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"content": "\u003cdiv id=\"attachment_25707\" class=\"module image alignleft mceTemp\" style=\"width: 270px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/temple-run-meets-algebra-ck12s-new-approach/mzl-besvyxrr-320x480-75/\" rel=\"attachment wp-att-25707\">\u003cimg class=\"size-full wp-image-25707\" title=\"mzl.besvyxrr.320x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/mzl.besvyxrr.320x480-75.jpg\" alt=\"\" width=\"270\" height=\"480\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Temple Run\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">What does the popular video game \u003ca href=\"https://itunes.apple.com/us/app/temple-run/id420009108?mt=8\">Temple Run \u003c/a>have anything to do with algebra? Just a few clicks into CK12's \u003ca href=\"http://www.ck12.org/about/multi-modality-learning-more-resourceful-than-ever-2/\">free educational content site\u003c/a>, you'll see it's leveraged as a \u003ca href=\"http://www.ck12.org/rwa/Temple-Run/?eid=MAT.ALG.130&rtitle=PEMDAS&ref=%2Fconcept%2FTemple-Run\">real-world application of using algebra\u003c/a> to compare the difference between the top scores of the game.\u003c/p>\n\u003cp>The simple tactic of using references like Temple Run in explaining math concepts is one of CK12's new offerings to its \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education resources\u003c/a> -- free content that teachers can customize for their classes. The company, which has been offering its online digital content through \u003ca href=\"http://www.ck12.org/search/?q=flexbooks&pageNum=1&m=all&at=book\">FlexBooks \u003c/a>for several years, has recently added more interactive resources to its offerings, including quizzes, videos, and real-world application examples.\u003c/p>\n\u003cp>In the Biology category, for example, under \u003ca href=\"http://www.ck12.org/concept/Proteins/#all\">Proteins\u003c/a>, students and teachers will find written explanations, practice exercises, discussion questions, and relevant links to many more online resources. They'll also find a short video of an educator explaining what proteins are created by MindBites, and one of the better built-out \u003ca href=\"http://www.ck12.org/about/multi-modality-learning-more-resourceful-than-ever-2/\">multimodality resources\u003c/a> on the site. Other concepts include \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a> videos, as well as content from PBS's \u003ca href=\"http://www.pbs.org/wgbh/nova/\">NOVA\u003c/a>, and any other content that helps explain subjects. Check out \u003ca href=\"http://www.ck12.org/rwa/Congruent-Triangles/?eid=MAT.GEO.322&rtitle=Congruent+Triangles&ref=/concept/Congruent-Triangles/\">these series of video \u003c/a>that explain how Egyptian pyramids are related to congruent triangles.\u003c/p>\n\u003cp dir=\"ltr\">\"We give kids all these big concepts, but they don’t know what it means,\" said Founder Neeru Khosla. \"If you start showing them how they’re applied, it becomes more meaningful.\"\u003c/p>\n\u003cp>Khosla says the more advanced iteration of CK12's offerings is meant to help educators and students find all the resources they need in one spot, and to help them contextualize it. Each broad\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If you start showing them how they’re applied, it becomes more meaningful.\"\u003c/p>\n\u003c/aside>\n\u003cp>subject is broken down into concepts -- smaller, bite-sized chunks -- and so far, the site provides more than 5,000 concepts. Educators can also create a dashboard and see how students are developing along each of the concepts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It’s provided in one container so you can learn it many different ways,\" Khosla said. \"And it’s in smaller chunk, which kids prefer. What we’re moving away from is that grade-based, artificial \u003c!--more-->separation to a lot more fluid system, going at your own pace.\"\u003c/p>\n\u003cp>CK12's offerings will be piloted in \u003ca href=\"http://www.leadps.org/\">Leadership Public Schools\u003c/a> in middle and high school grades in California. Khosla says the content is aligned to the Common Core, and some of the CK12 content is available on \u003ca href=\"https://itunes.apple.com/us/app/high-school-ck-12-chemistry/id423607217?mt=8\">iTunes as an app\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Hoping to capitalize on Facebook \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">as a study tool\u003c/a>, the company also released its new Facebook peer-to-peer application called \u003ca href=\"http://www.ck12.org/teacher/#sisterSites\">studyHELP, \u003c/a>which teachers can use to create study groups for classrooms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25707\" class=\"module image alignleft mceTemp\" style=\"width: 270px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/temple-run-meets-algebra-ck12s-new-approach/mzl-besvyxrr-320x480-75/\" rel=\"attachment wp-att-25707\">\u003cimg class=\"size-full wp-image-25707\" title=\"mzl.besvyxrr.320x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/mzl.besvyxrr.320x480-75.jpg\" alt=\"\" width=\"270\" height=\"480\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Temple Run\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">What does the popular video game \u003ca href=\"https://itunes.apple.com/us/app/temple-run/id420009108?mt=8\">Temple Run \u003c/a>have anything to do with algebra? Just a few clicks into CK12's \u003ca href=\"http://www.ck12.org/about/multi-modality-learning-more-resourceful-than-ever-2/\">free educational content site\u003c/a>, you'll see it's leveraged as a \u003ca href=\"http://www.ck12.org/rwa/Temple-Run/?eid=MAT.ALG.130&rtitle=PEMDAS&ref=%2Fconcept%2FTemple-Run\">real-world application of using algebra\u003c/a> to compare the difference between the top scores of the game.\u003c/p>\n\u003cp>The simple tactic of using references like Temple Run in explaining math concepts is one of CK12's new offerings to its \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education resources\u003c/a> -- free content that teachers can customize for their classes. The company, which has been offering its online digital content through \u003ca href=\"http://www.ck12.org/search/?q=flexbooks&pageNum=1&m=all&at=book\">FlexBooks \u003c/a>for several years, has recently added more interactive resources to its offerings, including quizzes, videos, and real-world application examples.\u003c/p>\n\u003cp>In the Biology category, for example, under \u003ca href=\"http://www.ck12.org/concept/Proteins/#all\">Proteins\u003c/a>, students and teachers will find written explanations, practice exercises, discussion questions, and relevant links to many more online resources. They'll also find a short video of an educator explaining what proteins are created by MindBites, and one of the better built-out \u003ca href=\"http://www.ck12.org/about/multi-modality-learning-more-resourceful-than-ever-2/\">multimodality resources\u003c/a> on the site. Other concepts include \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a> videos, as well as content from PBS's \u003ca href=\"http://www.pbs.org/wgbh/nova/\">NOVA\u003c/a>, and any other content that helps explain subjects. Check out \u003ca href=\"http://www.ck12.org/rwa/Congruent-Triangles/?eid=MAT.GEO.322&rtitle=Congruent+Triangles&ref=/concept/Congruent-Triangles/\">these series of video \u003c/a>that explain how Egyptian pyramids are related to congruent triangles.\u003c/p>\n\u003cp dir=\"ltr\">\"We give kids all these big concepts, but they don’t know what it means,\" said Founder Neeru Khosla. \"If you start showing them how they’re applied, it becomes more meaningful.\"\u003c/p>\n\u003cp>Khosla says the more advanced iteration of CK12's offerings is meant to help educators and students find all the resources they need in one spot, and to help them contextualize it. Each broad\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If you start showing them how they’re applied, it becomes more meaningful.\"\u003c/p>\n\u003c/aside>\n\u003cp>subject is broken down into concepts -- smaller, bite-sized chunks -- and so far, the site provides more than 5,000 concepts. Educators can also create a dashboard and see how students are developing along each of the concepts.\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 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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"disqusTitle": "Save or Save As: Teaching Kids Where Their Work Lives Inside Computers",
