window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_29530": {
"type": "attachments",
"id": "mindshift_29530",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29530",
"found": true
},
"parent": 29133,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/money.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1371412322,
"modified": 1371412322,
"caption": null,
"description": null,
"title": "money",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_29519": {
"type": "attachments",
"id": "mindshift_29519",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29519",
"found": true
},
"parent": 29503,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1371410963,
"modified": 1371410963,
"caption": null,
"description": null,
"title": "missionsuccess",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_29487": {
"type": "attachments",
"id": "mindshift_29487",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29487",
"found": true
},
"parent": 29339,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1371404145,
"modified": 1371404145,
"caption": null,
"description": null,
"title": "LibraryForAll",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_29539": {
"type": "attachments",
"id": "mindshift_29539",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29539",
"found": true
},
"parent": 29361,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1371483585,
"modified": 1371483585,
"caption": null,
"description": null,
"title": "ipadgame",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_29356": {
"type": "attachments",
"id": "mindshift_29356",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29356",
"found": true
},
"parent": 29305,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1371141972,
"modified": 1371141972,
"caption": null,
"description": null,
"title": "168357022",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_29296": {
"type": "attachments",
"id": "mindshift_29296",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29296",
"found": true
},
"parent": 29039,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1370974131,
"modified": 1370974131,
"caption": null,
"description": null,
"title": "4488931127_ef5c3f5611_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_29185": {
"type": "attachments",
"id": "mindshift_29185",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29185",
"found": true
},
"parent": 29173,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1370392831,
"modified": 1370392831,
"caption": "3D printers in schools will be common.",
"description": null,
"title": "8121270672_ef6e775342_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_29147": {
"type": "attachments",
"id": "mindshift_29147",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29147",
"found": true
},
"parent": 29139,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1370306527,
"modified": 1370306527,
"caption": null,
"description": null,
"title": "computers",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_29035": {
"type": "attachments",
"id": "mindshift_29035",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "29035",
"found": true
},
"parent": 29024,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/library.jpg",
"width": 636,
"height": 358
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1370018010,
"modified": 1370018010,
"caption": null,
"description": null,
"title": "library",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_28983": {
"type": "attachments",
"id": "mindshift_28983",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "28983",
"found": true
},
"parent": 28966,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/TED-talks-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/TED-talks-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/TED-talks.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/TED-talks-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/TED-talks-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/TED-talks-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/TED-talks-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/TED-talks-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1369764243,
"modified": 1369764243,
"caption": null,
"description": null,
"title": "TED talks",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_28950": {
"type": "attachments",
"id": "mindshift_28950",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "28950",
"found": true
},
"parent": 28696,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-400x225.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-320x180.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 180
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students.jpg",
"width": 640,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1369417119,
"modified": 1369417119,
"caption": null,
"description": null,
"title": "teacher-students",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"tbarseghian": {
"type": "authors",
"id": "180",
"meta": {
"index": "authors_1716337520",
"id": "180",
"found": true
},
"name": "Tina Barseghian",
"firstName": "Tina",
"lastName": "Barseghian",
"slug": "tbarseghian",
"email": "tbarseghian@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "styleguide",
"roles": [
"contributor"
]
},
{
"site": "news",
"roles": [
"subscriber"
]
},
{
"site": "mindshift",
"roles": [
"subscriber"
]
},
{
"site": "bayareabites",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Tina Barseghian | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/tbarseghian"
},
"katrinaschwartz": {
"type": "authors",
"id": "234",
"meta": {
"index": "authors_1716337520",
"id": "234",
"found": true
},
"name": "Katrina Schwartz",
"firstName": "Katrina",
"lastName": "Schwartz",
"slug": "katrinaschwartz",
"email": "kschwartz@kqed.org",
"display_author_email": false,
"staff_mastheads": [
"news"
],
"title": "Producer",
"bio": "Katrina Schwartz is a journalist based in San Francisco. She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.",
"avatar": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twitter": "kschwart",
"bluesky": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "news",
"roles": [
"editor"
]
},
{
"site": "mindshift",
"roles": [
"administrator"
]
},
{
"site": "stateofhealth",
"roles": [
"author"
]
},
{
"site": "science",
"roles": [
"editor"
]
}
],
"headData": {
"title": "Katrina Schwartz | KQED",
"description": "Producer",
"ogImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/edb4ee79070447a018538c9aae6eeecf28786515b8a0c30e43b6b7dce5aa44c8?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/katrinaschwartz"
},
"anniempaul": {
"type": "authors",
"id": "4355",
"meta": {
"index": "authors_1716337520",
"id": "4355",
"found": true
},
"name": "Annie Murphy Paul",
"firstName": "Annie",
"lastName": "Murphy Paul",
"slug": "anniempaul",
"email": "anniempaul@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Annie Murphy Paul | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/anniempaul"
},
"ianquillen": {
"type": "authors",
"id": "4411",
"meta": {
"index": "authors_1716337520",
"id": "4411",
"found": true
},
"name": "Ian Quillen",
"firstName": "Ian",
"lastName": "Quillen",
"slug": "ianquillen",
"email": "ian.nicholas.quillen@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/587c40a44a1c17d9578290184bcc41cf?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Ian Quillen | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/587c40a44a1c17d9578290184bcc41cf?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/587c40a44a1c17d9578290184bcc41cf?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/ianquillen"
},
"hollykorbey": {
"type": "authors",
"id": "4445",
"meta": {
"index": "authors_1716337520",
"id": "4445",
"found": true
},
"name": "Holly Korbey",
"firstName": "Holly",
"lastName": "Korbey",
"slug": "hollykorbey",
"email": "holly@hollykorbey.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey",
"avatar": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"contributor"
]
}
],
"headData": {
"title": "Holly Korbey | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/hollykorbey"
}
},
"pagesReducer": {
"mindshift_category_digital-tools": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"score": 14.402988
},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"title": "Digital Tools",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 28
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "How devices, software, and the Internet are changing the classroom dynamic."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=digital-tools",
"seeMore": false,
"paginated": true,
"page": 28
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_29133": {
"type": "posts",
"id": "mindshift_29133",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29133",
"score": null,
"sort": [
1371823238000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1371823238,
"format": "aside",
"disqusTitle": "Is It Worthy? How to Judge the Value of a Tech Product",
"title": "Is It Worthy? How to Judge the Value of a Tech Product",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29530\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/money.jpg\" alt=\"money\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/money.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education has become a hot industry, both for the technology community and for investors hoping to back the next big success. It’s also in the spotlight nationally as new Common Core State Standards role out in most U.S states. Many of the new products and teaching methodologies claim that research backs up the product or claim, but how can interested educators separate self-promotional claims from effective tools?\u003c/p>\n\u003cp>Many products tap into education trends and buzz words while using “experts” to bolster claims. “We’re asked to believe a claim because someone who appears to be in a position of authority makes that claim,” said \u003ca href=\"http://www.danielwillingham.com/about.html\">Daniel Willingham\u003c/a>, a psychologist and author of\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118130278.html\">\u003cem> When Can You Trust the Experts? How to Tell Good Science from Bad in Education\u003c/em>\u003c/a> in a recent \u003ca href=\"http://www.futureofeducation.com/\">Future of Education\u003c/a> conversation with \u003ca href=\"http://www.stevehargadon.com/\">Steve Hargadon\u003c/a>. By authority figures, he means people with advanced degrees, or who have written books, or appeared on television. “These things are designed to make us think, other people think this person is smart,” and by extension the consumer should trust the claim, Willingham said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“In the case of education, there’s no vetting body at all.”\u003c/strong>\u003c/aside>\n\u003cp>People are most susceptible to these kinds of claims when there is little other information available to make an informed decision. Some professions have an organization dedicated to vetting claims like these in order to protect consumers. A good example is the \u003ca href=\"http://usmedicalboard.org/\">U.S. medical board\u003c/a>, which licenses doctors who demonstrate acceptable knowledge and skill levels. “In the case of education, there’s no vetting body at all,” Willingham said. “It’s up to me to judge the criteria. And the criteria that constitute an expert are very much up for grabs.”\u003c/p>\n\u003cp>Awareness that companies are explicitly playing on the consumer psyche is a good first step to using a critical eye on any new claim. It can help a consumer identify what’s called the “sunk cost fallacy,” the idea that because a lot of money has already been spent on an ineffective course of action the only choice is to continue throwing good money after bad. In this case, once the consumer is alerted to the ineffective method, they're likely to switch tactics because it helps them. They won’t have to keep paying for something ineffective.\u003c/p>\n\u003cp>But there are other forms of psychological manipulation that aren’t easy to spot or are convenient for the consumer, like “confirmation bias,” a common tendency to twist new evidence to corroborate a viewpoint already held. Willingham has developed a few shortcuts to help the layperson approach research claims critically.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>STRIP IT:\u003c/strong> When evaluating if a new intervention makes sense, strip it down to the essential parts, making sure to understand clearly what the change is, what outcomes it is supposed to create and the probability that if taken up those outcomes can be achieved. Looking at these concrete elements will help strip away the emotional part of the pitch.\u003c/li>\n\u003cli>\u003cstrong>TRACE IT:\u003c/strong> Find out where the product originated and who's supporting it. Just because a famous speaker supports it does not mean it’s a reliable claim. Being clear about how supporters are connected to the venture helps determine whether they're trustworthy.\u003c/li>\n\u003cli>\u003cstrong>USE EXPERIENCE TO EVALUATE:\u003c/strong> “You can’t pretend that you’ve never had any experience or that it’s completely unreliable,” Willingham said. Many educators will know if a claim sounds plausible, or if it could work at their site.\u003c/li>\n\u003cli>\u003cstrong>ACT LIKE A SCIENTIST:\u003c/strong> Once the decision has been made to try a new software product or curriculum, write down what is expected to happen, what indicators will show that it has happened, the timeframe in which it should happen, and some thoughts on what might happen next if the intervention does or doesn’t work. Physically documenting these things at the start of the project can prevent confirmation bias from springing up when it comes time to evaluate.\u003c/li>\n\u003c/ol>\n\u003cp>“This is a piece that I don’t see happening in many educational situations,” Willingham said. He’d like to see more of the scientific process applied to educational interventions to ascertain whether they actually work. He also warns that educators shouldn’t be naïve about how businesses will operate in the education space. No one should expect altruism, he said. Take, for example, publishing companies. Most will sell expensive and ineffective products if it makes them money, Willingham said, and no one should expect anything else.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For more, read \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In: How to Decide to Decide What Technology You Need\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "29133 http://blogs.kqed.org/mindshift/?p=29133",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/21/is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 804,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 8
},
"modified": 1373572666,
"excerpt": "Many of the new products and teaching methodologies claim that research backs up the product or claim, but how can interested educators separate self-promotional claims from effective tools?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Many of the new products and teaching methodologies claim that research backs up the product or claim, but how can interested educators separate self-promotional claims from effective tools?",
"title": "Is It Worthy? How to Judge the Value of a Tech Product | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Is It Worthy? How to Judge the Value of a Tech Product",
"datePublished": "2013-06-21T07:00:38-07:00",
"dateModified": "2013-07-11T12:57:46-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product",
"status": "publish",
"path": "/mindshift/29133/is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29530\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/money.jpg\" alt=\"money\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/money.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education has become a hot industry, both for the technology community and for investors hoping to back the next big success. It’s also in the spotlight nationally as new Common Core State Standards role out in most U.S states. Many of the new products and teaching methodologies claim that research backs up the product or claim, but how can interested educators separate self-promotional claims from effective tools?\u003c/p>\n\u003cp>Many products tap into education trends and buzz words while using “experts” to bolster claims. “We’re asked to believe a claim because someone who appears to be in a position of authority makes that claim,” said \u003ca href=\"http://www.danielwillingham.com/about.html\">Daniel Willingham\u003c/a>, a psychologist and author of\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118130278.html\">\u003cem> When Can You Trust the Experts? How to Tell Good Science from Bad in Education\u003c/em>\u003c/a> in a recent \u003ca href=\"http://www.futureofeducation.com/\">Future of Education\u003c/a> conversation with \u003ca href=\"http://www.stevehargadon.com/\">Steve Hargadon\u003c/a>. By authority figures, he means people with advanced degrees, or who have written books, or appeared on television. “These things are designed to make us think, other people think this person is smart,” and by extension the consumer should trust the claim, Willingham said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“In the case of education, there’s no vetting body at all.”\u003c/strong>\u003c/aside>\n\u003cp>People are most susceptible to these kinds of claims when there is little other information available to make an informed decision. Some professions have an organization dedicated to vetting claims like these in order to protect consumers. A good example is the \u003ca href=\"http://usmedicalboard.org/\">U.S. medical board\u003c/a>, which licenses doctors who demonstrate acceptable knowledge and skill levels. “In the case of education, there’s no vetting body at all,” Willingham said. “It’s up to me to judge the criteria. And the criteria that constitute an expert are very much up for grabs.”\u003c/p>\n\u003cp>Awareness that companies are explicitly playing on the consumer psyche is a good first step to using a critical eye on any new claim. It can help a consumer identify what’s called the “sunk cost fallacy,” the idea that because a lot of money has already been spent on an ineffective course of action the only choice is to continue throwing good money after bad. In this case, once the consumer is alerted to the ineffective method, they're likely to switch tactics because it helps them. They won’t have to keep paying for something ineffective.\u003c/p>\n\u003cp>But there are other forms of psychological manipulation that aren’t easy to spot or are convenient for the consumer, like “confirmation bias,” a common tendency to twist new evidence to corroborate a viewpoint already held. Willingham has developed a few shortcuts to help the layperson approach research claims critically.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>STRIP IT:\u003c/strong> When evaluating if a new intervention makes sense, strip it down to the essential parts, making sure to understand clearly what the change is, what outcomes it is supposed to create and the probability that if taken up those outcomes can be achieved. Looking at these concrete elements will help strip away the emotional part of the pitch.\u003c/li>\n\u003cli>\u003cstrong>TRACE IT:\u003c/strong> Find out where the product originated and who's supporting it. Just because a famous speaker supports it does not mean it’s a reliable claim. Being clear about how supporters are connected to the venture helps determine whether they're trustworthy.\u003c/li>\n\u003cli>\u003cstrong>USE EXPERIENCE TO EVALUATE:\u003c/strong> “You can’t pretend that you’ve never had any experience or that it’s completely unreliable,” Willingham said. Many educators will know if a claim sounds plausible, or if it could work at their site.\u003c/li>\n\u003cli>\u003cstrong>ACT LIKE A SCIENTIST:\u003c/strong> Once the decision has been made to try a new software product or curriculum, write down what is expected to happen, what indicators will show that it has happened, the timeframe in which it should happen, and some thoughts on what might happen next if the intervention does or doesn’t work. Physically documenting these things at the start of the project can prevent confirmation bias from springing up when it comes time to evaluate.\u003c/li>\n\u003c/ol>\n\u003cp>“This is a piece that I don’t see happening in many educational situations,” Willingham said. He’d like to see more of the scientific process applied to educational interventions to ascertain whether they actually work. He also warns that educators shouldn’t be naïve about how businesses will operate in the education space. No one should expect altruism, he said. Take, for example, publishing companies. Most will sell expensive and ineffective products if it makes them money, Willingham said, and no one should expect anything else.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For more, read \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In: How to Decide to Decide What Technology You Need\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29133/is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product",
"authors": [
"234"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_962",
"mindshift_1040",
"mindshift_20513"
],
"featImg": "mindshift_29530",
"label": "mindshift"
},
"mindshift_29503": {
"type": "posts",
"id": "mindshift_29503",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29503",
"score": null,
"sort": [
1371736839000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1371736839,
"format": "aside",
"disqusTitle": "5 Great Math Apps for Grade School Kids ",
"title": "5 Great Math Apps for Grade School Kids ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29519\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/missionsuccess.jpg\" alt=\"missionsuccess\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The number of apps related to teaching various mathematics topics seems to be growing daily, and it can be a difficult to find that needle in a haystack. Here, we found five of those needles, already tested and approved. (These apps are all iOS apps, but a few of them are also available for other operating systems.)\u003c/p>\n\u003cp>For many more ideas for educational apps of all kinds, \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">look here\u003c/a>.\u003c/p>\n\u003ch4>1. \u003ca href=\"https://itunes.apple.com/us/app/numbers-league/id444781544?mt=8\">Numbers League\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29507\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29507\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.zrokepkn.480x480-75-140x140.jpg\" alt=\"mzl.zrokepkn.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For young kids, the superhero-versus-supervillain aspect of this game is the big draw. Numbers League's primary gameplay involves adding numbers: A villain is presented with a value (between 3 and 20+) and can only be defeated by combining various superheroes and their respective numbers. Kids can play solo or against other players, and with each turn you roll up a new superhero who has a head, torso, and leg/feet value. Add up the three values, 1/2/4 for example, and you've got a superhero with a total value of 7. A villain with a value of 14 might could be defeated using three heroes with values of 7, 5, and 2, for example. Additional features include special gizmos that can add or subtract numbers (+5, -10, etc.) and these can help combat those high and low valued supervillains.\u003c/p>\n\u003ch4> 2. \u003ca href=\"https://itunes.apple.com/us/app/bugsys-math-quest/id642542939?mt=8\">Bugsy's Math Quest\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29512\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29512\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.sufbkgai.320x480-75-140x140.jpg\" alt=\"mzl.sufbkgai.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bugsy's Math Quest is all about reinforcing the basic 12 x 12 multiplication table everyone has to learn. Each level has the hero, Bugsy, being confronted by a Boss monster that throws up multiplication problems. The player must quickly type in the answer before Bugsy bumps into the monster. After enough questions, Bugsy takes on the Boss directly to finish out a level. Badges are given out (bronze, silver, gold) based on the player's skill. Parents can access the settings and view a visual graph of which questions were missed and which were answered correctly. As the game progresses, additional levels have the player fill in the blank (\"2 x ___ = 8\") so the game has plenty to keep a child busy. For kids ready for division, a simple tap on the Multiplication icon in the upper-left corner of the screen turns the game into a Division-based contest. The Math Guide for the app can also be accessed inside the Settings.\u003c/p>\n\u003ch4>3. \u003ca href=\"https://itunes.apple.com/us/app/bedtime-math/id637910701\">Bedtime Math\u003c/a> (iPhone)\u003c/h4>\n\u003cfigure id=\"attachment_29515\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.jiinfpoz.320x480-75-140x140.jpg\" alt=\"mzl.jiinfpoz.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bedtime Math presents a single screen of text, usually containing a bit of history or other interesting bit of news for youngsters. After reading the single page of text, parents click on three different levels of math problem -- Wee Ones, Little Kids, and Big Kids. One example of a Little Kids question: \"If the pool is about 2000 feet long and the Washington Memorial is about 500 feet tall, about how many of those tall Monuments could you lay end to end in the pool?\" Because each question doesn't take long to read and work through, parents may find themselves doing three or four questions each night, answering previous topics and questions they've missed. (The questions go back to February 27, 2012, so you've got well over a year's worth of nightly math questions.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>4.\u003c/strong>\u003ca href=\"https://itunes.apple.com/us/app/wild-kratts-creature-math/id585747376?mt=8\">\u003cstrong> Wild Kratts Creature Math\u003c/strong>\u003c/a> (iPad)\u003c/p>\n\u003cfigure id=\"attachment_29516\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.bkdrtzlu.480x480-75-140x140.jpg\" alt=\"mzl.bkdrtzlu.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For kids who know and love the PBS show Wild Kratts, each episode teaches viewers about various animals and their habitats, and this app takes that idea and turns it into a math game. Players perform addition and subtraction by tossing items (such as bugs or Power Disks) from one Kratt brother to the other. Getting it right allows players to help an animal settle into a location on the draggable terrain map. But that's only the beginning.\u003c/p>\n\u003cp>Once animals are placed, they'll need to be fed and cared for. Players aren't only learning math, but they're also picking up on facts about certain animals such as what types of foods they eat or where they prefer to seek shelter. Small frowny or smiley faces let you know when an animal is happy or unhappy, and you've got to not only provide them what they're lacking (food, for example), but also successfully answer more math questions to provide the missing elements. Take care of enough animals and answer enough questions correctly, and players will start to collect Creature Badges to show their proficiency in both animal knowledge and math. Up to four players can have their progress saved (each player's map will be saved).\u003c/p>\n\u003ch4>5.\u003ca href=\"https://itunes.apple.com/us/app/operation-math/id487387270?mt=8\"> Operation Math\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29517\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.gixvtvmo.480x480-75-140x140.jpg\" alt=\"mzl.gixvtvmo.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Without a doubt, this is one of the most creative math apps and is sure to grab a young student's attention. It puts the player in the shoes of a secret agent who must foil the evil plots of Dr. Odd. Dr. Odd is trying to rid the world of even numbers and the player must race against the clock to enter codes (answers) to math problems. Players can choose any combination of addition, subtraction, multiplication, and division and then choose Easy, Medium, or Hard complexity.\u003c/p>\n\u003cp>Math missions are read out loud so players do not have to be strong readers to enjoy the 105 missions. Training is available that doesn't affect a player's ratings, and players can even unlock watches and uniforms to change the appearance of their agent -- plus there is a Records (Achievements) area that tracks how many successful missions have been completed for each assignment. There are currently 15 geographic locations that the player will visit around the globe, and up to 3 players can save their progress. Operation Math won the 2012 Parents' Choice Award from the Parent's Choice Foundation, and the app is definitely one of the most entertaining methods out there for practicing multiplication and division.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "29503 http://blogs.kqed.org/mindshift/?p=29503",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/20/5-great-math-apps-for-grade-school-kids/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 972,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1373572698,
