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"content": "\u003cp>It’s me. Hi. I’m the problem. It’s me.\u003c/p>\n\u003cp>As the parent of a tween and a young teenager, I couldn’t help but think of these Taylor Swift lyrics when reading the \u003ca href=\"https://www.nature.com/articles/s41390-024-03243-y\">findings of a new study\u003c/a> that looks at the links between parenting strategies and screen use among young adolescents.\u003c/p>\n\u003cp>The study looked at data from more than 10,000 12- and 13-year-olds and their parents, who were asked about their screen-use habits, including texting, social media, video chatting, watching videos and browsing the internet. The researchers also asked whether their screen use was problematic — for example, whether kids wanted to quit using screens but felt they couldn’t or whether their screen habits interfered with school work or daily life.\u003c/p>\n\u003cp>One key finding that jumped out at me: One of the biggest predictors of how much time kids spend on screens — and whether that use is problematic — is how much parents themselves use their screens when they are around their kids.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>It’s really important to role-model screen behaviors for your children,” says \u003ca href=\"https://profiles.ucsf.edu/jason.nagata\">Jason Nagata\u003c/a>, a pediatrician at the University of California, San Francisco and the lead author of the study, which appears in the journal \u003cem>Pediatric Research\u003c/em>. “Even if teens say that they don’t get influenced by their parents, the data does show that, actually, parents are a bigger influence than they may think.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s very common for parents like myself to feel guilty about their own screen use, says \u003ca href=\"https://midas.umich.edu/faculty-member/jenny-radesky/\">Jenny Radesky\u003c/a>, a developmental behavioral pediatrician and media researcher at the University of Michigan.\u003c/p>\n\u003cp>But instead of beating ourselves up about it, she says, it’s important for parents to realize that just like kids, we too are vulnerable to the draws of technology that is deliberately designed to keep us scrolling.\u003c/p>\n\u003cp>“We have been asked to parent around an increasingly complex digital ecosystem that’s actively working against our limit-setting” — for ourselves and our kids, she says.\u003c/p>\n\u003cp>But even if parents are fighting against bigger forces designed to keep us glued to screens, that doesn’t mean we are completely helpless. Nagata’s research looked at parenting strategies that worked best to curb screen use specifically among early adolescents because, he notes, this is a time when kids are seeking more independence and “because we tend to see kids spending a lot more time on media once they hit their teenage years.”\u003c/p>\n\u003cp>So, what does work?\u003c/p>\n\u003cp>Some of the study’s findings seem fairly obvious: Keeping meal times and bedtime screen-free are strategies strongly linked to kids spending less time on screens and exhibiting less problematic screen use. And \u003ca href=\"https://www.sleephealthjournal.org/article/S2352-7218(23)00034-7/fulltext\">Nagata’s prior research\u003c/a> has found that keeping screens out of the bedroom is a good strategy, because having a device in the bedroom was linked to trouble falling and staying asleep in preteens.\u003c/p>\n\u003cp>As for that finding that parental screen use also really matters, Radesky says it echoes what she often hears from teens in her work as co-medical director of the American Academy of Pediatrics’ \u003ca href=\"https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/\">Center of Excellence on Social Media and Youth Mental Health\u003c/a>.\u003c/p>\n\u003cp>“We’ve heard a lot from teenagers that when their parents are using their phones, they’re really stuck on their own social media accounts — they just look unavailable,” Radesky says. “They don’t look like they’re ready and available for a teen to come up and talk and be a sounding board.”\u003c/p>\n\u003cp>Given the addictive design of technology, Radesky says the message shouldn’t be to blame the parents. The message should be to talk with your kids about why you feel so pulled in by screens. Ask, “Why do I spend so much time on this app? Is it time that I feel is really meaningful and adding to my day? Or is it time that I’d love to replace with other things?”\u003c/p>\n\u003cp>She says she favors this collaborative approach to setting boundaries around screen use for young tweens and teens, rather than using screens as a reward or punishment to control behavior. In fact, the new study shows that, at least with this age group, using screens as a reward or punishment can actually backfire — it was linked to kids spending more time on their devices.\u003c/p>\n\u003cp>Instead, Radesky says it’s better to set consistent family guidelines around screen use, so kids know when they can and can’t use them without obsessing about “earning” screen time.\u003c/p>\n\u003cp>And when it comes to tweens and teens, coming up with these rules together can be a good way to get kids to buy into boundaries — and to help both them and their parents break bad screen habits.\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s very common for parents like myself to feel guilty about their own screen use, says \u003ca href=\"https://midas.umich.edu/faculty-member/jenny-radesky/\">Jenny Radesky\u003c/a>, a developmental behavioral pediatrician and media researcher at the University of Michigan.\u003c/p>\n\u003cp>But instead of beating ourselves up about it, she says, it’s important for parents to realize that just like kids, we too are vulnerable to the draws of technology that is deliberately designed to keep us scrolling.\u003c/p>\n\u003cp>“We have been asked to parent around an increasingly complex digital ecosystem that’s actively working against our limit-setting” — for ourselves and our kids, she says.\u003c/p>\n\u003cp>But even if parents are fighting against bigger forces designed to keep us glued to screens, that doesn’t mean we are completely helpless. Nagata’s research looked at parenting strategies that worked best to curb screen use specifically among early adolescents because, he notes, this is a time when kids are seeking more independence and “because we tend to see kids spending a lot more time on media once they hit their teenage years.”\u003c/p>\n\u003cp>So, what does work?\u003c/p>\n\u003cp>Some of the study’s findings seem fairly obvious: Keeping meal times and bedtime screen-free are strategies strongly linked to kids spending less time on screens and exhibiting less problematic screen use. And \u003ca href=\"https://www.sleephealthjournal.org/article/S2352-7218(23)00034-7/fulltext\">Nagata’s prior research\u003c/a> has found that keeping screens out of the bedroom is a good strategy, because having a device in the bedroom was linked to trouble falling and staying asleep in preteens.\u003c/p>\n\u003cp>As for that finding that parental screen use also really matters, Radesky says it echoes what she often hears from teens in her work as co-medical director of the American Academy of Pediatrics’ \u003ca href=\"https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/\">Center of Excellence on Social Media and Youth Mental Health\u003c/a>.\u003c/p>\n\u003cp>“We’ve heard a lot from teenagers that when their parents are using their phones, they’re really stuck on their own social media accounts — they just look unavailable,” Radesky says. “They don’t look like they’re ready and available for a teen to come up and talk and be a sounding board.”\u003c/p>\n\u003cp>Given the addictive design of technology, Radesky says the message shouldn’t be to blame the parents. The message should be to talk with your kids about why you feel so pulled in by screens. Ask, “Why do I spend so much time on this app? Is it time that I feel is really meaningful and adding to my day? Or is it time that I’d love to replace with other things?”\u003c/p>\n\u003cp>She says she favors this collaborative approach to setting boundaries around screen use for young tweens and teens, rather than using screens as a reward or punishment to control behavior. In fact, the new study shows that, at least with this age group, using screens as a reward or punishment can actually backfire — it was linked to kids spending more time on their devices.\u003c/p>\n\u003cp>Instead, Radesky says it’s better to set consistent family guidelines around screen use, so kids know when they can and can’t use them without obsessing about “earning” screen time.\u003c/p>\n\u003cp>And when it comes to tweens and teens, coming up with these rules together can be a good way to get kids to buy into boundaries — and to help both them and their parents break bad screen habits.\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">This week I challenged my editor to face off against a machine. Barbara Kantrowitz gamely accepted, under one condition: “You have to file early.” Ever since ChatGPT arrived in 2022, many journalists have made a public stunt out of asking the new generation of artificial intelligence to write their stories. Those AI stories were often bland and sprinkled with errors. I wanted to understand how well ChatGPT handled a different aspect of writing: giving feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My curiosity was piqued by a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0959475224000215\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in the June 2024 issue of the peer-reviewed journal Learning and Instruction, that evaluated the quality of ChatGPT’s feedback on students’ writing. A team of researchers compared AI with human feedback on 200 history essays written by students in grades 6 through 12 and they determined that human feedback was generally a bit better. Humans had a particular advantage in advising students on something to work on that would be appropriate for where they are in their development as a writer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But ChatGPT came close. On a five-point scale that the researchers used to rate feedback quality, with a 5 being the highest quality feedback, ChatGPT averaged a 3.6 compared with a 4.0 average from a team of 16 expert human evaluators. It was a tough challenge. Most of these humans had taught writing for more than 15 years or they had considerable experience in writing instruction. All received three hours of training for this exercise plus extra pay for providing the feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT even beat these experts in one aspect; it was slightly better at giving feedback on students’ reasoning, argumentation and use of evidence from source materials – the features that the researchers had wanted the writing evaluators to focus on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was better than I thought it was going to be because I didn’t have a lot of hope that it was going to be that good,” said Steve Graham, a well-regarded expert on writing instruction at Arizona State University, and a member of the study’s research team. “It wasn’t always accurate. But sometimes it was right on the money. And I think we’ll learn how to make it better.”\u003c/span>\u003c/p>\n\u003ch2>Average ratings for the quality of ChatGPT and human feedback on 200 student essays\u003c/h2>\n\u003cfigure id=\"attachment_63905\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63905 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png\" alt=\"\" width=\"780\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-768x465.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Researchers rated the quality of the feedback on a five-point scale across five different categories. Criteria-based refers to whether the feedback addressed the main goals of the writing assignment, in this case, to produce a well-reasoned argument about history using evidence from the reading source materials that the students were given. Clear directions mean whether the feedback included specific examples of something the student did well and clear directions for improvement. Accuracy means whether the feedback advice was correct without errors. Essential Features refer to whether the suggestion on what the student should work on next is appropriate for where the student is in his writing development and is an important element of this genre of writing. Supportive Tone refers to whether the feedback is delivered with language that is affirming, respectful and supportive, as opposed to condescending, impolite or authoritarian. \u003ccite>(Source: Fig. 1 of Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exactly how ChatGPT is able to give good feedback is something of a black box even to the writing researchers who conducted this study. Artificial intelligence doesn’t comprehend things in the same way that humans do. But somehow, through the \u003c/span>\u003ca href=\"https://medium.com/data-science-at-microsoft/how-large-language-models-work-91c362f5b78f#:~:text=ChatGPT%2C%20for%20example%2C%20is%20based,to%20process%20images%20and%20text.\">\u003cspan style=\"font-weight: 400\">neural networks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that ChatGPT’s programmers built, it is picking up on patterns from all the writing it has previously digested, and it is able to apply those patterns to a new text. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The surprising “relatively high quality” of ChatGPT’s feedback is important because it means that the new artificial intelligence of large language models, also known as generative AI, could potentially help students improve their writing. One of the biggest problems in writing instruction in U.S. schools is that teachers assign too little writing, Graham said, often because teachers feel that they don’t have the time to give personalized feedback to each student. That leaves students without sufficient practice to become good writers. In theory, teachers might be willing to assign more writing or insist on revisions for each paper if students (or teachers) could use ChatGPT to provide feedback between drafts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the potential, Graham isn’t an enthusiastic cheerleader for AI. “My biggest fear is that it becomes the writer,” he said. He worries that students will not limit their use of ChatGPT to helpful feedback, but ask it to do their thinking, analyzing and writing for them. That’s not good for learning. The research team also worries that writing instruction will suffer if teachers delegate too much feedback to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, the researchers said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. Another common concern among writing instructors is that AI feedback will steer everyone to write in the same homogenized way. A young writer’s unique voice could be flattened out before it even has the chance to develop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s also the risk that students may not be interested in heeding AI feedback. Students often ignore the painstaking feedback that their teachers already give on their essays. Why should we think students will pay attention to feedback if they start getting more of it from a machine? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Graham and his research colleagues at the University of California, Irvine, are continuing to study how AI could be used effectively and whether it ultimately improves students’ writing. “You can’t ignore it,” said Graham. “We either learn to live with it in useful ways, or we’re going to be very unhappy with it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Right now, the researchers are studying how students might \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YzgckyaLgFwlj3jDILohq9xZ8Ec5msmS/edit\">\u003cspan style=\"font-weight: 400\">converse back-and-forth with ChatGPT like a writing coach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to understand the feedback and decide which suggestions to use.\u003c/span>\u003c/p>\n\u003ch2>Example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63906\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63906\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg\" alt=\"\" width=\"780\" height=\"976\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-768x961.