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"content": "\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. Some of these students then wonder why they cannot find their files; they accuse the computer of eating up the work they saved.They wonder why their file has to be found by a desperate computer teacher and is titled 'Untitled' and is sitting in an unknown folder. In most cases, students do not know what happens in the strange underworld of computer files. They just hope their work will be found again when needed.\u003c/p>\n\u003cp>Dealing with files is usually learned in the process of working with the application that matters - Word, iMovie, Photoshop for example. Most adults have worked long enough with files that they can save, backup, rename, import, export, upload, download, search and organize files without fear. They know that occasionally one must check file types, dates or file sizes. The third grader has to master this while also learning how to write a book report. No one will give them a lesson on \u003c!--more-->computer file management. No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? Will an average user ever want to use a non-Cloud application and save an old style computer file?\u003c/p>\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education. While school science classes ensure that everyone knows a little about atoms, planets and dinosaurs, there are no lessons on the working of a computer. Some argue that software experts should keep this hidden; we need teach this only to the computer science students.\u003c/p>\n\u003cp>However, just as we need to know about animal cells, it is vital to understand a little about computers. In today’s world, one may argue that this is more important than learning about rock formations. Basic concepts on operating systems like file management should be introduced in grade school. These young students will find a lesson on how computers work as fascinating as one on electricity. It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. Some of these students then wonder why they cannot find their files; they accuse the computer of eating up the work they saved.They wonder why their file has to be found by a desperate computer teacher and is titled 'Untitled' and is sitting in an unknown folder. In most cases, students do not know what happens in the strange underworld of computer files. They just hope their work will be found again when needed.\u003c/p>\n\u003cp>Dealing with files is usually learned in the process of working with the application that matters - Word, iMovie, Photoshop for example. Most adults have worked long enough with files that they can save, backup, rename, import, export, upload, download, search and organize files without fear. They know that occasionally one must check file types, dates or file sizes. The third grader has to master this while also learning how to write a book report. No one will give them a lesson on \u003c!--more-->computer file management. No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? Will an average user ever want to use a non-Cloud application and save an old style computer file?\u003c/p>\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education. While school science classes ensure that everyone knows a little about atoms, planets and dinosaurs, there are no lessons on the working of a computer. Some argue that software experts should keep this hidden; we need teach this only to the computer science students.\u003c/p>\n\u003cp>However, just as we need to know about animal cells, it is vital to understand a little about computers. In today’s world, one may argue that this is more important than learning about rock formations. Basic concepts on operating systems like file management should be introduced in grade school. These young students will find a lesson on how computers work as fascinating as one on electricity. It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_25316\" class=\"wp-caption center\" style=\"max-width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/shakespearetweet/\" rel=\"attachment wp-att-25316\">\u003cimg class=\"size-full wp-image-25316\" title=\"shakespeareTweet\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/shakespeareTweet.jpg\" alt=\"\" width=\"480\" height=\"482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-320x321.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Shakespeare is going digital.\u003c/p>\n\u003cp>\u003ca href=\"http://english.nd.edu/faculty/profiles/visconsi/\">Notre Dame professor Elliott Visconsi\u003c/a> has co-created a new app for the iPad called \u003ca href=\"https://itunes.apple.com/us/app/shakespeares-the-tempest/id516373702?mt=8\">The Tempest\u003c/a> that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages students to communicate their interpretations and collaborate with others.\u003c/p>\n\u003cp>\"We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others,\" Visconsi said.\u003c/p>\n\u003cp>We spoke with Visconsi about transforming Shakespeare for the 21st century and why the intensely social experience of the app is what, in essence, the humanities have always been about. The following is an edited transcript of that conversation.\u003c/p>\n\u003ch2>Q&A\u003c/h2>\n\u003cp>\u003cstrong>The Tempest app is described as transforming Shakespeare for the 21st century. How does it do that? And why do you think Shakespeare needs to be transformed for the 21st century?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Elliot Visconsi: We are trying to lower the entry cost of difficult content like Shakespeare by adding in great tools and features that allow readers from all backgrounds to grapple with, appreciate, and \u003c!--more-->love a beautiful and moving play like \"The Tempest.\" We are not rewriting or modernizing the text; we are putting the play at the center of a social network, a distributed learning network in which the play is an invitation into a sustained, living experience.\u003c/p>\n\u003cp>The play is the center of a generative ecosystem that includes all of our tools and content, but also the presence of others both past and present (other readers, faculty commentators, performers, artists, fellow students and teachers). Rather than the individual reader working privately and alone in solitude with the play, we see the mobile reading experience as becoming intensely social as the way that the humanities have always been social and have always depended on exchange and collaboration.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you are bringing Shakespeare to the stage that many people find themselves on today, which is a social media platform of some kind. And as a result, you are encouraging people to interact with not just Shakespeare, but with each other's thoughts and interpretations of Shakespeare.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/mzl-npwgbqva-480x480-75/\" rel=\"attachment wp-att-25312\">\u003cimg class=\"alignright size-medium wp-image-25312\" title=\"mzl.npwgbqva.