"excerpt": "The number of apps related to teaching various mathematics topics seems to be growing daily, and it can be a difficult to find that needle in a haystack. Here, we found five of those needles, already tested and approved.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The number of apps related to teaching various mathematics topics seems to be growing daily, and it can be a difficult to find that needle in a haystack. Here, we found five of those needles, already tested and approved.",
"title": "5 Great Math Apps for Grade School Kids | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "5 Great Math Apps for Grade School Kids ",
"datePublished": "2013-06-20T07:00:39-07:00",
"dateModified": "2013-07-11T12:58:18-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "5-great-math-apps-for-grade-school-kids",
"status": "publish",
"path": "/mindshift/29503/5-great-math-apps-for-grade-school-kids",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29519\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/missionsuccess.jpg\" alt=\"missionsuccess\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The number of apps related to teaching various mathematics topics seems to be growing daily, and it can be a difficult to find that needle in a haystack. Here, we found five of those needles, already tested and approved. (These apps are all iOS apps, but a few of them are also available for other operating systems.)\u003c/p>\n\u003cp>For many more ideas for educational apps of all kinds, \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">look here\u003c/a>.\u003c/p>\n\u003ch4>1. \u003ca href=\"https://itunes.apple.com/us/app/numbers-league/id444781544?mt=8\">Numbers League\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29507\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29507\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.zrokepkn.480x480-75-140x140.jpg\" alt=\"mzl.zrokepkn.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For young kids, the superhero-versus-supervillain aspect of this game is the big draw. Numbers League's primary gameplay involves adding numbers: A villain is presented with a value (between 3 and 20+) and can only be defeated by combining various superheroes and their respective numbers. Kids can play solo or against other players, and with each turn you roll up a new superhero who has a head, torso, and leg/feet value. Add up the three values, 1/2/4 for example, and you've got a superhero with a total value of 7. A villain with a value of 14 might could be defeated using three heroes with values of 7, 5, and 2, for example. Additional features include special gizmos that can add or subtract numbers (+5, -10, etc.) and these can help combat those high and low valued supervillains.\u003c/p>\n\u003ch4> 2. \u003ca href=\"https://itunes.apple.com/us/app/bugsys-math-quest/id642542939?mt=8\">Bugsy's Math Quest\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29512\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29512\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.sufbkgai.320x480-75-140x140.jpg\" alt=\"mzl.sufbkgai.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bugsy's Math Quest is all about reinforcing the basic 12 x 12 multiplication table everyone has to learn. Each level has the hero, Bugsy, being confronted by a Boss monster that throws up multiplication problems. The player must quickly type in the answer before Bugsy bumps into the monster. After enough questions, Bugsy takes on the Boss directly to finish out a level. Badges are given out (bronze, silver, gold) based on the player's skill. Parents can access the settings and view a visual graph of which questions were missed and which were answered correctly. As the game progresses, additional levels have the player fill in the blank (\"2 x ___ = 8\") so the game has plenty to keep a child busy. For kids ready for division, a simple tap on the Multiplication icon in the upper-left corner of the screen turns the game into a Division-based contest. The Math Guide for the app can also be accessed inside the Settings.\u003c/p>\n\u003ch4>3. \u003ca href=\"https://itunes.apple.com/us/app/bedtime-math/id637910701\">Bedtime Math\u003c/a> (iPhone)\u003c/h4>\n\u003cfigure id=\"attachment_29515\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.jiinfpoz.320x480-75-140x140.jpg\" alt=\"mzl.jiinfpoz.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bedtime Math presents a single screen of text, usually containing a bit of history or other interesting bit of news for youngsters. After reading the single page of text, parents click on three different levels of math problem -- Wee Ones, Little Kids, and Big Kids. One example of a Little Kids question: \"If the pool is about 2000 feet long and the Washington Memorial is about 500 feet tall, about how many of those tall Monuments could you lay end to end in the pool?\" Because each question doesn't take long to read and work through, parents may find themselves doing three or four questions each night, answering previous topics and questions they've missed. (The questions go back to February 27, 2012, so you've got well over a year's worth of nightly math questions.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>4.\u003c/strong>\u003ca href=\"https://itunes.apple.com/us/app/wild-kratts-creature-math/id585747376?mt=8\">\u003cstrong> Wild Kratts Creature Math\u003c/strong>\u003c/a> (iPad)\u003c/p>\n\u003cfigure id=\"attachment_29516\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.bkdrtzlu.480x480-75-140x140.jpg\" alt=\"mzl.bkdrtzlu.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For kids who know and love the PBS show Wild Kratts, each episode teaches viewers about various animals and their habitats, and this app takes that idea and turns it into a math game. Players perform addition and subtraction by tossing items (such as bugs or Power Disks) from one Kratt brother to the other. Getting it right allows players to help an animal settle into a location on the draggable terrain map. But that's only the beginning.\u003c/p>\n\u003cp>Once animals are placed, they'll need to be fed and cared for. Players aren't only learning math, but they're also picking up on facts about certain animals such as what types of foods they eat or where they prefer to seek shelter. Small frowny or smiley faces let you know when an animal is happy or unhappy, and you've got to not only provide them what they're lacking (food, for example), but also successfully answer more math questions to provide the missing elements. Take care of enough animals and answer enough questions correctly, and players will start to collect Creature Badges to show their proficiency in both animal knowledge and math. Up to four players can have their progress saved (each player's map will be saved).\u003c/p>\n\u003ch4>5.\u003ca href=\"https://itunes.apple.com/us/app/operation-math/id487387270?mt=8\"> Operation Math\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29517\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.gixvtvmo.480x480-75-140x140.jpg\" alt=\"mzl.gixvtvmo.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Without a doubt, this is one of the most creative math apps and is sure to grab a young student's attention. It puts the player in the shoes of a secret agent who must foil the evil plots of Dr. Odd. Dr. Odd is trying to rid the world of even numbers and the player must race against the clock to enter codes (answers) to math problems. Players can choose any combination of addition, subtraction, multiplication, and division and then choose Easy, Medium, or Hard complexity.\u003c/p>\n\u003cp>Math missions are read out loud so players do not have to be strong readers to enjoy the 105 missions. Training is available that doesn't affect a player's ratings, and players can even unlock watches and uniforms to change the appearance of their agent -- plus there is a Records (Achievements) area that tracks how many successful missions have been completed for each assignment. There are currently 15 geographic locations that the player will visit around the globe, and up to 3 players can save their progress. Operation Math won the 2012 Parents' Choice Award from the Parent's Choice Foundation, and the app is definitely one of the most entertaining methods out there for practicing multiplication and division.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29503/5-great-math-apps-for-grade-school-kids",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_134",
"mindshift_1040",
"mindshift_81",
"mindshift_392"
],
"featImg": "mindshift_29519",
"label": "mindshift"
},
"mindshift_29339": {
"type": "posts",
"id": "mindshift_29339",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29339",
"score": null,
"sort": [
1371564050000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1371564050,
"format": "aside",
"disqusTitle": "Library for All: Free Digital Content for Developing Countries",
"title": "Library for All: Free Digital Content for Developing Countries",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29487\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29487\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/LibraryForAll.jpg\" alt=\"LibraryForAll\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Between the high cost of buying and shipping books and the decreasing expense of buying mobile devices and services, connecting students in the developing world to badly needed educational texts and visuals is becoming more realistic, in some cases, as a digital endeavor.\u003c/p>\n\u003cp>But there's no clear evidence that just handing out classroom sets of low-cost tablets and laptops—such as those manufactured through the \u003ca href=\"http://one.laptop.org/\">One Laptop Per Child\u003c/a> campaign— will bring substantial educational change. And that's where \u003ca href=\"http://libraryforall.org/\">Library for All\u003c/a> hopes to step in.\u003c/p>\n\u003cp>This fall, the startup-charity hybrid out of New York is preparing to pilot in a Haitian school a mobile learning library it believes can help turn access to tablets, smartphones, and legacy phones into substantially improved access to content at resource-starved schools.\u003c/p>\n\u003cp>While much of this content is already freely available on the Web, the Library for All belief is that a formal, centralized repository will help teachers who otherwise would've struggled to locate them.\u003c/p>\n\u003cp>“A lot of the teachers we're working with, and the students also, they've never really used technology,” says Library for All co-founder and COO Tanyella Evans. “And if they're surfing the Internet to find free content they can use, it's very challenging.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The site will provide lessons, diagrams, and other resources in a less graphic, simplified form that won't cut into a school's bandwidth or data bill—which is important since pay-as-you-go data models are still common in many developing nations. With help from partner \u003ca href=\"http://www.thoughtworks.com/\">ThoughtWorks\u003c/a>* the platform will be developed on tablets kept, in part because of the belief is that students can intuitively figure out how to use tablets, Evans said.\u003c/p>\n\u003cp>The pilot will be tested in a 500-student K-9 school in Respire, Haiti. Currently, Library for All is nearing a $100,000 threshold for a \u003ca href=\"http://libraryforall.org/kickstarter\">Kickstarter campaign\u003c/a> aimed at funding elements of the program. More than half of that money will go toward creating the library itself, with help from volunteer partners Amplify, while the rest will be funneled to labor and travel expenses associated with launching the pilot, Evans said.\u003c/p>\n\u003cp>If all goes well, the hope is NGOs who are already involved in device-for-student programs around the globe will see Library for All as an intermediary that ensures quality content delivery. Sustainability, then, would mean Library for All would provide those NGOs its service for a fee, rather than running the distribution to schools around the globe itself.\u003c/p>\n\u003cp>“We're never going to distribute tablets to kids in developing countries,” Evans said. “We're about empowering those who already know the community needs and already have a lab or tablets and don't know what to do with them.”\u003c/p>\n\u003cp>Here's more about what Evans and the team at Library for All will be evaluating during the pilot:\u003c/p>\n\u003cp>\u003cstrong>PLATFORM FUNCTIONALITY\u003c/strong>\u003c/p>\n\u003cp>A key question is whether the library will be able to feature visual content—maps, diagrams, and illustrations—that is otherwise extremely rare in Haitian classrooms. Ideally, Evans said, Library for All would like to be able to at least add low-res video in some future iterations of the platform.\u003c/p>\n\u003cp>Also important, she said, will be how well the library's search functions are understood and used by teachers. Going forward, they will be tailored specifically for the needs of developing nations to specify for age-level, reading level, language, and subject.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMPREHENSION AND COMFORT\u003c/strong>\u003c/p>\n\u003cp>Library for All will actually be testing two different models of its implementation in the school in Respire, one which requires more involvement and technology mastery from each individual teacher than the other.\u003c/p>\n\u003cp>In one model, students will work with the library once a week during a session at the school media center led by a specialized instructor. In the other, devices—perhaps classroom tablet carts—will be stationed in regular classrooms to push teachers to incorporate the devices and the library within their teaching, perhaps an exceptional challenge given most teachers' lack of experience with technology.\u003c/p>\n\u003cp>\u003cstrong>WHO GETS INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Evans says Library for All has already enlisted several proprietary and open content partners, including two well-known educational names, Penguin and Scholastic, for the pilot program. Helping to grow that partner list, especially as the project expands to serve NGOs serving a wide range of language and cultural needs, will be imperative to its success. It is expected, however, that Library for All will consider whether it can serve multiple communities with the same language needs as it expands, Evans added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This article originally referenced Amplify as the partner company. \u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "29339 http://blogs.kqed.org/mindshift/?p=29339",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/18/library-for-all-free-digital-content-for-developing-countries/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 790,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 20
},
"modified": 1373572760,
"excerpt": "A startup charity is hoping to create a mobile learning library in the cloud that can help turn access to tablets, smartphones, and legacy phones into useful content at resource-starved schools in developing countries.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A startup charity is hoping to create a mobile learning library in the cloud that can help turn access to tablets, smartphones, and legacy phones into useful content at resource-starved schools in developing countries.",
"title": "Library for All: Free Digital Content for Developing Countries | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Library for All: Free Digital Content for Developing Countries",
"datePublished": "2013-06-18T07:00:50-07:00",
"dateModified": "2013-07-11T12:59:20-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "library-for-all-free-digital-content-for-developing-countries",
"status": "publish",
"path": "/mindshift/29339/library-for-all-free-digital-content-for-developing-countries",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29487\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29487\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/LibraryForAll.jpg\" alt=\"LibraryForAll\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Between the high cost of buying and shipping books and the decreasing expense of buying mobile devices and services, connecting students in the developing world to badly needed educational texts and visuals is becoming more realistic, in some cases, as a digital endeavor.\u003c/p>\n\u003cp>But there's no clear evidence that just handing out classroom sets of low-cost tablets and laptops—such as those manufactured through the \u003ca href=\"http://one.laptop.org/\">One Laptop Per Child\u003c/a> campaign— will bring substantial educational change. And that's where \u003ca href=\"http://libraryforall.org/\">Library for All\u003c/a> hopes to step in.\u003c/p>\n\u003cp>This fall, the startup-charity hybrid out of New York is preparing to pilot in a Haitian school a mobile learning library it believes can help turn access to tablets, smartphones, and legacy phones into substantially improved access to content at resource-starved schools.\u003c/p>\n\u003cp>While much of this content is already freely available on the Web, the Library for All belief is that a formal, centralized repository will help teachers who otherwise would've struggled to locate them.\u003c/p>\n\u003cp>“A lot of the teachers we're working with, and the students also, they've never really used technology,” says Library for All co-founder and COO Tanyella Evans. “And if they're surfing the Internet to find free content they can use, it's very challenging.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The site will provide lessons, diagrams, and other resources in a less graphic, simplified form that won't cut into a school's bandwidth or data bill—which is important since pay-as-you-go data models are still common in many developing nations. With help from partner \u003ca href=\"http://www.thoughtworks.com/\">ThoughtWorks\u003c/a>* the platform will be developed on tablets kept, in part because of the belief is that students can intuitively figure out how to use tablets, Evans said.\u003c/p>\n\u003cp>The pilot will be tested in a 500-student K-9 school in Respire, Haiti. Currently, Library for All is nearing a $100,000 threshold for a \u003ca href=\"http://libraryforall.org/kickstarter\">Kickstarter campaign\u003c/a> aimed at funding elements of the program. More than half of that money will go toward creating the library itself, with help from volunteer partners Amplify, while the rest will be funneled to labor and travel expenses associated with launching the pilot, Evans said.\u003c/p>\n\u003cp>If all goes well, the hope is NGOs who are already involved in device-for-student programs around the globe will see Library for All as an intermediary that ensures quality content delivery. Sustainability, then, would mean Library for All would provide those NGOs its service for a fee, rather than running the distribution to schools around the globe itself.\u003c/p>\n\u003cp>“We're never going to distribute tablets to kids in developing countries,” Evans said. “We're about empowering those who already know the community needs and already have a lab or tablets and don't know what to do with them.”\u003c/p>\n\u003cp>Here's more about what Evans and the team at Library for All will be evaluating during the pilot:\u003c/p>\n\u003cp>\u003cstrong>PLATFORM FUNCTIONALITY\u003c/strong>\u003c/p>\n\u003cp>A key question is whether the library will be able to feature visual content—maps, diagrams, and illustrations—that is otherwise extremely rare in Haitian classrooms. Ideally, Evans said, Library for All would like to be able to at least add low-res video in some future iterations of the platform.\u003c/p>\n\u003cp>Also important, she said, will be how well the library's search functions are understood and used by teachers. Going forward, they will be tailored specifically for the needs of developing nations to specify for age-level, reading level, language, and subject.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMPREHENSION AND COMFORT\u003c/strong>\u003c/p>\n\u003cp>Library for All will actually be testing two different models of its implementation in the school in Respire, one which requires more involvement and technology mastery from each individual teacher than the other.\u003c/p>\n\u003cp>In one model, students will work with the library once a week during a session at the school media center led by a specialized instructor. In the other, devices—perhaps classroom tablet carts—will be stationed in regular classrooms to push teachers to incorporate the devices and the library within their teaching, perhaps an exceptional challenge given most teachers' lack of experience with technology.\u003c/p>\n\u003cp>\u003cstrong>WHO GETS INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Evans says Library for All has already enlisted several proprietary and open content partners, including two well-known educational names, Penguin and Scholastic, for the pilot program. Helping to grow that partner list, especially as the project expands to serve NGOs serving a wide range of language and cultural needs, will be imperative to its success. It is expected, however, that Library for All will consider whether it can serve multiple communities with the same language needs as it expands, Evans added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This article originally referenced Amplify as the partner company. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29339/library-for-all-free-digital-content-for-developing-countries",
"authors": [
"4411"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_1040",
"mindshift_470",
"mindshift_20519"
],
"featImg": "mindshift_29487",
"label": "mindshift"
},
"mindshift_29361": {
"type": "posts",
"id": "mindshift_29361",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29361",
"score": null,
"sort": [
1371474020000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1371474020,
"format": "aside",
"disqusTitle": "Can Digital Games Boost Students' Test Scores?",
"title": "Can Digital Games Boost Students' Test Scores?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29539\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660134265/sizes/z/in/photolist-b9wVT8-b9wtzP-b9wB5t-b9ws7r-b9x2C4-b9wGuk-b9wbtD-b9wp3n-b9wjnP-b9wqra-b9wM2g-b9wqCB-b9w8wT-b9wPk2-b9wfxp-b9wrgr-b9wzna-b9wLvz-b9wxaT-b9wXWn-b9wKpx-b9wNJp-b9wEfK-b9wDF6-b9weXP-b9wHFH-b9wTmg-b9wLiM-b9wpfH-b9wcMV-b9wG9T-b9wZD8-b9wTH2-b9wEsv-b9wpVz-b9wFPk-b9wXLz-b9wypM-b9wFbv-b9wY7D-b9wSNz-b9wFu4-b9ww1T-b9wwoM-b9whbr-b9wAQD-bnGJSC-b9wZ1t-b9wnFZ-b9wevk-b9w9A2/\">\u003cimg class=\"size-full wp-image-29539\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/ipadgame.jpg\" alt=\"ipadgame\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the past few years, educators have been closely watching the evolution of digital games used for learning. With a huge influx of products -- whether they're individual apps for tablets or an entire suite of software -- the market is already big and continues to grow, with entire \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">game-based schools\u003c/a> cropping up across the country.\u003c/p>\n\u003cp>There's no question students are interested in digital games --\u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\"> 97 percent of kids \u003c/a>play them -- but what educators and industry watchers want to know is whether playing those games can actually improve student achievement.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI study released\u003c/a> today suggests they do -- at least in the subjects of science, math, engineering, and technology. According to the report, which is an analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects, \"when digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.\"\u003c/p>\n\u003cp>More specifically, \"students at the median in the control group (no games) could have been raised 12 percent in cognitive learning outcomes if they had received the digital game.\"\u003c/p>\n\u003cp>Another way to explain it: \"For a student sitting in the median who doesn’t have a game, his or her learning achievement would have increased by 12 percent if he or she had that game,\" said Ed Dieterle, Senior Program Officer for Research, Measurement, and Evaluation for the Bill and Melinda Gates Foundation, which funded the SRI report.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer.'\"\u003c/strong>\u003c/aside>\n\u003cp>Simulations have an even bigger impact, according to this analysis. When considering simulations -- taking a phenomena, process, or behavior and coding it into something that can be manipulated and studied -- improvement index jumped to 25 percent, meaning students who used simulations could have increased their learning outcomes by that amount.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Which begs the question, how do we define learning outcomes? According to Stacey Childress, deputy director of education at the Gates Foundation, learning outcomes can be defined in a few ways: progress toward mastery of a particular set of content and skill objectives in areas such as math and literacy; demonstration of complex skills like collaboration and critical thinking; and improvement in what researchers call \"non-cognitive\" skills such as persistence and grit.\u003c/p>\n\u003cp>\"With learning games, it’s important to understand which kinds of outcomes they are designed to improve and whether or not students are actually making progress on those dimensions,\" Childress said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">\u003cstrong>[RELATED\u003c/strong>: Teachers, Students, Digital Games: What's the Right Mix?]\u003c/a>\u003c/p>\n\u003cp>The Gates Foundation has made huge investments in the educational gaming world. Last year, the foundation launched the \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">Games Learning and Assessment Lab\u003c/a> (GlassLab), which was tasked with prototyping and developing games and formative assessments. The work is being conducted by the \u003ca href=\"http://www.instituteofplay.org/\" target=\"_blank\">Institute of Play\u003c/a>, the \u003ca href=\"http://www.ets.org\" target=\"_blank\">Educational Testing Service (ETS)\u003c/a>, \u003ca href=\"http://www.pearson.com\" target=\"_blank\">Pearson, Inc.\u003c/a>, \u003ca href=\"http://www.ea.com\" target=\"_blank\">Electronic Arts (EA)\u003c/a>, and the \u003ca href=\"http://www.theesa.com\" target=\"_blank\">Entertainment Software Association (ESA)\u003c/a>. GlassLab \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">recently released\u003c/a>, SimCityEdu, which integrates assessments aligned with Common Core State Standards. The educational version uses the same code as the commercial game, but with the addition of using students’ choices during challenges as a method of assessment, though \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">not all education experts agree \u003c/a>that assessment should be built into games.\u003c/p>\n\u003cp>The foundation has also invested in \u003ca href=\"http://www.centerforgamescience.org/site/\">The Center for Game Science\u003c/a> and the \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">Radix Endeavor\u003c/a> at MIT with the intent to develop games that embed valid assessment measures.\u003c/p>\n\u003cp>For this analysis, SRI considered reports from a gamut of sources in those 77 studies -- going as far back as \u003ca href=\"http://publications.aare.edu.au/07pap/har07639.pdf\">a 1992 study from \u003cem>The Journal of Educational Research\u003c/em> \u003c/a>looking at the effects of computer simulations and problem-solving approaches on high school students, to \u003ca href=\"http://www.academia.edu/654797/Using_just-in-time_information_to_support_scientific_discovery_learning_about_geometrical_optics_in_a_computer-based_simulation\">a 2006 study in the journal \u003cem>Interactive Learning Environments\u003c/em> \u003c/a>using just-in-time information to support scientific discovery learning in a computer-based simulation.