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"content": "\u003cdiv id=\"attachment_29473\" class=\"module image center mceTemp\" style=\"width: 640px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/91506145@N00/6648375795/in/photolist-b8uEuT-dULcYy-dUEy1B-dULaDh-9BZVMX-bsTUvy-8LXUQm-8dZFto-dUKJk9-dMEcdF-8cWry5-7THfHJ-8Mhh9L-7QhXoH-arQ89E-9EeYms-bivEy2-8BFwRH-8BJD2h-8BFwPP-8BJD5E-8BJD7Y-88NKLr-88NKQR-88RZnf-88NKDV-88RZch-9AL1BP-8P2uZQ-8CuWkh-8CkpDL-8Ckpk3-a8SqXC-9511LX-854ZXT-8Mhjpb-8Pmpm4-8PptT3-8NRUzi-8PmpoP-8Pmpsk-8Pmpf2-8MefLi-8PmphP-9YtpZB-7QTRMm-8GuWat-8GuVZg-89KSZX-8NRRpD-8Rsdfs\">\u003cimg class=\"size-full wp-image-29473\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/apps-image.jpg\" alt=\"apps-image\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Nancy White/Flickr\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>By Kathy E. Gill, \u003ca href=\"http://www.pbs.org/mediashift/2013/06/the-best-apps-for-educators\">PBS MediaShift\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For educators looking to integrate iPads, iPods and other mobile devices, here are eight must-have apps that will make life easier to do things like move files, capture lectures, read PDFs, and much more.\u003c/p>\n\u003cp>\u003cstrong>1. COPY, \u003cem>Freemium\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>With cloud file storage, there’s no need to email yourself a copy of that Powerpoint lecture or video clip; just save it to the cloud and access it later from campus.\u003c/p>\n\u003cp>In the U.S., our markets tend toward duopoly and oligopoly: FedX and UPS; Apple, Microsoft and Google; Facebook and Twitter. In the cloud file storage market, mindshare belongs to six-year-old \u003ca href=\"http://dropbox.com/\">Dropbox\u003c/a>. There’s GoogleDrive, SkyDrive (Microsoft), iCloud (Apple) and a host of others, but no clear number two.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And none as easy to use as Dropbox — until now.\u003c/p>\n\u003cp>In mid-May, security company Barracuda Networks \u003ca href=\"https://www.barracuda.com/news/press_release/81\">tripled the free storage\u003c/a> on its fledgling cloud service \u003ca href=\"http://copy.com/\">Copy\u003c/a> from 5GB to 15GB. Encourage others to sign up (or use a \u003ca href=\"https://copy.com/?r=CjvB8d\">referral link\u003c/a>) and each person receives an additional 5GB. Forever. There’s no cap on free space.\u003c/p>\n\u003cp>Copy makes it easy to share files or folders, to share publicly or privately, and to share view-only (student assignments) or sync-and-edit (collaboration). Need more space or features? Copy also has reasonably priced\u003ca href=\"https://copy.com/price\"> individual and business plans\u003c/a>.\u003c/p>\n\u003cp>Dropbox does have an early mover advantage because many mobile apps have a “sync to Dropbox” feature, which makes it the de facto home for your mobile files. But for those with very large files, Copy’s generous storage and ease-of-use make it a solid contender. And it’s a more logical extension of Barracuda’s core business than it is of Apple, Google or Microsoft.\u003c/p>\n\u003cp>\u003cstrong>2. EXPLAIN EVERYTHING, \u003cem>$2.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Kahn Academy has spotlighted the possibilities inherent in recorded, screen-captured mini-lectures. \u003ca href=\"http://www.explaineverything.com/\">Explain Everything \u003c/a>turns your iPad into an interactive whiteboard for screencasting.\u003c/p>\n\u003cp>Suburban New York City middle school math teacher and technology director \u003ca href=\"http://www.linkedin.com/pub/reshan-richards/12/82b/507\">Reshan Richards\u003c/a> created Explain Everything along with two developers in Poland. They launched in August 2011, when the iPad was still considered a content consumption device more than a creation one.\u003c/p>\n\u003cp>Start your new project with an existing Powerpoint, Keynote, PDF file or a Word doc, Excel or Numbers spreadsheet or even an image (or two or three). Or start from scratch. Draw. Annotate. Narrate. And then export the project as a video file to the camera roll, to a cloud file service, or directly to YouTube. You’re on your way to a flipped classroom. But EE can also be used as an assessment tool, as \u003ca href=\"http://www.explaineverything.com/1/post/2013/03/ee-tutorial-for-teachers.html\">science teacher Stephanie Castle demonstrates\u003c/a>.\u003c/p>\n\u003cp>This is a robust application. And yes, that means there’s a learning curve. But there is also an active community and well-written tutorials.\u003c/p>\n\u003cp>\u003cstrong>3. GOODREADER, \u003cem>$4.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Love ‘em or hate ‘em, PDF files are one of the most common formats for academic papers. Perhaps more important than its ability to read PDFs, \u003ca href=\"http://www.goodiware.com/goodreader.html\">GoodReader\u003c/a> makes it possible to annotate them.\u003c/p>\n\u003cp>This means you can have students turn in assignments as PDFs, then mark up the document as you read it. Annotation examples include highlighted text, underlining, predefined shapes (like arrows) and freehand drawing. Easily sync with Dropbox, SkyDrive or SugarSync as well as any WebDAV, AFP, SMB, FTP or SFTP server.\u003c/p>\n\u003cp>Once you’ve added documents, you can toggle preview on or off; preview might not be important if you have only a few documents. GoodReader lets you search by name, recently read, recently added and starred documents.\u003c/p>\n\u003cp>GoodReader got its start dealing with the spawn of Adobe, but today it also handles Microsoft Office files (.doc, .xls and .ppt) as well as iWork files, images and HTML. And if you ever need to quickly \u003ca href=\"http://wiredpen.com/2013/04/01/easily-transfer-third-party-movies-to-your-ipad/\">transfer a large, non-Apple movie file from your computer to your iPad\u003c/a>, GoodReader will save the day. It is clearly the Swiss Army knife of mobile applications.\u003c/p>\n\u003cp>\u003cstrong>4. HT PROFESSIONAL RECORDER, \u003cem>$6.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/app/ht-professional-recorder/id292413948?mt=8\">HT Professional Recorder \u003c/a>is a built-in recorder in Apple devices is bare bones in function but aesthetically simple.