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"content": "\u003cfigure id=\"attachment_28192\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/digitalsextant/29908738/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28192\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg\" alt=\"29908738_2cea4bd9c9\" width=\"500\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-320x216.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\"> Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of \u003ca href=\"http://jumpstart.org/survey.html\">Financial Literacy Month\u003c/a>, here are a few resources to get those fiscal gears turning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BETTER MONEY HABITS\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The new \u003ca href=\"http://www.bettermoneyhabits.com/en/home.html#fbid=107dgGM7RiX\">BetterMoneyHabits.com\u003c/a> is the result of a partnership between Bank of America and the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a>. While the link between behemoth bank and startup nonprofit might seem a strange marriage of company cultures, the combination of the former’s reach and credibility with the latter’s experience developing online video resources makes logical sense.\u003c/p>\n\u003cp>So far, the site features a 13-video selection on topics more likely suitable for high school and college students (and even adults), including creating and managing your own personal budget, understanding interest, understanding mortgages, digging yourself out of debt, and preparing financially for unpredictable tough times.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PRACTICAL MONEY SKILLS FOR LIFE’S ONLINE GAME SERIES\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Visa’s \u003ca href=\"http://www.practicalmoneyskills.com/\">financial literacy program\u003c/a> features what has been a growing number of free online game titles accessible to a wide range of student ages. The simplest include a drag-and-drop game where players select which coins to deposit into a piggy bank to build up the most money, and puzzles that challenge players to assemble pieces on a screen into paper currency.\u003c/p>\n\u003cp>Among the more complex titles, \u003ca href=\"http://www.practicalmoneyskills.com/games/trainingcamp/\">\"Financial Football\"\u003c/a> and \u003ca href=\"http://www.practicalmoneyskills.com/games/worldcup/\">\"Financial Soccer\"\u003c/a> are geared toward \u003c!--more-->sports fans ages 11 and up, where players assume control of their favorite teams or countries in a simulated game where the outcome of each play is decided based on how students answer finance-related questions. Then there's “Countdown to Retirement,” which might remind some of the time when \u003ca href=\"http://www.youtube.com/watch?v=-1t9dg5dzQo\">Cliff gave Theo a financial lecture\u003c/a> about being one of the \"regular people.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>FINANCIAL ENTERTAINMENT\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>This \u003ca href=\"http://financialentertainment.org/\">series of five fiscally driven online games\u003c/a> comes from the \u003ca href=\"http://www.d2dfund.org/\">Doorways to Dreams Fund\u003c/a>, a nonprofit organization with the stated mission of helping low-income Americans use their limited resources more wisely through the development of new products and policies. Players help a vampire nightclub owner invest his profits and save for retirement in \u003ca href=\"http://financialentertainment.org/play/biteclub.html\">\"Bite Club,\"\u003c/a> try to reform the wasteful habits of the rich and famous in \u003ca href=\"http://financialentertainment.org/play/celebritycalamity.html\">\"Celebrity Calamity,\"\u003c/a> and prepare for the inevitable but unpredictable famines, droughts, and other disasters in \u003ca href=\"http://financialentertainment.org/play/farmblitz.html\">\"Farm Blitz.\"\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The series has actually been the subject of \u003ca href=\"http://www.rand.org/content/dam/rand/pubs/working_briefs/2012/RAND_WB115.pdf\">relatively recent academic research\u003c/a> that has found, at the very least, that young adults who were exposed to such games are capable of learning better fiscal habits as a result. The series actually targets young adults, but should be understood by high school-age students as well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EARN YOUR FUTURE\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those parents or teachers who want a more structured and deeper delve into the subject of fiscal literacy, \u003ca href=\"http://www.pwc.com/us/en/\">PricewaterhouseCoopers\u003c/a> offers a \u003ca href=\"http://www.pwc.com/us/en/about-us/corporate-responsibility/pwc-financial-literacy-curriculum.jhtml\">nine-unit curriculum\u003c/a> free online, with most units offered in separate formats for upper elementary, middle, and high school students.\u003c/p>\n\u003cp>While the bulk of the curriculum's reading lessons, worksheets, and assessments comes in PDF form, there are also 11 streaming videos, with about half of those directed toward students in grades 3-5. Units range from basic subjects like credit and debt, and savings and investment, to more specialized pursuits like home buying and paying for college.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>JUMP$TART.ORG\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those of you looking for more financial literacy help, the Jump$tart Coalition for Personal Financial Literacy's website can offer some direction. Its most helpful feature might be its \u003ca href=\"http://jumpstart.org/jump%24tart-clearinghouse.html\">online clearinghouse\u003c/a>, which allows users to search for fiscally based education resources (print, digital, and audio/visual) by title, keyword, provider, grade level, or even appropriateness for special-needs students. Not all resources in the clearinghouse archives are free, but many are.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also offers web links to \u003ca href=\"http://jumpstart.org/national-standards.html\">national standards on financial literacy\u003c/a> and \u003ca href=\"http://jumpstart.org/survey.html\">survey data\u003c/a> on the financial acumen of American high schoolers and young adults, though both documents date back to the latter portion of the last decade.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28192\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/digitalsextant/29908738/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28192\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg\" alt=\"29908738_2cea4bd9c9\" width=\"500\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-320x216.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\"> Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of \u003ca href=\"http://jumpstart.org/survey.html\">Financial Literacy Month\u003c/a>, here are a few resources to get those fiscal gears turning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BETTER MONEY HABITS\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The new \u003ca href=\"http://www.bettermoneyhabits.com/en/home.html#fbid=107dgGM7RiX\">BetterMoneyHabits.com\u003c/a> is the result of a partnership between Bank of America and the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a>. While the link between behemoth bank and startup nonprofit might seem a strange marriage of company cultures, the combination of the former’s reach and credibility with the latter’s experience developing online video resources makes logical sense.\u003c/p>\n\u003cp>So far, the site features a 13-video selection on topics more likely suitable for high school and college students (and even adults), including creating and managing your own personal budget, understanding interest, understanding mortgages, digging yourself out of debt, and preparing financially for unpredictable tough times.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PRACTICAL MONEY SKILLS FOR LIFE’S ONLINE GAME SERIES\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Visa’s \u003ca href=\"http://www.practicalmoneyskills.com/\">financial literacy program\u003c/a> features what has been a growing number of free online game titles accessible to a wide range of student ages. The simplest include a drag-and-drop game where players select which coins to deposit into a piggy bank to build up the most money, and puzzles that challenge players to assemble pieces on a screen into paper currency.\u003c/p>\n\u003cp>Among the more complex titles, \u003ca href=\"http://www.practicalmoneyskills.com/games/trainingcamp/\">\"Financial Football\"\u003c/a> and \u003ca href=\"http://www.practicalmoneyskills.com/games/worldcup/\">\"Financial Soccer\"\u003c/a> are geared toward \u003c!--more-->sports fans ages 11 and up, where players assume control of their favorite teams or countries in a simulated game where the outcome of each play is decided based on how students answer finance-related questions. Then there's “Countdown to Retirement,” which might remind some of the time when \u003ca href=\"http://www.youtube.com/watch?v=-1t9dg5dzQo\">Cliff gave Theo a financial lecture\u003c/a> about being one of the \"regular people.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>FINANCIAL ENTERTAINMENT\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>This \u003ca href=\"http://financialentertainment.org/\">series of five fiscally driven online games\u003c/a> comes from the \u003ca href=\"http://www.d2dfund.org/\">Doorways to Dreams Fund\u003c/a>, a nonprofit organization with the stated mission of helping low-income Americans use their limited resources more wisely through the development of new products and policies. Players help a vampire nightclub owner invest his profits and save for retirement in \u003ca href=\"http://financialentertainment.org/play/biteclub.html\">\"Bite Club,\"\u003c/a> try to reform the wasteful habits of the rich and famous in \u003ca href=\"http://financialentertainment.org/play/celebritycalamity.html\">\"Celebrity Calamity,\"\u003c/a> and prepare for the inevitable but unpredictable famines, droughts, and other disasters in \u003ca href=\"http://financialentertainment.org/play/farmblitz.html\">\"Farm Blitz.\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The series has actually been the subject of \u003ca href=\"http://www.rand.org/content/dam/rand/pubs/working_briefs/2012/RAND_WB115.pdf\">relatively recent academic research\u003c/a> that has found, at the very least, that young adults who were exposed to such games are capable of learning better fiscal habits as a result. The series actually targets young adults, but should be understood by high school-age students as well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EARN YOUR FUTURE\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those parents or teachers who want a more structured and deeper delve into the subject of fiscal literacy, \u003ca href=\"http://www.pwc.com/us/en/\">PricewaterhouseCoopers\u003c/a> offers a \u003ca href=\"http://www.pwc.com/us/en/about-us/corporate-responsibility/pwc-financial-literacy-curriculum.jhtml\">nine-unit curriculum\u003c/a> free online, with most units offered in separate formats for upper elementary, middle, and high school students.\u003c/p>\n\u003cp>While the bulk of the curriculum's reading lessons, worksheets, and assessments comes in PDF form, there are also 11 streaming videos, with about half of those directed toward students in grades 3-5. Units range from basic subjects like credit and debt, and savings and investment, to more specialized pursuits like home buying and paying for college.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>JUMP$TART.ORG\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those of you looking for more financial literacy help, the Jump$tart Coalition for Personal Financial Literacy's website can offer some direction. Its most helpful feature might be its \u003ca href=\"http://jumpstart.org/jump%24tart-clearinghouse.html\">online clearinghouse\u003c/a>, which allows users to search for fiscally based education resources (print, digital, and audio/visual) by title, keyword, provider, grade level, or even appropriateness for special-needs students. Not all resources in the clearinghouse archives are free, but many are.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also offers web links to \u003ca href=\"http://jumpstart.org/national-standards.html\">national standards on financial literacy\u003c/a> and \u003ca href=\"http://jumpstart.org/survey.html\">survey data\u003c/a> on the financial acumen of American high schoolers and young adults, though both documents date back to the latter portion of the last decade.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "6 Videos That Help Students Understand World War II",
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"content": "\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/Q78COTwT7nE\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>For history teachers, videos can be a powerful tool to contextualize events that seem intangible, or too far distant in the past. When it comes to World War II, specifically, this collection of videos put together by \u003ca href=\"http://www.youtube.com/edu\">YouTube Education's\u003c/a> Angela Lin, bring a variety of perspectives for students to consider. In the mix, the topics cover the geopolitical significance of the war, as well as personal lives affected in the U.S., Europe, and Japan.\u003c/p>\n\u003cp>For more tips on ideas for using videos, check out the MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teacher's Guide to Using Videos\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=Q78COTwT7nE\">\u003cstrong>WORLD WAR II: CRASH COURSE WORLD HISTORY #38\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This video is one of the many fabulous educational creations John Green creates about all things history. Here, Green explains why World War has made such a lasting impact on the world and what lessons can be learned from its tragedy. It's the war sped up and is about as funny as war can be.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=OiP5Zj0z9A4\">\u003cstrong>YES, THAT'S MY FATHER\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Created by the U.S.Holocaust Memorial Museum, this video is the touching story of Sol Finkelstein, a Polish Jew separated from his father at a concentration camp just days before liberation. Not knowing what became of his father and guilt for not protecting him have plagued Finkelstein until his son and the museum helped find some answers.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=VvzDSnQCh6c&list=SPD7F1A06CE1780AD5&index=1\">\u003cstrong>REMEMBERING THE TRAGIC AFTERMATH OF HIROSHIMA\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This BBC Worldwide video remembers the horror that the atom bomb caused when it was dropped on Hiroshima and Nagasaki. Often the battles fought in the Pacific during World War II are overshadowed by the horrific stories of Nazi concentration camps. This video brings the people who became collatoral damage to the forefront.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=04VNBM1PqR8\">\u003cstrong>ROSIE THE RIVETER: REAL WOMEN WORKERS IN WORLD WAR II\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>The Library of Congress' video on how the war changed U.S. labor relations is an important part of the World War II narrative. The video takes a look at the iconic Rosie the Riveter image that's become synonomous with women's war work, breaking down the myth. What's left behind is the beginning of a real change in the country's women who were no longer content to be housewives.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=gFEh2cHxyjI\">\u003cstrong>CHURCHILL - THEIR FINEST HOUR (AUDIO SLIDESHOW)\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Allen Packwood, the Director of the Churchill Archives at the University of Cambridge dissect's the famous speech Churchill gave in 1940 to prepare the British people of the long, hard days of war to come. The audio and photos reveal how much care Churchill took with this speech and its power to move people.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=6XFz5WHvwCE\">\u003cstrong>WAR TIME NUTRITION\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>A piece of war time propaganda, this War Stories video reminds Americans why they must ration their food and how important American farming is to the war effort. It features an appearance by the Surgeon General of the United States Public Health Service who pleads with Americans to eat properly to maintain health, but also be willing to sacrifice. An interesting artifact and great teaching tool for analyzing government messages to citizens during war.