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.npwgbqva.480x480-75-300x392.jpg\" alt=\"\" width=\"300\" height=\"392\">\u003c/a>Visconsi: Absolutely. We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others. We put our readers in the driver's seat; we want you as a reader to love and understand Shakespeare, and we feel the best way to do that is to give you the tools to take ownership of the experience and to speak to others, collaborate with others, create and share new commentaries on the play, rather than simply receiving or consuming a play that may be difficult because it's relatively remote historically.\u003c/p>\n\u003cp>\u003cstrong>You alluded to some of the features within the app, but could you be more specific about which features you've found that enhance students' appreciation and comprehension of Shakespeare?\u003c/strong>\u003c/p>\n\u003cp>Visconsi; We've found that the audio tools (the main track supplemented by the alternative takes -- which we call AudioPlus) are immediately available to all of our readers. Whether those readers are seventh graders, professional actors, or teachers and students, the audio is a great success -- more so, I think, than video would be. That tool makes it apparent how crucial performance is to understanding, especially in that it makes obvious the choices of the director or the actor or the writer in creating emphasis. This may be an obvious point for actors and teachers, but every encounter with the play relies on a set of choices about where to lie emphasis on how to interpret an act, a gesture or a phrase; once you reveal that fact to readers, they are now in the director's role.\u003c/p>\n\u003cp>The reader can then think about a third way of creating emphasis, and using the iPad, record it and share with classmates. MyPath is very well-received; it allows teachers and students to cut and arrange and share the play effortlessly. You can see a part, create a selection of key passages, and write about them or perform them. All of that content is sharable, and the reader owns it. We've also had people use MyPath as a way of preparing students for class, by selecting a few passages for study and sending them to their students.\u003c/p>\n\u003cp>The faculty commentaries have also been quite popular. We've gotten a lot of positive responses to those short interpretive takes -- both from the writers and readers, and our team of experts is full of leading scholars from top universities worldwide. We also have one scholar who has written in Mandarin. Faculty love writing these short riffs on the play. They aren't meant to replace the classroom but begin conversations, introduce key ideas and such, in the way that we might do for an introductory Shakespeare class or a lecture for parents' weekend.\u003c/p>\n\u003cp>\u003cstrong>I was interested when you were saying that the humanities have always been social and about collaboration and communication. So it seems you are modernizing the humanities lineage with the communication and collaboration tools of our time. Could you tell us how this app, in essence, is what the humanities as always been about?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Absolutely. [Tempest co-creator and Bryn Mawr College professor] \u003ca href=\"http://www.brynmawr.edu/english/Faculty_and_Staff/rowe/\">Katherine Rowe\u003c/a> and I both have a deep commitment to the liberal arts model in undergraduate education and to the humanities in general. We wanted the app to replicate longstanding humanist practices. The humanities has always been about the robust exchange of intellectual ideas across space and time. Whether that takes the form of a dynamic \"republic of letters,\" one philosopher or poet rewriting a precursor, or an interpretive argument between scholarly peers about \u003ca href=\"http://shakespeare.mit.edu/tempest/tempest.4.1.html\">Prospero's \"revels\" speech\u003c/a>, humanist practices celebrate collaborative exchange, argument, and interpretive depth. Innovation happens, we think not as the efforts of a solitary genius writing or working in a vacuum but rather in communities, teams and networks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay.\"\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Minds are located within communities, and communities may be physical or virtual. We believe that understanding, comprehension and innovation happens in the context of other minds. Sometimes you access other minds through their writings; sometimes you access them in real time. And we wanted to make that premise the heart of our app. We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay. We supply a great audio performance and supplement that with recordings of alternative takes on key passages, to really clarify how a performer's emphasis changes understanding. That's also why we have 10 faculty commentators instead of one. There is no single authoritative view we hope to promote; we provide several high-quality prompts to nudge our readers forward. And then we add curricular ideas, pedagogical exercises, and great sharing tools. As a reader, you hear version A and version B -- now the app prompts you to create version C. We try to put the reader into the position of the creator as often as possible.\u003c/p>\n\u003cp>\u003cstrong>With these authoring tools, you are providing an environment in which people are encouraged to produce and not just passively consume. So what kind of impact have these social tools had on student engagement, comprehension and appreciation of \"The Tempest?\"\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Students and teachers get further into the play faster, with deeper comprehension than by solitary reading. Along the lines of the flipped classroom metaphor, we have seen students working at a higher level in class, demonstrating deeper interpretive sophistication, and handling textual details with much more ease. They are prepared to get into complex philosophical issues sooner. They come to class better prepared, asking more strenuous questions. By getting deeper into the play and sharing notes and reading together, students are more confident. And they feel they can look to their peers in moments when they need guidance. So the app is expanding the footprint of the class. The classroom is becoming ubiquitous. Meaningful conversation can happen anytime.\u003c/p>\n\u003cp>We've found that our readers have a better intuitive understanding of the role of performance in a work of dramatic literature, and that they have expressed a lot of pleasure in discovering Shakespeare in this format. The responses have been uniformly positive; it's thrilling to hear back from readers all over the world who are using the app and enjoying it immensely for school or pleasure.\u003c/p>\n\u003cp>\u003cstrong>If at the heart of understanding Shakespeare, or any text for that matter, is not only decoding the text, but also being able to communicate your understanding in a collaborative social environment, then it seems your app is providing a kind of cross-training platform for exercising the range of intellectual muscles that are foundational for a humanities education.\u003c/strong>\u003c/p>\n\u003cp>Visconsi: I think that is a great metaphor, Aran! It really is a cross-training platform for Shakespeare. Love that. As developers, we didn't want to merely replicate print or put a PDF on the iPad or make it easier for students to consume Shakespeare on the iPad. Our tools are designed to generate ideas, start conversations, facilitate sharing -- students and readers of all kinds should be creators of content, authors and collaborators. They should learn from and teach each other. They should argue with each other, and weigh competing interpretations. I think that is a really important part of humanist practice. If you don't like an idea, position or interpretation, you are invited to make a more persuasive case, a more compelling interpretation. That's what we do in the humanities. We didn't want this to be the authoritative version of the play to be admired or read in solitude; we want it to be a generative version of the play, one which sparks innovation and creates new knowledge.