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"content": "\u003cfigure id=\"attachment_28519\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28519\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/UTCLibrary6.jpg\" alt=\"UTCLibrary6\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Massive Open Online Courses, or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a>, have forced universities to reconsider their value in light of free high-quality education available online. \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a>, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they're expanding that model to K-12 teacher professional development.\u003c/p>\n\u003cp>The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.\u003c/p>\n\u003cp>“In speaking to school administration leaders, I was hearing over and over that many districts today don’t have the resources to deliver good professional development,” said Andrew Ng, co-founder of Coursera. For teachers, Ng said offering professional development online gives them more choices and could save districts money.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Coursera is partnering with schools of education at the University of Washington, University of Virginia, Johns Hopkins and Vanderbilt University. In addition, the company is expanding its network of trainers beyond universities to include cultural institutions like the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a> and the \u003ca href=\"http://www.moma.org/\">Museum of Modern Art\u003c/a> (MOMA).\u003c/p>\n\u003cp>“It was the most natural thing in the world,” said Deb Howes, director of \u003ca href=\"http://www.moma.org/explore/inside_out/2010/09/23/learning-online-momas-courses-go-digital\">digital learning at MOMA\u003c/a>. \u003c!--more-->“It’s impossible to reach all the teachers who need and want our information, so when Coursera said they had this idea, we said absolutely, great, because we have so much to share with teachers.”\u003c/p>\n\u003cp>The MOMA course is called the “Art of Inquiry” and uses art as a lens to help teachers learn how to instruct students to describe the world around them, infer information from primary sources, and foster conversations based on inquiry. “How do you train your students to look more deeply and make connections between what they’re seeing and experiencing” -- that’s the question the course will try to answer. It's a four-week course aimed at teachers of grades four to 12.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Howes said the museum has been offering professional development for teachers on a more limited scale for many years and working with Coursera will give them a much bigger platform to share what museum trainers have learned along the way.\u003c/p>\n\u003cp>“It’s an experiment with new ways to provide equally compelling experiences for teachers,” said Bronwyn Bevan, the associate director of programs at the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a>, another institution offering courses. The Exploratorium has a \u003ca href=\"http://www.exploratorium.edu/teacher-institute\">long history of training teachers\u003c/a> in hands-on science learning. The museum will offer courses on how to bring tinkering to elementary and middle school learning, as well as a course on integrating engineering into middle school. The Exploratorium’s in-person teacher training courses reach about 500 teachers a year and are very hands on. Bevan says the museum is excited to find ways to offer the unique Exploratorium experience virtually.\u003c/p>\n\u003cp>Coursera has been offering advice to the participating partners on how to organize and shape a class meant for tens of thousands of students. “Teaching a MOOC you have to be far more organized than you do in a regular class because students can’t interact with you, the faculty, directly,” Ng said. “That demands a greater level of clarity in anything you say as compared to an on-campus class.” He also emphasized short, dynamic video clips and frequent interactive quizzes to keep learners engaged.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s an experiment with new ways to provide equally compelling experiences for teachers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>But can a MOOC-like professional development course offer the same benefits as in-person training?\u003ca href=\"http://gse.berkeley.edu/people/norton-grubb\"> Norton Grubb\u003c/a>, an education professor at the University of California, Berkeley said the most common and cheapest form of professional development districts currently offer is a one-size-fits-all lecture provided by an outside consultant on a topic that teachers can’t control.\u003c/p>\n\u003cp>“What works best are groups of teachers within a school working with one another on a particular problem,” said Grubb. “The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.” Many of the issues teachers face in the classroom are site specific and can best be solved over a longer period of time with a dedicated effort by a group of peers, he said. Grubb doesn’t think the one-size-fits-all approach is good, and he’s wary of the MOOC approach until it has been proven to work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/\">Is Peer Input as Important as Content for Online Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">But teachers say they are already learning a lot from peers\u003c/a> online through social media; they're connecting to one another and forming learning communities that spread around the globe. “I think there are some things we can do to spread expertise with this thing called the Internet and well-designed virtual learning communities that could actually break down these barriers that exist between teachers,” said Barnett Berry, founder of the \u003ca href=\"http://www.teachingquality.org/\">Center for Teaching Quality\u003c/a>, a non-profit that has been incubating teacher ideas around online professional development for several years.