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"content": "\u003cfigure id=\"attachment_27419\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27419\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/153534472-2-620x277.jpg\" alt=\"153534472 2\" width=\"620\" height=\"277\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx\">Pew Research survey\u003c/a> of more than 2,400 middle school and high school teachers released today shows that, while teachers believe technology has helped with their teaching, it's also brought new challenges -- including the possibility of creating a bigger rift between low-income and high-income students.\u003c/p>\n\u003cp>A few highlights from the report:\u003c/p>\n\u003cul>\n\u003cli>While 92% of these teachers say the internet has a “major impact” on their ability to \u003cstrong>access content, resources, and materials for their teaching\u003c/strong>, 75% say the internet and other digital tools have \u003cstrong>added new demands\u003c/strong> to their lives by increasing the range of content and skills about which they must be knowledgeable. And 41% report a “major impact” by requiring more work on their part to be an effective teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>73% of AP and NWP teachers say that they and/or their students \u003cstrong>use their mobile phones in the classroom or to complete assignments,\u003c/strong> and 45% report they or their students use e-readers and 43% use tablet computers in the classroom or to complete assignments.\u003c/li>\n\u003cli>Overall, 62% of AP and NWP teachers feel their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and \u003cstrong>68% say their school provides formal training\u003c/strong> in this area. (But that's the average -- there's a bigger discrepancy when those numbers are broken down between high-income and low-income schools). Still, \u003c!--more-->85% of these teachers seek out their own opportunities to learn new ways to effectively incorporate these tools into their teaching.\u003c/li>\n\u003cli>Despite their heavy tech use, 42% of AP and NWP teachers say their \u003cstrong>students usually know more than they do\u003c/strong> when it comes to using new digital technologies. Just 18% feel they know more than their students. This is despite the fact that over half of AP and NWP teachers (56%) are “very confident” when it comes to learning how to use the latest digital tools, and another 39% say they are “somewhat confident.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>THE DIGITAL DIVIDE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>A large majority of these teachers (84%) agree to some extent with the statement that “Today’s digital technologies are l\u003cstrong>eading to greater disparities between affluent and disadvantaged schools\u003c/strong> and school districts.” However, asked whether today’s digital technologies are narrowing or widening the gap between the most and least academically successful students, 44% say technology is narrowing the gap and 56% say it is widening the gap.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>These teachers see disparities in access to digital tools having at least some impact on their students. More than half (54%) say all or almost all of their students have sufficient access to digital tools \u003cem>at school\u003c/em>, but only a fifth of these teachers \u003cstrong>(18%) say all or almost all of their students have access to the digital tools they need \u003cem>at home\u003c/em>\u003c/strong>.\u003c/li>\n\u003cli>Access to devices is noticeably different between higher and lower and income schools. More than half of teachers -- 55% -- of higher income students say they or their\u003cstrong> students use e-readers in the classroom\u003c/strong>, compared with 41% teaching in low income areas. And 52% of teachers of upper and upper-middle income students say their students \u003cstrong>use cell phones to look up information in class\u003c/strong>, compared with 35% of teachers of the lowest income students.\u003c/li>\n\u003cli>Apart from access to devices, knowing \u003cem>how\u003c/em> best to use them is also a problem for low-income students. The survey showed that 39% of AP and NWP teachers of low income students say their school is “behind the curve” when it comes to effectively using digital tools in the learning process; just 15% of teachers of higher income students rate their schools poorly in this area.\u003c/li>\n\u003cli>And when it comes to blocking sites, 49% of teachers of students living in low income households say their school’s \u003cstrong>use of internet filters has a major impact on their teaching\u003c/strong>, compared with 24% of those who teach better off students who say that.\u003c/li>\n\u003cli>In the same vein, 33% of teachers of lower income students say their \u003cstrong>school’s rules about classroom cell phone use by students\u003c/strong> have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>Read the \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx\">full report here\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27419\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27419\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/153534472-2-620x277.jpg\" alt=\"153534472 2\" width=\"620\" height=\"277\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx\">Pew Research survey\u003c/a> of more than 2,400 middle school and high school teachers released today shows that, while teachers believe technology has helped with their teaching, it's also brought new challenges -- including the possibility of creating a bigger rift between low-income and high-income students.\u003c/p>\n\u003cp>A few highlights from the report:\u003c/p>\n\u003cul>\n\u003cli>While 92% of these teachers say the internet has a “major impact” on their ability to \u003cstrong>access content, resources, and materials for their teaching\u003c/strong>, 75% say the internet and other digital tools have \u003cstrong>added new demands\u003c/strong> to their lives by increasing the range of content and skills about which they must be knowledgeable. 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This is despite the fact that over half of AP and NWP teachers (56%) are “very confident” when it comes to learning how to use the latest digital tools, and another 39% say they are “somewhat confident.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>THE DIGITAL DIVIDE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>A large majority of these teachers (84%) agree to some extent with the statement that “Today’s digital technologies are l\u003cstrong>eading to greater disparities between affluent and disadvantaged schools\u003c/strong> and school districts.” However, asked whether today’s digital technologies are narrowing or widening the gap between the most and least academically successful students, 44% say technology is narrowing the gap and 56% say it is widening the gap.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>These teachers see disparities in access to digital tools having at least some impact on their students. More than half (54%) say all or almost all of their students have sufficient access to digital tools \u003cem>at school\u003c/em>, but only a fifth of these teachers \u003cstrong>(18%) say all or almost all of their students have access to the digital tools they need \u003cem>at home\u003c/em>\u003c/strong>.\u003c/li>\n\u003cli>Access to devices is noticeably different between higher and lower and income schools. More than half of teachers -- 55% -- of higher income students say they or their\u003cstrong> students use e-readers in the classroom\u003c/strong>, compared with 41% teaching in low income areas. And 52% of teachers of upper and upper-middle income students say their students \u003cstrong>use cell phones to look up information in class\u003c/strong>, compared with 35% of teachers of the lowest income students.\u003c/li>\n\u003cli>Apart from access to devices, knowing \u003cem>how\u003c/em> best to use them is also a problem for low-income students. The survey showed that 39% of AP and NWP teachers of low income students say their school is “behind the curve” when it comes to effectively using digital tools in the learning process; just 15% of teachers of higher income students rate their schools poorly in this area.\u003c/li>\n\u003cli>And when it comes to blocking sites, 49% of teachers of students living in low income households say their school’s \u003cstrong>use of internet filters has a major impact on their teaching\u003c/strong>, compared with 24% of those who teach better off students who say that.\u003c/li>\n\u003cli>In the same vein, 33% of teachers of lower income students say their \u003cstrong>school’s rules about classroom cell phone use by students\u003c/strong> have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>Read the \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx\">full report here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_27403\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">\u003cimg class=\"size-medium wp-image-27403\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-28-at-9.29.20-AM-2-300x196.png\" alt=\"Screen Shot 2013-02-28 at 9.29.20 AM 2\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many of us, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">conversation around mobile learning\u003c/a> has shifted from asking \u003cem>whether\u003c/em> mobile devices present educational opportunities to \u003cem>how\u003c/em> they might best do so.\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>From that second question, a new initiative has been launched: \u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">SMILE\u003c/a>, the Stanford Mobile Inquiry Learning Environment, \u003ca href=\"http://www.youtube.com/watch?v=_loCtB-9FiY&feature=share&list=PLFA1E4062649A5DB8\">an idea,\u003c/a> which, in practice, is almost staggeringly simple. Essentially, SMILE is a learning management system that allows students to create, share, answer, and evaluate questions in a collaborative manner through the use of cell phones.\u003c/p>\n\u003cp>Students use mobile devices -- typically android phones that are connected to the same network -- to create their own multiple-choice questions about a given topic. Their classmates answer those questions, and evaluate them based on their difficulty. While the devices need to be connected to each other, they don't necessarily need to be connected to the outside Web, which is a key issue for some communities around the globe, said \u003ca href=\"http://gse-it.stanford.edu/about/team/paulkim\">Paul Kim\u003c/a>, the assistant dean and chief technology officer of Stanford University's Office of Innovation & Technology and SMILE's creator.\u003c/p>\n\u003cp>The drive to make questions that score higher on their peers' difficulty index ultimately spurs students to think about the subject material in a deeper way, Kim says. And while there are some shortcomings—such as the lack of allowance for longer-form responses like written answers and essays, and a reliance mostly on more simple content elements such as texts and still photographs—the system's simpleness allows it to be used in a variety of educational environments, ranging from a rural village in southern Africa to a medical school classroom at Stanford itself.\u003c/p>\n\u003cp>But creating such a project is one thing. Actually putting it into practice is another. So Kim, who has also helped launch SMILE in \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/india\">India\u003c/a>, \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/argentina\">Argentina\u003c/a>, and \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/paloalto\">suburban Northern California\u003c/a>, shares some \u003c!--more-->of his tactics and lessons learned about how best to launch this project even in communities that are unlikely to have Internet access -- or sometimes even electricity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>USE EXISTING TOOLS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Despite reaching out to poor and particularly rural communities around the world, Kim and his team have striven to use as many already-existing resources as possible, even if the devices themselves have to be procured. For example, for a power source on a SMILE pilot project in a remote Indian location with little access to electricity, Kim's team used the batteries commonly found in motorcycles and rickshaws. Another SMILE project in Southeast Asia is adapting the software for use on tablets students already have through a government initiative. Even SMILE's central premise—using children rather than a curriculum to create questions—fits the use-the resources-you-have approach.\u003c/p>\n\u003cp>“Try not to bring in anything new, because you're not going to find anybody who can service,” devices brought in from the outside, he said. “You're not going to find any replacement parts. So you have to work with what is already out there, and that was my conclusion.”\u003c/p>\n\u003cp>\u003cstrong>ALWAYS PLACE CONTENT IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Part of why SMILE appears to work in under-served communities is because using student questions makes a shortage of content access less important. And as the project has grown, the launch of Global SMILE will provide another workaround for sites with Web access, since it will archive and curate the best student-created questions, and making them available to users worldwide.\u003c/p>\n\u003cp>But in this initiative, as well as any other aiming to reach diverse student populations, Kim says it is important to keep any content in a context that make sense in the world in which the students live. That can be easier said than done when simple Western essentials like running water and toasters are non-existent in a rural African student's life.\u003c/p>\n\u003cp>For example, “if you are using books that talk about microwave ovens and blueberry cakes baked from the oven,” Kim says, “it doesn’t make sense in a rural village setting.”\u003c/p>\n\u003cp>\u003cstrong>EMBRACE SECULAR AND RELIGIOUS PARTNERS\u003c/strong>\u003c/p>\n\u003cp>SMILE has worked with populations served by a host of nonprofit, philanthropic organizations, meaning partnerships can often create a more efficient way to administer the program.\u003c/p>\n\u003cp>Sometimes those organizations are secular, such as the Peace Corps, which has aided work with students using SMILE in Tanzania. But other times, religious charities have also helped provide resources and lines of communication for SMILE projects. Kim acknowledges that affiliating with religious groups can be a delicate issue, but says doing so is often the most cost-effective way to implement a mobile program.\u003c/p>\n\u003cp>“They don't need any extra incentive. … They just want to reach out to more people,” Kim says. “It could be controversial. But I always tell people that I work with all religious organizations out there, and it has been nothing but success.”\u003c/p>\n\u003cp>\u003cstrong>PUBLICIZE YOURSELF, THEN LET THEM COME TO YOU\u003c/strong>\u003c/p>\n\u003cp>Despite advances in mobile education it can still have a stigma among some educators. For that reason, Kim says he has never purposefully targeted specific countries, regions, or communities for the implementation of SMILE, because letting those communities find him is a more authentic way of insuring buy-in.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“A lot of people come forward, and they say, 'Oh we'd like to do this in our country, in our region, in our school.'” Kim said. “So I've been responding. … It's been always one place leading to another.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27403\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">\u003cimg class=\"size-medium wp-image-27403\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-28-at-9.29.20-AM-2-300x196.png\" alt=\"Screen Shot 2013-02-28 at 9.29.20 AM 2\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many of us, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">conversation around mobile learning\u003c/a> has shifted from asking \u003cem>whether\u003c/em> mobile devices present educational opportunities to \u003cem>how\u003c/em> they might best do so.\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>From that second question, a new initiative has been launched: \u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">SMILE\u003c/a>, the Stanford Mobile Inquiry Learning Environment, \u003ca href=\"http://www.youtube.com/watch?v=_loCtB-9FiY&feature=share&list=PLFA1E4062649A5DB8\">an idea,\u003c/a> which, in practice, is almost staggeringly simple. Essentially, SMILE is a learning management system that allows students to create, share, answer, and evaluate questions in a collaborative manner through the use of cell phones.