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"content": "\u003cfigure id=\"attachment_26495\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/making-math-meaningful-with-online-games-and-videos/screen-shot-2013-01-15-at-2-23-17-pm/\" rel=\"attachment wp-att-26495\">\u003cimg class=\"size-medium wp-image-26495\" title=\"Re-Roofing\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-15-at-2.23.17-PM-300x146.png\" alt=\"\" width=\"300\" height=\"146\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Re-Roofing Your Uncle's House\u003c/figcaption>\u003c/figure>\n\u003ch5>By Almetria Vaba\u003c/h5>\n\u003cp>Math can be made meaningful when connected to students’ experiences. With video clips and interactive games from public media students practice math concepts while exploring real world concepts. Learn how to decorate an intricate cake, play the role of the pharmacist, roof a house and more using \u003ca href=\"http://www.pbslearningmedia.org\">PBS LearningMedia \u003c/a>resources to measure with math.\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/content/vtl07.math.number.fra.lpmixednum/\">\u003cbr>\n\u003c/a>\u003ca href=\"http://preview.pbslearningmedia.org/resource/vtl07.math.number.fra.lpconvert/improper-to-proper-fraction-conversions/\">Using Recipes for Fractions Lesson Plan and Video\u003c/a>\u003cbr>\nWhile doubling a cupcake recipe, students practice three ways of doubling fractions using representations, addition, and multiplication. Students also convert between improper fractions and mixed numbers. Grades 4-8.\u003c/p>\n\u003cp>\u003ca href=\"http://www.pbslearningmedia.org/resource/ate10.sci.engin.systems.reroof/reroofing-your-uncles-house/\">Re-Roofing Your Uncle's House Interactive Game\u003c/a>\u003cbr>\nIn this interactive activity adapted from the Wisconsin Online Resource Center, students use mathematics and measuring skills to solve a construction problem by playing a game using tools (including a tape measure, notepad, and calculator) to determine how many shingles are needed to reroof a house. Students also learn the importance of proper planning and how miscalculating the amount of materials necessary can add to the cost and time spent on a project. Grades 3-9.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/resource/78cdb718-501a-43ac-917e-f590481cb1ae/78cdb718-501a-43ac-917e-f590481cb1ae/\">Cake Designer Video\u003c/a>\u003cbr>\nMath made delicious! In this video, a cake designer describes how she uses math with her recipes and designs. Students can relate the importance of mathematics to the field of cake designing. Grades 3–9.\u003c/p>\n\u003cp>\u003ca href=\"http://www.asset.asu.edu/new/mathactive/lessons/147/look.swf\">Area of Circles with Dive Dog Interactive Game\u003c/a>\u003cbr>\nIn this animated activity students learn the formula for the area of a circle and then apply it to multiple scenarios involving Spot the Dog. Activities include solving problems involving the area of a circle and for the areas of parallelograms, triangles, and circles. Students also calculate the area \u003c!--more-->of a circle using the formula and recognize the relationship between a circle's diameter and its circumference. Grades 7-8\u003c/p>\n\u003cp>\u003ca href=\"http://files.pbslearningmedia.org/dlos/wnet/dlo3.html\">Dunk Tank: Area of Squares & Rectangles Video and Interactive Games \u003c/a>\u003cbr>\nUsing a combination of video and interactive gaming, each game addresses a single topic in the 6th grade math curriculum and students compete with themselves for high scores. Other Dunk Tank episodes include: Venn Diagrams; Mean, Median, Mode & Range; Ratio & Proportion; Fractions, Decimals & Percents; Liquid Volume; and Circles. Grade 6\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_26452\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/72868015-2/\" rel=\"attachment wp-att-26452\">\u003cimg class=\"size-large wp-image-26452\" title=\"72868015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/728680151-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a “gamer” may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls.\u003c/p>\n\u003cp>Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to “transmedia” content that draws on characters from books, movies, or toys.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world.”\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">“Something we’ve seen as a tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world,” said Victoria Van Voorhis, the founder of \u003ca href=\"http://www.secondavenuelearning.com/frontPage.aspx\">Second Avenue Learning\u003c/a> in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DA89834A\">webinar\u003c/a>. Her company has received funding from the National Science Foundation to study how to reach girls through gaming with the help of the \u003ca href=\"http://www.rit.edu/\">Rochester Institute of Technology\u003c/a>. They tested a physical science game called “Martha Madison’s Marvelous Machines” with middle school girls in urban, suburban, and rural \u003c!--more-->environments to gauge whether playing the game would increase their interest in science, technology, engineering and math (STEM), whether it appealed to them and if it could improve their understanding of fundamental mechanical devices.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING:\u003c/strong> \u003cstrong>\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/strong>\u003c/p>\n\u003cp style=\"text-align: left\">“When we asked them about springs and levers, they had no understanding of why they were important in the real world,” Van Voorhis said. “But when we were able to situate those kinds of tools in a real-world context, where they were solving a problem that was directed towards social good, we saw the engagement numbers pop.” girls were talking about physics or game play 76 percent of the time and were only off topic 5 percent of the time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the biggest draws for girls to gaming are the passionate communities that spring up around the games. Affinity groups, or what's sometimes referred to as the meta-game, often involve users creating their own story lines, interacting with each other and sharing. \u003ca href=\"http://www.warner.rochester.edu/facultystaff/lammers/\">Jayne Lammers\u003c/a>, a professor at the University of Rochester, spent extensive time studying affinity groups of girls that play \u003ca href=\"http://www.thesims3.com/\">SIMs\u003c/a>, the game that allows users to simulate real life through the game, and watched girls go from consumers to creators in the space. They wrote stories, solicited feedback from peers, demonstrated self-awareness, and even learned elements of programming and design through their creations.\u003c/p>\n\u003cp>“As we think about how girls are developing these skills outside of the classroom such as affinity spaces, I think it’s important that we think about how to bring it back into the classroom,” Lammers said. But it can be hard to convince parents and administrators that a video game is helping students learn, especially when game-producers have upended some foundational thinking about how to educate – like allowing a student to interpret and analyze a subject on their own before giving them explicit content instruction.\u003c/p>\n\u003cp>“Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,” Van Voorhis said. She advocates for thinking of learning as a non-linear path, where steps are taken forward, but also backwards and sideways.\u003c/p>\n\u003cp>“The critical thinking and the problem solving that students experience in games create spontaneous innovation,” Van Voorhis said. “It can be the catalyst and the spark to get a kid to that ‘ah ha moment’ that inspire a kid to get deeper into that content area.” And games allow kids to experiment, try new methods and fail without consequences.\u003c/p>\n\u003cp>Van Voorhis constructed a different version of \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy\">Bloom's Taxonomy\u003c/a> based on game play, in which students first explore a theme informally, and that process helps them understand written text afterwards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_26437\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/screen-shot-2013-01-14-at-10-21-43-am/\" rel=\"attachment wp-att-26437\">\u003cimg class=\"size-large wp-image-26437\" title=\"Bloom's Taxonomy\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-14-at-10.21.43-AM-620x466.png\" alt=\"\" width=\"620\" height=\"466\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A flipped version of Bloom's Taxonomy, informed by game-play.\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26452\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/72868015-2/\" rel=\"attachment wp-att-26452\">\u003cimg class=\"size-large wp-image-26452\" title=\"72868015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/728680151-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Games are increasingly recognized by educators as a way to get kids excited about learning. While the stereotype of a “gamer” may evoke the image of a high school boy holed up in a dark room playing on a console, in reality 62 percent of gamers play with other people either in person or online, and 47 percent of all gamers are girls.\u003c/p>\n\u003cp>Game developers and academics who have been studying the elements that go into making games more attractive to girls found that those very same qualities are also important components of learning. For instance, girls are more drawn to games that require problem solving in context, that are collaborative (played through social media) and that produce what's perceived to be a social good. They also like games that simulate the real word and are particularly drawn to “transmedia” content that draws on characters from books, movies, or toys.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world.”\u003c/p>\n\u003c/aside>\n\u003cp style=\"text-align: left\">“Something we’ve seen as a tremendous motivator for girls to learn about math and science is that they need to see the connection from the classroom out into the real world,” said Victoria Van Voorhis, the founder of \u003ca href=\"http://www.secondavenuelearning.com/frontPage.aspx\">Second Avenue Learning\u003c/a> in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DA89834A\">webinar\u003c/a>. Her company has received funding from the National Science Foundation to study how to reach girls through gaming with the help of the \u003ca href=\"http://www.rit.edu/\">Rochester Institute of Technology\u003c/a>. They tested a physical science game called “Martha Madison’s Marvelous Machines” with middle school girls in urban, suburban, and rural \u003c!--more-->environments to gauge whether playing the game would increase their interest in science, technology, engineering and math (STEM), whether it appealed to them and if it could improve their understanding of fundamental mechanical devices.