\u003c/p>\n\u003cp>Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well. And he doesn’t stop there -- he’d like to see a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">lot of things change\u003c/a> including more time for teachers to collaborate within schools, share practices and observe one another.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A lingering question around Coursera’s new efforts will be whether districts accept the new courses as Continuing Education Units, which are used to determine where teachers fall on the pay scale and help them to maintain teaching credentials. Those decisions will be made locally, but will raise questions about how to ensure teachers complete the courses themselves and how they should be counted within existing systems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28519\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28519\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/UTCLibrary6.jpg\" alt=\"UTCLibrary6\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Massive Open Online Courses, or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a>, have forced universities to reconsider their value in light of free high-quality education available online. \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a>, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they're expanding that model to K-12 teacher professional development.\u003c/p>\n\u003cp>The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.\u003c/p>\n\u003cp>“In speaking to school administration leaders, I was hearing over and over that many districts today don’t have the resources to deliver good professional development,” said Andrew Ng, co-founder of Coursera. For teachers, Ng said offering professional development online gives them more choices and could save districts money.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.”\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>Coursera is partnering with schools of education at the University of Washington, University of Virginia, Johns Hopkins and Vanderbilt University. In addition, the company is expanding its network of trainers beyond universities to include cultural institutions like the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a> and the \u003ca href=\"http://www.moma.org/\">Museum of Modern Art\u003c/a> (MOMA).\u003c/p>\n\u003cp>“It was the most natural thing in the world,” said Deb Howes, director of \u003ca href=\"http://www.moma.org/explore/inside_out/2010/09/23/learning-online-momas-courses-go-digital\">digital learning at MOMA\u003c/a>. \u003c!--more-->“It’s impossible to reach all the teachers who need and want our information, so when Coursera said they had this idea, we said absolutely, great, because we have so much to share with teachers.”\u003c/p>\n\u003cp>The MOMA course is called the “Art of Inquiry” and uses art as a lens to help teachers learn how to instruct students to describe the world around them, infer information from primary sources, and foster conversations based on inquiry. “How do you train your students to look more deeply and make connections between what they’re seeing and experiencing” -- that’s the question the course will try to answer. It's a four-week course aimed at teachers of grades four to 12.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Howes said the museum has been offering professional development for teachers on a more limited scale for many years and working with Coursera will give them a much bigger platform to share what museum trainers have learned along the way.\u003c/p>\n\u003cp>“It’s an experiment with new ways to provide equally compelling experiences for teachers,” said Bronwyn Bevan, the associate director of programs at the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a>, another institution offering courses. The Exploratorium has a \u003ca href=\"http://www.exploratorium.edu/teacher-institute\">long history of training teachers\u003c/a> in hands-on science learning. The museum will offer courses on how to bring tinkering to elementary and middle school learning, as well as a course on integrating engineering into middle school. The Exploratorium’s in-person teacher training courses reach about 500 teachers a year and are very hands on. Bevan says the museum is excited to find ways to offer the unique Exploratorium experience virtually.\u003c/p>\n\u003cp>Coursera has been offering advice to the participating partners on how to organize and shape a class meant for tens of thousands of students. “Teaching a MOOC you have to be far more organized than you do in a regular class because students can’t interact with you, the faculty, directly,” Ng said. “That demands a greater level of clarity in anything you say as compared to an on-campus class.” He also emphasized short, dynamic video clips and frequent interactive quizzes to keep learners engaged.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s an experiment with new ways to provide equally compelling experiences for teachers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>But can a MOOC-like professional development course offer the same benefits as in-person training?\u003ca href=\"http://gse.berkeley.edu/people/norton-grubb\"> Norton Grubb\u003c/a>, an education professor at the University of California, Berkeley said the most common and cheapest form of professional development districts currently offer is a one-size-fits-all lecture provided by an outside consultant on a topic that teachers can’t control.