\u003c/p>\n\u003cp>Other studies examined include \u003ca href=\"http://shura.shu.ac.uk/3556/\">one from 2011 that compares different versions of a game\u003c/a> in terms of the degree to which the learning mechanics and goals are integrated directly into the central game mechanics (intrinsic design) versus separating the learning mechanics and goals from the central game mechanic (extrinsic design); and another from 2012 that \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212000295\">compares different approaches to socially organizing players within a game\u003c/a> in terms of collaboration and competition to maximize learning. The games within each study were developed specifically for research purposes, and thus are not as elaborate as some commercial titles like SimCity, but are solid examples of learning games, according to Dieterle.*\u003c/p>\n\u003cp>\"This is the first big study to hit the pause button for a second and reach back in time and extract everything we could from what previous researchers have done with the intent of using that information to inform us about the field going forward,\" Dieterle said.\u003c/p>\n\u003ch4>\u003cstrong>FUTURE OF GAMES IN CLASSROOMS IS NOW \u003c/strong>\u003c/h4>\n\u003cp>If digital games were rare in the past, that's no longer the case. According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games. And in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">one study undertaken last year by the Joan Ganz Cooney Center\u003c/a>, surveying 505 teachers, the majority of teachers reported that games increase motivation and make it easier to personalize learning.\u003c/p>\n\u003cp>But experiences and perceptions around games are still very much a mixed bag, depending on whom you ask. Some educators are skeptical that digital games are the answer. They question whether games provide enough context and depth that come from hands-on experiences.\u003c/p>\n\u003cp>“Imagine the difference between a student who’s playing an online math video game and a student who’s sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,” said St. Louis-based fifth-grade teacher Jenny Kavanaugh in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">a recent interview\u003c/a>. “There is no comparison.”\u003c/p>\n\u003cp>But Childress points out that the issue is more nuanced.\u003c/p>\n\u003cp>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer,'\" she said. \"All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness. The SRI results are a strong start in the direction of solid evidence.\"\u003c/p>\n\u003cp>And Childress does not see the use of digital games as an either/or scenario -- either teachers or digital games.\u003c/p>\n\u003cp>\"We should be careful not to view learning technologies as a replacement for deep teacher and student interactions. We see effective technology supports as enabling the opposite,\" she said.\u003c/p>\n\u003cp>Digital games can be a part of a holistic plan that challenges students with things like \"quests\" and \"missions,\" when paired with tactics like spending targeted time with students in small groups or individually to help them address areas where they need help, she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/p>\n\u003cp>For educators who aren't sure where to start, or how to find ways to integrate digital games into the current model, Childress said teachers' own network can be a great resource. For instance, one of the Gates-funded organizations,\u003ca href=\"http://www.playfullearning.com\"> Playful Learning,\u003c/a> focuses on creating a national network that offers teachers workshops on using games in the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For their part, game developers should incorporate ways to help educators do their jobs better, as is the case with other industries that have embraced technologies. \"The best product developers deeply understand who they are designing for and the use case they are targeting, and offer the kind of implementation supports professionals need to integrate new tools into their daily work,\" Childress said.\u003c/p>\n\u003cp>If \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/\">Quest to Learn\u003c/a>, the entirely game-based schools in New York and Chicago, are any indication of whether games can be successful learning tools, the potential seems bright. \u003ca href=\"http://www.cnn.com/interactive/2012/08/tech/gaming.series/teachers.html\">According to CNN\u003c/a>, the school's New York test scores, \"an admittedly conventional metric, show the Quest kids have outperformed peers in the New York City school system in each of the last three years, in both English Language Arts and Math, according to data provided by the school,\" with the only exception being the 2010 math scores.\u003c/p>\n\u003cp>But not every school can be a Quest to Learn, with dedicated funding for games. Finding the funds to finance digital games is one of the main obstacles, in fact. In the Cooney Center survey, 51 percent of teachers said that cost of digital games was the primary obstacle to integrating them into class, and only 17 percent of those surveyed said the school spent $100 or more on games.\u003c/p>\n\u003cp>To that end, Childress said there are a number of free resources available on the web, and that the foundation has funded 17 game development projects over the last three years, a number of which are free or available at reduced cost to districts serving students in low-income neighborhoods.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The updated version of the article includes information about the studies from 2011 and 2012.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "29361 http://blogs.kqed.org/mindshift/?p=29361",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/17/can-students-learn-better-with-digital-games/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1539,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 30
},
"modified": 1373572783,
"excerpt": "A new report released today reveals the results attempting to answer the question: do digital games and simulation help students studying science, technology, math, and engineering achieve better learning outcomes?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A new report released today reveals the results attempting to answer the question: do digital games and simulation help students studying science, technology, math, and engineering achieve better learning outcomes?",
"title": "Can Digital Games Boost Students' Test Scores? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Can Digital Games Boost Students' Test Scores?",
"datePublished": "2013-06-17T06:00:20-07:00",
"dateModified": "2013-07-11T12:59:43-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "can-students-learn-better-with-digital-games",
"status": "publish",
"path": "/mindshift/29361/can-students-learn-better-with-digital-games",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29539\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660134265/sizes/z/in/photolist-b9wVT8-b9wtzP-b9wB5t-b9ws7r-b9x2C4-b9wGuk-b9wbtD-b9wp3n-b9wjnP-b9wqra-b9wM2g-b9wqCB-b9w8wT-b9wPk2-b9wfxp-b9wrgr-b9wzna-b9wLvz-b9wxaT-b9wXWn-b9wKpx-b9wNJp-b9wEfK-b9wDF6-b9weXP-b9wHFH-b9wTmg-b9wLiM-b9wpfH-b9wcMV-b9wG9T-b9wZD8-b9wTH2-b9wEsv-b9wpVz-b9wFPk-b9wXLz-b9wypM-b9wFbv-b9wY7D-b9wSNz-b9wFu4-b9ww1T-b9wwoM-b9whbr-b9wAQD-bnGJSC-b9wZ1t-b9wnFZ-b9wevk-b9w9A2/\">\u003cimg class=\"size-full wp-image-29539\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/ipadgame.jpg\" alt=\"ipadgame\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In the past few years, educators have been closely watching the evolution of digital games used for learning. With a huge influx of products -- whether they're individual apps for tablets or an entire suite of software -- the market is already big and continues to grow, with entire \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">game-based schools\u003c/a> cropping up across the country.\u003c/p>\n\u003cp>There's no question students are interested in digital games --\u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\"> 97 percent of kids \u003c/a>play them -- but what educators and industry watchers want to know is whether playing those games can actually improve student achievement.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI study released\u003c/a> today suggests they do -- at least in the subjects of science, math, engineering, and technology. According to the report, which is an analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects, \"when digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.\"\u003c/p>\n\u003cp>More specifically, \"students at the median in the control group (no games) could have been raised 12 percent in cognitive learning outcomes if they had received the digital game.\"\u003c/p>\n\u003cp>Another way to explain it: \"For a student sitting in the median who doesn’t have a game, his or her learning achievement would have increased by 12 percent if he or she had that game,\" said Ed Dieterle, Senior Program Officer for Research, Measurement, and Evaluation for the Bill and Melinda Gates Foundation, which funded the SRI report.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer.'\"\u003c/strong>\u003c/aside>\n\u003cp>Simulations have an even bigger impact, according to this analysis. When considering simulations -- taking a phenomena, process, or behavior and coding it into something that can be manipulated and studied -- improvement index jumped to 25 percent, meaning students who used simulations could have increased their learning outcomes by that amount.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Which begs the question, how do we define learning outcomes? According to Stacey Childress, deputy director of education at the Gates Foundation, learning outcomes can be defined in a few ways: progress toward mastery of a particular set of content and skill objectives in areas such as math and literacy; demonstration of complex skills like collaboration and critical thinking; and improvement in what researchers call \"non-cognitive\" skills such as persistence and grit.\u003c/p>\n\u003cp>\"With learning games, it’s important to understand which kinds of outcomes they are designed to improve and whether or not students are actually making progress on those dimensions,\" Childress said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">\u003cstrong>[RELATED\u003c/strong>: Teachers, Students, Digital Games: What's the Right Mix?]\u003c/a>\u003c/p>\n\u003cp>The Gates Foundation has made huge investments in the educational gaming world. Last year, the foundation launched the \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">Games Learning and Assessment Lab\u003c/a> (GlassLab), which was tasked with prototyping and developing games and formative assessments. The work is being conducted by the \u003ca href=\"http://www.instituteofplay.org/\" target=\"_blank\">Institute of Play\u003c/a>, the \u003ca href=\"http://www.ets.org\" target=\"_blank\">Educational Testing Service (ETS)\u003c/a>, \u003ca href=\"http://www.pearson.com\" target=\"_blank\">Pearson, Inc.\u003c/a>, \u003ca href=\"http://www.ea.com\" target=\"_blank\">Electronic Arts (EA)\u003c/a>, and the \u003ca href=\"http://www.theesa.com\" target=\"_blank\">Entertainment Software Association (ESA)\u003c/a>. GlassLab \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">recently released\u003c/a>, SimCityEdu, which integrates assessments aligned with Common Core State Standards. The educational version uses the same code as the commercial game, but with the addition of using students’ choices during challenges as a method of assessment, though \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">not all education experts agree \u003c/a>that assessment should be built into games.\u003c/p>\n\u003cp>The foundation has also invested in \u003ca href=\"http://www.centerforgamescience.org/site/\">The Center for Game Science\u003c/a> and the \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">Radix Endeavor\u003c/a> at MIT with the intent to develop games that embed valid assessment measures.\u003c/p>\n\u003cp>For this analysis, SRI considered reports from a gamut of sources in those 77 studies -- going as far back as \u003ca href=\"http://publications.aare.edu.au/07pap/har07639.pdf\">a 1992 study from \u003cem>The Journal of Educational Research\u003c/em> \u003c/a>looking at the effects of computer simulations and problem-solving approaches on high school students, to \u003ca href=\"http://www.academia.edu/654797/Using_just-in-time_information_to_support_scientific_discovery_learning_about_geometrical_optics_in_a_computer-based_simulation\">a 2006 study in the journal \u003cem>Interactive Learning Environments\u003c/em> \u003c/a>using just-in-time information to support scientific discovery learning in a computer-based simulation.\u003c/p>\n\u003cp>Other studies examined include \u003ca href=\"http://shura.shu.ac.uk/3556/\">one from 2011 that compares different versions of a game\u003c/a> in terms of the degree to which the learning mechanics and goals are integrated directly into the central game mechanics (intrinsic design) versus separating the learning mechanics and goals from the central game mechanic (extrinsic design); and another from 2012 that \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212000295\">compares different approaches to socially organizing players within a game\u003c/a> in terms of collaboration and competition to maximize learning. The games within each study were developed specifically for research purposes, and thus are not as elaborate as some commercial titles like SimCity, but are solid examples of learning games, according to Dieterle.*\u003c/p>\n\u003cp>\"This is the first big study to hit the pause button for a second and reach back in time and extract everything we could from what previous researchers have done with the intent of using that information to inform us about the field going forward,\" Dieterle said.\u003c/p>\n\u003ch4>\u003cstrong>FUTURE OF GAMES IN CLASSROOMS IS NOW \u003c/strong>\u003c/h4>\n\u003cp>If digital games were rare in the past, that's no longer the case. According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games. And in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">one study undertaken last year by the Joan Ganz Cooney Center\u003c/a>, surveying 505 teachers, the majority of teachers reported that games increase motivation and make it easier to personalize learning.\u003c/p>\n\u003cp>But experiences and perceptions around games are still very much a mixed bag, depending on whom you ask. Some educators are skeptical that digital games are the answer. They question whether games provide enough context and depth that come from hands-on experiences.\u003c/p>\n\u003cp>“Imagine the difference between a student who’s playing an online math video game and a student who’s sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,” said St. Louis-based fifth-grade teacher Jenny Kavanaugh in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">a recent interview\u003c/a>. “There is no comparison.”\u003c/p>\n\u003cp>But Childress points out that the issue is more nuanced.\u003c/p>\n\u003cp>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer,'\" she said. \"All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness. The SRI results are a strong start in the direction of solid evidence.\"\u003c/p>\n\u003cp>And Childress does not see the use of digital games as an either/or scenario -- either teachers or digital games.\u003c/p>\n\u003cp>\"We should be careful not to view learning technologies as a replacement for deep teacher and student interactions. We see effective technology supports as enabling the opposite,\" she said.\u003c/p>\n\u003cp>Digital games can be a part of a holistic plan that challenges students with things like \"quests\" and \"missions,\" when paired with tactics like spending targeted time with students in small groups or individually to help them address areas where they need help, she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/p>\n\u003cp>For educators who aren't sure where to start, or how to find ways to integrate digital games into the current model, Childress said teachers' own network can be a great resource. For instance, one of the Gates-funded organizations,\u003ca href=\"http://www.playfullearning.com\"> Playful Learning,\u003c/a> focuses on creating a national network that offers teachers workshops on using games in the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For their part, game developers should incorporate ways to help educators do their jobs better, as is the case with other industries that have embraced technologies. \"The best product developers deeply understand who they are designing for and the use case they are targeting, and offer the kind of implementation supports professionals need to integrate new tools into their daily work,\" Childress said.\u003c/p>\n\u003cp>If \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/\">Quest to Learn\u003c/a>, the entirely game-based schools in New York and Chicago, are any indication of whether games can be successful learning tools, the potential seems bright. \u003ca href=\"http://www.cnn.com/interactive/2012/08/tech/gaming.series/teachers.html\">According to CNN\u003c/a>, the school's New York test scores, \"an admittedly conventional metric, show the Quest kids have outperformed peers in the New York City school system in each of the last three years, in both English Language Arts and Math, according to data provided by the school,\" with the only exception being the 2010 math scores.\u003c/p>\n\u003cp>But not every school can be a Quest to Learn, with dedicated funding for games. Finding the funds to finance digital games is one of the main obstacles, in fact. In the Cooney Center survey, 51 percent of teachers said that cost of digital games was the primary obstacle to integrating them into class, and only 17 percent of those surveyed said the school spent $100 or more on games.\u003c/p>\n\u003cp>To that end, Childress said there are a number of free resources available on the web, and that the foundation has funded 17 game development projects over the last three years, a number of which are free or available at reduced cost to districts serving students in low-income neighborhoods.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*The updated version of the article includes information about the studies from 2011 and 2012.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29361/can-students-learn-better-with-digital-games",
"authors": [
"180"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_25",
"mindshift_1040",
"mindshift_20902",
"mindshift_20517"
],
"featImg": "mindshift_29539",
"label": "mindshift"
},
"mindshift_29305": {
"type": "posts",
"id": "mindshift_29305",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29305",
"score": null,
"sort": [
1371142115000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1371142115,
"format": "aside",
"disqusTitle": "Fear and Money: How to Face the Big Ed Tech Obstacles",
"title": "Fear and Money: How to Face the Big Ed Tech Obstacles",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29356\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29356\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/168357022.jpg\" alt=\"168357022\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Deciding how a school or district should invest its limited resources is tough, and made even more difficult by the multitude of ed tech products that have exploded onto the market. \u003ca href=\"http://www.digitalpromise.org/about-us/\">Digital Promise\u003c/a>, an organization created by Congress to spur innovation in education, has teamed up with the design firm\u003ca href=\"http://www.ideo.com/about/\"> IDEO\u003c/a> to tackle the difficult question of procurement when it comes to technology. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching.\u003c/p>\n\u003cp>To get a handle on the challenges school districts face when it comes to purchasing new products, the two organizations brought together a group of district leaders, ed-tech entrepreneurs, education experts and non-profit leaders to identify challenges and brainstorm solutions. The report, \u003ca href=\"http://www.digitalpromise.org/ideo-digital-promise-release-evolving-ed-tech-procurement-in-school-districts/\">\u003cem>Evolving Ed-Tech Procurement in School Districts,\u003c/em>\u003c/a> is by no means the end of the process, but it begins to frame the challenges and possible avenues for further study and reflection.\u003c/p>\n\u003cp>\u003cstrong>SIX BIG FEARS\u003c/strong>\u003c/p>\n\u003cp>District leaders identified the six things that most worry them as they think about the many technology options available to them.\u003c/p>\n\u003cul>\n\u003cli>Public scrutiny and the fear that causes risk aversion\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulties creating school culture that facilitates the uptake of new ed-tech solutions\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Cumbersome, time-consuming and overwhelming procurement regulations\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulty navigating product options when so few reliable proof points exist\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Shifting and complex resources streams that make sustaining a choice a challenge\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Trust among peers is high, but trust by outsiders is low.\u003c/li>\n\u003c/ul>\n\u003cp>After identifying the pain points that put gray hairs on the heads of school administrators, the group tried to look outside the education industry for examples of how those challenges could be met in new ways. For example, to try and build a more receptive school culture, educators might look at the “\u003ca href=\"http://www.starbucks.com/coffeehouse/learn-more/my-starbucks-idea\">My Starbucks Idea\u003c/a>” model, where customers are encouraged to share product and service ideas and comment on others. The most popular or best suggestions are considered and developed by Starbucks staff. Another example for dealing with difficult procurement regulations could be creating a program similar to \u003ca href=\"http://turbotax.com/lp/ty12/ppc/tmp5_5p.jsp?zna=0&znp=1&srqs=null&cid=ppc_gg_b_stan_dk_us-nstax_hv-brand-turbotax-main&srid=sr3_41089502_go&skw=turbotax&adid=ByYourSide&kw=turbotax&ven=gg&\">TurboTax\u003c/a> that walks users through a step-by-step guide for the complicated process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Identifying what stops district administrators from jumping on new innovations and helping to see beyond limited industry tools, helped free up discussion of how to reduce some of those barriers, making purchasing technology a more efficient, informed and empathetic process. Together the group came up with five concepts that needed work and possible next steps for districts to take as they feel their way towards solutions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>SIMPLIFYING PROCUREMENT:\u003c/strong> This concept answers the question, how can we develop a more human-centered technology purchasing office? Simplifying the process and making it more transparent will help key stakeholders like teachers, vendors and administrators feel that they can get involved. Some ideas include a district-specific map of the procurement process or building up case studies and stories about how a particular product was successful. This might also mean that purchasing staff spend time in classrooms to build empathy for what teachers do and get real-time experience with how a new purchase might be used. The procurement office could become almost like a customer service office for teachers to get the support they need.\u003c/p>\n\u003cp>\u003cstrong>ED-TECH INCUBATOR:\u003c/strong> How can a district strengthen ties between its needs and the start-ups developing technology? One way to get the exact product a teacher wants is to participate in product development, creating stronger relationships between the end users and the developers. This idea could make products more relevant by giving entrepreneurs the access they need and benefit schools through discounts or privileged access.\u003c/p>\n\u003cfigure id=\"attachment_29364\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29364\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/digitalpromise-300x393.png\" alt=\"digitalpromise\" width=\"300\" height=\"393\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OPEN PROCUREMENT:\u003c/strong> How can a district help those in charge of procurement understand the real value of the products in terms of price, quality and need? This idea might seem counter-intuitive to those concerned about public scrutiny, but by opening up the process and making purchasing as transparent as possible, everyone benefits. With extensive, disaggregated information about the vendor, quality of the product, alignment with common core, price, and other factors, purchasers can make more informed decisions. It also brings more competitiveness to the market when demand becomes smarter.\u003c/p>\n\u003cp>\u003cstrong>CREATIVE FINANCING:\u003c/strong> How can a district think about non-traditional resources available to them to help defray the costs of education technology? This concept relies on pulling together a diverse group of district stakeholders, end users and local experts to identifying underlying needs and brainstorm creative financing solutions based on models offered by other industries. The report suggests a 7 step process to do this: Set a vision, build a team, build the case, brainstorm solutions, meet the board, build based on input, and finally, apply the process elsewhere.\u003c/p>\n\u003cp>\u003cstrong>BETTER PLANNING, BETTER PROCESS:\u003c/strong> It’s a good idea to connect teachers -- the end-users for most products -- to those purchasing new technology. A bottom-up strategy will help ensure money isn’t wasted on products no one wants. Procurement officers will need to take the initiative on this, asking teachers and schools what kinds of pilots they may have planned for an upcoming school year or if they need specific equipment. They could also set up systems that open communication between stakeholders building awareness and empathy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ideas generated in this report are by no means complete. Digital Promise and IDEO intend to continue working with schools in the \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\">League of Innovate Schools \u003c/a>to experiment with ways to connect better to entrepreneurs and vendors, connect within districts and connect across districts, leveraging the League’s size for transparency and buying power.\u003c/p>\n\n",
"disqusIdentifier": "29305 http://blogs.kqed.org/mindshift/?p=29305",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/13/facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 952,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1373572848,
"excerpt": "Deciding how a school or district should invest its limited resources is a tough job, made even more difficult by the multitude of educational technology products that have exploded onto the market. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching. Here are some factors to consider.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Deciding how a school or district should invest its limited resources is a tough job, made even more difficult by the multitude of educational technology products that have exploded onto the market. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching. Here are some factors to consider.",
"title": "Fear and Money: How to Face the Big Ed Tech Obstacles | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Fear and Money: How to Face the Big Ed Tech Obstacles",
"datePublished": "2013-06-13T09:48:35-07:00",
"dateModified": "2013-07-11T13:00:48-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement",
"status": "publish",