\u003c/p>\n\u003cp>Students use mobile devices -- typically android phones that are connected to the same network -- to create their own multiple-choice questions about a given topic. Their classmates answer those questions, and evaluate them based on their difficulty. While the devices need to be connected to each other, they don't necessarily need to be connected to the outside Web, which is a key issue for some communities around the globe, said \u003ca href=\"http://gse-it.stanford.edu/about/team/paulkim\">Paul Kim\u003c/a>, the assistant dean and chief technology officer of Stanford University's Office of Innovation & Technology and SMILE's creator.\u003c/p>\n\u003cp>The drive to make questions that score higher on their peers' difficulty index ultimately spurs students to think about the subject material in a deeper way, Kim says. And while there are some shortcomings—such as the lack of allowance for longer-form responses like written answers and essays, and a reliance mostly on more simple content elements such as texts and still photographs—the system's simpleness allows it to be used in a variety of educational environments, ranging from a rural village in southern Africa to a medical school classroom at Stanford itself.\u003c/p>\n\u003cp>But creating such a project is one thing. Actually putting it into practice is another. So Kim, who has also helped launch SMILE in \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/india\">India\u003c/a>, \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/argentina\">Argentina\u003c/a>, and \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/paloalto\">suburban Northern California\u003c/a>, shares some \u003c!--more-->of his tactics and lessons learned about how best to launch this project even in communities that are unlikely to have Internet access -- or sometimes even electricity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>USE EXISTING TOOLS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Despite reaching out to poor and particularly rural communities around the world, Kim and his team have striven to use as many already-existing resources as possible, even if the devices themselves have to be procured. For example, for a power source on a SMILE pilot project in a remote Indian location with little access to electricity, Kim's team used the batteries commonly found in motorcycles and rickshaws. Another SMILE project in Southeast Asia is adapting the software for use on tablets students already have through a government initiative. Even SMILE's central premise—using children rather than a curriculum to create questions—fits the use-the resources-you-have approach.\u003c/p>\n\u003cp>“Try not to bring in anything new, because you're not going to find anybody who can service,” devices brought in from the outside, he said. “You're not going to find any replacement parts. So you have to work with what is already out there, and that was my conclusion.”\u003c/p>\n\u003cp>\u003cstrong>ALWAYS PLACE CONTENT IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Part of why SMILE appears to work in under-served communities is because using student questions makes a shortage of content access less important. And as the project has grown, the launch of Global SMILE will provide another workaround for sites with Web access, since it will archive and curate the best student-created questions, and making them available to users worldwide.\u003c/p>\n\u003cp>But in this initiative, as well as any other aiming to reach diverse student populations, Kim says it is important to keep any content in a context that make sense in the world in which the students live. That can be easier said than done when simple Western essentials like running water and toasters are non-existent in a rural African student's life.\u003c/p>\n\u003cp>For example, “if you are using books that talk about microwave ovens and blueberry cakes baked from the oven,” Kim says, “it doesn’t make sense in a rural village setting.”\u003c/p>\n\u003cp>\u003cstrong>EMBRACE SECULAR AND RELIGIOUS PARTNERS\u003c/strong>\u003c/p>\n\u003cp>SMILE has worked with populations served by a host of nonprofit, philanthropic organizations, meaning partnerships can often create a more efficient way to administer the program.\u003c/p>\n\u003cp>Sometimes those organizations are secular, such as the Peace Corps, which has aided work with students using SMILE in Tanzania. But other times, religious charities have also helped provide resources and lines of communication for SMILE projects. Kim acknowledges that affiliating with religious groups can be a delicate issue, but says doing so is often the most cost-effective way to implement a mobile program.\u003c/p>\n\u003cp>“They don't need any extra incentive. … They just want to reach out to more people,” Kim says. “It could be controversial. But I always tell people that I work with all religious organizations out there, and it has been nothing but success.”\u003c/p>\n\u003cp>\u003cstrong>PUBLICIZE YOURSELF, THEN LET THEM COME TO YOU\u003c/strong>\u003c/p>\n\u003cp>Despite advances in mobile education it can still have a stigma among some educators. For that reason, Kim says he has never purposefully targeted specific countries, regions, or communities for the implementation of SMILE, because letting those communities find him is a more authentic way of insuring buy-in.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“A lot of people come forward, and they say, 'Oh we'd like to do this in our country, in our region, in our school.'” Kim said. “So I've been responding. … It's been always one place leading to another.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"dropcap-serif\">Some of the most important subject areas and activities we want students to learn are the very ones that are left out of many schools: the arts, computer programming, and learning to making things by hand.\u003c/p>\n\u003cp>We know that arts integration can \u003ca href=\"http://www.edutopia.org/stw-arts-integration-reform-overview\">open all kinds of opportunities\u003c/a> for learning and fostering creativity. We're learning why computer science is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/should-kids-learn-to-code-in-grade-school/\">an essential skill \u003c/a>for every student to thrive in the digital world. And we're understanding \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/\">how allowing kids to get their hands on do-it-yourself projects\u003c/a> shows them the value of designing, creating, and the process of making.\u003c/p>\n\u003cp>Until such time that schools provide these essential skills to all students, certain individuals and organizations are stepping in to fill the void. We met a few of these changemakers who are bringing these essential tools to students recently at the \u003ca href=\"http://www.bigideasfest.org/\">Big Ideas Fest \u003c/a>in Half Moon Bay. Here are their stories. Perhaps their work and influence will make progress towards bringing these skills from outside the school system to where it belongs.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>SMARTHISTORY: Making High Art Accessible\u003c/h4>\n\u003cp>Steven Zucker and Beth Harris, the creators of \u003ca href=\"http://smarthistory.khanacademy.org/\">Smarthistory\u003c/a>, a huge collection of videos that take you inside the most important museums in the world, talk about how their explanations of significant art work make otherwise abstract or hard-to-understand concepts more accessible to students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/kTzRJ69TJMk\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch4>BLACK GIRLS CODE: Teaching a New Generation of Innovators\u003c/h4>\n\u003cp>Moving from being consumers of media to creators is the goal of \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls Code\u003c/a>, an organization devoted to teaching girls of color in-demand skills when they're thinking about what they want to be when they grow up, says Kimberly Bryant\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/g6WcVv1alEo\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>CAINE'S ARCADE: Showing the Value of Making By Hand\u003c/strong>\u003c/h4>\n\u003cp>Nirvan Mullik, the creator of the wildly popular video \u003ca href=\"http://www.cainesarcade.com/\">Caine's Arcade\u003c/a>, about a young boy who built an arcade out of recycled cardboard boxes, talks about the importance of knowing how to make things by hand, and how the video has helped propel the Maker Movement in schools.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/fdrQPFvYR7g\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>STARTUP WEEKEND EDU: Entrepreneurs Helping Educators\u003c/strong>\u003c/h4>\n\u003cp>While these organizations provide tools and opportunities for students, another group is attempting to bring innovation from the fringes directly to teachers. Introducing educators to the world of technology and innovation is the goal of the grassroots movement called \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, and the organizer, Khalid Smith, talks about what teachers can learn from tech entrepreneurs, and what educators want from entrepreneurs that can help them be better teachers.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/R95aOS4CLoI\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Videos co-produced with Matthew Williams]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Some of the most important subject areas and activities we want students to learn are the very ones that are left out of many schools: the arts, computer programming, and learning to making things by hand.\u003c/p>\n\u003cp>We know that arts integration can \u003ca href=\"http://www.edutopia.org/stw-arts-integration-reform-overview\">open all kinds of opportunities\u003c/a> for learning and fostering creativity. We're learning why computer science is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/should-kids-learn-to-code-in-grade-school/\">an essential skill \u003c/a>for every student to thrive in the digital world. And we're understanding \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/\">how allowing kids to get their hands on do-it-yourself projects\u003c/a> shows them the value of designing, creating, and the process of making.\u003c/p>\n\u003cp>Until such time that schools provide these essential skills to all students, certain individuals and organizations are stepping in to fill the void. We met a few of these changemakers who are bringing these essential tools to students recently at the \u003ca href=\"http://www.bigideasfest.org/\">Big Ideas Fest \u003c/a>in Half Moon Bay. Here are their stories. Perhaps their work and influence will make progress towards bringing these skills from outside the school system to where it belongs.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>SMARTHISTORY: Making High Art Accessible\u003c/h4>\n\u003cp>Steven Zucker and Beth Harris, the creators of \u003ca href=\"http://smarthistory.khanacademy.org/\">Smarthistory\u003c/a>, a huge collection of videos that take you inside the most important museums in the world, talk about how their explanations of significant art work make otherwise abstract or hard-to-understand concepts more accessible to students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/kTzRJ69TJMk\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch4>BLACK GIRLS CODE: Teaching a New Generation of Innovators\u003c/h4>\n\u003cp>Moving from being consumers of media to creators is the goal of \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls Code\u003c/a>, an organization devoted to teaching girls of color in-demand skills when they're thinking about what they want to be when they grow up, says Kimberly Bryant\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/g6WcVv1alEo\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>CAINE'S ARCADE: Showing the Value of Making By Hand\u003c/strong>\u003c/h4>\n\u003cp>Nirvan Mullik, the creator of the wildly popular video \u003ca href=\"http://www.cainesarcade.com/\">Caine's Arcade\u003c/a>, about a young boy who built an arcade out of recycled cardboard boxes, talks about the importance of knowing how to make things by hand, and how the video has helped propel the Maker Movement in schools.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/fdrQPFvYR7g\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>STARTUP WEEKEND EDU: Entrepreneurs Helping Educators\u003c/strong>\u003c/h4>\n\u003cp>While these organizations provide tools and opportunities for students, another group is attempting to bring innovation from the fringes directly to teachers. Introducing educators to the world of technology and innovation is the goal of the grassroots movement called \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, and the organizer, Khalid Smith, talks about what teachers can learn from tech entrepreneurs, and what educators want from entrepreneurs that can help them be better teachers.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/R95aOS4CLoI\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Videos co-produced with Matthew Williams]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Will It Take to Bring Mobile Ed to the Developing World?",
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"content": "\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\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: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27079\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/teaching-with-tech-2/\" rel=\"attachment wp-att-27079\">\u003cimg class=\"size-large wp-image-27079\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Teaching-with-Tech-620x420.gif\" alt=\"Teaching-with-Tech\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">Project Tomorrow report\u003c/a> surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers -- veteran educators -- don't always embrace new ways of using technology to engage students.\u003c/p>\n\u003cp>Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27105\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.36.21-AM-620x479.png\" alt=\"Screen Shot 2013-02-13 at 10.36.21 AM\" width=\"620\" height=\"479\">\u003c/p>\n\u003cp>Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they're taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia \u003c!--more-->presentations and 55 percent say they've learned how to use interactive whiteboards.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Incoming teachers use tech fluidly in their own lives, but they're learning to teach within a system that lags behind the times.\u003c/strong>\u003c/aside>\n\u003cp>“Principals want new teachers to know how to use technology to create authentic learning experiences for students (75 percent) and how to leverage technology to differentiate instruction (68 percent) before they apply for a position at their school,” the \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">report said\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Additionally, principals hope new hires will use social media to connect and communicate with students and parents, as well as their ability to integrate mobile devices, social media, and other digital instruction into their daily teaching. Principals also recognize that a move towards self-directed learning means that new teachers will have to have strong classroom management skills. Almost half of principals surveyed said incoming teachers should have the ability to manage a classroom where students are using their own mobile devices and 25 percent would like teachers to know how to teach an online class.\u003c/p>\n\u003cp>\u003cstrong>EXPECTATION VS. REALITY\u003c/strong>\u003c/p>\n\u003cp>But there's a disparity between what principals expect from new hires and what teachers-in-training are learning. A full 72 percent of pre-service teachers report they think they're being well-prepared to use technology in the classroom. That may be because this is a generation of teachers who grew up using technology -- 61 percent use smartphones, preferring them for daily tasks. They are also much more \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">likely to use social media\u003c/a>, online discussion boards and other Internet tools to enhance and direct their professional development.\u003c/p>\n\u003cp>\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>These incoming teachers appear to be caught between generations. They use technology fluidly in their own lives and to enhance their education, but they're learning to teach within a system that lags behind the times. Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27103\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.32.53-AM-620x251.png\" alt=\"Screen Shot 2013-02-13 at 10.32.53 AM\" width=\"620\" height=\"251\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>There was a similar disconnect on metrics about how technology can improve the way educators teach. Teachers-in-training thought technology could help them be more organized, create more interactive lessons, make learning student-centered and would encourage students to be more self-directed, while experienced teachers were much less enthusiastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The report attributes the optimism to two main factors. One, teachers-in-training grew up with technology and aren't afraid to figure out how to make it work in class. They’re also more comfortable looking for resources online and using social media to collaborate with peers. Secondly, as they were growing up they witnessed attempts at technology integration from their own teachers and they have a sense of what works and what doesn't.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27079\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/teaching-with-tech-2/\" rel=\"attachment wp-att-27079\">\u003cimg class=\"size-large wp-image-27079\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Teaching-with-Tech-620x420.gif\" alt=\"Teaching-with-Tech\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">Project Tomorrow report\u003c/a> surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers -- veteran educators -- don't always embrace new ways of using technology to engage students.\u003c/p>\n\u003cp>Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27105\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.36.21-AM-620x479.png\" alt=\"Screen Shot 2013-02-13 at 10.36.21 AM\" width=\"620\" height=\"479\">\u003c/p>\n\u003cp>Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they're taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia \u003c!--more-->presentations and 55 percent say they've learned how to use interactive whiteboards.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Incoming teachers use tech fluidly in their own lives, but they're learning to teach within a system that lags behind the times.\u003c/strong>\u003c/aside>\n\u003cp>“Principals want new teachers to know how to use technology to create authentic learning experiences for students (75 percent) and how to leverage technology to differentiate instruction (68 percent) before they apply for a position at their school,” the \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">report said\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Additionally, principals hope new hires will use social media to connect and communicate with students and parents, as well as their ability to integrate mobile devices, social media, and other digital instruction into their daily teaching. Principals also recognize that a move towards self-directed learning means that new teachers will have to have strong classroom management skills. Almost half of principals surveyed said incoming teachers should have the ability to manage a classroom where students are using their own mobile devices and 25 percent would like teachers to know how to teach an online class.\u003c/p>\n\u003cp>\u003cstrong>EXPECTATION VS. REALITY\u003c/strong>\u003c/p>\n\u003cp>But there's a disparity between what principals expect from new hires and what teachers-in-training are learning. A full 72 percent of pre-service teachers report they think they're being well-prepared to use technology in the classroom. That may be because this is a generation of teachers who grew up using technology -- 61 percent use smartphones, preferring them for daily tasks. They are also much more \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">likely to use social media\u003c/a>, online discussion boards and other Internet tools to enhance and direct their professional development.\u003c/p>\n\u003cp>\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>These incoming teachers appear to be caught between generations. They use technology fluidly in their own lives and to enhance their education, but they're learning to teach within a system that lags behind the times. Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27103\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.32.53-AM-620x251.png\" alt=\"Screen Shot 2013-02-13 at 10.32.53 AM\" width=\"620\" height=\"251\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>There was a similar disconnect on metrics about how technology can improve the way educators teach. Teachers-in-training thought technology could help them be more organized, create more interactive lessons, make learning student-centered and would encourage students to be more self-directed, while experienced teachers were much less enthusiastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The report attributes the optimism to two main factors. One, teachers-in-training grew up with technology and aren't afraid to figure out how to make it work in class. They’re also more comfortable looking for resources online and using social media to collaborate with peers. Secondly, as they were growing up they witnessed attempts at technology integration from their own teachers and they have a sense of what works and what doesn't.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Want to Start a Makerspace at School? Tips to Get Started ",
"title": "Want to Start a Makerspace at School? Tips to Get Started ",
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"content": "\u003cfigure id=\"attachment_27091\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27091\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg\" alt=\"7566329228_4d5377458b_z-620x410\" width=\"620\" height=\"410\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-320x212.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://en.wikipedia.org/wiki/Maker_subculture\">Maker Movement\u003c/a> starts to gain momentum, schools that are trying to find ways to foster the do-it-yourself environment can learn a few lessons from another nexus in the universe: public libraries.\u003c/p>\n\u003cp>\u003ca href=\"http://en.wikipedia.org/wiki/Dale_Dougherty\">Dale Dougherty\u003c/a>, founding editor and publisher of \u003ca href=\"http://makezine.com/\">Make Magazine\u003c/a> -- and the de facto leader of the Maker Movement -- has a vision to create a network of libraries, museums, and schools with what he calls \"makerspaces\" that draw on common resources and experts in each community. Libraries and museums, he said, are easier places to incorporate makerspaces than schools, because they have more space flexibility and they’re trying to attract teens with their programs.\u003c/p>\n\u003cp>“Schools have already got the kids,\" Dougherty noted wryly, at the recent American Library Association Midwinter Meeting in Seattle. One day during the conference, dubbed \u003ca href=\"http://alamw13.ala.org/highlights#maker-monday\">Maker Monday,\u003c/a> focused on the Maker Movement, which emphasizes learning by engaging in tech-related projects. Two packed sessions, one standing room only, were filled with librarians clearly fascinated by the potential of attracting teens (and even parents) to Maker activities in libraries.\u003c/p>\n\u003cp>Schools can learn from libraries that participated in the inaugural \u003ca href=\"http://makezine.com/maker-camp/\">Maker Camps\u003c/a> last summer. The librarians speaking at ALA proffered seven lessons that apply beyond libraries to schools and other potential makerspaces.\u003c/p>\n\u003cp>\u003cstrong>1) KNOW YOUR SPACE. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Why are you here?” That was one of the most common questions asked of the staff at the Make Magazine booth at the ALA. The answer: one of the hardest things for people interested in making is finding an appropriate physical space, and libraries actually have that space.\u003c/p>\n\u003cp>But not every space is alike, or even appropriate. Carla Avitabile of the Novato branch of the \u003ca href=\"http://www.marinlibrary.org/teens\">Marin County Free Library\u003c/a> in California found some projects just aren’t suitable in certain activity rooms. For example, she said, they couldn’t do a glow-in-the-dark candy project because of the potential mess caused by boiling sugar directly above carpet.\u003c/p>\n\u003cp>Travis Good, the co-founder of the Maker City Census, said he visited 68 makerspaces to develop his criteria for readiness. At the top of list for libraries? “Tolerance for noise,” along with the \u003c!--more-->willingness to establish ongoing programs, have available Making tools (even items as simple as scissors), provide dedicated-use space, and availability of “dirty” space for woodworking or other messy projects. All are considerations for schools as well.\u003c/p>\n\u003cp>\u003cstrong>2) DO A PREVIEW RUN. \u003c/strong>\u003c/p>\n\u003cp>Amber Creger with \u003ca href=\"http://ahml.info/teens/diy\">Arlington Heights Memorial Library\u003c/a> in Illinois discovered it was really important to try projects ahead of time, prior to diving in as a group. In one case, they were making a do-it-yourself cardboard pinball machine.\u003c/p>\n\u003cp>“Who knew the glue could burn,” she said. A trial run lets you work out the bugs before involving kids.\u003c/p>\n\u003cp>And that helps to ensure safety remains at the forefront, which Erin Downey Howerton, Children’s Manager at \u003ca href=\"http://www.wichita.lib.ks.us/\">Wichita Public Library\u003c/a>, said is a focus of their Maker activity: “I don’t think we actually set fire to anything.”\u003c/p>\n\u003cp>\u003cstrong>3) VERIFY SKILL LEVELS. \u003c/strong>\u003c/p>\n\u003cp>Marin County’s Avitabile had one surprise as her young makers dove into a project. “Only one in four in our team of kids knew how to use a screwdriver,” she said. Don’t assume students have even the necessary knowledge of basic skills. Plan for some instruction.\u003c/p>\n\u003cp>\u003cstrong>4) BE FLEXIBLE\u003c/strong>\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>While Maker Camp provided descriptions for \u003ca href=\"http://makezine.com/maker-camp/schedule/index.html\">30 projects\u003c/a> in 30 days, libraries typically did one or two programs a week for a couple of hours each. And not every idea for a Maker project came from staff.\u003c/p>\n\u003cp>“I ask the teens what they want to do,” rather than dictating all projects, Avitabile said. That approach is very much in the spirit of making. And with teens who come to her with new ideas, she tells them, “You have to help me do it.” Creger added that her teens decide their monthly programs.\u003c/p>\n\u003cp>\u003cstrong>5) REACH OUT FOR HELP. \u003c/strong>\u003c/p>\n\u003cp>Not all the knowledge required for a successful making program comes in a kit or from staff. “Don’t be afraid to make friends” with those who are experts in areas in which you’re not, Creger advised. For one electricity project, she found an expert in Wichita who was willing to help.\u003c/p>\n\u003cp>In the case of libraries, that expertise can also come from educators. “We’re working on developing a better relationship with our schools,” Creger said, noting that her library wants to work with the schools that have robotics clubs to do joint maker activities.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>]\u003c/p>\n\u003cp>Steve Teeri with \u003ca href=\"http://detroitpubliclibrary.org/hype-makerspace\">Detroit Public Library\u003c/a> partners with a local makerspace for a variety of different after-school projects, from bike repair to higher tech. “We learn from their mistakes,” he said. And kids learn because they have to go online to do research and figure out \u003cem>how\u003c/em> to make what they want to make.\u003c/p>\n\u003cp>“It’s not a difficult thing to find volunteers who know stuff,” Avitabile said. “It’s surprising how many people want to share stuff for free.”\u003c/p>\n\u003cp>\u003cstrong>6. DOING BRINGS DOUBTERS ON BOARD. \u003c/strong>\u003c/p>\n\u003cp>While not all involved may appreciate -- or even understand -- the maker approach at the start, “I was surprised at how quickly the staff bought into it,” said Creger. Those who were unsure learned with the others as they took part in creating the projects.\u003c/p>\n\u003cp>Though the reaction from others can sometimes be skeptical or hesitant, try different approaches. “Making? We don’t know what to do. We make crafts,” Howerton said she was told at first. So she thought of crafts as a “gateway drug” for making, such as moving to a fabric project with embedded LED lights. Ultimately, Howerton said, “We have actually built our staff capacity on Maker Camp and what Make has done for us.”\u003c/p>\n\u003cp>\u003cstrong>7. IT'S THE EXPERIENCE, NOT THE OBJECT. \u003c/strong>\u003c/p>\n\u003cp>Avitabile allowed that it’s hard to share or take home some maker projects (such as large collaborative efforts), so Novato Library focuses more on the process than the product. “Kids just like to make stuff,” she said. “And they don’t have to leave with the stuff they make.”\u003c/p>\n\u003cp>“You’re opening doors and windows” through the process, said Creger. And the positive aspects of the program have, in part, spurred Arlington Heights to plan a DIY corner where kids can check out maker kits, in addition to using a 1,700 square foot space in the center of the library for maker activities. Similarly, Wichita Public Library is in the design phase for a makerspace that Howerton hopes is built. Detroit Public Library’s HYPE makerspace is nine months old.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">Lessons Learned: How a Progressive School Adapts to Reality\u003c/a>]\u003c/p>\n\u003cp>Make’s Dougherty reminded the librarian audience that the Maker Movement, while also tied to schools because of its connection with STEM initiatives, is naturally aligned with them. “Like libraries, we’re at the intersection of information and experience.” And ultimately, he said, making is about learning -- and creating evidence of that learning.\u003c/p>\n\u003cp>“It’s not just about getting 3D printers into libraries. It’s about getting the process of making into libraries,” Dougherty said. “Though the 3D printers are pretty cool.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a> for which he also sought out the\u003c/em>\u003cem> \u003ca href=\"http://www.geekwire.com/2013/papering-over-library-tech/\">\u003cem>tech at ALA\u003c/em>\u003c/a>. \u003c/em>\u003cem>As a child, he used to frequent Radio Shack to find cool things to build that weren’t likely to accidentally catch on fire.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27091\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27091\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg\" alt=\"7566329228_4d5377458b_z-620x410\" width=\"620\" height=\"410\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-320x212.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://en.wikipedia.org/wiki/Maker_subculture\">Maker Movement\u003c/a> starts to gain momentum, schools that are trying to find ways to foster the do-it-yourself environment can learn a few lessons from another nexus in the universe: public libraries.\u003c/p>\n\u003cp>\u003ca href=\"http://en.wikipedia.org/wiki/Dale_Dougherty\">Dale Dougherty\u003c/a>, founding editor and publisher of \u003ca href=\"http://makezine.com/\">Make Magazine\u003c/a> -- and the de facto leader of the Maker Movement -- has a vision to create a network of libraries, museums, and schools with what he calls \"makerspaces\" that draw on common resources and experts in each community. Libraries and museums, he said, are easier places to incorporate makerspaces than schools, because they have more space flexibility and they’re trying to attract teens with their programs.\u003c/p>\n\u003cp>“Schools have already got the kids,\" Dougherty noted wryly, at the recent American Library Association Midwinter Meeting in Seattle. One day during the conference, dubbed \u003ca href=\"http://alamw13.ala.org/highlights#maker-monday\">Maker Monday,\u003c/a> focused on the Maker Movement, which emphasizes learning by engaging in tech-related projects. Two packed sessions, one standing room only, were filled with librarians clearly fascinated by the potential of attracting teens (and even parents) to Maker activities in libraries.\u003c/p>\n\u003cp>Schools can learn from libraries that participated in the inaugural \u003ca href=\"http://makezine.com/maker-camp/\">Maker Camps\u003c/a> last summer. The librarians speaking at ALA proffered seven lessons that apply beyond libraries to schools and other potential makerspaces.\u003c/p>\n\u003cp>\u003cstrong>1) KNOW YOUR SPACE. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Why are you here?” That was one of the most common questions asked of the staff at the Make Magazine booth at the ALA. The answer: one of the hardest things for people interested in making is finding an appropriate physical space, and libraries actually have that space.