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING:\u003c/strong> \u003cstrong>\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/strong>\u003c/p>\n\u003cp style=\"text-align: left\">“When we asked them about springs and levers, they had no understanding of why they were important in the real world,” Van Voorhis said. “But when we were able to situate those kinds of tools in a real-world context, where they were solving a problem that was directed towards social good, we saw the engagement numbers pop.” girls were talking about physics or game play 76 percent of the time and were only off topic 5 percent of the time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the biggest draws for girls to gaming are the passionate communities that spring up around the games. Affinity groups, or what's sometimes referred to as the meta-game, often involve users creating their own story lines, interacting with each other and sharing. \u003ca href=\"http://www.warner.rochester.edu/facultystaff/lammers/\">Jayne Lammers\u003c/a>, a professor at the University of Rochester, spent extensive time studying affinity groups of girls that play \u003ca href=\"http://www.thesims3.com/\">SIMs\u003c/a>, the game that allows users to simulate real life through the game, and watched girls go from consumers to creators in the space. They wrote stories, solicited feedback from peers, demonstrated self-awareness, and even learned elements of programming and design through their creations.\u003c/p>\n\u003cp>“As we think about how girls are developing these skills outside of the classroom such as affinity spaces, I think it’s important that we think about how to bring it back into the classroom,” Lammers said. But it can be hard to convince parents and administrators that a video game is helping students learn, especially when game-producers have upended some foundational thinking about how to educate – like allowing a student to interpret and analyze a subject on their own before giving them explicit content instruction.\u003c/p>\n\u003cp>“Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,” Van Voorhis said. She advocates for thinking of learning as a non-linear path, where steps are taken forward, but also backwards and sideways.\u003c/p>\n\u003cp>“The critical thinking and the problem solving that students experience in games create spontaneous innovation,” Van Voorhis said. “It can be the catalyst and the spark to get a kid to that ‘ah ha moment’ that inspire a kid to get deeper into that content area.” And games allow kids to experiment, try new methods and fail without consequences.\u003c/p>\n\u003cp>Van Voorhis constructed a different version of \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy\">Bloom's Taxonomy\u003c/a> based on game play, in which students first explore a theme informally, and that process helps them understand written text afterwards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Invoking their interest in the topic through play is a great way to get them to come to their reading or lectures or small group work with an explicit agenda,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_26437\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/girls-and-games-whats-the-attraction/screen-shot-2013-01-14-at-10-21-43-am/\" rel=\"attachment wp-att-26437\">\u003cimg class=\"size-large wp-image-26437\" title=\"Bloom's Taxonomy\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-14-at-10.21.43-AM-620x466.png\" alt=\"\" width=\"620\" height=\"466\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A flipped version of Bloom's Taxonomy, informed by game-play.\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Student Tracy Lippincott's perspective on teacher-student connection:\u003c/strong>\u003cbr>\n\"The thing that I really miss is actually personal contact with the professor. I like to be able to get personalized advice from the person who's in charge, and maybe just a little of like a thumbs-up, you know, just a little bit of positive reinforcement.\"\u003c/p>\n\u003cp>\u003cstrong>Sebastian Thrun on his view of lecturing:\u003c/strong>\u003cbr>\n\"It's not my lecturing that changes the student, but it's the student exercise. So our courses feel very much like video games, where you're being bombarded with exercise after exercise after \u003c!--more-->exercise. That's very different from the way I teach at Stanford, where I'm much more in a lecturing mode.\"\u003c/p>\n\u003cp>\u003cstrong>Stanford professor Susan Holmes\u003c/strong>:\u003cbr>\n\"I don't think that you can give a Stanford education online, in the same way as I don't think that Facebook gives you a social life.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Coursera, which is seeking authority to give college credit for their courses (as opposed to just certification), is working with a company called \u003ca href=\"http://www.proctoru.com/\">ProctorU\u003c/a> to verify student identity and participation. Correspondent Spencer Michels demonstrates \u003ca href=\"http://www.pbs.org/newshour/rundown/2013/01/how-to-make-sure-online-students-dont-cheat.html\">in this video\u003c/a> how online testing would work, and how the system they've devised is meant to prevent -- or at least curtails -- cheating.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26248\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/img_8535-2/\" rel=\"attachment wp-att-26248\">\u003cimg class=\"size-large wp-image-26248\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_8535-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Starting the year off with ideas on the best ways to use technology to support learning, Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift's contribution to the collection of ideas.\u003c/p>\n\u003ch4>\u003cstrong>1. GAMES AND GROUP WORK. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>For those wondering what a game-based classroom looks like in a traditional school, take a peek into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai's third-grade class\u003c/a> in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders. Students' reading and math scores went from below average for third grade to mid-fourth-grade level. Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003ch4>\u003cstrong>2. LEARNING LATIN\u003c/strong>.\u003c/h4>\n\u003cp>Teacher Kevin Ballestrini turned his introductory Latin class at Connecticut's Norwich Free Academy into an alternate reality with an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">online video game\u003c/a>. The students' job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society. \"It's a mix of a role-playing game and an alternate reality game,\" Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003ch4>\u003cstrong>3. REACHING STUDENTS. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>In Ramsey Musallam's A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/#more-21290\">cell phones are a natural extension\u003c/a> of the way he communicates with his students. As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that's related to the day's lesson. \"First person to tell me the units on K for a second order reaction gets chocolate,\" he types and sends off. His students know he does this regularly, \u003c!--more-->so they're constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>\"Sure, that's kind of cute,\" he says, admitting that it can be seen as gimmicky. \"But more importantly, in my mind that's saying, 'You're carrying around something that I can contact you with.' It's a fun ways to stay motivated in our day, which can be pretty dry sometimes. It's a chance to think about what we're learning outside the context of state testing.\"\u003c/p>\n\u003ch4>\u003cstrong>4. CREATIVE PLAY.\u003c/strong>\u003c/h4>\n\u003cp>The online game Minecraft allows players to build their own digital world, brick by digital brick. Players must scavenge for resources to build things -- mining for stone to build buildings, mining for coal to build fire. Teachers like to use Minecraft because it's a \"sandbox\" game -- it provides players nearly limitless freedom to build within it. As a player's skill develops, the game's complexity increases. Players can collaborate on building complex structures, use programming features to build contraptions, games, or compose music. \u003ca href=\"http://Minecraftteacher.net/\">Earlier this year\u003c/a>, two teachers, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the online game Minecraft more accessible and to teachers and their classrooms. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a>, which now offers a plug-in that enables teachers to tailor the software to individual curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26248\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/img_8535-2/\" rel=\"attachment wp-att-26248\">\u003cimg class=\"size-large wp-image-26248\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_8535-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Starting the year off with ideas on the best ways to use technology to support learning, Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift's contribution to the collection of ideas.\u003c/p>\n\u003ch4>\u003cstrong>1. GAMES AND GROUP WORK. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>For those wondering what a game-based classroom looks like in a traditional school, take a peek into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai's third-grade class\u003c/a> in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders. Students' reading and math scores went from below average for third grade to mid-fourth-grade level. Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003ch4>\u003cstrong>2. LEARNING LATIN\u003c/strong>.\u003c/h4>\n\u003cp>Teacher Kevin Ballestrini turned his introductory Latin class at Connecticut's Norwich Free Academy into an alternate reality with an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">online video game\u003c/a>. The students' job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society. \"It's a mix of a role-playing game and an alternate reality game,\" Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003ch4>\u003cstrong>3. REACHING STUDENTS. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>In Ramsey Musallam's A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/#more-21290\">cell phones are a natural extension\u003c/a> of the way he communicates with his students. As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that's related to the day's lesson. \"First person to tell me the units on K for a second order reaction gets chocolate,\" he types and sends off. His students know he does this regularly, \u003c!--more-->so they're constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>\"Sure, that's kind of cute,\" he says, admitting that it can be seen as gimmicky. \"But more importantly, in my mind that's saying, 'You're carrying around something that I can contact you with.' It's a fun ways to stay motivated in our day, which can be pretty dry sometimes. It's a chance to think about what we're learning outside the context of state testing.\"\u003c/p>\n\u003ch4>\u003cstrong>4. CREATIVE PLAY.