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current study, the researchers didn’t track whether students understood or employed the feedback, but only sought to measure its quality. Judging the quality of feedback is a rather subjective exercise, just as feedback itself is a bundle of subjective judgment calls. Smart people can disagree on what good writing looks like and how to revise bad writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this case, the research team came up with its own criteria for what constitutes good feedback on a history essay. They instructed the humans to focus on the student’s reasoning and argumentation, rather than, say, grammar and punctuation. They also told the human raters to adopt a “glow and grow strategy” for delivering the feedback by first finding something to praise, then identifying a particular area for improvement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The human raters provided this kind of feedback on hundreds of history essays from 2021 to 2023, as part of an unrelated study of an \u003c/span>\u003ca href=\"http://www.writecenter.org/uclaims-curriculum.html\">\u003cspan style=\"font-weight: 400\">initiative to boost writing at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The researchers randomly grabbed 200 of these essays and fed the raw student writing – without the human feedback – to version 3.5 of ChatGPT and asked it to give feedback, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the AI feedback was terrible, but as the researchers tinkered with the instructions, or the “prompt,” they typed into ChatGPT, the feedback improved. The researchers eventually settled upon this wording: “Pretend you are a secondary school teacher. Provide 2-3 pieces of specific, actionable feedback on each of the following essays. … Use a friendly and encouraging tone.” The researchers also fed the assignment that the students were given, for example, “Why did the Montgomery Bus Boycott succeed?” along with the reading source material that the students were provided. (More details about how the researchers prompted ChatGPT are explained in \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/1-s2.0-S0959475224000215-mmc1-1.docx\">\u003cspan style=\"font-weight: 400\">Appendix C of the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The humans took about 20 to 25 minutes per essay. ChatGPT’s feedback came back instantly. The humans sometimes marked up sentences by, for example, showing a place where the student could have cited a source to buttress an argument. ChatGPT didn’t write any in-line comments and only wrote a note to the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then read through both sets of feedback – human and machine – for each essay, comparing and rating them. (It was supposed to be a blind comparison test and the feedback raters were not told who authored each one. However, the language and tone of ChatGPT were distinct giveaways, and the in-line comments were a tell of human feedback.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans appeared to have a clear edge with the very strongest and the very weakest writers, the researchers found. They were better at pushing a strong writer a little bit further, for example, by suggesting that the student consider and address a counterargument. ChatGPT struggled to come up with ideas for a student who was already meeting the objectives of a well-argued essay with evidence from the reading source materials. ChatGPT also struggled with the weakest writers. The researchers had to drop two of the essays from the study because they were so short that ChatGPT didn’t have any feedback for the student. The human rater was able to parse out some meaning from a brief, incomplete sentence and offer a suggestion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one student essay about the Montgomery Bus Boycott, reprinted above, the human feedback seemed too generic to me: “Next time, I would love to see some evidence from the sources to help back up your claim.” ChatGPT, by contrast, specifically suggested that the student could have mentioned how much revenue the bus company lost during the boycott – an idea that was mentioned in the student’s essay. ChatGPT also suggested that the student could have mentioned specific actions that the NAACP and other organizations took. But the student had actually mentioned a few of these specific actions in his essay. That part of ChatGPT’s feedback was plainly inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another student writing example, also reprinted below, the human straightforwardly pointed out that the student had gotten an historical fact wrong. ChatGPT appeared to affirm that the student’s mistaken version of events was correct.\u003c/span>\u003c/p>\n\u003ch2>Another example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63904\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63904\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg\" alt=\"\" width=\"780\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-160x124.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-768x594.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how did ChatGPT’s review of my first draft stack up against my editor’s? One of the researchers on the study team suggested a prompt that I could paste into ChatGPT. \u003c/span>\u003cspan style=\"font-weight: 400\">After a few back and forth questions with the chatbot about my grade level and intended audience, it initially spit out some generic advice that had little connection to the ideas and words of my story. It seemed more interested in format and presentation, suggesting a summary at the top and subheads to organize the body. One suggestion would have made my piece too long-winded. Its advice to add examples of how AI feedback might be beneficial was something that I had already done. I then asked for specific things to change in my draft, and ChatGPT came back with some great subhead ideas. I plan to use them in my newsletter, which you can see if you \u003c/span>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan style=\"font-weight: 400\">sign up for it here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (And if you want to see my prompt and dialogue with ChatGPT, here is the \u003c/span>\u003ca href=\"https://chatgpt.com/share/97261c91-5ef7-461a-b612-47749f915c5e\">\u003cspan style=\"font-weight: 400\">link\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My human editor, Barbara, was the clear winner in this round. She tightened up my writing, fixed style errors and helped me brainstorm this ending. Barbara’s job is safe – for now. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-writing-ai-feedback/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI feedback\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This week I challenged my editor to face off against a machine. Barbara Kantrowitz gamely accepted, under one condition: “You have to file early.” Ever since ChatGPT arrived in 2022, many journalists have made a public stunt out of asking the new generation of artificial intelligence to write their stories. Those AI stories were often bland and sprinkled with errors. I wanted to understand how well ChatGPT handled a different aspect of writing: giving feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My curiosity was piqued by a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0959475224000215\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in the June 2024 issue of the peer-reviewed journal Learning and Instruction, that evaluated the quality of ChatGPT’s feedback on students’ writing. A team of researchers compared AI with human feedback on 200 history essays written by students in grades 6 through 12 and they determined that human feedback was generally a bit better. Humans had a particular advantage in advising students on something to work on that would be appropriate for where they are in their development as a writer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But ChatGPT came close. On a five-point scale that the researchers used to rate feedback quality, with a 5 being the highest quality feedback, ChatGPT averaged a 3.6 compared with a 4.0 average from a team of 16 expert human evaluators. It was a tough challenge. Most of these humans had taught writing for more than 15 years or they had considerable experience in writing instruction. All received three hours of training for this exercise plus extra pay for providing the feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT even beat these experts in one aspect; it was slightly better at giving feedback on students’ reasoning, argumentation and use of evidence from source materials – the features that the researchers had wanted the writing evaluators to focus on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was better than I thought it was going to be because I didn’t have a lot of hope that it was going to be that good,” said Steve Graham, a well-regarded expert on writing instruction at Arizona State University, and a member of the study’s research team. “It wasn’t always accurate. But sometimes it was right on the money. And I think we’ll learn how to make it better.”\u003c/span>\u003c/p>\n\u003ch2>Average ratings for the quality of ChatGPT and human feedback on 200 student essays\u003c/h2>\n\u003cfigure id=\"attachment_63905\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63905 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png\" alt=\"\" width=\"780\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-768x465.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Researchers rated the quality of the feedback on a five-point scale across five different categories. Criteria-based refers to whether the feedback addressed the main goals of the writing assignment, in this case, to produce a well-reasoned argument about history using evidence from the reading source materials that the students were given. Clear directions mean whether the feedback included specific examples of something the student did well and clear directions for improvement. Accuracy means whether the feedback advice was correct without errors. Essential Features refer to whether the suggestion on what the student should work on next is appropriate for where the student is in his writing development and is an important element of this genre of writing. Supportive Tone refers to whether the feedback is delivered with language that is affirming, respectful and supportive, as opposed to condescending, impolite or authoritarian. \u003ccite>(Source: Fig. 1 of Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exactly how ChatGPT is able to give good feedback is something of a black box even to the writing researchers who conducted this study. Artificial intelligence doesn’t comprehend things in the same way that humans do. But somehow, through the \u003c/span>\u003ca href=\"https://medium.com/data-science-at-microsoft/how-large-language-models-work-91c362f5b78f#:~:text=ChatGPT%2C%20for%20example%2C%20is%20based,to%20process%20images%20and%20text.\">\u003cspan style=\"font-weight: 400\">neural networks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that ChatGPT’s programmers built, it is picking up on patterns from all the writing it has previously digested, and it is able to apply those patterns to a new text. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The surprising “relatively high quality” of ChatGPT’s feedback is important because it means that the new artificial intelligence of large language models, also known as generative AI, could potentially help students improve their writing. One of the biggest problems in writing instruction in U.S. schools is that teachers assign too little writing, Graham said, often because teachers feel that they don’t have the time to give personalized feedback to each student. That leaves students without sufficient practice to become good writers. In theory, teachers might be willing to assign more writing or insist on revisions for each paper if students (or teachers) could use ChatGPT to provide feedback between drafts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the potential, Graham isn’t an enthusiastic cheerleader for AI. “My biggest fear is that it becomes the writer,” he said. He worries that students will not limit their use of ChatGPT to helpful feedback, but ask it to do their thinking, analyzing and writing for them. That’s not good for learning. The research team also worries that writing instruction will suffer if teachers delegate too much feedback to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, the researchers said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. Another common concern among writing instructors is that AI feedback will steer everyone to write in the same homogenized way. A young writer’s unique voice could be flattened out before it even has the chance to develop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s also the risk that students may not be interested in heeding AI feedback. Students often ignore the painstaking feedback that their teachers already give on their essays. Why should we think students will pay attention to feedback if they start getting more of it from a machine? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Graham and his research colleagues at the University of California, Irvine, are continuing to study how AI could be used effectively and whether it ultimately improves students’ writing. “You can’t ignore it,” said Graham. “We either learn to live with it in useful ways, or we’re going to be very unhappy with it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Right now, the researchers are studying how students might \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YzgckyaLgFwlj3jDILohq9xZ8Ec5msmS/edit\">\u003cspan style=\"font-weight: 400\">converse back-and-forth with ChatGPT like a writing coach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to understand the feedback and decide which suggestions to use.\u003c/span>\u003c/p>\n\u003ch2>Example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63906\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63906\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg\" alt=\"\" width=\"780\" height=\"976\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-768x961.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current study, the researchers didn’t track whether students understood or employed the feedback, but only sought to measure its quality. Judging the quality of feedback is a rather subjective exercise, just as feedback itself is a bundle of subjective judgment calls. Smart people can disagree on what good writing looks like and how to revise bad writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this case, the research team came up with its own criteria for what constitutes good feedback on a history essay. They instructed the humans to focus on the student’s reasoning and argumentation, rather than, say, grammar and punctuation. They also told the human raters to adopt a “glow and grow strategy” for delivering the feedback by first finding something to praise, then identifying a particular area for improvement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The human raters provided this kind of feedback on hundreds of history essays from 2021 to 2023, as part of an unrelated study of an \u003c/span>\u003ca href=\"http://www.writecenter.org/uclaims-curriculum.html\">\u003cspan style=\"font-weight: 400\">initiative to boost writing at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The researchers randomly grabbed 200 of these essays and fed the raw student writing – without the human feedback – to version 3.5 of ChatGPT and asked it to give feedback, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the AI feedback was terrible, but as the researchers tinkered with the instructions, or the “prompt,” they typed into ChatGPT, the feedback improved. The researchers eventually settled upon this wording: “Pretend you are a secondary school teacher. Provide 2-3 pieces of specific, actionable feedback on each of the following essays. … Use a friendly and encouraging tone.” The researchers also fed the assignment that the students were given, for example, “Why did the Montgomery Bus Boycott succeed?” along with the reading source material that the students were provided. (More details about how the researchers prompted ChatGPT are explained in \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/1-s2.0-S0959475224000215-mmc1-1.docx\">\u003cspan style=\"font-weight: 400\">Appendix C of the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The humans took about 20 to 25 minutes per essay. ChatGPT’s feedback came back instantly. The humans sometimes marked up sentences by, for example, showing a place where the student could have cited a source to buttress an argument. ChatGPT didn’t write any in-line comments and only wrote a note to the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then read through both sets of feedback – human and machine – for each essay, comparing and rating them. (It was supposed to be a blind comparison test and the feedback raters were not told who authored each one. However, the language and tone of ChatGPT were distinct giveaways, and the in-line comments were a tell of human feedback.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans appeared to have a clear edge with the very strongest and the very weakest writers, the researchers found. They were better at pushing a strong writer a little bit further, for example, by suggesting that the student consider and address a counterargument. ChatGPT struggled to come up with ideas for a student who was already meeting the objectives of a well-argued essay with evidence from the reading source materials. ChatGPT also struggled with the weakest writers. The researchers had to drop two of the essays from the study because they were so short that ChatGPT didn’t have any feedback for the student. The human rater was able to parse out some meaning from a brief, incomplete sentence and offer a suggestion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one student essay about the Montgomery Bus Boycott, reprinted above, the human feedback seemed too generic to me: “Next time, I would love to see some evidence from the sources to help back up your claim.” ChatGPT, by contrast, specifically suggested that the student could have mentioned how much revenue the bus company lost during the boycott – an idea that was mentioned in the student’s essay. ChatGPT also suggested that the student could have mentioned specific actions that the NAACP and other organizations took. But the student had actually mentioned a few of these specific actions in his essay. That part of ChatGPT’s feedback was plainly inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another student writing example, also reprinted below, the human straightforwardly pointed out that the student had gotten an historical fact wrong. ChatGPT appeared to affirm that the student’s mistaken version of events was correct.