\u003c/p>\n\u003cp>But not every space is alike, or even appropriate. Carla Avitabile of the Novato branch of the \u003ca href=\"http://www.marinlibrary.org/teens\">Marin County Free Library\u003c/a> in California found some projects just aren’t suitable in certain activity rooms. For example, she said, they couldn’t do a glow-in-the-dark candy project because of the potential mess caused by boiling sugar directly above carpet.\u003c/p>\n\u003cp>Travis Good, the co-founder of the Maker City Census, said he visited 68 makerspaces to develop his criteria for readiness. At the top of list for libraries? “Tolerance for noise,” along with the \u003c!--more-->willingness to establish ongoing programs, have available Making tools (even items as simple as scissors), provide dedicated-use space, and availability of “dirty” space for woodworking or other messy projects. All are considerations for schools as well.\u003c/p>\n\u003cp>\u003cstrong>2) DO A PREVIEW RUN. \u003c/strong>\u003c/p>\n\u003cp>Amber Creger with \u003ca href=\"http://ahml.info/teens/diy\">Arlington Heights Memorial Library\u003c/a> in Illinois discovered it was really important to try projects ahead of time, prior to diving in as a group. In one case, they were making a do-it-yourself cardboard pinball machine.\u003c/p>\n\u003cp>“Who knew the glue could burn,” she said. A trial run lets you work out the bugs before involving kids.\u003c/p>\n\u003cp>And that helps to ensure safety remains at the forefront, which Erin Downey Howerton, Children’s Manager at \u003ca href=\"http://www.wichita.lib.ks.us/\">Wichita Public Library\u003c/a>, said is a focus of their Maker activity: “I don’t think we actually set fire to anything.”\u003c/p>\n\u003cp>\u003cstrong>3) VERIFY SKILL LEVELS. \u003c/strong>\u003c/p>\n\u003cp>Marin County’s Avitabile had one surprise as her young makers dove into a project. “Only one in four in our team of kids knew how to use a screwdriver,” she said. Don’t assume students have even the necessary knowledge of basic skills. Plan for some instruction.\u003c/p>\n\u003cp>\u003cstrong>4) BE FLEXIBLE\u003c/strong>\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>While Maker Camp provided descriptions for \u003ca href=\"http://makezine.com/maker-camp/schedule/index.html\">30 projects\u003c/a> in 30 days, libraries typically did one or two programs a week for a couple of hours each. And not every idea for a Maker project came from staff.\u003c/p>\n\u003cp>“I ask the teens what they want to do,” rather than dictating all projects, Avitabile said. That approach is very much in the spirit of making. And with teens who come to her with new ideas, she tells them, “You have to help me do it.” Creger added that her teens decide their monthly programs.\u003c/p>\n\u003cp>\u003cstrong>5) REACH OUT FOR HELP. \u003c/strong>\u003c/p>\n\u003cp>Not all the knowledge required for a successful making program comes in a kit or from staff. “Don’t be afraid to make friends” with those who are experts in areas in which you’re not, Creger advised. For one electricity project, she found an expert in Wichita who was willing to help.\u003c/p>\n\u003cp>In the case of libraries, that expertise can also come from educators. “We’re working on developing a better relationship with our schools,” Creger said, noting that her library wants to work with the schools that have robotics clubs to do joint maker activities.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>]\u003c/p>\n\u003cp>Steve Teeri with \u003ca href=\"http://detroitpubliclibrary.org/hype-makerspace\">Detroit Public Library\u003c/a> partners with a local makerspace for a variety of different after-school projects, from bike repair to higher tech. “We learn from their mistakes,” he said. And kids learn because they have to go online to do research and figure out \u003cem>how\u003c/em> to make what they want to make.\u003c/p>\n\u003cp>“It’s not a difficult thing to find volunteers who know stuff,” Avitabile said. “It’s surprising how many people want to share stuff for free.”\u003c/p>\n\u003cp>\u003cstrong>6. DOING BRINGS DOUBTERS ON BOARD. \u003c/strong>\u003c/p>\n\u003cp>While not all involved may appreciate -- or even understand -- the maker approach at the start, “I was surprised at how quickly the staff bought into it,” said Creger. Those who were unsure learned with the others as they took part in creating the projects.\u003c/p>\n\u003cp>Though the reaction from others can sometimes be skeptical or hesitant, try different approaches. “Making? We don’t know what to do. We make crafts,” Howerton said she was told at first. So she thought of crafts as a “gateway drug” for making, such as moving to a fabric project with embedded LED lights. Ultimately, Howerton said, “We have actually built our staff capacity on Maker Camp and what Make has done for us.”\u003c/p>\n\u003cp>\u003cstrong>7. IT'S THE EXPERIENCE, NOT THE OBJECT. \u003c/strong>\u003c/p>\n\u003cp>Avitabile allowed that it’s hard to share or take home some maker projects (such as large collaborative efforts), so Novato Library focuses more on the process than the product. “Kids just like to make stuff,” she said. “And they don’t have to leave with the stuff they make.”\u003c/p>\n\u003cp>“You’re opening doors and windows” through the process, said Creger. And the positive aspects of the program have, in part, spurred Arlington Heights to plan a DIY corner where kids can check out maker kits, in addition to using a 1,700 square foot space in the center of the library for maker activities. Similarly, Wichita Public Library is in the design phase for a makerspace that Howerton hopes is built. Detroit Public Library’s HYPE makerspace is nine months old.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">Lessons Learned: How a Progressive School Adapts to Reality\u003c/a>]\u003c/p>\n\u003cp>Make’s Dougherty reminded the librarian audience that the Maker Movement, while also tied to schools because of its connection with STEM initiatives, is naturally aligned with them. “Like libraries, we’re at the intersection of information and experience.” And ultimately, he said, making is about learning -- and creating evidence of that learning.\u003c/p>\n\u003cp>“It’s not just about getting 3D printers into libraries. It’s about getting the process of making into libraries,” Dougherty said. “Though the 3D printers are pretty cool.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a> for which he also sought out the\u003c/em>\u003cem> \u003ca href=\"http://www.geekwire.com/2013/papering-over-library-tech/\">\u003cem>tech at ALA\u003c/em>\u003c/a>. \u003c/em>\u003cem>As a child, he used to frequent Radio Shack to find cool things to build that weren’t likely to accidentally catch on fire.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech",
"title": "Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\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/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Tips for Sharing Great Open Educational Content",
"title": "Tips for Sharing Great Open Educational Content",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/pkdouyk/242231027/sizes/m/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/242231027_6761ad3da3-300x300.jpg\" alt=\"242231027_6761ad3da3\" title=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-26959\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">While the \u003ca href=\"http://en.wikipedia.org/wiki/Open_content\">open content\u003c/a> movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms.\u003c/p>\n\u003cp>But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers and students access open education resources.\u003c/p>\n\u003cp>“People often hear the content piece rather than the open piece,” said Bill Fitzgerald, the founder of \u003ca href=\"http://funnymonkey.com/\">FunnyMonkey\u003c/a>, a Portland, Ore.-based open educational resources company, during a presentation at \u003ca href=\"http://educonphilly.org/\">Educon 2.5\u003c/a>. “And it shifts [an understanding] about what open content is.”\u003c/p>\n\u003cp>That shift is understandable. In education, open content refers to any textbooks, lesson plans, supplemental educational resources, or other educational artifacts that can be freely modified to suit educators’ individual needs. Access to open content is often free or more affordable than proprietary alternatives, so for cash-strapped schools and resourceful teachers who want to go beyond what traditional textbooks offer, this movement, which is \u003ca href=\"http://www.openeducationweek.org/\">being celebrated next month\u003c/a>, can be a game-changer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To keep the focus on the two-way direction of open content -- both contribution and use -- Fitzgerald and his team offered a framework of nine tips, based on \u003ca href=\"http://www.catb.org/esr/writings/homesteading/\">“The Cathedral and the Bazaar,”\u003c/a> an essay about open source software engineering.\u003c/p>\n\u003cp>\u003cstrong>GOOD CONTENT COMES FROM PERSONAL PASSION.\u003c/strong>\u003c/p>\n\u003cp>Maybe a particular unit gets you enthused. Or maybe a lesson plan irks you because it falls short of your expectations. Either way, that enthusiasm should be the catalyst for creating, editing, or \u003c!--more-->expanding upon the material, and then republishing it. Good teachers are already doing this, Fitzgerald says -- except for the final step.\u003c/p>\n\u003cp>“The change is what actually happens when it’s done,” he says. “Instead of hitting 'save' and putting it on your hard drive, you’re hitting 'publish' and putting it on the Web.”\u003c/p>\n\u003cp>\u003cstrong>GREAT TEACHERS SHARE THEIR GEMS.\u003c/strong>\u003c/p>\n\u003cp>You probably have a lesson or two in your holster that you know is always a hit with your students. Don't hoard them. Share them with colleagues, and acquire their go-tos as well. Be willing to alter them into a format that jives better with a different teaching style.\u003c/p>\n\u003cp>\u003cstrong>LICENSING IS IMPORTANT.\u003c/strong>\u003c/p>\n\u003cp>Open content published through open licenses like those offered by Creative Commons allow for varying degrees of modification. If you’re going to edit or combine useful items, be sure you understand their respective licenses, so you don't find yourself in a spot where others can't add on to your work.\u003c/p>\n\u003cp>\u003cstrong>HAND OFF THE LESSONS YOU’VE TIRED OF.\u003c/strong>\u003c/p>\n\u003cp>Just like you should seize upon enthusiasm, so you should acknowledge fatigue. And in the open content world, there's usually a competent successor willing to put a fresh spin on your material. Also, when the time comes for you and your content to part ways, be sure to publish it in text form to make it more visible in Web searches, rather than as a PDF or Word document.\u003c/p>\n\u003cp>“This is kind of how it works in the software world too,” said Jeff Graham, FunnyMonkey’s lead developer. “The successful projects are the ones where people are using them, but also where people are talking about them.”\u003c/p>\n\u003cp>\u003cstrong>SHARE YOUR PROBLEMS; SOMEONE WILL SEE AN ANSWER.\u003c/strong>\u003c/p>\n\u003cp>Every teacher, administrator, parent, and student has a different skill set. Confessing your biggest challenges to the open world—and just as importantly, making sure people know it’s out there—is a strength that shows willingness to improve and may result in advice from those who can help.\u003c/p>\n\u003cp>\u003cstrong>COLLABORATE WITH STUDENTS AS WELL AS COLLEAGUES.\u003c/strong>\u003c/p>\n\u003cp>Open content isn't only about peer-to-peer teacher-to-teacher collaboration. It should also allow you a new way to build students' conceptual understanding by revising old items or creating new ones.\u003c/p>\n\u003cp>“If you have a set of resources that needs to be cleaned up, that’s a good opportunity for students,” Fitzgerald said. “And by giving your students the autonomy with the support to do this and do this right, you can create an environment where students are sharing this work. People are talking about digital literacy; that’s it.”\u003c/p>\n\u003cp>\u003cstrong>VALUE YOUR STUDENTS AS AN EDUCATIONAL RESOURCE.\u003c/strong>\u003c/p>\n\u003cp>Not only can open content allow your students to tackle concepts from a new perspective, it can also pave a way for them to impart their own knowledge. Who else is closer to the challenges of learning new material for the first time than students who tackle that challenge on a daily basis? Hearing that voice can help you rethink the content you give them, and in an open content world, allow you to edit it to make it better.\u003c/p>\n\u003cp>\u003cstrong>DON’T BE AFRAID OF FAILURE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Remember telling your students that you learn the most when you fall short? Time to practice what you preach. And sharing when, why and how you fall short in an open content community can often lead to input that results in the most innovative solutions.\u003c/p>\n\n",
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"description": "While the open content movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms. But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/pkdouyk/242231027/sizes/m/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/242231027_6761ad3da3-300x300.jpg\" alt=\"242231027_6761ad3da3\" title=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-26959\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">While the \u003ca href=\"http://en.wikipedia.org/wiki/Open_content\">open content\u003c/a> movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms.\u003c/p>\n\u003cp>But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers and students access open education resources.\u003c/p>\n\u003cp>“People often hear the content piece rather than the open piece,” said Bill Fitzgerald, the founder of \u003ca href=\"http://funnymonkey.com/\">FunnyMonkey\u003c/a>, a Portland, Ore.-based open educational resources company, during a presentation at \u003ca href=\"http://educonphilly.org/\">Educon 2.5\u003c/a>. “And it shifts [an understanding] about what open content is.”\u003c/p>\n\u003cp>That shift is understandable. In education, open content refers to any textbooks, lesson plans, supplemental educational resources, or other educational artifacts that can be freely modified to suit educators’ individual needs. Access to open content is often free or more affordable than proprietary alternatives, so for cash-strapped schools and resourceful teachers who want to go beyond what traditional textbooks offer, this movement, which is \u003ca href=\"http://www.openeducationweek.org/\">being celebrated next month\u003c/a>, can be a game-changer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To keep the focus on the two-way direction of open content -- both contribution and use -- Fitzgerald and his team offered a framework of nine tips, based on \u003ca href=\"http://www.catb.org/esr/writings/homesteading/\">“The Cathedral and the Bazaar,”\u003c/a> an essay about open source software engineering.\u003c/p>\n\u003cp>\u003cstrong>GOOD CONTENT COMES FROM PERSONAL PASSION.\u003c/strong>\u003c/p>\n\u003cp>Maybe a particular unit gets you enthused. Or maybe a lesson plan irks you because it falls short of your expectations. Either way, that enthusiasm should be the catalyst for creating, editing, or \u003c!--more-->expanding upon the material, and then republishing it. Good teachers are already doing this, Fitzgerald says -- except for the final step.\u003c/p>\n\u003cp>“The change is what actually happens when it’s done,” he says. “Instead of hitting 'save' and putting it on your hard drive, you’re hitting 'publish' and putting it on the Web.”\u003c/p>\n\u003cp>\u003cstrong>GREAT TEACHERS SHARE THEIR GEMS.\u003c/strong>\u003c/p>\n\u003cp>You probably have a lesson or two in your holster that you know is always a hit with your students. Don't hoard them. Share them with colleagues, and acquire their go-tos as well. Be willing to alter them into a format that jives better with a different teaching style.\u003c/p>\n\u003cp>\u003cstrong>LICENSING IS IMPORTANT.\u003c/strong>\u003c/p>\n\u003cp>Open content published through open licenses like those offered by Creative Commons allow for varying degrees of modification. If you’re going to edit or combine useful items, be sure you understand their respective licenses, so you don't find yourself in a spot where others can't add on to your work.\u003c/p>\n\u003cp>\u003cstrong>HAND OFF THE LESSONS YOU’VE TIRED OF.