"path": "/mindshift/29305/facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29356\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29356\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/168357022.jpg\" alt=\"168357022\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Deciding how a school or district should invest its limited resources is tough, and made even more difficult by the multitude of ed tech products that have exploded onto the market. \u003ca href=\"http://www.digitalpromise.org/about-us/\">Digital Promise\u003c/a>, an organization created by Congress to spur innovation in education, has teamed up with the design firm\u003ca href=\"http://www.ideo.com/about/\"> IDEO\u003c/a> to tackle the difficult question of procurement when it comes to technology. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching.\u003c/p>\n\u003cp>To get a handle on the challenges school districts face when it comes to purchasing new products, the two organizations brought together a group of district leaders, ed-tech entrepreneurs, education experts and non-profit leaders to identify challenges and brainstorm solutions. The report, \u003ca href=\"http://www.digitalpromise.org/ideo-digital-promise-release-evolving-ed-tech-procurement-in-school-districts/\">\u003cem>Evolving Ed-Tech Procurement in School Districts,\u003c/em>\u003c/a> is by no means the end of the process, but it begins to frame the challenges and possible avenues for further study and reflection.\u003c/p>\n\u003cp>\u003cstrong>SIX BIG FEARS\u003c/strong>\u003c/p>\n\u003cp>District leaders identified the six things that most worry them as they think about the many technology options available to them.\u003c/p>\n\u003cul>\n\u003cli>Public scrutiny and the fear that causes risk aversion\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulties creating school culture that facilitates the uptake of new ed-tech solutions\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Cumbersome, time-consuming and overwhelming procurement regulations\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulty navigating product options when so few reliable proof points exist\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Shifting and complex resources streams that make sustaining a choice a challenge\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Trust among peers is high, but trust by outsiders is low.\u003c/li>\n\u003c/ul>\n\u003cp>After identifying the pain points that put gray hairs on the heads of school administrators, the group tried to look outside the education industry for examples of how those challenges could be met in new ways. For example, to try and build a more receptive school culture, educators might look at the “\u003ca href=\"http://www.starbucks.com/coffeehouse/learn-more/my-starbucks-idea\">My Starbucks Idea\u003c/a>” model, where customers are encouraged to share product and service ideas and comment on others. The most popular or best suggestions are considered and developed by Starbucks staff. Another example for dealing with difficult procurement regulations could be creating a program similar to \u003ca href=\"http://turbotax.com/lp/ty12/ppc/tmp5_5p.jsp?zna=0&znp=1&srqs=null&cid=ppc_gg_b_stan_dk_us-nstax_hv-brand-turbotax-main&srid=sr3_41089502_go&skw=turbotax&adid=ByYourSide&kw=turbotax&ven=gg&\">TurboTax\u003c/a> that walks users through a step-by-step guide for the complicated process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Identifying what stops district administrators from jumping on new innovations and helping to see beyond limited industry tools, helped free up discussion of how to reduce some of those barriers, making purchasing technology a more efficient, informed and empathetic process. Together the group came up with five concepts that needed work and possible next steps for districts to take as they feel their way towards solutions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>SIMPLIFYING PROCUREMENT:\u003c/strong> This concept answers the question, how can we develop a more human-centered technology purchasing office? Simplifying the process and making it more transparent will help key stakeholders like teachers, vendors and administrators feel that they can get involved. Some ideas include a district-specific map of the procurement process or building up case studies and stories about how a particular product was successful. This might also mean that purchasing staff spend time in classrooms to build empathy for what teachers do and get real-time experience with how a new purchase might be used. The procurement office could become almost like a customer service office for teachers to get the support they need.\u003c/p>\n\u003cp>\u003cstrong>ED-TECH INCUBATOR:\u003c/strong> How can a district strengthen ties between its needs and the start-ups developing technology? One way to get the exact product a teacher wants is to participate in product development, creating stronger relationships between the end users and the developers. This idea could make products more relevant by giving entrepreneurs the access they need and benefit schools through discounts or privileged access.\u003c/p>\n\u003cfigure id=\"attachment_29364\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29364\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/digitalpromise-300x393.png\" alt=\"digitalpromise\" width=\"300\" height=\"393\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OPEN PROCUREMENT:\u003c/strong> How can a district help those in charge of procurement understand the real value of the products in terms of price, quality and need? This idea might seem counter-intuitive to those concerned about public scrutiny, but by opening up the process and making purchasing as transparent as possible, everyone benefits. With extensive, disaggregated information about the vendor, quality of the product, alignment with common core, price, and other factors, purchasers can make more informed decisions. It also brings more competitiveness to the market when demand becomes smarter.\u003c/p>\n\u003cp>\u003cstrong>CREATIVE FINANCING:\u003c/strong> How can a district think about non-traditional resources available to them to help defray the costs of education technology? This concept relies on pulling together a diverse group of district stakeholders, end users and local experts to identifying underlying needs and brainstorm creative financing solutions based on models offered by other industries. The report suggests a 7 step process to do this: Set a vision, build a team, build the case, brainstorm solutions, meet the board, build based on input, and finally, apply the process elsewhere.\u003c/p>\n\u003cp>\u003cstrong>BETTER PLANNING, BETTER PROCESS:\u003c/strong> It’s a good idea to connect teachers -- the end-users for most products -- to those purchasing new technology. A bottom-up strategy will help ensure money isn’t wasted on products no one wants. Procurement officers will need to take the initiative on this, asking teachers and schools what kinds of pilots they may have planned for an upcoming school year or if they need specific equipment. They could also set up systems that open communication between stakeholders building awareness and empathy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ideas generated in this report are by no means complete. Digital Promise and IDEO intend to continue working with schools in the \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\">League of Innovate Schools \u003c/a>to experiment with ways to connect better to entrepreneurs and vendors, connect within districts and connect across districts, leveraging the League’s size for transparency and buying power.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29305/facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement",
"authors": [
"234"
],
"categories": [
"mindshift_192",
"mindshift_195"
],
"tags": [
"mindshift_745",
"mindshift_1040",
"mindshift_51",
"mindshift_20513"
],
"featImg": "mindshift_29356",
"label": "mindshift"
},
"mindshift_29039": {
"type": "posts",
"id": "mindshift_29039",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29039",
"score": null,
"sort": [
1370974429000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1370974429,
"format": "aside",
"disqusTitle": "To Get the Most Out of Tablets, Use Smart Curation",
"title": "To Get the Most Out of Tablets, Use Smart Curation",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29296\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/35468156631@N01/4488931127/in/photolist-7QEWQg-7Rdimh-dS5AtH-8Afdn8\">\u003cimg class=\"size-full wp-image-29296\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg\" alt=\"4488931127_ef5c3f5611_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_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 and\u003c/strong> \u003cstrong>Beth Holland \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday), because for technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as a \u003cem>substitution\u003c/em> for something that they have previously tried in the past. Teachers recognize the need to imagine a new future, to strive towards the creation of innovative, technology-rich learning environments that provide our students with the best possible experience (someday). In the meantime, they seek out new activities and strategies to try out on Monday. Both pathways are critical for teacher growth, and necessary to create meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">four-part series,\u003c/a> we are using the Someday/Monday template to explore four dimensions of using tablets, such as iPads, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003cem>Consumption\u003c/em>. More specifically, we addressed the impact of iPads on focused and connected reading\u003cem>.\u003c/em> This week, as we continue to explore the continuum, we will look at \u003cem>Curation\u003c/em>.\u003c/p>\n\u003ch3>Part II: \u003cstrong>Curation\u003c/strong>\u003c/h3>\n\u003cp>Curation, the collection of works for public exhibit, is an ancient inclination dating back at least to \u003ca href=\"http://en.wikipedia.org/wiki/Herodotus\">Herodotus\u003c/a>. His writing of \u003ca href=\"http://en.wikipedia.org/wiki/Histories_(Herodotus)\">The Histories\u003c/a> serves as one of the first curated collections of learning artifacts on record. Since then, whether it's manuscripts, texts, or books, teachers have curated learning objects as a way to share with their students. If we reflect on the evolution of pedagogy, the proverbial \u003cem>Sage-on-the-Stage \u003c/em>model takes its root in the fact that one person curated all of the information and then bore the responsibility to distribute it to his or her students.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As technologies have developed, the tools and objects of curation have become increasingly accessible. For decades, teachers have arranged collections on bookcases, but now we create playlists of songs, folders of bookmarks, albums of photos, wall posts of life events, and portfolios of academic work. With this abundance of platforms for curation, teachers no longer curate to distribute works, they curate to model curation.\u003c/p>\n\u003ch4>\u003cstrong>Someday\u003c/strong>\u003c/h4>\n\u003cp>We live in a time where we encounter unlimited intellectual stimulation, and this abundance creates its own challenges. The critical task is not finding information or stimuli, but organizing, cataloging, archiving, and developing habits and practices to exercise control over our surfeit of opportunity.\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>In his recent book \u003ca href=\"http://www.amazon.com/Truth-Beauty-Goodness-Reframed-Truthiness/dp/0465031781\">\u003cem>Truth, Beauty and Goodness Reframed\u003c/em>\u003c/a>, Harvard Professor Howard Gardner argues for the importance of curation in learning to appreciate beauty. He states that the abundance of great art and literature, and our access to them, has destabilized the notion of a fixed set of canonical works.\u003c/p>\n\u003cp>“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not....Everybody can make his or her judgments about beauty, and it doesn’t impinge on anybody else.” To develop our own canons, to learn to appreciate beauty, he recommends maintaining portfolios or journals of art, music, writings, and experiences in order to better appreciate the distinctions among them - to make sense of which pieces are most beautiful.\u003c/p>\n\u003cp>What would a math class look like where students learn to compute, prove, derive, and intuit, as well as to discern and appreciate mathematical beauty? What about a history class where students maintained a portfolio of beautiful artifacts and ideas from multiple periods?\u003c/p>\n\u003cp>How might efforts to curate benefit from the portability and ubiquity of mobile devices? What would a “relevance portfolio” look like, where students catalog their daily encounters with ideas or experiences? What other kinds of portfolios could students create over the course of their academic career?\u003c/p>\n\u003cp>In a world of informational abundance, we no longer face Herodotus’ challenge of finding scarce information. In a world of portable supercomputers and ubiquitous access, the task of the teacher is no longer to collect and distribute, but to empower students to curate their own collections of intellectual resources.\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>When first stepping into an iPad or tablet classroom, organizing physical and digital content emerges as an immediate challenge. Teachers have printed materials and trusted textbooks in conjunction with digital resources. In elementary classrooms, teachers also balance the need for paper, crayons, and blocks with effective uses of mobile devices.\u003c/p>\n\u003cp>\u003ca href=\"http://evernote.com\">Evernote\u003c/a> is one of the best apps to start to bridge this gap between the digital and physical. With a free account, teachers instantly have access to all of their materials from anything with a web browser. Using a familiar metaphor - notes and notebooks - as an organizational structure, teachers can curate lesson plans, student work, curriculum resources, etc. into the app. Scans of printed materials, or pictures of student work, capture the physical world. Audio notes allow teachers and students to verbally reflect on the content. Content curated from around the web can be \u003ca href=\"http://evernote.com/webclipper/\">clipped\u003c/a> to notebooks for later use.\u003c/p>\n\u003cp>Students can also have Evernote accounts for curating their own learning artifacts. At \u003ca href=\"http://www.trinityatl.org/\">Trinity School Atlanta\u003c/a>, students in grades 2-6 use Evernote for note taking, curation, and reflection.\u003c/p>\n\u003cp>“We started with a big idea and have been continuously refining it to build not just a space, but an experience that helps students learn more about themselves over time, while informing teachers and parents in meaningful and authentic ways,” writes \u003ca href=\"http://rgmteach.edublogs.org/2013/03/21/my-learning-update-and-spiraling-up-to-pedagogy/\">Rhonda Mitchell\u003c/a> who leads that portfolio initiative. Within this context, students and teachers are curating not only artifacts but also their experiences.\u003c/p>\n\u003cp>While Evernote is a good tool for personal connections, other apps and web tools allow teachers and students to create public facing collections. Students can collect, organize and annotate web sites on \u003ca href=\"https://www.diigo.com\">Diigo\u003c/a>, books on \u003ca href=\"http://www.goodreads.com\">GoodReads\u003c/a>, photos of \u003ca href=\"http://www.flickr.com\">Flickr\u003c/a>, scholarly references on \u003ca href=\"http://www.zotero.com\">Zotero\u003c/a>, music on \u003ca href=\"http://www.soundcloud.com\">SoundCloud\u003c/a>, and anything and everything on a \u003ca href=\"http://www.tumblr.com\">Tumblr\u003c/a> or \u003ca href=\"http://wordpress.org\">WordPress\u003c/a> blog. Tools such as\u003ca href=\"https://itunes.apple.com/app/touchappcreator-create-touch/id447590667?mt=8\"> Touch App Creator\u003c/a> or \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> allow teachers and students to collect and reflect on learning artifacts from different media and to publish these collections to broad audiences. \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> simplifies publishing magazine like content. \u003ca href=\"http://www.gettouchappcreator.blogspot.com/\">Touch App Creator \u003c/a>allows users to organize eBooks, text, images, and web-based content together into web apps hosted on Google Drive. Without needing web hosting or even knowledge of programming, teachers can combine a set of learning objects for their students or students can create apps with collections organized for public presentation and distribution.\u003c/p>\n\u003cp>With these different apps and web services for the collection and display of curated content, the technology for curation is Monday-ready. The harder questions are pedagogical and curricular. What should students curate? In the spirit of Gardner’s beauty journals, we should aim not just to help students get organized, but to closely and intentionally examine what they read, watch, see, hear, and collect.\u003c/p>\n\u003cp>[ad floatright]\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\n",
"disqusIdentifier": "29039 http://blogs.kqed.org/mindshift/?p=29039",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/11/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1316,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1392250944,
"excerpt": "How might efforts to curate benefit from the portability and ubiquity of mobile devices? Tools like Evernote and GoodReads allow for easy and valuable curation. But the harder questions are pedagogical and curricular. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "How might efforts to curate benefit from the portability and ubiquity of mobile devices? Tools like Evernote and GoodReads allow for easy and valuable curation. But the harder questions are pedagogical and curricular. ",
"title": "To Get the Most Out of Tablets, Use Smart Curation | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "To Get the Most Out of Tablets, Use Smart Curation",
"datePublished": "2013-06-11T11:13:49-07:00",
"dateModified": "2014-02-12T16:22:24-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation",
"status": "publish",
"path": "/mindshift/29039/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29296\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/35468156631@N01/4488931127/in/photolist-7QEWQg-7Rdimh-dS5AtH-8Afdn8\">\u003cimg class=\"size-full wp-image-29296\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg\" alt=\"4488931127_ef5c3f5611_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_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 and\u003c/strong> \u003cstrong>Beth Holland \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday), because for technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as a \u003cem>substitution\u003c/em> for something that they have previously tried in the past. Teachers recognize the need to imagine a new future, to strive towards the creation of innovative, technology-rich learning environments that provide our students with the best possible experience (someday). In the meantime, they seek out new activities and strategies to try out on Monday. Both pathways are critical for teacher growth, and necessary to create meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">four-part series,\u003c/a> we are using the Someday/Monday template to explore four dimensions of using tablets, such as iPads, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003cem>Consumption\u003c/em>. More specifically, we addressed the impact of iPads on focused and connected reading\u003cem>.\u003c/em> This week, as we continue to explore the continuum, we will look at \u003cem>Curation\u003c/em>.\u003c/p>\n\u003ch3>Part II: \u003cstrong>Curation\u003c/strong>\u003c/h3>\n\u003cp>Curation, the collection of works for public exhibit, is an ancient inclination dating back at least to \u003ca href=\"http://en.wikipedia.org/wiki/Herodotus\">Herodotus\u003c/a>. His writing of \u003ca href=\"http://en.wikipedia.org/wiki/Histories_(Herodotus)\">The Histories\u003c/a> serves as one of the first curated collections of learning artifacts on record. Since then, whether it's manuscripts, texts, or books, teachers have curated learning objects as a way to share with their students. If we reflect on the evolution of pedagogy, the proverbial \u003cem>Sage-on-the-Stage \u003c/em>model takes its root in the fact that one person curated all of the information and then bore the responsibility to distribute it to his or her students.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As technologies have developed, the tools and objects of curation have become increasingly accessible. For decades, teachers have arranged collections on bookcases, but now we create playlists of songs, folders of bookmarks, albums of photos, wall posts of life events, and portfolios of academic work. With this abundance of platforms for curation, teachers no longer curate to distribute works, they curate to model curation.\u003c/p>\n\u003ch4>\u003cstrong>Someday\u003c/strong>\u003c/h4>\n\u003cp>We live in a time where we encounter unlimited intellectual stimulation, and this abundance creates its own challenges. The critical task is not finding information or stimuli, but organizing, cataloging, archiving, and developing habits and practices to exercise control over our surfeit of opportunity.\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>In his recent book \u003ca href=\"http://www.amazon.com/Truth-Beauty-Goodness-Reframed-Truthiness/dp/0465031781\">\u003cem>Truth, Beauty and Goodness Reframed\u003c/em>\u003c/a>, Harvard Professor Howard Gardner argues for the importance of curation in learning to appreciate beauty. He states that the abundance of great art and literature, and our access to them, has destabilized the notion of a fixed set of canonical works.\u003c/p>\n\u003cp>“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not....Everybody can make his or her judgments about beauty, and it doesn’t impinge on anybody else.” To develop our own canons, to learn to appreciate beauty, he recommends maintaining portfolios or journals of art, music, writings, and experiences in order to better appreciate the distinctions among them - to make sense of which pieces are most beautiful.\u003c/p>\n\u003cp>What would a math class look like where students learn to compute, prove, derive, and intuit, as well as to discern and appreciate mathematical beauty? What about a history class where students maintained a portfolio of beautiful artifacts and ideas from multiple periods?\u003c/p>\n\u003cp>How might efforts to curate benefit from the portability and ubiquity of mobile devices? What would a “relevance portfolio” look like, where students catalog their daily encounters with ideas or experiences? What other kinds of portfolios could students create over the course of their academic career?\u003c/p>\n\u003cp>In a world of informational abundance, we no longer face Herodotus’ challenge of finding scarce information. In a world of portable supercomputers and ubiquitous access, the task of the teacher is no longer to collect and distribute, but to empower students to curate their own collections of intellectual resources.\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>When first stepping into an iPad or tablet classroom, organizing physical and digital content emerges as an immediate challenge. Teachers have printed materials and trusted textbooks in conjunction with digital resources. In elementary classrooms, teachers also balance the need for paper, crayons, and blocks with effective uses of mobile devices.\u003c/p>\n\u003cp>\u003ca href=\"http://evernote.com\">Evernote\u003c/a> is one of the best apps to start to bridge this gap between the digital and physical. With a free account, teachers instantly have access to all of their materials from anything with a web browser. Using a familiar metaphor - notes and notebooks - as an organizational structure, teachers can curate lesson plans, student work, curriculum resources, etc. into the app. Scans of printed materials, or pictures of student work, capture the physical world. Audio notes allow teachers and students to verbally reflect on the content. Content curated from around the web can be \u003ca href=\"http://evernote.com/webclipper/\">clipped\u003c/a> to notebooks for later use.\u003c/p>\n\u003cp>Students can also have Evernote accounts for curating their own learning artifacts. At \u003ca href=\"http://www.trinityatl.org/\">Trinity School Atlanta\u003c/a>, students in grades 2-6 use Evernote for note taking, curation, and reflection.\u003c/p>\n\u003cp>“We started with a big idea and have been continuously refining it to build not just a space, but an experience that helps students learn more about themselves over time, while informing teachers and parents in meaningful and authentic ways,” writes \u003ca href=\"http://rgmteach.edublogs.org/2013/03/21/my-learning-update-and-spiraling-up-to-pedagogy/\">Rhonda Mitchell\u003c/a> who leads that portfolio initiative. Within this context, students and teachers are curating not only artifacts but also their experiences.\u003c/p>\n\u003cp>While Evernote is a good tool for personal connections, other apps and web tools allow teachers and students to create public facing collections. Students can collect, organize and annotate web sites on \u003ca href=\"https://www.diigo.com\">Diigo\u003c/a>, books on \u003ca href=\"http://www.goodreads.com\">GoodReads\u003c/a>, photos of \u003ca href=\"http://www.flickr.com\">Flickr\u003c/a>, scholarly references on \u003ca href=\"http://www.zotero.com\">Zotero\u003c/a>, music on \u003ca href=\"http://www.soundcloud.com\">SoundCloud\u003c/a>, and anything and everything on a \u003ca href=\"http://www.tumblr.com\">Tumblr\u003c/a> or \u003ca href=\"http://wordpress.org\">WordPress\u003c/a> blog. Tools such as\u003ca href=\"https://itunes.apple.com/app/touchappcreator-create-touch/id447590667?mt=8\"> Touch App Creator\u003c/a> or \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> allow teachers and students to collect and reflect on learning artifacts from different media and to publish these collections to broad audiences. \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> simplifies publishing magazine like content. \u003ca href=\"http://www.gettouchappcreator.blogspot.com/\">Touch App Creator \u003c/a>allows users to organize eBooks, text, images, and web-based content together into web apps hosted on Google Drive. Without needing web hosting or even knowledge of programming, teachers can combine a set of learning objects for their students or students can create apps with collections organized for public presentation and distribution.\u003c/p>\n\u003cp>With these different apps and web services for the collection and display of curated content, the technology for curation is Monday-ready. The harder questions are pedagogical and curricular. What should students curate? In the spirit of Gardner’s beauty journals, we should aim not just to help students get organized, but to closely and intentionally examine what they read, watch, see, hear, and collect.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\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\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29039/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation",
"authors": [
"4354"
],
"categories": [
"mindshift_195",
"mindshift_20634"
],
"tags": [
"mindshift_834",
"mindshift_1040",
"mindshift_81",
"mindshift_525"
],
"featImg": "mindshift_29296",
"label": "mindshift"
},
"mindshift_29210": {
"type": "posts",
"id": "mindshift_29210",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29210",
"score": null,
"sort": [
1370625195000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1370625195,
"format": "aside",
"disqusTitle": "Reward, Educate, Occupy: Using Technology as Parenting Tool",