\u003c/p>\n\u003cp>There are three recording modes: “very close to phone,” “conference room” and “auditorium.” Conference room is designed for situations where there are several people talking but all are not close to the microphone; somehow, the software compensates.\u003c/p>\n\u003cp>In auditorium mode, the engineers crafted the software to ignore close sounds and focus on the voice far away. Consequently, nearby voices will be distorted. However the microphone gain sensitivity was engineered, it works well for lectures.\u003c/p>\n\u003cp>Equally important, the HT Professional Recorder interface makes it easy to organize and name recordings; sync to DropBox or share via email; and annotate with notes and bookmarks. Recordings shared via email have length restriction depending on the age of your device. The maximum recording length is 15 hours, if your device has sufficient storage. There is also editing functionality.\u003c/p>\n\u003cp>\u003cstrong>5. REEDER, \u003cem> free for iPad, $2.99 for iPhone\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Reeder is a Google Reader client. This means you need a Google Reader account to use the app. But July 1, \u003ca href=\"http://gigaom.com/2013/03/13/google-kills-google-reader-will-go-offline-on-july-1-2013/\">Google will pull the plug on its web-based RSS reader, \u003c/a> and until then, the iPad and Mac versions of Reeder are free.\u003c/p>\n\u003cp>Reeder \u003ca href=\"http://reederapp.com/reader/\">creator Silvio Rizzi\u003c/a> will continue development on the apps. The iPhone version currently supports Feedbin ($2/month) as an alternative to Google Reader. Reeder is the antithesis of FlipBoard. Skim headlines, read text in a very subtle, easy-on-the-eyes interface. Set up your feeds: no social-magic algorithms to sort them for you.\u003c/p>\n\u003cp>Don’t forget to use \u003ca href=\"https://www.google.com/takeout/\">Google Takeout\u003c/a> to download your RSS feeds before July 1.\u003c/p>\n\u003cp>\u003cstrong>6. REFLECTOR, \u003cem>$12.99 single user; $54.99, 5-seat license\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>This app is for your computer, not your iPad or iPhone. But, oh, what an app! With \u003ca href=\"http://www.reflectorapp.com/getstarted.php\">Reflector\u003c/a>, you can seamlessly mirror your iPhone, iPod Touch or iPad* on any Mac or PC so long as the two are on the same wireless network.\u003c/p>\n\u003cp>What can you do with that mirrored device?\u003c/p>\n\u003cp>Demos, for one thing, assuming the computer is connected to an in-class projector. Or capture what’s happening on the screen — as you manipulate the device — for a screencast. Collaborate with someone remotely by piggybacking with a tool like LogMeIn or Google Hangout. “Can you hear what I say?” becomes “Do you understand what I see?”\u003c/p>\n\u003cp>A little pricy, but far less expensive than an AppleTV, which is the other route to AirPlay mirroring. This software should be stock in any classroom or meeting room with a computer and projection equipment.\u003c/p>\n\u003cp>* Requires AirPlay mirroring; excludes the original iPad; includes the iPad 4S and 5 as well as fifth-generation iPod Touch.\u003c/p>\n\u003cp>\u003cstrong>7. SKITCH, \u003cem>free \u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A picture may be worth a thousand words, but sometimes it’s that teeny little thing “over there” that’s really important to the story. How can I point to that spot on the picture if we’re 3,000 miles or 8 time zones away from each other? Enter the free app, \u003ca href=\"http://evernote.com/skitch/\">Skitch\u003c/a>, an integral part of the Evernote family.\u003c/p>\n\u003cp>This free sketch and annotation tool does its job simply: no muss, no fuss. Annotate a screen capture or another image or start from scratch. There’s the full array of expected tools as well as a pixelizer to blur details (Facebook names or photos, for example) and a crop tool. The interface feels similar across devices and platforms, but the differences are more pronounced than with an Adobe or Microsoft product, for example. No saving to DropBox here. Save locally or save to Evernote, which is the method you will be pushed to use.\u003c/p>\n\u003cp>Skitch was originally a Mac-only desktop app. In fall 2012, \u003ca href=\"http://blog.evernote.com/blog/2011/08/18/evernote-acquires-skitch-evernote_etc/\">a year after its purchase\u003c/a>, Evernote released v2, which mimicked the current mobile and Windows versions of the product. Many in the \u003ca href=\"http://mac.appstorm.net/reviews/utilities/skitch-2-a-stark-regression/\">Mac community howled\u003c/a> in protest, so much so that the \u003ca href=\"http://blog.evernote.com/blog/2012/09/28/skitch-for-mac-update-you-asked-we-listened/\">company re-released\u003c/a> v1 of the application.\u003c/p>\n\u003cp>If you are an Evernote Premium customer, Skitch can annotate PDFs.\u003c/p>\n\u003cp>\u003cstrong>8. TRELLO, \u003cem>freemium\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>If you like Post-It notes or 3×5 cards, \u003ca href=\"https://trello.com/\">Trello\u003c/a> might be the to-do list or project management tool for you.\u003c/p>\n\u003cp>Each project (which could be a lesson plan or a lecture or a shopping list) is called a board. Everything that’s to be done: \u003ca href=\"http://help.trello.com/customer/portal/articles/930752-adding-cards\">a card\u003c/a>. On the front: title, due date, some other meta info. But the back of the card is where Trello is rich: checklist, members, attachments, notes, comments, labels (think “tags”).\u003c/p>\n\u003cp>Given that this was developed by a software startup, it’s not surprising that it functions well as an agile or lean tool. Say you want to learn about HTML5 and CSS: Put a list of topics or tasks related to this goal on the left. Then add a Doing list in the middle and Done list on the right. (You can see all three at once on the iPad.) Drag a card from one list to another as you work on it.