\u003c/strong>\u003c/h4>\n\u003cp>The online game Minecraft allows players to build their own digital world, brick by digital brick. Players must scavenge for resources to build things -- mining for stone to build buildings, mining for coal to build fire. Teachers like to use Minecraft because it's a \"sandbox\" game -- it provides players nearly limitless freedom to build within it. As a player's skill develops, the game's complexity increases. Players can collaborate on building complex structures, use programming features to build contraptions, games, or compose music. \u003ca href=\"http://Minecraftteacher.net/\">Earlier this year\u003c/a>, two teachers, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the online game Minecraft more accessible and to teachers and their classrooms. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a>, which now offers a plug-in that enables teachers to tailor the software to individual curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>http://youtu.be/hOsRkCFfsjo\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org\">Rocketship Schools\u003c/a> in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics.\u003c/p>\n\u003cp>But this model isn't working, some Rocketship teachers say, and because it's a charter school network with evolving systems, it may soon be changing, \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">according to this PBS Newshour story\u003c/a>.\u003c/p>\n\u003cp>\"There's definitely an aspect of us kind of not knowing enough about what's going on in learning lab to be able to use that in our classrooms,\" said teacher Judy Lavi.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We don't yet get data that says, OK, teach this differently tomorrow because of what happened here. And that is -- that is a frustration point,\" said teacher Andrew Elliott-Chandler.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Adam Nadeau, principal of Rocketship Mosaic Elementary, says he doesn't think the Learning Lab model will continue next year. And Elliott-Chandler sees a different function for the computers.\u003c/p>\n\u003cp>\"Next year, we're thinking of bringing the computers back to the classrooms and the kids back to \u003c!--more-->the classrooms,\" he said.\u003c/p>\n\u003cp>But what will that mean for the cost-savings the Learning Labs have so far brought the charter school network?\u003c/p>\n\u003cp>Rocketship is being closely watched by those both inside and outside education circles. The network's laser focus and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">success in achieving high scores\u003c/a> by its low-income students, and its resistance to teacher unions, has caught the attention of states across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So far, New Orleans, Nashville, Indianapolis, and Memphis have all approved charters for Rocketship schools to be built and CEO John Danner hopes to open 46 schools in the next five years, and eventually having a million students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hOsRkCFfsjo'\n title='//www.youtube.com/embed/hOsRkCFfsjo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org\">Rocketship Schools\u003c/a> in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics.\u003c/p>\n\u003cp>But this model isn't working, some Rocketship teachers say, and because it's a charter school network with evolving systems, it may soon be changing, \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">according to this PBS Newshour story\u003c/a>.\u003c/p>\n\u003cp>\"There's definitely an aspect of us kind of not knowing enough about what's going on in learning lab to be able to use that in our classrooms,\" said teacher Judy Lavi.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We don't yet get data that says, OK, teach this differently tomorrow because of what happened here. And that is -- that is a frustration point,\" said teacher Andrew Elliott-Chandler.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Adam Nadeau, principal of Rocketship Mosaic Elementary, says he doesn't think the Learning Lab model will continue next year. And Elliott-Chandler sees a different function for the computers.\u003c/p>\n\u003cp>\"Next year, we're thinking of bringing the computers back to the classrooms and the kids back to \u003c!--more-->the classrooms,\" he said.\u003c/p>\n\u003cp>But what will that mean for the cost-savings the Learning Labs have so far brought the charter school network?\u003c/p>\n\u003cp>Rocketship is being closely watched by those both inside and outside education circles. The network's laser focus and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">success in achieving high scores\u003c/a> by its low-income students, and its resistance to teacher unions, has caught the attention of states across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So far, New Orleans, Nashville, Indianapolis, and Memphis have all approved charters for Rocketship schools to be built and CEO John Danner hopes to open 46 schools in the next five years, and eventually having a million students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26004\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-26004\" title=\"demoshelsinki-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/demoshelsinki-1.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/2012/12/14/gain-parent-buy-in-tech-integration/\">By Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Every teacher who has attempted to integrate technology into the classroom knows that getting parents on board can sometimes be a challenge. It’s not uncommon for the parent of a struggling child to be on the phone with you asking questions like: “Why do you need to use technology to teach math/social studies/English/biology?” or “This is an AP history class — not computer science!”\u003c/p>\n\u003cp>Your efforts to engage students and develop important 21st century skills can become the scapegoat explanation for problems that have nothing to do with tech. So, how do we as educators get these parents into our corner? Here are some strategies I’ve used successfully to gain parent buy-in.\u003c/p>\n\u003ch4>\u003cstrong>Start Early\u003c/strong>\u003c/h4>\n\u003cp>The first time that parents hear about technology use in the classroom should not be when that child goes home with a tech-related assignment in hand. Instead, start early. “Back to School Night” is a great time to introduce the concept of technology integration to parents. You don’t need to go into detail: a few words about the importance of technology in the “real world” and the opportunity it allows for collaboration and communication can be enough to get parents excited. This can also be a great time to introduce them to \u003ca href=\"http://en.wikipedia.org/wiki/Digital_citizen\">digital citizenship\u003c/a> and \u003ca href=\"http://en.wikipedia.org/wiki/Electronic_portfolio\">digital portfolios\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>Emphasize Skills\u003c/strong>\u003c/h4>\n\u003cp>Instead of emphasizing the content side of technology and the Internet, focus on skill sets and career readiness!\u003c/p>\n\u003cp>Using creative hardware and software, students learn to adapt to different tools, harness social \u003c!--more-->media, solve challenging problems, overcome obstacles, and showcase their knowledge and cutting edge skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While a parent might balk at their child learning to “make a movie,” they all want their child to develop core skill-sets that will help them both in school and “the real world” of college and careers.\u003c/p>\n\u003ch4>\u003cstrong>Keep Up the Communication\u003c/strong>\u003c/h4>\n\u003cp>At the start of every new project, send a note out to parents about what you will be doing in your classroom, including your technology plans. Outline the \u003cem>skills\u003c/em> that their student will be developing and be sure to invite questions and promise follow-up. Most parents like to stay in the loop and know what’s happening in the classroom. Trust me, they will appreciate the effort. Most important: keep it brief! A short email of just a few lines is more likely to be read than a two-page treatise on pedagogical theory. Just keep it simple and to the point.\u003c/p>\n\u003ch4>\u003cstrong>Be Transparent\u003c/strong>\u003c/h4>\n\u003cp>Be open to sending parents your project instructions and any rubric you will use to assess their child’s work. Like it or not, parents care about \u003cem>grades\u003c/em>. If you can show them what you will be looking for and exactly how their student will be graded, they’ll feel more comfortable with the project as a whole.\u003c/p>\n\u003ch4>\u003cstrong>Enlist the Aid of Your Administrators\u003c/strong>\u003c/h4>\n\u003cp>Bring administration into the loop. As much as it may bother teachers, parents will often go to administrators first with any concerns about your classroom. If your principal knows about the assignment, the learning objectives, the grading rubric, and the pedagogical theory behind your approach, they will have your back with the parents. This can only work to your advantage as you push beyond traditional models of teaching.\u003c/p>\n\u003ch4>\u003cstrong>Provide a Lot of Time in Class\u003c/strong>\u003c/h4>\n\u003cp>Not all students have access to a computer or the Internet at home. Provide as much time in class to work on the assignment as possible. Not only will this limit their out-of-class work, it will make you readily available to students who are struggling with the nuts and bolts of their assignments. Parents are more likely to feel okay with a project if they know their child has a lot of face time with their teacher.\u003c/p>\n\u003ch4>\u003cstrong>Don’t Grade “the Tech”\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>Whatever rubric you develop, make sure that you aren’t grading “the tech.” Focus on the skills they develop, the effort they make, the research they do, etc. A student with a lot of fancy equipment and know-how will produce a more polished product than a student with virtually no resources who is developing new skills.\u003c/p>\n\u003cp>And focus on “traditional” skills as well as new and innovative ones. Grade appropriately, but grade the skills and development, not the bells and whistles.\u003c/p>\n\u003ch4>\u003cstrong>Follow Up with Parents\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/h4>\n\u003cp>Keep parents in the loop throughout the year. If their child has just finished an impressive project, drop them a note and suggest that they sit down to see the finished product with their child. Even the most reluctant parents tend to be excited when they see the work their student has produced.\u003c/p>\n\u003cp>Even if you follow all of these steps to the T, you likely won’t get 100% of parents to buy into your digitally infused pedagogy. This is where the teamwork mindset you develop with your administration can become a true asset, as you present a united front to parents about the valuable education their child is receiving in your technology-savvy classroom. Often, even the most reluctant parent can be brought around if they can be convinced that educators in their school are making well-thought-out decisions with the best interests of their child in mind.