\u003c/span>\u003c/p>\n\u003ch2>Another example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63904\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63904\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg\" alt=\"\" width=\"780\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-160x124.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-768x594.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how did ChatGPT’s review of my first draft stack up against my editor’s? One of the researchers on the study team suggested a prompt that I could paste into ChatGPT. \u003c/span>\u003cspan style=\"font-weight: 400\">After a few back and forth questions with the chatbot about my grade level and intended audience, it initially spit out some generic advice that had little connection to the ideas and words of my story. It seemed more interested in format and presentation, suggesting a summary at the top and subheads to organize the body. One suggestion would have made my piece too long-winded. Its advice to add examples of how AI feedback might be beneficial was something that I had already done. I then asked for specific things to change in my draft, and ChatGPT came back with some great subhead ideas. I plan to use them in my newsletter, which you can see if you \u003c/span>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan style=\"font-weight: 400\">sign up for it here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (And if you want to see my prompt and dialogue with ChatGPT, here is the \u003c/span>\u003ca href=\"https://chatgpt.com/share/97261c91-5ef7-461a-b612-47749f915c5e\">\u003cspan style=\"font-weight: 400\">link\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My human editor, Barbara, was the clear winner in this round. She tightened up my writing, fixed style errors and helped me brainstorm this ending. Barbara’s job is safe – for now. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-writing-ai-feedback/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI feedback\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "AI Essay Grading Could Help Overburdened Teachers, But Researchers Say It Needs More Work",
"headTitle": "AI Essay Grading Could Help Overburdened Teachers, But Researchers Say It Needs More Work | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Grading papers is hard work. “I hate it,” a teacher friend confessed to me. And that’s a major reason why middle and high school teachers don’t assign more writing to their students. Even an efficient high school English teacher who can read and evaluate an essay in 20 minutes would spend 3,000 minutes, or 50 hours, grading if she’s teaching six classes of 25 students each. There aren’t enough hours in the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could ChatGPT relieve teachers of some of the burden of grading papers? Early research is finding that the new \u003ca href=\"https://kqed.org/mindshift/tag/artificial-intelligence\">artificial intelligence\u003c/a> of large language models, also known as generative AI, is approaching the accuracy of a human in scoring essays and is likely to become even better soon. But we still don’t know whether offloading essay grading to ChatGPT will ultimately improve or harm student writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tamara Tate, a researcher at University California, Irvine, and an associate director of her university’s Digital Learning Lab, is studying how teachers might use ChatGPT to improve writing instruction. Most recently, Tate and her seven-member research team, which includes writing expert Steve Graham at Arizona State University, compared how ChatGPT stacked up against humans in scoring 1,800 history and English essays written by middle and high school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate said ChatGPT was “roughly speaking, probably as good as an average busy teacher” and “certainly as good as an overburdened below-average teacher.” But, she said, ChatGPT isn’t yet accurate enough to be used on a high-stakes test or on an essay that would affect a final grade in a class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate presented her \u003c/span>\u003ca href=\"https://osf.io/preprints/osf/7xpre\">\u003cspan style=\"font-weight: 400\">study on ChatGPT essay scoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 2024 annual meeting of the American Educational Research Association in Philadelphia in April. (The paper is under peer review for publication and is still undergoing revision.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most remarkably, the researchers obtained these fairly decent essay scores from ChatGPT without training it first with sample essays. That means it is possible for any teacher to use it to grade any essay instantly with minimal expense and effort. “Teachers might have more bandwidth to assign more writing,” said Tate. “You have to be careful how you say that because you never want to take teachers out of the loop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing instruction could ultimately suffer, Tate warned, if teachers delegate too much grading to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, she said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, Tate and her research team calculated that ChatGPT’s essay scores were in “fair” to “moderate” agreement with those of well-trained human evaluators. In one batch of 943 essays, ChatGPT was within a point of the human grader 89% of the time. On a six-point grading scale that researchers used in the study, ChatGPT often gave an essay a 2 when an expert human evaluator thought it was really a 1. But this level of agreement – within one point – dropped to 83% of the time in another batch of 344 English papers and slid even farther to 76% of the time in a third batch of 493 history essays. That means there were more instances where ChatGPT gave an essay a 4, for example, when a teacher marked it a 6. And that’s why Tate says these ChatGPT grades should only be used for low-stakes purposes in a classroom, such as a preliminary grade on a first draft.\u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT scored an essay within one point of a human grader 89% of the time in one batch of essays\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63815\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63815\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png\" alt=\"\" width=\"780\" height=\"269\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-160x55.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-768x265.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Corpus 3 refers to one batch of 943 essays, which represents more than half of the 1,800 essays that were scored in this study. Numbers highlighted in green show exact score matches between ChatGPT and a human. Yellow highlights scores in which ChatGPT was within one point of the human score. \u003ccite>(Source: Tamara Tate, University of California, Irvine (2024))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, this level of accuracy was impressive because even teachers disagree on how to score an essay and one-point discrepancies are common. Exact agreement, which only happens half the time between human raters, was worse for AI, which matched the human score exactly only about 40% of the time. Humans were far more likely to give a top grade of a 6 or a bottom grade of a 1. ChatGPT tended to cluster grades more in the middle, between 2 and 5. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate set up ChatGPT for a tough challenge, competing against teachers and experts with PhDs who had received three hours of training in how to properly evaluate essays. “Teachers generally receive very little training in secondary school writing and they’re not going to be this accurate,” said Tate. “This is a gold-standard human evaluator we have here.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The raters had been paid to score these 1,800 essays as part of three earlier studies on student writing. Researchers fed these same student essays – ungraded – into ChatGPT and asked ChatGPT to score them cold. ChatGPT hadn’t been given any graded examples to calibrate its scores. All the researchers did was copy and paste an excerpt of the same scoring guidelines that the humans used, called a grading rubric, into ChatGPT and told it to “pretend” it was a teacher and score the essays on a scale of 1 to 6. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Older robo graders\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier versions of automated essay graders have had \u003c/span>\u003ca href=\"https://www.ets.org/content/dam/ets-org/pdfs/e-rater/e-rater-research-publications.pdf\">\u003cspan style=\"font-weight: 400\">higher rates of accuracy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But they were expensive and time-consuming to create because scientists had to train the computer with hundreds of human-graded essays for each essay question. That’s economically feasible only in limited situations, such as for a standardized test, where thousands of students answer the same essay question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier robo graders could also be gamed, once a student understood the features that the computer system was grading for. In some cases, nonsense essays received high marks if fancy \u003c/span>\u003ca href=\"https://www.lornacollier.com/robogradingCC912.pdf\">\u003cspan style=\"font-weight: 400\">vocabulary words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were sprinkled in them. ChatGPT isn’t grading for particular hallmarks, but is analyzing patterns in massive datasets of language. Tate says she hasn’t yet seen ChatGPT give a high score to a nonsense essay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate expects ChatGPT’s grading accuracy to improve rapidly as new versions are released. Already, the research team has detected that the newer 4.0 version, which requires a paid subscription, is scoring more accurately than the free 3.5 version. Tate suspects that small tweaks to the grading instructions, or prompts, given to ChatGPT could improve existing versions. She is interested in testing whether ChatGPT’s scoring could become more reliable if a teacher trained it with just a few, perhaps five, sample essays that she has already graded. “Your average teacher might be willing to do that,” said Tate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many ed tech startups, and even well-known vendors of educational materials, are now marketing \u003c/span>\u003ca href=\"https://www.essaygrader.ai/\">\u003cspan style=\"font-weight: 400\">new AI essay robo graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to schools. Many of them are powered under the hood by ChatGPT or another large language model and I learned from this study that accuracy rates can be reported in ways that can make the new AI graders seem more accurate than they are. Tate’s team calculated that, on a population level, there was no difference between human and AI scores. ChatGPT can already reliably tell you the average essay score in a school or, say, in the state of California. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Questions for AI vendors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, it is not as accurate in scoring an individual student. And a teacher wants to know exactly how each student is doing. Tate advises teachers and school leaders who are considering using an AI essay grader to ask specific questions about accuracy rates on the student level:\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What is the rate of exact agreement between the AI grader and a human rater on each essay? How often are they within one-point of each other?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next step in Tate’s research is to study whether student writing improves after having an essay graded by ChatGPT. She’d like teachers to try using ChatGPT to score a first draft and then see if it encourages revisions, which are critical for improving writing. Tate thinks teachers could make it “almost like a game: how do I get my score up?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it’s unclear if grades alone, without concrete feedback or suggestions for improvement, will motivate students to make revisions. Students may be discouraged by a low score from ChatGPT and give up. Many students might ignore a machine grade and only want to deal with a human they know. Still, Tate says some students are too scared to show their writing to a teacher until it’s in decent shape, and seeing their score improve on ChatGPT might be just the kind of positive feedback they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that a lot of students aren’t doing any revision,” said Tate. “If we can get them to look at their paper again, that is already a win.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That does give me hope, but I’m also worried that kids will just ask ChatGPT to write the whole essay for them in the first place.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-ai-essay-grading/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI essay scoring\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Grading papers is hard work. “I hate it,” a teacher friend confessed to me. And that’s a major reason why middle and high school teachers don’t assign more writing to their students. Even an efficient high school English teacher who can read and evaluate an essay in 20 minutes would spend 3,000 minutes, or 50 hours, grading if she’s teaching six classes of 25 students each. There aren’t enough hours in the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could ChatGPT relieve teachers of some of the burden of grading papers? Early research is finding that the new \u003ca href=\"https://kqed.org/mindshift/tag/artificial-intelligence\">artificial intelligence\u003c/a> of large language models, also known as generative AI, is approaching the accuracy of a human in scoring essays and is likely to become even better soon. But we still don’t know whether offloading essay grading to ChatGPT will ultimately improve or harm student writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tamara Tate, a researcher at University California, Irvine, and an associate director of her university’s Digital Learning Lab, is studying how teachers might use ChatGPT to improve writing instruction. Most recently, Tate and her seven-member research team, which includes writing expert Steve Graham at Arizona State University, compared how ChatGPT stacked up against humans in scoring 1,800 history and English essays written by middle and high school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate said ChatGPT was “roughly speaking, probably as good as an average busy teacher” and “certainly as good as an overburdened below-average teacher.” But, she said, ChatGPT isn’t yet accurate enough to be used on a high-stakes test or on an essay that would affect a final grade in a class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate presented her \u003c/span>\u003ca href=\"https://osf.io/preprints/osf/7xpre\">\u003cspan style=\"font-weight: 400\">study on ChatGPT essay scoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 2024 annual meeting of the American Educational Research Association in Philadelphia in April. (The paper is under peer review for publication and is still undergoing revision.) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most remarkably, the researchers obtained these fairly decent essay scores from ChatGPT without training it first with sample essays. That means it is possible for any teacher to use it to grade any essay instantly with minimal expense and effort. “Teachers might have more bandwidth to assign more writing,” said Tate. “You have to be careful how you say that because you never want to take teachers out of the loop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing instruction could ultimately suffer, Tate warned, if teachers delegate too much grading to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, she said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, Tate and her research team calculated that ChatGPT’s essay scores were in “fair” to “moderate” agreement with those of well-trained human evaluators. In one batch of 943 essays, ChatGPT was within a point of the human grader 89% of the time. On a six-point grading scale that researchers used in the study, ChatGPT often gave an essay a 2 when an expert human evaluator thought it was really a 1. But this level of agreement – within one point – dropped to 83% of the time in another batch of 344 English papers and slid even farther to 76% of the time in a third batch of 493 history essays. That means there were more instances where ChatGPT gave an essay a 4, for example, when a teacher marked it a 6. And that’s why Tate says these ChatGPT grades should only be used for low-stakes purposes in a classroom, such as a preliminary grade on a first draft.