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/Q78COTwT7nE\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>For history teachers, videos can be a powerful tool to contextualize events that seem intangible, or too far distant in the past. When it comes to World War II, specifically, this collection of videos put together by \u003ca href=\"http://www.youtube.com/edu\">YouTube Education's\u003c/a> Angela Lin, bring a variety of perspectives for students to consider. In the mix, the topics cover the geopolitical significance of the war, as well as personal lives affected in the U.S., Europe, and Japan.\u003c/p>\n\u003cp>For more tips on ideas for using videos, check out the MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teacher's Guide to Using Videos\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=Q78COTwT7nE\">\u003cstrong>WORLD WAR II: CRASH COURSE WORLD HISTORY #38\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This video is one of the many fabulous educational creations John Green creates about all things history. Here, Green explains why World War has made such a lasting impact on the world and what lessons can be learned from its tragedy. It's the war sped up and is about as funny as war can be.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=OiP5Zj0z9A4\">\u003cstrong>YES, THAT'S MY FATHER\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Created by the U.S.Holocaust Memorial Museum, this video is the touching story of Sol Finkelstein, a Polish Jew separated from his father at a concentration camp just days before liberation. Not knowing what became of his father and guilt for not protecting him have plagued Finkelstein until his son and the museum helped find some answers.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=VvzDSnQCh6c&list=SPD7F1A06CE1780AD5&index=1\">\u003cstrong>REMEMBERING THE TRAGIC AFTERMATH OF HIROSHIMA\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>This BBC Worldwide video remembers the horror that the atom bomb caused when it was dropped on Hiroshima and Nagasaki. Often the battles fought in the Pacific during World War II are overshadowed by the horrific stories of Nazi concentration camps. This video brings the people who became collatoral damage to the forefront.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=04VNBM1PqR8\">\u003cstrong>ROSIE THE RIVETER: REAL WOMEN WORKERS IN WORLD WAR II\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>The Library of Congress' video on how the war changed U.S. labor relations is an important part of the World War II narrative. The video takes a look at the iconic Rosie the Riveter image that's become synonomous with women's war work, breaking down the myth. What's left behind is the beginning of a real change in the country's women who were no longer content to be housewives.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=gFEh2cHxyjI\">\u003cstrong>CHURCHILL - THEIR FINEST HOUR (AUDIO SLIDESHOW)\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>Allen Packwood, the Director of the Churchill Archives at the University of Cambridge dissect's the famous speech Churchill gave in 1940 to prepare the British people of the long, hard days of war to come. The audio and photos reveal how much care Churchill took with this speech and its power to move people.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.youtube.com/watch?v=6XFz5WHvwCE\">\u003cstrong>WAR TIME NUTRITION\u003c/strong>\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>A piece of war time propaganda, this War Stories video reminds Americans why they must ration their food and how important American farming is to the war effort. It features an appearance by the Surgeon General of the United States Public Health Service who pleads with Americans to eat properly to maintain health, but also be willing to sacrifice. An interesting artifact and great teaching tool for analyzing government messages to citizens during war.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg class=\"alignleft size-full wp-image-28109\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/112806574.jpg\" alt=\"112806574\" width=\"354\" height=\"483\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg 354w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg 320w\" sizes=\"(max-width: 354px) 100vw, 354px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">growth of blended learning\u003c/a>, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to meet the demand for fast and reliable Internet service.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cosn.org/\">The Consortium for School Networking\u003c/a>'s (CoSN) recently \u003ca href=\"http://www.cosn.org/Home/ITLeadershipSurvey/tabid/14326/Default.aspx\">surveyed IT leaders\u003c/a> and found their top three priorities are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device\u003c/a> (BYOD) policies, assessment readiness, and broadband access. All of these priorities hinge upon one thing – lots of bandwidth.\u003c/p>\n\u003cp>Recognizing the substantial challenge facing many school districts, CoSN has launched the Designing Education Network (DEN) initiative to compile best practices for how to quickly and carefully build up IT infrastructure.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you’re first grader and you are learning to read and you've got a screen that takes 90 seconds to load, you may not be able to sit still that long.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of the reasons we want to identify best practices and vendor neutral resources is because districts don’t have resources to hire consultants for research and development,” said \u003ca href=\"http://www.linkedin.com/pub/denise-atkinson-shorey/7/2b2/581\">Denise Atkinson-Shorey\u003c/a>, project director for DEN. In fact, 80 percent of school districts predict they will have flat or declining IT budgets for the next school year.\u003c!--more-->\u003c/p>\n\u003cp>Most school districts have only a few IT specialists who are often responsible for both the central office systems and local site networks. What's more, CoSN's survey found that a majority of Chief Technology Officers in schools earn about half of the going salary in the private sector. They're faced with a huge task that will affect the learning of hundreds of children, but they're understaffed, under-resourced and could make a lot more money elsewhere.\u003c/p>\n\u003cp>DEN is trying to relieve some of that load by compiling best practices and advice that will be housed on a website. The first tools should be available in June, and DEN hopes to expand its offerings to include a community forum so that IT leaders across the country can learn from each other as they go through the process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/\">What it Takes to Launch Mobile Learning Programs in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the biggest concerns for schools is the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/privacy-equity-and-other-byod-concerns/\">quality and security of the network\u003c/a>. Another is accommodating the needs of various devices that students and teachers use to access the network, hoping to make all connections solid. “In the network, we have to think of how to get Internet access to a mobile device and how to do it securely,” Atkinson-Shorey said.\u003c/p>\n\u003cp>One thing they’re considering is more \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/is-the-school-in-the-cloud-the-future-of-learning/\">cloud based computing\u003c/a>, but that can come with challenges too. “If we move resources into the cloud it’s easier for wireless devices to have access, but it may not meet the learning needs of students and staff,” Atkinson-Shorey said. Many schools are trying to move ahead on many technological fronts simultaneously and they don’t realize how much bandwidth they’ll need.\u003c/p>\n\u003cp>BYOD policies have been touted as money savers, but in informal surveys Atkinson-Shorey has found that most students bring more than one device to school at a time. Demands on the network might be far greater than anyone imagined.\u003c/p>\n\u003cp>Another big concern is making sure that everyone, no matter what device they're using, gets the same speedy and reliable connection, which could hinder learning and affect the outcome of a student’s test. “If you’re first grader and you are learning to read and you’ve got a screen that takes 90 seconds to load, you may not be able to sit still that long,” Atkinson-Shorey said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in Class\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the main services DEN will try to provide is a spending resource so districts know just how much they can expect to pay to move online. The tool will compare and contrast different tech models, taking into account the tech requirements for BYOD, laptop carts, or computer labs.\u003c/p>\n\u003cp>“Early adopters went through all this the hard way, but there’s no reason for all of us to have to do that,” Atkinson-Shorey said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The initiative is a boost for IT administrators at a time when social media networks are full of concerns that schools won’t be able to provide adequate broadband access in time for implementation goals of the Common Core. Some states are even seeking to delay implementation until they can get adequate tech support in place. As with all new launches, there will probably be glitches as schools role it out. The question will be whether schools are given a break if the technology doesn't perform.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignleft size-full wp-image-28109\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/112806574.jpg\" alt=\"112806574\" width=\"354\" height=\"483\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg 354w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg 320w\" sizes=\"(max-width: 354px) 100vw, 354px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">growth of blended learning\u003c/a>, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to meet the demand for fast and reliable Internet service.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cosn.org/\">The Consortium for School Networking\u003c/a>'s (CoSN) recently \u003ca href=\"http://www.cosn.org/Home/ITLeadershipSurvey/tabid/14326/Default.aspx\">surveyed IT leaders\u003c/a> and found their top three priorities are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device\u003c/a> (BYOD) policies, assessment readiness, and broadband access. All of these priorities hinge upon one thing – lots of bandwidth.\u003c/p>\n\u003cp>Recognizing the substantial challenge facing many school districts, CoSN has launched the Designing Education Network (DEN) initiative to compile best practices for how to quickly and carefully build up IT infrastructure.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you’re first grader and you are learning to read and you've got a screen that takes 90 seconds to load, you may not be able to sit still that long.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“One of the reasons we want to identify best practices and vendor neutral resources is because districts don’t have resources to hire consultants for research and development,” said \u003ca href=\"http://www.linkedin.com/pub/denise-atkinson-shorey/7/2b2/581\">Denise Atkinson-Shorey\u003c/a>, project director for DEN. In fact, 80 percent of school districts predict they will have flat or declining IT budgets for the next school year.\u003c!--more-->\u003c/p>\n\u003cp>Most school districts have only a few IT specialists who are often responsible for both the central office systems and local site networks. What's more, CoSN's survey found that a majority of Chief Technology Officers in schools earn about half of the going salary in the private sector. They're faced with a huge task that will affect the learning of hundreds of children, but they're understaffed, under-resourced and could make a lot more money elsewhere.\u003c/p>\n\u003cp>DEN is trying to relieve some of that load by compiling best practices and advice that will be housed on a website. The first tools should be available in June, and DEN hopes to expand its offerings to include a community forum so that IT leaders across the country can learn from each other as they go through the process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/\">What it Takes to Launch Mobile Learning Programs in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the biggest concerns for schools is the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/privacy-equity-and-other-byod-concerns/\">quality and security of the network\u003c/a>. Another is accommodating the needs of various devices that students and teachers use to access the network, hoping to make all connections solid. “In the network, we have to think of how to get Internet access to a mobile device and how to do it securely,” Atkinson-Shorey said.\u003c/p>\n\u003cp>One thing they’re considering is more \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/is-the-school-in-the-cloud-the-future-of-learning/\">cloud based computing\u003c/a>, but that can come with challenges too. “If we move resources into the cloud it’s easier for wireless devices to have access, but it may not meet the learning needs of students and staff,” Atkinson-Shorey said. Many schools are trying to move ahead on many technological fronts simultaneously and they don’t realize how much bandwidth they’ll need.\u003c/p>\n\u003cp>BYOD policies have been touted as money savers, but in informal surveys Atkinson-Shorey has found that most students bring more than one device to school at a time. Demands on the network might be far greater than anyone imagined.\u003c/p>\n\u003cp>Another big concern is making sure that everyone, no matter what device they're using, gets the same speedy and reliable connection, which could hinder learning and affect the outcome of a student’s test. “If you’re first grader and you are learning to read and you’ve got a screen that takes 90 seconds to load, you may not be able to sit still that long,” Atkinson-Shorey said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in Class\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the main services DEN will try to provide is a spending resource so districts know just how much they can expect to pay to move online. The tool will compare and contrast different tech models, taking into account the tech requirements for BYOD, laptop carts, or computer labs.\u003c/p>\n\u003cp>“Early adopters went through all this the hard way, but there’s no reason for all of us to have to do that,” Atkinson-Shorey said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The initiative is a boost for IT administrators at a time when social media networks are full of concerns that schools won’t be able to provide adequate broadband access in time for implementation goals of the Common Core. Some states are even seeking to delay implementation until they can get adequate tech support in place. As with all new launches, there will probably be glitches as schools role it out. The question will be whether schools are given a break if the technology doesn't perform.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Allergic or Not? Middle School Students Design App That Tells You",