\u003c/p>\n\u003cp>“What works best are groups of teachers within a school working with one another on a particular problem,” said Grubb. “The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.” Many of the issues teachers face in the classroom are site specific and can best be solved over a longer period of time with a dedicated effort by a group of peers, he said. Grubb doesn’t think the one-size-fits-all approach is good, and he’s wary of the MOOC approach until it has been proven to work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/\">Is Peer Input as Important as Content for Online Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">But teachers say they are already learning a lot from peers\u003c/a> online through social media; they're connecting to one another and forming learning communities that spread around the globe. “I think there are some things we can do to spread expertise with this thing called the Internet and well-designed virtual learning communities that could actually break down these barriers that exist between teachers,” said Barnett Berry, founder of the \u003ca href=\"http://www.teachingquality.org/\">Center for Teaching Quality\u003c/a>, a non-profit that has been incubating teacher ideas around online professional development for several years.\u003c/p>\n\u003cp>Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well. And he doesn’t stop there -- he’d like to see a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">lot of things change\u003c/a> including more time for teachers to collaborate within schools, share practices and observe one another.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A lingering question around Coursera’s new efforts will be whether districts accept the new courses as Continuing Education Units, which are used to determine where teachers fall on the pay scale and help them to maintain teaching credentials. Those decisions will be made locally, but will raise questions about how to ensure teachers complete the courses themselves and how they should be counted within existing systems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Game On: Physics Teacher Creates World of Classcraft ",
"title": "Game On: Physics Teacher Creates World of Classcraft ",
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"content": "\u003cfigure id=\"attachment_28496\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28496\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Screen-Shot-2013-04-29-at-4.58.16-PM-620x308.png\" alt=\"Screen-Shot-2013-04-29-at-4.58.16-PM\" width=\"620\" height=\"308\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In creating \u003ca href=\"http://worldofclasscraft.com/en/\">World of Classcraft\u003c/a>, a not-so-subtle nod to the world's most popular \u003ca href=\"https://us.battle.net/account/creation/wow/signup/\">online role-playing game\u003c/a>, Quebec-based physics teacher Shawn Young has turned the everyday interactions of his classroom into a quest to gain special powers and avoid death.\u003c/p>\n\u003cp>In a manner similar to other \u003ca href=\"https://en.wikipedia.org/wiki/Role-playing_game\">role-playing games\u003c/a>, students assume a class—in this case a Mage, a Warrior, or a Healer—that each boasts \u003ca href=\"http://worldofclasscraft.com/classes-and-powers/\">specific abilities\u003c/a>. Working in teams of roughly six to eight students, Young said each student aspires to gain experience points related to positive classroom interactions, and avoid losing hit points for negative activities.\u003c/p>\n\u003cp>For example, students get 50 experience points for finding a mistake in class notes; 60 points for answering a classroom question correctly; and 100 experience points for good attitude and participation throughout class.\u003c/p>\n\u003cp>Alternately, students get -10 hit points for arriving late to class and arguing with the game master (teacher) and -30 points for not fishing homework.\u003c/p>\n\u003cp>Gain 1000 hit points, and a student wins a power point that can be traded for certain powers. The more power points a student gains, the better power he or she can purchase. For example, a Mage can purchase the right to be two minutes late to class for just 10 power points. For 40 power points, he or she can get a hint for the entire team on an exam question. The powers available, and \u003c!--more-->how many points they're worth, vary depending on which class a student chooses to assume.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lose all of your hit points, and you succumb to a roll of the death die. It can land on several outcomes that have to be honored, including having less time than the rest of a class to work on a paper, a visit to Saturday morning detention, or having to hand-copy a portion of a text.\u003c/p>\n\u003cp>Young, an experienced role-playing gamer himself, created the game after a suggestion from a few role-playing students, and consulted several students to help conceive the possible rewards and drawbacks from participation. He implemented the game last spring—students are not forced to participate, but once they agree to participate, they're not allowed to quit simply to avoid negative consequences. So far, of his 100 students during two years of implementing the game, roughly 90 percent have chosen to participate, he said.\u003c/p>\n\u003cp>Despite the reputation of role-playing games being a male-dominated past-time, Young says he's seen equal gender participation.\u003c/p>\n\u003cp>“It's surprising because of the theme, but not so surprising because the powers are really good,” he said. “The incentive is strong enough.”\u003c/p>\n\u003cp>Young also noted that the game is created so that, although students in each class are divided into teams, they are not competing against each other, since part of the aim of the game is to foster classroom collaboration.\u003c/p>\n\u003cp>While Young has built an online engine to calculate points and keep track of students' progress, the game does not require students to have consistent computer access, nor does it directly measure students' content mastery.\u003c/p>\n\u003cp>“It's an extra layer on top of the class,” said Young, who also works as a Web developer in addition to his role teaching at Seminaire Salesien in Sherbrooke, Quebec. “It's unrelated to the curriculum. It's more around defining the classroom experience.”