\u003c/p>\n\u003cp>Trello could also be an assessment tool for group projects. Students learn a little about project management and teachers get to watch, virtually, as the projects move forward. Business class accounts are only $200 a year and include Google apps integration and bulk export. (Download all of those student projects with one click.)\u003c/p>\n\u003cp>This is a web app enhanced with mobile apps, both iOS and Android. It’s a useful tool for the solo practitioner. It’s a great tool for collaboration.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"size-thumbnail wp-image-29723 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"pbs-mediashift-logo-final\" width=\"56\" height=\"56\">\u003c/em>\u003cem>\u003cem>Kathy Gill has been online since the early 1990s, having discovered CompuServe before Marc Andreessen launched Mosaic at the Un\u003c/em>\u003c/em>\u003cem>\u003cem>iversity of Illinois in 1993. At the University of Washington, she has taught undergraduate digital journalism as well as classes in the Master of Communication in Digital Media program. \u003c/em>\u003c/em>\u003cem>\u003c/em>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29473\" class=\"module image center mceTemp\" style=\"width: 640px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/91506145@N00/6648375795/in/photolist-b8uEuT-dULcYy-dUEy1B-dULaDh-9BZVMX-bsTUvy-8LXUQm-8dZFto-dUKJk9-dMEcdF-8cWry5-7THfHJ-8Mhh9L-7QhXoH-arQ89E-9EeYms-bivEy2-8BFwRH-8BJD2h-8BFwPP-8BJD5E-8BJD7Y-88NKLr-88NKQR-88RZnf-88NKDV-88RZch-9AL1BP-8P2uZQ-8CuWkh-8CkpDL-8Ckpk3-a8SqXC-9511LX-854ZXT-8Mhjpb-8Pmpm4-8PptT3-8NRUzi-8PmpoP-8Pmpsk-8Pmpf2-8MefLi-8PmphP-9YtpZB-7QTRMm-8GuWat-8GuVZg-89KSZX-8NRRpD-8Rsdfs\">\u003cimg class=\"size-full wp-image-29473\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/apps-image.jpg\" alt=\"apps-image\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/apps-image-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Nancy White/Flickr\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>By Kathy E. Gill, \u003ca href=\"http://www.pbs.org/mediashift/2013/06/the-best-apps-for-educators\">PBS MediaShift\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For educators looking to integrate iPads, iPods and other mobile devices, here are eight must-have apps that will make life easier to do things like move files, capture lectures, read PDFs, and much more.\u003c/p>\n\u003cp>\u003cstrong>1. COPY, \u003cem>Freemium\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>With cloud file storage, there’s no need to email yourself a copy of that Powerpoint lecture or video clip; just save it to the cloud and access it later from campus.\u003c/p>\n\u003cp>In the U.S., our markets tend toward duopoly and oligopoly: FedX and UPS; Apple, Microsoft and Google; Facebook and Twitter. In the cloud file storage market, mindshare belongs to six-year-old \u003ca href=\"http://dropbox.com/\">Dropbox\u003c/a>. There’s GoogleDrive, SkyDrive (Microsoft), iCloud (Apple) and a host of others, but no clear number two.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And none as easy to use as Dropbox — until now.\u003c/p>\n\u003cp>In mid-May, security company Barracuda Networks \u003ca href=\"https://www.barracuda.com/news/press_release/81\">tripled the free storage\u003c/a> on its fledgling cloud service \u003ca href=\"http://copy.com/\">Copy\u003c/a> from 5GB to 15GB. Encourage others to sign up (or use a \u003ca href=\"https://copy.com/?r=CjvB8d\">referral link\u003c/a>) and each person receives an additional 5GB. Forever. There’s no cap on free space.\u003c/p>\n\u003cp>Copy makes it easy to share files or folders, to share publicly or privately, and to share view-only (student assignments) or sync-and-edit (collaboration). Need more space or features? Copy also has reasonably priced\u003ca href=\"https://copy.com/price\"> individual and business plans\u003c/a>.\u003c/p>\n\u003cp>Dropbox does have an early mover advantage because many mobile apps have a “sync to Dropbox” feature, which makes it the de facto home for your mobile files. But for those with very large files, Copy’s generous storage and ease-of-use make it a solid contender. And it’s a more logical extension of Barracuda’s core business than it is of Apple, Google or Microsoft.\u003c/p>\n\u003cp>\u003cstrong>2. EXPLAIN EVERYTHING, \u003cem>$2.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Kahn Academy has spotlighted the possibilities inherent in recorded, screen-captured mini-lectures. \u003ca href=\"http://www.explaineverything.com/\">Explain Everything \u003c/a>turns your iPad into an interactive whiteboard for screencasting.\u003c/p>\n\u003cp>Suburban New York City middle school math teacher and technology director \u003ca href=\"http://www.linkedin.com/pub/reshan-richards/12/82b/507\">Reshan Richards\u003c/a> created Explain Everything along with two developers in Poland. They launched in August 2011, when the iPad was still considered a content consumption device more than a creation one.\u003c/p>\n\u003cp>Start your new project with an existing Powerpoint, Keynote, PDF file or a Word doc, Excel or Numbers spreadsheet or even an image (or two or three). Or start from scratch. Draw. Annotate. Narrate. And then export the project as a video file to the camera roll, to a cloud file service, or directly to YouTube. You’re on your way to a flipped classroom. But EE can also be used as an assessment tool, as \u003ca href=\"http://www.explaineverything.com/1/post/2013/03/ee-tutorial-for-teachers.html\">science teacher Stephanie Castle demonstrates\u003c/a>.\u003c/p>\n\u003cp>This is a robust application. And yes, that means there’s a learning curve. But there is also an active community and well-written tutorials.\u003c/p>\n\u003cp>\u003cstrong>3. GOODREADER, \u003cem>$4.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Love ‘em or hate ‘em, PDF files are one of the most common formats for academic papers. Perhaps more important than its ability to read PDFs, \u003ca href=\"http://www.goodiware.com/goodreader.html\">GoodReader\u003c/a> makes it possible to annotate them.\u003c/p>\n\u003cp>This means you can have students turn in assignments as PDFs, then mark up the document as you read it. Annotation examples include highlighted text, underlining, predefined shapes (like arrows) and freehand drawing. Easily sync with Dropbox, SkyDrive or SugarSync as well as any WebDAV, AFP, SMB, FTP or SFTP server.