\u003c/p>\n\u003cp>\u003cstrong>Is there anything next after The Tempest? Is there anything else in the pipeline?\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_25307\" class=\"module image alignright mceTemp\" style=\"width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/visconsi/\" rel=\"attachment wp-att-25307\">\u003cimg class=\"size-thumbnail wp-image-25307\" title=\"visconsi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/visconsi-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Elliot Visconsi\u003c/p>\n\u003c/div>\n\u003cp>Visconsi: We are developing four additional plays using the same template as The Tempest for iPad: These are \"Othello,\" \"Macbeth,\" \"A Midsummer Night's Dream,\" and \"Romeo and Juliet.\" We have most of the content already in the can. Forty-four or so university faculty and high school teachers have written for us and enjoyed it a lot. We are also building a product line working with a national theater company to mirror and extend a live performance. One of our great aspirations as developers is to share what we do in the humanities with a much larger audience than we're used to. A \"MOOC\" on modern and contemporary poetry taught by Al Filreis at Penn and hosted by Coursera, for instance, had 34,000 students registered when it went live back in early September. So there's an appetite out there, a huge hunger for quality content. As humanists, I don't think we've done a good job communicating what we do to that broader audience.\u003c/p>\n\u003cp>The Tempest for iPad is one way of trying to solve the audience problem for the humanities. We know the audience is there, and we hope to reach as many readers as we can through this and our subsequent apps. We have readers in 24 countries worldwide, and we are getting reviewed in leading venues such as the Times Literary Supplement. It's exciting, and has been wonderful to share news of the project.\u003c/p>\n\u003cp>\u003cstrong>Any miscellaneous thoughts or comments?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: We believe that The Tempest for iPad and our subsequent Shakespeare apps aren't replacing other traditional media forms or cannibalizing market share from printed books. Some change is inevitable, and there will be some rearranging of ratios, but we are not out to destroy print or replace the book.\u003c/p>\n\u003cp>We believe that print and web-based publishing are durable and important, but we think that mobile apps are especially well-suited to creating an intensely collaborative and richly textured reading experience.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur is the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_25316\" class=\"wp-caption center\" style=\"max-width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/shakespearetweet/\" rel=\"attachment wp-att-25316\">\u003cimg class=\"size-full wp-image-25316\" title=\"shakespeareTweet\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/shakespeareTweet.jpg\" alt=\"\" width=\"480\" height=\"482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-320x321.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Shakespeare is going digital.\u003c/p>\n\u003cp>\u003ca href=\"http://english.nd.edu/faculty/profiles/visconsi/\">Notre Dame professor Elliott Visconsi\u003c/a> has co-created a new app for the iPad called \u003ca href=\"https://itunes.apple.com/us/app/shakespeares-the-tempest/id516373702?mt=8\">The Tempest\u003c/a> that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages students to communicate their interpretations and collaborate with others.\u003c/p>\n\u003cp>\"We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others,\" Visconsi said.\u003c/p>\n\u003cp>We spoke with Visconsi about transforming Shakespeare for the 21st century and why the intensely social experience of the app is what, in essence, the humanities have always been about. The following is an edited transcript of that conversation.\u003c/p>\n\u003ch2>Q&A\u003c/h2>\n\u003cp>\u003cstrong>The Tempest app is described as transforming Shakespeare for the 21st century. How does it do that? And why do you think Shakespeare needs to be transformed for the 21st century?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Elliot Visconsi: We are trying to lower the entry cost of difficult content like Shakespeare by adding in great tools and features that allow readers from all backgrounds to grapple with, appreciate, and \u003c!--more-->love a beautiful and moving play like \"The Tempest.\" We are not rewriting or modernizing the text; we are putting the play at the center of a social network, a distributed learning network in which the play is an invitation into a sustained, living experience.\u003c/p>\n\u003cp>The play is the center of a generative ecosystem that includes all of our tools and content, but also the presence of others both past and present (other readers, faculty commentators, performers, artists, fellow students and teachers). Rather than the individual reader working privately and alone in solitude with the play, we see the mobile reading experience as becoming intensely social as the way that the humanities have always been social and have always depended on exchange and collaboration.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you are bringing Shakespeare to the stage that many people find themselves on today, which is a social media platform of some kind. And as a result, you are encouraging people to interact with not just Shakespeare, but with each other's thoughts and interpretations of Shakespeare.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/mzl-npwgbqva-480x480-75/\" rel=\"attachment wp-att-25312\">\u003cimg class=\"alignright size-medium wp-image-25312\" title=\"mzl.npwgbqva.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.npwgbqva.480x480-75-300x392.jpg\" alt=\"\" width=\"300\" height=\"392\">\u003c/a>Visconsi: Absolutely. We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others. We put our readers in the driver's seat; we want you as a reader to love and understand Shakespeare, and we feel the best way to do that is to give you the tools to take ownership of the experience and to speak to others, collaborate with others, create and share new commentaries on the play, rather than simply receiving or consuming a play that may be difficult because it's relatively remote historically.\u003c/p>\n\u003cp>\u003cstrong>You alluded to some of the features within the app, but could you be more specific about which features you've found that enhance students' appreciation and comprehension of Shakespeare?\u003c/strong>\u003c/p>\n\u003cp>Visconsi; We've found that the audio tools (the main track supplemented by the alternative takes -- which we call AudioPlus) are immediately available to all of our readers. Whether those readers are seventh graders, professional actors, or teachers and students, the audio is a great success -- more so, I think, than video would be. That tool makes it apparent how crucial performance is to understanding, especially in that it makes obvious the choices of the director or the actor or the writer in creating emphasis. This may be an obvious point for actors and teachers, but every encounter with the play relies on a set of choices about where to lie emphasis on how to interpret an act, a gesture or a phrase; once you reveal that fact to readers, they are now in the director's role.\u003c/p>\n\u003cp>The reader can then think about a third way of creating emphasis, and using the iPad, record it and share with classmates. MyPath is very well-received; it allows teachers and students to cut and arrange and share the play effortlessly. You can see a part, create a selection of key passages, and write about them or perform them. All of that content is sharable, and the reader owns it. We've also had people use MyPath as a way of preparing students for class, by selecting a few passages for study and sending them to their students.