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"content": "\u003cfigure id=\"attachment_28055\" class=\"wp-caption left\" style=\"max-width: 270px\">\u003cimg class=\"size-full wp-image-28055\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/chowchecker2.jpg\" alt=\"chowchecker#2\" width=\"270\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Responding to worries that school is not preparing students for the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-your-major-working-toward-the-uninvented-job/\">jobs of the future, \u003c/a>there's been a concerted effort lately to emphasize the importance of learning STEM subjects.\u003c/p>\n\u003cp>President Obama made a pitch for STEM in his \u003ca href=\"http://www.politico.com/story/2013/02/state-of-the-union-2013-president-barack-obamas-speech-transcript-text-87550.html\">State of the Union address\u003c/a> this year saying, “we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.”\u003cbr>\nCongressman Mike Honda from California recently \u003ca href=\"http://honda.house.gov/index.php?option=com_content&view=article&id=1308:rep-honda-stem-coach&catid=19:press-releases&Itemid=555\">introduced two pieces of legislation\u003c/a> to Congress focusing on STEM: One would create an office of STEM education to help coordinate between schools, while simultaneously creating a research arm to fund development of education technology; the other bill would offer in-house STEM coaches to schools, helping them integrate concepts into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“This is very different from other school projects because it’s a real world thing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Some schools are already integrating STEM throughout their curriculum. A team of eighth graders at \u003ca href=\"http://www.hampsteadacademy.org/podium/default.aspx?t=120657&rc=1\">Hampstead Academy,\u003c/a> one of 10 winners of the \u003ca href=\"http://www.appchallenge.tsaweb.org/\">Verizon Innovative App Challenge,\u003c/a> for example designed Chow Checker, an app to help people identify\u003c!--more--> ingredients they are allergic to in food. The app allows users to either scan the bar code on a food item or use the search bar to find an item. Any ingredients the user has an allergy to shows up in red. The app also has a news feed and a personal profile, giving it the feel of a social networking site, a feature that also sets it apart from other food allergy apps. The news feed gives people who suffer from food allergies a way to share their personal experiences with one another, said student Sarah Miller-Bartley.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28055\" class=\"wp-caption left\" style=\"max-width: 270px\">\u003cimg class=\"size-full wp-image-28055\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/chowchecker2.jpg\" alt=\"chowchecker#2\" width=\"270\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Responding to worries that school is not preparing students for the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-your-major-working-toward-the-uninvented-job/\">jobs of the future, \u003c/a>there's been a concerted effort lately to emphasize the importance of learning STEM subjects.\u003c/p>\n\u003cp>President Obama made a pitch for STEM in his \u003ca href=\"http://www.politico.com/story/2013/02/state-of-the-union-2013-president-barack-obamas-speech-transcript-text-87550.html\">State of the Union address\u003c/a> this year saying, “we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.”\u003cbr>\nCongressman Mike Honda from California recently \u003ca href=\"http://honda.house.gov/index.php?option=com_content&view=article&id=1308:rep-honda-stem-coach&catid=19:press-releases&Itemid=555\">introduced two pieces of legislation\u003c/a> to Congress focusing on STEM: One would create an office of STEM education to help coordinate between schools, while simultaneously creating a research arm to fund development of education technology; the other bill would offer in-house STEM coaches to schools, helping them integrate concepts into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“This is very different from other school projects because it’s a real world thing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Some schools are already integrating STEM throughout their curriculum. A team of eighth graders at \u003ca href=\"http://www.hampsteadacademy.org/podium/default.aspx?t=120657&rc=1\">Hampstead Academy,\u003c/a> one of 10 winners of the \u003ca href=\"http://www.appchallenge.tsaweb.org/\">Verizon Innovative App Challenge,\u003c/a> for example designed Chow Checker, an app to help people identify\u003c!--more--> ingredients they are allergic to in food. The app allows users to either scan the bar code on a food item or use the search bar to find an item. Any ingredients the user has an allergy to shows up in red. The app also has a news feed and a personal profile, giving it the feel of a social networking site, a feature that also sets it apart from other food allergy apps. The news feed gives people who suffer from food allergies a way to share their personal experiences with one another, said student Sarah Miller-Bartley.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">\u003cimg class=\"alignleft size-medium wp-image-27998\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Teachers-Guide-to-Videos-300x398.png\" alt=\"MindShift Teachers Guide to Videos\" width=\"300\" height=\"398\">\u003c/a>With one \u003cem>billion\u003c/em> monthly users (and growing), \u003ca href=\"http://www.youtube.com\">YouTube's\u003c/a> popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes.\u003c/p>\n\u003cp>But the best ways of using videos are not always obvious. Teachers want to know: Among all the millions of videos out there, how do you find the great ones? How do you evaluate the quality of a video? Who are the great content creators, and what are the best curation sites? Which kinds of videos work as fun supplements, and which are best for actual instruction? How do you get students engaged in discussion after watching videos? How do you blend videos into your curriculum?\u003c/p>\n\u003cp>In collaboration with educator \u003ca href=\"http://www.catlintucker.com\">Catlin Tucker, \u003c/a>MindShift presents \u003cem>\u003cstrong>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">Teachers' Guide to Videos\u003c/a> \u003c/strong>[PDF]\u003c/em>, to answer these questions and more. You'll find a slew of valuable resources, including video links for all kinds of subjects -- history, math, science, language arts, and more -- and ideas on how to inspire students to use videos as a conduit to dig in, ask questions, and learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">\u003cimg class=\"alignleft size-medium wp-image-27998\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Teachers-Guide-to-Videos-300x398.png\" alt=\"MindShift Teachers Guide to Videos\" width=\"300\" height=\"398\">\u003c/a>With one \u003cem>billion\u003c/em> monthly users (and growing), \u003ca href=\"http://www.youtube.com\">YouTube's\u003c/a> popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes.\u003c/p>\n\u003cp>But the best ways of using videos are not always obvious. Teachers want to know: Among all the millions of videos out there, how do you find the great ones? How do you evaluate the quality of a video? Who are the great content creators, and what are the best curation sites? Which kinds of videos work as fun supplements, and which are best for actual instruction? How do you get students engaged in discussion after watching videos? How do you blend videos into your curriculum?\u003c/p>\n\u003cp>In collaboration with educator \u003ca href=\"http://www.catlintucker.com\">Catlin Tucker, \u003c/a>MindShift presents \u003cem>\u003cstrong>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">Teachers' Guide to Videos\u003c/a> \u003c/strong>[PDF]\u003c/em>, to answer these questions and more. You'll find a slew of valuable resources, including video links for all kinds of subjects -- history, math, science, language arts, and more -- and ideas on how to inspire students to use videos as a conduit to dig in, ask questions, and learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Teachers, Students, Digital Games: What's the Right Mix? ",
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"content": "\u003cfigure id=\"attachment_27920\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660140011/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27920\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660140011_60f066dd02_z-620x404.jpg\" alt=\"6660140011_60f066dd02_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Holly Korbey\u003c/h5>\n\u003cp class=\"dropcap-serif\">When St. Louis fifth-grade teacher Jenny Kavanaugh teaches history, she uses her laptop to look at a map, or to give kids a virtual tour of the historical landmarks they're studying. “Students can interact with history in very cool ways online,” she said.\u003c/p>\n\u003cp>But when it’s time for math, she puts the computer away. Even though Kavanaugh thinks technology is a great tool to enhance and deepen certain lessons,\u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\"> for drill and practice of key concepts in class\u003c/a>, she finds one-on-one practice to be much more effective than its technological equivalent - digital practice games.\u003c/p>\n\u003cp>“The goal is that a student can do division problems with speed and accuracy, and can also describe to me exactly what division is,\" she said. \"I have found that my advanced students can move past division of fractions in the online game, indicating mastery, but when I ask for a verbal description of what it is they are really doing – what \u003cem>is\u003c/em> the division of fractions, or when would you use that in the real world? – they have no idea. I think that the rote practice is wasted time if the student does not have that conceptual understanding first. Many online games do not teach that part of math as well.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/strong>\u003c/aside>\n\u003cp>While experts like Gary Stager, founder of the \u003ca href=\"http://constructingmodernknowledge.com/cmk08/?page_id=212\">Constructing Modern Knowledge Summer Institute\u003c/a>,\u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\"> recommend that computers\u003c/a> be used to add “deep and meaningful experiences” to teachers’ lessons, much of what the \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">91percent of teachers with access to computers\u003c/a> are doing may be just the opposite.\u003c/p>\n\u003cp>According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games, while a Joan Ganz Cooney study showed that nearly \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">50 percent of teachers use digital games in class\u003c/a>. But with nearly half of all classroom computer time dedicated to games -- many of which are played to reinforce basic skills like phonics, spelling or multiplication \u003c!--more-->tables -- some teachers are wondering if games really are innovative techniques used to enhance student learning. Or are they just flashy, colorful ways of dishing out more of the same?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While Kavanaugh encourages online games for students’ home practice, especially for math, in the classroom she thinks that old-fashioned interaction between humans makes for deeper understanding. She says, in her experience, kids are learning more math from hands-on activities than computers. “What they truly love is to get out of their desks and act things out,” she said. “I think many technological learning tools seem to bring out...how do I say this?...a backseat way of thinking from my students. Part of their brains seem to disconnect.\"\u003c/p>\n\u003cp>Kavanaugh observes that when her students are up doing an activity or engaging in serious problem-solving, they're much more proactive and aggressive with their learning, and with the things they produce. \"Imagine the difference between a student who's playing an online math video game and a student who's sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,\" she said. \"There is no comparison.”\u003c/p>\n\u003cp style=\"text-align: left\">When comparing digital learning games to teacher instruction, the first thing to realize, said Marc Prensky, author of \u003ca href=\"http://www.amazon.com/Teaching-Digital-Natives-Partnering-Learning/dp/1412975417\">\u003cem>Teaching Digital Natives\u003c/em>\u003c/a>\u003cem>, \u003c/em>is that not all games are created equally. “Games, like teachers, come in a wide variety of ‘goodness.’ Unfortunately, most games are not good. In fact, most are bad, often drill in disguise.” The second, Prensky pointed out, is that teachers may not necessarily know how to use games in classrooms most effectively. “There are many ways to do this [use games effectively], but letting kids sit and play games individually is not one of them. The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\">Can Repetitive Exercises Feed the Creative Process?\u003c/a>]\u003c/p>\n\u003cp>Prensky said another question teachers need to ask when looking at using online games in class is \u003cem>what\u003c/em> they want students to get good at. For teaching curriculum, he said, there are very few games that do it well. “This is partly because games lend themselves to skills rather than stuff, and the curriculum is mostly about stuff. In games, ‘stuff’ is learned—as it is in life outside school— mostly incidentally, as background to achieving goals. So, for example, l know that the capital of Sri Lanka is Colombo because I chased Carmen Sandiego there.”\u003c/p>\n\u003ch4>DIFFERENCE IN QUALITY\u003c/h4>\n\u003cp>One game that holds the promise of achieving all the complex goals educators is \u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>, the learning version of the popular city-management game due to be released in the fall of this year. Michael John, Game Director for \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a>, the nonprofit creating the game, said that, in reality, most practice games are not that fun or interesting for kids. “I would say that most of the drill-type games I have seen and played have fallen very far toward the Tetris end of the spectrum. They're repetitive, self-similar, and to be honest, pretty dull.”\u003c/p>\n\u003cfigure id=\"attachment_27926\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660141777/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-27926\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660141777_f3c5978a8e-300x225.jpg\" alt=\"6660141777_f3c5978a8e\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>But as a learning game, SimCityEDU wants to offer much more than drill -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">student players will be assessing data\u003c/a>, interpreting information, taking documentation, and like many complex games, will have the ability to level-up when certain skills are mastered. The game has the ability to make formative assessments along the way that are also aligned with Common Core State Standards; teachers can use an online tool to see whether children have mastered the necessary skills.\u003c/p>\n\u003cp>It’s the ability to gather such specific data, says Nashville elementary educator and \u003ca href=\"http://southernalpha.com/author/dannemes/\">ed tech writer\u003c/a> Dan Nemes, that makes online learning games so helpful, even the drill-and-practice kind. As far as being innovative on the learning front, Nemes questions whether a computer game can really replace a great teacher, but acknowledges that not all children have access to a great teacher.\u003c/p>\n\u003cp>“That question of environment is the real kicker,\" Nemes said. \"Ed Tech provides access. That can't be argued. Many of the folks who are developing programs to help children learn are, in my view, saying, ‘The offline world has failed a large number of children. Children don't have the space and time and tools they need to learn, so I've created a virtual world in which they can learn.’ They want to leverage data and ready-made lessons (some of them made by great teachers) to lessen the inequality so many children face.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>The most effective use of the iPad is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/strong>\u003c/aside>\n\u003cp>Michael John is quick to point out that SimCityEDU, or any learning game, no matter how challenging and complex, is in no way out to replace individual attention given by real teachers, and called the idea “folly.” He said the game “should work in tandem with a human teacher, and we are investing a lot of creative and technological energy in creating views for the teacher into the students' activity and even giving them some control over that activity - the ideal learning environment is assumed to be in the presence of a human teacher. So the audience for our formative assessment data, even if it works perfectly, is the teacher every bit as much as the student.”