\u003c/p>\n\u003cp>Once you’ve added documents, you can toggle preview on or off; preview might not be important if you have only a few documents. GoodReader lets you search by name, recently read, recently added and starred documents.\u003c/p>\n\u003cp>GoodReader got its start dealing with the spawn of Adobe, but today it also handles Microsoft Office files (.doc, .xls and .ppt) as well as iWork files, images and HTML. And if you ever need to quickly \u003ca href=\"http://wiredpen.com/2013/04/01/easily-transfer-third-party-movies-to-your-ipad/\">transfer a large, non-Apple movie file from your computer to your iPad\u003c/a>, GoodReader will save the day. It is clearly the Swiss Army knife of mobile applications.\u003c/p>\n\u003cp>\u003cstrong>4. HT PROFESSIONAL RECORDER, \u003cem>$6.99\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/app/ht-professional-recorder/id292413948?mt=8\">HT Professional Recorder \u003c/a>is a built-in recorder in Apple devices is bare bones in function but aesthetically simple.\u003c/p>\n\u003cp>There are three recording modes: “very close to phone,” “conference room” and “auditorium.” Conference room is designed for situations where there are several people talking but all are not close to the microphone; somehow, the software compensates.\u003c/p>\n\u003cp>In auditorium mode, the engineers crafted the software to ignore close sounds and focus on the voice far away. Consequently, nearby voices will be distorted. However the microphone gain sensitivity was engineered, it works well for lectures.\u003c/p>\n\u003cp>Equally important, the HT Professional Recorder interface makes it easy to organize and name recordings; sync to DropBox or share via email; and annotate with notes and bookmarks. Recordings shared via email have length restriction depending on the age of your device. The maximum recording length is 15 hours, if your device has sufficient storage. There is also editing functionality.\u003c/p>\n\u003cp>\u003cstrong>5. REEDER, \u003cem> free for iPad, $2.99 for iPhone\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Reeder is a Google Reader client. This means you need a Google Reader account to use the app. But July 1, \u003ca href=\"http://gigaom.com/2013/03/13/google-kills-google-reader-will-go-offline-on-july-1-2013/\">Google will pull the plug on its web-based RSS reader, \u003c/a> and until then, the iPad and Mac versions of Reeder are free.\u003c/p>\n\u003cp>Reeder \u003ca href=\"http://reederapp.com/reader/\">creator Silvio Rizzi\u003c/a> will continue development on the apps. The iPhone version currently supports Feedbin ($2/month) as an alternative to Google Reader. Reeder is the antithesis of FlipBoard. Skim headlines, read text in a very subtle, easy-on-the-eyes interface. Set up your feeds: no social-magic algorithms to sort them for you.\u003c/p>\n\u003cp>Don’t forget to use \u003ca href=\"https://www.google.com/takeout/\">Google Takeout\u003c/a> to download your RSS feeds before July 1.\u003c/p>\n\u003cp>\u003cstrong>6. REFLECTOR, \u003cem>$12.99 single user; $54.99, 5-seat license\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>This app is for your computer, not your iPad or iPhone. But, oh, what an app! With \u003ca href=\"http://www.reflectorapp.com/getstarted.php\">Reflector\u003c/a>, you can seamlessly mirror your iPhone, iPod Touch or iPad* on any Mac or PC so long as the two are on the same wireless network.\u003c/p>\n\u003cp>What can you do with that mirrored device?\u003c/p>\n\u003cp>Demos, for one thing, assuming the computer is connected to an in-class projector. Or capture what’s happening on the screen — as you manipulate the device — for a screencast. Collaborate with someone remotely by piggybacking with a tool like LogMeIn or Google Hangout. “Can you hear what I say?” becomes “Do you understand what I see?”\u003c/p>\n\u003cp>A little pricy, but far less expensive than an AppleTV, which is the other route to AirPlay mirroring. This software should be stock in any classroom or meeting room with a computer and projection equipment.\u003c/p>\n\u003cp>* Requires AirPlay mirroring; excludes the original iPad; includes the iPad 4S and 5 as well as fifth-generation iPod Touch.\u003c/p>\n\u003cp>\u003cstrong>7. SKITCH, \u003cem>free \u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A picture may be worth a thousand words, but sometimes it’s that teeny little thing “over there” that’s really important to the story. How can I point to that spot on the picture if we’re 3,000 miles or 8 time zones away from each other? Enter the free app, \u003ca href=\"http://evernote.com/skitch/\">Skitch\u003c/a>, an integral part of the Evernote family.\u003c/p>\n\u003cp>This free sketch and annotation tool does its job simply: no muss, no fuss. Annotate a screen capture or another image or start from scratch. There’s the full array of expected tools as well as a pixelizer to blur details (Facebook names or photos, for example) and a crop tool. The interface feels similar across devices and platforms, but the differences are more pronounced than with an Adobe or Microsoft product, for example. No saving to DropBox here. Save locally or save to Evernote, which is the method you will be pushed to use.\u003c/p>\n\u003cp>Skitch was originally a Mac-only desktop app. In fall 2012, \u003ca href=\"http://blog.evernote.com/blog/2011/08/18/evernote-acquires-skitch-evernote_etc/\">a year after its purchase\u003c/a>, Evernote released v2, which mimicked the current mobile and Windows versions of the product. Many in the \u003ca href=\"http://mac.appstorm.net/reviews/utilities/skitch-2-a-stark-regression/\">Mac community howled\u003c/a> in protest, so much so that the \u003ca href=\"http://blog.evernote.com/blog/2012/09/28/skitch-for-mac-update-you-asked-we-listened/\">company re-released\u003c/a> v1 of the application.\u003c/p>\n\u003cp>If you are an Evernote Premium customer, Skitch can annotate PDFs.\u003c/p>\n\u003cp>\u003cstrong>8. TRELLO, \u003cem>freemium\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>If you like Post-It notes or 3×5 cards, \u003ca href=\"https://trello.com/\">Trello\u003c/a> might be the to-do list or project management tool for you.