\u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT scored an essay within one point of a human grader 89% of the time in one batch of essays\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63815\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63815\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png\" alt=\"\" width=\"780\" height=\"269\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-160x55.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-768x265.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Corpus 3 refers to one batch of 943 essays, which represents more than half of the 1,800 essays that were scored in this study. Numbers highlighted in green show exact score matches between ChatGPT and a human. Yellow highlights scores in which ChatGPT was within one point of the human score. \u003ccite>(Source: Tamara Tate, University of California, Irvine (2024))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, this level of accuracy was impressive because even teachers disagree on how to score an essay and one-point discrepancies are common. Exact agreement, which only happens half the time between human raters, was worse for AI, which matched the human score exactly only about 40% of the time. Humans were far more likely to give a top grade of a 6 or a bottom grade of a 1. ChatGPT tended to cluster grades more in the middle, between 2 and 5. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate set up ChatGPT for a tough challenge, competing against teachers and experts with PhDs who had received three hours of training in how to properly evaluate essays. “Teachers generally receive very little training in secondary school writing and they’re not going to be this accurate,” said Tate. “This is a gold-standard human evaluator we have here.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The raters had been paid to score these 1,800 essays as part of three earlier studies on student writing. Researchers fed these same student essays – ungraded – into ChatGPT and asked ChatGPT to score them cold. ChatGPT hadn’t been given any graded examples to calibrate its scores. All the researchers did was copy and paste an excerpt of the same scoring guidelines that the humans used, called a grading rubric, into ChatGPT and told it to “pretend” it was a teacher and score the essays on a scale of 1 to 6. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Older robo graders\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier versions of automated essay graders have had \u003c/span>\u003ca href=\"https://www.ets.org/content/dam/ets-org/pdfs/e-rater/e-rater-research-publications.pdf\">\u003cspan style=\"font-weight: 400\">higher rates of accuracy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But they were expensive and time-consuming to create because scientists had to train the computer with hundreds of human-graded essays for each essay question. That’s economically feasible only in limited situations, such as for a standardized test, where thousands of students answer the same essay question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier robo graders could also be gamed, once a student understood the features that the computer system was grading for. In some cases, nonsense essays received high marks if fancy \u003c/span>\u003ca href=\"https://www.lornacollier.com/robogradingCC912.pdf\">\u003cspan style=\"font-weight: 400\">vocabulary words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were sprinkled in them. ChatGPT isn’t grading for particular hallmarks, but is analyzing patterns in massive datasets of language. Tate says she hasn’t yet seen ChatGPT give a high score to a nonsense essay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate expects ChatGPT’s grading accuracy to improve rapidly as new versions are released. Already, the research team has detected that the newer 4.0 version, which requires a paid subscription, is scoring more accurately than the free 3.5 version. Tate suspects that small tweaks to the grading instructions, or prompts, given to ChatGPT could improve existing versions. She is interested in testing whether ChatGPT’s scoring could become more reliable if a teacher trained it with just a few, perhaps five, sample essays that she has already graded. “Your average teacher might be willing to do that,” said Tate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many ed tech startups, and even well-known vendors of educational materials, are now marketing \u003c/span>\u003ca href=\"https://www.essaygrader.ai/\">\u003cspan style=\"font-weight: 400\">new AI essay robo graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to schools. Many of them are powered under the hood by ChatGPT or another large language model and I learned from this study that accuracy rates can be reported in ways that can make the new AI graders seem more accurate than they are. Tate’s team calculated that, on a population level, there was no difference between human and AI scores. ChatGPT can already reliably tell you the average essay score in a school or, say, in the state of California. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Questions for AI vendors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, it is not as accurate in scoring an individual student. And a teacher wants to know exactly how each student is doing. Tate advises teachers and school leaders who are considering using an AI essay grader to ask specific questions about accuracy rates on the student level:\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What is the rate of exact agreement between the AI grader and a human rater on each essay? How often are they within one-point of each other?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next step in Tate’s research is to study whether student writing improves after having an essay graded by ChatGPT. She’d like teachers to try using ChatGPT to score a first draft and then see if it encourages revisions, which are critical for improving writing. Tate thinks teachers could make it “almost like a game: how do I get my score up?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it’s unclear if grades alone, without concrete feedback or suggestions for improvement, will motivate students to make revisions. Students may be discouraged by a low score from ChatGPT and give up. Many students might ignore a machine grade and only want to deal with a human they know. Still, Tate says some students are too scared to show their writing to a teacher until it’s in decent shape, and seeing their score improve on ChatGPT might be just the kind of positive feedback they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that a lot of students aren’t doing any revision,” said Tate. “If we can get them to look at their paper again, that is already a win.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That does give me hope, but I’m also worried that kids will just ask ChatGPT to write the whole essay for them in the first place.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-ai-essay-grading/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI essay scoring\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Want To Protect Your Kids' Eyes from Myopia? Get Them To Play Outside",
"headTitle": "Want To Protect Your Kids’ Eyes from Myopia? Get Them To Play Outside | KQED",
"content": "\u003cp>If you’re a parent struggling to get your kids’ off their devices and outdoors to play, here’s another reason to keep trying: Spending at least two hours outside each day is one of the most important things your kids can do to protect their eyesight.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We think that outdoor time is the best form of prevention for nearsightedness,” says \u003ca href=\"https://www.wheatoneye.com/eye-doctor/noha-s-ekdawi-m-d/\">Dr. Noha Ekdawi\u003c/a>, a pediatric ophthalmologist in Wheaton, Ill.\u003c/p>\n\u003cp>And that’s important, because the number of kids with nearsightedness – or myopia – has been growing rapidly in the U.S., and in many other parts of the world.\u003c/p>\n\u003cp>In the U.S., 42% of people are now myopic – up from 25% back in the 1970s. In some East Asian countries, as many as 90% of people are myopic by the time they’re young adults.\u003c/p>\n\u003cp>It’s a trend Ekdawi has seen among her own young patients. When she started practicing 15 years ago, one or two of the children she saw had myopia. But these days, “about 50% of my patients have myopia, which is an incredibly high number.” Ekdawi calls the increase astronomical.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.mayoclinic.org/diseases-conditions/nearsightedness/symptoms-causes/syc-20375556\">Myopia occurs \u003c/a>when the eyeball stretches and grows too long, which makes far away objects look blurry.\u003c/p>\n\u003cp>Once a kid gets myopia, their eyeball will keep stretching and the condition will get progressively worse. If they develop \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6688422/#:~:text=People%20with%20high%20myopia%20have,the%20risk%20of%20retinal%20tears.\">high myopia\u003c/a>, it can increase the risk of serious eye problems down the road, such as retinal detachments, glaucoma and cataracts. It can even lead to blindness.\u003c/p>\n\u003cp>There are \u003ca href=\"https://www.aao.org/eye-health/diseases/myopia-control-in-children#:~:text=Low%2Ddose%20atropine%20eye%20drops&text=Myopia%20worsens%20as%20the%20eye,or%20itchiness%20around%20the%20eye.\">treatments available\u003c/a> to help slow the progression of myopia, including prescription atropine eye drops, special soft disposable contact lenses called MiSight, and hard contacts worn overnight known as orthokeratology, or ortho-K. But Ekdawi says the best approach is to protect children from developing myopia in the first place.\u003c/p>\n\u003cp>So how can spending time outside help?\u003c/p>\n\u003cp>That’s what Ian Morgan wanted to find out. \u003ca href=\"https://researchers.anu.edu.au/researchers/morgan-ig\">Morgan is a myopia researcher\u003c/a> at the Australian National University. A couple of decades ago, he noticed that the rates of myopia in East Asia were much higher than they were in Sydney.\u003c/p>\n\u003cp>He knew from animal studies that light stimulates the eye to release the neurotransmitter dopamine, which can slow the eyeball from stretching. “Australians are famous for their outdoor-oriented lifestyle,” he thought. “Maybe there’s a link between getting outside a lot and preventing the development of myopia.”\u003c/p>\n\u003cp>To test that theory, he and his colleagues designed a \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18294691/\">two-year study\u003c/a> involving more than 4,000 6 and 12-year-olds in Sydney. Turns out, the researchers were right.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>The children who reported spending more time outdoors were less likely to be myopic and, we showed later on, less likely to become myopic,” Morgan says of \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18294691/\">the finding\u003c/a>, which was published in 2008.\u003c/p>\n\u003cp>Morgan’s research caught the attention of \u003ca href=\"https://www.changgung.hospital/en/m/doc-info.aspx?id=1230\">Dr. Pei-Chang Wu\u003c/a>, an ophthalmologist in Taiwan. As a retina specialist at Chang Gung Memorial Hospital in Kaohsiung, he’d seen the consequences of high myopia in patients as young as 10 with tears in their retina. Some even had retinal detachment – which can result in blindness if not treated quickly.\u003c/p>\n\u003cp>At the time, Wu’s young son was starting first grade, and he worried about Taiwan’s sky-high rates of myopia. Around \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0161642020306795#:~:text=Prevalence%20and%20Trends%20of%20High%20Myopia&text=The%20prevalence%20of%20high%20myopia%20in%2015%2Dyear%2Dold%20schoolchildren,0.039%3B%20Fig%201B\">90% of teens there\u003c/a> have it by the end of high school. Wu says the academic culture in Taiwan’s primary schools didn’t allow for much outdoor recess. “Many teachers want students to practice their homework during recess,” he says.\u003c/p>\n\u003cp>But Wu convinced his son’s elementary school to increase outdoor time. He also recruited a control school. A year later, his son’s school had half as many new myopia cases as the other school. “We saw the results – they were very successful,” Wu says.\u003c/p>\n\u003cp>He did more research, at more schools, and eventually convinced Taiwan’s Ministry of Education to encourage all primary schools to send students out doors for at least 2 hours a day, every day. The program launched in September 2010. And after decades of trending upward, the rate of myopia among Taiwan’s elementary school students began falling – from an all-time high of 50% in 2011 \u003ca href=\"https://www.aaojournal.org/article/S0161-6420(20)30139-1/fulltext\">down to 45.1% by 2015\u003c/a>. It’s a major achievement, says Ian Morgan.\u003c/p>\n\u003cp>“Certainly the people who have led the field are the people in Taiwan,” Morgan says.\u003c/p>\n\u003cp>Other studies have found that outdoor time can reduce the chances that kids will develop myopia even if they’re doing lots of near work, such as reading or looking at screens – something that has also risen dramatically in recent years. Outdoor time also helps even if kids have\u003ca href=\"https://iovs.arvojournals.org/article.aspx?articleid=2183997&resultClick=1\"> parents who have myopia. \u003c/a>\u003c/p>\n\u003cp>To get that eyesight protection, research suggests kids should be spending at least two hours a day outdoors – every single day. And the younger you intervene, the better.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>“To me, it’s like, eat your vegetables. You have to spend time outside,” Ekdawi says.\u003c/p>\n\u003cp>It doesn’t even matter if it’s sunny or cloudy – or what the kids are doing. “You can go to the park, you can ride your bike, you can sit and be a tree, walk your dog. All these things count,” she says.\u003c/p>\n\u003cp>And if you are worried about leaving time for homework, Ekdawi suggests having kids do that outside, too. As long as they are outdoors, that’s what matters.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MICHEL MARTIN, HOST:\u003c/p>\n\u003cp>If you are a parent struggling to get your kids off their devices and outdoors to play, here is another reason to keep trying. Spending at least 2 hours outside each day may be the most important thing your kids can do to protect them from becoming nearsighted. NPR’s Maria Godoy has this report.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: On a sunny weekday afternoon, a group of elementary school age kids play tag at a park in suburban Silver Spring, Md.\u003c/p>\n\u003cp>UNIDENTIFIED CHILD #1: Not it.\u003c/p>\n\u003cp>UNIDENTIFIED CHILD #2: Not it.\u003c/p>\n\u003cp>GODOY: This outdoor playtime isn’t just good fun and exercise. Research shows it’s also key to preventing children from developing myopia, or nearsightedness.\u003c/p>\n\u003cp>NOHA EKDAWI: About 50% of my patients have myopia, which is an incredibly high number.\u003c/p>\n\u003cp>GODOY: Dr. Noha Ekdawi is a pediatric ophthalmologist in Wheaton, Ill. She says the number of kids she sees with myopia has grown astronomically over the 15 years she’s been in practice.\u003c/p>\n\u003cp>EKDAWI: Near-sightedness is just needing glasses to see distance. And inherently being nearsighted isn’t bad, necessarily.\u003c/p>\n\u003cp>GODOY: The problem is when you get myopia in childhood, it gets progressively worse. Myopia occurs when the eyeball stretches and grows too long, so faraway objects look blurry. If the eyeball stretches too much, it can increase the risk of serious eye problems down the road.\u003c/p>\n\u003cp>EKDAWI: Like retinal detachments, macular problems, glaucoma, cataract.\u003c/p>\n\u003cp>GODOY: That’s why prevention is so important. But how can spending time outside help? That’s what Ian Morgan wanted to know. He’s a researcher at the Australian National University. A couple of decades ago, Morgan noticed that rates of myopia in East Asia were much higher than they were in Sydney.\u003c/p>\n\u003cp>IAN MORGAN: We thought, well, Australians are famous for their outdoor-oriented lifestyle. And we thought maybe there’s a link between getting outside a lot and preventing the development of myopia.\u003c/p>\n\u003cp>GODOY: So he designed a two-year study of more than 4,000 kids in Sydney to test that theory. Turns out, he was right.\u003c/p>\n\u003cp>MORGAN: The children who reported spending more time outdoors were less likely to be myopic and we showed later are less likely to become myopic.\u003c/p>\n\u003cp>GODOY: Morgan’s research got the attention of Dr. Pei-Chang Wu, an ophthalmologist in Taiwan. His young son was starting first grade, and he worried about Taiwan’s sky-high rates of myopia. Ninety percent of students there have it by the time they leave school. Wu says the academic culture in Taiwan’s schools didn’t allow for much outdoor recess.