"title": "Reward, Educate, Occupy: Using Technology as Parenting Tool",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29222\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/14245546@N00\">\u003cimg class=\"size-full wp-image-29222\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/demoshelsinki.jpg\" alt=\"demoshelsinki\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/demoshelsinki.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/demoshelsinki-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/demoshelsinki-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Demos Helsinki/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Alexis Lauricella\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The world of parenting has changed. In 1980, parents had home phones without answering machines, televisions without remote controls, cars without screens, and maybe if they had older children they owned an Atari video game console. Today, toddlers tell parents to “Google it” when they can’t answer one of their million “why” questions, there are 24-hour cable channels created just for infants and toddlers, video game systems that read your body movements, and people carry mini-computers (smartphones) in their pockets that allow them to call friends, email co-workers, search the Internet, and download age-appropriate games for their child to play on the go.\u003c/p>\n\u003cp>The technological boom has impacted us all, but how has it influenced parents? This was the main question behind the nationally representative survey of more than 2,300 parents of children under age 8. In a report titled \u003ca href=\"http://web5.soc.northwestern.edu/cmhd/wp-content/uploads/2014/03/ParentingAgeDigitalTechnology.REVISED.FINAL_.2014.pdf\" target=\"_blank\">\u003cem>Parenting in the Age of Digital Technology\u003c/em>\u003c/a>, which was released on June 4, we examined the details and intricacies of parenting young children in an age in which technology and media are increasingly mobile, accessible, and constantly available.\u003c/p>\n\u003cp>This survey recognized that children spend substantial amounts of time with media including television, computers, and mobile devices and rather than focusing solely on child screen time, this survey sought to understand the role of the parents in creating the home media environment in which children are being raised today.\u003c/p>\n\u003cp>Three main findings from this study:\u003c/p>\n\u003col>\n\u003cli>In contrast to the \u003ca href=\"http://www.dailymail.co.uk/femail/article-2161533/Mothers-prefer-smartphones-dummies-comfort-crying-babies.html\" target=\"_blank\">popular press\u003c/a> image that mobile technology is the new pacifier used to calm and quiet down children, our survey shows that parents today have a range of tools at their disposal and other tools are used more often than mobile technologies. Parents are more likely to use toys or activities (88%), books (79%), and TV (78%) when they need to keep children occupied than mobile media devices like smartphones or iPads (37% among those who have one).\u003c/li>\n\u003cli>Parents have encyclopedias full of information at their fingertips, storybooks on their Kindles, and a selection of games in their pocket, yet for most parents media is not their number one concern, it is not something that they often have family conflict about, and most parents say new mobile devices do not make parenting easier. Fewer parents were concerned with the impact of media on their children especially compared to more global issues like health, nutrition, and social emotional skills. Most parents (70%) say smartphones and tablets do not make parenting easier. Also, media use does not cause family conflicts.\u003c/li>\n\u003cli>Yes, young children spend considerable amounts of time with screen media (see \u003ca href=\"http://www.commonsensemedia.org/research/zero-eight-childrens-media-use-america\" target=\"_blank\">Common Sense Media, 2011\u003c/a>), but so do their parents. And it seems that parents of young children may be setting the stage for the home media environment that their young children will grow up in. Nearly 40% of families were “media centric“ families. These families have parents who themselves consume an average of 11 hours of screen media a day. Most of these parents (80%) say they are “very” or “somewhat” likely to use TV to keep their child occupied when they need to get something done at home. Many children in these families (44%) have TVs in their bedroom and children spend an average of 4.5 hours with screen media per day. In contrast, “media light” families consist of parents who spend less than two hours per day with screen media. These families enjoy watching TV or movies together as a family “a lot” and are less likely to use TV when getting their child ready for bed. Children in these families spend an hour and a half with media each day.\u003c/li>\n\u003c/ol>\n\u003cp>Yes, the world that parents parent in is different from the one in which they grew up, but the boom in mobile technology has truly become an additional tool in their parenting repertoire not their catchall solution. This generation of parents grew up with TVs, video game consoles, and some computers. They rely on the Internet, email, and mobile technology to do their work and communicate with others and they themselves are media users. Thus, their use likely sets the stage for their children’s home media environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Parents are different today and with each changing generation, parents have to adapt and adjust to mesh their parenting behaviors and styles with the current environment their children are growing up in. This survey begins to scratch the surface at understanding the ways in which parents parent their young children in a world that is surrounded by digital technology.\u003c/p>\n\u003cp>Read the rest of the \u003ca href=\"http://web5.soc.northwestern.edu/cmhd/wp-content/uploads/2014/03/ParentingAgeDigitalTechnology.REVISED.FINAL_.2014.pdf\" target=\"_blank\">report\u003c/a> [PDF] for many more in-depth details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Alexis R. Lauricella, Ph. D. one of the co-authors of this study, is a Research Associate at the Center on Media and Human Development Northwestern University. Her research focuses on children’s learning from media and parents’ and teachers’ attitudes toward and use of media with young children. \u003c/em>\u003cem>Dr. Lauricella is also the founder of \u003ca href=\"http://www.PlayLearnParent.com\" target=\"_blank\">PlayLearnParent\u003c/a>, a website that translates child-development research for parents. This post originally appeared on \u003ca href=\"http://www.joanganzcooneycenter.org/2013/06/06/parenting-in-the-age-of-digital-technology/\">Joan Ganz Cooney Center\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "29210 http://blogs.kqed.org/mindshift/?p=29210",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/07/reward-educate-occupy-using-technology-as-parenting-tool/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 882,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 10
},
"modified": 1415814516,
"excerpt": "This generation of parents grew up with TVs, video game consoles, and computers, so digital media is one of many tools they use in their parenting repertoire.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "This generation of parents grew up with TVs, video game consoles, and computers, so digital media is one of many tools they use in their parenting repertoire.",
"title": "Reward, Educate, Occupy: Using Technology as Parenting Tool | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Reward, Educate, Occupy: Using Technology as Parenting Tool",
"datePublished": "2013-06-07T10:13:15-07:00",
"dateModified": "2014-11-12T09:48:36-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "reward-educate-occupy-using-technology-as-parenting-tool",
"status": "publish",
"path": "/mindshift/29210/reward-educate-occupy-using-technology-as-parenting-tool",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29222\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/14245546@N00\">\u003cimg class=\"size-full wp-image-29222\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/demoshelsinki.jpg\" alt=\"demoshelsinki\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/demoshelsinki.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/demoshelsinki-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/demoshelsinki-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Demos Helsinki/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Alexis Lauricella\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The world of parenting has changed. In 1980, parents had home phones without answering machines, televisions without remote controls, cars without screens, and maybe if they had older children they owned an Atari video game console. Today, toddlers tell parents to “Google it” when they can’t answer one of their million “why” questions, there are 24-hour cable channels created just for infants and toddlers, video game systems that read your body movements, and people carry mini-computers (smartphones) in their pockets that allow them to call friends, email co-workers, search the Internet, and download age-appropriate games for their child to play on the go.\u003c/p>\n\u003cp>The technological boom has impacted us all, but how has it influenced parents? This was the main question behind the nationally representative survey of more than 2,300 parents of children under age 8. In a report titled \u003ca href=\"http://web5.soc.northwestern.edu/cmhd/wp-content/uploads/2014/03/ParentingAgeDigitalTechnology.REVISED.FINAL_.2014.pdf\" target=\"_blank\">\u003cem>Parenting in the Age of Digital Technology\u003c/em>\u003c/a>, which was released on June 4, we examined the details and intricacies of parenting young children in an age in which technology and media are increasingly mobile, accessible, and constantly available.\u003c/p>\n\u003cp>This survey recognized that children spend substantial amounts of time with media including television, computers, and mobile devices and rather than focusing solely on child screen time, this survey sought to understand the role of the parents in creating the home media environment in which children are being raised today.\u003c/p>\n\u003cp>Three main findings from this study:\u003c/p>\n\u003col>\n\u003cli>In contrast to the \u003ca href=\"http://www.dailymail.co.uk/femail/article-2161533/Mothers-prefer-smartphones-dummies-comfort-crying-babies.html\" target=\"_blank\">popular press\u003c/a> image that mobile technology is the new pacifier used to calm and quiet down children, our survey shows that parents today have a range of tools at their disposal and other tools are used more often than mobile technologies. Parents are more likely to use toys or activities (88%), books (79%), and TV (78%) when they need to keep children occupied than mobile media devices like smartphones or iPads (37% among those who have one).\u003c/li>\n\u003cli>Parents have encyclopedias full of information at their fingertips, storybooks on their Kindles, and a selection of games in their pocket, yet for most parents media is not their number one concern, it is not something that they often have family conflict about, and most parents say new mobile devices do not make parenting easier. Fewer parents were concerned with the impact of media on their children especially compared to more global issues like health, nutrition, and social emotional skills. Most parents (70%) say smartphones and tablets do not make parenting easier. Also, media use does not cause family conflicts.\u003c/li>\n\u003cli>Yes, young children spend considerable amounts of time with screen media (see \u003ca href=\"http://www.commonsensemedia.org/research/zero-eight-childrens-media-use-america\" target=\"_blank\">Common Sense Media, 2011\u003c/a>), but so do their parents. And it seems that parents of young children may be setting the stage for the home media environment that their young children will grow up in. Nearly 40% of families were “media centric“ families. These families have parents who themselves consume an average of 11 hours of screen media a day. Most of these parents (80%) say they are “very” or “somewhat” likely to use TV to keep their child occupied when they need to get something done at home. Many children in these families (44%) have TVs in their bedroom and children spend an average of 4.5 hours with screen media per day. In contrast, “media light” families consist of parents who spend less than two hours per day with screen media. These families enjoy watching TV or movies together as a family “a lot” and are less likely to use TV when getting their child ready for bed. Children in these families spend an hour and a half with media each day.\u003c/li>\n\u003c/ol>\n\u003cp>Yes, the world that parents parent in is different from the one in which they grew up, but the boom in mobile technology has truly become an additional tool in their parenting repertoire not their catchall solution. This generation of parents grew up with TVs, video game consoles, and some computers. They rely on the Internet, email, and mobile technology to do their work and communicate with others and they themselves are media users. Thus, their use likely sets the stage for their children’s home media environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Parents are different today and with each changing generation, parents have to adapt and adjust to mesh their parenting behaviors and styles with the current environment their children are growing up in. This survey begins to scratch the surface at understanding the ways in which parents parent their young children in a world that is surrounded by digital technology.\u003c/p>\n\u003cp>Read the rest of the \u003ca href=\"http://web5.soc.northwestern.edu/cmhd/wp-content/uploads/2014/03/ParentingAgeDigitalTechnology.REVISED.FINAL_.2014.pdf\" target=\"_blank\">report\u003c/a> [PDF] for many more in-depth details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Alexis R. Lauricella, Ph. D. one of the co-authors of this study, is a Research Associate at the Center on Media and Human Development Northwestern University. Her research focuses on children’s learning from media and parents’ and teachers’ attitudes toward and use of media with young children. \u003c/em>\u003cem>Dr. Lauricella is also the founder of \u003ca href=\"http://www.PlayLearnParent.com\" target=\"_blank\">PlayLearnParent\u003c/a>, a website that translates child-development research for parents. This post originally appeared on \u003ca href=\"http://www.joanganzcooneycenter.org/2013/06/06/parenting-in-the-age-of-digital-technology/\">Joan Ganz Cooney Center\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29210/reward-educate-occupy-using-technology-as-parenting-tool",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_273",
"mindshift_290"
],
"label": "mindshift"
},
"mindshift_29173": {
"type": "posts",
"id": "mindshift_29173",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29173",
"score": null,
"sort": [
1370440856000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1370440856,
"format": "aside",
"disqusTitle": "Six Big Tech Trends in Education to Follow",
"title": "Six Big Tech Trends in Education to Follow",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29185\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/creative_tools/8121270672/sizes/z/in/photolist-dnDCQ9-dnDCWS-eatAQB-eaziML-eayNSG-eatCK2-eatBjc-eazhzq-eazgNs-eat9FF-eazhmm-eayN8d-eatCsK-bySB1L-cDUj1u-cfo2jj-cfo2eb-9qpi4a-dzG5qe-hCTKm-9jrZuo-bL7DwD-7BmhmV-ejeeCw-ejeaNY-ej8uiD-ej8u4a-ejeccb-ej8tAt-ej8uZe-8oSz1T-efqXz7-efkb4r-efkczp-efqUj3-efkdgB-efkcep-efkazz-efkcM4-efqUyo-efkbQZ-efkd2k-efkaQe-efkthF-efqVwY-efrdfb-efqVjm-efqWrh-a2Bsjm-6U6fw4-dfLX5n/\">\u003cimg class=\"size-full wp-image-29185\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg\" alt=\"3D printers in schools will be common.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">3D printers in schools will be common.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Big data, open content, mobile learning, and digital printing are the big themes represented in this year's \u003ca href=\"http://go.nmc.org/2013-k12\">NMC Horizon Report: 2013 K-12 Edition\u003c/a>. The report is a collaboration between the \u003ca href=\"http://www.nmc.org/about\">New Media Consortium\u003c/a>, the \u003ca href=\"http://www.cosn.org/\">Consortium for School Networking\u003c/a>, and the \u003ca href=\"https://www.iste.org/\">International Society for Technology in Education\u003c/a>, pulling together an international group of experts to discuss trends and measure how mainstream emerging ed-tech approaches have become.\u003c/p>\n\u003cp>As with all of its reports, the group makes near, middle, and long-term projections for technology trends, as well as broader observations about the direction of the field and its challenges. What’s striking in this year’s report is that many of the projections for the K-12 space match those made in February in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/\">NMC Horizons Report on Higher Education.\u003c/a>\u003c/p>\n\u003cp>Here are the big takeaways.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>The presence of the Internet in students’ lives outside of school, and especially on mobile devices, is allowing for more online and blended learning models in classrooms. That trend is supported by an increasing tolerance and even excitement among teachers for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile devices as learning tools\u003c/a>. As the cost of devices continues to come down, they proliferate in classrooms and can be powerful learning tools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Print and digital textbooks are getting some serious competition from \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">open-source content\u003c/a>, which has captured the imagination of educators who are finding valuable content outside the prescribed realm of textbooks.\u003c/p>\n\u003cp>At the same time, educators feel less isolated and more inspired by relationships with colleagues fostered through social media. Some are even discovering new joy in their profession with increased access to lesson ideas and new teaching practices.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The big challenges for better using education technology are similar to ones that have long existed. There isn’t enough professional development to help educators feel comfortable using new strategies and it often isn’t part of a school’s culture. Resistance to trying new approaches remains prevalent and the status quo continues to exert a powerful inertia on the system, preventing a broader use of good ideas.\u003c/p>\n\u003cp>Traditional models of schooling are experiencing more competition than ever before with charter schools, for-profit operators, online learning and MOOCs pushing for change. Similarly, traditional teaching that relies on lectures and tests is being challenged by blended models of instruction.\u003c/p>\n\u003cp>There’s a large demand for personalized learning, but the technology tools don’t yet support the goals of those who want to use it -- a big gap still exists between overall vision and available tools. Meanwhile, even as teachers are shifting to more formative assessments taken continually throughout the school year, assessment policies have not always shifted to match this change. But educators think there's potential for digital tools to help collect formative assessment data unobtrusively.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>In the next year, the NMC Horizon Report for K-12 predicts that the expectation for constant connectivity will push schools towards cloud-based computing. This trend can already be seen as schools farm out parts of their infrastructure to the cloud, but new devices like Google’s Chromebook designed to sync with the cloud are further pushing adoption.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a> has been a hot topic for several years, but it has not reached the 20 percent penetration level that NMC uses to designate a tactic mainstream. This could be its year. Some educators surveyed said they jumped on the idea of using smartphones in class right away, while others said they were more wary of the potential distractions and disruption the devices could cause. Still, the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">educational app\u003c/a> market for mobile devices has exploded and shows no signs of slowing down, indicating that as the tools get better and better mobile learning will become common place.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>The mid-level predictions, set for two to three years from now, line up most closely with trends in higher education. Both reports -- K12 and Higher Education -- noted the power and increasing prevalence of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/learning-analytics/\">learning analytics\u003c/a>, the practice of analyzing real time data from digital learning platforms and using that information to shape teaching strategies for individual students.\u003c/p>\n\u003cp>Student-data can now be used to tailor curricula and to suggest resources for students akin to the algorithms businesses use to market products to consumers. Similarly, in higher education learning analytics are being used to tailor the advising process. Perhaps even more significantly, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">MOOCs\u003c/a> that challenge the higher education paradigm rely heavily on learning analytics to direct, grade, and guide learners.\u003c/p>\n\u003cp>The second projection notes the rise in high-quality open content available to students around the world. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">Started by MIT more than ten years ago\u003c/a>, this movement has grown rapidly and garnered excitement, especially as a way to equalize access to education. It also gives students much more choice in the learning they consume. Open-content in the form of MOOCs are already disrupting the higher education space, but this report indicates K-12 is not far behind.\u003c/p>\n\u003cp>\u003cstrong>LONG-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>3D printing has captured the imagination of people at all ages, especially as movements towards design learning take off in K-12 schools. The report notes that digital printing machines cost much less now, and that within five years it would be possible for schools to own one. Teachers can use these them to explain design concepts and to prototype building projects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The only really new prediction in the report is for virtual and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">remote labs\u003c/a> to provide students access to scientific experiences even as school districts cut back on physical lab spaces in schools. The report notes that virtual labs would allow students more time and space to practice techniques and make mistakes. Also, “in virtual and remote environments, an experiment can be conducted numerous times with greater efficiency and precision.” Some schools are already using these remote labs to save money. Still, this prediction begs the question, what could be lost if students no longer practice the physical act of science?\u003c/p>\n\n",
"disqusIdentifier": "29173 http://blogs.kqed.org/mindshift/?p=29173",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/05/six-big-trends-in-education-to-follow/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1008,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 22
},
"modified": 1370968748,
"excerpt": "Many of the predictions in this year's report match those made for higher education too: mobile learning, open content, cloud computing, and yes -- 3D printers.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Many of the predictions in this year's report match those made for higher education too: mobile learning, open content, cloud computing, and yes -- 3D printers.",
"title": "Six Big Tech Trends in Education to Follow | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Six Big Tech Trends in Education to Follow",
"datePublished": "2013-06-05T07:00:56-07:00",
"dateModified": "2013-06-11T09:39:08-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "six-big-trends-in-education-to-follow",
"status": "publish",
"path": "/mindshift/29173/six-big-trends-in-education-to-follow",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29185\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/creative_tools/8121270672/sizes/z/in/photolist-dnDCQ9-dnDCWS-eatAQB-eaziML-eayNSG-eatCK2-eatBjc-eazhzq-eazgNs-eat9FF-eazhmm-eayN8d-eatCsK-bySB1L-cDUj1u-cfo2jj-cfo2eb-9qpi4a-dzG5qe-hCTKm-9jrZuo-bL7DwD-7BmhmV-ejeeCw-ejeaNY-ej8uiD-ej8u4a-ejeccb-ej8tAt-ej8uZe-8oSz1T-efqXz7-efkb4r-efkczp-efqUj3-efkdgB-efkcep-efkazz-efkcM4-efqUyo-efkbQZ-efkd2k-efkaQe-efkthF-efqVwY-efrdfb-efqVjm-efqWrh-a2Bsjm-6U6fw4-dfLX5n/\">\u003cimg class=\"size-full wp-image-29185\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg\" alt=\"3D printers in schools will be common.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">3D printers in schools will be common.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Big data, open content, mobile learning, and digital printing are the big themes represented in this year's \u003ca href=\"http://go.nmc.org/2013-k12\">NMC Horizon Report: 2013 K-12 Edition\u003c/a>. The report is a collaboration between the \u003ca href=\"http://www.nmc.org/about\">New Media Consortium\u003c/a>, the \u003ca href=\"http://www.cosn.org/\">Consortium for School Networking\u003c/a>, and the \u003ca href=\"https://www.iste.org/\">International Society for Technology in Education\u003c/a>, pulling together an international group of experts to discuss trends and measure how mainstream emerging ed-tech approaches have become.\u003c/p>\n\u003cp>As with all of its reports, the group makes near, middle, and long-term projections for technology trends, as well as broader observations about the direction of the field and its challenges. What’s striking in this year’s report is that many of the projections for the K-12 space match those made in February in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/\">NMC Horizons Report on Higher Education.\u003c/a>\u003c/p>\n\u003cp>Here are the big takeaways.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>The presence of the Internet in students’ lives outside of school, and especially on mobile devices, is allowing for more online and blended learning models in classrooms. That trend is supported by an increasing tolerance and even excitement among teachers for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile devices as learning tools\u003c/a>. As the cost of devices continues to come down, they proliferate in classrooms and can be powerful learning tools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Print and digital textbooks are getting some serious competition from \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">open-source content\u003c/a>, which has captured the imagination of educators who are finding valuable content outside the prescribed realm of textbooks.\u003c/p>\n\u003cp>At the same time, educators feel less isolated and more inspired by relationships with colleagues fostered through social media. Some are even discovering new joy in their profession with increased access to lesson ideas and new teaching practices.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The big challenges for better using education technology are similar to ones that have long existed. There isn’t enough professional development to help educators feel comfortable using new strategies and it often isn’t part of a school’s culture. Resistance to trying new approaches remains prevalent and the status quo continues to exert a powerful inertia on the system, preventing a broader use of good ideas.\u003c/p>\n\u003cp>Traditional models of schooling are experiencing more competition than ever before with charter schools, for-profit operators, online learning and MOOCs pushing for change. Similarly, traditional teaching that relies on lectures and tests is being challenged by blended models of instruction.\u003c/p>\n\u003cp>There’s a large demand for personalized learning, but the technology tools don’t yet support the goals of those who want to use it -- a big gap still exists between overall vision and available tools. Meanwhile, even as teachers are shifting to more formative assessments taken continually throughout the school year, assessment policies have not always shifted to match this change. But educators think there's potential for digital tools to help collect formative assessment data unobtrusively.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>In the next year, the NMC Horizon Report for K-12 predicts that the expectation for constant connectivity will push schools towards cloud-based computing. This trend can already be seen as schools farm out parts of their infrastructure to the cloud, but new devices like Google’s Chromebook designed to sync with the cloud are further pushing adoption.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a> has been a hot topic for several years, but it has not reached the 20 percent penetration level that NMC uses to designate a tactic mainstream. This could be its year. Some educators surveyed said they jumped on the idea of using smartphones in class right away, while others said they were more wary of the potential distractions and disruption the devices could cause. Still, the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">educational app\u003c/a> market for mobile devices has exploded and shows no signs of slowing down, indicating that as the tools get better and better mobile learning will become common place.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>The mid-level predictions, set for two to three years from now, line up most closely with trends in higher education. Both reports -- K12 and Higher Education -- noted the power and increasing prevalence of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/learning-analytics/\">learning analytics\u003c/a>, the practice of analyzing real time data from digital learning platforms and using that information to shape teaching strategies for individual students.\u003c/p>\n\u003cp>Student-data can now be used to tailor curricula and to suggest resources for students akin to the algorithms businesses use to market products to consumers. Similarly, in higher education learning analytics are being used to tailor the advising process. Perhaps even more significantly, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">MOOCs\u003c/a> that challenge the higher education paradigm rely heavily on learning analytics to direct, grade, and guide learners.\u003c/p>\n\u003cp>The second projection notes the rise in high-quality open content available to students around the world. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">Started by MIT more than ten years ago\u003c/a>, this movement has grown rapidly and garnered excitement, especially as a way to equalize access to education. It also gives students much more choice in the learning they consume. Open-content in the form of MOOCs are already disrupting the higher education space, but this report indicates K-12 is not far behind.\u003c/p>\n\u003cp>\u003cstrong>LONG-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>3D printing has captured the imagination of people at all ages, especially as movements towards design learning take off in K-12 schools. The report notes that digital printing machines cost much less now, and that within five years it would be possible for schools to own one. Teachers can use these them to explain design concepts and to prototype building projects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The only really new prediction in the report is for virtual and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">remote labs\u003c/a> to provide students access to scientific experiences even as school districts cut back on physical lab spaces in schools. The report notes that virtual labs would allow students more time and space to practice techniques and make mistakes. Also, “in virtual and remote environments, an experiment can be conducted numerous times with greater efficiency and precision.” Some schools are already using these remote labs to save money. Still, this prediction begs the question, what could be lost if students no longer practice the physical act of science?\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29173/six-big-trends-in-education-to-follow",