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/12/14/gain-parent-buy-in-tech-integration/\">Voices From the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26004\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-26004\" title=\"demoshelsinki-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/demoshelsinki-1.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/demoshelsinki-1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/2012/12/14/gain-parent-buy-in-tech-integration/\">By Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Every teacher who has attempted to integrate technology into the classroom knows that getting parents on board can sometimes be a challenge. It’s not uncommon for the parent of a struggling child to be on the phone with you asking questions like: “Why do you need to use technology to teach math/social studies/English/biology?” or “This is an AP history class — not computer science!”\u003c/p>\n\u003cp>Your efforts to engage students and develop important 21st century skills can become the scapegoat explanation for problems that have nothing to do with tech. So, how do we as educators get these parents into our corner? Here are some strategies I’ve used successfully to gain parent buy-in.\u003c/p>\n\u003ch4>\u003cstrong>Start Early\u003c/strong>\u003c/h4>\n\u003cp>The first time that parents hear about technology use in the classroom should not be when that child goes home with a tech-related assignment in hand. Instead, start early. “Back to School Night” is a great time to introduce the concept of technology integration to parents. You don’t need to go into detail: a few words about the importance of technology in the “real world” and the opportunity it allows for collaboration and communication can be enough to get parents excited. This can also be a great time to introduce them to \u003ca href=\"http://en.wikipedia.org/wiki/Digital_citizen\">digital citizenship\u003c/a> and \u003ca href=\"http://en.wikipedia.org/wiki/Electronic_portfolio\">digital portfolios\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>Emphasize Skills\u003c/strong>\u003c/h4>\n\u003cp>Instead of emphasizing the content side of technology and the Internet, focus on skill sets and career readiness!\u003c/p>\n\u003cp>Using creative hardware and software, students learn to adapt to different tools, harness social \u003c!--more-->media, solve challenging problems, overcome obstacles, and showcase their knowledge and cutting edge skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While a parent might balk at their child learning to “make a movie,” they all want their child to develop core skill-sets that will help them both in school and “the real world” of college and careers.\u003c/p>\n\u003ch4>\u003cstrong>Keep Up the Communication\u003c/strong>\u003c/h4>\n\u003cp>At the start of every new project, send a note out to parents about what you will be doing in your classroom, including your technology plans. Outline the \u003cem>skills\u003c/em> that their student will be developing and be sure to invite questions and promise follow-up. Most parents like to stay in the loop and know what’s happening in the classroom. Trust me, they will appreciate the effort. Most important: keep it brief! A short email of just a few lines is more likely to be read than a two-page treatise on pedagogical theory. Just keep it simple and to the point.\u003c/p>\n\u003ch4>\u003cstrong>Be Transparent\u003c/strong>\u003c/h4>\n\u003cp>Be open to sending parents your project instructions and any rubric you will use to assess their child’s work. Like it or not, parents care about \u003cem>grades\u003c/em>. If you can show them what you will be looking for and exactly how their student will be graded, they’ll feel more comfortable with the project as a whole.\u003c/p>\n\u003ch4>\u003cstrong>Enlist the Aid of Your Administrators\u003c/strong>\u003c/h4>\n\u003cp>Bring administration into the loop. As much as it may bother teachers, parents will often go to administrators first with any concerns about your classroom. If your principal knows about the assignment, the learning objectives, the grading rubric, and the pedagogical theory behind your approach, they will have your back with the parents. This can only work to your advantage as you push beyond traditional models of teaching.\u003c/p>\n\u003ch4>\u003cstrong>Provide a Lot of Time in Class\u003c/strong>\u003c/h4>\n\u003cp>Not all students have access to a computer or the Internet at home. Provide as much time in class to work on the assignment as possible. Not only will this limit their out-of-class work, it will make you readily available to students who are struggling with the nuts and bolts of their assignments. Parents are more likely to feel okay with a project if they know their child has a lot of face time with their teacher.\u003c/p>\n\u003ch4>\u003cstrong>Don’t Grade “the Tech”\u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>Whatever rubric you develop, make sure that you aren’t grading “the tech.” Focus on the skills they develop, the effort they make, the research they do, etc. A student with a lot of fancy equipment and know-how will produce a more polished product than a student with virtually no resources who is developing new skills.\u003c/p>\n\u003cp>And focus on “traditional” skills as well as new and innovative ones. Grade appropriately, but grade the skills and development, not the bells and whistles.\u003c/p>\n\u003ch4>\u003cstrong>Follow Up with Parents\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/h4>\n\u003cp>Keep parents in the loop throughout the year. If their child has just finished an impressive project, drop them a note and suggest that they sit down to see the finished product with their child. Even the most reluctant parents tend to be excited when they see the work their student has produced.\u003c/p>\n\u003cp>Even if you follow all of these steps to the T, you likely won’t get 100% of parents to buy into your digitally infused pedagogy. This is where the teamwork mindset you develop with your administration can become a true asset, as you present a united front to parents about the valuable education their child is receiving in your technology-savvy classroom. Often, even the most reluctant parent can be brought around if they can be convinced that educators in their school are making well-thought-out decisions with the best interests of their child in mind.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/12/14/gain-parent-buy-in-tech-integration/\">Voices From the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "2012 Ed Tech Trends: Insights From Insiders",
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"content": "\u003cp class=\"dropcap-serif\">At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive.\u003c/p>\n\u003cp>Here are five, drawn from first-hand observation at major 2012 industry conferences ranging from the more traditional Association of Educational Publishers’ and Association of American Publishers’\u003ca href=\"http://www.contentincontext.org/\"> Content in Context \u003c/a>to the edgy \u003ca href=\"http://sxswedu.com/\">SXSWedu\u003c/a> event in Austin. These represent one perspective of what the education industry itself is seeing, cutting across individual conferences and events.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_25839\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/remiforall/4869519971/sizes/m/in/photostream//?attachment_id=25839\">\u003cimg class=\"size-medium wp-image-25839\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/4869519971_4104e85f65-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:remiforall\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>1. PAPER IS NOT DEAD\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>While digital is firing up imaginations and well-equipped classrooms, paper is still the pervasive medium of choice. Digital instruction is simply finally achieving equal billing for serious consideration and state and federal funding. Despite this year’s \u003ca href=\"http://www.fcc.gov/document/fcc-chairman-and-ed-sec-discuss-digital-textbooks-edtech-leaders\">declaration \u003c/a>from the FCC and U.S. Department of Education that the industry should replace paper with digital textbooks by 2017, financial and technical hurdles remain.\u003c/p>\n\u003cp style=\"padding-left: 30px\">For example, one high-profile Open Educational Resources \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">pilot \u003c/a>in Utah uses digital resources to create paper high school science textbooks -- at an attractive per-copy price of about five dollars, versus $80 for commercial texts. Why paper? David Wiley of Brigham Young University explained at SXSWedu that the digital device cost per student was high and much of the benefit could be derived in how the material was customized, taking advantage of paper’s “unlimited battery life.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">Technical concerns were front-and-center at a Consortium for School Networking/SIIA \u003ca href=\"http://www.cosn.org/Events/FeedbackFocusGroups/tabid/4638/Default.aspx\">Feedback Forum\u003c/a> held with district and state officials during the \u003ca href=\"http://www.isteconference.org/2012/\">ISTE 2012\u003c/a> conference. While WiFi and devices may exist in a school district, distribution can be lumpy, creating hurdles to smooth implementation. “We have schools that are one hundred percent textbook, and schools that are fully digital -- a broad spectrum,” said a Louisiana-based tech coordinator.\u003c/p>\n\u003cp style=\"padding-left: 30px\">It is, one administrator from a California district noted, the last mile Internet connection into schools and even individual classrooms “where things get interesting.” Which renders paper \u003c!--more-->as a cheap, convenient delivery mechanism, a good option -- for now.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/colleges2-4/\" rel=\"attachment wp-att-25841\">\u003cimg class=\"alignright size-medium wp-image-25841\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>2. MOOCs AND BLENDED LEARNING FLOURISH\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Perhaps the\u003ca href=\"http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/\"> most-covered trend \u003c/a>in 2012 is the MOOC movement -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">Massively Open Online Courses \u003c/a>in higher education -- so pervasive it is now also getting noticed at K-12-focused events. Investors and media are paying close attention to Coursera, edX, Udacity, and other major players. But the attention paid to the newest MOOCs seemed to overshadow awareness of the progress being made in another online instructional area: K-12 web-only and blended learning.