\u003c/p>\n\u003cp>PEI-CHANG WU: Many teachers – they want students to practice their homework. And in Taiwan, outside is also very hot.\u003c/p>\n\u003cp>GODOY: Kids weren’t so keen to go outside, but Wu convinced his son’s elementary school to increase outdoor time. He also recruited a control school. A year later, his son’s school had half as many new myopia cases as the other school.\u003c/p>\n\u003cp>WU: We see the results very successful.\u003c/p>\n\u003cp>GODOY: He did more research at more schools and eventually convinced Taiwan’s Ministry of Education to encourage all elementary schools to send students outdoors for at least 2 hours a day every day. Since the program launched in 2010, Taiwan’s childhood myopia rates have dropped significantly. Ian Morgan says it’s a huge achievement.\u003c/p>\n\u003cp>MORGAN: Certainly the people who have lead the field are the people in Taiwan.\u003c/p>\n\u003cp>GODOY: Noha Ekdawi says the leading theory about why outdoor time helps is that outdoor light stimulates the eye to release more of the neurotransmitter dopamine.\u003c/p>\n\u003cp>EKDAWI: We think it raises dopamine levels in their bodies and changes something about the growth rate of the back of the eye to stop it from stretching and that’s that stretching that causes nearsightedness.\u003c/p>\n\u003cp>GODOY: To get that eyesight protection, the research suggests kids should be spending at least 2 hours a day outdoors every single day.\u003c/p>\n\u003cp>EKDAWI: To me, it’s like eat your vegetables. You have to spend time outside.\u003c/p>\n\u003cp>GODOY: Ekdawi says, it doesn’t even matter if it’s sunny or cloudy or what the kids are doing.\u003c/p>\n\u003cp>EKDAWI: You can go to the park, you can ride your bike, you can sit and be a tree, walk your dog – all these things count.\u003c/p>\n\u003cp>GODOY: If you’re worried about time for homework, have them do it outside too. As long as they’re outdoors, that’s what matters.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a parent struggling to get your kids’ off their devices and outdoors to play, here’s another reason to keep trying: Spending at least two hours outside each day is one of the most important things your kids can do to protect their eyesight.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>We think that outdoor time is the best form of prevention for nearsightedness,” says \u003ca href=\"https://www.wheatoneye.com/eye-doctor/noha-s-ekdawi-m-d/\">Dr. Noha Ekdawi\u003c/a>, a pediatric ophthalmologist in Wheaton, Ill.\u003c/p>\n\u003cp>And that’s important, because the number of kids with nearsightedness – or myopia – has been growing rapidly in the U.S., and in many other parts of the world.\u003c/p>\n\u003cp>In the U.S., 42% of people are now myopic – up from 25% back in the 1970s. In some East Asian countries, as many as 90% of people are myopic by the time they’re young adults.\u003c/p>\n\u003cp>It’s a trend Ekdawi has seen among her own young patients. When she started practicing 15 years ago, one or two of the children she saw had myopia. But these days, “about 50% of my patients have myopia, which is an incredibly high number.” Ekdawi calls the increase astronomical.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.mayoclinic.org/diseases-conditions/nearsightedness/symptoms-causes/syc-20375556\">Myopia occurs \u003c/a>when the eyeball stretches and grows too long, which makes far away objects look blurry.\u003c/p>\n\u003cp>Once a kid gets myopia, their eyeball will keep stretching and the condition will get progressively worse. If they develop \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6688422/#:~:text=People%20with%20high%20myopia%20have,the%20risk%20of%20retinal%20tears.\">high myopia\u003c/a>, it can increase the risk of serious eye problems down the road, such as retinal detachments, glaucoma and cataracts. It can even lead to blindness.\u003c/p>\n\u003cp>There are \u003ca href=\"https://www.aao.org/eye-health/diseases/myopia-control-in-children#:~:text=Low%2Ddose%20atropine%20eye%20drops&text=Myopia%20worsens%20as%20the%20eye,or%20itchiness%20around%20the%20eye.\">treatments available\u003c/a> to help slow the progression of myopia, including prescription atropine eye drops, special soft disposable contact lenses called MiSight, and hard contacts worn overnight known as orthokeratology, or ortho-K. But Ekdawi says the best approach is to protect children from developing myopia in the first place.\u003c/p>\n\u003cp>So how can spending time outside help?\u003c/p>\n\u003cp>That’s what Ian Morgan wanted to find out. \u003ca href=\"https://researchers.anu.edu.au/researchers/morgan-ig\">Morgan is a myopia researcher\u003c/a> at the Australian National University. A couple of decades ago, he noticed that the rates of myopia in East Asia were much higher than they were in Sydney.\u003c/p>\n\u003cp>He knew from animal studies that light stimulates the eye to release the neurotransmitter dopamine, which can slow the eyeball from stretching. “Australians are famous for their outdoor-oriented lifestyle,” he thought. “Maybe there’s a link between getting outside a lot and preventing the development of myopia.”\u003c/p>\n\u003cp>To test that theory, he and his colleagues designed a \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18294691/\">two-year study\u003c/a> involving more than 4,000 6 and 12-year-olds in Sydney. Turns out, the researchers were right.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>The children who reported spending more time outdoors were less likely to be myopic and, we showed later on, less likely to become myopic,” Morgan says of \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/18294691/\">the finding\u003c/a>, which was published in 2008.\u003c/p>\n\u003cp>Morgan’s research caught the attention of \u003ca href=\"https://www.changgung.hospital/en/m/doc-info.aspx?id=1230\">Dr. Pei-Chang Wu\u003c/a>, an ophthalmologist in Taiwan. As a retina specialist at Chang Gung Memorial Hospital in Kaohsiung, he’d seen the consequences of high myopia in patients as young as 10 with tears in their retina. Some even had retinal detachment – which can result in blindness if not treated quickly.\u003c/p>\n\u003cp>At the time, Wu’s young son was starting first grade, and he worried about Taiwan’s sky-high rates of myopia. Around \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0161642020306795#:~:text=Prevalence%20and%20Trends%20of%20High%20Myopia&text=The%20prevalence%20of%20high%20myopia%20in%2015%2Dyear%2Dold%20schoolchildren,0.039%3B%20Fig%201B\">90% of teens there\u003c/a> have it by the end of high school. Wu says the academic culture in Taiwan’s primary schools didn’t allow for much outdoor recess. “Many teachers want students to practice their homework during recess,” he says.\u003c/p>\n\u003cp>But Wu convinced his son’s elementary school to increase outdoor time. He also recruited a control school. A year later, his son’s school had half as many new myopia cases as the other school. “We saw the results – they were very successful,” Wu says.\u003c/p>\n\u003cp>He did more research, at more schools, and eventually convinced Taiwan’s Ministry of Education to encourage all primary schools to send students out doors for at least 2 hours a day, every day. The program launched in September 2010. And after decades of trending upward, the rate of myopia among Taiwan’s elementary school students began falling – from an all-time high of 50% in 2011 \u003ca href=\"https://www.aaojournal.org/article/S0161-6420(20)30139-1/fulltext\">down to 45.1% by 2015\u003c/a>. It’s a major achievement, says Ian Morgan.\u003c/p>\n\u003cp>“Certainly the people who have led the field are the people in Taiwan,” Morgan says.\u003c/p>\n\u003cp>Other studies have found that outdoor time can reduce the chances that kids will develop myopia even if they’re doing lots of near work, such as reading or looking at screens – something that has also risen dramatically in recent years. Outdoor time also helps even if kids have\u003ca href=\"https://iovs.arvojournals.org/article.aspx?articleid=2183997&resultClick=1\"> parents who have myopia. \u003c/a>\u003c/p>\n\u003cp>To get that eyesight protection, research suggests kids should be spending at least two hours a day outdoors – every single day. And the younger you intervene, the better.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>“To me, it’s like, eat your vegetables. You have to spend time outside,” Ekdawi says.\u003c/p>\n\u003cp>It doesn’t even matter if it’s sunny or cloudy – or what the kids are doing. “You can go to the park, you can ride your bike, you can sit and be a tree, walk your dog. All these things count,” she says.\u003c/p>\n\u003cp>And if you are worried about leaving time for homework, Ekdawi suggests having kids do that outside, too. As long as they are outdoors, that’s what matters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MICHEL MARTIN, HOST:\u003c/p>\n\u003cp>If you are a parent struggling to get your kids off their devices and outdoors to play, here is another reason to keep trying. Spending at least 2 hours outside each day may be the most important thing your kids can do to protect them from becoming nearsighted. NPR’s Maria Godoy has this report.\u003c/p>\n\u003cp>MARIA GODOY, BYLINE: On a sunny weekday afternoon, a group of elementary school age kids play tag at a park in suburban Silver Spring, Md.\u003c/p>\n\u003cp>UNIDENTIFIED CHILD #1: Not it.\u003c/p>\n\u003cp>UNIDENTIFIED CHILD #2: Not it.\u003c/p>\n\u003cp>GODOY: This outdoor playtime isn’t just good fun and exercise. Research shows it’s also key to preventing children from developing myopia, or nearsightedness.\u003c/p>\n\u003cp>NOHA EKDAWI: About 50% of my patients have myopia, which is an incredibly high number.\u003c/p>\n\u003cp>GODOY: Dr. Noha Ekdawi is a pediatric ophthalmologist in Wheaton, Ill. She says the number of kids she sees with myopia has grown astronomically over the 15 years she’s been in practice.\u003c/p>\n\u003cp>EKDAWI: Near-sightedness is just needing glasses to see distance. And inherently being nearsighted isn’t bad, necessarily.\u003c/p>\n\u003cp>GODOY: The problem is when you get myopia in childhood, it gets progressively worse. Myopia occurs when the eyeball stretches and grows too long, so faraway objects look blurry. If the eyeball stretches too much, it can increase the risk of serious eye problems down the road.\u003c/p>\n\u003cp>EKDAWI: Like retinal detachments, macular problems, glaucoma, cataract.\u003c/p>\n\u003cp>GODOY: That’s why prevention is so important. But how can spending time outside help? That’s what Ian Morgan wanted to know. He’s a researcher at the Australian National University. A couple of decades ago, Morgan noticed that rates of myopia in East Asia were much higher than they were in Sydney.\u003c/p>\n\u003cp>IAN MORGAN: We thought, well, Australians are famous for their outdoor-oriented lifestyle. And we thought maybe there’s a link between getting outside a lot and preventing the development of myopia.\u003c/p>\n\u003cp>GODOY: So he designed a two-year study of more than 4,000 kids in Sydney to test that theory. Turns out, he was right.\u003c/p>\n\u003cp>MORGAN: The children who reported spending more time outdoors were less likely to be myopic and we showed later are less likely to become myopic.\u003c/p>\n\u003cp>GODOY: Morgan’s research got the attention of Dr. Pei-Chang Wu, an ophthalmologist in Taiwan. His young son was starting first grade, and he worried about Taiwan’s sky-high rates of myopia. Ninety percent of students there have it by the time they leave school. Wu says the academic culture in Taiwan’s schools didn’t allow for much outdoor recess.\u003c/p>\n\u003cp>PEI-CHANG WU: Many teachers – they want students to practice their homework. And in Taiwan, outside is also very hot.\u003c/p>\n\u003cp>GODOY: Kids weren’t so keen to go outside, but Wu convinced his son’s elementary school to increase outdoor time. He also recruited a control school. A year later, his son’s school had half as many new myopia cases as the other school.\u003c/p>\n\u003cp>WU: We see the results very successful.\u003c/p>\n\u003cp>GODOY: He did more research at more schools and eventually convinced Taiwan’s Ministry of Education to encourage all elementary schools to send students outdoors for at least 2 hours a day every day. Since the program launched in 2010, Taiwan’s childhood myopia rates have dropped significantly. Ian Morgan says it’s a huge achievement.\u003c/p>\n\u003cp>MORGAN: Certainly the people who have lead the field are the people in Taiwan.\u003c/p>\n\u003cp>GODOY: Noha Ekdawi says the leading theory about why outdoor time helps is that outdoor light stimulates the eye to release more of the neurotransmitter dopamine.\u003c/p>\n\u003cp>EKDAWI: We think it raises dopamine levels in their bodies and changes something about the growth rate of the back of the eye to stop it from stretching and that’s that stretching that causes nearsightedness.\u003c/p>\n\u003cp>GODOY: To get that eyesight protection, the research suggests kids should be spending at least 2 hours a day outdoors every single day.\u003c/p>\n\u003cp>EKDAWI: To me, it’s like eat your vegetables. You have to spend time outside.\u003c/p>\n\u003cp>GODOY: Ekdawi says, it doesn’t even matter if it’s sunny or cloudy or what the kids are doing.\u003c/p>\n\u003cp>EKDAWI: You can go to the park, you can ride your bike, you can sit and be a tree, walk your dog – all these things count.\u003c/p>\n\u003cp>GODOY: If you’re worried about time for homework, have them do it outside too. As long as they’re outdoors, that’s what matters.\u003c/p>\n\u003cp>Maria Godoy, NPR News.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Why Writing by Hand Beats Typing for Thinking and Learning",
"headTitle": "Why Writing by Hand Beats Typing for Thinking and Learning | KQED",
"content": "\u003cp>If you’re like many digitally savvy Americans, it has likely been a while since you’ve spent much time writing by hand.\u003c/p>\n\u003cp>The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.\u003c/p>\n\u003cp>To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.\u003c/p>\n\u003cp>But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that’s uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.\u003c/p>\n\u003cp>In kids, studies show that tracing out ABCs, as opposed to typing them, leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better and longer-lasting recognition\u003c/a> and understanding of letters. Writing by hand also improves \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8222525/\">memory and recall\u003c/a> of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797614524581\">better conceptual understanding\u003c/a> of material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“There’s actually some very important things going on during the embodied experience of writing by hand,” says \u003ca href=\"https://www.rameshlab.com/\">Ramesh Balasubramaniam\u003c/a>, a neuroscientist at the University of California, Merced. “It has important cognitive benefits.”\u003c/p>\n\u003cp>While those benefits have long been recognized by some (for instance, many authors, including \u003ca href=\"https://www.newyorker.com/magazine/2017/10/16/jennifer-egans-travels-through-time\">Jennifer Egan\u003c/a> and \u003ca href=\"https://www.buzzfeed.com/hayleycampbell/the-art-of-neil-gaiman\">Neil Gaiman\u003c/a>, draft their stories by hand to stoke creativity), scientists have only recently started investigating \u003cem>why\u003c/em> writing by hand has these effects.\u003c/p>\n\u003cp>A slew of recent brain imaging research suggests handwriting’s power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.\u003c/p>\n\u003ch3>Your brain on handwriting\u003c/h3>\n\u003cp>Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.\u003c/p>\n\u003cp>“Handwriting is probably among the most complex motor skills that the brain is capable of,” says \u003ca href=\"https://lnc.univ-amu.fr/en/profile/longcamp-marieke\">Marieke Longcamp\u003c/a>, a cognitive neuroscientist at Aix-Marseille Université.\u003c/p>\n\u003cp>Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.\u003c/p>\n\u003cp>“Your fingers have to each do something different to produce a recognizable letter,” says \u003ca href=\"https://as.vanderbilt.edu/neuroscience/research-3/search-by-faculty/vinci-booher-sophia-department-of-psychology-and-human-development/\">Sophia Vinci-Booher\u003c/a>, an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it’s formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters’ shapes, says Vinci-Booher.\u003c/p>\n\u003cp>That’s not true for typing.\u003c/p>\n\u003cp>To type “tap” your fingers don’t have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.\u003c/p>\n\u003cp>Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing “\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1219945/full\">sync up\u003c/a>” with areas crucial to memory formation, firing at frequencies associated with learning.\u003c/p>\n\u003cp>“We don’t see that [synchronized activity] in typewriting at all,” says \u003ca href=\"https://www.ntnu.edu/employees/audrey.meer\">Audrey van der Meer\u003c/a>, a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.