\u003c/p>\n\u003ch4>\u003cstrong>MORE RESEARCH NEEDED\u003c/strong>\u003c/h4>\n\u003cp>As we are just entering the era of digital games and learning, research is still scant. The\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\"> Joan Ganz Cooney Center\u003c/a> recently released an in-depth analysis of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">how schools are using games for learning,\u003c/a> and other organizations are starting to tackle this broad, complicated subject. Williams College sophomore Mpaza Kapembwa is part of an education class that received a Verizon grant to write a fourth-grade science curriculum for low-income students using iPads, recording whether or not students are more engaged when using the iPad versus non-digital methods. The most effective use of the iPad so far, Mpaza said, is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/p>\n\u003cp>But this summer, Mpaza’s research will focus on turning all physical worksheets into practice on the iPad, and will inevitably turn part of the curriculum toward digital games. “We are very cautious not to replace one with the other, it’s very challenging because when they’ve got the iPad in front of them, they just want to play,\" he said. \"We do let them play in the very beginning, but then try to get them used to the fact that this is not a toy. This is work.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective In Schools\u003c/a>?]\u003c/p>\n\u003cp>Dan Nemes agrees that, when kids are playing games on iPads or other digital gadgets, it can be hard for them to remember that they are working -- a different but important kind of “backseat thinking.”\u003c/p>\n\u003cp>“Even at its most active, swiping and clicking are passive approaches to learning,\" he said. \"Using a pencil -- the smell of the wood and lead, the indentation on your pointer, the sound of the scratch on the page -- gives a child the sense of doing hard work. And learning is hard work. The tools children use to manipulate and change the world and their own neural pathways should reflect the profundity of that phenomenon; we should have some blisters, form calluses, break a sweat. Computer games don't demand that from children.”\u003c/p>\n\u003cp>The feeling of work, Michael John said, is important to kids when playing a digital learning game, too, something they found out when testing SimCityEDU on middle schoolers. And that work feeling may be what helps kids distinguish between entertainment games and ones that are for learning. “If they understand that their role is to learn, and to think in the context of school, they seem to be almost primed with an expectation of a higher workload.”\u003c/p>\n\u003cp>Even as he innovates new ways of using digital games expressly designed for student learning, John’s overall comments on learning and gaming seemed to reflect a feeling that computer games, whether drill-and-practice or complex, are meant to enhance, not replace, other more human learning experiences. He doesn’t seem at all concerned that drill-and-practice digital games will replace hands-on teacher-led techniques. Nemes’ comment about the sensory experience of holding a pencil was quite personal to him, and John called it “poignant.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“As an old-school game designer, I am accustomed to doing my work on graph paper and using mechanical pencils.” While John has come to accept that all of his games are now programmed using spreadsheets and vector drawing software, he also understands the value of hands-on. “I do still value the tactile sense of the pencil however, and keep a pad of graph paper on my desk at all times, and I hope that at least for me, that never goes away.”\u003c/p>\n\n",
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"description": "By Holly Korbey When St. Louis fifth-grade teacher Jenny Kavanaugh teaches history, she uses her laptop to look at a map, or to give kids a virtual tour of the historical landmarks they're studying. “Students can interact with history in very cool ways online,” she said. But when it’s time for math, she puts the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27920\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660140011/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27920\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660140011_60f066dd02_z-620x404.jpg\" alt=\"6660140011_60f066dd02_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Holly Korbey\u003c/h5>\n\u003cp class=\"dropcap-serif\">When St. Louis fifth-grade teacher Jenny Kavanaugh teaches history, she uses her laptop to look at a map, or to give kids a virtual tour of the historical landmarks they're studying. “Students can interact with history in very cool ways online,” she said.\u003c/p>\n\u003cp>But when it’s time for math, she puts the computer away. Even though Kavanaugh thinks technology is a great tool to enhance and deepen certain lessons,\u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\"> for drill and practice of key concepts in class\u003c/a>, she finds one-on-one practice to be much more effective than its technological equivalent - digital practice games.\u003c/p>\n\u003cp>“The goal is that a student can do division problems with speed and accuracy, and can also describe to me exactly what division is,\" she said. \"I have found that my advanced students can move past division of fractions in the online game, indicating mastery, but when I ask for a verbal description of what it is they are really doing – what \u003cem>is\u003c/em> the division of fractions, or when would you use that in the real world? – they have no idea. I think that the rote practice is wasted time if the student does not have that conceptual understanding first. Many online games do not teach that part of math as well.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/strong>\u003c/aside>\n\u003cp>While experts like Gary Stager, founder of the \u003ca href=\"http://constructingmodernknowledge.com/cmk08/?page_id=212\">Constructing Modern Knowledge Summer Institute\u003c/a>,\u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\"> recommend that computers\u003c/a> be used to add “deep and meaningful experiences” to teachers’ lessons, much of what the \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">91percent of teachers with access to computers\u003c/a> are doing may be just the opposite.\u003c/p>\n\u003cp>According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games, while a Joan Ganz Cooney study showed that nearly \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">50 percent of teachers use digital games in class\u003c/a>. But with nearly half of all classroom computer time dedicated to games -- many of which are played to reinforce basic skills like phonics, spelling or multiplication \u003c!--more-->tables -- some teachers are wondering if games really are innovative techniques used to enhance student learning. Or are they just flashy, colorful ways of dishing out more of the same?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Kavanaugh encourages online games for students’ home practice, especially for math, in the classroom she thinks that old-fashioned interaction between humans makes for deeper understanding. She says, in her experience, kids are learning more math from hands-on activities than computers. “What they truly love is to get out of their desks and act things out,” she said. “I think many technological learning tools seem to bring out...how do I say this?...a backseat way of thinking from my students. Part of their brains seem to disconnect.\"\u003c/p>\n\u003cp>Kavanaugh observes that when her students are up doing an activity or engaging in serious problem-solving, they're much more proactive and aggressive with their learning, and with the things they produce. \"Imagine the difference between a student who's playing an online math video game and a student who's sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,\" she said. \"There is no comparison.”\u003c/p>\n\u003cp style=\"text-align: left\">When comparing digital learning games to teacher instruction, the first thing to realize, said Marc Prensky, author of \u003ca href=\"http://www.amazon.com/Teaching-Digital-Natives-Partnering-Learning/dp/1412975417\">\u003cem>Teaching Digital Natives\u003c/em>\u003c/a>\u003cem>, \u003c/em>is that not all games are created equally. “Games, like teachers, come in a wide variety of ‘goodness.’ Unfortunately, most games are not good. In fact, most are bad, often drill in disguise.” The second, Prensky pointed out, is that teachers may not necessarily know how to use games in classrooms most effectively. “There are many ways to do this [use games effectively], but letting kids sit and play games individually is not one of them. The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\">Can Repetitive Exercises Feed the Creative Process?\u003c/a>]\u003c/p>\n\u003cp>Prensky said another question teachers need to ask when looking at using online games in class is \u003cem>what\u003c/em> they want students to get good at. For teaching curriculum, he said, there are very few games that do it well. “This is partly because games lend themselves to skills rather than stuff, and the curriculum is mostly about stuff. In games, ‘stuff’ is learned—as it is in life outside school— mostly incidentally, as background to achieving goals. So, for example, l know that the capital of Sri Lanka is Colombo because I chased Carmen Sandiego there.”\u003c/p>\n\u003ch4>DIFFERENCE IN QUALITY\u003c/h4>\n\u003cp>One game that holds the promise of achieving all the complex goals educators is \u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>, the learning version of the popular city-management game due to be released in the fall of this year. Michael John, Game Director for \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a>, the nonprofit creating the game, said that, in reality, most practice games are not that fun or interesting for kids. “I would say that most of the drill-type games I have seen and played have fallen very far toward the Tetris end of the spectrum. They're repetitive, self-similar, and to be honest, pretty dull.”\u003c/p>\n\u003cfigure id=\"attachment_27926\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660141777/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-27926\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660141777_f3c5978a8e-300x225.jpg\" alt=\"6660141777_f3c5978a8e\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>But as a learning game, SimCityEDU wants to offer much more than drill -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">student players will be assessing data\u003c/a>, interpreting information, taking documentation, and like many complex games, will have the ability to level-up when certain skills are mastered. The game has the ability to make formative assessments along the way that are also aligned with Common Core State Standards; teachers can use an online tool to see whether children have mastered the necessary skills.\u003c/p>\n\u003cp>It’s the ability to gather such specific data, says Nashville elementary educator and \u003ca href=\"http://southernalpha.com/author/dannemes/\">ed tech writer\u003c/a> Dan Nemes, that makes online learning games so helpful, even the drill-and-practice kind. As far as being innovative on the learning front, Nemes questions whether a computer game can really replace a great teacher, but acknowledges that not all children have access to a great teacher.\u003c/p>\n\u003cp>“That question of environment is the real kicker,\" Nemes said. \"Ed Tech provides access. That can't be argued. Many of the folks who are developing programs to help children learn are, in my view, saying, ‘The offline world has failed a large number of children. Children don't have the space and time and tools they need to learn, so I've created a virtual world in which they can learn.’ They want to leverage data and ready-made lessons (some of them made by great teachers) to lessen the inequality so many children face.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>The most effective use of the iPad is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/strong>\u003c/aside>\n\u003cp>Michael John is quick to point out that SimCityEDU, or any learning game, no matter how challenging and complex, is in no way out to replace individual attention given by real teachers, and called the idea “folly.” He said the game “should work in tandem with a human teacher, and we are investing a lot of creative and technological energy in creating views for the teacher into the students' activity and even giving them some control over that activity - the ideal learning environment is assumed to be in the presence of a human teacher. So the audience for our formative assessment data, even if it works perfectly, is the teacher every bit as much as the student.”\u003c/p>\n\u003ch4>\u003cstrong>MORE RESEARCH NEEDED\u003c/strong>\u003c/h4>\n\u003cp>As we are just entering the era of digital games and learning, research is still scant. The\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\"> Joan Ganz Cooney Center\u003c/a> recently released an in-depth analysis of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">how schools are using games for learning,\u003c/a> and other organizations are starting to tackle this broad, complicated subject. Williams College sophomore Mpaza Kapembwa is part of an education class that received a Verizon grant to write a fourth-grade science curriculum for low-income students using iPads, recording whether or not students are more engaged when using the iPad versus non-digital methods. The most effective use of the iPad so far, Mpaza said, is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/p>\n\u003cp>But this summer, Mpaza’s research will focus on turning all physical worksheets into practice on the iPad, and will inevitably turn part of the curriculum toward digital games. “We are very cautious not to replace one with the other, it’s very challenging because when they’ve got the iPad in front of them, they just want to play,\" he said. \"We do let them play in the very beginning, but then try to get them used to the fact that this is not a toy. This is work.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective In Schools\u003c/a>?]\u003c/p>\n\u003cp>Dan Nemes agrees that, when kids are playing games on iPads or other digital gadgets, it can be hard for them to remember that they are working -- a different but important kind of “backseat thinking.”\u003c/p>\n\u003cp>“Even at its most active, swiping and clicking are passive approaches to learning,\" he said. \"Using a pencil -- the smell of the wood and lead, the indentation on your pointer, the sound of the scratch on the page -- gives a child the sense of doing hard work. And learning is hard work. The tools children use to manipulate and change the world and their own neural pathways should reflect the profundity of that phenomenon; we should have some blisters, form calluses, break a sweat. Computer games don't demand that from children.”\u003c/p>\n\u003cp>The feeling of work, Michael John said, is important to kids when playing a digital learning game, too, something they found out when testing SimCityEDU on middle schoolers. And that work feeling may be what helps kids distinguish between entertainment games and ones that are for learning. “If they understand that their role is to learn, and to think in the context of school, they seem to be almost primed with an expectation of a higher workload.”\u003c/p>\n\u003cp>Even as he innovates new ways of using digital games expressly designed for student learning, John’s overall comments on learning and gaming seemed to reflect a feeling that computer games, whether drill-and-practice or complex, are meant to enhance, not replace, other more human learning experiences. He doesn’t seem at all concerned that drill-and-practice digital games will replace hands-on teacher-led techniques. Nemes’ comment about the sensory experience of holding a pencil was quite personal to him, and John called it “poignant.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“As an old-school game designer, I am accustomed to doing my work on graph paper and using mechanical pencils.” While John has come to accept that all of his games are now programmed using spreadsheets and vector drawing software, he also understands the value of hands-on. “I do still value the tactile sense of the pencil however, and keep a pad of graph paper on my desk at all times, and I hope that at least for me, that never goes away.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Study: Path Through College is Indirect and Stressful for Many Students",
