; somehow, the software compensates.\u003c/p>\n\u003cp>In auditorium mode, the engineers crafted the software to ignore close sounds and focus on the voice far away. Consequently, nearby voices will be distorted. However the microphone gain sensitivity was engineered, it works well for lectures.\u003c/p>\n\u003cp>Equally important, the HT Professional Recorder interface makes it easy to organize and name recordings; sync to DropBox or share via email; and annotate with notes and bookmarks. Recordings shared via email have length restriction depending on the age of your device. The maximum recording length is 15 hours, if your device has sufficient storage. There is also editing functionality.\u003c/p>\n\u003cp>\u003cstrong>5. REEDER, \u003cem> free for iPad, $2.99 for iPhone\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Reeder is a Google Reader client. This means you need a Google Reader account to use the app. But July 1, \u003ca href=\"http://gigaom.com/2013/03/13/google-kills-google-reader-will-go-offline-on-july-1-2013/\">Google will pull the plug on its web-based RSS reader, \u003c/a> and until then, the iPad and Mac versions of Reeder are free.\u003c/p>\n\u003cp>Reeder \u003ca href=\"http://reederapp.com/reader/\">creator Silvio Rizzi\u003c/a> will continue development on the apps. The iPhone version currently supports Feedbin ($2/month) as an alternative to Google Reader. Reeder is the antithesis of FlipBoard. Skim headlines, read text in a very subtle, easy-on-the-eyes interface. Set up your feeds: no social-magic algorithms to sort them for you.\u003c/p>\n\u003cp>Don’t forget to use \u003ca href=\"https://www.google.com/takeout/\">Google Takeout\u003c/a> to download your RSS feeds before July 1.\u003c/p>\n\u003cp>\u003cstrong>6. REFLECTOR, \u003cem>$12.99 single user; $54.99, 5-seat license\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>This app is for your computer, not your iPad or iPhone. But, oh, what an app! With \u003ca href=\"http://www.reflectorapp.com/getstarted.php\">Reflector\u003c/a>, you can seamlessly mirror your iPhone, iPod Touch or iPad* on any Mac or PC so long as the two are on the same wireless network.\u003c/p>\n\u003cp>What can you do with that mirrored device?\u003c/p>\n\u003cp>Demos, for one thing, assuming the computer is connected to an in-class projector. Or capture what’s happening on the screen — as you manipulate the device — for a screencast. Collaborate with someone remotely by piggybacking with a tool like LogMeIn or Google Hangout. “Can you hear what I say?” becomes “Do you understand what I see?”\u003c/p>\n\u003cp>A little pricy, but far less expensive than an AppleTV, which is the other route to AirPlay mirroring. This software should be stock in any classroom or meeting room with a computer and projection equipment.\u003c/p>\n\u003cp>* Requires AirPlay mirroring; excludes the original iPad; includes the iPad 4S and 5 as well as fifth-generation iPod Touch.\u003c/p>\n\u003cp>\u003cstrong>7. SKITCH, \u003cem>free \u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A picture may be worth a thousand words, but sometimes it’s that teeny little thing “over there” that’s really important to the story. How can I point to that spot on the picture if we’re 3,000 miles or 8 time zones away from each other? Enter the free app, \u003ca href=\"http://evernote.com/skitch/\">Skitch\u003c/a>, an integral part of the Evernote family.\u003c/p>\n\u003cp>This free sketch and annotation tool does its job simply: no muss, no fuss. Annotate a screen capture or another image or start from scratch. There’s the full array of expected tools as well as a pixelizer to blur details (Facebook names or photos, for example) and a crop tool. The interface feels similar across devices and platforms, but the differences are more pronounced than with an Adobe or Microsoft product, for example. No saving to DropBox here. Save locally or save to Evernote, which is the method you will be pushed to use.\u003c/p>\n\u003cp>Skitch was originally a Mac-only desktop app. In fall 2012, \u003ca href=\"http://blog.evernote.com/blog/2011/08/18/evernote-acquires-skitch-evernote_etc/\">a year after its purchase\u003c/a>, Evernote released v2, which mimicked the current mobile and Windows versions of the product. Many in the \u003ca href=\"http://mac.appstorm.net/reviews/utilities/skitch-2-a-stark-regression/\">Mac community howled\u003c/a> in protest, so much so that the \u003ca href=\"http://blog.evernote.com/blog/2012/09/28/skitch-for-mac-update-you-asked-we-listened/\">company re-released\u003c/a> v1 of the application.\u003c/p>\n\u003cp>If you are an Evernote Premium customer, Skitch can annotate PDFs.\u003c/p>\n\u003cp>\u003cstrong>8. TRELLO, \u003cem>freemium\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>If you like Post-It notes or 3×5 cards, \u003ca href=\"https://trello.com/\">Trello\u003c/a> might be the to-do list or project management tool for you.