\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003c/strong>\u003c/p>\n\u003cp>Thanks to interest that developed partly after the game was \u003ca href=\"http://www.reddit.com/r/MMORPG/comments/1b6a6c/world_of_classcraft_inspires_kids_to_work_hard_in/\">featured on Reddit\u003c/a>, Young has launched a \u003ca href=\"http://www.kickstarter.com/discover/cities/sherbrooke-can?ref=card\">Kickstarter online fundraising campaign\u003c/a> to create a Web-based version of the game that can be accessed by students and teachers worldwide.\u003c/p>\n\u003cp>The goal for the drive is $75,000. Funds generated from it will go toward expenses, Young said, including hiring artists to make the game more visually appealing, creating a user interface that allows teachers to customize the game for their class without knowledge of software coding, and building capacity to host several thousands of users at one time.\u003c/p>\n\u003cp>If the drive reaches the goal, the game could be available to the general public as early as the late fall, Young said. If not, he said he still hopes other teachers will build upon the idea.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's been a lot of fun, just genuine fun, and the impact in the classroom has been really, really positive,” Young said. “If this Kickstarter (drive) doesn't work, people should still look at games for education. We're at the beginning of that, and it's an exciting time to start working on that. But we need to push that vision out there.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28496\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28496\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Screen-Shot-2013-04-29-at-4.58.16-PM-620x308.png\" alt=\"Screen-Shot-2013-04-29-at-4.58.16-PM\" width=\"620\" height=\"308\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In creating \u003ca href=\"http://worldofclasscraft.com/en/\">World of Classcraft\u003c/a>, a not-so-subtle nod to the world's most popular \u003ca href=\"https://us.battle.net/account/creation/wow/signup/\">online role-playing game\u003c/a>, Quebec-based physics teacher Shawn Young has turned the everyday interactions of his classroom into a quest to gain special powers and avoid death.\u003c/p>\n\u003cp>In a manner similar to other \u003ca href=\"https://en.wikipedia.org/wiki/Role-playing_game\">role-playing games\u003c/a>, students assume a class—in this case a Mage, a Warrior, or a Healer—that each boasts \u003ca href=\"http://worldofclasscraft.com/classes-and-powers/\">specific abilities\u003c/a>. Working in teams of roughly six to eight students, Young said each student aspires to gain experience points related to positive classroom interactions, and avoid losing hit points for negative activities.\u003c/p>\n\u003cp>For example, students get 50 experience points for finding a mistake in class notes; 60 points for answering a classroom question correctly; and 100 experience points for good attitude and participation throughout class.\u003c/p>\n\u003cp>Alternately, students get -10 hit points for arriving late to class and arguing with the game master (teacher) and -30 points for not fishing homework.\u003c/p>\n\u003cp>Gain 1000 hit points, and a student wins a power point that can be traded for certain powers. The more power points a student gains, the better power he or she can purchase. For example, a Mage can purchase the right to be two minutes late to class for just 10 power points. For 40 power points, he or she can get a hint for the entire team on an exam question. The powers available, and \u003c!--more-->how many points they're worth, vary depending on which class a student chooses to assume.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lose all of your hit points, and you succumb to a roll of the death die. It can land on several outcomes that have to be honored, including having less time than the rest of a class to work on a paper, a visit to Saturday morning detention, or having to hand-copy a portion of a text.\u003c/p>\n\u003cp>Young, an experienced role-playing gamer himself, created the game after a suggestion from a few role-playing students, and consulted several students to help conceive the possible rewards and drawbacks from participation. He implemented the game last spring—students are not forced to participate, but once they agree to participate, they're not allowed to quit simply to avoid negative consequences. So far, of his 100 students during two years of implementing the game, roughly 90 percent have chosen to participate, he said.\u003c/p>\n\u003cp>Despite the reputation of role-playing games being a male-dominated past-time, Young says he's seen equal gender participation.\u003c/p>\n\u003cp>“It's surprising because of the theme, but not so surprising because the powers are really good,” he said. “The incentive is strong enough.”\u003c/p>\n\u003cp>Young also noted that the game is created so that, although students in each class are divided into teams, they are not competing against each other, since part of the aim of the game is to foster classroom collaboration.\u003c/p>\n\u003cp>While Young has built an online engine to calculate points and keep track of students' progress, the game does not require students to have consistent computer access, nor does it directly measure students' content mastery.\u003c/p>\n\u003cp>“It's an extra layer on top of the class,” said Young, who also works as a Web developer in addition to his role teaching at Seminaire Salesien in Sherbrooke, Quebec. “It's unrelated to the curriculum. It's more around defining the classroom experience.”\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003c/strong>\u003c/p>\n\u003cp>Thanks to interest that developed partly after the game was \u003ca href=\"http://www.reddit.com/r/MMORPG/comments/1b6a6c/world_of_classcraft_inspires_kids_to_work_hard_in/\">featured on Reddit\u003c/a>, Young has launched a \u003ca href=\"http://www.kickstarter.com/discover/cities/sherbrooke-can?ref=card\">Kickstarter online fundraising campaign\u003c/a> to create a Web-based version of the game that can be accessed by students and teachers worldwide.