"authors": [
"234"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_20509",
"mindshift_547",
"mindshift_927",
"mindshift_187",
"mindshift_820",
"mindshift_755",
"mindshift_431"
],
"featImg": "mindshift_29185",
"label": "mindshift"
},
"mindshift_29139": {
"type": "posts",
"id": "mindshift_29139",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29139",
"score": null,
"sort": [
1370354425000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1370354425,
"format": "aside",
"disqusTitle": "Why Computers Alone Won't Move the Needle",
"title": "Why Computers Alone Won't Move the Needle",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29147\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29147\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/computers.jpg\" alt=\"computers\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Leslie Harris O’Hanlon\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">If a student is getting Bs in school, will giving him a home computer, if he doesn’t have one, bump his Bs up to As?\u003c/p>\n\u003cp>Most likely not. That's what the authors of\u003ca href=\"http://www.nber.org/papers/w19060\"> a working paper released by the National Bureau of Economic Research \u003c/a>concluded. As part of this study, several hundred students who did not have home computers were given computers to see if the devices would have any impact, positive or negative, on their academic performance. The researchers found that this action didn’t have any positive effects on a whole host of educational outcomes, including grades, standardized test scores, credits earned, and attendance.\u003c/p>\n\u003cp>It's important to note that the computers in the home \u003cem>could\u003c/em> have had positive effects that weren’t captured by the specific measures the researchers used. For example, the devices could have helped students and their parents find information about jobs, colleges, and any number of other subjects. Computers could have helped students connect with their educators and other students. They could have helped students learn about subjects and ideas that were not measured by grades.\u003c/p>\n\u003cp>“There could have been a million little things that it helped with,” said Robert Fairlie, an economics professor at the University of California, Santa Cruz, who collaborated with Jonathan Robinson, an assistant economics professor at UC Santa Cruz, on the paper. “Technology has a lot of positive influences on things, but they may be small and hard to measure.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“You need to have other support structures in place to enable technology to be an effective learning tool outside of the classroom.”\u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Either way, one big takeaway is dropping the expectations that a computer is a savior, Fairlie said. “There are a lot of other things that are important to student achievement, such as parental influence, teachers, and what’s happening in the classroom. Technology isn’t going to necessarily solve all of our problems (in education). But a lot of schools and policy makers are gung ho about investing in technology.”\u003c/p>\n\u003cp>The study, the largest of its kind involved 1,123 students in grades six through 10 attending 15 schools in California, mostly in the Central Valley. Many of the schools had higher percentage of poorer students than the average California school. For instance, 81 percent of the students were on free and reduced lunch plans. Half of the students were randomly selected to receive a free computer while the other half served as a control group. Since the purpose of the study was to evaluate the role of the home computers alone, no training or assistance was provided on how to use the computers. At the end of the school year, the researchers looked at data provided by the schools to see what effects the computers had on various educational outcomes. Researchers also conducted a survey of the students at the end of the year to glean information on how they used the computer and their homework efforts.\u003c/p>\n\u003cp>In addition to the computers not having any impact on grades, standardized test scores, credits earned or attendance, students with the computers didn’t spend more, or less, time on homework; nor did these students turn in their homework more as a result of having a computer.\u003c/p>\n\u003cp>While computer use in schools is widespread, with an estimated $5 billion a year being spent on computers and information technology in schools (the figure depends on your source), nearly nine million children, particularly low income children, do not have computers at home, according to the paper. So, improving access to technology is often seen as a way to close the achievement gap between poor and more well off students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">In an Era of Global Competition, What Exactly Are We Testing For?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>But previous research, including work Fairlie has done, on the role of computers and educational achievement is mixed. Some studies have shown positive effects on grades and other outcomes, while almost an equal number show negative effects. Most of that work involved statistical analysis, Fairlie said, taking existing data on who owns a computer and who doesn’t, crunching numbers and controlling for other factors, such as income and parents’ education.\u003c/p>\n\u003cp>“What I found is computer-owning kids did better in school than non-computer owning kids,” Fairlie said. “But, I thought, to do this right I have to do an experiment.”\u003c/p>\n\u003cp>His first experiment in this area involved 286 community college students, half of whom received home computers.\u003c/p>\n\u003cp>“I found small positive effects on educational outcomes, nothing really large, but there was some evidence across a lot of different measures of modest size positive effects,” he said.\u003c/p>\n\u003cp>For example, the computer owning students were more likely to take classes for letter grades rather than for pass/ fail. Owning a computer didn’t have much of an impact on grades however.\u003c/p>\n\u003cp>In this larger sample of students, there were no positive effects.\u003c/p>\n\u003cp>“We found this on every measure. It was very consistent, amazingly consistent,” Fairlie said. “I’m not sure what’s driving that.”\u003c/p>\n\u003cp>On the flip side, the computers didn’t seem to have any negative effects either. Fairlie said there may have been more positive and negative effects, but they could have canceled each other out. For instance, the students in the computer group used the computers to complete school work but they also spent more time playing computer games and using the computers for entertainment purposes.\u003c/p>\n\u003cp>“So the computers may have helped them complete school work but also displaced some school work that they would have otherwise been doing, or some studying,” he said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Eric Sheninger, principal of the 660-student New Milford High School in New Milford, New Jersey, said he wasn’t surprised by the findings.\u003c/p>\n\u003cp>“Technology is just a tool. It’s how the tool is used to support learning that is key,” he said. “This study had nothing to do with how technology can support learning. It was just, 'Let’s put this in here, and see if it has any impact.'”\u003c/p>\n\u003cp>The results may have been different had the students had some guidance on how to best use the computers and if teachers had been involved in connecting the home computers with what was going on in the classroom.\u003c/p>\n\u003cp>“You need to have other support structures in place to enable technology to be an effective learning tool outside of the classroom,” Sheninger said. “If the students had been given specific assignments, projects or activities that integrated the computer, then clearly there would have been a connection between technology and increasing student achievement.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "29139 http://blogs.kqed.org/mindshift/?p=29139",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/06/04/why-computers-alone-wont-move-the-needle/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1163,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 24
},
"modified": 1370968801,
"excerpt": "Though a large study showed that the act of giving kids computers did not alone affect grades or attendance, the results may have been different had the students had some guidance on how to best use the computers and if teachers had been involved in connecting the home computers with what was going on in the classroom.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Though a large study showed that the act of giving kids computers did not alone affect grades or attendance, the results may have been different had the students had some guidance on how to best use the computers and if teachers had been involved in connecting the home computers with what was going on in the classroom.",
"title": "Why Computers Alone Won't Move the Needle | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Why Computers Alone Won't Move the Needle",
"datePublished": "2013-06-04T07:00:25-07:00",
"dateModified": "2013-06-11T09:40:01-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "why-computers-alone-wont-move-the-needle",
"status": "publish",
"path": "/mindshift/29139/why-computers-alone-wont-move-the-needle",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29147\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29147\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/computers.jpg\" alt=\"computers\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/computers-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Leslie Harris O’Hanlon\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">If a student is getting Bs in school, will giving him a home computer, if he doesn’t have one, bump his Bs up to As?\u003c/p>\n\u003cp>Most likely not. That's what the authors of\u003ca href=\"http://www.nber.org/papers/w19060\"> a working paper released by the National Bureau of Economic Research \u003c/a>concluded. As part of this study, several hundred students who did not have home computers were given computers to see if the devices would have any impact, positive or negative, on their academic performance. The researchers found that this action didn’t have any positive effects on a whole host of educational outcomes, including grades, standardized test scores, credits earned, and attendance.\u003c/p>\n\u003cp>It's important to note that the computers in the home \u003cem>could\u003c/em> have had positive effects that weren’t captured by the specific measures the researchers used. For example, the devices could have helped students and their parents find information about jobs, colleges, and any number of other subjects. Computers could have helped students connect with their educators and other students. They could have helped students learn about subjects and ideas that were not measured by grades.\u003c/p>\n\u003cp>“There could have been a million little things that it helped with,” said Robert Fairlie, an economics professor at the University of California, Santa Cruz, who collaborated with Jonathan Robinson, an assistant economics professor at UC Santa Cruz, on the paper. “Technology has a lot of positive influences on things, but they may be small and hard to measure.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“You need to have other support structures in place to enable technology to be an effective learning tool outside of the classroom.”\u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Either way, one big takeaway is dropping the expectations that a computer is a savior, Fairlie said. “There are a lot of other things that are important to student achievement, such as parental influence, teachers, and what’s happening in the classroom. Technology isn’t going to necessarily solve all of our problems (in education). But a lot of schools and policy makers are gung ho about investing in technology.”\u003c/p>\n\u003cp>The study, the largest of its kind involved 1,123 students in grades six through 10 attending 15 schools in California, mostly in the Central Valley. Many of the schools had higher percentage of poorer students than the average California school. For instance, 81 percent of the students were on free and reduced lunch plans. Half of the students were randomly selected to receive a free computer while the other half served as a control group. Since the purpose of the study was to evaluate the role of the home computers alone, no training or assistance was provided on how to use the computers. At the end of the school year, the researchers looked at data provided by the schools to see what effects the computers had on various educational outcomes. Researchers also conducted a survey of the students at the end of the year to glean information on how they used the computer and their homework efforts.\u003c/p>\n\u003cp>In addition to the computers not having any impact on grades, standardized test scores, credits earned or attendance, students with the computers didn’t spend more, or less, time on homework; nor did these students turn in their homework more as a result of having a computer.\u003c/p>\n\u003cp>While computer use in schools is widespread, with an estimated $5 billion a year being spent on computers and information technology in schools (the figure depends on your source), nearly nine million children, particularly low income children, do not have computers at home, according to the paper. So, improving access to technology is often seen as a way to close the achievement gap between poor and more well off students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">In an Era of Global Competition, What Exactly Are We Testing For?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>But previous research, including work Fairlie has done, on the role of computers and educational achievement is mixed. Some studies have shown positive effects on grades and other outcomes, while almost an equal number show negative effects. Most of that work involved statistical analysis, Fairlie said, taking existing data on who owns a computer and who doesn’t, crunching numbers and controlling for other factors, such as income and parents’ education.\u003c/p>\n\u003cp>“What I found is computer-owning kids did better in school than non-computer owning kids,” Fairlie said. “But, I thought, to do this right I have to do an experiment.”\u003c/p>\n\u003cp>His first experiment in this area involved 286 community college students, half of whom received home computers.\u003c/p>\n\u003cp>“I found small positive effects on educational outcomes, nothing really large, but there was some evidence across a lot of different measures of modest size positive effects,” he said.\u003c/p>\n\u003cp>For example, the computer owning students were more likely to take classes for letter grades rather than for pass/ fail. Owning a computer didn’t have much of an impact on grades however.\u003c/p>\n\u003cp>In this larger sample of students, there were no positive effects.\u003c/p>\n\u003cp>“We found this on every measure. It was very consistent, amazingly consistent,” Fairlie said. “I’m not sure what’s driving that.”\u003c/p>\n\u003cp>On the flip side, the computers didn’t seem to have any negative effects either. Fairlie said there may have been more positive and negative effects, but they could have canceled each other out. For instance, the students in the computer group used the computers to complete school work but they also spent more time playing computer games and using the computers for entertainment purposes.\u003c/p>\n\u003cp>“So the computers may have helped them complete school work but also displaced some school work that they would have otherwise been doing, or some studying,” he said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Eric Sheninger, principal of the 660-student New Milford High School in New Milford, New Jersey, said he wasn’t surprised by the findings.\u003c/p>\n\u003cp>“Technology is just a tool. It’s how the tool is used to support learning that is key,” he said. “This study had nothing to do with how technology can support learning. It was just, 'Let’s put this in here, and see if it has any impact.'”\u003c/p>\n\u003cp>The results may have been different had the students had some guidance on how to best use the computers and if teachers had been involved in connecting the home computers with what was going on in the classroom.\u003c/p>\n\u003cp>“You need to have other support structures in place to enable technology to be an effective learning tool outside of the classroom,” Sheninger said. “If the students had been given specific assignments, projects or activities that integrated the computer, then clearly there would have been a connection between technology and increasing student achievement.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29139/why-computers-alone-wont-move-the-needle",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_381"
],
"featImg": "mindshift_29147",
"label": "mindshift"
},
"mindshift_29024": {
"type": "posts",
"id": "mindshift_29024",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "29024",
"score": null,
"sort": [
1370018258000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1370018258,
"format": "aside",
"disqusTitle": "In the Digital Age, What Becomes of the Library?",
"title": "In the Digital Age, What Becomes of the Library?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_29035\" class=\"wp-caption center\" style=\"max-width: 636px\">\u003ca href=\"http://www.flickr.com/photos/barneymoss/8403878432/sizes/z/in/photolist-dNC5gJ-7GybTY-7Ftqxp-9T3i18-7VKNJW-a9igco-7PhWCV-L3RM-gA2Ck-877YbZ-7FrnX8-7Fro1c-7PhWCM-7PhWCP-9rhZMM-877YiR-87baA7-9kKmZC-7Lfmtf-87bat9-bCmPMN-aoUasH-7PQjCz-7PTDm5-7PQjzF-aXWDzt-5XfPgs-aoWSLo-8UEWTg-8R2kKs-8YdExL-8B82iS-7FM12R-8XYUmy-7PQjBc-7wWSYU-8DF6iD-8B897W-8B52Vi-8B52Rx-7JywR2-7Fvh6y-7FrnMz-7KgJJQ-81SGEt-81VR5E-7YSpdV-7V6Mcm-7FgQy8-8GnH5p-87baCW/http://\">\u003cimg class=\"size-full wp-image-29035\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/library.jpg\" alt=\"library\" width=\"636\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/library.jpg 636w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-320x180.jpg 320w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville’s Main Public Library, located in a stately building in the heart of downtown, has a children’s section filled with comfortable sitting areas, oversized art, and a state-of-the-art theater for puppet shows and interactive story time. On a recent afternoon, children of varying ages were sitting or lying on the carpet, reading alongside rows of books lined on two-tiered shelves perfectly sized for little hands. Two grade-school children sat at a row of computers, playing a learning game, while parents and caregivers checked out books via computer. A line of parents and children waited to speak with one of the two librarians on duty. Something about the scene seemed touchingly retrograde: minus the computers and modern furniture, this could have easily been a library scene from 1980 or 2013.\u003c/p>\n\u003cp>That timeless feeling, said library director Kent Oliver, is because reading, regardless of format, continues to be important. “I think most parents understand that reading is the basis of success in life, and they know that libraries are about literacy and reading, regardless of the form the public library comes in,” he said. “One of our core values here is [cultivating] the love of reading. Parents get that, and the associated programs that go on only support that and teach that.”\u003c/p>\n\u003cp>A recent \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew Internet study\u003c/a> on parents, reading and libraries supports Oliver’s sentiment, showing the library’s traditional purpose - providing free reading material - is also its most popular: the main reason most parents (87 percent) go to libraries is to get books for their kids.\u003c/p>\n\u003cp>But will that be changing? While no one would disagree that libraries should promote literacy, it’s hard to deny that the tech revolution is changing both how people consume books and the ways libraries present their offerings to parents and children: in some libraries, a student can \u003ca href=\"http://www.tumblebooks.com/library/asp/customer_login.asp?accessdenied=%2Flibrary%2Fasp%2Fhome_tumblebooks%2Easp\">download an ebook\u003c/a> online, use a phone app to locate reference material, make stuff in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">designated “maker spaces,” \u003c/a> take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">DIY classes\u003c/a>, or have a meeting at a \u003ca href=\"http://cityroom.blogs.nytimes.com/2013/05/09/at-brooklyn-librarys-new-center-books-are-secondary/?src=recg\">community multi-use space\u003c/a>. The Nashville library is currently using a MacArthur grant to create a Learning Lab where teens will be able to record music, write stories and more - a free space filled with equipment, as Oliver put it, “to create content, not just consume it.”\u003c/p>\n\u003cp>In a related Pew study on \u003ca href=\"http://libraries.pewinternet.org/2013/01/22/library-services/\">libraries and the Internet,\u003c/a> one librarian told researchers, “I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.” Beyond the use of technology, many librarians think in terms of access and information being closely linked, and believe that libraries still have a responsibility to both.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.”\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For libraries right now, it’s not an either/or situation when it comes to information and access, said school librarian Kate Hewitt of the Far Brook School in Short Hills, New Jersey. “I try to make my library the hub of learning, collaboration, of community, of diversity, of innovation.” she said, “Libraries must evolve to meet the needs of their patrons or students, but they are also ‘conservative’ in the original sense of the word -- they conserve the knowledge our culture has amassed over time.”\u003c/p>\n\u003cp>Hewitt strives to bring print materials and digital technology together so her students can get the best of both worlds. She cites the example of the recent transition she made in moving most of the reference section to online databases. Online encyclopedias are “much more nimble and up-to-date” than print, and online entries are loaded with hyperlinks that become a gateway to other authoritative sources. A reference area becomes much richer using digital tools, she said, “but when it comes to picture books for younger readers, I would much rather have kids looking at traditional print books than apps.\"\u003c/p>\n\u003cp>For many households, the access and the information libraries offer have been interdependent long before the digital age, Kent Oliver said; without the free access the library provides, many cannot get the information they need. “I think there’s a real inaccuracy in what people think about our society, that everybody has a computer and everybody can afford to buy books, and that’s certainly not the case.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Re-Imagined\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>While libraries might warehouse the information in formats both print and digital, they are not the \u003cem>keepers\u003c/em> of the information, said Tiffany Verzani, Youth and Young Adult Services Manager at the Hinsdale Public Library in Hinsdale, Illinois. Much like the Internet itself, the information wants to be untethered. While her library, located in suburban Chicago, offers print and digital materials, music, DVDs, and more, she believes the library experience strives to be “self-guided exploration.” Even though her library has added tech features, like self-check and placing holds and paying fines online, she emphasizes the importance of teaching self-sufficiency to users. “We help people become more self-sufficient and the library becomes more flexible and can more quickly adapt to patron needs and wants.”\u003c/p>\n\u003ch4>\u003cstrong>WHAT'S THE FUTURE OF THE LIBRARY?\u003c/strong>\u003c/h4>\n\u003cp>When looking to the future, what else can libraries do besides provide access to learning and information, whether digitally or in print? One of the library’s most unique -- and analog -- features is the librarian, an expert who will help research topics or find answers for free.\u003c/p>\n\u003cp>“We are about helping people,” Oliver said. “One of the things I like to say is that we are one of the only institutions in our society that helps one person at a time. We are not satisfied until they’ve had their needs met.” While a majority of parents in the \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew study\u003c/a> said they would likely use an online research service (“ask a librarian”), administrators are quick to point out that real librarians not only find the answers, but teach patrons how to find answers for themselves -- a \"teach a man to fish\" method that works whether it’s digital, print, or do-it-yourself. “The public librarian acts as a guide to help the individual find resources,” said Youth Services Librarian and \u003ca href=\"http://www.nonfictiondetectives.com/\">blogger \u003c/a>Louise Capizzo of Scarborough, Maine. “For example, a person comes in asking for very specific medical information. We can find the answer to their query by teaching them how to use online databases.”\u003c/p>\n\u003cp>As for virtual librarians, Capizzo suggests that what a real librarian does is more useful. “Would you ask, ‘What makes teachers so vital to schools?’” she asked. “Librarians are committed to promoting lifelong learning in order to create a community of well-informed individuals. Librarians are catalysts to enlightenment for their communities.”\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently.\u003c/strong>”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>How and when libraries move into the future is largely determined by budget and local politics, and make figuring out what’s next for libraries complex and murky. For many, the wish list included not the latest tech gadgets or maker spaces, but longer hours and more staff. When asked what the Nashville library was going to do with a small increase in budget spending, Oliver smiled. “We’re very excited that the mayor has given us the money to now be open on Mondays, a day which we’ve always been closed,” he said.\u003c/p>\n\u003cp>Verzani, who mentioned that each state has its own rules about how libraries are funded, said that for many cities, library services may be cut when money is needed for other things. “I do think the library of the future looks a lot like many libraries out there, but many libraries suffer from the digital divide and suffer economically and feel like they are being left behind,” she said. “Sadly, there are many libraries that do not have an IT person on staff and it's harder to update, maintain computers or create a dynamic website.”\u003c/p>\n\u003ch4>\u003cstrong>THE MAGIC OF A LIBRARY\u003c/strong>\u003c/h4>\n\u003cp>The reality of what libraries will become seems to be more complex than just incorporating e-books, apps, and creative use of space, most especially because of the unique interaction that takes place between the users, the librarians and the materials in the physical space of the library building -- something New York City parent Melissa Casey Jose calls, simply, magic.\u003c/p>\n\u003cp>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently. I love the community of it; we are literally borrowing/sharing these books, and the librarians are excited to help you discover and learn.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws, The Future of Libraries\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Gretchen Bolen of Columbia, South Carolina, said that, like many parents in the Pew study, the library is very important to her and her family. Local librarians encourage her family to check out the maximum number of books per month: 60. And while Bolen and her kids enjoy the story hour, the puppet shows, and the art, she most enjoys what her library represents: “The library is a symbol of opportunity for us. Our library provides lots of free activities and classes. There are thousands of books we could never buy. We are a working class family and the library also provides us with cultural experiences we couldn't afford to pay for. We see rich people and homeless people in our library. It truly is a melting pot of folks. A little slice of Americana. I don't think there is another place like our library in town. It really is one of my family's favorite places to visit.”\u003c/p>\n\u003cp>As libraries hurtle toward the future, moving books and services online, many strive to provide services that are relevant, but the desire to come together with like-minded individuals, searching for knowledge and information, stays the same. And if your library has been slow to move into the digital age? Capizzo suggests asking for it. “Ask yourself what you want to see in your library. Talk to your librarian. Then, advocate for those changes. You are to blame if your library doesn’t have what you want.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When asked about the future, Capizzo said, “We have no way of knowing, but we are prepared to move forward because we will be listening to what our community wants.”\u003c/p>\n\n",