\u003c/p>\n\u003cp style=\"padding-left: 30px\">When it comes to blended learning, one of the biggest challenges this year echoed at ed-tech conferences was agreeing on a clear definition. The Innosight Institute in 2012 simplified its original 40 blended learning profiles to a more manageable number -- four models. Perhaps symptomatic of the need for clarity, at one event a representative of a well-known education company\u003ca href=\"https://www.edsurge.com/n/who-invented-blended-learning\"> claimed \u003c/a> it had “invented” blended learning because its reading intervention software existed on computers years ago.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cdiv id=\"attachment_25842\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/opethpainter/3419418246/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-25842\" title=\"3419418246_7671451850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/3419418246_7671451850-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003c/div>\n\u003ch4>\u003cstrong>3. MALLS, CHURCHES, BUSES: SCHOOL IS EVERYWHERE \u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Online learning aside, the physical definition of “school” and its borders are noticeably expanding, and not just to the home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At the \u003ca href=\"http://www.schooldata.com/ednetagenda.asp\">EdNET 2012\u003c/a> conference, online program manager Gloria L. Keaton of Annapolis Road Academy in Prince George’s County Public Schools, MD, noted that online learning labs don’t have to be in school buildings. “Let’s have a lab in a shopping mall. Kids go there. Teachers go there.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">An administrator from Arizona, speaking at the CoSN/SIIA Feedback Forum, said his district started putting WiFi on buses because kids have an hour-and-a-half ride each way. At that same session, a Chicago-area district official said his schools were working with malls and other public areas to install WiFi for students to use while studying. And a Louisiana tech coordinator said churches, as gathering places, are putting in WiFi to become community centers for studying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Summed up the CoSN/SIIA facilitator: “The last mile (for school Internet access) is changing. But you’re not responsible for that last mile.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>4.\u003c/strong>\u003cstrong> MOBILE AND BYOD: THE CLASH OF REALITY AND POTENTIAL\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>Discussion of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">mobile devices\u003c/a> -- school or student-owned -- was a huge topic of conversation in 2012. (Check out \u003ca href=\"http://www.zdnet.com/blog/sap/chart-top-100-ipad-rollouts-by-enterprises-and-schools-updated-oct-16-2012/1274\">ZDNet's post tracking iPad adoption.\u003c/a>)\u003c/p>\n\u003cp style=\"padding-left: 30px\">But as with infrastructure, reality lagged behind enthusiasm. Flybridge Capital’s Matt Witheiler opined at SIIA’s \u003ca href=\"http://www.siia.net/etbf/2012/schedule.asp\">Ed Tech Business Forum\u003c/a> that mobile education was “under-invested.” At the CoSN/SIIA Feedback Forum, one Oklahoma district tech said he passed out iPads to all teachers on the first day of school, but “a month later all the teachers were complaining they couldn’t get online when they wanted.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As to students bringing their own devices? It’s a misconception that BYOD is a common policy, said Peter DeWitt, principal of Poestenkill Elementary School in upstate New York and a popular \u003ca href=\"http://blogs.edweek.org/edweek/finding_common_ground/\">ed-tech blogger\u003c/a>, at EdNET 2012. With pressures of Common Core curriculum, teacher evaluations, new tests and other higher priorities sucking all the time out of the school day, “I don’t think schools are prepared for BYOD. I want them to be,” he said. Issues include teacher control, teaching kids to use their devices on school properly, infrastructure and number of tech support staff.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the plus side, “The iPad has been one of the elements of seismic change, because of how it opened people’s minds,” said David Straus, vice president of product at Kno at the \u003ca href=\"http://siia.net/etis/2012/\">SIIA Ed Tech Industry Summit\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>5. FLOOD OF MONEY CHASING ED TECH\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">This year saw so much investor, startup and news media attention paid to ed tech, that by this fall whispers began about the \u003ca href=\"http://www.geekwire.com/2012/coming-tech-bubble-education/\">potential of a bubble\u003c/a>, one that might drag teachers and students who depend on the latest products down with the overheated companies should it pop.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At year’s end the whispers had become chatter as investors met with the industry at the SIIA Ed Tech Business Forum in New York City. “There’s more money than talent,” said City Light Capital’s\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003c/p>\u003c/aside>\n\n\u003cp style=\"padding-left: 30px\">Josh Cohen, bluntly stating a common attitude. He added that while his firm has invested in higher education, it has “been looking to do a K-12 deal since 2004 and still haven’t found the right one.” Overall, Chief Strategy Officer Diana Rhoten of Amplify observed, “The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As for the traditional educational publishers, only Pearson is an active strategic investor among the major players, according to Baran Rosen of Whitestone Communications. Others, such as Houghton Mifflin Harcourt and McGraw-Hill, “have fallen behind” due to internal issues, flagging sales and other distractions. But Rosen noted investors view the appeal of education as huge, “second only to health care” in size.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>MISCELLANY\u003c/strong>\u003c/h4>\n\u003cp>Finally, there’s the trend category of \"lots of talk,\" nascent widespread adoption. Big or portable education data is not quite there yet, but there’s been lots of promising activity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">Shared Learning Collaborative\u003c/a> and the U.S. Department of Education’s \u003ca href=\"http://www.ed.gov/edblogs/technology/mydata/\">MyData\u003c/a> initiative. The maker movement is cool, but hardly ubiquitous in most traditional K-12 schools. Digital badges for informal (and some formal) learning trumpeted by \u003ca href=\"http://openbadges.org/en-US/\">Mozilla Open Badges\u003c/a> and the MacArthur Foundation are still in early development stages.\u003c/p>\n\u003cp>There’s just one caveat about trying to divine trends from these half-dozen events. As Justin Serrano, President of Kaplan K12 Learning Services, quipped at the Software and Information Industry Association’s Ed Tech Industry Summit last spring, “Sometimes these conferences are a little bit like a Dead show. You see the same people moving from one to another.”\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 attended every event listed here, and even spoke at a few of them.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive.\u003c/p>\n\u003cp>Here are five, drawn from first-hand observation at major 2012 industry conferences ranging from the more traditional Association of Educational Publishers’ and Association of American Publishers’\u003ca href=\"http://www.contentincontext.org/\"> Content in Context \u003c/a>to the edgy \u003ca href=\"http://sxswedu.com/\">SXSWedu\u003c/a> event in Austin. These represent one perspective of what the education industry itself is seeing, cutting across individual conferences and events.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_25839\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/remiforall/4869519971/sizes/m/in/photostream//?attachment_id=25839\">\u003cimg class=\"size-medium wp-image-25839\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/4869519971_4104e85f65-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:remiforall\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>1. PAPER IS NOT DEAD\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>While digital is firing up imaginations and well-equipped classrooms, paper is still the pervasive medium of choice. Digital instruction is simply finally achieving equal billing for serious consideration and state and federal funding. Despite this year’s \u003ca href=\"http://www.fcc.gov/document/fcc-chairman-and-ed-sec-discuss-digital-textbooks-edtech-leaders\">declaration \u003c/a>from the FCC and U.S. Department of Education that the industry should replace paper with digital textbooks by 2017, financial and technical hurdles remain.\u003c/p>\n\u003cp style=\"padding-left: 30px\">For example, one high-profile Open Educational Resources \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">pilot \u003c/a>in Utah uses digital resources to create paper high school science textbooks -- at an attractive per-copy price of about five dollars, versus $80 for commercial texts. Why paper? David Wiley of Brigham Young University explained at SXSWedu that the digital device cost per student was high and much of the benefit could be derived in how the material was customized, taking advantage of paper’s “unlimited battery life.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Technical concerns were front-and-center at a Consortium for School Networking/SIIA \u003ca href=\"http://www.cosn.org/Events/FeedbackFocusGroups/tabid/4638/Default.aspx\">Feedback Forum\u003c/a> held with district and state officials during the \u003ca href=\"http://www.isteconference.org/2012/\">ISTE 2012\u003c/a> conference. While WiFi and devices may exist in a school district, distribution can be lumpy, creating hurdles to smooth implementation. “We have schools that are one hundred percent textbook, and schools that are fully digital -- a broad spectrum,” said a Louisiana-based tech coordinator.\u003c/p>\n\u003cp style=\"padding-left: 30px\">It is, one administrator from a California district noted, the last mile Internet connection into schools and even individual classrooms “where things get interesting.” Which renders paper \u003c!--more-->as a cheap, convenient delivery mechanism, a good option -- for now.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/colleges2-4/\" rel=\"attachment wp-att-25841\">\u003cimg class=\"alignright size-medium wp-image-25841\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>2. MOOCs AND BLENDED LEARNING FLOURISH\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Perhaps the\u003ca href=\"http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/\"> most-covered trend \u003c/a>in 2012 is the MOOC movement -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">Massively Open Online Courses \u003c/a>in higher education -- so pervasive it is now also getting noticed at K-12-focused events. Investors and media are paying close attention to Coursera, edX, Udacity, and other major players. But the attention paid to the newest MOOCs seemed to overshadow awareness of the progress being made in another online instructional area: K-12 web-only and blended learning.