\u003c/strong>\u003c/p>\n\u003cp>Just like you should seize upon enthusiasm, so you should acknowledge fatigue. And in the open content world, there's usually a competent successor willing to put a fresh spin on your material. Also, when the time comes for you and your content to part ways, be sure to publish it in text form to make it more visible in Web searches, rather than as a PDF or Word document.\u003c/p>\n\u003cp>“This is kind of how it works in the software world too,” said Jeff Graham, FunnyMonkey’s lead developer. “The successful projects are the ones where people are using them, but also where people are talking about them.”\u003c/p>\n\u003cp>\u003cstrong>SHARE YOUR PROBLEMS; SOMEONE WILL SEE AN ANSWER.\u003c/strong>\u003c/p>\n\u003cp>Every teacher, administrator, parent, and student has a different skill set. Confessing your biggest challenges to the open world—and just as importantly, making sure people know it’s out there—is a strength that shows willingness to improve and may result in advice from those who can help.\u003c/p>\n\u003cp>\u003cstrong>COLLABORATE WITH STUDENTS AS WELL AS COLLEAGUES.\u003c/strong>\u003c/p>\n\u003cp>Open content isn't only about peer-to-peer teacher-to-teacher collaboration. It should also allow you a new way to build students' conceptual understanding by revising old items or creating new ones.\u003c/p>\n\u003cp>“If you have a set of resources that needs to be cleaned up, that’s a good opportunity for students,” Fitzgerald said. “And by giving your students the autonomy with the support to do this and do this right, you can create an environment where students are sharing this work. People are talking about digital literacy; that’s it.”\u003c/p>\n\u003cp>\u003cstrong>VALUE YOUR STUDENTS AS AN EDUCATIONAL RESOURCE.\u003c/strong>\u003c/p>\n\u003cp>Not only can open content allow your students to tackle concepts from a new perspective, it can also pave a way for them to impart their own knowledge. Who else is closer to the challenges of learning new material for the first time than students who tackle that challenge on a daily basis? Hearing that voice can help you rethink the content you give them, and in an open content world, allow you to edit it to make it better.\u003c/p>\n\u003cp>\u003cstrong>DON’T BE AFRAID OF FAILURE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Remember telling your students that you learn the most when you fall short? Time to practice what you preach. And sharing when, why and how you fall short in an open content community can often lead to input that results in the most innovative solutions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Money, Time, and Tactics: Can Games Be Effective in Schools?",
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"content": "\u003cfigure id=\"attachment_26795\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-26795\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg\" alt=\"6660073135_a315ee4b17\" width=\"500\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-400x242.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-320x193.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that \u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\">97 percent of teens in the U.S. are playing digital games\u003c/a>, then the focus on how games can fit into the shifting education system becomes that much more important. Schools, districts, and individual educators are trying to figure out how games and learning can fit into the current complicated landscape.\u003c/p>\n\u003cp>The newly released report\u003cem>\u003c/em>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\">\u003cem> Games for a Digital Age: K-12 Market Map and Investment Analysis,\u003c/em>\u003c/a> released by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council, \u003c/a>describes the many different criteria in play in detail, including obstacles from the policy standpoint, lack of teacher development, as well as how the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device\u003c/a> movement is influencing the push towards games and learning.\u003c/p>\n\u003cp>“Games are more popular than ever with youth today with many students spending hours a day playing them,\" said Michael H. Levine, executive director of the Joan Ganz Cooney Center. \"What we don’t know yet is whether and how they can be a key ally in driving pathways to academic success.”\u003c/p>\n\u003cp>Though it's well worth reading the report in its entirety, below are excerpts pulled from the report, conducted and written by Dr. John Richards, Leslie Stebbins and Dr. Kurt Moellering.\u003c/p>\n\u003ch4>\u003cstrong>ON FINDING WAYS TO USE GAMES WITHIN CLASS TIMES\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cp>The school day is divided into class periods, and this division limits lesson length. Furthermore, the combination of standards and the scope and sequence tied to core curriculum create “coverage” requirements that place practical limits on the number of \u003cstrong>\u003c/strong>lessons that can be devoted to a single topic.\u003c/p>\n\u003cdiv>\n\u003cp>Nearly all games fall clearly along a continuum ranging from short-form to long-form with a critical distinction and a bi-modal distribution pattern based on fitting in a class period. As noted by Rob Lippincott, Sr. Vice President of Education, PBS, “Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.” (CS4Ed interview, April 2012).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.”\u003c/strong>\u003c/aside>\n\u003cp>We placed games into these two time-based categories, short-form and long-form. Within these broad areas fall dozens of different kinds of games, ranging from three-minute apps to open, immersive Multi-User Virtual Environments (MUVEs) that involve lengthy game playing. In addition to the length of play, the mechanics of a gaming experience varies broadly, with simple “add-on” gamification-type reward systems falling typically at the short end of the time continuum, and more complex, multiple-path, role playing games falling at the long end. In longer-form games, the game mechanics are typically intrinsic to the learning experience rather than placed at the end of or external to the game play itself.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>1. Short-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>In most K-12 schools the day is organized in blocks of time that average 40 minutes or less. Transition time and time for instruction or discussion connected to curricular material frequently leaves only 20 to 30 minutes for actually using a learning game. Short-form games are interactive \u003c!--more-->digital activities that fit within a single class period and have some components common to all learning games. They focus on a particular concept or on skill refinement, skills practice, memorization, or performing specific drills.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Successful short-form games meet an important and defined market need, whether it is by demonstrating a concept to the whole class on an interactive white board, or by providing individual students with practice on a specific concept or skill. Short-form games include drill and practice, brief simulations, visualizations, or simulated training tools, and different types of “game-like” interactive learning objects. These types of games have the potential to be embedded in personalized learning environments or adaptive engines that combine data and feedback loops that are becoming increasingly popular in schools.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-do-educational-games-come-from/\">Where Do Educational Games Come From?]\u003c/a>\u003c/p>\n\u003cp>This type of game product is starting to gain traction in the K-12 market, due in part to its alignment to standards and to extensive product lines that cover many topics within the curriculum or meet an important, albeit narrow, market need. Teachers find such games easy to access and understand, and the games fit neatly into the short blocks of time available in the structured school day.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>2. Long-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>Long-form learning games extend beyond a single class period. Typically game-playing is spread over multiple sessions or even several weeks. Long-form games lend themselves to the development of 21st century skills such as critical thinking, problem solving, collaboration, creativity, and communication. \u003ca href=\"http://website.education.wisc.edu/kdsquire/\">Kurt Squire,\u003c/a> [co-founder and current director of the \u003ca href=\"http://www.gameslearningsociety.org/\">Games, Learning, & Society Initiative\u003c/a>] underlines the distinction between the sophisticated learning skills developed through immersive experiences versus games where students are rewarded for memorizing vocabulary words or performing math drills. Squire views games such as Civilization III as having the potential to push students to engage actively in problem solving, reflection, and decision making related to historical and political situations (Squire as quoted in Klopfer, Osterweil, Groff, & Haas, 2009). Other researchers concur, and view long-form, immersive game play as a critical factor supporting a broad arena of social and cognitive learning (Shaffer, 2006; Bogost, 2007).\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A number of individual studies have demonstrated that specific long-form games perform better when compared to typical lectures. Examples from research studies include Supercharged!, an electrostatics game that showed a 28% increase in learning (Squire, Barnett, Grant, & Higginbotham, 2004); Geography Explorer, a geology game that showed a 15 to 40% increase in learning (McClean, Saini-Eidukat, Schwert, Slator, & White, 2001); Virtual Cell, a cell biology game that showed a 30–63% increase in learning (McClean et al., 2001); and River City, a game that showed a 370% increase in learning for D students and 14% increase for B students (Ketelhut, 2007).\u003c/p>\n\u003cp>Recent research also points to the significance of the engagement factor produced by long-form learning games. Engagement fosters motivation and keeps students involved in the learning experience. While many educational software products have focused on extrinsic rewards for skills practice, longer form games where game play and learning are closely connected have been proven to be even more engaging than following a learning task with an external reward (Habgood & Ainsworth, 2011).\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"When researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\"\u003c/strong>\u003c/aside>\n\u003cp>The authors of a report issued by the Committee on Science Learning at the National Research Council concluded that simulations and games have great potential to improve science learning in the classroom because they can “individualize learning to match the pace, interests, and capabilities of each particular student and contextualize learning in engaging virtual environments” (Honey & Hilton, 2011). The authors also echoed previous research demonstrating the appeal and engagement of learning games, and indicate that games can help support new inquiry-based approaches to science instruction by providing virtual laboratories or field learning experiences that overcome practical constraints.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game]\u003c/a>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>The time required for playing long-form games has proven to be a significant barrier\u003cbr>\nto their widespread adoption. As Dave McCool, co-founder, President and CEO of Muzzy\u003cbr>\nLane Software explains, “For us, with Making History3, it was a matter of having a product that was deep and narrow and was only needed for content that was covered for one week of the curriculum” (CS4Ed interview, February 2012).\u003c/p>\n\u003cp>In our interview, Scott Traylor, CEO and founder of 360KID, argued that long-form games can more easily fit into the homework side of the equation and that class time can be reserved for discussing results of the homework activities, strategies, and content learned (CS4Ed interview, March 2012). This “flipped classroom” model addresses the classroom time factor in that teachers can control how much time is spent on discussion sessions. However, there remain challenges with connectivity for students from lower-income households. As more schools experiment with various forms of online and blended learning, a better fit between available class time and long-form games may emerge.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>\u003cstrong>ON DEFINING GAMES: WHAT QUALIFIES AS EDUCATIONAL?\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>The language of gaming and learning games is still in flux, and there has been little agreement between experts in the field about what falls under the category of “learning game” and what is not a game, but has “game-like” elements. Not surprisingly, the literature of games contains no agreed upon definition of a learning game. When we asked our interviewees what they considered a game, we found no consensus. One extreme cited any “formative assessment based on an adaptive engine,” while the other cited products with aspects of game mechanics such as badges, rewards, and points. Although the Software and Information Industry Association (SIIA) Codie awards category is for “Games and Simulations” (and researchers are sometimes careful to distinguish between simulations and games), for the purposes of this report we have included simulations in our broad definition of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_26789\" class=\"wp-caption alignright\" style=\"max-width: 292px\">\u003cimg class=\"size-full wp-image-26789\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-28-at-12.01.14-PM.png\" alt=\"Games\" width=\"292\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Such a wide range of products is confusing to the K-12 audience, because “games” can vary from products that are prototypical to ones that only leverage somewhat extraneous game mechanics to engage and to motivate. Confusion among types of games is of particular concern when examining the research evidence of the effectiveness of games in learning. Most university-based research evaluates learning games in environments that engage students for several weeks with immersive, challenging experiences. Thus, when researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>All games have game mechanics that are the central element of the game and, to some degree, are integrated with the learning content. As James Gee argues in his keynote at the 2012 Games for Change conference, the extent to which the mechanics of creating motivation and directing attention is intrinsic to the content of the game can greatly influence learning outcomes.\u003c/p>\n\u003cp>Gamification is the use of game-based elements or game mechanics to drive user engagement and actions in non-game contexts. In gamification, the game mechanics are divorced from the content being taught and are instead added in the form of some sort of reward element after completion of an activity. For example, a short-form math game that involves answering math questions where correct answers are followed by a badge or the reward of playing a “dunk the clown” game would be called gamification. David Dockterman, Ed.D., Chief Architect, Learning Sciences with Tom Snyder Productions/Scholastic is concerned about this use of game mechanics, stating “Gamification can begin to undermine a kid’s desire to learn” (CS4Ed interview, March, 2012).\u003c/p>\n\u003ch4>\u003cstrong>ON SELLING GAMES TO SCHOOLS\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>The systemic barriers to entry include:\u003c/p>\n\u003cul>\n\u003cli>the dominance of a few multi-billion dollar players;\u003c/li>\n\u003cli>a long buying cycle, byzantine decision-making process, and narrow sales window;\u003c/li>\n\u003cli>locally controlled decision making that creates a fragmented marketplace of individual districts, schools, and teachers;\u003c/li>\n\u003cli>frequently changing federal and state government policies and cyclical district resource constraints that impact the availability of funding;\u003c/li>\n\u003cli>the demand for curriculum and standards alignment and research-based proof of effectiveness; and\u003c/li>\n\u003cli>the requirement for locally delivered professional development.