\u003c/p>\n\u003cp>Each project (which could be a lesson plan or a lecture or a shopping list) is called a board. Everything that’s to be done: \u003ca href=\"http://help.trello.com/customer/portal/articles/930752-adding-cards\">a card\u003c/a>. On the front: title, due date, some other meta info. But the back of the card is where Trello is rich: checklist, members, attachments, notes, comments, labels (think “tags”).\u003c/p>\n\u003cp>Given that this was developed by a software startup, it’s not surprising that it functions well as an agile or lean tool. Say you want to learn about HTML5 and CSS: Put a list of topics or tasks related to this goal on the left. Then add a Doing list in the middle and Done list on the right. (You can see all three at once on the iPad.) Drag a card from one list to another as you work on it.\u003c/p>\n\u003cp>Trello could also be an assessment tool for group projects. Students learn a little about project management and teachers get to watch, virtually, as the projects move forward. Business class accounts are only $200 a year and include Google apps integration and bulk export. (Download all of those student projects with one click.)\u003c/p>\n\u003cp>This is a web app enhanced with mobile apps, both iOS and Android. It’s a useful tool for the solo practitioner. It’s a great tool for collaboration.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"size-thumbnail wp-image-29723 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"pbs-mediashift-logo-final\" width=\"56\" height=\"56\">\u003c/em>\u003cem>\u003cem>Kathy Gill has been online since the early 1990s, having discovered CompuServe before Marc Andreessen launched Mosaic at the Un\u003c/em>\u003c/em>\u003cem>\u003cem>iversity of Illinois in 1993. At the University of Washington, she has taught undergraduate digital journalism as well as classes in the Master of Communication in Digital Media program. \u003c/em>\u003c/em>\u003cem>\u003c/em>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_29638\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200474362-001.jpg\" alt=\"200474362-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ten-year-old Jude Koster of Dallas, Texas, said that he could show his teachers a thing or two on his iPod Touch or 3DS. Koster creates stop-motion animations and videos with original storylines and can cut, crop and blend digital photos he takes himself, too, all of which he taught himself how to do in his limited weekly screen time outside of school, says his mother Wendy Koster.\u003c/p>\n\u003cp>While fourth grade didn’t lend itself to much of an opportunity to use digital devices in his classroom -- other than a few iPad games at the end of the year -- computer use wasn’t a large part of Koster’s class time at his Montessori school. But Koster said his teachers may not realize what he’s able to do with digital technology outside of the classroom.\u003c/p>\n\u003cp>“I had two fourth grade teachers,” Koster said recently. “One who knows nothing, and one who knows everything” about using technology. The younger of the two teachers, said Ms. Koster, was an avid XBox gamer and able to talk to the kids about the digital devices they use at home. The older teacher, she said, was perhaps a little less tech-savvy.\u003c/p>\n\u003cp>If he was able to bring his iPod Touch to class, Koster rattled off the ways he could use it: using Dictionary.com to look up words, typing up his essays and book reports instead of handwriting them, and looking up things he needed to know; and that’s on top of his content creation videos, and, of course, playing Minecraft. “I just learn by trial and error,” Koster said. “One minute, I’m asking, hmmm, how do I do this? Then yadda yadda - I just got a high score!”\u003c/p>\n\u003cp>According to an expansive new \u003ca href=\"http://tomorrow.org/speakup/SU12_DigitalLearners_StudentsTEXT.html\">Speak Up survey\u003c/a> conducted by Project Tomorrow, “From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner,” students want school to be equipped with the same technology they're used to using at home, and that includes, in large part, handheld mobile devices like smartphones and iPads.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Of the more than 364,000 students surveyed, 65 percent of middle schoolers and 80 percent of high schoolers have access to a smartphone -- nearly triple the number reported from the 2008 survey. Speak Up reports that, in the decade since they’ve been collecting data on how new technological tools can transform education, there have been big, dramatic changes. When they took their first survey in 2003, students’ biggest classroom hurdles were access to the Internet and working on outdated computers. Today’s students, however, have surpassed those original blockades to digital learning and are now most concerned that they aren’t able to access the full range of learning tools available to them, due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand To Use Technology In Schools\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools,” writes the Project Tomorrow research team. “Many education leaders are valiantly trying to determine the new world order in the modern classroom where students can with a few clicks on a mobile device have access to more information and expertise about any possible topic than their teacher or the school library ever will.”\u003c/p>\n\u003ch4>STUDENTS SPEAK UP\u003c/h4>\n\u003cp>Gian Luigi de Falco, 18, just graduated from prestigious Brooklyn Tech High School in Brooklyn, New York. “My school is a bit technologically stunted,” he said, explaining that his school had some Dell desktops located in a few classrooms and computer labs, some of which aren’t even connected to the Internet, and most of which don’t have sound. And, while all Brooklyn Tech students are required to take a couple of computer courses -- a digital design course and a basic digital electronics course that includes breadboarding and circuit building -- most students, after sophomore year, don’t use computers much at all during the school day. And, like all New York City schools, cellular phones are forbidden at Brooklyn Tech, even during breaks and lunch.