\u003c/p>\n\u003cp style=\"padding-left: 30px\">When it comes to blended learning, one of the biggest challenges this year echoed at ed-tech conferences was agreeing on a clear definition. The Innosight Institute in 2012 simplified its original 40 blended learning profiles to a more manageable number -- four models. Perhaps symptomatic of the need for clarity, at one event a representative of a well-known education company\u003ca href=\"https://www.edsurge.com/n/who-invented-blended-learning\"> claimed \u003c/a> it had “invented” blended learning because its reading intervention software existed on computers years ago.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cdiv id=\"attachment_25842\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/opethpainter/3419418246/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-25842\" title=\"3419418246_7671451850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/3419418246_7671451850-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003c/div>\n\u003ch4>\u003cstrong>3. MALLS, CHURCHES, BUSES: SCHOOL IS EVERYWHERE \u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Online learning aside, the physical definition of “school” and its borders are noticeably expanding, and not just to the home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At the \u003ca href=\"http://www.schooldata.com/ednetagenda.asp\">EdNET 2012\u003c/a> conference, online program manager Gloria L. Keaton of Annapolis Road Academy in Prince George’s County Public Schools, MD, noted that online learning labs don’t have to be in school buildings. “Let’s have a lab in a shopping mall. Kids go there. Teachers go there.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">An administrator from Arizona, speaking at the CoSN/SIIA Feedback Forum, said his district started putting WiFi on buses because kids have an hour-and-a-half ride each way. At that same session, a Chicago-area district official said his schools were working with malls and other public areas to install WiFi for students to use while studying. And a Louisiana tech coordinator said churches, as gathering places, are putting in WiFi to become community centers for studying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Summed up the CoSN/SIIA facilitator: “The last mile (for school Internet access) is changing. But you’re not responsible for that last mile.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>4.\u003c/strong>\u003cstrong> MOBILE AND BYOD: THE CLASH OF REALITY AND POTENTIAL\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>Discussion of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">mobile devices\u003c/a> -- school or student-owned -- was a huge topic of conversation in 2012. (Check out \u003ca href=\"http://www.zdnet.com/blog/sap/chart-top-100-ipad-rollouts-by-enterprises-and-schools-updated-oct-16-2012/1274\">ZDNet's post tracking iPad adoption.\u003c/a>)\u003c/p>\n\u003cp style=\"padding-left: 30px\">But as with infrastructure, reality lagged behind enthusiasm. Flybridge Capital’s Matt Witheiler opined at SIIA’s \u003ca href=\"http://www.siia.net/etbf/2012/schedule.asp\">Ed Tech Business Forum\u003c/a> that mobile education was “under-invested.” At the CoSN/SIIA Feedback Forum, one Oklahoma district tech said he passed out iPads to all teachers on the first day of school, but “a month later all the teachers were complaining they couldn’t get online when they wanted.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As to students bringing their own devices? It’s a misconception that BYOD is a common policy, said Peter DeWitt, principal of Poestenkill Elementary School in upstate New York and a popular \u003ca href=\"http://blogs.edweek.org/edweek/finding_common_ground/\">ed-tech blogger\u003c/a>, at EdNET 2012. With pressures of Common Core curriculum, teacher evaluations, new tests and other higher priorities sucking all the time out of the school day, “I don’t think schools are prepared for BYOD. I want them to be,” he said. Issues include teacher control, teaching kids to use their devices on school properly, infrastructure and number of tech support staff.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the plus side, “The iPad has been one of the elements of seismic change, because of how it opened people’s minds,” said David Straus, vice president of product at Kno at the \u003ca href=\"http://siia.net/etis/2012/\">SIIA Ed Tech Industry Summit\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>5. FLOOD OF MONEY CHASING ED TECH\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">This year saw so much investor, startup and news media attention paid to ed tech, that by this fall whispers began about the \u003ca href=\"http://www.geekwire.com/2012/coming-tech-bubble-education/\">potential of a bubble\u003c/a>, one that might drag teachers and students who depend on the latest products down with the overheated companies should it pop.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At year’s end the whispers had become chatter as investors met with the industry at the SIIA Ed Tech Business Forum in New York City. “There’s more money than talent,” said City Light Capital’s\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003c/p>\u003c/aside>\n\n\u003cp style=\"padding-left: 30px\">Josh Cohen, bluntly stating a common attitude. He added that while his firm has invested in higher education, it has “been looking to do a K-12 deal since 2004 and still haven’t found the right one.” Overall, Chief Strategy Officer Diana Rhoten of Amplify observed, “The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As for the traditional educational publishers, only Pearson is an active strategic investor among the major players, according to Baran Rosen of Whitestone Communications. Others, such as Houghton Mifflin Harcourt and McGraw-Hill, “have fallen behind” due to internal issues, flagging sales and other distractions. But Rosen noted investors view the appeal of education as huge, “second only to health care” in size.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>MISCELLANY\u003c/strong>\u003c/h4>\n\u003cp>Finally, there’s the trend category of \"lots of talk,\" nascent widespread adoption. Big or portable education data is not quite there yet, but there’s been lots of promising activity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">Shared Learning Collaborative\u003c/a> and the U.S. Department of Education’s \u003ca href=\"http://www.ed.gov/edblogs/technology/mydata/\">MyData\u003c/a> initiative. The maker movement is cool, but hardly ubiquitous in most traditional K-12 schools. Digital badges for informal (and some formal) learning trumpeted by \u003ca href=\"http://openbadges.org/en-US/\">Mozilla Open Badges\u003c/a> and the MacArthur Foundation are still in early development stages.\u003c/p>\n\u003cp>There’s just one caveat about trying to divine trends from these half-dozen events. As Justin Serrano, President of Kaplan K12 Learning Services, quipped at the Software and Information Industry Association’s Ed Tech Industry Summit last spring, “Sometimes these conferences are a little bit like a Dead show. You see the same people moving from one to another.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25559\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-u-s-state-department-gets-in-the-education-game/trace-2/\" rel=\"attachment wp-att-25559\">\u003cimg class=\"size-full wp-image-25559\" title=\"Trace\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Trace1.jpg\" alt=\"\" width=\"480\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/Trace1.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Trace1-400x261.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Trace1-320x209.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Trace Effects\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The U.S. State Department is jumping into the ed-tech world with an online game meant to help teach \"American English\" to kids between the ages of 12-16 in more than 30 countries. Meant to provide players with a view of American life and culture different from the typical portrayal in movies, \u003ca href=\"http://americanenglish.state.gov/trace-effects\">Trace Effects\u003c/a> officially launches today. It’s part of a bigger effort from the \u003ca href=\"http://eca.state.gov/\">Bureau of Education and Cultural Affairs\u003c/a> (ECA) to revamp its website and materials to today's technology, as well as offer an interactive tool to engage English learners abroad.\u003c/p>\n\u003cp>Trace Effects tells the story of Trace, an androgynous male character who returns from the future to visit the United States charged with changing the world for the better. If he's unsuccessful, he won’t be able to return to his own time. Throughout the course of the game, Trace travels the U.S. to sites like New Orleans and the Grand Canyon, learning about the unique cultures, interacting with local people and completing missions. The missions are related to key themes woven throughout the game that include entrepreneurship, community activism, empowering women, science and innovation, environmental conservation, and conflict resolution. Students can choose \u003c!--more-->different ways to solve missions and help Trace get back home.\u003c/p>\n\u003cp>The game took five years to develop, in part because the State Department wanted to be sure the game wouldn't offend anyone. Even the name Trace is fairly free of culture, creed, class or language. ECA’s English program used to focus on teacher training, but in the past 10 years, it has begun transitioning to student focused work with an eye on younger, more marginalized students.\u003c/p>\n\u003cp>The Bureau now offers English Access Micro-scholarships, which provide funds to local partners teaching English for things like computers, which can now use Trace Effects. The game is Internet-based, but if connectivity is bad, the State Department has also handed out the game on disc.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-makes-educational-games-work/\">What Makes Educational Games Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">What's the Difference Between Games and Gamification?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/\">Is Gaming the New Essential Literacy?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“The Department of State does not teach English because we want to be the world’s best English teachers. We do it because we want to build bridges of understanding and the ability to communicate,” said Marti Estell, Director of English Language Programs. She sees the American English program as an essential part of furthering U.S. foreign policy goals. “For all the long-term foreign policy goals you have to have the ability to dialogue, you have to have enough of a relationship where you are speaking together,” she said. “And one way to do that is to work in areas that are non-confrontational, areas where we have complimentary goals.