\u003c/li>\n\u003c/ul>\n\u003cp>However, recent trends provide an increasingly positive arena for learning games and other digital products, including:\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>the move to one-to-one computing in schools and the rise of a “Bring Your Own Device” (BYOD) infrastructure for learning;\u003c/li>\n\u003cli>the widespread acceptance and purchase of interactive white boards;\u003c/li>\n\u003cli>the improvement of school IT infrastructure and access to the Internet;\u003c/li>\n\u003cli>the 2010 National Education Technology Plan;\u003c/li>\n\u003cli> a strong focus on Science, Technology, Engineering, and Math (STEM) skills, and more broadly, on higher-order thinking skills;\u003c/li>\n\u003cli>an increasing move in schools from print to digital materials and from a highly structured to a somewhat flexible textbook adoption process;\u003c/li>\n\u003cli>the increasing interest in Personalized Learning Environments (PLEs) and adaptive engines; and\u003c/li>\n\u003cli>an expanding base of research that shows the effectiveness of long-form games in learning.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26795\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-26795\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg\" alt=\"6660073135_a315ee4b17\" width=\"500\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-400x242.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/6660073135_a315ee4b17-320x193.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true that \u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\">97 percent of teens in the U.S. are playing digital games\u003c/a>, then the focus on how games can fit into the shifting education system becomes that much more important. Schools, districts, and individual educators are trying to figure out how games and learning can fit into the current complicated landscape.\u003c/p>\n\u003cp>The newly released report\u003cem>\u003c/em>\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\">\u003cem> Games for a Digital Age: K-12 Market Map and Investment Analysis,\u003c/em>\u003c/a> released by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> and the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council, \u003c/a>describes the many different criteria in play in detail, including obstacles from the policy standpoint, lack of teacher development, as well as how the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/byod/\">Bring Your Own Device\u003c/a> movement is influencing the push towards games and learning.\u003c/p>\n\u003cp>“Games are more popular than ever with youth today with many students spending hours a day playing them,\" said Michael H. Levine, executive director of the Joan Ganz Cooney Center. \"What we don’t know yet is whether and how they can be a key ally in driving pathways to academic success.”\u003c/p>\n\u003cp>Though it's well worth reading the report in its entirety, below are excerpts pulled from the report, conducted and written by Dr. John Richards, Leslie Stebbins and Dr. Kurt Moellering.\u003c/p>\n\u003ch4>\u003cstrong>ON FINDING WAYS TO USE GAMES WITHIN CLASS TIMES\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cp>The school day is divided into class periods, and this division limits lesson length. Furthermore, the combination of standards and the scope and sequence tied to core curriculum create “coverage” requirements that place practical limits on the number of \u003cstrong>\u003c/strong>lessons that can be devoted to a single topic.\u003c/p>\n\u003cdiv>\n\u003cp>Nearly all games fall clearly along a continuum ranging from short-form to long-form with a critical distinction and a bi-modal distribution pattern based on fitting in a class period. As noted by Rob Lippincott, Sr. Vice President of Education, PBS, “Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.” (CS4Ed interview, April 2012).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Games don’t fit the time box of a class period; a game succeeds when it is sticky and gobbles up more time. You want games in school to finish quickly and speed up learning.”\u003c/strong>\u003c/aside>\n\u003cp>We placed games into these two time-based categories, short-form and long-form. Within these broad areas fall dozens of different kinds of games, ranging from three-minute apps to open, immersive Multi-User Virtual Environments (MUVEs) that involve lengthy game playing. In addition to the length of play, the mechanics of a gaming experience varies broadly, with simple “add-on” gamification-type reward systems falling typically at the short end of the time continuum, and more complex, multiple-path, role playing games falling at the long end. In longer-form games, the game mechanics are typically intrinsic to the learning experience rather than placed at the end of or external to the game play itself.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>1. Short-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>In most K-12 schools the day is organized in blocks of time that average 40 minutes or less. Transition time and time for instruction or discussion connected to curricular material frequently leaves only 20 to 30 minutes for actually using a learning game. Short-form games are interactive \u003c!--more-->digital activities that fit within a single class period and have some components common to all learning games. They focus on a particular concept or on skill refinement, skills practice, memorization, or performing specific drills.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Successful short-form games meet an important and defined market need, whether it is by demonstrating a concept to the whole class on an interactive white board, or by providing individual students with practice on a specific concept or skill. Short-form games include drill and practice, brief simulations, visualizations, or simulated training tools, and different types of “game-like” interactive learning objects. These types of games have the potential to be embedded in personalized learning environments or adaptive engines that combine data and feedback loops that are becoming increasingly popular in schools.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-do-educational-games-come-from/\">Where Do Educational Games Come From?]\u003c/a>\u003c/p>\n\u003cp>This type of game product is starting to gain traction in the K-12 market, due in part to its alignment to standards and to extensive product lines that cover many topics within the curriculum or meet an important, albeit narrow, market need. Teachers find such games easy to access and understand, and the games fit neatly into the short blocks of time available in the structured school day.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>2. Long-Form Learning Games\u003c/strong>\u003c/p>\n\u003cp>Long-form learning games extend beyond a single class period. Typically game-playing is spread over multiple sessions or even several weeks. Long-form games lend themselves to the development of 21st century skills such as critical thinking, problem solving, collaboration, creativity, and communication. \u003ca href=\"http://website.education.wisc.edu/kdsquire/\">Kurt Squire,\u003c/a> [co-founder and current director of the \u003ca href=\"http://www.gameslearningsociety.org/\">Games, Learning, & Society Initiative\u003c/a>] underlines the distinction between the sophisticated learning skills developed through immersive experiences versus games where students are rewarded for memorizing vocabulary words or performing math drills. Squire views games such as Civilization III as having the potential to push students to engage actively in problem solving, reflection, and decision making related to historical and political situations (Squire as quoted in Klopfer, Osterweil, Groff, & Haas, 2009). Other researchers concur, and view long-form, immersive game play as a critical factor supporting a broad arena of social and cognitive learning (Shaffer, 2006; Bogost, 2007).\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A number of individual studies have demonstrated that specific long-form games perform better when compared to typical lectures. Examples from research studies include Supercharged!, an electrostatics game that showed a 28% increase in learning (Squire, Barnett, Grant, & Higginbotham, 2004); Geography Explorer, a geology game that showed a 15 to 40% increase in learning (McClean, Saini-Eidukat, Schwert, Slator, & White, 2001); Virtual Cell, a cell biology game that showed a 30–63% increase in learning (McClean et al., 2001); and River City, a game that showed a 370% increase in learning for D students and 14% increase for B students (Ketelhut, 2007).\u003c/p>\n\u003cp>Recent research also points to the significance of the engagement factor produced by long-form learning games. Engagement fosters motivation and keeps students involved in the learning experience. While many educational software products have focused on extrinsic rewards for skills practice, longer form games where game play and learning are closely connected have been proven to be even more engaging than following a learning task with an external reward (Habgood & Ainsworth, 2011).\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"When researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\"\u003c/strong>\u003c/aside>\n\u003cp>The authors of a report issued by the Committee on Science Learning at the National Research Council concluded that simulations and games have great potential to improve science learning in the classroom because they can “individualize learning to match the pace, interests, and capabilities of each particular student and contextualize learning in engaging virtual environments” (Honey & Hilton, 2011). The authors also echoed previous research demonstrating the appeal and engagement of learning games, and indicate that games can help support new inquiry-based approaches to science instruction by providing virtual laboratories or field learning experiences that overcome practical constraints.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\">What's the Secret Sauce to a Great Educational Game]\u003c/a>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>The time required for playing long-form games has proven to be a significant barrier\u003cbr>\nto their widespread adoption. As Dave McCool, co-founder, President and CEO of Muzzy\u003cbr>\nLane Software explains, “For us, with Making History3, it was a matter of having a product that was deep and narrow and was only needed for content that was covered for one week of the curriculum” (CS4Ed interview, February 2012).\u003c/p>\n\u003cp>In our interview, Scott Traylor, CEO and founder of 360KID, argued that long-form games can more easily fit into the homework side of the equation and that class time can be reserved for discussing results of the homework activities, strategies, and content learned (CS4Ed interview, March 2012). This “flipped classroom” model addresses the classroom time factor in that teachers can control how much time is spent on discussion sessions. However, there remain challenges with connectivity for students from lower-income households. As more schools experiment with various forms of online and blended learning, a better fit between available class time and long-form games may emerge.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>\u003cstrong>ON DEFINING GAMES: WHAT QUALIFIES AS EDUCATIONAL?\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>The language of gaming and learning games is still in flux, and there has been little agreement between experts in the field about what falls under the category of “learning game” and what is not a game, but has “game-like” elements. Not surprisingly, the literature of games contains no agreed upon definition of a learning game. When we asked our interviewees what they considered a game, we found no consensus. One extreme cited any “formative assessment based on an adaptive engine,” while the other cited products with aspects of game mechanics such as badges, rewards, and points. Although the Software and Information Industry Association (SIIA) Codie awards category is for “Games and Simulations” (and researchers are sometimes careful to distinguish between simulations and games), for the purposes of this report we have included simulations in our broad definition of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cfigure id=\"attachment_26789\" class=\"wp-caption alignright\" style=\"max-width: 292px\">\u003cimg class=\"size-full wp-image-26789\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-28-at-12.01.14-PM.png\" alt=\"Games\" width=\"292\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Such a wide range of products is confusing to the K-12 audience, because “games” can vary from products that are prototypical to ones that only leverage somewhat extraneous game mechanics to engage and to motivate. Confusion among types of games is of particular concern when examining the research evidence of the effectiveness of games in learning. Most university-based research evaluates learning games in environments that engage students for several weeks with immersive, challenging experiences. Thus, when researchers argue that learning games are efficacious, promote critical thinking, and engage 21st century skills, it is not necessarily clear that these conclusions apply to many shorter forms of learning games.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp>All games have game mechanics that are the central element of the game and, to some degree, are integrated with the learning content. As James Gee argues in his keynote at the 2012 Games for Change conference, the extent to which the mechanics of creating motivation and directing attention is intrinsic to the content of the game can greatly influence learning outcomes.\u003c/p>\n\u003cp>Gamification is the use of game-based elements or game mechanics to drive user engagement and actions in non-game contexts. In gamification, the game mechanics are divorced from the content being taught and are instead added in the form of some sort of reward element after completion of an activity. For example, a short-form math game that involves answering math questions where correct answers are followed by a badge or the reward of playing a “dunk the clown” game would be called gamification. David Dockterman, Ed.D., Chief Architect, Learning Sciences with Tom Snyder Productions/Scholastic is concerned about this use of game mechanics, stating “Gamification can begin to undermine a kid’s desire to learn” (CS4Ed interview, March, 2012).\u003c/p>\n\u003ch4>\u003cstrong>ON SELLING GAMES TO SCHOOLS\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>The systemic barriers to entry include:\u003c/p>\n\u003cul>\n\u003cli>the dominance of a few multi-billion dollar players;\u003c/li>\n\u003cli>a long buying cycle, byzantine decision-making process, and narrow sales window;\u003c/li>\n\u003cli>locally controlled decision making that creates a fragmented marketplace of individual districts, schools, and teachers;\u003c/li>\n\u003cli>frequently changing federal and state government policies and cyclical district resource constraints that impact the availability of funding;\u003c/li>\n\u003cli>the demand for curriculum and standards alignment and research-based proof of effectiveness; and\u003c/li>\n\u003cli>the requirement for locally delivered professional development.\u003c/li>\n\u003c/ul>\n\u003cp>However, recent trends provide an increasingly positive arena for learning games and other digital products, including:\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>the move to one-to-one computing in schools and the rise of a “Bring Your Own Device” (BYOD) infrastructure for learning;\u003c/li>\n\u003cli>the widespread acceptance and purchase of interactive white boards;\u003c/li>\n\u003cli>the improvement of school IT infrastructure and access to the Internet;\u003c/li>\n\u003cli>the 2010 National Education Technology Plan;\u003c/li>\n\u003cli> a strong focus on Science, Technology, Engineering, and Math (STEM) skills, and more broadly, on higher-order thinking skills;\u003c/li>\n\u003cli>an increasing move in schools from print to digital materials and from a highly structured to a somewhat flexible textbook adoption process;\u003c/li>\n\u003cli>the increasing interest in Personalized Learning Environments (PLEs) and adaptive engines; and\u003c/li>\n\u003cli>an expanding base of research that shows the effectiveness of long-form games in learning.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Experimenting and Innovating: How to Find the Best Tools and Tactics",