\u003c/p>\n\u003cp>Each project (which could be a lesson plan or a lecture or a shopping list) is called a board. Everything that’s to be done: \u003ca href=\"http://help.trello.com/customer/portal/articles/930752-adding-cards\">a card\u003c/a>. On the front: title, due date, some other meta info. But the back of the card is where Trello is rich: checklist, members, attachments, notes, comments, labels (think “tags”).\u003c/p>\n\u003cp>Given that this was developed by a software startup, it’s not surprising that it functions well as an agile or lean tool. Say you want to learn about HTML5 and CSS: Put a list of topics or tasks related to this goal on the left. Then add a Doing list in the middle and Done list on the right. (You can see all three at once on the iPad.) Drag a card from one list to another as you work on it.\u003c/p>\n\u003cp>Trello could also be an assessment tool for group projects. Students learn a little about project management and teachers get to watch, virtually, as the projects move forward. Business class accounts are only $200 a year and include Google apps integration and bulk export. (Download all of those student projects with one click.)\u003c/p>\n\u003cp>This is a web app enhanced with mobile apps, both iOS and Android. It’s a useful tool for the solo practitioner. It’s a great tool for collaboration.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"size-thumbnail wp-image-29723 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"pbs-mediashift-logo-final\" width=\"56\" height=\"56\">\u003c/em>\u003cem>\u003cem>Kathy Gill has been online since the early 1990s, having discovered CompuServe before Marc Andreessen launched Mosaic at the Un\u003c/em>\u003c/em>\u003cem>\u003cem>iversity of Illinois in 1993. At the University of Washington, she has taught undergraduate digital journalism as well as classes in the Master of Communication in Digital Media program. \u003c/em>\u003c/em>\u003cem>\u003c/em>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_29638\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200474362-001.jpg\" alt=\"200474362-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ten-year-old Jude Koster of Dallas, Texas, said that he could show his teachers a thing or two on his iPod Touch or 3DS. Koster creates stop-motion animations and videos with original storylines and can cut, crop and blend digital photos he takes himself, too, all of which he taught himself how to do in his limited weekly screen time outside of school, says his mother Wendy Koster.\u003c/p>\n\u003cp>While fourth grade didn’t lend itself to much of an opportunity to use digital devices in his classroom -- other than a few iPad games at the end of the year -- computer use wasn’t a large part of Koster’s class time at his Montessori school. But Koster said his teachers may not realize what he’s able to do with digital technology outside of the classroom.\u003c/p>\n\u003cp>“I had two fourth grade teachers,” Koster said recently. “One who knows nothing, and one who knows everything” about using technology. The younger of the two teachers, said Ms. Koster, was an avid XBox gamer and able to talk to the kids about the digital devices they use at home. The older teacher, she said, was perhaps a little less tech-savvy.\u003c/p>\n\u003cp>If he was able to bring his iPod Touch to class, Koster rattled off the ways he could use it: using Dictionary.com to look up words, typing up his essays and book reports instead of handwriting them, and looking up things he needed to know; and that’s on top of his content creation videos, and, of course, playing Minecraft. “I just learn by trial and error,” Koster said. “One minute, I’m asking, hmmm, how do I do this? Then yadda yadda - I just got a high score!”\u003c/p>\n\u003cp>According to an expansive new \u003ca href=\"http://tomorrow.org/speakup/SU12_DigitalLearners_StudentsTEXT.html\">Speak Up survey\u003c/a> conducted by Project Tomorrow, “From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner,” students want school to be equipped with the same technology they're used to using at home, and that includes, in large part, handheld mobile devices like smartphones and iPads.