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Trace Effects has already been beta-tested with learners in several countries, and a sampling of educators from Karachi said they found the story and activities engaging and wanted to play again. They also said they found opportunities to introduce new grammar concepts and more opportunities for conversation sparked by the places Trace visits and the people he meets on his journey.\u003c/p>\n\u003cp>The State Department has also set up a \u003ca href=\"http://www.ning.com/about/\">Ning\u003c/a>, an online discussion group that flies under censorship radars in most countries, in order to facilitate dialogue between educators using the game in different countries.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re being seen as promoting their dialogue without really participating, just creating the space. And that is huge,” said Estell. Now, they hope, educators can share best practices for using the game as a teaching tool and build a community of American English teachers and learners.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25559\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-u-s-state-department-gets-in-the-education-game/trace-2/\" rel=\"attachment wp-att-25559\">\u003cimg class=\"size-full wp-image-25559\" title=\"Trace\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Trace1.jpg\" alt=\"\" width=\"480\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/Trace1.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Trace1-400x261.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/Trace1-320x209.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Trace Effects\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The U.S. State Department is jumping into the ed-tech world with an online game meant to help teach \"American English\" to kids between the ages of 12-16 in more than 30 countries. Meant to provide players with a view of American life and culture different from the typical portrayal in movies, \u003ca href=\"http://americanenglish.state.gov/trace-effects\">Trace Effects\u003c/a> officially launches today. It’s part of a bigger effort from the \u003ca href=\"http://eca.state.gov/\">Bureau of Education and Cultural Affairs\u003c/a> (ECA) to revamp its website and materials to today's technology, as well as offer an interactive tool to engage English learners abroad.\u003c/p>\n\u003cp>Trace Effects tells the story of Trace, an androgynous male character who returns from the future to visit the United States charged with changing the world for the better. If he's unsuccessful, he won’t be able to return to his own time. Throughout the course of the game, Trace travels the U.S. to sites like New Orleans and the Grand Canyon, learning about the unique cultures, interacting with local people and completing missions. The missions are related to key themes woven throughout the game that include entrepreneurship, community activism, empowering women, science and innovation, environmental conservation, and conflict resolution. Students can choose \u003c!--more-->different ways to solve missions and help Trace get back home.\u003c/p>\n\u003cp>The game took five years to develop, in part because the State Department wanted to be sure the game wouldn't offend anyone. Even the name Trace is fairly free of culture, creed, class or language. ECA’s English program used to focus on teacher training, but in the past 10 years, it has begun transitioning to student focused work with an eye on younger, more marginalized students.\u003c/p>\n\u003cp>The Bureau now offers English Access Micro-scholarships, which provide funds to local partners teaching English for things like computers, which can now use Trace Effects. The game is Internet-based, but if connectivity is bad, the State Department has also handed out the game on disc.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/what-makes-educational-games-work/\">What Makes Educational Games Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">What's the Difference Between Games and Gamification?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/\">Is Gaming the New Essential Literacy?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“The Department of State does not teach English because we want to be the world’s best English teachers. We do it because we want to build bridges of understanding and the ability to communicate,” said Marti Estell, Director of English Language Programs. She sees the American English program as an essential part of furthering U.S. foreign policy goals. “For all the long-term foreign policy goals you have to have the ability to dialogue, you have to have enough of a relationship where you are speaking together,” she said. “And one way to do that is to work in areas that are non-confrontational, areas where we have complimentary goals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Trace Effects has already been beta-tested with learners in several countries, and a sampling of educators from Karachi said they found the story and activities engaging and wanted to play again. They also said they found opportunities to introduce new grammar concepts and more opportunities for conversation sparked by the places Trace visits and the people he meets on his journey.\u003c/p>\n\u003cp>The State Department has also set up a \u003ca href=\"http://www.ning.com/about/\">Ning\u003c/a>, an online discussion group that flies under censorship radars in most countries, in order to facilitate dialogue between educators using the game in different countries.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re being seen as promoting their dialogue without really participating, just creating the space. And that is huge,” said Estell. Now, they hope, educators can share best practices for using the game as a teaching tool and build a community of American English teachers and learners.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25411\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/smartboard-make-way-for-educreations/educreations/\" rel=\"attachment wp-att-25411\">\u003cimg class=\"size-large wp-image-25411\" title=\"Educreations\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Educreations-620x397.jpg\" alt=\"\" width=\"620\" height=\"397\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Julia Hum/Educreations\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">One of the biggest, fastest shifts in ed tech the last couple years has been the evolution from the use of large interactive whiteboards to the use of mobile, agile multi-purpose apps. Currently, there are at least six products, all competing to become teachers' favorite. \u003ca href=\"http://replaynote.com/\">Replay Note\u003c/a>, \u003ca href=\"http://www.freetech4teachers.com/2011/08/screenchomp-create-and-share-tutorials.html#.UL_fHuT4J2A\">ScreenChomp\u003c/a>, \u003ca href=\"http://www.showme.com/\">ShowMe\u003c/a>, \u003ca href=\"http://doodlecastpro.com/\">DoodleCast Pro\u003c/a>, \u003ca href=\"http://www.knowmia.com/\">Knowmia\u003c/a>, \u003ca href=\"http://www.explaineverything.com/\">Explain Everything\u003c/a> and \u003ca href=\"http://www.educreations.com/\">Educreations\u003c/a> all offer teachers the ability to record the visual and audio components of a \"whiteboard\" lesson on their iPads, and share it online.\u003c/p>\n\u003cp>Educreations is one of the top contenders, teachers say, mostly because of its simple user interface and multi-functionality. “I use it when I need to make quick videos in class,” said \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">Ramsey Musallam\u003c/a>, a high school chemistry teacher in San Francisco. Other features that teachers seem to love: the app offers more than one page for recording; the user can import images from other places and format them easily within the video; there’s a text feature so students don’t have to contend with messy teacher handwriting, and perhaps best of all, it can be used on desktop computers, not just an iPad.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“One of the problems with written textbooks is that kids get all the info right up front and that’s not how the problem solving process works”\u003c/p>\n\u003c/aside>\n\u003cp>One of the values educators look for in tech tools is student usability, and with Educreations, teachers say the tool is straightforward enough to incorporate into student work. Musallam says he always starts his class with a challenge question, which he solves in an Educreations video that he uploads to his website. There he keeps an archive of challenge problems that kids can look back \u003c!--more-->on if they get stuck. He doesn’t give them the answer right away because he wants them to try working it out for themselves first. “Educreations allows me to dump direct instruction in little packets when they need them,” Musallam said.\u003c/p>\n\u003cp>He also has his students create inquiry videos where they pose a question for a peer to solve. Musallam actually prefers ScreenChomp for these because he has five classes of 30 students each using shared iPads off a school cart. He doesn’t want to deal with logging in and out of an Educreation account and ScreenChomp creates a random URL that the student can send to him.\u003c/p>\n\u003cp>Why inquiry videos? Students can release little bits of information along the way, mirroring the problem solving process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of the problems with written textbooks is that kids get all the info right up front and that’s not how the problem solving process works,” Musallam said.\u003c/p>\n\u003cp>\u003cstrong>OTHER USES\u003c/strong>\u003c/p>\n\u003cp>Elementary school teachers are finding totally different uses for Educreations, many of which are student-based. Educators at a public elementary charter school in Altadena,Calif. have found the app useful for testing reading fluency. Sebastian Cognetta, the school’s director, says students record themselves reading, sometimes stopping to identify challenging words. Cognetta says teachers at his school use this method with kids who are slow to pick up reading because they can listen back to old recordings and mark their own improvement. He also noted that Educreations allows teachers to use the “work sample approach” with kids struggling in math. In the work sample approach a struggling student gets a fully solved problem that she has to explain. With Educreations the student records herself describing how to reach the correct answer, while taking notes on the problem itself.\u003c/p>\n\u003cp>Debbie Taylor, who teaches sixth grade math, science, health, and technology, said her students use the app for presentations -- illustrations and their voice recordings to present keys ideas on Newton's Laws of Motion, for example -- and to create tutorials for their classmates.