"title": "Study: Path Through College is Indirect and Stressful for Many Students",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png\" alt=\"MyEdu\" title=\"\" width=\"404\" height=\"431\" class=\"size-full wp-image-27788\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png 404w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-400x427.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-320x341.png 320w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report.\u003c/p>\n\u003cp>Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from one phase to the next, the reality is quite different for many students. And as a result, stress and anxiety is causing them to make haphazard decisions about their education.\u003c/p>\n\u003cp>Switching majors, falling behind the academic schedule, and feeling disenfranchised by the conventional college system are becoming institutionalized student experiences, states the \u003ca href=\"https://www.myedu.com/assets/myedu/files/myedu_academicJourney_short_form.pdf\">report\u003c/a> [PDF] from \u003ca href=\"https://www.myedu.com/\">MyEdu\u003c/a>, an Austin, Texas-based company that offers online tools to help college students manage their academic lives and career opportunities.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">The study, which takes into account the randomly selected responses of 1,047 students from MyEdu's 300,000 profiles, shows that more than half of students have switched or considered switching their major during their academic career and that the overwhelming reason for this change was due to changing interests, and a lack of enjoyment in the first major selected. What's more, 37% of respondents classified themselves as \"nontraditional students.\"\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003c/div>\n\u003cp>So how to fix it?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though many believe access to online courses through one of the proliferating \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">MOOCs, \u003c/a>study author Jon Kolko suggested online learning represents the wrong application of the right technology. Instead, he says the same kinds of algorithms that contribute to a self-paced math course, for example, should instead be used to evaluate a student's progress in traditional college courses. For example, he envisions MyEdu and its competitors (such as \u003ca href=\"http://www.koofers.com/\">Koofers\u003c/a>, \u003ca href=\"www.princetonreview.com/\">Princeton Review\u003c/a>, and \u003ca href=\"http://www.heycampus.com/\">HeyCampus\u003c/a>) offering tools that can take a student's performance and feedback from a general education course and suggest or rule out potential majors.\u003c/p>\n\u003cp>“I don't think computers are that good for learning, but they're really good for this administrative side of things,” said Kolko, MyEdu's vice president of design, who is planning on using feedback \u003c!--more-->from the study to hone its tools and inspire new ones. The company currently has profiles of about 300,000 students who are mostly enrolled in large state institutions in Texas and elsewhere in the American Southwest. The company makes its revenue by providing data about those students to career recruiters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study.”\u003c/strong>\u003c/aside>\n\u003cp>On a larger—if more unrealistic—level, the simplest way to help students be more productive and less anxious in college may be to alter the typical path of their common experiences.\u003c/p>\n\u003cp>For example, in its analysis of 14 in-depth interviews with college students and more than 1,000 surveys completed by a representative sample of MyEdu users, the report found that students were most influenced by nontraditional academic experiences like study-abroad trips, internships, and mentorships. But while those experiences often lead to the identification of a long-term life goal, they generally come toward the end of college, and don't leave time for a change of course in study, at least while an undergraduate student.\u003c/p>\n\u003cp>Kolko accepted the suggestion that encouraging students to enroll in apprenticeships, service initiatives, or gap year programs might help more of them find their goals more quickly and lead to a more efficient path through college. But he said the stigma attached to an indirect path to college would likely keep most from considering them, so instead colleges should look at ways to make the path to a degree more flexible.\u003c/p>\n\u003cp>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study,” Kolko said. “But if we're not going to change the way the game works, we need to give them the information to make that decision more proactively, and we need to make those decisions less binding.”\u003c/p>\n\u003cfigure id=\"attachment_27784\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27784\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-10.09.06-AM-300x290.png\" alt=\"MyEdu\" width=\"300\" height=\"290\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This isn't to say students don't take college seriously—in fact the report finds most believe the college experience will determine what happens during the rest of their lives. But that sense of finality often leads to mistakes like choosing a major based on ease of completion, relying on parents who themselves did not go to college for college advice, and making any sort of big academic choice before it's necessary.\u003c/p>\n\u003cp>Here's a look at the report's four primary findings:\u003c/p>\n\u003cp>\u003cstrong>COLLEGE PREDETERMINATION:\u003c/strong> Students believe the path from college to career is relatively linear and rigid—choose a college, choose a major, get an internship, get a job—and then aren't mentally prepared to work around roadblocks to that path when they arise.\u003c/p>\n\u003cp>\u003cstrong>FORCED TO DECIDE:\u003c/strong> Students often feel they have inadequate time to make informed decisions about their academic future, and thus resort to less substantive reasons to guide that process, such as the plans of their friends and the opinions of their family.\u003c/p>\n\u003cp>\u003cstrong>OUTSIDE LOOKING IN:\u003c/strong> 37 percent of students labeled themselves as “nontraditional” because they could no longer meet the cost, time, or other requirements of conventional colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> APPEARANCES VS. REALITY:\u003c/strong> Most students feel empowered to apply to jobs and internships and believe how to effectively show their unique skills; instead they are more skilled at generic cover letter and resume writing than at selling their best talents.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png\" alt=\"MyEdu\" title=\"\" width=\"404\" height=\"431\" class=\"size-full wp-image-27788\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png 404w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-400x427.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-320x341.png 320w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report.\u003c/p>\n\u003cp>Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from one phase to the next, the reality is quite different for many students. And as a result, stress and anxiety is causing them to make haphazard decisions about their education.\u003c/p>\n\u003cp>Switching majors, falling behind the academic schedule, and feeling disenfranchised by the conventional college system are becoming institutionalized student experiences, states the \u003ca href=\"https://www.myedu.com/assets/myedu/files/myedu_academicJourney_short_form.pdf\">report\u003c/a> [PDF] from \u003ca href=\"https://www.myedu.com/\">MyEdu\u003c/a>, an Austin, Texas-based company that offers online tools to help college students manage their academic lives and career opportunities.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">The study, which takes into account the randomly selected responses of 1,047 students from MyEdu's 300,000 profiles, shows that more than half of students have switched or considered switching their major during their academic career and that the overwhelming reason for this change was due to changing interests, and a lack of enjoyment in the first major selected. What's more, 37% of respondents classified themselves as \"nontraditional students.\"\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003c/div>\n\u003cp>So how to fix it?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though many believe access to online courses through one of the proliferating \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">MOOCs, \u003c/a>study author Jon Kolko suggested online learning represents the wrong application of the right technology. Instead, he says the same kinds of algorithms that contribute to a self-paced math course, for example, should instead be used to evaluate a student's progress in traditional college courses. For example, he envisions MyEdu and its competitors (such as \u003ca href=\"http://www.koofers.com/\">Koofers\u003c/a>, \u003ca href=\"www.princetonreview.com/\">Princeton Review\u003c/a>, and \u003ca href=\"http://www.heycampus.com/\">HeyCampus\u003c/a>) offering tools that can take a student's performance and feedback from a general education course and suggest or rule out potential majors.\u003c/p>\n\u003cp>“I don't think computers are that good for learning, but they're really good for this administrative side of things,” said Kolko, MyEdu's vice president of design, who is planning on using feedback \u003c!--more-->from the study to hone its tools and inspire new ones. The company currently has profiles of about 300,000 students who are mostly enrolled in large state institutions in Texas and elsewhere in the American Southwest. The company makes its revenue by providing data about those students to career recruiters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study.”\u003c/strong>\u003c/aside>\n\u003cp>On a larger—if more unrealistic—level, the simplest way to help students be more productive and less anxious in college may be to alter the typical path of their common experiences.\u003c/p>\n\u003cp>For example, in its analysis of 14 in-depth interviews with college students and more than 1,000 surveys completed by a representative sample of MyEdu users, the report found that students were most influenced by nontraditional academic experiences like study-abroad trips, internships, and mentorships. But while those experiences often lead to the identification of a long-term life goal, they generally come toward the end of college, and don't leave time for a change of course in study, at least while an undergraduate student.\u003c/p>\n\u003cp>Kolko accepted the suggestion that encouraging students to enroll in apprenticeships, service initiatives, or gap year programs might help more of them find their goals more quickly and lead to a more efficient path through college. But he said the stigma attached to an indirect path to college would likely keep most from considering them, so instead colleges should look at ways to make the path to a degree more flexible.\u003c/p>\n\u003cp>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study,” Kolko said. “But if we're not going to change the way the game works, we need to give them the information to make that decision more proactively, and we need to make those decisions less binding.”\u003c/p>\n\u003cfigure id=\"attachment_27784\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27784\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-10.09.06-AM-300x290.png\" alt=\"MyEdu\" width=\"300\" height=\"290\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This isn't to say students don't take college seriously—in fact the report finds most believe the college experience will determine what happens during the rest of their lives. But that sense of finality often leads to mistakes like choosing a major based on ease of completion, relying on parents who themselves did not go to college for college advice, and making any sort of big academic choice before it's necessary.\u003c/p>\n\u003cp>Here's a look at the report's four primary findings:\u003c/p>\n\u003cp>\u003cstrong>COLLEGE PREDETERMINATION:\u003c/strong> Students believe the path from college to career is relatively linear and rigid—choose a college, choose a major, get an internship, get a job—and then aren't mentally prepared to work around roadblocks to that path when they arise.\u003c/p>\n\u003cp>\u003cstrong>FORCED TO DECIDE:\u003c/strong> Students often feel they have inadequate time to make informed decisions about their academic future, and thus resort to less substantive reasons to guide that process, such as the plans of their friends and the opinions of their family.\u003c/p>\n\u003cp>\u003cstrong>OUTSIDE LOOKING IN:\u003c/strong> 37 percent of students labeled themselves as “nontraditional” because they could no longer meet the cost, time, or other requirements of conventional colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> APPEARANCES VS. REALITY:\u003c/strong> Most students feel empowered to apply to jobs and internships and believe how to effectively show their unique skills; instead they are more skilled at generic cover letter and resume writing than at selling their best talents.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "SimCityEDU: Using Games for Formative Assessment ",
"title": "SimCityEDU: Using Games for Formative Assessment ",
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"content": "\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27520\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27520\" rel=\"attachment wp-att-27520\">\u003cimg class=\"size-large wp-image-27520\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/SimCityEDU-620x344.jpg\" alt=\"SimCityEDU\" width=\"620\" height=\"344\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">SimCity\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As game-based learning gains momentum in education circles, teachers increasingly want substantive proof that games are helpful for learning. The game-makers at the non-profit \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a> are hoping to do this with the popular video game \u003ca href=\"http://www.simcity.com\">SimCity\u003c/a>.\u003c/p>\n\u003cp>GlassLab is working with commercial game companies, assessment experts, and those versed in digital classrooms to build \u003cem>\u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>\u003c/em>, a downloadable game designed for sixth graders. Scheduled to be be released in the fall of 2013, it builds on SimCity's city management theme, but provides specific challenges to players in the subject of STEM.\u003c/p>\n\u003cp>“The big pain point we've heard from teachers is that they cannot entertain their kids to the level that they are being entertained outside of the classroom,” said Jessica Lindl, general manager of GlassLab. “They want to be able to create meaningful learning experiences and they just can’t compete with the digital tools their kids are accessing all the time.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“None of the other games are trying to do formative assessment to the level we are. They aren’t validating whether they are assessing what they should be assessing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers have been using the commercial version of SimCity as a classroom tool for a long time, but with the newest version recently released and the EDU version soon to follow, GlassLab is trying to convene an online community of educators already working in the space, asking them to \u003c!--more-->think creatively about what the game could do, offering lesson plans, and helping teachers to collaborate and share ideas.\u003c/p>\n\u003cp>SimCityEDU grew out of research conducted by the MacArthur foundation on how \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">gaming can mirror formative assessments\u003c/a> [PDF] – measuring understanding regularly along the learning path, rather than occasionally or at the end of a unit, as is most common. Their research found that games gather data about the player as he or she makes choices within the game, affecting the outcome. In games, players “level-up,\" moving on to higher levels when they've mastered the necessary skills; similarly teachers scaffold lessons to deepen understanding as a student grasps the easier concepts.