"title": "Experimenting and Innovating: How to Find the Best Tools and Tactics",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_26703\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/screen-shot-2013-01-23-at-11-33-33-am/\" rel=\"attachment wp-att-26703\">\u003cimg class=\"size-large wp-image-26703\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-23-at-11.33.33-AM-620x322.png\" alt=\"Screen Shot 2013-01-23 at 11.33.33 AM\" width=\"620\" height=\"322\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">New York City is experimenting with new tools and tactics with its \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">Innovation Zone\u003c/a>, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number and hope to reach 400 participating schools by 2014.\u003c/p>\n\u003cp>Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/framework/default.htm\">goals\u003c/a> are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers.\u003c/p>\n\u003cp>The iZone serves as a hub for innovation taking place at school sites. Staff support schools with funding for equipment, connecting teachers to resources and one another, as well as serving as the repository for the growing body of knowledge about progressive approaches. Though the project is still young, this program has made a dent in differentiating learning, according to Deputy Chancellor for Talent, Labor and Innovation, David Weiner.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“It can be really hard for the leader to shield teachers from traditional measures so that they can feel free to innovate.”\u003c/p>\n\u003c/aside>\n\u003cp>For example, in participating high schools, the 35-40 percent of students who are taking an online English Language Arts class are passing the state’s Regents test at the same rate as students in traditional classrooms. \u003c!--more-->\u003c/p>\n\u003cp>Another example is\u003ca href=\"http://www.globaltechprep.com/\"> the Global Technology Preparatory,\u003c/a> which has been part of the iZone from the beginning. Founded in 2009, the middle school is universal title one, meaning that most kids get free or reduced lunch. About 40 percent of their students are special-ed and many are behind grade level. In this school, every child has a laptop and students have access to many outside resources to help supplement their school day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003c/strong>\u003cspan style=\"color: #000000\">RELATED READING:\u003c/span>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools’ Blended Learning Experiment\u003c/a>]\u003c/p>\n\u003cp>All this tech equipment and professional development takes money, of course, and most of the funding has come from \u003ca href=\"http://www.globaltechprep.com/partners\">networking and fundraising\u003c/a> by the school’s principal Chrystina Russell, who has courted high-tech companies for funds and computers, has partnered with community-based organizations, and supported her teachers through the sometimes rough process of experimenting with new teaching techniques.\u003c/p>\n\u003cp>“Our students have a ton of potential and also a lot of need,” Russell said. “So in my mind it’s the only way to go.” Global Tech Prep’s school day runs until 6:30 p.m. because of a partnership with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools, \u003c/a>an after school enrichment program in which eighth-grade students learn about networking and visit workplaces through a partnership with the \u003ca href=\"http://www.nycup.org/\">Council of Urban Professionals\u003c/a>; and all students take college trips to help build a college-going culture with support from \u003ca href=\"http://www.collegefes.org/\">College For Every Student\u003c/a>.\u003c/p>\n\u003cp>Still, in the classroom teachers face the same challenges of bringing under-prepared kids up to grade level.\u003c/p>\n\u003cp>Jhonary Bridgemohan, who teaches sixth-grade Language Arts at Global Tech Prep, has been experimenting with various software programs and web tools. She uses Achieve3000, partly because she finds it helps create a culture of reading to assign an article everyday, and it gets kids accustomed to non-fiction, a big part of the common core standards.\u003c/p>\n\u003cfigure id=\"attachment_26345\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/izone/\" rel=\"attachment wp-att-26345\">\u003cimg class=\"size-large wp-image-26345\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/izone-620x230.gif\" alt=\"izone\" width=\"620\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“You do have these moments when they’re checked out, but then you have these articles that spur that ‘Wow, I want to know more’ moments,” Bridgemohan said. She thinks Achieve3000 is benefiting her students, though it is far from perfect.\u003c/p>\n\u003cp>Bridgemohan also uses simpler tools that she finds very effective – like Google docs. Most of the students write in Google docs, so she can easily keep track of assignments and give real-time feedback on their writing.\u003c/p>\n\u003cp>“Once they write something out it’s really hard to get them to go back and edit, but if they can see their work as a work-in-progress they see it more as a process,” Bridgemohan said. “And I’m part of that process with them.” The online tool also gives students a chance to innovate in their own right, something their teacher loves to watch. “Seeing them interact and be creative with the tools they have access to is really cool,” she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cspan style=\"color: #000000\">RELATED: \u003c/span>\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work for Teaching Language Arts?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Like many teachers experimenting with blended learning methods, Bridgemohan doesn’t have it all figured out yet. She’s still refining her approach, trying new software, and ditching the things that don’t work. She’s found some success with \u003ca href=\"http://www.studyisland.com\">Study Island\u003c/a> for skill review because she can give them a lesson that they go back and review as they do the work. She finds it especially useful for grammar skills like comma usage and for sentence structure and organization tips.\u003c/p>\n\u003cp>Global Tech Prep also has new grading software called \u003ca href=\"http://www.jupitergrades.com/\">Jupiter Grades\u003c/a>, which has been branching into online testing. Bridgemohan has experimented with the software to give online tests, hoping to save herself some grading time. Still, her advice to any teacher dabbling in classroom technology is to take it slow.\u003c/p>\n\u003cp>“I think it’s important to not do it all together,” she said. “There are a lot of options and it can get overwhelming.” Various platforms have their own logins and passwords, which can be a headache. It’s a lot to get used to and Bridgemohan still uses traditional classroom techniques, like journal writing, reading out loud, and in-class discussion. She tries to use the technology when it saves time or helps a student focus, but doesn’t stress over incorporating it into everything.\u003c/p>\n\u003cp>\u003cstrong>SUPPORT FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>Russell is supportive of teachers like Bridgemohan who are trying new things, even within a cutthroat evaluation system that judges the school and its educators by limited metrics. “It can be really hard for the leader to shield the teacher from those traditional measures so that they can feel free to innovate,” Russell said. The spirit of innovation is not system-wide and thus teachers and principals still fear for their jobs if they can’t show improvement on tests.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Luckily, Russell and Bridgemohan have the support and guidance of other educators in New York. Many teachers across the country feel alone as they try to take advantage of new tools to improve their teaching, and their learning never gets shared with local peers. Perhaps one of the iZone’s biggest strengths is providing that type of community to its most forward-thinking educators.\u003c/p>\n\n",
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"description": "New York City is experimenting with new tools and tactics with its Innovation Zone, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26703\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/screen-shot-2013-01-23-at-11-33-33-am/\" rel=\"attachment wp-att-26703\">\u003cimg class=\"size-large wp-image-26703\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-23-at-11.33.33-AM-620x322.png\" alt=\"Screen Shot 2013-01-23 at 11.33.33 AM\" width=\"620\" height=\"322\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">New York City is experimenting with new tools and tactics with its \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">Innovation Zone\u003c/a>, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number and hope to reach 400 participating schools by 2014.\u003c/p>\n\u003cp>Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/framework/default.htm\">goals\u003c/a> are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers.\u003c/p>\n\u003cp>The iZone serves as a hub for innovation taking place at school sites. Staff support schools with funding for equipment, connecting teachers to resources and one another, as well as serving as the repository for the growing body of knowledge about progressive approaches. Though the project is still young, this program has made a dent in differentiating learning, according to Deputy Chancellor for Talent, Labor and Innovation, David Weiner.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“It can be really hard for the leader to shield teachers from traditional measures so that they can feel free to innovate.”\u003c/p>\n\u003c/aside>\n\u003cp>For example, in participating high schools, the 35-40 percent of students who are taking an online English Language Arts class are passing the state’s Regents test at the same rate as students in traditional classrooms. \u003c!--more-->\u003c/p>\n\u003cp>Another example is\u003ca href=\"http://www.globaltechprep.com/\"> the Global Technology Preparatory,\u003c/a> which has been part of the iZone from the beginning. Founded in 2009, the middle school is universal title one, meaning that most kids get free or reduced lunch. About 40 percent of their students are special-ed and many are behind grade level. In this school, every child has a laptop and students have access to many outside resources to help supplement their school day.\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\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003c/strong>\u003cspan style=\"color: #000000\">RELATED READING:\u003c/span>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools’ Blended Learning Experiment\u003c/a>]\u003c/p>\n\u003cp>All this tech equipment and professional development takes money, of course, and most of the funding has come from \u003ca href=\"http://www.globaltechprep.com/partners\">networking and fundraising\u003c/a> by the school’s principal Chrystina Russell, who has courted high-tech companies for funds and computers, has partnered with community-based organizations, and supported her teachers through the sometimes rough process of experimenting with new teaching techniques.\u003c/p>\n\u003cp>“Our students have a ton of potential and also a lot of need,” Russell said. “So in my mind it’s the only way to go.” Global Tech Prep’s school day runs until 6:30 p.m. because of a partnership with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools, \u003c/a>an after school enrichment program in which eighth-grade students learn about networking and visit workplaces through a partnership with the \u003ca href=\"http://www.nycup.org/\">Council of Urban Professionals\u003c/a>; and all students take college trips to help build a college-going culture with support from \u003ca href=\"http://www.collegefes.org/\">College For Every Student\u003c/a>.\u003c/p>\n\u003cp>Still, in the classroom teachers face the same challenges of bringing under-prepared kids up to grade level.\u003c/p>\n\u003cp>Jhonary Bridgemohan, who teaches sixth-grade Language Arts at Global Tech Prep, has been experimenting with various software programs and web tools. She uses Achieve3000, partly because she finds it helps create a culture of reading to assign an article everyday, and it gets kids accustomed to non-fiction, a big part of the common core standards.\u003c/p>\n\u003cfigure id=\"attachment_26345\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/izone/\" rel=\"attachment wp-att-26345\">\u003cimg class=\"size-large wp-image-26345\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/izone-620x230.gif\" alt=\"izone\" width=\"620\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“You do have these moments when they’re checked out, but then you have these articles that spur that ‘Wow, I want to know more’ moments,” Bridgemohan said. She thinks Achieve3000 is benefiting her students, though it is far from perfect.\u003c/p>\n\u003cp>Bridgemohan also uses simpler tools that she finds very effective – like Google docs. Most of the students write in Google docs, so she can easily keep track of assignments and give real-time feedback on their writing.\u003c/p>\n\u003cp>“Once they write something out it’s really hard to get them to go back and edit, but if they can see their work as a work-in-progress they see it more as a process,” Bridgemohan said. “And I’m part of that process with them.” The online tool also gives students a chance to innovate in their own right, something their teacher loves to watch. “Seeing them interact and be creative with the tools they have access to is really cool,” she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cspan style=\"color: #000000\">RELATED: \u003c/span>\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work for Teaching Language Arts?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Like many teachers experimenting with blended learning methods, Bridgemohan doesn’t have it all figured out yet. She’s still refining her approach, trying new software, and ditching the things that don’t work. She’s found some success with \u003ca href=\"http://www.studyisland.com\">Study Island\u003c/a> for skill review because she can give them a lesson that they go back and review as they do the work. She finds it especially useful for grammar skills like comma usage and for sentence structure and organization tips.\u003c/p>\n\u003cp>Global Tech Prep also has new grading software called \u003ca href=\"http://www.jupitergrades.com/\">Jupiter Grades\u003c/a>, which has been branching into online testing. Bridgemohan has experimented with the software to give online tests, hoping to save herself some grading time. Still, her advice to any teacher dabbling in classroom technology is to take it slow.\u003c/p>\n\u003cp>“I think it’s important to not do it all together,” she said. “There are a lot of options and it can get overwhelming.” Various platforms have their own logins and passwords, which can be a headache. It’s a lot to get used to and Bridgemohan still uses traditional classroom techniques, like journal writing, reading out loud, and in-class discussion. She tries to use the technology when it saves time or helps a student focus, but doesn’t stress over incorporating it into everything.\u003c/p>\n\u003cp>\u003cstrong>SUPPORT FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>Russell is supportive of teachers like Bridgemohan who are trying new things, even within a cutthroat evaluation system that judges the school and its educators by limited metrics. “It can be really hard for the leader to shield the teacher from those traditional measures so that they can feel free to innovate,” Russell said. The spirit of innovation is not system-wide and thus teachers and principals still fear for their jobs if they can’t show improvement on tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Luckily, Russell and Bridgemohan have the support and guidance of other educators in New York. Many teachers across the country feel alone as they try to take advantage of new tools to improve their teaching, and their learning never gets shared with local peers. Perhaps one of the iZone’s biggest strengths is providing that type of community to its most forward-thinking educators.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26515\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 590px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/attachment/87180202/\" rel=\"attachment wp-att-26515\">\u003cimg class=\"size-full wp-image-26515\" title=\"87180202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/87180202.jpg\" alt=\"\" width=\"590\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg 590w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg 320w\" sizes=\"(max-width: 590px) 100vw, 590px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need.\u003c/p>\n\u003cp>The ecosystem stimulating the “edupreneurial” activity ranges from startup instigators (\u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>) and startup showcases (\u003ca href=\"http://sxswedu.com/launch-edu\">LAUNCHedu\u003c/a>, \u003ca href=\"http://www.siia.net/etis/2012/incubator.asp\">SIIA Innovation Incubator\u003c/a>), to startup incubators (\u003ca href=\"http://ycombinator.com/\">Y Combinator\u003c/a>, \u003ca href=\"http://www.imaginek12.com/\">Imagine K12\u003c/a>) and startup investors.