\u003c/p>\n\u003cp>She also uses the app a formative assessment choice. Through the class account, students demonstrate and explain a process or application, which she later reviews. \"Being able to see their process and hear their thinking provides higher levels of analysis,\" she wrote on a \u003ca href=\"https://www.facebook.com/MindShift.KQED?ref=ts\">MindShift Facebook post\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-works-in-tech-tools-spotlight-on-classdojo/\">What Works in Tech Tools: Spotlight on ClassDojo\u003c/a>\u003c/li>\n\u003cli>\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: Bringing Classroom Experience to Ed-Tech\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/10-important-questions-to-ask-before-using-ipads-in-class/\">10 Important Questions to Ask Before Using iPads in Class\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Educreations works well for teachers who want to include some element of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-the-flipped-classroom-benefit-low-income-students/\">“flipped classroom”\u003c/a>approach. It's also useful for educators who can create a video of an explanation once, rather than having to repeat it to every student individually. Teachers spend a lot of time before class, after class, between classes and at lunch helping students who come looking for one-on-one help with the same types of questions.\u003c/p>\n\u003cp>“If we don’t save teachers time then we don’t stand a chance at being adopted,” said Wade Roberts, one of the founders of Educreations. Roberts used to run a tutoring company in Atlanta before he got interested in the social app movement and designed the successful app Pieces of Flair for Facebook. But he never forgot his experience tutoring and wanted to find a way to combine his success in the programming world with his passion for education. When he looked at the ed-tech software on the market, he was disappointed. “It’s far too hard for the average teacher to be involved in this,” Roberts said. “If this is the future of learning there needs to be a platform for the average, non-tech savvy teacher to participate.”\u003c/p>\n\u003cp>Still, there are a lot of things that both Roberts and teachers would like to see improved on the app. For one, the whole video has to be made in one take – so no room for mistakes. Many people want an editing tool, as well as an erasure tool. Roberts says he hopes the app can become more interactive, integrating quiz questions into videos as they progress. He’d also like to provide some way for teachers to save templates for one another.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately, Roberts wants to create a huge repository of short education videos where kids can find any lesson from any teacher whenever he or she needs it. He doesn’t think that will make teaching or the learning irrelevant. “Just because the info is there and available doesn’t necessarily mean that grasping it will be unnecessary,” he said. No matter how many ways a student learns the material, the true test is whether he can solve the problem or explain the chemical reaction. There’s no substitute for that.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25411\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/smartboard-make-way-for-educreations/educreations/\" rel=\"attachment wp-att-25411\">\u003cimg class=\"size-large wp-image-25411\" title=\"Educreations\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/Educreations-620x397.jpg\" alt=\"\" width=\"620\" height=\"397\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Julia Hum/Educreations\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">One of the biggest, fastest shifts in ed tech the last couple years has been the evolution from the use of large interactive whiteboards to the use of mobile, agile multi-purpose apps. Currently, there are at least six products, all competing to become teachers' favorite. \u003ca href=\"http://replaynote.com/\">Replay Note\u003c/a>, \u003ca href=\"http://www.freetech4teachers.com/2011/08/screenchomp-create-and-share-tutorials.html#.UL_fHuT4J2A\">ScreenChomp\u003c/a>, \u003ca href=\"http://www.showme.com/\">ShowMe\u003c/a>, \u003ca href=\"http://doodlecastpro.com/\">DoodleCast Pro\u003c/a>, \u003ca href=\"http://www.knowmia.com/\">Knowmia\u003c/a>, \u003ca href=\"http://www.explaineverything.com/\">Explain Everything\u003c/a> and \u003ca href=\"http://www.educreations.com/\">Educreations\u003c/a> all offer teachers the ability to record the visual and audio components of a \"whiteboard\" lesson on their iPads, and share it online.\u003c/p>\n\u003cp>Educreations is one of the top contenders, teachers say, mostly because of its simple user interface and multi-functionality. “I use it when I need to make quick videos in class,” said \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">Ramsey Musallam\u003c/a>, a high school chemistry teacher in San Francisco. Other features that teachers seem to love: the app offers more than one page for recording; the user can import images from other places and format them easily within the video; there’s a text feature so students don’t have to contend with messy teacher handwriting, and perhaps best of all, it can be used on desktop computers, not just an iPad.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“One of the problems with written textbooks is that kids get all the info right up front and that’s not how the problem solving process works”\u003c/p>\n\u003c/aside>\n\u003cp>One of the values educators look for in tech tools is student usability, and with Educreations, teachers say the tool is straightforward enough to incorporate into student work. Musallam says he always starts his class with a challenge question, which he solves in an Educreations video that he uploads to his website. There he keeps an archive of challenge problems that kids can look back \u003c!--more-->on if they get stuck. He doesn’t give them the answer right away because he wants them to try working it out for themselves first. “Educreations allows me to dump direct instruction in little packets when they need them,” Musallam said.\u003c/p>\n\u003cp>He also has his students create inquiry videos where they pose a question for a peer to solve. Musallam actually prefers ScreenChomp for these because he has five classes of 30 students each using shared iPads off a school cart. He doesn’t want to deal with logging in and out of an Educreation account and ScreenChomp creates a random URL that the student can send to him.\u003c/p>\n\u003cp>Why inquiry videos? Students can release little bits of information along the way, mirroring the problem solving process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“One of the problems with written textbooks is that kids get all the info right up front and that’s not how the problem solving process works,” Musallam said.\u003c/p>\n\u003cp>\u003cstrong>OTHER USES\u003c/strong>\u003c/p>\n\u003cp>Elementary school teachers are finding totally different uses for Educreations, many of which are student-based. Educators at a public elementary charter school in Altadena,Calif. have found the app useful for testing reading fluency. Sebastian Cognetta, the school’s director, says students record themselves reading, sometimes stopping to identify challenging words. Cognetta says teachers at his school use this method with kids who are slow to pick up reading because they can listen back to old recordings and mark their own improvement. He also noted that Educreations allows teachers to use the “work sample approach” with kids struggling in math. In the work sample approach a struggling student gets a fully solved problem that she has to explain. With Educreations the student records herself describing how to reach the correct answer, while taking notes on the problem itself.\u003c/p>\n\u003cp>Debbie Taylor, who teaches sixth grade math, science, health, and technology, said her students use the app for presentations -- illustrations and their voice recordings to present keys ideas on Newton's Laws of Motion, for example -- and to create tutorials for their classmates.\u003c/p>\n\u003cp>She also uses the app a formative assessment choice. Through the class account, students demonstrate and explain a process or application, which she later reviews. \"Being able to see their process and hear their thinking provides higher levels of analysis,\" she wrote on a \u003ca href=\"https://www.facebook.com/MindShift.KQED?ref=ts\">MindShift Facebook post\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-works-in-tech-tools-spotlight-on-classdojo/\">What Works in Tech Tools: Spotlight on ClassDojo\u003c/a>\u003c/li>\n\u003cli>\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: Bringing Classroom Experience to Ed-Tech\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/10-important-questions-to-ask-before-using-ipads-in-class/\">10 Important Questions to Ask Before Using iPads in Class\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Educreations works well for teachers who want to include some element of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-the-flipped-classroom-benefit-low-income-students/\">“flipped classroom”\u003c/a>approach. It's also useful for educators who can create a video of an explanation once, rather than having to repeat it to every student individually. Teachers spend a lot of time before class, after class, between classes and at lunch helping students who come looking for one-on-one help with the same types of questions.\u003c/p>\n\u003cp>“If we don’t save teachers time then we don’t stand a chance at being adopted,” said Wade Roberts, one of the founders of Educreations. Roberts used to run a tutoring company in Atlanta before he got interested in the social app movement and designed the successful app Pieces of Flair for Facebook. But he never forgot his experience tutoring and wanted to find a way to combine his success in the programming world with his passion for education. When he looked at the ed-tech software on the market, he was disappointed. “It’s far too hard for the average teacher to be involved in this,” Roberts said. “If this is the future of learning there needs to be a platform for the average, non-tech savvy teacher to participate.”\u003c/p>\n\u003cp>Still, there are a lot of things that both Roberts and teachers would like to see improved on the app. For one, the whole video has to be made in one take – so no room for mistakes. Many people want an editing tool, as well as an erasure tool. Roberts says he hopes the app can become more interactive, integrating quiz questions into videos as they progress. He’d also like to provide some way for teachers to save templates for one another.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ultimately, Roberts wants to create a huge repository of short education videos where kids can find any lesson from any teacher whenever he or she needs it. He doesn’t think that will make teaching or the learning irrelevant. “Just because the info is there and available doesn’t necessarily mean that grasping it will be unnecessary,” he said. No matter how many ways a student learns the material, the true test is whether he can solve the problem or explain the chemical reaction. There’s no substitute for that.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
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