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>SimCityEDU, funded by the Gates and Macarthur foundations, will provide assessments that are aligned with Common Core State Standards. The EDU version uses the same code as the commercial game, but with the addition of using students' choices during challenges as a method of assessment. GlassLab is still working to develop all the challenges based on focus-group feedback on student interests, but the one challenge they know they’ll include focuses on the environment, based on positive feedback from the focus groups.\u003c/p>\n\u003cp>“These kids are fascinated by the environment,” Lindl said.\u003c/p>\n\u003cp>Students will be asked to conduct interviews and look at research to determine what kind of power plant to build in the town. As they play, taking photo documentation, interpreting the information they’ve gathered, drawing conclusions, graphing the data and finally making a decision, the game assesses each choice. Teachers will have a tool to see how each child’s play matches up against Common Core standards.\u003c/p>\n\u003cp>And game developers hope that the incremental data will help teachers know when to step in and offer more help. For example, if an interview contradicts scientific evidence, the student will have to discern bias, figure out how to weight the various pieces of evidence differently, and back up conclusions with data and text.\u003c/p>\n\u003cp>SimCityEDU will not go to market until third-party assessor, \u003ca href=\"http://www.sri.com/\">SRI International\u003c/a>, has validated by testing students who’ve played the game using a completely different assessment tool to ensure the game works.\u003c/p>\n\u003cp>\u003cstrong>FOCUSED LEARNING VS. EXPLORATION\u003c/strong>\u003c/p>\n\u003cp>GlassLab plans to offer the downloadable game at little to no cost for schools and teachers, Lindl said. However, the clear narrative and objectives within SimCityEDU depart from other commercial games that have been appropriated by teachers -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">like\u003c/a> Minecraft. That game offers a free-form experience that teachers can easily manipulate to serve their lessons, a quality many teachers like.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Teachers Transform Commercial Game for Class Use\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We want teachers to be able to choose between a free exploration or something more focused,” Lindl said. But there’s a catch. If educators want to use the broader SimCity world for free-form exploration they’ll have to buy the commercial license – a cost of about $60. Getting both the focused and free-form experience could cost more than many educators are willing to pay.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Not all education experts agree that assessment should be built into games. “The game should be a place of play and experimentation,” said Henry Jenkins, a USC professor on the forefront of game-based learning. “Meta-gaming is where the learning could be without disrupting the ecology of the game.” The “meta-game” is the world outside the game often composed of fans who discuss what they are making in the game with one another, write fan fiction and in other ways continue to create material even when not playing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27699\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27699\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/dv1992005-620x305.jpg\" alt=\"dv1992005\" width=\"620\" height=\"305\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">No device should ever be hailed as the silver bullet in \"saving\" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role.\u003c/p>\n\u003cp>Access to the Internet connects kids to all kinds of information -- and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged, said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://schedule.sxswedu.com/events/event_EDUP7149\">SXSWEdu session last week\u003c/a>.\u003c/p>\n\u003cp>\"For minorities and for low-income students who have these devices, it might be their only way to access the Internet, to get information about their own health, access to social media,\" he said. \"And they're using that as the agent to change their social structure.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/strong>\u003c/aside>\n\u003cp>Yet it's those very students who are deprived of the right to use their own devices in schools, according to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">a recent Pew report\u003c/a> showing that access to devices is noticeably different between higher and lower income schools: 52% of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students. And when it comes to blocking sites, 49% of teachers of students living in low-income households say their school’s use of Internet filters has a major impact on their teaching, compared with 24% of those who teach better off students who say that. In the same vein, 33% of teachers of lower income students say their school’s rules about classroom cell phone use by students have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/p>\n\u003cp>Why is this the case? It all comes down to expectations, Mills said, that could also be related to blatant racism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have some significant issues with race relations, and the core of what it comes down to is that \u003c!--more-->we have to redefine what we expect,\" Mills said. \"Just because a student is Tweeting or using another back-channel, or whatever doesn't mean he's not being productive. And it takes away from trusting that student to do what's right for himself in his community. We need to be more trusting, more open and flexible.\"\u003c/p>\n\u003cp>Schools don't allow students of color to use their mobile devices because they think those students will not use them in what they consider appropriate ways, he said. \"But the very fact that we're saying they're not being productive is to say that our values are more valuable than their values.\"\u003c/p>\n\u003cp>And therein lies the divide.\u003c/p>\n\u003cp>\"Access is a basic right. It's the same as roads or clean water or electricity,\" Mills said. \"Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren't going to use it right, we're no better than governments who take away voting rights from minorities.\"\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand to Use Technology in Schools\u003c/a>]\u003c/p>\n\u003cp>The numbers line up: A \u003ca href=\"http://mashable.com/2012/10/15/wireless-reach-students/\">recent study by QualComm\u003c/a> showed that low-income students' test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers.\u003c/p>\n\u003cp>And discipline issues actually diminished in some schools that have \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device programs\u003c/a>. For example, in the Katy Independent School District in Texas, one of the pioneers of the BYOD effort that participated in a \u003ca href=\"http://www.cisco.com/web/strategy/docs/education/ciscoedukaty_sd_cs.pdf\">pilot program with Cisco\u003c/a>, director of technology Lonnie Owens said their results were surprising. “Discipline issues went down and test scores went up, so we viewed it as a success,\" Owens said.\u003c/p>\n\u003cp>Mills believes that the simple act of students using their coveted devices for study purposes makes learning more acceptable to them and to their peers. In neighborhoods where caring about school is most certainly not cool, Mills said \"it's becoming more socially acceptable to talk about school stuff outside school \u003cem>because\u003c/em> of that device. When they text or tweet about it, somehow it crosses the boundary of becoming okay. It's not exactly cool yet, but all of a sudden it's becoming okay.\"\u003c/p>\n\u003ch4>\u003cstrong>HOW TO NARROW THE DIVIDE\u003c/strong>\u003c/h4>\n\u003cp>For educators who want to start chipping away at the divide, Mills listed a number of ways.\u003c/p>\n\u003cp>\u003cstrong>1. GIVE STUDENTS ACCESS.\u003c/strong>\u003cbr>\nMany Title 1 schools -- those in low-income communities -- receive funds and grants, but don't always buy what they need. If they have enough funds, Mills said schools should invest in a 1-1 program -- a device for every student.\u003c/p>\n\u003cp>\u003cstrong>2. GIVE STUDENTS PROMPTS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Whether it's the school that provides the device, or whether students are allowed to use their own, it's important to give them guidance on \u003cem>how\u003c/em> to use those devices for learning. \"Students do not generally use their personal technology for learning activities unprompted,\" he said. \"We have to provide them with prompts.\"\u003c/p>\n\u003cp>Educators should also be instrumental in guiding student etiquette with devices. For students who use text-speak and shorthand when handing in assignments, teachers can ask them to proofread and resend until the assignments are up to par. \"We can teach them to use mobile literacy to help themselves,\" he said.\u003c/p>\n\u003cp>\u003cstrong>3. PROVIDE INSTRUCTIONAL OBJECTIVES.\u003c/strong>\u003cbr>\n\"We need to think about what we are teaching,\" Mills said. \"This is not technology -- this is Pedagogy 101.\" Educators must understand the dotted line between an assigned activity and the instructional objective, which should be tied to learning skills.\u003c/p>\n\u003cp>\u003cstrong>4. MAKE YOURSELF AVAILABLE.\u003c/strong>\u003cbr>\nJust giving kids a number where they can reach you has \"exponential impact,\" Mills said. \"Just that small gesture tells kids you're available.\" For those who don't feel comfortable giving students their phone numbers, Mills suggests using a Google voice account, which students can call and leave messages.\u003c/p>\n\u003cp>\u003cstrong>5. INVITE OBSERVERS TO YOUR MOBILE ENHANCED CLASS.\u003c/strong>\u003cbr>\nParents, other teachers, and administrators will learn a lot from watching how kids can plug into learning by using their devices. During their visits, talk about the upward trajectory of kids you've noticed who have benefited from the change.\u003c/p>\n\u003cp>\u003cstrong>6. INVENTORY THE DEVICES.\u003c/strong>\u003cbr>\nKeep track of who owns what kind of device (especially after the holidays when kids receive new ones). This way, you can create flexible, shifting groups to make sure there's a good variety of devices in every group. Don't place all the iPhone 5 users in one group -- mix them up to promote equity.\u003c/p>\n\u003cp>\u003cstrong>7. USE DISCRETION.\u003c/strong>\u003cbr>\nBe careful not to publicly call out kids who don't have a device when organizing groups. Use common sense and compassion.\u003c/p>\n\u003cp>\u003cstrong>8. USE EVERYTHING YOU HAVE.\u003c/strong>\u003cbr>\nIf the school has 10 Kindles, find ways to use them in your class. If it has six iPods or 30 computers, don't let them collect dust. Even the oldest computers can be fired up for basic research.\u003c/p>\n\u003cp>\u003cstrong>9. REFRAME PRODUCTIVITY.\u003c/strong>\u003cbr>\nSitting quietly doesn't exemplify productivity, Mills said. If you have flexible processes, you can give students different ways of understanding.\u003c/p>\n\u003cp>\u003cstrong>10. TEACH PROCESS NOT CONTENT.\u003c/strong>\u003cbr>\nAll educators, but especially those who teach low-income students, need to be open to students' ideas of showing what they've learned. If they don't want to write a blog, but want to create a video, be open to it.\u003c/p>\n\u003cp>\u003cstrong>11. VALUE COLLABORATION.\u003c/strong>\u003cbr>\nPromote group work and project based learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>You can find many more resources, ideas, and links on \u003ca href=\"http://bit.ly/BYODResources\">Mills' website here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27664\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27664\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/amplify-300x194.jpg\" alt=\"amplify\" width=\"300\" height=\"194\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Along with the big release last week of \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>'s tablet, produced by the education arm of media conglomerate News Corp, came details of the product that will vie for a spot in the growing education tablet market.\u003c/p>\n\u003cp>Amplify's tablet runs on the Android platform and comes pre-loaded with a curriculum that's aligned to Common Core State Standards. It's 10 inches long, with a hard exterior shell, and is pre-loaded with its own learning software, as well as Google Apps for Education, dictionaries, multimedia lessons, Encyclopedia Britannica, Khan Academy lessons, a graphing calculator. If the company wins rights from publishers, it can also be loaded with electronic textbooks. What's more, teachers can keep track of students' progress, as well as have access to classroom management tools that allow them to turn off apps when needed.\u003c/p>\n\u003cdiv>\n\u003cdiv id=\"module-post-detail\">\n\u003cdiv>\n\u003cp>But, as\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\"> Tech Crunch asks\u003c/a>, \"What in the sam hill is News Corp. doing messing around in education?\"\u003c/p>\n\u003cp>Joel Klein, former New York City schools chancellor, and now an executive vice president at News Corp, says it's time to shake up education. \"It's not about hardware, it's not about devices, it's really about learning,\" Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a>. \"And if this does what I believe it will do — which is enhance the teaching and learning processes — then it's going to be a home run.\"\u003c/p>\n\u003cp>But industry watchers have other ideas.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\">Tech Crunch\u003c/a> focuses on the profit angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"While the News Corp. founder’s \u003ca href=\"http://www.nytimes.com/2010/11/24/nyregion/24newscorp.html\" target=\"_blank\">sudden transformation\u003c/a> into an education reform advocate may seem a head-scratcher, the motivation becomes clear when, \u003ca href=\"http://www.newscorp.com/news/news_464.html\" target=\"_blank\">in Murdoch’s terms\u003c/a>, one considers that K-12 education is a $500 billion sector in the U.S. alone — and one that remains relatively untouched by corporations like News Corp.\"\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\" target=\"_blank\">NPR\u003c/a> points to the questioning of teachers' roles:\u003c/li>\n\u003c/ul>\n\u003cp>\"Leonie Haimson, executive director of the nonprofit Class Size Matters in New York City, said Klein and Murdoch 'believe that public school kids should have larger classes, and instead of getting personalized instruction via their teachers, should do it via a computer.'\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.forbes.com/sites/rogerkay/2013/03/08/conflict-of-interest-behind-news-corp-tablet/\" target=\"_blank\">Forbes' tech analyst Roger Kay\u003c/a> takes on the political angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"From my point of view, the problem with News being in this business is that it creates a channel to our youngest, most vulnerable minds for a guy with extreme politics and highly questionable ethics,\" Kay wrote. Unlike the transparent profit motives of companies like Apple and Google, News Corp's motivations should be further questioned, he said.\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all\">New York Times\u003c/a> questions the security of student data.\u003c/li>\n\u003c/ul>\n\u003cp>“I’m very concerned about them tracking children or using their data because they’ve proven not to be very trustworthy on that,” said \u003ca href=\"http://topics.nytimes.com/topics/reference/timestopics/people/m/michael_mulgrew/index.html\">Michael Mulgrew\u003c/a>, the president of the United Federation of Teachers, in light of News Corp's history with the \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/n/news_of_the_world/index.html\">phone-hacking scandal\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>News Corp is dividing into two separate companies this summer. Amplify will be part of the publishing division along with The Wall Street Journal and Harper Collins. The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all&_r=0\">New York Times reports\u003c/a> News Corp is investing heavily in Amplify; it spent $360 million in 2010 to acquire 90 percent of Wireless Generation, a company specializing in data and assessment tools for teachers. And Amplify had operational losses of $180 million in 2012 as they built their business. But the company is betting that is money well spent.