"disqusIdentifier": "29024 http://blogs.kqed.org/mindshift/?p=29024",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/05/31/in-the-digital-age-what-becomes-of-the-library/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1844,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 24
},
"modified": 1370968861,
"excerpt": "The main reason most parents go to libraries is to get books for their kids. So what becomes of the magic of being surrounded by books when e-readers become more prevalent?",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The main reason most parents go to libraries is to get books for their kids. So what becomes of the magic of being surrounded by books when e-readers become more prevalent?",
"title": "In the Digital Age, What Becomes of the Library? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "In the Digital Age, What Becomes of the Library?",
"datePublished": "2013-05-31T09:37:38-07:00",
"dateModified": "2013-06-11T09:41:01-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "in-the-digital-age-what-becomes-of-the-library",
"status": "publish",
"path": "/mindshift/29024/in-the-digital-age-what-becomes-of-the-library",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29035\" class=\"wp-caption center\" style=\"max-width: 636px\">\u003ca href=\"http://www.flickr.com/photos/barneymoss/8403878432/sizes/z/in/photolist-dNC5gJ-7GybTY-7Ftqxp-9T3i18-7VKNJW-a9igco-7PhWCV-L3RM-gA2Ck-877YbZ-7FrnX8-7Fro1c-7PhWCM-7PhWCP-9rhZMM-877YiR-87baA7-9kKmZC-7Lfmtf-87bat9-bCmPMN-aoUasH-7PQjCz-7PTDm5-7PQjzF-aXWDzt-5XfPgs-aoWSLo-8UEWTg-8R2kKs-8YdExL-8B82iS-7FM12R-8XYUmy-7PQjBc-7wWSYU-8DF6iD-8B897W-8B52Vi-8B52Rx-7JywR2-7Fvh6y-7FrnMz-7KgJJQ-81SGEt-81VR5E-7YSpdV-7V6Mcm-7FgQy8-8GnH5p-87baCW/http://\">\u003cimg class=\"size-full wp-image-29035\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/library.jpg\" alt=\"library\" width=\"636\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/library.jpg 636w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-320x180.jpg 320w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville’s Main Public Library, located in a stately building in the heart of downtown, has a children’s section filled with comfortable sitting areas, oversized art, and a state-of-the-art theater for puppet shows and interactive story time. On a recent afternoon, children of varying ages were sitting or lying on the carpet, reading alongside rows of books lined on two-tiered shelves perfectly sized for little hands. Two grade-school children sat at a row of computers, playing a learning game, while parents and caregivers checked out books via computer. A line of parents and children waited to speak with one of the two librarians on duty. Something about the scene seemed touchingly retrograde: minus the computers and modern furniture, this could have easily been a library scene from 1980 or 2013.\u003c/p>\n\u003cp>That timeless feeling, said library director Kent Oliver, is because reading, regardless of format, continues to be important. “I think most parents understand that reading is the basis of success in life, and they know that libraries are about literacy and reading, regardless of the form the public library comes in,” he said. “One of our core values here is [cultivating] the love of reading. Parents get that, and the associated programs that go on only support that and teach that.”\u003c/p>\n\u003cp>A recent \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew Internet study\u003c/a> on parents, reading and libraries supports Oliver’s sentiment, showing the library’s traditional purpose - providing free reading material - is also its most popular: the main reason most parents (87 percent) go to libraries is to get books for their kids.\u003c/p>\n\u003cp>But will that be changing? While no one would disagree that libraries should promote literacy, it’s hard to deny that the tech revolution is changing both how people consume books and the ways libraries present their offerings to parents and children: in some libraries, a student can \u003ca href=\"http://www.tumblebooks.com/library/asp/customer_login.asp?accessdenied=%2Flibrary%2Fasp%2Fhome_tumblebooks%2Easp\">download an ebook\u003c/a> online, use a phone app to locate reference material, make stuff in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">designated “maker spaces,” \u003c/a> take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">DIY classes\u003c/a>, or have a meeting at a \u003ca href=\"http://cityroom.blogs.nytimes.com/2013/05/09/at-brooklyn-librarys-new-center-books-are-secondary/?src=recg\">community multi-use space\u003c/a>. The Nashville library is currently using a MacArthur grant to create a Learning Lab where teens will be able to record music, write stories and more - a free space filled with equipment, as Oliver put it, “to create content, not just consume it.”\u003c/p>\n\u003cp>In a related Pew study on \u003ca href=\"http://libraries.pewinternet.org/2013/01/22/library-services/\">libraries and the Internet,\u003c/a> one librarian told researchers, “I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.” Beyond the use of technology, many librarians think in terms of access and information being closely linked, and believe that libraries still have a responsibility to both.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.”\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For libraries right now, it’s not an either/or situation when it comes to information and access, said school librarian Kate Hewitt of the Far Brook School in Short Hills, New Jersey. “I try to make my library the hub of learning, collaboration, of community, of diversity, of innovation.” she said, “Libraries must evolve to meet the needs of their patrons or students, but they are also ‘conservative’ in the original sense of the word -- they conserve the knowledge our culture has amassed over time.”\u003c/p>\n\u003cp>Hewitt strives to bring print materials and digital technology together so her students can get the best of both worlds. She cites the example of the recent transition she made in moving most of the reference section to online databases. Online encyclopedias are “much more nimble and up-to-date” than print, and online entries are loaded with hyperlinks that become a gateway to other authoritative sources. A reference area becomes much richer using digital tools, she said, “but when it comes to picture books for younger readers, I would much rather have kids looking at traditional print books than apps.\"\u003c/p>\n\u003cp>For many households, the access and the information libraries offer have been interdependent long before the digital age, Kent Oliver said; without the free access the library provides, many cannot get the information they need. “I think there’s a real inaccuracy in what people think about our society, that everybody has a computer and everybody can afford to buy books, and that’s certainly not the case.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Re-Imagined\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>While libraries might warehouse the information in formats both print and digital, they are not the \u003cem>keepers\u003c/em> of the information, said Tiffany Verzani, Youth and Young Adult Services Manager at the Hinsdale Public Library in Hinsdale, Illinois. Much like the Internet itself, the information wants to be untethered. While her library, located in suburban Chicago, offers print and digital materials, music, DVDs, and more, she believes the library experience strives to be “self-guided exploration.” Even though her library has added tech features, like self-check and placing holds and paying fines online, she emphasizes the importance of teaching self-sufficiency to users. “We help people become more self-sufficient and the library becomes more flexible and can more quickly adapt to patron needs and wants.”\u003c/p>\n\u003ch4>\u003cstrong>WHAT'S THE FUTURE OF THE LIBRARY?\u003c/strong>\u003c/h4>\n\u003cp>When looking to the future, what else can libraries do besides provide access to learning and information, whether digitally or in print? One of the library’s most unique -- and analog -- features is the librarian, an expert who will help research topics or find answers for free.\u003c/p>\n\u003cp>“We are about helping people,” Oliver said. “One of the things I like to say is that we are one of the only institutions in our society that helps one person at a time. We are not satisfied until they’ve had their needs met.” While a majority of parents in the \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew study\u003c/a> said they would likely use an online research service (“ask a librarian”), administrators are quick to point out that real librarians not only find the answers, but teach patrons how to find answers for themselves -- a \"teach a man to fish\" method that works whether it’s digital, print, or do-it-yourself. “The public librarian acts as a guide to help the individual find resources,” said Youth Services Librarian and \u003ca href=\"http://www.nonfictiondetectives.com/\">blogger \u003c/a>Louise Capizzo of Scarborough, Maine. “For example, a person comes in asking for very specific medical information. We can find the answer to their query by teaching them how to use online databases.”\u003c/p>\n\u003cp>As for virtual librarians, Capizzo suggests that what a real librarian does is more useful. “Would you ask, ‘What makes teachers so vital to schools?’” she asked. “Librarians are committed to promoting lifelong learning in order to create a community of well-informed individuals. Librarians are catalysts to enlightenment for their communities.”\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently.\u003c/strong>”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>How and when libraries move into the future is largely determined by budget and local politics, and make figuring out what’s next for libraries complex and murky. For many, the wish list included not the latest tech gadgets or maker spaces, but longer hours and more staff. When asked what the Nashville library was going to do with a small increase in budget spending, Oliver smiled. “We’re very excited that the mayor has given us the money to now be open on Mondays, a day which we’ve always been closed,” he said.\u003c/p>\n\u003cp>Verzani, who mentioned that each state has its own rules about how libraries are funded, said that for many cities, library services may be cut when money is needed for other things. “I do think the library of the future looks a lot like many libraries out there, but many libraries suffer from the digital divide and suffer economically and feel like they are being left behind,” she said. “Sadly, there are many libraries that do not have an IT person on staff and it's harder to update, maintain computers or create a dynamic website.”\u003c/p>\n\u003ch4>\u003cstrong>THE MAGIC OF A LIBRARY\u003c/strong>\u003c/h4>\n\u003cp>The reality of what libraries will become seems to be more complex than just incorporating e-books, apps, and creative use of space, most especially because of the unique interaction that takes place between the users, the librarians and the materials in the physical space of the library building -- something New York City parent Melissa Casey Jose calls, simply, magic.\u003c/p>\n\u003cp>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently. I love the community of it; we are literally borrowing/sharing these books, and the librarians are excited to help you discover and learn.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws, The Future of Libraries\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Gretchen Bolen of Columbia, South Carolina, said that, like many parents in the Pew study, the library is very important to her and her family. Local librarians encourage her family to check out the maximum number of books per month: 60. And while Bolen and her kids enjoy the story hour, the puppet shows, and the art, she most enjoys what her library represents: “The library is a symbol of opportunity for us. Our library provides lots of free activities and classes. There are thousands of books we could never buy. We are a working class family and the library also provides us with cultural experiences we couldn't afford to pay for. We see rich people and homeless people in our library. It truly is a melting pot of folks. A little slice of Americana. I don't think there is another place like our library in town. It really is one of my family's favorite places to visit.”\u003c/p>\n\u003cp>As libraries hurtle toward the future, moving books and services online, many strive to provide services that are relevant, but the desire to come together with like-minded individuals, searching for knowledge and information, stays the same. And if your library has been slow to move into the digital age? Capizzo suggests asking for it. “Ask yourself what you want to see in your library. Talk to your librarian. Then, advocate for those changes. You are to blame if your library doesn’t have what you want.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When asked about the future, Capizzo said, “We have no way of knowing, but we are prepared to move forward because we will be listening to what our community wants.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/29024/in-the-digital-age-what-becomes-of-the-library",
"authors": [
"4445"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_33",
"mindshift_470"
],
"featImg": "mindshift_29035",
"label": "mindshift"
},
"mindshift_28966": {
"type": "posts",
"id": "mindshift_28966",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "28966",
"score": null,
"sort": [
1369762166000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1369762166,
"format": "aside",
"disqusTitle": "What Do We Actually Learn From Videos?",
"title": "What Do We Actually Learn From Videos?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_28976\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-28976\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/TED-talks-640x359.png\" alt=\"TED talks\" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Many of us have enjoyed watching\u003ca href=\"http://www.ted.com\"> TED talks\u003c/a>, the online videos of scientists, artists, inventors and others talking about their work. But do we actually learn anything from them? That's the question raised by \u003ca href=\"http://link.springer.com/article/10.3758%2Fs13423-013-0442-z\">a new study\u003c/a> led by professor Shana K. Carpenter of Iowa State University and published this month in Psychonomic Bulletin & Review.\u003c/p>\n\u003cp>Carpenter and her colleagues showed study participants one of two short videos of an instructor explaining a scientific concept (in this case, the genetics of the calico cat). In the \"fluent\" video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the \"disfluent\" video, the instructor slumped, looked away, and spoke haltingly while referring to notes. After watching one of the videos, participants were asked to predict how much of the content they would later be able to recall, and then were tested on the content.\u003c/p>\n\u003cp>Participants who watched the fluent video thought they would remember much more information than participants who watched the disfluent video—but actually both groups remembered about the same amount.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/p>\n\u003cp>TED talkers are nothing if not fluent. Could it be that the effective presentation of the speakers in TED-style videos fools us into thinking we're learning more than we are? As someone who watches TED videos often, and who has given a TED talk herself, I'm biased. But I think there are good reasons to believe that these videos can be vehicles for genuine learning. Here, five ways that well-made videos (including MOOCs and other kinds of digital instruction) can help us learn:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>• They gratify our preference for visual learning.\u003c/strong> Effective presentations treat our visual sense as being integral to learning. This elevation of the image—and the eschewal of text-heavy Power Point presentations—comports well with cognitive scientists’ findings that we understand and remember pictures much better than mere words.\u003c/p>\n\u003cp>\u003cstrong>• They engage the power of social learning.\u003c/strong> The robust conversation that videos can inspire, both online and off, recognizes a central principle of adult education: We learn best from other people. In the discussions, debates, and occasional arguments about the content of the talks they see, video-watchers are deepening their own knowledge and understanding.\u003c/p>\n\u003cp>\u003cstrong>• They put practitioners in the role of teachers.\u003c/strong> We take in knowledge most readily, not when it’s presented in the abstract, but when it’s embedded in a rich context of stories and experiences. TED’s speakers are effective teachers because most of the time, they don’t teach; they do.\u003c/p>\n\u003cp>\u003cstrong>• They enable self-directed, “just-in-time” learning.\u003c/strong> Because video viewers choose which talks to watch and when to watch them, they’re able to tailor their education to their own needs. Knowledge is easiest to absorb at the moment when we’re ready to apply it.\u003c/p>\n\u003cp>\u003cstrong>• They encourage viewers to build on what they already know.\u003c/strong> Adults are not blank slates: They bring to learning a lifetime of previously acquired information and experience. Effective video instruction build on top of this knowledge, adding and elaborating without dumbing down.\u003c/p>\n\u003cp>It's become fashionable to mock the distinctive style of TED videos; their success makes them a tempting target. But in a world in which we want—and need—to be learning all the time, they're excellent arrows to have in our quiver.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more \u003ca href=\"http://www.anniemurphypaul.com\">here\u003c/a>.\u003c/p>\n\n",
"disqusIdentifier": "28966 http://blogs.kqed.org/mindshift/?p=28966",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/05/28/what-do-we-actually-learn-from-videos/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 583,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1370968941,
"excerpt": "TED talkers are nothing if not fluent. Could it be that the effective presentation of the speakers in TED-style videos fools us into thinking we're learning more than we are? Here, five ways that well-made videos (including MOOCs and other kinds of digital instruction) can help us learn.",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "TED talkers are nothing if not fluent. Could it be that the effective presentation of the speakers in TED-style videos fools us into thinking we're learning more than we are? Here, five ways that well-made videos (including MOOCs and other kinds of digital instruction) can help us learn.",
"title": "What Do We Actually Learn From Videos? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What Do We Actually Learn From Videos?",
"datePublished": "2013-05-28T10:29:26-07:00",
"dateModified": "2013-06-11T09:42:21-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "what-do-we-actually-learn-from-videos",
"status": "publish",
"path": "/mindshift/28966/what-do-we-actually-learn-from-videos",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28976\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-28976\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/TED-talks-640x359.png\" alt=\"TED talks\" width=\"640\" height=\"359\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Many of us have enjoyed watching\u003ca href=\"http://www.ted.com\"> TED talks\u003c/a>, the online videos of scientists, artists, inventors and others talking about their work. But do we actually learn anything from them? That's the question raised by \u003ca href=\"http://link.springer.com/article/10.3758%2Fs13423-013-0442-z\">a new study\u003c/a> led by professor Shana K. Carpenter of Iowa State University and published this month in Psychonomic Bulletin & Review.\u003c/p>\n\u003cp>Carpenter and her colleagues showed study participants one of two short videos of an instructor explaining a scientific concept (in this case, the genetics of the calico cat). In the \"fluent\" video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the \"disfluent\" video, the instructor slumped, looked away, and spoke haltingly while referring to notes. After watching one of the videos, participants were asked to predict how much of the content they would later be able to recall, and then were tested on the content.\u003c/p>\n\u003cp>Participants who watched the fluent video thought they would remember much more information than participants who watched the disfluent video—but actually both groups remembered about the same amount.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Videos\u003c/a>]\u003c/p>\n\u003cp>TED talkers are nothing if not fluent. Could it be that the effective presentation of the speakers in TED-style videos fools us into thinking we're learning more than we are? As someone who watches TED videos often, and who has given a TED talk herself, I'm biased. But I think there are good reasons to believe that these videos can be vehicles for genuine learning. Here, five ways that well-made videos (including MOOCs and other kinds of digital instruction) can help us learn:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>• They gratify our preference for visual learning.\u003c/strong> Effective presentations treat our visual sense as being integral to learning. This elevation of the image—and the eschewal of text-heavy Power Point presentations—comports well with cognitive scientists’ findings that we understand and remember pictures much better than mere words.\u003c/p>\n\u003cp>\u003cstrong>• They engage the power of social learning.\u003c/strong> The robust conversation that videos can inspire, both online and off, recognizes a central principle of adult education: We learn best from other people. In the discussions, debates, and occasional arguments about the content of the talks they see, video-watchers are deepening their own knowledge and understanding.\u003c/p>\n\u003cp>\u003cstrong>• They put practitioners in the role of teachers.\u003c/strong> We take in knowledge most readily, not when it’s presented in the abstract, but when it’s embedded in a rich context of stories and experiences. TED’s speakers are effective teachers because most of the time, they don’t teach; they do.\u003c/p>\n\u003cp>\u003cstrong>• They enable self-directed, “just-in-time” learning.\u003c/strong> Because video viewers choose which talks to watch and when to watch them, they’re able to tailor their education to their own needs. Knowledge is easiest to absorb at the moment when we’re ready to apply it.\u003c/p>\n\u003cp>\u003cstrong>• They encourage viewers to build on what they already know.\u003c/strong> Adults are not blank slates: They bring to learning a lifetime of previously acquired information and experience. Effective video instruction build on top of this knowledge, adding and elaborating without dumbing down.\u003c/p>\n\u003cp>It's become fashionable to mock the distinctive style of TED videos; their success makes them a tempting target. But in a world in which we want—and need—to be learning all the time, they're excellent arrows to have in our quiver.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more \u003ca href=\"http://www.anniemurphypaul.com\">here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/28966/what-do-we-actually-learn-from-videos",
"authors": [
"4355"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_135",
"mindshift_707"
],
"featImg": "mindshift_28983",
"label": "mindshift"
},
"mindshift_28696": {
"type": "posts",
"id": "mindshift_28696",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "28696",
"score": null,
"sort": [
1369153682000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1369153682,
"format": "aside",
"disqusTitle": "Flipped Classroom 2.0: Competency Learning With Videos",