\u003c/p>\n\u003cp>De Falco believes that forbidding phones, iPads and laptops at one of the most highly prized academic high schools in the country is a big mistake, for several reasons. “I can safely say that I believe there’s a lot that could be done with iPads/laptops at my school, such as being able to tap into our expensive and heavy textbooks in class, or use interactive websites in our own seats rather than having to move to one of the few and inconveniently placed computer labs,” he said.\u003c/p>\n\u003cp>New York City’s systemic ban on cell phones and smartphones, said de Falco, causes kids to hide them in class and use them for purposes not related to what they're doing in class, like texting friends or looking up information on the sly. “Our phones could be used to find information not readily available, as well as serve many of the aforementioned functions that iPads serve, such as graph making, note taking and textbook help.”\u003c/p>\n\u003cfigure id=\"attachment_29634\" class=\"wp-caption center\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-29634\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png\" alt=\"Screen Shot 2013-06-24 at 4.43.06 PM\" width=\"737\" height=\"267\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-400x145.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-320x116.png 320w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>BEYOND THE \u003c/strong>OBVIOUS\u003c/h4>\n\u003cp>While students might think their teachers simply don’t understand the latest technology, the issue of classroom tech might be larger. According to the Project Tomorrow survey, students believe that teachers aren’t comfortable assigning homework or projects using the Internet, and they are correct: only 21 percent of secondary teachers give homework assignments using the Internet on a weekly basis, but in sharp contrast, 47 percent of sixth graders and 69 percent of high school students use the Internet regularly to “self-support their learning” on assignments at home.\u003c/p>\n\u003cp>But one of the biggest reasons teachers don’t ask students to go online for homework is the issue of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">equity:\u003c/a> the issue becomes thorny when some students have access to computers and devices, but others do not. Todd Dickson, Founder and CEO of Valor Collegiate Academies in Nashville, Tennessee, a group of mixed-income charter middle and high schools that are slated to inaugurate their first fifth grade classes in fall of 2014, said that, even though the tech model is hard to predict five years down the road, in order to ensure equity among Valor's future high school students (who will begin in fall 2018), Valor is planning on asking kids to bring their own devices if they have them. And for those who don’t -- Dickson predicts it will be about 60 percent -- the school will provide each with a Google Chromebook, and make sure their homes are equipped with high-speed Internet access.\u003c/p>\n\u003cp>But equal access to computers and high-speed Internet is only one piece of the puzzle. Dickson said one of the advantages of building a “next generation school” from the ground up is the ability to recruit teachers “who have already bought into the future of tech model” that Valor will rely on. Teachers will also receive plenty of professional development -- Dickson plans on 40 days per school year, some of which will be used for technology training -- and said that he’s “way more excited for the tech potential for teachers” than for students. While he thinks student learning should have a tech component, Dickson said that it will take time for websites to catch up to what teachers can do as far as learning content.\u003c/p>\n\u003cp>“I think the most promising part of tech is the tools that are allowing teachers and schools to collect data quickly, learn management systems, and be able to analyze the data. I think that piece of it has the most potential to improve instruction,” he said. Through the use of rich data platforms, Valor’s teachers will be able to quickly break down assessments, analyze them, and make predictions about students, ultimately providing them with better instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29638\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200474362-001.jpg\" alt=\"200474362-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ten-year-old Jude Koster of Dallas, Texas, said that he could show his teachers a thing or two on his iPod Touch or 3DS. Koster creates stop-motion animations and videos with original storylines and can cut, crop and blend digital photos he takes himself, too, all of which he taught himself how to do in his limited weekly screen time outside of school, says his mother Wendy Koster.\u003c/p>\n\u003cp>While fourth grade didn’t lend itself to much of an opportunity to use digital devices in his classroom -- other than a few iPad games at the end of the year -- computer use wasn’t a large part of Koster’s class time at his Montessori school. But Koster said his teachers may not realize what he’s able to do with digital technology outside of the classroom.\u003c/p>\n\u003cp>“I had two fourth grade teachers,” Koster said recently. “One who knows nothing, and one who knows everything” about using technology. The younger of the two teachers, said Ms. Koster, was an avid XBox gamer and able to talk to the kids about the digital devices they use at home. The older teacher, she said, was perhaps a little less tech-savvy.\u003c/p>\n\u003cp>If he was able to bring his iPod Touch to class, Koster rattled off the ways he could use it: using Dictionary.com to look up words, typing up his essays and book reports instead of handwriting them, and looking up things he needed to know; and that’s on top of his content creation videos, and, of course, playing Minecraft. “I just learn by trial and error,” Koster said. “One minute, I’m asking, hmmm, how do I do this? Then yadda yadda - I just got a high score!”