\u003c/p>\n\u003cp>The goal for the drive is $75,000. Funds generated from it will go toward expenses, Young said, including hiring artists to make the game more visually appealing, creating a user interface that allows teachers to customize the game for their class without knowledge of software coding, and building capacity to host several thousands of users at one time.\u003c/p>\n\u003cp>If the drive reaches the goal, the game could be available to the general public as early as the late fall, Young said. If not, he said he still hopes other teachers will build upon the idea.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's been a lot of fun, just genuine fun, and the impact in the classroom has been really, really positive,” Young said. “If this Kickstarter (drive) doesn't work, people should still look at games for education. We're at the beginning of that, and it's an exciting time to start working on that. But we need to push that vision out there.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_28218\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-28218\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/zeega-620x371.jpg\" alt=\"zeega\" width=\"620\" height=\"371\">\n\u003cp class=\"wp-media-credit\">Paul Salopek and Ahmed Kabil\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out these new three tools on the scene.\u003c/p>\n\u003cp>\u003cstrong>MEOGRAPH\u003c/strong>\u003c/p>\n\u003cp>Launched less than a year ago, \u003ca href=\"http://www.meograph.com/\">Meograph\u003c/a> lets users create professional-looking multimedia presentations using video, audio, images, text, timelines, maps, and links.\u003c/p>\n\u003cp>Users create Meograph \"moments\" by uploading photos, videos, text and add voice narration to accompany the visuals. The moments can also be tagged with location, date, and time. Once all \u003c!--more-->the moments have been collected, they can be shared through social media sites or embedded into websites.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Video\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/\">Awesome Apps for Science Experiments, Storytelling, Coding and More\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/\">14 Free and Simple Digital Media Tools\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>First used by news outlets to tell stories using multimedia, Meograph is now being leveraged by teachers and students, too. The company is now offering tools specifically requested by teachers, with paid license fees.\u003cstrong> \u003c/strong>The one-year licenses, which cost $19.99, $29.99 and $39.99, \u003ca href=\"http://www.meograph.com/education\">are offered at three levels\u003c/a> with different features, including the ability to add sub-accounts under the teacher’s name to protect student privacy. With the sub-account feature, students under the age of 13 can sign up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The new licenses also provide more subtlety in the privacy of publishing. For example, in the most basic version, a project is either private or public. In the licensed version, a student can publish a project so only a teacher can see it. Meograph has also made it possible for groups to store work in the same place.\u003c/p>\n\u003cp>Here's \u003ca href=\"http://www.meograph.com/kjjiaaa/36725/the-water-cycle\">an example\u003c/a> of a Meograph that students produced on the water cycle.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.meograph.com/embed/kjjiaaa/36725/the-water-cycle\" frameborder=\"0\" scrolling=\"no\" width=\"560\" height=\"404\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>ZEEGA\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://zeega.com/\">Zeega\u003c/a> allows users to create an interactive web-based story, pulling content from online sources, including photos, music, animated GIFs, and videos. Once a project is completed, viewers click their way through each story, one webpage leading to another, whether it's a series of GIFs, or captioned photos, or just plain text. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Jesse Shapins, the company's CEO, teaches at \u003ca href=\"http://www.gsd.harvard.edu/\">Harvard’s Graduate School of Design,\u003c/a> so word is getting out in higher education circles, but it’s slowly reaching K-12 educators too.\u003c/p>\n\u003cp>The tool is free to individual users and will stay that way, according to Shapins. Zeega is still considering whether to charge larger scale publishers -- like media organizations -- a licensing fee.\u003c/p>\n\u003cp>\u003cstrong>WEVIDEO\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.wevideo.com/\">WeVideo \u003c/a>is primarily a video tool, allowing users to upload media clips, move them around easily, and edit them. What makes this tool unique is the ability for several people to collaborate at the same time. Users can choose from themes that give videos different moods, similar to settings on Instagram. One very handy feature is WeVidoeo’s Google Drive App, which allows users to store projects in Google Drive.\u003c/p>\n\u003cp>While there is a free version of WeVideo, the prices rise steeply for licenses that let users do more. The free version only allows for five gigabytes of storage and fifteen minutes of exported video. Also, the company’s watermark appears on the video. For $49.99 a year the watermark goes away and users get more of everything. And for $99.99 per year a user can make bigger and better projects, with more collaborators and better image resolution.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/ComparativeChartofVideoTools.