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Of the more than 364,000 students surveyed, 65 percent of middle schoolers and 80 percent of high schoolers have access to a smartphone -- nearly triple the number reported from the 2008 survey. Speak Up reports that, in the decade since they’ve been collecting data on how new technological tools can transform education, there have been big, dramatic changes. When they took their first survey in 2003, students’ biggest classroom hurdles were access to the Internet and working on outdated computers. Today’s students, however, have surpassed those original blockades to digital learning and are now most concerned that they aren’t able to access the full range of learning tools available to them, due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand To Use Technology In Schools\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools,” writes the Project Tomorrow research team. “Many education leaders are valiantly trying to determine the new world order in the modern classroom where students can with a few clicks on a mobile device have access to more information and expertise about any possible topic than their teacher or the school library ever will.”\u003c/p>\n\u003ch4>STUDENTS SPEAK UP\u003c/h4>\n\u003cp>Gian Luigi de Falco, 18, just graduated from prestigious Brooklyn Tech High School in Brooklyn, New York. “My school is a bit technologically stunted,” he said, explaining that his school had some Dell desktops located in a few classrooms and computer labs, some of which aren’t even connected to the Internet, and most of which don’t have sound. And, while all Brooklyn Tech students are required to take a couple of computer courses -- a digital design course and a basic digital electronics course that includes breadboarding and circuit building -- most students, after sophomore year, don’t use computers much at all during the school day. And, like all New York City schools, cellular phones are forbidden at Brooklyn Tech, even during breaks and lunch.\u003c/p>\n\u003cp>De Falco believes that forbidding phones, iPads and laptops at one of the most highly prized academic high schools in the country is a big mistake, for several reasons. “I can safely say that I believe there’s a lot that could be done with iPads/laptops at my school, such as being able to tap into our expensive and heavy textbooks in class, or use interactive websites in our own seats rather than having to move to one of the few and inconveniently placed computer labs,” he said.\u003c/p>\n\u003cp>New York City’s systemic ban on cell phones and smartphones, said de Falco, causes kids to hide them in class and use them for purposes not related to what they're doing in class, like texting friends or looking up information on the sly. “Our phones could be used to find information not readily available, as well as serve many of the aforementioned functions that iPads serve, such as graph making, note taking and textbook help.”\u003c/p>\n\u003cfigure id=\"attachment_29634\" class=\"wp-caption center\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-29634\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png\" alt=\"Screen Shot 2013-06-24 at 4.43.06 PM\" width=\"737\" height=\"267\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-400x145.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-320x116.png 320w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>BEYOND THE \u003c/strong>OBVIOUS\u003c/h4>\n\u003cp>While students might think their teachers simply don’t understand the latest technology, the issue of classroom tech might be larger. According to the Project Tomorrow survey, students believe that teachers aren’t comfortable assigning homework or projects using the Internet, and they are correct: only 21 percent of secondary teachers give homework assignments using the Internet on a weekly basis, but in sharp contrast, 47 percent of sixth graders and 69 percent of high school students use the Internet regularly to “self-support their learning” on assignments at home.\u003c/p>\n\u003cp>But one of the biggest reasons teachers don’t ask students to go online for homework is the issue of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">equity:\u003c/a> the issue becomes thorny when some students have access to computers and devices, but others do not. Todd Dickson, Founder and CEO of Valor Collegiate Academies in Nashville, Tennessee, a group of mixed-income charter middle and high schools that are slated to inaugurate their first fifth grade classes in fall of 2014, said that, even though the tech model is hard to predict five years down the road, in order to ensure equity among Valor's future high school students (who will begin in fall 2018), Valor is planning on asking kids to bring their own devices if they have them. And for those who don’t -- Dickson predicts it will be about 60 percent -- the school will provide each with a Google Chromebook, and make sure their homes are equipped with high-speed Internet access.\u003c/p>\n\u003cp>But equal access to computers and high-speed Internet is only one piece of the puzzle. Dickson said one of the advantages of building a “next generation school” from the ground up is the ability to recruit teachers “who have already bought into the future of tech model” that Valor will rely on. Teachers will also receive plenty of professional development -- Dickson plans on 40 days per school year, some of which will be used for technology training -- and said that he’s “way more excited for the tech potential for teachers” than for students. While he thinks student learning should have a tech component, Dickson said that it will take time for websites to catch up to what teachers can do as far as learning content.