\u003c/p>\n\u003cp>According to an expansive new \u003ca href=\"http://tomorrow.org/speakup/SU12_DigitalLearners_StudentsTEXT.html\">Speak Up survey\u003c/a> conducted by Project Tomorrow, “From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner,” students want school to be equipped with the same technology they're used to using at home, and that includes, in large part, handheld mobile devices like smartphones and iPads.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Of the more than 364,000 students surveyed, 65 percent of middle schoolers and 80 percent of high schoolers have access to a smartphone -- nearly triple the number reported from the 2008 survey. Speak Up reports that, in the decade since they’ve been collecting data on how new technological tools can transform education, there have been big, dramatic changes. When they took their first survey in 2003, students’ biggest classroom hurdles were access to the Internet and working on outdated computers. Today’s students, however, have surpassed those original blockades to digital learning and are now most concerned that they aren’t able to access the full range of learning tools available to them, due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand To Use Technology In Schools\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools,” writes the Project Tomorrow research team. “Many education leaders are valiantly trying to determine the new world order in the modern classroom where students can with a few clicks on a mobile device have access to more information and expertise about any possible topic than their teacher or the school library ever will.”\u003c/p>\n\u003ch4>STUDENTS SPEAK UP\u003c/h4>\n\u003cp>Gian Luigi de Falco, 18, just graduated from prestigious Brooklyn Tech High School in Brooklyn, New York. “My school is a bit technologically stunted,” he said, explaining that his school had some Dell desktops located in a few classrooms and computer labs, some of which aren’t even connected to the Internet, and most of which don’t have sound. And, while all Brooklyn Tech students are required to take a couple of computer courses -- a digital design course and a basic digital electronics course that includes breadboarding and circuit building -- most students, after sophomore year, don’t use computers much at all during the school day. And, like all New York City schools, cellular phones are forbidden at Brooklyn Tech, even during breaks and lunch.\u003c/p>\n\u003cp>De Falco believes that forbidding phones, iPads and laptops at one of the most highly prized academic high schools in the country is a big mistake, for several reasons. “I can safely say that I believe there’s a lot that could be done with iPads/laptops at my school, such as being able to tap into our expensive and heavy textbooks in class, or use interactive websites in our own seats rather than having to move to one of the few and inconveniently placed computer labs,” he said.\u003c/p>\n\u003cp>New York City’s systemic ban on cell phones and smartphones, said de Falco, causes kids to hide them in class and use them for purposes not related to what they're doing in class, like texting friends or looking up information on the sly. “Our phones could be used to find information not readily available, as well as serve many of the aforementioned functions that iPads serve, such as graph making, note taking and textbook help.”\u003c/p>\n\u003cfigure id=\"attachment_29634\" class=\"wp-caption center\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-29634\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png\" alt=\"Screen Shot 2013-06-24 at 4.43.06 PM\" width=\"737\" height=\"267\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-400x145.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-320x116.png 320w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>BEYOND THE \u003c/strong>OBVIOUS\u003c/h4>\n\u003cp>While students might think their teachers simply don’t understand the latest technology, the issue of classroom tech might be larger. According to the Project Tomorrow survey, students believe that teachers aren’t comfortable assigning homework or projects using the Internet, and they are correct: only 21 percent of secondary teachers give homework assignments using the Internet on a weekly basis, but in sharp contrast, 47 percent of sixth graders and 69 percent of high school students use the Internet regularly to “self-support their learning” on assignments at home.\u003c/p>\n\u003cp>But one of the biggest reasons teachers don’t ask students to go online for homework is the issue of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">equity:\u003c/a> the issue becomes thorny when some students have access to computers and devices, but others do not. Todd Dickson, Founder and CEO of Valor Collegiate Academies in Nashville, Tennessee, a group of mixed-income charter middle and high schools that are slated to inaugurate their first fifth grade classes in fall of 2014, said that, even though the tech model is hard to predict five years down the road, in order to ensure equity among Valor's future high school students (who will begin in fall 2018), Valor is planning on asking kids to bring their own devices if they have them. And for those who don’t -- Dickson predicts it will be about 60 percent -- the school will provide each with a Google Chromebook, and make sure their homes are equipped with high-speed Internet access.\u003c/p>\n\u003cp>But equal access to computers and high-speed Internet is only one piece of the puzzle. Dickson said one of the advantages of building a “next generation school” from the ground up is the ability to recruit teachers “who have already bought into the future of tech model” that Valor will rely on. Teachers will also receive plenty of professional development -- Dickson plans on 40 days per school year, some of which will be used for technology training -- and said that he’s “way more excited for the tech potential for teachers” than for students. While he thinks student learning should have a tech component, Dickson said that it will take time for websites to catch up to what teachers can do as far as learning content.