\u003c/p>\n\u003cp>But in many cases, enthusiastic edupreneurs are propelled from this starting ramp to run full speed, like Wile E. Coyote, into an oversized anvil -- actual teachers. It doesn’t matter how good the concept, how cool the technology, or how pressing the need. There can be a fundamental disconnect between passion and reality.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003c/aside>\n\u003cp>And that can keep good ideas out of the classroom.\u003c/p>\n\u003cp>To dissect the disconnect, the MIT Enterprise Forum of the Northwest \u003ca href=\"http://www.mitwa.org/events/enterprise-forum-program/obstacles-and-opportunities-entrepreneurs-education\">recently \u003c/a>brought together a group of insiders: traditional education company executive Randy Reina, senior vice president of digital product development at McGraw-Hill Education’s Center for Digital Innovation; a not-so-recently-startup edtech company CEO Jessie Woolley-Wilson, who's chair and president of DreamBox Learning; and teacher/entrepreneur Lindsey Own, a Seattle-area middle school science and health teacher and co-organizer of Startup Weekend Seattle EDU.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A handful of key themes emerged, casting light not just on what entrepreneurs need to know, but on issues parents and educators should expect as ed-tech startups get more attention.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>TECH ALONE WON'T IMPROVE EDUCATION.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The biggest misconception that entrepreneurs (and even parents) have about the role of technology in education today, said DreamBox Learning CEO Jessie Woolley-Wilson, is that, “you can overlay technology on whatever is happening in education and you will see improvement.” The reality, Woolley-Wilson noted, is much more complicated. “Technology can help scale greatness” like a good teacher or teaching practices, but “the underbelly is that it can help scale bad things, too.”\u003c/p>\n\u003cp>But technology isn't necessarily needed to \"improve\" education, said Own, a middle-school teacher, regarding her earlier experience in Chicago with project-based learning. “We didn’t need a computer (for every student) to do that,” though it would have made it easier. “We’ve had education reform for a very long time without technology.”\u003c/p>\n\u003cp>That’s something entrepreneurs -- and parents -- should consider when blindly pushing for technology in the classroom. Avoiding, as Woolley-Wilson calls it, too much “exuberance for technology for technology’s sake.”\u003c/p>\n\u003cp>\u003cstrong>TIME -- NOT COMPETING PRODUCTS -- ARE ENTREPRENEURS' BIGGEST CHALLENGE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teachers are busy. But startups tend to forget that.\u003c/p>\n\u003cp>From implementing Common Core State Standards to preparing for high-stakes tests, educators have their hands full. Entrepreneurs, Woolley-Wilson said, might look at competition as products and funding, “but they often underestimate the competition for time. Teachers just don’t have that much time. So the solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003cp>McGraw-Hill’s Reina agreed, pointing out that “when entrepreneurs come in with a great new idea they don’t necessarily think about the ripple effect the idea may or may not have with the rest of\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">The Rise of Educator-Entrepreneurs, Classroom Experience to EdTech\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the organization. Education is a complicated system and, in many ways, it’s a political system.” With a nod to author Malcolm Gladwell, Reina said, “We are at a tipping point -- but that tipping point is going to tip slowly.”\u003c/p>\n\u003cp>Even with that caution, Woolley-Wilson noted there are a lot of innovative teachers willing to look at new things. But choose the moment carefully. “They’re focused on shelter and food, and you want them to talk about self-actualization.”\u003c/p>\n\u003cp>\u003cstrong>THE BEST PRODUCTS INVOLVE TEACHERS AND FIT WITHIN THEIR PRACTICE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another area of disconnect: A clear understanding of how a product will actually be used. “You can come up with a sweet widget. It might be great,” Own said, “but it really has to be rooted in what is going to be happening in the classroom. In the pedagogy. In the learning objectives.”\u003c/p>\n\u003cp>That problem tends to surface when entrepreneurs wait too long to get teacher input and feedback. And beta, Own said, is too late: “There need to be teachers involved from day one.”\u003c/p>\n\u003cp>Finding those teachers, though, is another matter. Reina, Woolley-Wilson and Own suggested contacting foundations that work with teachers, attending small, local education conferences, and soliciting help on Twitter and from LinkedIn’s ed-tech groups. Once startups make a connection, Own predicted, “Teachers will tell you all day long what they need.”\u003c/p>\n\u003cp>\u003cstrong>RISK IS A BIG OBSTACLE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Startups fail. Startups “\u003ca href=\"https://www.edsurge.com/n/is-your-school-ready-to-date-a-startup-again\">pivot\u003c/a>” (the current euphemism for abandoning a product or a business model that isn’t working). Both are anathema to education institutions which may trust student data -- and a student’s education -- to consistent, reliable use of a product or service.\u003c/p>\n\u003cp>Then there’s the core matter of trusting that an entrepreneur’s educational solution will work.\u003c/p>\n\u003cp>Some support for entrepreneurs facing a skeptical school on the last point may come from a surprising source: foundations. Woolley-Wilson says she’s very hopeful about their role with educators: “What I think foundations can do is generate data that will help ‘de-risk’ a decision to try something new.”\u003c/p>\n\u003cp>Reina agreed, pointing out foundations have done a lot of good work on, for example, using games in learning. Having that kind of support, “changes the conversation with both educators and parents.” It’s a kind of research-based heavy lifting that foundations can do -- which others can later review -- that most startups cannot do for themselves.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">What the Heck is a Teacherpreneur?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way to reduce the risk of seeing if a product actually works is to adopt a “freemium” pricing model, in which some or all of the product can be used without charge. “The teachers need the opportunity to see it, to try it out and see if it’s worthwhile,” Own said.\u003c/p>\n\u003cp>There are other areas of disconnect, from entrepreneur assumptions that all districts -- or schools in a district -- have the same access to computers and Internet bandwidth (Own: “There’s no safe assumption (of what) even 50% of schools have”) to teacher expectations that good tech products will be completely free, forever (Reina: “You need to be able to get funding coming back to the people who are building the products so they can reinvest in the product”).\u003c/p>\n\u003cp>But overall, there’s hope the gap can be closed if K-12 educators and technology entrepreneurs listen to each other, often and early, and realize theirs is a symbiotic relationship. “The teacher is there to inspire kids and to help kids work together,” Reina said. “And do a lot of the things technology can’t do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He moderated this MIT Enterprise Forum session, co-authored a \u003ca href=\"http://www.mitwa.org/sites/default/files/files/MITEF%20NW%20Education%20IT%20Companion%20Paper%20Dec2012_1.pdf\">companion paper\u003c/a>, and really likes it when edtech proponents and teachers just get along.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26515\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 590px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/attachment/87180202/\" rel=\"attachment wp-att-26515\">\u003cimg class=\"size-full wp-image-26515\" title=\"87180202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/87180202.jpg\" alt=\"\" width=\"590\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg 590w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg 320w\" sizes=\"(max-width: 590px) 100vw, 590px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need.\u003c/p>\n\u003cp>The ecosystem stimulating the “edupreneurial” activity ranges from startup instigators (\u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>) and startup showcases (\u003ca href=\"http://sxswedu.com/launch-edu\">LAUNCHedu\u003c/a>, \u003ca href=\"http://www.siia.net/etis/2012/incubator.asp\">SIIA Innovation Incubator\u003c/a>), to startup incubators (\u003ca href=\"http://ycombinator.com/\">Y Combinator\u003c/a>, \u003ca href=\"http://www.imaginek12.com/\">Imagine K12\u003c/a>) and startup investors.\u003c/p>\n\u003cp>But in many cases, enthusiastic edupreneurs are propelled from this starting ramp to run full speed, like Wile E. Coyote, into an oversized anvil -- actual teachers. It doesn’t matter how good the concept, how cool the technology, or how pressing the need. There can be a fundamental disconnect between passion and reality.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003c/aside>\n\u003cp>And that can keep good ideas out of the classroom.\u003c/p>\n\u003cp>To dissect the disconnect, the MIT Enterprise Forum of the Northwest \u003ca href=\"http://www.mitwa.org/events/enterprise-forum-program/obstacles-and-opportunities-entrepreneurs-education\">recently \u003c/a>brought together a group of insiders: traditional education company executive Randy Reina, senior vice president of digital product development at McGraw-Hill Education’s Center for Digital Innovation; a not-so-recently-startup edtech company CEO Jessie Woolley-Wilson, who's chair and president of DreamBox Learning; and teacher/entrepreneur Lindsey Own, a Seattle-area middle school science and health teacher and co-organizer of Startup Weekend Seattle EDU.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A handful of key themes emerged, casting light not just on what entrepreneurs need to know, but on issues parents and educators should expect as ed-tech startups get more attention.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>TECH ALONE WON'T IMPROVE EDUCATION.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The biggest misconception that entrepreneurs (and even parents) have about the role of technology in education today, said DreamBox Learning CEO Jessie Woolley-Wilson, is that, “you can overlay technology on whatever is happening in education and you will see improvement.” The reality, Woolley-Wilson noted, is much more complicated. “Technology can help scale greatness” like a good teacher or teaching practices, but “the underbelly is that it can help scale bad things, too.”\u003c/p>\n\u003cp>But technology isn't necessarily needed to \"improve\" education, said Own, a middle-school teacher, regarding her earlier experience in Chicago with project-based learning. “We didn’t need a computer (for every student) to do that,” though it would have made it easier. “We’ve had education reform for a very long time without technology.”\u003c/p>\n\u003cp>That’s something entrepreneurs -- and parents -- should consider when blindly pushing for technology in the classroom. Avoiding, as Woolley-Wilson calls it, too much “exuberance for technology for technology’s sake.”\u003c/p>\n\u003cp>\u003cstrong>TIME -- NOT COMPETING PRODUCTS -- ARE ENTREPRENEURS' BIGGEST CHALLENGE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teachers are busy. But startups tend to forget that.\u003c/p>\n\u003cp>From implementing Common Core State Standards to preparing for high-stakes tests, educators have their hands full. Entrepreneurs, Woolley-Wilson said, might look at competition as products and funding, “but they often underestimate the competition for time. Teachers just don’t have that much time. So the solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003cp>McGraw-Hill’s Reina agreed, pointing out that “when entrepreneurs come in with a great new idea they don’t necessarily think about the ripple effect the idea may or may not have with the rest of\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">The Rise of Educator-Entrepreneurs, Classroom Experience to EdTech\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the organization. Education is a complicated system and, in many ways, it’s a political system.” With a nod to author Malcolm Gladwell, Reina said, “We are at a tipping point -- but that tipping point is going to tip slowly.”\u003c/p>\n\u003cp>Even with that caution, Woolley-Wilson noted there are a lot of innovative teachers willing to look at new things. But choose the moment carefully. “They’re focused on shelter and food, and you want them to talk about self-actualization.”\u003c/p>\n\u003cp>\u003cstrong>THE BEST PRODUCTS INVOLVE TEACHERS AND FIT WITHIN THEIR PRACTICE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another area of disconnect: A clear understanding of how a product will actually be used. “You can come up with a sweet widget. It might be great,” Own said, “but it really has to be rooted in what is going to be happening in the classroom. In the pedagogy. In the learning objectives.”\u003c/p>\n\u003cp>That problem tends to surface when entrepreneurs wait too long to get teacher input and feedback. And beta, Own said, is too late: “There need to be teachers involved from day one.”\u003c/p>\n\u003cp>Finding those teachers, though, is another matter. Reina, Woolley-Wilson and Own suggested contacting foundations that work with teachers, attending small, local education conferences, and soliciting help on Twitter and from LinkedIn’s ed-tech groups. Once startups make a connection, Own predicted, “Teachers will tell you all day long what they need.”\u003c/p>\n\u003cp>\u003cstrong>RISK IS A BIG OBSTACLE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Startups fail. Startups “\u003ca href=\"https://www.edsurge.com/n/is-your-school-ready-to-date-a-startup-again\">pivot\u003c/a>” (the current euphemism for abandoning a product or a business model that isn’t working). Both are anathema to education institutions which may trust student data -- and a student’s education -- to consistent, reliable use of a product or service.\u003c/p>\n\u003cp>Then there’s the core matter of trusting that an entrepreneur’s educational solution will work.\u003c/p>\n\u003cp>Some support for entrepreneurs facing a skeptical school on the last point may come from a surprising source: foundations. Woolley-Wilson says she’s very hopeful about their role with educators: “What I think foundations can do is generate data that will help ‘de-risk’ a decision to try something new.”\u003c/p>\n\u003cp>Reina agreed, pointing out foundations have done a lot of good work on, for example, using games in learning. Having that kind of support, “changes the conversation with both educators and parents.” It’s a kind of research-based heavy lifting that foundations can do -- which others can later review -- that most startups cannot do for themselves.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">What the Heck is a Teacherpreneur?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way to reduce the risk of seeing if a product actually works is to adopt a “freemium” pricing model, in which some or all of the product can be used without charge. “The teachers need the opportunity to see it, to try it out and see if it’s worthwhile,” Own said.\u003c/p>\n\u003cp>There are other areas of disconnect, from entrepreneur assumptions that all districts -- or schools in a district -- have the same access to computers and Internet bandwidth (Own: “There’s no safe assumption (of what) even 50% of schools have”) to teacher expectations that good tech products will be completely free, forever (Reina: “You need to be able to get funding coming back to the people who are building the products so they can reinvest in the product”).\u003c/p>\n\u003cp>But overall, there’s hope the gap can be closed if K-12 educators and technology entrepreneurs listen to each other, often and early, and realize theirs is a symbiotic relationship. “The teacher is there to inspire kids and to help kids work together,” Reina said. “And do a lot of the things technology can’t do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He moderated this MIT Enterprise Forum session, co-authored a \u003ca href=\"http://www.mitwa.org/sites/default/files/files/MITEF%20NW%20Education%20IT%20Companion%20Paper%20Dec2012_1.pdf\">companion paper\u003c/a>, and really likes it when edtech proponents and teachers just get along.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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