\u003c/p>\n\u003cp>The faculty commentaries have also been quite popular. We've gotten a lot of positive responses to those short interpretive takes -- both from the writers and readers, and our team of experts is full of leading scholars from top universities worldwide. We also have one scholar who has written in Mandarin. Faculty love writing these short riffs on the play. They aren't meant to replace the classroom but begin conversations, introduce key ideas and such, in the way that we might do for an introductory Shakespeare class or a lecture for parents' weekend.\u003c/p>\n\u003cp>\u003cstrong>I was interested when you were saying that the humanities have always been social and about collaboration and communication. So it seems you are modernizing the humanities lineage with the communication and collaboration tools of our time. Could you tell us how this app, in essence, is what the humanities as always been about?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Absolutely. [Tempest co-creator and Bryn Mawr College professor] \u003ca href=\"http://www.brynmawr.edu/english/Faculty_and_Staff/rowe/\">Katherine Rowe\u003c/a> and I both have a deep commitment to the liberal arts model in undergraduate education and to the humanities in general. We wanted the app to replicate longstanding humanist practices. The humanities has always been about the robust exchange of intellectual ideas across space and time. Whether that takes the form of a dynamic \"republic of letters,\" one philosopher or poet rewriting a precursor, or an interpretive argument between scholarly peers about \u003ca href=\"http://shakespeare.mit.edu/tempest/tempest.4.1.html\">Prospero's \"revels\" speech\u003c/a>, humanist practices celebrate collaborative exchange, argument, and interpretive depth. Innovation happens, we think not as the efforts of a solitary genius writing or working in a vacuum but rather in communities, teams and networks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay.\"\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Minds are located within communities, and communities may be physical or virtual. We believe that understanding, comprehension and innovation happens in the context of other minds. Sometimes you access other minds through their writings; sometimes you access them in real time. And we wanted to make that premise the heart of our app. We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay. We supply a great audio performance and supplement that with recordings of alternative takes on key passages, to really clarify how a performer's emphasis changes understanding. That's also why we have 10 faculty commentators instead of one. There is no single authoritative view we hope to promote; we provide several high-quality prompts to nudge our readers forward. And then we add curricular ideas, pedagogical exercises, and great sharing tools. As a reader, you hear version A and version B -- now the app prompts you to create version C. We try to put the reader into the position of the creator as often as possible.\u003c/p>\n\u003cp>\u003cstrong>With these authoring tools, you are providing an environment in which people are encouraged to produce and not just passively consume. So what kind of impact have these social tools had on student engagement, comprehension and appreciation of \"The Tempest?\"\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Students and teachers get further into the play faster, with deeper comprehension than by solitary reading. Along the lines of the flipped classroom metaphor, we have seen students working at a higher level in class, demonstrating deeper interpretive sophistication, and handling textual details with much more ease. They are prepared to get into complex philosophical issues sooner. They come to class better prepared, asking more strenuous questions. By getting deeper into the play and sharing notes and reading together, students are more confident. And they feel they can look to their peers in moments when they need guidance. So the app is expanding the footprint of the class. The classroom is becoming ubiquitous. Meaningful conversation can happen anytime.\u003c/p>\n\u003cp>We've found that our readers have a better intuitive understanding of the role of performance in a work of dramatic literature, and that they have expressed a lot of pleasure in discovering Shakespeare in this format. The responses have been uniformly positive; it's thrilling to hear back from readers all over the world who are using the app and enjoying it immensely for school or pleasure.\u003c/p>\n\u003cp>\u003cstrong>If at the heart of understanding Shakespeare, or any text for that matter, is not only decoding the text, but also being able to communicate your understanding in a collaborative social environment, then it seems your app is providing a kind of cross-training platform for exercising the range of intellectual muscles that are foundational for a humanities education.\u003c/strong>\u003c/p>\n\u003cp>Visconsi: I think that is a great metaphor, Aran! It really is a cross-training platform for Shakespeare. Love that. As developers, we didn't want to merely replicate print or put a PDF on the iPad or make it easier for students to consume Shakespeare on the iPad. Our tools are designed to generate ideas, start conversations, facilitate sharing -- students and readers of all kinds should be creators of content, authors and collaborators. They should learn from and teach each other. They should argue with each other, and weigh competing interpretations. I think that is a really important part of humanist practice. If you don't like an idea, position or interpretation, you are invited to make a more persuasive case, a more compelling interpretation. That's what we do in the humanities. We didn't want this to be the authoritative version of the play to be admired or read in solitude; we want it to be a generative version of the play, one which sparks innovation and creates new knowledge.\u003c/p>\n\u003cp>\u003cstrong>Is there anything next after The Tempest? Is there anything else in the pipeline?\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_25307\" class=\"module image alignright mceTemp\" style=\"width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/visconsi/\" rel=\"attachment wp-att-25307\">\u003cimg class=\"size-thumbnail wp-image-25307\" title=\"visconsi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/visconsi-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Elliot Visconsi\u003c/p>\n\u003c/div>\n\u003cp>Visconsi: We are developing four additional plays using the same template as The Tempest for iPad: These are \"Othello,\" \"Macbeth,\" \"A Midsummer Night's Dream,\" and \"Romeo and Juliet.\" We have most of the content already in the can. Forty-four or so university faculty and high school teachers have written for us and enjoyed it a lot. We are also building a product line working with a national theater company to mirror and extend a live performance. One of our great aspirations as developers is to share what we do in the humanities with a much larger audience than we're used to. A \"MOOC\" on modern and contemporary poetry taught by Al Filreis at Penn and hosted by Coursera, for instance, had 34,000 students registered when it went live back in early September. So there's an appetite out there, a huge hunger for quality content. As humanists, I don't think we've done a good job communicating what we do to that broader audience.