\u003c/p>\n\u003cp>“I think the most promising part of tech is the tools that are allowing teachers and schools to collect data quickly, learn management systems, and be able to analyze the data. I think that piece of it has the most potential to improve instruction,” he said. Through the use of rich data platforms, Valor’s teachers will be able to quickly break down assessments, analyze them, and make predictions about students, ultimately providing them with better instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29638\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200474362-001.jpg\" alt=\"200474362-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ten-year-old Jude Koster of Dallas, Texas, said that he could show his teachers a thing or two on his iPod Touch or 3DS. Koster creates stop-motion animations and videos with original storylines and can cut, crop and blend digital photos he takes himself, too, all of which he taught himself how to do in his limited weekly screen time outside of school, says his mother Wendy Koster.\u003c/p>\n\u003cp>While fourth grade didn’t lend itself to much of an opportunity to use digital devices in his classroom -- other than a few iPad games at the end of the year -- computer use wasn’t a large part of Koster’s class time at his Montessori school. But Koster said his teachers may not realize what he’s able to do with digital technology outside of the classroom.\u003c/p>\n\u003cp>“I had two fourth grade teachers,” Koster said recently. “One who knows nothing, and one who knows everything” about using technology. The younger of the two teachers, said Ms. Koster, was an avid XBox gamer and able to talk to the kids about the digital devices they use at home. The older teacher, she said, was perhaps a little less tech-savvy.\u003c/p>\n\u003cp>If he was able to bring his iPod Touch to class, Koster rattled off the ways he could use it: using Dictionary.com to look up words, typing up his essays and book reports instead of handwriting them, and looking up things he needed to know; and that’s on top of his content creation videos, and, of course, playing Minecraft. “I just learn by trial and error,” Koster said. “One minute, I’m asking, hmmm, how do I do this? Then yadda yadda - I just got a high score!”\u003c/p>\n\u003cp>According to an expansive new \u003ca href=\"http://tomorrow.org/speakup/SU12_DigitalLearners_StudentsTEXT.html\">Speak Up survey\u003c/a> conducted by Project Tomorrow, “From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner,” students want school to be equipped with the same technology they're used to using at home, and that includes, in large part, handheld mobile devices like smartphones and iPads.\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\">“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Of the more than 364,000 students surveyed, 65 percent of middle schoolers and 80 percent of high schoolers have access to a smartphone -- nearly triple the number reported from the 2008 survey. Speak Up reports that, in the decade since they’ve been collecting data on how new technological tools can transform education, there have been big, dramatic changes. When they took their first survey in 2003, students’ biggest classroom hurdles were access to the Internet and working on outdated computers. Today’s students, however, have surpassed those original blockades to digital learning and are now most concerned that they aren’t able to access the full range of learning tools available to them, due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand To Use Technology In Schools\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools,” writes the Project Tomorrow research team. “Many education leaders are valiantly trying to determine the new world order in the modern classroom where students can with a few clicks on a mobile device have access to more information and expertise about any possible topic than their teacher or the school library ever will.”\u003c/p>\n\u003ch4>STUDENTS SPEAK UP\u003c/h4>\n\u003cp>Gian Luigi de Falco, 18, just graduated from prestigious Brooklyn Tech High School in Brooklyn, New York. “My school is a bit technologically stunted,” he said, explaining that his school had some Dell desktops located in a few classrooms and computer labs, some of which aren’t even connected to the Internet, and most of which don’t have sound. And, while all Brooklyn Tech students are required to take a couple of computer courses -- a digital design course and a basic digital electronics course that includes breadboarding and circuit building -- most students, after sophomore year, don’t use computers much at all during the school day. And, like all New York City schools, cellular phones are forbidden at Brooklyn Tech, even during breaks and lunch.