\u003c/p>\n\u003cp>Other experts agree. “There seems to be something fundamental about engaging your body to produce these shapes,” says \u003ca href=\"https://psy.uncg.edu/directory/wiley/\">Robert Wiley\u003c/a>, a cognitive psychologist at the University of North Carolina, Greensboro. “It lets you make associations between your body and what you’re seeing and hearing,” he says, which might give the mind more footholds for accessing a given concept or idea.\u003c/p>\n\u003cp>Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.\u003c/p>\n\u003ch3>What might be lost as handwriting wanes\u003c/h3>\n\u003cp>The clearest consequence of screens and keyboards replacing pen and paper might be on kids’ ability to learn the building blocks of literacy — letters.\u003c/p>\n\u003cp>“Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment,” says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.\u003c/p>\n\u003cp>“When kids write letters, they’re just messy,” she says. As kids practice writing “A,” each iteration is different, and that variability helps solidify their conceptual understanding of the letter.\u003c/p>\n\u003cp>Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.\u003c/p>\n\u003cp>This helps \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12965\">develop areas of the brain used during reading\u003c/a> in older children and adults, Vinci-Booher found.\u003c/p>\n\u003cp>“This could be one of the ways that early experiences actually translate to long-term life outcomes,” she says. “These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on.”\u003c/p>\n\u003cp>Ditching handwriting instruction could mean that those skills don’t get developed as well, which could impair kids’ ability to learn down the road.\u003c/p>\n\u003cp>“If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won’t reach their full potential,” says van der Meer. “It’s scary to think of the potential consequences.”\u003c/p>\n\u003cp>Many states are trying to avoid these risks by mandating cursive instruction. This year, California started \u003ca href=\"https://www.npr.org/2024/01/14/1224674052/california-is-mandating-cursive-handwriting-instruction-in-elementary-schools\">requiring elementary school students to learn cursive\u003c/a>, and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it’s the writing by hand that matters, not whether it’s print or cursive.)\u003c/p>\n\u003ch3>Slowing down and processing information\u003c/h3>\n\u003cp>For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.\u003c/p>\n\u003cp>During a meeting or lecture, it’s possible to type what you’re hearing verbatim. But often, “you’re not actually processing that information — you’re just typing in the blind,” says van der Meer. “If you take notes by hand, you can’t write everything down,” she says.\u003c/p>\n\u003cp>The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. “You make the information your own,” she says, which helps it stick in the brain.\u003c/p>\n\u003cp>Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. “When you’re writing a long essay, it’s obviously much more practical to use a keyboard,” says van der Meer.\u003c/p>\n\u003cp>Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.\u003c/p>\n\u003cp>“We’re foisting a lot of our knowledge, extending our cognition, to other devices, so it’s only natural that we’ve started using these other agents to do our writing for us,” says Balasubramaniam.\u003c/p>\n\u003cp>It’s possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that’s crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.\u003c/p>\n\u003cp>Balasubramaniam stresses, however, that we don’t have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It’s the movement that counts, he says, not its final form.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re like many digitally savvy Americans, it has likely been a while since you’ve spent much time writing by hand.\u003c/p>\n\u003cp>The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.\u003c/p>\n\u003cp>To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.\u003c/p>\n\u003cp>But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that’s uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.\u003c/p>\n\u003cp>In kids, studies show that tracing out ABCs, as opposed to typing them, leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better and longer-lasting recognition\u003c/a> and understanding of letters. Writing by hand also improves \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8222525/\">memory and recall\u003c/a> of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797614524581\">better conceptual understanding\u003c/a> of material.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s actually some very important things going on during the embodied experience of writing by hand,” says \u003ca href=\"https://www.rameshlab.com/\">Ramesh Balasubramaniam\u003c/a>, a neuroscientist at the University of California, Merced. “It has important cognitive benefits.”\u003c/p>\n\u003cp>While those benefits have long been recognized by some (for instance, many authors, including \u003ca href=\"https://www.newyorker.com/magazine/2017/10/16/jennifer-egans-travels-through-time\">Jennifer Egan\u003c/a> and \u003ca href=\"https://www.buzzfeed.com/hayleycampbell/the-art-of-neil-gaiman\">Neil Gaiman\u003c/a>, draft their stories by hand to stoke creativity), scientists have only recently started investigating \u003cem>why\u003c/em> writing by hand has these effects.\u003c/p>\n\u003cp>A slew of recent brain imaging research suggests handwriting’s power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.\u003c/p>\n\u003ch3>Your brain on handwriting\u003c/h3>\n\u003cp>Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.\u003c/p>\n\u003cp>“Handwriting is probably among the most complex motor skills that the brain is capable of,” says \u003ca href=\"https://lnc.univ-amu.fr/en/profile/longcamp-marieke\">Marieke Longcamp\u003c/a>, a cognitive neuroscientist at Aix-Marseille Université.\u003c/p>\n\u003cp>Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.\u003c/p>\n\u003cp>“Your fingers have to each do something different to produce a recognizable letter,” says \u003ca href=\"https://as.vanderbilt.edu/neuroscience/research-3/search-by-faculty/vinci-booher-sophia-department-of-psychology-and-human-development/\">Sophia Vinci-Booher\u003c/a>, an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it’s formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters’ shapes, says Vinci-Booher.\u003c/p>\n\u003cp>That’s not true for typing.\u003c/p>\n\u003cp>To type “tap” your fingers don’t have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.\u003c/p>\n\u003cp>Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing “\u003ca href=\"https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1219945/full\">sync up\u003c/a>” with areas crucial to memory formation, firing at frequencies associated with learning.\u003c/p>\n\u003cp>“We don’t see that [synchronized activity] in typewriting at all,” says \u003ca href=\"https://www.ntnu.edu/employees/audrey.meer\">Audrey van der Meer\u003c/a>, a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.\u003c/p>\n\u003cp>Other experts agree. “There seems to be something fundamental about engaging your body to produce these shapes,” says \u003ca href=\"https://psy.uncg.edu/directory/wiley/\">Robert Wiley\u003c/a>, a cognitive psychologist at the University of North Carolina, Greensboro. “It lets you make associations between your body and what you’re seeing and hearing,” he says, which might give the mind more footholds for accessing a given concept or idea.\u003c/p>\n\u003cp>Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.\u003c/p>\n\u003ch3>What might be lost as handwriting wanes\u003c/h3>\n\u003cp>The clearest consequence of screens and keyboards replacing pen and paper might be on kids’ ability to learn the building blocks of literacy — letters.\u003c/p>\n\u003cp>“Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment,” says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.\u003c/p>\n\u003cp>“When kids write letters, they’re just messy,” she says. As kids practice writing “A,” each iteration is different, and that variability helps solidify their conceptual understanding of the letter.\u003c/p>\n\u003cp>Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.\u003c/p>\n\u003cp>This helps \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12965\">develop areas of the brain used during reading\u003c/a> in older children and adults, Vinci-Booher found.\u003c/p>\n\u003cp>“This could be one of the ways that early experiences actually translate to long-term life outcomes,” she says. “These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on.”\u003c/p>\n\u003cp>Ditching handwriting instruction could mean that those skills don’t get developed as well, which could impair kids’ ability to learn down the road.\u003c/p>\n\u003cp>“If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won’t reach their full potential,” says van der Meer. “It’s scary to think of the potential consequences.”\u003c/p>\n\u003cp>Many states are trying to avoid these risks by mandating cursive instruction. This year, California started \u003ca href=\"https://www.npr.org/2024/01/14/1224674052/california-is-mandating-cursive-handwriting-instruction-in-elementary-schools\">requiring elementary school students to learn cursive\u003c/a>, and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it’s the writing by hand that matters, not whether it’s print or cursive.)\u003c/p>\n\u003ch3>Slowing down and processing information\u003c/h3>\n\u003cp>For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.\u003c/p>\n\u003cp>During a meeting or lecture, it’s possible to type what you’re hearing verbatim. But often, “you’re not actually processing that information — you’re just typing in the blind,” says van der Meer. “If you take notes by hand, you can’t write everything down,” she says.\u003c/p>\n\u003cp>The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. “You make the information your own,” she says, which helps it stick in the brain.\u003c/p>\n\u003cp>Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. “When you’re writing a long essay, it’s obviously much more practical to use a keyboard,” says van der Meer.\u003c/p>\n\u003cp>Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.\u003c/p>\n\u003cp>“We’re foisting a lot of our knowledge, extending our cognition, to other devices, so it’s only natural that we’ve started using these other agents to do our writing for us,” says Balasubramaniam.\u003c/p>\n\u003cp>It’s possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that’s crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.\u003c/p>\n\u003cp>Balasubramaniam stresses, however, that we don’t have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It’s the movement that counts, he says, not its final form.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "How Do You Counter Misinformation? Critical Thinking Is Step One | KQED",
"content": "\u003cp>Late last year, in the days before the Slovakian parliamentary elections, two viral audio clips threatened to derail the campaign of a pro-Western, liberal party leader named Michal Šimečka. The first was a clip of Šimečka announcing he wanted to \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087a89db0eac63b8fcc0f5130867d4deb3b37f4a9418edc6c5c2a62a5f2ada1270a6817d015f3e41bab69b04bac19860f6\">double the price\u003c/a> of beer, which, in a nation known for \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600895c26e8fd0fd753e13e10ad46db43ad7479e31273018d065e98bc1cd961da5f6a44248d1c9e9837a12ae342b6d695b3d\">its love\u003c/a> of lagers and pilsners, is not exactly a popular policy position.\u003c/p>\n\u003cp>In a second clip, Šimečka can be heard telling a journalist about his intentions to commit fraud and rig the election. Talk about career suicide, especially for someone known as a champion of liberal democracy.\u003c/p>\n\u003cp>There was, however, just one issue with these audio clips: They were completely fake.\u003c/p>\n\u003cp>The International Press Institute has \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260083bf22bee7b3e8599903090a793e687a7df0e330ce7559fbb5d1968dd5bc19c6c2c96c5fba3d5620e10843eb298261a5e\">called this episode\u003c/a> in Slovakia the first time that AI deepfakes — fake audio clips, images, or videos generated by artificial intelligence — have played a prominent role in a national election. While it’s unclear whether these bogus audio clips were decisive in Slovakia’s electoral contest, the fact is Šimečka’s party lost the election, and \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081fb970fb49a4a7f416eaca1304102b2da385f21606179cbc7bfb57e555bfbe984dbaa8df83dcffe49f870013e76be670\">a pro-Kremlin populist\u003c/a> now leads Slovakia.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260082a48e19514ce92502d18d09fbfa7728fb3fbbf1827dbc62870c86c26683e525708c64abaeb956a71a90fefe0d8e59f86\">a report from the World Economic Forum\u003c/a> found that over 1,400 security experts consider misinformation and disinformation (misinformation created with the intention to mislead) the biggest global risk in the next two years — more dangerous than war, extreme weather events, inflation, and everything else that’s scary. There are a \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c2cf4b094e9e9edbc00c27cc4de92c6f1041fcb2a2faa8ca21863935bd0f37001240db0294b6a999f0f7f42457d3c523\">bevy\u003c/a> of \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600845e1ff703cdcde759d32b02235161a87a12a58a29387957fefed2d580562d9c498fdb995dd9b23a9613ded401bf32eeb\">new\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087da8dcbdf767a34332ee028518504bb71bf050116f4a077626bcda7fe5c097fb000b0e94b30a4d4d006a731b68be277b\">books\u003c/a> and a constant stream of \u003ca href=\"https://www.newyorker.com/magazine/2024/04/22/dont-believe-what-theyre-telling-you-about-misinformation?utm_source=npr_newsletter&utm_medium=email&utm_content=20240426&utm_term=9424580&utm_campaign=money&utm_id=43216970&orgid=346&utm_att1=\">articles\u003c/a> that wrestle with this issue. Now even economists are working to figure out how to fight misinformation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In \u003ca href=\"https://www.nber.org/papers/w32367\">a new study\u003c/a>, “Toward an Understanding of the Economics of Misinformation: Evidence from a Demand Side Field Experiment on Critical Thinking,” economists John A. List, Lina M. Ramírez, Julia Seither, Jaime Unda and Beatriz Vallejo conduct a real-world experiment to see whether simple, low-cost \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008f4a83aa5ea9bc65bcd51dc949065e95b7df301c2c55d85c8c4eac1840daebb508ecdf8e1c2243f2100414c024269b178\">nudges\u003c/a> can be effective in helping consumers to reject misinformation. (Side note: List is a groundbreaking empirical economist at the University of Chicago, and he’s \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081be359af959368cc7d2324e9725b41c07ee54cbde0788171d575b78582c50b5f64e0e19349cde4b8b9588cdc16835b94\">a longtime\u003c/a> friend of the \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c52285f80ccc32a26407ec296311f5a3956a673ebc416a2373a8e8e096272ec004955a06b042678441cef2faf2336de0\">show\u003c/a> and \u003ca href=\"https://www.npr.org/sections/money/2019/09/17/761312221/does-it-pay-for-companies-to-do-good\">this\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008b93a8deb8dc83255ff8262baccc904a54589d32542dc0a877a98d3f18e5268bcffc6b6b9e58fe69838021f3a2c450b55\">newsletter\u003c/a>).\u003c/p>\n\u003cp>While most studies have focused on the supply side of misinformation — social media platforms, nefarious suppliers of lies and hoaxes, and so on — these authors say much less attention has been paid to the demand side: increasing our capacity, as individuals, to identify and think critically about the bogus information that we may encounter in our daily lives.\u003c/p>\n\u003ch3>A Real-Life Experiment To Fight Misinformation\u003c/h3>\n\u003cp>The economists conducted their field experiment in the run-up to the 2022 presidential election in Colombia. Like the United States, Colombia is grappling with political polarization. Within a context of extreme tribalism, the authors suggest, truth becomes more disposable and the demand for misinformation rises. People become willing to believe and share anything in their quest for their political tribe to win.\u003c/p>\n\u003cp>To figure out effective ways to lower the demand for misinformation, the economists recruited over 2,000 Colombians to participate in an online experiment. These participants were randomly distributed into four different groups.\u003c/p>\n\u003cp>One group was shown a video demonstrating “how automatic thinking and misperceptions can affect our everyday lives.” The video shows an interaction between two people from politically antagonistic social groups who, before interacting, express negative stereotypes about the other’s group. The video shows a convincing journey of these two people overcoming their differences. Ultimately, they express regret over unthinkingly using stereotypes to dehumanize one another. The video ends by encouraging viewers to question their own biases by “slowing down” their thinking and thinking more critically.\u003c/p>\n\u003cp>Another group completed a “a personality test that shows them their cognitive traits and how this makes them prone to behavioral biases.” The basic idea is they see their biases in action and become more self-aware and critical of them, thereby decreasing their demand for misinformation.