\u003c/p>\n\u003cp>Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a> that Amplify should not be confused with its corporate siblings that often serve as a platform for political stands.\u003c/p>\n\u003cp>\"Rupert realized this from the beginning: This is a division that's going to be focused on education,\" Klein said. \"We don't have a political mission — none whatsoever. What we're doing is developing materials in math and science and the English language arts — designed by leading experts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Our commitment,\" Klein said, \"is education only. We have no subsidiary agenda.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27664\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27664\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/amplify-300x194.jpg\" alt=\"amplify\" width=\"300\" height=\"194\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Along with the big release last week of \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>'s tablet, produced by the education arm of media conglomerate News Corp, came details of the product that will vie for a spot in the growing education tablet market.\u003c/p>\n\u003cp>Amplify's tablet runs on the Android platform and comes pre-loaded with a curriculum that's aligned to Common Core State Standards. It's 10 inches long, with a hard exterior shell, and is pre-loaded with its own learning software, as well as Google Apps for Education, dictionaries, multimedia lessons, Encyclopedia Britannica, Khan Academy lessons, a graphing calculator. If the company wins rights from publishers, it can also be loaded with electronic textbooks. What's more, teachers can keep track of students' progress, as well as have access to classroom management tools that allow them to turn off apps when needed.\u003c/p>\n\u003cdiv>\n\u003cdiv id=\"module-post-detail\">\n\u003cdiv>\n\u003cp>But, as\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\"> Tech Crunch asks\u003c/a>, \"What in the sam hill is News Corp. doing messing around in education?\"\u003c/p>\n\u003cp>Joel Klein, former New York City schools chancellor, and now an executive vice president at News Corp, says it's time to shake up education. \"It's not about hardware, it's not about devices, it's really about learning,\" Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a>. \"And if this does what I believe it will do — which is enhance the teaching and learning processes — then it's going to be a home run.\"\u003c/p>\n\u003cp>But industry watchers have other ideas.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\">Tech Crunch\u003c/a> focuses on the profit angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"While the News Corp. founder’s \u003ca href=\"http://www.nytimes.com/2010/11/24/nyregion/24newscorp.html\" target=\"_blank\">sudden transformation\u003c/a> into an education reform advocate may seem a head-scratcher, the motivation becomes clear when, \u003ca href=\"http://www.newscorp.com/news/news_464.html\" target=\"_blank\">in Murdoch’s terms\u003c/a>, one considers that K-12 education is a $500 billion sector in the U.S. alone — and one that remains relatively untouched by corporations like News Corp.\"\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\" target=\"_blank\">NPR\u003c/a> points to the questioning of teachers' roles:\u003c/li>\n\u003c/ul>\n\u003cp>\"Leonie Haimson, executive director of the nonprofit Class Size Matters in New York City, said Klein and Murdoch 'believe that public school kids should have larger classes, and instead of getting personalized instruction via their teachers, should do it via a computer.'\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.forbes.com/sites/rogerkay/2013/03/08/conflict-of-interest-behind-news-corp-tablet/\" target=\"_blank\">Forbes' tech analyst Roger Kay\u003c/a> takes on the political angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"From my point of view, the problem with News being in this business is that it creates a channel to our youngest, most vulnerable minds for a guy with extreme politics and highly questionable ethics,\" Kay wrote. Unlike the transparent profit motives of companies like Apple and Google, News Corp's motivations should be further questioned, he said.\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all\">New York Times\u003c/a> questions the security of student data.\u003c/li>\n\u003c/ul>\n\u003cp>“I’m very concerned about them tracking children or using their data because they’ve proven not to be very trustworthy on that,” said \u003ca href=\"http://topics.nytimes.com/topics/reference/timestopics/people/m/michael_mulgrew/index.html\">Michael Mulgrew\u003c/a>, the president of the United Federation of Teachers, in light of News Corp's history with the \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/n/news_of_the_world/index.html\">phone-hacking scandal\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>News Corp is dividing into two separate companies this summer. Amplify will be part of the publishing division along with The Wall Street Journal and Harper Collins. The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all&_r=0\">New York Times reports\u003c/a> News Corp is investing heavily in Amplify; it spent $360 million in 2010 to acquire 90 percent of Wireless Generation, a company specializing in data and assessment tools for teachers. And Amplify had operational losses of $180 million in 2012 as they built their business. But the company is betting that is money well spent.\u003c/p>\n\u003cp>Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a> that Amplify should not be confused with its corporate siblings that often serve as a platform for political stands.\u003c/p>\n\u003cp>\"Rupert realized this from the beginning: This is a division that's going to be focused on education,\" Klein said. \"We don't have a political mission — none whatsoever. What we're doing is developing materials in math and science and the English language arts — designed by leading experts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Remixing Melville: Moby Dick Meets the Digital Generation",
"title": "Remixing Melville: Moby Dick Meets the Digital Generation",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://www.henryjenkins.org\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-shot-2013-03-08-at-11.26.36-AM-620x336.png\" alt=\"Screen shot 2013-03-08 at 11.26.36 AM\" title=\"\" width=\"620\" height=\"336\" class=\"size-large wp-image-27616\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In a traditional English class, a teacher might assign Herman Melville’s famous novel \u003cem>Moby Dick\u003c/em> in small chunks. Students might complete their reading (or not), discuss major themes and perhaps write an essay at the end of the unit. But if a student never gets past the first few pages, the rest of that unit is lost.\u003c/p>\n\u003cp>It’s become a common refrain that traditional education isn't serving a generation of students whose lives outside of school are completely disconnected from what happens inside. But there are plenty of teachers working hard to make reading material relevant to students, including a team of researchers from \u003ca href=\"http://www.annenberglab.com/\">University of Southern California Annenberg's Innovation Lab\u003c/a> that includes Henry Jenkins and Erin Reilly. They've created a model of what they call \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">participatory learning\u003c/a> that engages students with materials on a personal level, often by incorporating different types of media into the classroom and offering varying points of entry to a text. Most recently, the team has put together a teacher’s strategy guide, \u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cem>Reading in a Participatory Culture: Remixing Moby-Dick in the English, Classroom\u003c/em>\u003c/a> and an interactive digital book, \u003ca href=\"http://scalar.usc.edu/anvc/flowsofreading/index\">\u003cem>Flows of Reading,\u003c/em>\u003c/a> to provide models of their approach.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“We want to raise a generation of kids who have a mouse in one hand and a book in the other.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Moby Dick\u003c/em> is a notoriously difficult book. “This book defeated me as an Advanced Placement kid,” Henry Jenkins said. He remembers hating the book, gritting his teeth to get through it and writing the worst essay of his high school career. That’s why he was so impressed by the work of the playwright\u003ca href=\"http://ricardopittswiley.com/\"> Ricardo Pitts-Wiley\u003c/a> who was teaching \u003cem>Moby Dick\u003c/em> to incarcerated youth in Rhode Island, many of whom read below grade level.\u003c/p>\n\u003cp>Pitts-Wiley asked his students to reinterpret the novel in the context of their own lives. In their retelling Captain Ahab became a powerful drug dealer trying to avenge the death of his loved ones. \u003c!--more-->His drug crew is forced to decide how far they’ll go for their charismatic leader. Together with his students Pitts-Wiley turned their re-interpretation into a play:\u003cem> \u003ca href=\"http://video.mit.edu/watch/moby-dick-then-and-now-full-play-act-i-2466/\">Moby Dick: Then and Now\u003c/a>\u003c/em>. The students understood the themes when placed into familiar context and related to the character’s struggles when the story was no longer placed in an era and industry unfamiliar to them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Pitts-Wiley’s work correlates strongly to the research Jenkins has been doing on weaving more varieties of media into the classroom in order to make the learning experience more participatory, creative, multidisciplinary, and therefore meaningful to students. He teamed up with \u003ca href=\"http://lit.mit.edu/people/wkelley.php\">Wyn Kelley\u003c/a> a Melville scholar from MIT, and a team of educational experts to design a curriculum around \u003cem>Moby Dick\u003c/em> that would build in remixing, reinterpretation, and multimedia elements. They tested their new curriculum in six different schools.\u003c/p>\n\u003cp>“We want to raise a generation of kids who have a mouse in one hand and a book in the other,” said Jenkins. To do that the curriculum focuses on Melville as a master mash-up artist of 19th century culture; his book includes Shakespeare plays, the Bible, whaling culture and more. From there, the door is open for classes to discuss how remixed elements are allusions and what happens to a text when an author incorporates the work of others.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We may be romanticizing what people got out of Moby Dick in the traditional classroom. This is just taking ownership over that and allowing students to pursue their passion and interests.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“Culture matters, history matters, the goal is to foster old fashioned close reading,” Jenkins said. A typical assignment might ask students to take one page of \u003cem>Moby Dick\u003c/em>, highlight words they don’t know, define terms, draw pictures and share with one another. The idea is to focus closely in order to incite curiosity about the whole. And to let students creatively express their opinions and thoughts about the book, hopefully with a better understanding of what their own remixing might add to the broader cultural body of work around \u003cem>Moby Dick\u003c/em>.\u003c/p>\n\u003cp>If this sounds a little messy and confusing – it is. That was the feedback teachers gave Jenkins’ team when they piloted these participatory learning strategies in the classroom. Teacher’s felt uncertain whether learning was taking place in this non-linear style. One teacher came to realize that if a student could get a purchase on the text anywhere, they understood how much more there is to learn about the book.\u003c/p>\n\u003cp>“That’s a different kind of learning outcome than we usually get when we convince people they've exhausted a book, that they've gotten it, when they've only touched it superficially,” Jenkins said. He sees the goal as both teaching something about \u003cem>Moby Dick\u003c/em> in the moment as well as fostering a community of readers who know that reading Melville in high school English doesn't mean they've conquered it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">How Do We Define and Measure 'Deeper Learning'?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We may be romanticizing what people got out of \u003cem>Moby Dick\u003c/em> in the traditional classroom,” Jenkins said. “This is just taking ownership over that and allowing students to pursue their passion and interests.” Piloting this curriculum Jenkins’ team found that it worked less effectively when teachers used it more traditionally. “The closer we got to traditional school, the more they shut down,” Jenkins said. “No curriculum is idiot proof. You have to get teachers who understand the participatory mindset.”\u003c/p>\n\u003cp>The other part of the project, \u003cem>Flows of Reading\u003c/em>, helps encourage participation around literature and models an expanded approach to literacy and the reading and writing that make up the discipline. The digital book allows readers to follow hyperlinks, enjoy embedded video content, and add to an online space for related work. It broadens the model beyond \u003cem>Moby Dick\u003c/em> and applies it to reading at all age levels from a wordless picture book to the \u003cem>Hunger Games\u003c/em> and \u003cem>Lord of the Rings\u003c/em>. It offers four pathways or ways to view a text.\u003c/p>\n\u003cfigure id=\"attachment_27603\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cimg class=\"size-medium wp-image-27603\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-08-at-10.47.11-AM-300x437.png\" alt=\"Screen Shot 2013-03-08 at 10.47.11 AM\" width=\"300\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MOTIVES FOR READING\u003c/strong>\u003cbr>\nThis pathway and assorted material address the idea that people read various kinds of textual content for all kinds of reasons. Reading a website may be different from reading a book, but they both require literacy and are appropriate at different points. This pathway explores how seemingly different kinds of reading might be more akin than they seem.\u003c/p>\n\u003cp>\u003cstrong>ADAPTATION AND REMIXING\u003c/strong>\u003cbr>\nWhile the book encourages students to elaborate and create material based on parts of a text that speak to them, this section also discusses appropriate and respectful adaptation and remixing. It brings in the ethics of attribution and fair use.\u003c/p>\n\u003cp>\u003cstrong>NEGOTIATING CULTURAL SPACES\u003c/strong>\u003cbr>\nThis pathway discusses the various identities that each person brings to reading whether it is gender, ethnicity, specific experiences or anything else that shapes the reading process.\u003c/p>\n\u003cp>\u003cstrong>CONTINUITIES AND SPACES\u003c/strong>\u003cbr>\nThese are “the spaces where your imagination can go wild,” said Erin Reilly, who led the effort to create Flows. This pathway explores how to creatively share stories and layer upon the original.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Throughout the research and implementation of this project Jenkins and Reilly knew they’d need to think about assessment. They brought in \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=dthickey\">Dan Hickey\u003c/a> from Indiana University to help develop assessments that are immediate and happen as part of the learning process. The state standards are a minimum, Reilly and Jenkins maintain should be easy to reach if students are engaged. They insist that learning activities should be open and free -- a space for creativity; the reflection on that activity and how it ties back to the text is an area for worthwhile assessment.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.henryjenkins.org\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-shot-2013-03-08-at-11.26.36-AM-620x336.png\" alt=\"Screen shot 2013-03-08 at 11.26.36 AM\" title=\"\" width=\"620\" height=\"336\" class=\"size-large wp-image-27616\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In a traditional English class, a teacher might assign Herman Melville’s famous novel \u003cem>Moby Dick\u003c/em> in small chunks. Students might complete their reading (or not), discuss major themes and perhaps write an essay at the end of the unit. But if a student never gets past the first few pages, the rest of that unit is lost.