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/ComparativeChartofVideoTools-620x363.png\" alt=\"ComparativeChartofVideoTools\" title=\"\" width=\"620\" height=\"363\" class=\"size-large wp-image-28369\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28218\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-28218\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/zeega-620x371.jpg\" alt=\"zeega\" width=\"620\" height=\"371\">\n\u003cp class=\"wp-media-credit\">Paul Salopek and Ahmed Kabil\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out these new three tools on the scene.\u003c/p>\n\u003cp>\u003cstrong>MEOGRAPH\u003c/strong>\u003c/p>\n\u003cp>Launched less than a year ago, \u003ca href=\"http://www.meograph.com/\">Meograph\u003c/a> lets users create professional-looking multimedia presentations using video, audio, images, text, timelines, maps, and links.\u003c/p>\n\u003cp>Users create Meograph \"moments\" by uploading photos, videos, text and add voice narration to accompany the visuals. The moments can also be tagged with location, date, and time. Once all \u003c!--more-->the moments have been collected, they can be shared through social media sites or embedded into websites.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Video\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/\">Awesome Apps for Science Experiments, Storytelling, Coding and More\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/\">14 Free and Simple Digital Media Tools\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>First used by news outlets to tell stories using multimedia, Meograph is now being leveraged by teachers and students, too. The company is now offering tools specifically requested by teachers, with paid license fees.\u003cstrong> \u003c/strong>The one-year licenses, which cost $19.99, $29.99 and $39.99, \u003ca href=\"http://www.meograph.com/education\">are offered at three levels\u003c/a> with different features, including the ability to add sub-accounts under the teacher’s name to protect student privacy. With the sub-account feature, students under the age of 13 can sign up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new licenses also provide more subtlety in the privacy of publishing. For example, in the most basic version, a project is either private or public. In the licensed version, a student can publish a project so only a teacher can see it. Meograph has also made it possible for groups to store work in the same place.\u003c/p>\n\u003cp>Here's \u003ca href=\"http://www.meograph.com/kjjiaaa/36725/the-water-cycle\">an example\u003c/a> of a Meograph that students produced on the water cycle.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.meograph.com/embed/kjjiaaa/36725/the-water-cycle\" frameborder=\"0\" scrolling=\"no\" width=\"560\" height=\"404\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>ZEEGA\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://zeega.com/\">Zeega\u003c/a> allows users to create an interactive web-based story, pulling content from online sources, including photos, music, animated GIFs, and videos. Once a project is completed, viewers click their way through each story, one webpage leading to another, whether it's a series of GIFs, or captioned photos, or just plain text. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Jesse Shapins, the company's CEO, teaches at \u003ca href=\"http://www.gsd.harvard.edu/\">Harvard’s Graduate School of Design,\u003c/a> so word is getting out in higher education circles, but it’s slowly reaching K-12 educators too.\u003c/p>\n\u003cp>The tool is free to individual users and will stay that way, according to Shapins. Zeega is still considering whether to charge larger scale publishers -- like media organizations -- a licensing fee.\u003c/p>\n\u003cp>\u003cstrong>WEVIDEO\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.wevideo.com/\">WeVideo \u003c/a>is primarily a video tool, allowing users to upload media clips, move them around easily, and edit them. What makes this tool unique is the ability for several people to collaborate at the same time. Users can choose from themes that give videos different moods, similar to settings on Instagram. One very handy feature is WeVidoeo’s Google Drive App, which allows users to store projects in Google Drive.\u003c/p>\n\u003cp>While there is a free version of WeVideo, the prices rise steeply for licenses that let users do more. The free version only allows for five gigabytes of storage and fifteen minutes of exported video. Also, the company’s watermark appears on the video. For $49.99 a year the watermark goes away and users get more of everything. And for $99.99 per year a user can make bigger and better projects, with more collaborators and better image resolution.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/ComparativeChartofVideoTools.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/ComparativeChartofVideoTools-620x363.png\" alt=\"ComparativeChartofVideoTools\" title=\"\" width=\"620\" height=\"363\" class=\"size-large wp-image-28369\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Money Smarts: How to Promote Financial Literacy With Students",
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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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"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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"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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"description": "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. Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from",
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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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"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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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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