\u003c/p>\n\u003cp>The Tempest for iPad is one way of trying to solve the audience problem for the humanities. We know the audience is there, and we hope to reach as many readers as we can through this and our subsequent apps. We have readers in 24 countries worldwide, and we are getting reviewed in leading venues such as the Times Literary Supplement. It's exciting, and has been wonderful to share news of the project.\u003c/p>\n\u003cp>\u003cstrong>Any miscellaneous thoughts or comments?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: We believe that The Tempest for iPad and our subsequent Shakespeare apps aren't replacing other traditional media forms or cannibalizing market share from printed books. Some change is inevitable, and there will be some rearranging of ratios, but we are not out to destroy print or replace the book.\u003c/p>\n\u003cp>We believe that print and web-based publishing are durable and important, but we think that mobile apps are especially well-suited to creating an intensely collaborative and richly textured reading experience.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur is the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"size-full wp-image-25200 alignright\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/earn-facebook-time-by-practicing-math/aftermath2/\" rel=\"attachment wp-att-25200\">\u003cimg class=\"size-full wp-image-25200 alignright\" title=\"Aftermath#2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Aftermath2.jpg\" alt=\"\" width=\"620\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-400x252.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-320x201.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>” recently reported that 87% of Advanced Placement and \u003ca href=\"http://www.nwp.org/\">National Writing Project\u003c/a> teachers surveyed said that “these technologies are creating an ‘easily distracted generation with short attention spans.'’’ More than half also said that digital technologies do more to distract than to help students academically.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">While opportunities for social interaction online can help kids collaborate and work together on school projects, they can also be distracting. That was Pierce Higgins’ experience with his three teenage children, who spent a lot of time on Facebook. Higgins started to ask himself, “How can one harness the energy that teenagers have about their Facebook?”\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Higgins teamed up with his brother, Ronan Higgins, and a group at Trinity College in Dublin, Ireland to develop \u003ca href=\"http://www.getaftermath.com/\">Aftermath\u003c/a>, software that directs kids to a math skills game where players can earn time on social networking sites. Parents buy and install the software, then choose which sites they want to limit, like Facebook, Twitter, YouTube and Minecraft.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Of course, these same sites are used by savvy educators to encourage kids to participate in online \u003c!--more-->school work. For teachers who use Facebook for school, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">there are sites that allow students\u003c/a> to stay within Facebook for school work exclusively, restricting access to students' wall and news feeds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Educators have also long been using Twitter in different ways. One school in San Francisco, for example, is having students tweet for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">daily Do Now assignments\u003c/a>. Another tool, TwHistory, allows \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/\">students to enact historical events through tweeting\u003c/a>. And that's just \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">a few ideas\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">As for Minecraft, the commercial online game had so many learning opportunities, a few teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">created an educational version of it\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But it's not that these social networking sites and games are inherently \"bad\" for students; the idea behind Aftermath is to provide productive incentives for kids to use those sites for downtime, unaffiliated with schoolwork. It's a departure from Internet blocking, time-limiting programs already out there, like \u003ca href=\"http://www.cyberpatrol.com/\">CyberPatrol\u003c/a>, that have been around since the nineties.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">Facebook and YouTube Offer Guidelines to Help Schools and Parents\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Distraction Begone! Facebook as a Study Tool\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/five-great-math-apps/\">Five Great Math Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp style=\"text-align: left\" align=\"center\">Ronan Higgins said teachers see potential in the just-released software. They noticed that students showed more enthusiasm to learn topics that would help them in the game, and told Higgins the program might be a useful tool if parents or teachers could focus the game's questions on specific concepts being taught in school. It would motivate students while giving them practice with a new skill.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Aftermath, which has math problems aimed at 12-16 year-olds that pop up randomly, has a few thousand users so far and is mostly being sold in Ireland. But the founders say it covers about 70% of the Common Core standards and they hope it will catch on in the U.S.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Already, Pierce Higgins is noticing a difference: kids are starting to set limits for themselves. Faced with the prospect of earning time, they are becoming more aware of how much time they spend on the computer and are making conscious choices to log off.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"size-full wp-image-25200 alignright\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/earn-facebook-time-by-practicing-math/aftermath2/\" rel=\"attachment wp-att-25200\">\u003cimg class=\"size-full wp-image-25200 alignright\" title=\"Aftermath#2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Aftermath2.jpg\" alt=\"\" width=\"620\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-400x252.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-320x201.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>” recently reported that 87% of Advanced Placement and \u003ca href=\"http://www.nwp.org/\">National Writing Project\u003c/a> teachers surveyed said that “these technologies are creating an ‘easily distracted generation with short attention spans.'’’ More than half also said that digital technologies do more to distract than to help students academically.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">While opportunities for social interaction online can help kids collaborate and work together on school projects, they can also be distracting. That was Pierce Higgins’ experience with his three teenage children, who spent a lot of time on Facebook. Higgins started to ask himself, “How can one harness the energy that teenagers have about their Facebook?”\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Higgins teamed up with his brother, Ronan Higgins, and a group at Trinity College in Dublin, Ireland to develop \u003ca href=\"http://www.getaftermath.com/\">Aftermath\u003c/a>, software that directs kids to a math skills game where players can earn time on social networking sites. Parents buy and install the software, then choose which sites they want to limit, like Facebook, Twitter, YouTube and Minecraft.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Of course, these same sites are used by savvy educators to encourage kids to participate in online \u003c!