\u003c/p>\n\u003cp>“I think the most promising part of tech is the tools that are allowing teachers and schools to collect data quickly, learn management systems, and be able to analyze the data. I think that piece of it has the most potential to improve instruction,” he said. Through the use of rich data platforms, Valor’s teachers will be able to quickly break down assessments, analyze them, and make predictions about students, ultimately providing them with better instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_29617\" class=\"wp-caption center\" style=\"max-width: 960px\">\u003ca href=\"http://www.flickr.com/photos/langwitches/3458534773/\">\u003cimg class=\"size-full wp-image-29617\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/3458534773_7019696088_o.jpg\" alt=\"3458534773_7019696088_o\" width=\"960\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/3458534773_7019696088_o.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/3458534773_7019696088_o-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/3458534773_7019696088_o-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/3458534773_7019696088_o-320x240.jpg 320w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>A wonderful visual depiction of how educators can tap into their networks to expand and continually improve their teaching practice from a trove of rich resources. Illustrated by \u003ca href=\"http://www.flickr.com/photos/langwitches/\">Langwitches,\u003c/a> the image refers to \u003ca href=\"http://educationaltechnology.ca/couros/799\">Alec Couros's original post\u003c/a> exploring question, \"What does the network mean to you?\"\u003cbr>\n[Via \u003ca href=\"http://www.educatorstechnology.com/2013/06/a-beautiful-visual-on-connected-teacher.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+educatorstechnology%2FpDkK+%28Educational+Technology+and+Mobile+Learning%29\">ETML\u003c/a>]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"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",
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"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. 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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. 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"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",
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"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.",
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"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>",
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"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>",
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"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",
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"headline": "Library for All: Free Digital Content for Developing Countries",
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"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>",
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"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>",
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"disqusTitle": "Can Digital Games Boost Students' Test Scores?",
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"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",
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"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>",
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"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>",
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"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>",
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"disqusTitle": "Fear and Money: How to Face the Big Ed Tech Obstacles",
"title": "Fear and Money: How to Face the Big Ed Tech Obstacles",
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"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",
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"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.",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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",
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"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.",
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"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>",
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"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. 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},
"closealltabs": {
"id": "closealltabs",
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"order": 1
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"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 />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
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"id": "freakonomics-radio",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"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.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"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)",
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"meta": {
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"source": "WaitWhat"
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"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": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"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/",
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"link": "/radio/program/morning-edition"
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"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",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"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": {
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"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/",
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},
"link": "/radio/program/pbs-newshour",
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"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",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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},
"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": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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