\u003c/p>\n\u003cp>A third group both watched the video and took the personality test.\u003c/p>\n\u003cp>Finally, there was a control group, which neither watched the video nor took the personality test.\u003c/p>\n\u003cp>To gauge whether these nudges get participants to be more critical of misinformation, each group was shown a series of headlines, some completely fake and some real. Some of these headlines leaned left, others leaned right, and some were politically neutral. The participants were then asked to determine whether these headlines were fake. In addition, the participants were shown two untrue tweets, one political and one not. They were asked whether they were truthful and whether they would report either to social media moderators as misinformation.\u003c/p>\n\u003ch3>What They Found\u003c/h3>\n\u003cp>The economists find that the simple intervention of showing a short video of people from politically antagonistic backgrounds getting along inspires viewers to be more skeptical of and less susceptible to misinformation. They find that participants who watch the video are over 30 percent less likely to “consider fake news reliable.” At the same time, the video did little to encourage viewers to report fake tweets as misinformation.\u003c/p>\n\u003cp>Meanwhile, the researchers find that the personality test, which forces participants to confront their own biases, has little or no effect on their propensity to believe or reject fake news. It turns out being called out on our lizard brain tribalism and other biases doesn’t necessarily improve our thinking.\u003c/p>\n\u003cp>In a concerning twist, the economists found that participants who both took the test and watched the video became so skeptical that they were about 31 percent less likely to view true headlines as reliable. In other words, they became so distrustful that even the truth became suspect. As has become increasingly clear, this is a danger in the new world of deepfakes: not only do they make people believe untrue things, they also may make people so disoriented that they don’t believe true things.\u003c/p>\n\u003cp>As for why the videos are successful in helping to fight misinformation, the researchers suggest that it’s because they encourage people to stop dehumanizing their political opponents, think more critically, and be less willing to accept bogus narratives even when it bolsters their political beliefs or goals. Often — in a sort of kumbaya way — centrist political leaders encourage us to recognize our commonalities as fellow countrymen and work together across partisan lines. It turns out that may also help us sharpen our thinking skills and improve our ability to recognize and reject misinformation.\u003c/p>\n\u003ch3>Critical Thinking In The Age Of AI\u003c/h3>\n\u003cp>Of course, this study was conducted back in 2022. Back then, misinformation, for the most part, was pretty low-tech. Misinformation may now be getting turbocharged with the rapid proliferation and advancement of artificial intelligence.\u003c/p>\n\u003cp>List and his colleagues are far from the first scholars to suggest that helping us become more critical thinkers is an effective way to combat misinformation. University of Cambridge psychologist Sander van der Linden has done a lot of work in the realm of what’s known as “psychological inoculation,” basically getting people to recognize how and why we’re susceptible to misinformation as a way to make us less likely to believe it when we encounter it. He’s the author of a new book called \u003cem>Foolproof: Why Misinformation Infects Our Minds and How to Build Immunity\u003c/em>. Drawing an analogy to how vaccinations work, Van der Linden advocates exposing people to misinformation and showing how it’s false as a way to help them spot and to reject misinformation in the wild. He calls it “prebunking” (as in debunking something before it happens).\u003c/p>\n\u003cp>Of course, especially with the advent of AI deepfakes, misinformation cannot only be combated on the demand side. Social media platforms, AI companies, and the government will all likely have to play an important role. There’s clearly a long way to go to overcoming this problem, but we have recently seen some progress. For example, OpenAI \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c426eb3a733ce8af2b5c756a99d4bc1e0753b552cf80f96c6573978840b10d8503227be548ef8309530f245539742cd0\">recently began\u003c/a> “watermarking” AI-generated images that their software produces to help people spot pictures that aren’t real. And the federal government \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260080770c41cc2349c4ea39494ab90e5e9f80ddbf8247f7ed6c87a5a5a6b4532d11e629551d0c4e8c8514269613c8e9c3969\">recently encouraged four companies\u003c/a> to create new technologies to help people distinguish between authentic human speech and AI deepfakes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This new world where the truth is harder to believe may be pretty scary. But, as this new study suggests, nudges and incentives to get us to slow our thinking, think more critically, and be less tribal could be an important part of the solution.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Late last year, in the days before the Slovakian parliamentary elections, two viral audio clips threatened to derail the campaign of a pro-Western, liberal party leader named Michal Šimečka. The first was a clip of Šimečka announcing he wanted to \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087a89db0eac63b8fcc0f5130867d4deb3b37f4a9418edc6c5c2a62a5f2ada1270a6817d015f3e41bab69b04bac19860f6\">double the price\u003c/a> of beer, which, in a nation known for \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600895c26e8fd0fd753e13e10ad46db43ad7479e31273018d065e98bc1cd961da5f6a44248d1c9e9837a12ae342b6d695b3d\">its love\u003c/a> of lagers and pilsners, is not exactly a popular policy position.\u003c/p>\n\u003cp>In a second clip, Šimečka can be heard telling a journalist about his intentions to commit fraud and rig the election. Talk about career suicide, especially for someone known as a champion of liberal democracy.\u003c/p>\n\u003cp>There was, however, just one issue with these audio clips: They were completely fake.\u003c/p>\n\u003cp>The International Press Institute has \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260083bf22bee7b3e8599903090a793e687a7df0e330ce7559fbb5d1968dd5bc19c6c2c96c5fba3d5620e10843eb298261a5e\">called this episode\u003c/a> in Slovakia the first time that AI deepfakes — fake audio clips, images, or videos generated by artificial intelligence — have played a prominent role in a national election. While it’s unclear whether these bogus audio clips were decisive in Slovakia’s electoral contest, the fact is Šimečka’s party lost the election, and \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081fb970fb49a4a7f416eaca1304102b2da385f21606179cbc7bfb57e555bfbe984dbaa8df83dcffe49f870013e76be670\">a pro-Kremlin populist\u003c/a> now leads Slovakia.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260082a48e19514ce92502d18d09fbfa7728fb3fbbf1827dbc62870c86c26683e525708c64abaeb956a71a90fefe0d8e59f86\">a report from the World Economic Forum\u003c/a> found that over 1,400 security experts consider misinformation and disinformation (misinformation created with the intention to mislead) the biggest global risk in the next two years — more dangerous than war, extreme weather events, inflation, and everything else that’s scary. There are a \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c2cf4b094e9e9edbc00c27cc4de92c6f1041fcb2a2faa8ca21863935bd0f37001240db0294b6a999f0f7f42457d3c523\">bevy\u003c/a> of \u003ca href=\"https://click.nl.npr.org/?qs=761e8f093732600845e1ff703cdcde759d32b02235161a87a12a58a29387957fefed2d580562d9c498fdb995dd9b23a9613ded401bf32eeb\">new\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260087da8dcbdf767a34332ee028518504bb71bf050116f4a077626bcda7fe5c097fb000b0e94b30a4d4d006a731b68be277b\">books\u003c/a> and a constant stream of \u003ca href=\"https://www.newyorker.com/magazine/2024/04/22/dont-believe-what-theyre-telling-you-about-misinformation?utm_source=npr_newsletter&utm_medium=email&utm_content=20240426&utm_term=9424580&utm_campaign=money&utm_id=43216970&orgid=346&utm_att1=\">articles\u003c/a> that wrestle with this issue. Now even economists are working to figure out how to fight misinformation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In \u003ca href=\"https://www.nber.org/papers/w32367\">a new study\u003c/a>, “Toward an Understanding of the Economics of Misinformation: Evidence from a Demand Side Field Experiment on Critical Thinking,” economists John A. List, Lina M. Ramírez, Julia Seither, Jaime Unda and Beatriz Vallejo conduct a real-world experiment to see whether simple, low-cost \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008f4a83aa5ea9bc65bcd51dc949065e95b7df301c2c55d85c8c4eac1840daebb508ecdf8e1c2243f2100414c024269b178\">nudges\u003c/a> can be effective in helping consumers to reject misinformation. (Side note: List is a groundbreaking empirical economist at the University of Chicago, and he’s \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260081be359af959368cc7d2324e9725b41c07ee54cbde0788171d575b78582c50b5f64e0e19349cde4b8b9588cdc16835b94\">a longtime\u003c/a> friend of the \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c52285f80ccc32a26407ec296311f5a3956a673ebc416a2373a8e8e096272ec004955a06b042678441cef2faf2336de0\">show\u003c/a> and \u003ca href=\"https://www.npr.org/sections/money/2019/09/17/761312221/does-it-pay-for-companies-to-do-good\">this\u003c/a> \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008b93a8deb8dc83255ff8262baccc904a54589d32542dc0a877a98d3f18e5268bcffc6b6b9e58fe69838021f3a2c450b55\">newsletter\u003c/a>).\u003c/p>\n\u003cp>While most studies have focused on the supply side of misinformation — social media platforms, nefarious suppliers of lies and hoaxes, and so on — these authors say much less attention has been paid to the demand side: increasing our capacity, as individuals, to identify and think critically about the bogus information that we may encounter in our daily lives.\u003c/p>\n\u003ch3>A Real-Life Experiment To Fight Misinformation\u003c/h3>\n\u003cp>The economists conducted their field experiment in the run-up to the 2022 presidential election in Colombia. Like the United States, Colombia is grappling with political polarization. Within a context of extreme tribalism, the authors suggest, truth becomes more disposable and the demand for misinformation rises. People become willing to believe and share anything in their quest for their political tribe to win.\u003c/p>\n\u003cp>To figure out effective ways to lower the demand for misinformation, the economists recruited over 2,000 Colombians to participate in an online experiment. These participants were randomly distributed into four different groups.\u003c/p>\n\u003cp>One group was shown a video demonstrating “how automatic thinking and misperceptions can affect our everyday lives.” The video shows an interaction between two people from politically antagonistic social groups who, before interacting, express negative stereotypes about the other’s group. The video shows a convincing journey of these two people overcoming their differences. Ultimately, they express regret over unthinkingly using stereotypes to dehumanize one another. The video ends by encouraging viewers to question their own biases by “slowing down” their thinking and thinking more critically.\u003c/p>\n\u003cp>Another group completed a “a personality test that shows them their cognitive traits and how this makes them prone to behavioral biases.” The basic idea is they see their biases in action and become more self-aware and critical of them, thereby decreasing their demand for misinformation.\u003c/p>\n\u003cp>A third group both watched the video and took the personality test.\u003c/p>\n\u003cp>Finally, there was a control group, which neither watched the video nor took the personality test.\u003c/p>\n\u003cp>To gauge whether these nudges get participants to be more critical of misinformation, each group was shown a series of headlines, some completely fake and some real. Some of these headlines leaned left, others leaned right, and some were politically neutral. The participants were then asked to determine whether these headlines were fake. In addition, the participants were shown two untrue tweets, one political and one not. They were asked whether they were truthful and whether they would report either to social media moderators as misinformation.\u003c/p>\n\u003ch3>What They Found\u003c/h3>\n\u003cp>The economists find that the simple intervention of showing a short video of people from politically antagonistic backgrounds getting along inspires viewers to be more skeptical of and less susceptible to misinformation. They find that participants who watch the video are over 30 percent less likely to “consider fake news reliable.” At the same time, the video did little to encourage viewers to report fake tweets as misinformation.\u003c/p>\n\u003cp>Meanwhile, the researchers find that the personality test, which forces participants to confront their own biases, has little or no effect on their propensity to believe or reject fake news. It turns out being called out on our lizard brain tribalism and other biases doesn’t necessarily improve our thinking.\u003c/p>\n\u003cp>In a concerning twist, the economists found that participants who both took the test and watched the video became so skeptical that they were about 31 percent less likely to view true headlines as reliable. In other words, they became so distrustful that even the truth became suspect. As has become increasingly clear, this is a danger in the new world of deepfakes: not only do they make people believe untrue things, they also may make people so disoriented that they don’t believe true things.\u003c/p>\n\u003cp>As for why the videos are successful in helping to fight misinformation, the researchers suggest that it’s because they encourage people to stop dehumanizing their political opponents, think more critically, and be less willing to accept bogus narratives even when it bolsters their political beliefs or goals. Often — in a sort of kumbaya way — centrist political leaders encourage us to recognize our commonalities as fellow countrymen and work together across partisan lines. It turns out that may also help us sharpen our thinking skills and improve our ability to recognize and reject misinformation.\u003c/p>\n\u003ch3>Critical Thinking In The Age Of AI\u003c/h3>\n\u003cp>Of course, this study was conducted back in 2022. Back then, misinformation, for the most part, was pretty low-tech. Misinformation may now be getting turbocharged with the rapid proliferation and advancement of artificial intelligence.\u003c/p>\n\u003cp>List and his colleagues are far from the first scholars to suggest that helping us become more critical thinkers is an effective way to combat misinformation. University of Cambridge psychologist Sander van der Linden has done a lot of work in the realm of what’s known as “psychological inoculation,” basically getting people to recognize how and why we’re susceptible to misinformation as a way to make us less likely to believe it when we encounter it. He’s the author of a new book called \u003cem>Foolproof: Why Misinformation Infects Our Minds and How to Build Immunity\u003c/em>. Drawing an analogy to how vaccinations work, Van der Linden advocates exposing people to misinformation and showing how it’s false as a way to help them spot and to reject misinformation in the wild. He calls it “prebunking” (as in debunking something before it happens).\u003c/p>\n\u003cp>Of course, especially with the advent of AI deepfakes, misinformation cannot only be combated on the demand side. Social media platforms, AI companies, and the government will all likely have to play an important role. There’s clearly a long way to go to overcoming this problem, but we have recently seen some progress. For example, OpenAI \u003ca href=\"https://click.nl.npr.org/?qs=761e8f0937326008c426eb3a733ce8af2b5c756a99d4bc1e0753b552cf80f96c6573978840b10d8503227be548ef8309530f245539742cd0\">recently began\u003c/a> “watermarking” AI-generated images that their software produces to help people spot pictures that aren’t real. And the federal government \u003ca href=\"https://click.nl.npr.org/?qs=761e8f09373260080770c41cc2349c4ea39494ab90e5e9f80ddbf8247f7ed6c87a5a5a6b4532d11e629551d0c4e8c8514269613c8e9c3969\">recently encouraged four companies\u003c/a> to create new technologies to help people distinguish between authentic human speech and AI deepfakes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This new world where the truth is harder to believe may be pretty scary. But, as this new study suggests, nudges and incentives to get us to slow our thinking, think more critically, and be less tribal could be an important part of the solution.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003ca href=\"https://gloriamark.com/attention-span/\">\u003cem>Attention Span\u003c/em>\u003c/a>, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/p>\n\u003cp>Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">In a 2019 study\u003c/a> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades.\u003c/p>\n\u003cp>According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference.\u003c/p>\n\u003cp>In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day.\u003c/p>\n\u003ch2>\u003cstrong>The myth of endless focus\u003c/strong>\u003c/h2>\n\u003cp>According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>The myth of multitasking\u003c/strong>\u003c/h2>\n\u003cp>Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/p>\n\u003ch2>\u003cstrong>The myth of self-discipline\u003c/strong>\u003c/h2>\n\u003cp>The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/p>\n\u003ch2>\u003cstrong>Solutions\u003c/strong>\u003c/h2>\n\u003cp>Mark sees the \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">banning of smartphones\u003c/a> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">broaden and build theory\u003c/a>, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/p>\n\u003cp>According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>During an interview, Mark stressed the importance of the integration of \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy\u003c/a> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003ca href=\"https://gloriamark.com/attention-span/\">\u003cem>Attention Span\u003c/em>\u003c/a>, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/p>\n\u003cp>Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">In a 2019 study\u003c/a> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades.\u003c/p>\n\u003cp>According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference.\u003c/p>\n\u003cp>In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day.\u003c/p>\n\u003ch2>\u003cstrong>The myth of endless focus\u003c/strong>\u003c/h2>\n\u003cp>According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>The myth of multitasking\u003c/strong>\u003c/h2>\n\u003cp>Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/p>\n\u003ch2>\u003cstrong>The myth of self-discipline\u003c/strong>\u003c/h2>\n\u003cp>The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/p>\n\u003ch2>\u003cstrong>Solutions\u003c/strong>\u003c/h2>\n\u003cp>Mark sees the \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">banning of smartphones\u003c/a> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">broaden and build theory\u003c/a>, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/p>\n\u003cp>According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>During an interview, Mark stressed the importance of the integration of \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy\u003c/a> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Indiana Lawmakers Ban Cellphones in Class. Now It's Up to Schools to Figure Out How",
"headTitle": "Indiana Lawmakers Ban Cellphones in Class. Now It’s Up to Schools to Figure Out How | KQED",
"content": "\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time",
"headTitle": "10 Hacks to Boost Teens’ Executive Function Skills and Manage Screen Time | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n",
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"excerpt": "Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones, in school.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Teaching Media Literacy with Escape Rooms and AI Photos",
"headTitle": "Teaching Media Literacy with Escape Rooms and AI Photos | KQED",
"content": "\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "NPR's Student Podcast Challenge is back – with a fourth-grade edition!",
"headTitle": "NPR’s Student Podcast Challenge is back – with a fourth-grade edition! | KQED",
"content": "\u003cp>Microphone? Check. Headphones? Ready. A story you just can’t stop talking about? Got it!\u003c/p>\n\u003cp>Yup, it’s time again for \u003ca href=\"http://npr.org/studentpodcastchallenge\">NPR’s Student Podcast Challenge\u003c/a>. And we’re here to announce the opening bell of year six of this annual competition.\u003c/p>\n\u003cp>In our first half-decade, we’ve listened to more than 15,000 podcasts, from more than 80,000 young people all over the country. You’ve explored serious issues, like the pandemic lockdown and how it affected learning and mental health; how our changing climate is impacting your lives.\u003c/p>\n\u003cp>Other students, including a number of our winners, have poured into their microphones deeply personal stories, about their families, their hometowns, or their identities. Among the great podcasts that we remember years later are stories about race, gender, disabilities, and the \u003ca href=\"https://www.npr.org/2023/07/13/1187626149/the-sunday-story-the-kids-have-something-to-say\">struggle of being a young person in these troubled times\u003c/a>. And along the way students have, of course, remembered to \u003ca href=\"https://www.wbur.org/hereandnow/2023/06/30/npr-student-podcast-challenge\">bring us the joy and fun and excitement\u003c/a> they see in their lives and their communities.\u003c/p>\n\u003cp>On our end, we’ve listened to your feedback each year – great suggestions that have brought our ongoing College Podcast Challenge, and a special prize last year for the best podcast about mental health.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This year, we’ve got a big new change: Since the beginning, the contest has been open for students in grades five through 12. But each year, we’ve heard from elementary teachers asking, what about my younger kids?\u003c/p>\n\u003cp>This year, in response to that popular demand, from elementary teachers, we are introducing our \u003cstrong>first-ever fourth grade contest! \u003c/strong>So if you teach or work with fourth graders – please consider podcasting with your students and entering our contest!\u003c/p>\n\u003cp>The sixth annual Student Podcast Challenge is now open for entries starting \u003cstrong>Feb. 2, 2024\u003c/strong> and will close on \u003cstrong>May 3, 2024\u003c/strong>. Our judges will choose winners in three categories: \u003cstrong>grade four, grades five through eight, and grades nine through 12\u003c/strong>.\u003c/p>\n\u003cp>As in the past, entries must be submitted by a teacher, educator, or mentor who is 18 years or older. And don’t forget all the tips, advice and lesson plans we’ve compiled over the years – more on that below. \u003cem>\u003cstrong>Especially the rules around the maximum length of eight minutes, and about the use of music\u003c/strong>\u003c/em>\u003cem>.\u003c/em> (\u003ca href=\"https://www.npr.org/2018/11/15/662979069/npr-student-podcast-challenge-official-rules\">You can find the contest rules here.\u003c/a>) After years of listening to student podcasts, we’ve learned that shorter is better.\u003c/p>\n\u003cp>And, for our college podcasters, we’ll be announcing finalists and the winner of the 2023 College Podcast Challenge in the next month. So please keep an eye out! The college edition will return this fall with a $5,000 grand prize and $500 prizes for finalists.\u003c/p>\n\u003cp>The contest rules remain pretty much the same: Students can create a podcast about any topic they wish to explore. To give you an idea, we’ve listened to stories on everything from \u003ca href=\"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest\">social media\u003c/a>, \u003ca href=\"https://www.npr.org/2021/10/16/1017879531/dont-judge-these-teens-by-their-tattoos\">tattoos\u003c/a> to even \u003ca href=\"https://soundcloud.com/rodney-west-estell/amelias-storytelling/s-3gS1X9Y0BFO?si=12e97c079c4743eea645e07ffe2a7339&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">fictional tales\u003c/a>. Some themes we’ve seen over and over include \u003ca href=\"https://www.npr.org/2021/08/17/1028353571/who-runs-the-world-kids\">questions on race and identity\u003c/a> and how young people \u003ca href=\"https://www.npr.org/transcripts/704860132\">do, or don’t, fit in\u003c/a>. Your podcast can also be in many different formats: an interview, narrative story or even investigative reporting. You can do it by yourself or with your entire class.\u003c/p>\n\u003cp>To help you get started, we’ve got a slew of podcasting resources on \u003ca href=\"https://www.npr.org/2021/11/13/1055572907/how-to-tell-a-great-story\">how to tell a good story\u003c/a>, \u003ca href=\"https://www.npr.org/2021/11/07/1053294692/warm-up-time\">how to warm up your voice\u003c/a> and \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">how to use music in your podcast\u003c/a>, among other topics. Even, and we’re serious about this: \u003ca href=\"https://www.npr.org/2020/01/10/794201416/how-a-pillow-fort-can-make-your-podcast-sound-better\">how making a pillow fort \u003c/a>can make you sound better!\u003c/p>\n\u003cp>You can find more tips and tricks on \u003ca href=\"https://www.npr.org/podcasts/510354/the-students-podcast\">The Students’ Podcast\u003c/a>, our podcast on how to make a good podcast. We also encourage you to get a feel for what we’re looking for by listening to last year’s \u003ca href=\"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner\">high school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner\">middle school winners\u003c/a>. And previous years’ winners’ \u003ca href=\"http://npr.org/studentpodcastchallenge\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more tips, advice and the latest updates on this year’s contest, make sure to \u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">sign up for our newsletter\u003c/a>. Students, we can’t wait to hear your stories. Good luck!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%27s+Student+Podcast+Challenge+is+back+%E2%80%93+with+a+fourth-grade+edition%21&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Microphone? Check. Headphones? Ready. A story you just can’t stop talking about? Got it!\u003c/p>\n\u003cp>Yup, it’s time again for \u003ca href=\"http://npr.org/studentpodcastchallenge\">NPR’s Student Podcast Challenge\u003c/a>. And we’re here to announce the opening bell of year six of this annual competition.\u003c/p>\n\u003cp>In our first half-decade, we’ve listened to more than 15,000 podcasts, from more than 80,000 young people all over the country. You’ve explored serious issues, like the pandemic lockdown and how it affected learning and mental health; how our changing climate is impacting your lives.\u003c/p>\n\u003cp>Other students, including a number of our winners, have poured into their microphones deeply personal stories, about their families, their hometowns, or their identities. Among the great podcasts that we remember years later are stories about race, gender, disabilities, and the \u003ca href=\"https://www.npr.org/2023/07/13/1187626149/the-sunday-story-the-kids-have-something-to-say\">struggle of being a young person in these troubled times\u003c/a>. And along the way students have, of course, remembered to \u003ca href=\"https://www.wbur.org/hereandnow/2023/06/30/npr-student-podcast-challenge\">bring us the joy and fun and excitement\u003c/a> they see in their lives and their communities.\u003c/p>\n\u003cp>On our end, we’ve listened to your feedback each year – great suggestions that have brought our ongoing College Podcast Challenge, and a special prize last year for the best podcast about mental health.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This year, we’ve got a big new change: Since the beginning, the contest has been open for students in grades five through 12. But each year, we’ve heard from elementary teachers asking, what about my younger kids?\u003c/p>\n\u003cp>This year, in response to that popular demand, from elementary teachers, we are introducing our \u003cstrong>first-ever fourth grade contest! \u003c/strong>So if you teach or work with fourth graders – please consider podcasting with your students and entering our contest!\u003c/p>\n\u003cp>The sixth annual Student Podcast Challenge is now open for entries starting \u003cstrong>Feb. 2, 2024\u003c/strong> and will close on \u003cstrong>May 3, 2024\u003c/strong>. Our judges will choose winners in three categories: \u003cstrong>grade four, grades five through eight, and grades nine through 12\u003c/strong>.\u003c/p>\n\u003cp>As in the past, entries must be submitted by a teacher, educator, or mentor who is 18 years or older. And don’t forget all the tips, advice and lesson plans we’ve compiled over the years – more on that below. \u003cem>\u003cstrong>Especially the rules around the maximum length of eight minutes, and about the use of music\u003c/strong>\u003c/em>\u003cem>.\u003c/em> (\u003ca href=\"https://www.npr.org/2018/11/15/662979069/npr-student-podcast-challenge-official-rules\">You can find the contest rules here.\u003c/a>) After years of listening to student podcasts, we’ve learned that shorter is better.\u003c/p>\n\u003cp>And, for our college podcasters, we’ll be announcing finalists and the winner of the 2023 College Podcast Challenge in the next month. So please keep an eye out! The college edition will return this fall with a $5,000 grand prize and $500 prizes for finalists.\u003c/p>\n\u003cp>The contest rules remain pretty much the same: Students can create a podcast about any topic they wish to explore. To give you an idea, we’ve listened to stories on everything from \u003ca href=\"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest\">social media\u003c/a>, \u003ca href=\"https://www.npr.org/2021/10/16/1017879531/dont-judge-these-teens-by-their-tattoos\">tattoos\u003c/a> to even \u003ca href=\"https://soundcloud.com/rodney-west-estell/amelias-storytelling/s-3gS1X9Y0BFO?si=12e97c079c4743eea645e07ffe2a7339&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">fictional tales\u003c/a>. Some themes we’ve seen over and over include \u003ca href=\"https://www.npr.org/2021/08/17/1028353571/who-runs-the-world-kids\">questions on race and identity\u003c/a> and how young people \u003ca href=\"https://www.npr.org/transcripts/704860132\">do, or don’t, fit in\u003c/a>. Your podcast can also be in many different formats: an interview, narrative story or even investigative reporting. You can do it by yourself or with your entire class.\u003c/p>\n\u003cp>To help you get started, we’ve got a slew of podcasting resources on \u003ca href=\"https://www.npr.org/2021/11/13/1055572907/how-to-tell-a-great-story\">how to tell a good story\u003c/a>, \u003ca href=\"https://www.npr.org/2021/11/07/1053294692/warm-up-time\">how to warm up your voice\u003c/a> and \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">how to use music in your podcast\u003c/a>, among other topics. Even, and we’re serious about this: \u003ca href=\"https://www.npr.org/2020/01/10/794201416/how-a-pillow-fort-can-make-your-podcast-sound-better\">how making a pillow fort \u003c/a>can make you sound better!\u003c/p>\n\u003cp>You can find more tips and tricks on \u003ca href=\"https://www.npr.org/podcasts/510354/the-students-podcast\">The Students’ Podcast\u003c/a>, our podcast on how to make a good podcast. We also encourage you to get a feel for what we’re looking for by listening to last year’s \u003ca href=\"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner\">high school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner\">middle school winners\u003c/a>. And previous years’ winners’ \u003ca href=\"http://npr.org/studentpodcastchallenge\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more tips, advice and the latest updates on this year’s contest, make sure to \u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">sign up for our newsletter\u003c/a>. Students, we can’t wait to hear your stories. Good luck!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%27s+Student+Podcast+Challenge+is+back+%E2%80%93+with+a+fourth-grade+edition%21&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Demystifying Copyright for Teachers and Students",
"headTitle": "Demystifying Copyright for Teachers and Students | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n",
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"excerpt": "When teachers model correct copyright use they not only shield themselves from legal complications, but also set a good example for students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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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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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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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.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
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"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"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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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/",
"meta": {
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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"
}
},
"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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"officialWebsiteLink": "https://mastersofscale.com/",
"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"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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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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"source": "pbs"
},
"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",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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