"title": "Flipped Classroom 2.0: Competency Learning With Videos",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/jeremywilburn/5229735592/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/teacher-students.jpg\" alt=\"teacher-students\" width=\"640\" height=\"360\" class=\"size-full wp-image-28950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The flipped classroom model generated \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">a lot of excitement \u003c/a>initially, but more recently some educators -- even those who were initial advocates -- have \u003ca href=\"http://plpnetwork.com/2012/10/08/flip-love-affair/\">expressed disillusionment\u003c/a> with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology.\u003c/p>\n\u003cp>Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers -- if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said \u003ca href=\"http://www.aaronsams.com/about-aaron/\">Aaron Sams\u003c/a>, a former high school chemistry teacher turned consultant who helped pioneer \u003ca href=\"http://flipped-learning.com/\">flipped classroom learning\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “The flipped classroom is not about the video,” said \u003ca href=\"http://www.ted.com/speakers/jon_bergmann.html\">Jonathan Bergmann\u003c/a>, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy. “It’s about the active engaged stuff you can do in your class.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something.”\u003c/aside>\n\u003cp>The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they've taken a step back and realized some things shouldn't be in lecture form, and \u003c!--more-->therefore shouldn't be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.\u003c/p>\n\u003cp>“The best use of class time is to meet the individual needs of each learner, not driving the class with predetermined curriculum,” Sams said. So he and Bergmann decided to make watching the video lectures optional. The videos are available, but if students felt they could learn it better in some other way, they're encouraged to do what works best for them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/can-ted-talks-really-work-in-a-classroom/\">Can TED Talks Really Work in the Classroom?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“One of the most important skills that any student can learn is where to go for information and resources,” Sams said. Instead of following a rigid curriculum, the two teachers decided on the key learning objectives of the class -- the things they felt their students really needed to know --and structured the class around those. Then they offered students a menu of resources that included instructional video, some sort of practice and links to the corresponding section of a textbook. The teachers became resources and helped provide benchmarks to keep students on track.\u003c/p>\n\u003cp>The educators say this method is working for them because they've decided to make their classrooms mastery based, whereby \"a student gets to the end of some learning unit and must pass whatever kind of assessment you have before he can move on,” Sams said -- very much like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a>. “There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something,” Sams said. When he taught in a more traditional way, Sams admitted there were students he hardly knew.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S IT LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Working with a mastery-based model means students are not all learning the same thing at the same time. Bergmann said the first five minutes of class are essential to setting the class into productive motion by quickly assessing where students are and directing them to various stations around the room. ”Your class looks like organized chaos,” Bergmann said. “It’s very powerful.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “The flipped classroom is not about the video. It’s about the active engaged stuff you can do in your class.”\u003c/aside>\n\u003cp>Students are scattered around the room learning a topic in their own way and teachers are walking around talking to students, answering questions and checking in on their progress. There’s no assigned homework, unless a student feels he needs to do some extra work to understand a concept. “The kids who are going to get most of my time are the kids who need it,” said Sams. “It’s the kids who are struggling or the kids who need me hovering over their shoulder.”\u003c/p>\n\u003cp>Sams and Bergmann soon realized that effective flipped classrooms didn’t include videos of science demonstrations. That’s the most exciting part of science and kids should get to see it up close. Since students were moving at different paces, Sams and Bergmann had to demonstrate the same thing multiple times. “We did demos for just a handful of students,” said Sams. “It was a far more intimate environment so we could converse with kids about what was going on.”\u003c/p>\n\u003cp>Disciplinary issues also diminished significantly. “When I was the guy up front, all the attention was supposed to be on me and it was really easy for a disruptive kid to pull the attention to himself,” said Sams. With everyone working on their own projects, one kid has much less power to disrupt.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING WITH MASTERY MODEL\u003c/strong>\u003c/p>\n\u003cp>One of the most challenging parts of a messy, asynchronous classroom is that kids aren't all ready to be assessed at the same time, and when they do take a test, they might not pass. Sams’ and Bergmann's chemistry classes have formative assessments, constant checking in and talking about work with students on a daily basis.\u003c/p>\n\u003cp>The two teachers also spent two years building up a store of test questions in \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, a free learning management system that randomly generates tests. Those who fail the test can take another to prove mastery.\u003c/p>\n\u003cp>It took a lot of work to build up the system that now works smoothly and the process revealed challenges in the mastery model. “One of the dark sides of mastery is the demoralizing effect,” Bergmann said. He had students that he knew understood the material because of his daily work with them, but who couldn’t pass the tests. That’s a frustrating and demotivating experience for a student.\u003c/p>\n\u003cp>Sams and Bergmann turned to the \u003ca href=\"http://www.udlcenter.org/aboutudl\">Universal Design for Learning\u003c/a>, a set of curriculum principles that maintains students need more than one way to learn information and more than one way to demonstrate knowledge. Following the second principle, the two teachers allowed their students to show they understood the material any way they wanted. Sams said he received songs, welding projects and even hand-drawn graphic novels. He admits those didn’t help the students take standardized tests, but they showed chemistry understanding, his main goal.\u003c/p>\n\u003cp>If this all sounds messy, it is. Sams and Bergmann are the first to admit that there are challenges, especially around grading. But, they’ve discovered a way to take flipped learning to another level, offering it as one option in a smorgasbord of instructional materials and letting students have the autonomy to choose what works best for them. Kids got behind, but the teachers checked their progress along the way and structured the course so that the most necessary information was in the first four sections, with nice-to-know material in the fifth section.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content,” said Bergmann.\u003c/p>\n\n",
"disqusIdentifier": "28696 http://blogs.kqed.org/mindshift/?p=28696",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/05/21/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1263,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 20
},
"modified": 1457134472,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The flipped classroom model generated a lot of excitement initially, but more recently some educators -- even those who were initial advocates -- have expressed disillusionment with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all",
"title": "Flipped Classroom 2.0: Competency Learning With Videos | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Flipped Classroom 2.0: Competency Learning With Videos",
"datePublished": "2013-05-21T09:28:02-07:00",
"dateModified": "2016-03-04T15:34:32-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos",
"status": "publish",
"path": "/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/jeremywilburn/5229735592/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/teacher-students.jpg\" alt=\"teacher-students\" width=\"640\" height=\"360\" class=\"size-full wp-image-28950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The flipped classroom model generated \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">a lot of excitement \u003c/a>initially, but more recently some educators -- even those who were initial advocates -- have \u003ca href=\"http://plpnetwork.com/2012/10/08/flip-love-affair/\">expressed disillusionment\u003c/a> with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology.\u003c/p>\n\u003cp>Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers -- if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said \u003ca href=\"http://www.aaronsams.com/about-aaron/\">Aaron Sams\u003c/a>, a former high school chemistry teacher turned consultant who helped pioneer \u003ca href=\"http://flipped-learning.com/\">flipped classroom learning\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “The flipped classroom is not about the video,” said \u003ca href=\"http://www.ted.com/speakers/jon_bergmann.html\">Jonathan Bergmann\u003c/a>, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy. “It’s about the active engaged stuff you can do in your class.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something.”\u003c/aside>\n\u003cp>The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they've taken a step back and realized some things shouldn't be in lecture form, and \u003c!--more-->therefore shouldn't be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.\u003c/p>\n\u003cp>“The best use of class time is to meet the individual needs of each learner, not driving the class with predetermined curriculum,” Sams said. So he and Bergmann decided to make watching the video lectures optional. The videos are available, but if students felt they could learn it better in some other way, they're encouraged to do what works best for them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/can-ted-talks-really-work-in-a-classroom/\">Can TED Talks Really Work in the Classroom?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“One of the most important skills that any student can learn is where to go for information and resources,” Sams said. Instead of following a rigid curriculum, the two teachers decided on the key learning objectives of the class -- the things they felt their students really needed to know --and structured the class around those. Then they offered students a menu of resources that included instructional video, some sort of practice and links to the corresponding section of a textbook. The teachers became resources and helped provide benchmarks to keep students on track.\u003c/p>\n\u003cp>The educators say this method is working for them because they've decided to make their classrooms mastery based, whereby \"a student gets to the end of some learning unit and must pass whatever kind of assessment you have before he can move on,” Sams said -- very much like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a>. “There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something,” Sams said. When he taught in a more traditional way, Sams admitted there were students he hardly knew.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S IT LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Working with a mastery-based model means students are not all learning the same thing at the same time. Bergmann said the first five minutes of class are essential to setting the class into productive motion by quickly assessing where students are and directing them to various stations around the room. ”Your class looks like organized chaos,” Bergmann said. “It’s very powerful.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “The flipped classroom is not about the video. It’s about the active engaged stuff you can do in your class.”\u003c/aside>\n\u003cp>Students are scattered around the room learning a topic in their own way and teachers are walking around talking to students, answering questions and checking in on their progress. There’s no assigned homework, unless a student feels he needs to do some extra work to understand a concept. “The kids who are going to get most of my time are the kids who need it,” said Sams. “It’s the kids who are struggling or the kids who need me hovering over their shoulder.”\u003c/p>\n\u003cp>Sams and Bergmann soon realized that effective flipped classrooms didn’t include videos of science demonstrations. That’s the most exciting part of science and kids should get to see it up close. Since students were moving at different paces, Sams and Bergmann had to demonstrate the same thing multiple times. “We did demos for just a handful of students,” said Sams. “It was a far more intimate environment so we could converse with kids about what was going on.”\u003c/p>\n\u003cp>Disciplinary issues also diminished significantly. “When I was the guy up front, all the attention was supposed to be on me and it was really easy for a disruptive kid to pull the attention to himself,” said Sams. With everyone working on their own projects, one kid has much less power to disrupt.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING WITH MASTERY MODEL\u003c/strong>\u003c/p>\n\u003cp>One of the most challenging parts of a messy, asynchronous classroom is that kids aren't all ready to be assessed at the same time, and when they do take a test, they might not pass. Sams’ and Bergmann's chemistry classes have formative assessments, constant checking in and talking about work with students on a daily basis.\u003c/p>\n\u003cp>The two teachers also spent two years building up a store of test questions in \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, a free learning management system that randomly generates tests. Those who fail the test can take another to prove mastery.\u003c/p>\n\u003cp>It took a lot of work to build up the system that now works smoothly and the process revealed challenges in the mastery model. “One of the dark sides of mastery is the demoralizing effect,” Bergmann said. He had students that he knew understood the material because of his daily work with them, but who couldn’t pass the tests. That’s a frustrating and demotivating experience for a student.\u003c/p>\n\u003cp>Sams and Bergmann turned to the \u003ca href=\"http://www.udlcenter.org/aboutudl\">Universal Design for Learning\u003c/a>, a set of curriculum principles that maintains students need more than one way to learn information and more than one way to demonstrate knowledge. Following the second principle, the two teachers allowed their students to show they understood the material any way they wanted. Sams said he received songs, welding projects and even hand-drawn graphic novels. He admits those didn’t help the students take standardized tests, but they showed chemistry understanding, his main goal.\u003c/p>\n\u003cp>If this all sounds messy, it is. Sams and Bergmann are the first to admit that there are challenges, especially around grading. But, they’ve discovered a way to take flipped learning to another level, offering it as one option in a smorgasbord of instructional materials and letting students have the autonomy to choose what works best for them. Kids got behind, but the teachers checked their progress along the way and structured the course so that the most necessary information was in the first four sections, with nice-to-know material in the fifth section.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content,” said Bergmann.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos",
"authors": [
"234"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_1021",
"mindshift_651",
"mindshift_1040",
"mindshift_873"
],
"featImg": "mindshift_28950",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"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",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"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",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"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.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"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.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"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.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"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.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=digital-tools": {
"isFetching": false,
"latestQuery": {
"from": 324,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 744,
"relation": "eq"
},
"items": [
"mindshift_29133",
"mindshift_29503",
"mindshift_29339",
"mindshift_29361",
"mindshift_29305",
"mindshift_29039",
"mindshift_29210",
"mindshift_29173",
"mindshift_29139",
"mindshift_29024",
"mindshift_28966",
"mindshift_28696"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_digital-tools": {
"isLoading": true
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_962": {
"type": "terms",
"id": "mindshift_962",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "962",
"found": true
},
"relationships": {},
"featImg": null,
"name": "ed tech",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "ed tech Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 967,
"slug": "ed-tech",
"isLoading": false,
"link": "/mindshift/tag/ed-tech"
},
"mindshift_1040": {
"type": "terms",
"id": "mindshift_1040",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1040",
"found": true
},
"relationships": {},
"featImg": null,
"name": "full-image",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "full-image Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1045,
"slug": "full-image",
"isLoading": false,
"link": "/mindshift/tag/full-image"
},
"mindshift_20513": {
"type": "terms",
"id": "mindshift_20513",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20513",
"found": true
},
"relationships": {},
"featImg": null,
"name": "technology investment",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "technology investment Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19790,
"slug": "technology-investment",
"isLoading": false,
"link": "/mindshift/tag/technology-investment"
},
"mindshift_134": {
"type": "terms",
"id": "mindshift_134",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "134",
"found": true
},
"relationships": {},
"featImg": null,
"name": "apps",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "apps Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 134,
"slug": "apps",
"isLoading": false,
"link": "/mindshift/tag/apps"
},
"mindshift_81": {
"type": "terms",
"id": "mindshift_81",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "81",
"found": true
},
"relationships": {},
"featImg": null,
"name": "iPad",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "iPad Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 81,
"slug": "ipad",
"isLoading": false,
"link": "/mindshift/tag/ipad"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_470": {
"type": "terms",
"id": "mindshift_470",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "470",
"found": true
},
"relationships": {},
"featImg": null,
"name": "library",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "library Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 472,
"slug": "library",
"isLoading": false,
"link": "/mindshift/tag/library"
},
"mindshift_20519": {
"type": "terms",
"id": "mindshift_20519",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20519",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Library for all",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Library for all Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19796,
"slug": "library-for-all",
"isLoading": false,
"link": "/mindshift/tag/library-for-all"
},
"mindshift_25": {
"type": "terms",
"id": "mindshift_25",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "25",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Bill and Melinda Gates Foundation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Bill and Melinda Gates Foundation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 25,
"slug": "bill-melinda-gates-foundation",
"isLoading": false,
"link": "/mindshift/tag/bill-melinda-gates-foundation"
},
"mindshift_20902": {
"type": "terms",
"id": "mindshift_20902",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20902",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Games",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Games Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 67,
"slug": "games",
"isLoading": false,
"link": "/mindshift/tag/games"
},
"mindshift_20517": {
"type": "terms",
"id": "mindshift_20517",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20517",
"found": true
},
"relationships": {},
"featImg": null,
"name": "GlassLab",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "GlassLab Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19794,
"slug": "glasslab",
"isLoading": false,
"link": "/mindshift/tag/glasslab"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_745": {
"type": "terms",
"id": "mindshift_745",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "745",
"found": true
},
"relationships": {},
"featImg": null,
"name": "ARPA-ED",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "ARPA-ED Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 748,
"slug": "arpa-ed",
"isLoading": false,
"link": "/mindshift/tag/arpa-ed"
},
"mindshift_51": {
"type": "terms",
"id": "mindshift_51",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "51",
"found": true
},
"relationships": {},
"featImg": null,
"name": "IDEO",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "IDEO Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 51,
"slug": "ideo",
"isLoading": false,
"link": "/mindshift/tag/ideo"
},
"mindshift_20634": {
"type": "terms",
"id": "mindshift_20634",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20634",
"found": true
},
"relationships": {},
"featImg": null,
"name": "FUTURE OF TABLETS: SOMEDAY / MONDAY",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "FUTURE OF TABLETS: SOMEDAY / MONDAY Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19911,
"slug": "future-of-tablets-someday-monday",
"isLoading": false,
"link": "/mindshift/category/future-of-tablets-someday-monday"
},
"mindshift_834": {
"type": "terms",
"id": "mindshift_834",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "834",
"found": true
},
"relationships": {},
"featImg": null,
"name": "curation",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "curation Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 837,
"slug": "curation",
"isLoading": false,
"link": "/mindshift/tag/curation"
},
"mindshift_525": {
"type": "terms",
"id": "mindshift_525",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "525",
"found": true
},
"relationships": {},
"featImg": null,
"name": "tablet",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "tablet Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 528,
"slug": "tablet",
"isLoading": false,
"link": "/mindshift/tag/tablet"
},
"mindshift_273": {
"type": "terms",
"id": "mindshift_273",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "273",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital media",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital media Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 274,
"slug": "digital-media",
"isLoading": false,
"link": "/mindshift/tag/digital-media"
},
"mindshift_290": {
"type": "terms",
"id": "mindshift_290",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "290",
"found": true
},
"relationships": {},
"featImg": null,
"name": "parents",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "parents Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 291,
"slug": "parents",
"isLoading": false,
"link": "/mindshift/tag/parents"
},
"mindshift_20509": {
"type": "terms",
"id": "mindshift_20509",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20509",
"found": true
},
"relationships": {},
"featImg": null,
"name": "3D printing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "3D printing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 19786,
"slug": "3d-printing",
"isLoading": false,
"link": "/mindshift/tag/3d-printing"
},
"mindshift_547": {
"type": "terms",
"id": "mindshift_547",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "547",
"found": true
},
"relationships": {},
"featImg": null,
"name": "cloud computing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "cloud computing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 550,
"slug": "cloud-computing",
"isLoading": false,
"link": "/mindshift/tag/cloud-computing"
},
"mindshift_927": {
"type": "terms",
"id": "mindshift_927",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "927",
"found": true
},
"relationships": {},
"featImg": null,
"name": "learning analytics",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "learning analytics Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 931,
"slug": "learning-analytics",
"isLoading": false,
"link": "/mindshift/tag/learning-analytics"
},
"mindshift_187": {
"type": "terms",
"id": "mindshift_187",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "187",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Mobile Learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Mobile Learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 187,
"slug": "mobile-learning",
"isLoading": false,
"link": "/mindshift/tag/mobile-learning"
},
"mindshift_820": {
"type": "terms",
"id": "mindshift_820",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "820",
"found": true
},
"relationships": {},
"featImg": null,
"name": "NMC Horizon Report",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "NMC Horizon Report Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 823,
"slug": "nmc-horizon-report",
"isLoading": false,
"link": "/mindshift/tag/nmc-horizon-report"
},
"mindshift_755": {
"type": "terms",
"id": "mindshift_755",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "755",
"found": true
},
"relationships": {},
"featImg": null,
"name": "open content",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "open content Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 758,
"slug": "open-content",
"isLoading": false,
"link": "/mindshift/tag/open-content"
},
"mindshift_431": {
"type": "terms",
"id": "mindshift_431",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "431",
"found": true
},
"relationships": {},
"featImg": null,
"name": "virtual lab",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "virtual lab Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 432,
"slug": "virtual-lab",
"isLoading": false,
"link": "/mindshift/tag/virtual-lab"
},
"mindshift_381": {
"type": "terms",
"id": "mindshift_381",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "381",
"found": true
},
"relationships": {},
"featImg": null,
"name": "research",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "research Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 382,
"slug": "research-2",
"isLoading": false,
"link": "/mindshift/tag/research-2"
},
"mindshift_33": {
"type": "terms",
"id": "mindshift_33",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "33",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital textbooks",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital textbooks Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 33,
"slug": "digital-textbooks",
"isLoading": false,
"link": "/mindshift/tag/digital-textbooks"
},
"mindshift_135": {
"type": "terms",
"id": "mindshift_135",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "135",
"found": true
},
"relationships": {},
"featImg": null,
"name": "TED talk",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "TED talk Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 135,
"slug": "ted-talk",
"isLoading": false,
"link": "/mindshift/tag/ted-talk"
},
"mindshift_707": {
"type": "terms",
"id": "mindshift_707",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "707",
"found": true
},
"relationships": {},
"featImg": null,
"name": "videos",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "videos Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 710,
"slug": "videos",
"isLoading": false,
"link": "/mindshift/tag/videos"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_1021": {
"type": "terms",
"id": "mindshift_1021",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1021",
"found": true
},
"relationships": {},
"featImg": null,
"name": "competency-based education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "competency-based education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1026,
"slug": "competency-based-education",
"isLoading": false,
"link": "/mindshift/tag/competency-based-education"
},
"mindshift_651": {
"type": "terms",
"id": "mindshift_651",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "651",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Flipped classroom",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Flipped classroom Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 654,
"slug": "flipped-classroom",
"isLoading": false,
"link": "/mindshift/tag/flipped-classroom"
},
"mindshift_873": {
"type": "terms",
"id": "mindshift_873",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "873",
"found": true
},
"relationships": {},
"featImg": null,
"name": "mastery",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "mastery Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 876,
"slug": "mastery",
"isLoading": false,
"link": "/mindshift/tag/mastery"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