\u003c/p>\n\u003cp>De Falco believes that forbidding phones, iPads and laptops at one of the most highly prized academic high schools in the country is a big mistake, for several reasons. “I can safely say that I believe there’s a lot that could be done with iPads/laptops at my school, such as being able to tap into our expensive and heavy textbooks in class, or use interactive websites in our own seats rather than having to move to one of the few and inconveniently placed computer labs,” he said.\u003c/p>\n\u003cp>New York City’s systemic ban on cell phones and smartphones, said de Falco, causes kids to hide them in class and use them for purposes not related to what they're doing in class, like texting friends or looking up information on the sly. “Our phones could be used to find information not readily available, as well as serve many of the aforementioned functions that iPads serve, such as graph making, note taking and textbook help.”\u003c/p>\n\u003cfigure id=\"attachment_29634\" class=\"wp-caption center\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-29634\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png\" alt=\"Screen Shot 2013-06-24 at 4.43.06 PM\" width=\"737\" height=\"267\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-400x145.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-320x116.png 320w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>BEYOND THE \u003c/strong>OBVIOUS\u003c/h4>\n\u003cp>While students might think their teachers simply don’t understand the latest technology, the issue of classroom tech might be larger. According to the Project Tomorrow survey, students believe that teachers aren’t comfortable assigning homework or projects using the Internet, and they are correct: only 21 percent of secondary teachers give homework assignments using the Internet on a weekly basis, but in sharp contrast, 47 percent of sixth graders and 69 percent of high school students use the Internet regularly to “self-support their learning” on assignments at home.\u003c/p>\n\u003cp>But one of the biggest reasons teachers don’t ask students to go online for homework is the issue of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">equity:\u003c/a> the issue becomes thorny when some students have access to computers and devices, but others do not. Todd Dickson, Founder and CEO of Valor Collegiate Academies in Nashville, Tennessee, a group of mixed-income charter middle and high schools that are slated to inaugurate their first fifth grade classes in fall of 2014, said that, even though the tech model is hard to predict five years down the road, in order to ensure equity among Valor's future high school students (who will begin in fall 2018), Valor is planning on asking kids to bring their own devices if they have them. And for those who don’t -- Dickson predicts it will be about 60 percent -- the school will provide each with a Google Chromebook, and make sure their homes are equipped with high-speed Internet access.\u003c/p>\n\u003cp>But equal access to computers and high-speed Internet is only one piece of the puzzle. Dickson said one of the advantages of building a “next generation school” from the ground up is the ability to recruit teachers “who have already bought into the future of tech model” that Valor will rely on. Teachers will also receive plenty of professional development -- Dickson plans on 40 days per school year, some of which will be used for technology training -- and said that he’s “way more excited for the tech potential for teachers” than for students. While he thinks student learning should have a tech component, Dickson said that it will take time for websites to catch up to what teachers can do as far as learning content.\u003c/p>\n\u003cp>“I think the most promising part of tech is the tools that are allowing teachers and schools to collect data quickly, learn management systems, and be able to analyze the data. I think that piece of it has the most potential to improve instruction,” he said. Through the use of rich data platforms, Valor’s teachers will be able to quickly break down assessments, analyze them, and make predictions about students, ultimately providing them with better instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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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"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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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"planet-money": {
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
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