\u003c/p>\n\u003cp>It’s become a common refrain that traditional education isn't serving a generation of students whose lives outside of school are completely disconnected from what happens inside. But there are plenty of teachers working hard to make reading material relevant to students, including a team of researchers from \u003ca href=\"http://www.annenberglab.com/\">University of Southern California Annenberg's Innovation Lab\u003c/a> that includes Henry Jenkins and Erin Reilly. They've created a model of what they call \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">participatory learning\u003c/a> that engages students with materials on a personal level, often by incorporating different types of media into the classroom and offering varying points of entry to a text. Most recently, the team has put together a teacher’s strategy guide, \u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cem>Reading in a Participatory Culture: Remixing Moby-Dick in the English, Classroom\u003c/em>\u003c/a> and an interactive digital book, \u003ca href=\"http://scalar.usc.edu/anvc/flowsofreading/index\">\u003cem>Flows of Reading,\u003c/em>\u003c/a> to provide models of their approach.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“We want to raise a generation of kids who have a mouse in one hand and a book in the other.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Moby Dick\u003c/em> is a notoriously difficult book. “This book defeated me as an Advanced Placement kid,” Henry Jenkins said. He remembers hating the book, gritting his teeth to get through it and writing the worst essay of his high school career. That’s why he was so impressed by the work of the playwright\u003ca href=\"http://ricardopittswiley.com/\"> Ricardo Pitts-Wiley\u003c/a> who was teaching \u003cem>Moby Dick\u003c/em> to incarcerated youth in Rhode Island, many of whom read below grade level.\u003c/p>\n\u003cp>Pitts-Wiley asked his students to reinterpret the novel in the context of their own lives. In their retelling Captain Ahab became a powerful drug dealer trying to avenge the death of his loved ones. \u003c!--more-->His drug crew is forced to decide how far they’ll go for their charismatic leader. Together with his students Pitts-Wiley turned their re-interpretation into a play:\u003cem> \u003ca href=\"http://video.mit.edu/watch/moby-dick-then-and-now-full-play-act-i-2466/\">Moby Dick: Then and Now\u003c/a>\u003c/em>. The students understood the themes when placed into familiar context and related to the character’s struggles when the story was no longer placed in an era and industry unfamiliar to them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\">How Can Teachers Prepare Kids for a Connected World?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Pitts-Wiley’s work correlates strongly to the research Jenkins has been doing on weaving more varieties of media into the classroom in order to make the learning experience more participatory, creative, multidisciplinary, and therefore meaningful to students. He teamed up with \u003ca href=\"http://lit.mit.edu/people/wkelley.php\">Wyn Kelley\u003c/a> a Melville scholar from MIT, and a team of educational experts to design a curriculum around \u003cem>Moby Dick\u003c/em> that would build in remixing, reinterpretation, and multimedia elements. They tested their new curriculum in six different schools.\u003c/p>\n\u003cp>“We want to raise a generation of kids who have a mouse in one hand and a book in the other,” said Jenkins. To do that the curriculum focuses on Melville as a master mash-up artist of 19th century culture; his book includes Shakespeare plays, the Bible, whaling culture and more. From there, the door is open for classes to discuss how remixed elements are allusions and what happens to a text when an author incorporates the work of others.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We may be romanticizing what people got out of Moby Dick in the traditional classroom. This is just taking ownership over that and allowing students to pursue their passion and interests.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“Culture matters, history matters, the goal is to foster old fashioned close reading,” Jenkins said. A typical assignment might ask students to take one page of \u003cem>Moby Dick\u003c/em>, highlight words they don’t know, define terms, draw pictures and share with one another. The idea is to focus closely in order to incite curiosity about the whole. And to let students creatively express their opinions and thoughts about the book, hopefully with a better understanding of what their own remixing might add to the broader cultural body of work around \u003cem>Moby Dick\u003c/em>.\u003c/p>\n\u003cp>If this sounds a little messy and confusing – it is. That was the feedback teachers gave Jenkins’ team when they piloted these participatory learning strategies in the classroom. Teacher’s felt uncertain whether learning was taking place in this non-linear style. One teacher came to realize that if a student could get a purchase on the text anywhere, they understood how much more there is to learn about the book.\u003c/p>\n\u003cp>“That’s a different kind of learning outcome than we usually get when we convince people they've exhausted a book, that they've gotten it, when they've only touched it superficially,” Jenkins said. He sees the goal as both teaching something about \u003cem>Moby Dick\u003c/em> in the moment as well as fostering a community of readers who know that reading Melville in high school English doesn't mean they've conquered it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">How Do We Define and Measure 'Deeper Learning'?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We may be romanticizing what people got out of \u003cem>Moby Dick\u003c/em> in the traditional classroom,” Jenkins said. “This is just taking ownership over that and allowing students to pursue their passion and interests.” Piloting this curriculum Jenkins’ team found that it worked less effectively when teachers used it more traditionally. “The closer we got to traditional school, the more they shut down,” Jenkins said. “No curriculum is idiot proof. You have to get teachers who understand the participatory mindset.”\u003c/p>\n\u003cp>The other part of the project, \u003cem>Flows of Reading\u003c/em>, helps encourage participation around literature and models an expanded approach to literacy and the reading and writing that make up the discipline. The digital book allows readers to follow hyperlinks, enjoy embedded video content, and add to an online space for related work. It broadens the model beyond \u003cem>Moby Dick\u003c/em> and applies it to reading at all age levels from a wordless picture book to the \u003cem>Hunger Games\u003c/em> and \u003cem>Lord of the Rings\u003c/em>. It offers four pathways or ways to view a text.\u003c/p>\n\u003cfigure id=\"attachment_27603\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://henryjenkins.org/2013/02/there-she-blows-reading-in-a-participatory-culture-and-flows-of-reading-launch-today.html\">\u003cimg class=\"size-medium wp-image-27603\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-08-at-10.47.11-AM-300x437.png\" alt=\"Screen Shot 2013-03-08 at 10.47.11 AM\" width=\"300\" height=\"437\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MOTIVES FOR READING\u003c/strong>\u003cbr>\nThis pathway and assorted material address the idea that people read various kinds of textual content for all kinds of reasons. Reading a website may be different from reading a book, but they both require literacy and are appropriate at different points. This pathway explores how seemingly different kinds of reading might be more akin than they seem.\u003c/p>\n\u003cp>\u003cstrong>ADAPTATION AND REMIXING\u003c/strong>\u003cbr>\nWhile the book encourages students to elaborate and create material based on parts of a text that speak to them, this section also discusses appropriate and respectful adaptation and remixing. It brings in the ethics of attribution and fair use.\u003c/p>\n\u003cp>\u003cstrong>NEGOTIATING CULTURAL SPACES\u003c/strong>\u003cbr>\nThis pathway discusses the various identities that each person brings to reading whether it is gender, ethnicity, specific experiences or anything else that shapes the reading process.\u003c/p>\n\u003cp>\u003cstrong>CONTINUITIES AND SPACES\u003c/strong>\u003cbr>\nThese are “the spaces where your imagination can go wild,” said Erin Reilly, who led the effort to create Flows. This pathway explores how to creatively share stories and layer upon the original.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Throughout the research and implementation of this project Jenkins and Reilly knew they’d need to think about assessment. They brought in \u003ca href=\"http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=dthickey\">Dan Hickey\u003c/a> from Indiana University to help develop assessments that are immediate and happen as part of the learning process. The state standards are a minimum, Reilly and Jenkins maintain should be easy to reach if students are engaged. They insist that learning activities should be open and free -- a space for creativity; the reflection on that activity and how it ties back to the text is an area for worthwhile assessment.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "World of Warcraft Finds Its Way Into Class",
"title": "World of Warcraft Finds Its Way Into Class",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_27431\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27431\" rel=\"attachment wp-att-27431\">\u003cimg class=\"size-large wp-image-27431\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Wow-620x312.jpg\" alt=\"Wow\" width=\"620\" height=\"312\">\u003c/a>\n\u003cp class=\"wp-media-credit\">World of Warcraft\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Students' passions can be a powerful driver for deeper and more creative learning. With this knowledge, some educators are using popular commercial games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a> (WoW) to create curriculum around the game. And they say they're seeing success, especially with learners who have had trouble in traditional classrooms.\u003c/p>\n\u003cp>World of Warcraft is a Massively Multiplayer Online Roleplay (MMOR) game, where players take on the identity of characters in a narrative-rich plot, working together to overcome challenges.\u003c/p>\n\u003cp>“In my estimation, a well-designed video game is pure, scaffolded, constructivist learning at its best,” said \u003ca href=\"http://peggysheehy.edublogs.org/about/\">Peggy Sheehy\u003c/a>, one of the designers of \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">WoW in Schools\u003c/a>, an elective English Language Arts curriculum built around the game. “Mastery of content opens up new content and offers unlimited opportunity for success.” And that's what learning should be like, she says: interesting, engaging and collaborative. \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">Research on gaming\u003c/a> in an educational context corroborates Sheehy’s viewpoint that games demonstrate mastery learning because a player cannot move on until he or she has completed a set of tasks.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game designers get that failure is anticipated and celebrated. It’s a learning opportunity.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. You get your quest, you form a hypothesis, you try it out, you encounter challenges and you draw conclusions.” She thinks that’s assessment enough and is wary that formally assessing students will take the fun and the passion out of what she considers to be a very effective education tool.\u003c/p>\n\n",
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"headline": "World of Warcraft Finds Its Way Into Class",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27431\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=27431\" rel=\"attachment wp-att-27431\">\u003cimg class=\"size-large wp-image-27431\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Wow-620x312.jpg\" alt=\"Wow\" width=\"620\" height=\"312\">\u003c/a>\n\u003cp class=\"wp-media-credit\">World of Warcraft\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Students' passions can be a powerful driver for deeper and more creative learning. With this knowledge, some educators are using popular commercial games like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a> (WoW) to create curriculum around the game. And they say they're seeing success, especially with learners who have had trouble in traditional classrooms.\u003c/p>\n\u003cp>World of Warcraft is a Massively Multiplayer Online Roleplay (MMOR) game, where players take on the identity of characters in a narrative-rich plot, working together to overcome challenges.\u003c/p>\n\u003cp>“In my estimation, a well-designed video game is pure, scaffolded, constructivist learning at its best,” said \u003ca href=\"http://peggysheehy.edublogs.org/about/\">Peggy Sheehy\u003c/a>, one of the designers of \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">WoW in Schools\u003c/a>, an elective English Language Arts curriculum built around the game. “Mastery of content opens up new content and offers unlimited opportunity for success.” And that's what learning should be like, she says: interesting, engaging and collaborative. \u003ca href=\"http://myweb.fsu.edu/vshute/pdf/GLA%20Dirk%20chapter.pdf\">Research on gaming\u003c/a> in an educational context corroborates Sheehy’s viewpoint that games demonstrate mastery learning because a player cannot move on until he or she has completed a set of tasks.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game designers get that failure is anticipated and celebrated. It’s a learning opportunity.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sheehy designs “quests” with particular learning objectives in mind that the students or -- “heroes” as they’re called in class -- must complete. Quests might include components of comparative writing or characterization exercises. For example, Sheehy had her students read J.R.R. Tolkien’s \u003cem>The Hobbit\u003c/em> as they progressed through the course, and for one assignment, they had to pick a character from the book and categorize that character within World of Warcraft. They were asked to defend their choices in writing, supporting their argument with the text.\u003c!--more-->\u003c/p>\n\u003cp>“When I bring these to their other teachers, I am consistently told, ‘I don’t get anything like this from them,’” Sheehy said in reference to the writing her students produce. They write complex arguments because they are passionate about the game, the storyline, and the class. “When there is no passion you get dutiful, for the grade work,” she said.\u003c/p>\n\u003cp>One of the benefits of using a multiplayer, collaborative game is that students also work together to accomplish quests. They post their writing in “guilds” within the game and are asked to critique one another’s writing, creating a constructive peer review.\u003c/p>\n\u003cp>Perhaps one of the most prominent ways that game-based classes are different from traditional ones is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/fun-failure-how-to-make-learning-irresistible/\">how failure fits into the daily experience of learning\u003c/a>. “Failure in a game typically means that you tried the challenge in a new way,” Sheehy said. It’s not bad; it’s creative problem-solving, risk-taking, and a natural outcropping of trying something new. But in most classrooms, kids are programmed to understand failure as shameful at early ages. “Game designers get that failure is anticipated and celebrated. It’s a learning opportunity,” Sheehy said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Those accustomed to having assessments be part of the learning model may wonder how to measure things like reading comprehension, grammar, and vocabulary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Assessment and gaming are so contradictory,” Sheehy said. “Gaming is almost like the scientific method. You get your quest, you form a hypothesis, you try it out, you encounter challenges and you draw conclusions.” She thinks that’s assessment enough and is wary that formally assessing students will take the fun and the passion out of what she considers to be a very effective education tool.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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