--more-->school work. For teachers who use Facebook for school, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">there are sites that allow students\u003c/a> to stay within Facebook for school work exclusively, restricting access to students' wall and news feeds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Educators have also long been using Twitter in different ways. One school in San Francisco, for example, is having students tweet for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">daily Do Now assignments\u003c/a>. Another tool, TwHistory, allows \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/\">students to enact historical events through tweeting\u003c/a>. And that's just \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">a few ideas\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">As for Minecraft, the commercial online game had so many learning opportunities, a few teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">created an educational version of it\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But it's not that these social networking sites and games are inherently \"bad\" for students; the idea behind Aftermath is to provide productive incentives for kids to use those sites for downtime, unaffiliated with schoolwork. It's a departure from Internet blocking, time-limiting programs already out there, like \u003ca href=\"http://www.cyberpatrol.com/\">CyberPatrol\u003c/a>, that have been around since the nineties.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">Facebook and YouTube Offer Guidelines to Help Schools and Parents\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Distraction Begone! Facebook as a Study Tool\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/five-great-math-apps/\">Five Great Math Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp style=\"text-align: left\" align=\"center\">Ronan Higgins said teachers see potential in the just-released software. They noticed that students showed more enthusiasm to learn topics that would help them in the game, and told Higgins the program might be a useful tool if parents or teachers could focus the game's questions on specific concepts being taught in school. It would motivate students while giving them practice with a new skill.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Aftermath, which has math problems aimed at 12-16 year-olds that pop up randomly, has a few thousand users so far and is mostly being sold in Ireland. But the founders say it covers about 70% of the Common Core standards and they hope it will catch on in the U.S.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Already, Pierce Higgins is noticing a difference: kids are starting to set limits for themselves. Faced with the prospect of earning time, they are becoming more aware of how much time they spend on the computer and are making conscious choices to log off.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Going Retro: Reading Apps for Real Books",
"title": "Going Retro: Reading Apps for Real Books",
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"content": "\u003cdiv id=\"attachment_25179\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/going-retro-reading-apps-for-real-books/mzl-bjvfazrr-480x480-75-2/\" rel=\"attachment wp-att-25179\">\u003cimg class=\"size-full wp-image-25179\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg\" alt=\"\" width=\"480\" height=\"311\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Reading Rainbow app\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">YouTube clips. Texting. Twitter. Facebook status updates.\u003c/p>\n\u003cp>The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning.\u003c/p>\n\u003cp>One answer (in addition to “it’s not as bad as you think,” as a recent\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/beyond-texts-and-tweets-young-people-still-love-to-read-books/\"> Pew Research Center\u003c/a> study might be summarized) may be in adapting the function to the form. Which is to say to put real, and sometimes classic, children’s books on the latest digital devices via apps and the web.\u003c/p>\n\u003cp>That’s the tack several tech-oriented companies are taking with both fiction and non-fiction. And while the customer for each effort differs -- ranging from parents to teachers to librarians -- the emphasis is remarkably similar: instilling the love of reading and books early, even if there isn’t a physical book.\u003c/p>\n\u003cp>A handful of recent examples for this revenge of the retro:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>LIVING BOOKS.\u003c/strong> Your first reaction may be that “Living Books” sounds familiar. And it should. A startup, \u003ca href=\"http://wanderfulstorybooks.com/\">Wanderful\u003c/a>, is bringing back titles in the much-loved series that software company Broderbund originally produced two decades ago, at the dawn of the CD-ROM age.\u003c/p>\n\u003cp>No longer restricted to physical discs or desktop computers underpowered for multimedia, the updated titles are returning as $5 iPad iOS apps (and eligible for Apple’s Volume Purchase Program for Education), with plans to add Android versions after the first of the year. These newest Living \u003c!--more-->Books are being driven by leaders of the original team, including former Broderbund CTO Mickey W. Mantle (now CEO) and Living Books creator Mark Schlichting.\u003c/p>\n\u003cp>The five titles available now are \u003cem>Arthur’s Teacher Trouble\u003c/em>, \u003cem>The Tortoise and the Hare\u003c/em>,\u003cem> Little Monster at School\u003c/em>, \u003cem>Harry and the Haunted House\u003c/em> and most recently, \u003cem>The Berenstein Bears Get in a Fight\u003c/em>. Each includes multiple languages, interactive features for multi-touch devices and refreshed art work for higher-resolution displays that didn’t exist when cathode ray tubes reigned supreme. An\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/\">Study: Parents Prefer Reading Print Books to Young Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">For Young Readers: Print or Digital?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">iPad: Game-Changer or Fad?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>educator-focused Classroom Activities Guide is available for $2.99 as an in-app purchase, tying each storybook to reading, arts, math, social studies and other subjects with alignment to Common Core State Standards.\u003c/p>\n\u003cp>Wanderful’s Bill Hensley plans to have a free “sampler” app before the holidays (with a sample page of each title) and a second Arthur title, \u003cem>Arthur’s Birthday\u003c/em>, is slated for January.\u003c/p>\n\u003cp>\u003cstrong>READING RAINBOW. \u003c/strong>Earlier this year at the SXSWedu education technology conference, keynote speaker LeVar Burton (known, depending on one’s generation, as Kunta Kinte of \u003cem>Roots\u003c/em>, Geordi La Forge of \u003cem>Star Trek: The Next Generation\u003c/em> or the host of PBS’ long-running \u003cem>Reading Rainbow\u003c/em>) \u003ca href=\"http://www.youtube.com/watch?v=b52ZlO6tbmY&feature=plcp\">announced\u003c/a> to wild educator applause the return of \u003ca href=\"https://itunes.apple.com/us/app/reading-rainbow/id512350210?ls=1&mt=8\">Reading Rainbow\u003c/a> as an iPad app. Burton’s\u003ca href=\"http://www.rrkidz.com/\"> RRKidz \u003c/a>venture subsequently launched the app in June with 150 books, now up to 175 titles, sporting voice-overs, “light animations” and activities.\u003c/p>\n\u003cp>Designed for kids ages 3-9, the iPad app is free and includes one book; others are part of a $10/month subscription (or $30 for six months). A companion website gives parents updates on the amount of time kids spend reading and recommends new stories based on their interests. Publishers involved include Little, Brown, Holiday House and Peachtree Publishers. RRKIdz says popular titles, so far, include\u003cem> A Child’s Calendar \u003c/em>by John Updike and the\u003cem> I See I Learn\u003c/em> series by Stuart J. Murphy. Android? Expect it in the first quarter of 2013.\u003c/p>\n\u003cp>But those are books by the piece. What about books delivered by the digital pallet to school libraries and entire buildings?\u003c/p>\n\u003cp>\u003cstrong>MYON READER.\u003c/strong> Capstone Digital has put more than 3,000 digital book titles on its web- and iPad- friendly \u003ca href=\"http://www.thefutureinreading.com/content.html\">myOn Reader\u003c/a> enhanced eBook platform and expects to reach 4,000 by the end of the year. Each book is tied to Lexile measures for reading difficulty and ability level and has an embedded assessment. Most feature narration (for reading aloud), highlighting, a dictionary and other scaffolds which can be turned on or off as needed.\u003c/p>\n\u003cp>And in an era driven by recommendation engines, myOn suggests more reading based on student interests. Books come from more than two dozen \u003ca href=\"http://www.thefutureinreading.com/content.html\">publishers\u003c/a> such as Hachette, DK, Highlights and Capstone itself, ranging in reading level from early childhood to high school.\u003c/p>\n\u003cp>Because of the education customer focus, myOn Reader has an annual school subscription model. Capstone estimates more than 4.25 million books have been read since it launched in January 2011.\u003c/p>\n\u003cp>\u003cstrong>BRAIN HIVE. \u003c/strong>A different, pay-as-you go approach comes from \u003ca href=\"http://www.brainhive.com/Pages/How-It-Works.aspx\">Brain Hive\u003c/a>. It’s a free web-based platform that works with Mac and Windows computers, tablets with browsers and through a dedicated iPad app. Brain Hive has more than 3,000 basic -- and non-interactive -- non-fiction and fiction eBooks for which school libraries pay $1 per student checkout. Books in the collection do offer bookmarking and note-taking capabilities.\u003c/p>\n\u003cp>Familiar books include those in the\u003cem> Boxcar Children\u003c/em> series, \u003cem>Franklin’s Thanksgiving\u003c/em> by Paulette Bourgeois and others from major publishers such as Random House. While the names may resonate, questions were raised when this was shown at June’s ISTE conference about what happens when checkouts exceed a school library budget. The answer? Titles become “\u003ca href=\"http://www.brainhive.com/Pages/FAQ.aspx\">temporarily unavailable\u003c/a>,” just as they might if a physical library ran out of copies.\u003c/p>\n\u003cp>So does this mean many of today’s young children will \u003cem>never\u003c/em> heft a physical tome? Unlikely. But they will come to understand that a book is more than its container, whether it’s paper or plastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. Full disclosure: he advised Capstone Digital on its plans for myON Reader in late 2010, but will never disclose his Lexile measure.\u003c/em>\u003c/p>\n\n",
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"description": "Reading Rainbow app YouTube clips. Texting. Twitter. Facebook status updates. The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning. One answer (in addition to “it’s not as bad as you",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25179\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/going-retro-reading-apps-for-real-books/mzl-bjvfazrr-480x480-75-2/\" rel=\"attachment wp-att-25179\">\u003cimg class=\"size-full wp-image-25179\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg\" alt=\"\" width=\"480\" height=\"311\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Reading Rainbow app\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">YouTube clips. Texting. Twitter. Facebook status updates.\u003c/p>\n\u003cp>The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning.\u003c/p>\n\u003cp>One answer (in addition to “it’s not as bad as you think,” as a recent\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/beyond-texts-and-tweets-young-people-still-love-to-read-books/\"> Pew Research Center\u003c/a> study might be summarized) may be in adapting the function to the form. Which is to say to put real, and sometimes classic, children’s books on the latest digital devices via apps and the web.\u003c/p>\n\u003cp>That’s the tack several tech-oriented companies are taking with both fiction and non-fiction. And while the customer for each effort differs -- ranging from parents to teachers to librarians -- the emphasis is remarkably similar: instilling the love of reading and books early, even if there isn’t a physical book.\u003c/p>\n\u003cp>A handful of recent examples for this revenge of the retro:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LIVING BOOKS.\u003c/strong> Your first reaction may be that “Living Books” sounds familiar. And it should. A startup, \u003ca href=\"http://wanderfulstorybooks.com/\">Wanderful\u003c/a>, is bringing back titles in the much-loved series that software company Broderbund originally produced two decades ago, at the dawn of the CD-ROM age.\u003c/p>\n\u003cp>No longer restricted to physical discs or desktop computers underpowered for multimedia, the updated titles are returning as $5 iPad iOS apps (and eligible for Apple’s Volume Purchase Program for Education), with plans to add Android versions after the first of the year. These newest Living \u003c!--more-->Books are being driven by leaders of the original team, including former Broderbund CTO Mickey W. Mantle (now CEO) and Living Books creator Mark Schlichting.\u003c/p>\n\u003cp>The five titles available now are \u003cem>Arthur’s Teacher Trouble\u003c/em>, \u003cem>The Tortoise and the Hare\u003c/em>,\u003cem> Little Monster at School\u003c/em>, \u003cem>Harry and the Haunted House\u003c/em> and most recently, \u003cem>The Berenstein Bears Get in a Fight\u003c/em>. Each includes multiple languages, interactive features for multi-touch devices and refreshed art work for higher-resolution displays that didn’t exist when cathode ray tubes reigned supreme. An\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/\">Study: Parents Prefer Reading Print Books to Young Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">For Young Readers: Print or Digital?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">iPad: Game-Changer or Fad?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>educator-focused Classroom Activities Guide is available for $2.99 as an in-app purchase, tying each storybook to reading, arts, math, social studies and other subjects with alignment to Common Core State Standards.\u003c/p>\n\u003cp>Wanderful’s Bill Hensley plans to have a free “sampler” app before the holidays (with a sample page of each title) and a second Arthur title, \u003cem>Arthur’s Birthday\u003c/em>, is slated for January.\u003c/p>\n\u003cp>\u003cstrong>READING RAINBOW. \u003c/strong>Earlier this year at the SXSWedu education technology conference, keynote speaker LeVar Burton (known, depending on one’s generation, as Kunta Kinte of \u003cem>Roots\u003c/em>, Geordi La Forge of \u003cem>Star Trek: The Next Generation\u003c/em> or the host of PBS’ long-running \u003cem>Reading Rainbow\u003c/em>) \u003ca href=\"http://www.youtube.com/watch?v=b52ZlO6tbmY&feature=plcp\">announced\u003c/a> to wild educator applause the return of \u003ca href=\"https://itunes.apple.com/us/app/reading-rainbow/id512350210?ls=1&mt=8\">Reading Rainbow\u003c/a> as an iPad app. Burton’s\u003ca href=\"http://www.rrkidz.com/\"> RRKidz \u003c/a>venture subsequently launched the app in June with 150 books, now up to 175 titles, sporting voice-overs, “light animations” and activities.\u003c/p>\n\u003cp>Designed for kids ages 3-9, the iPad app is free and includes one book; others are part of a $10/month subscription (or $30 for six months). A companion website gives parents updates on the amount of time kids spend reading and recommends new stories based on their interests. Publishers involved include Little, Brown, Holiday House and Peachtree Publishers. RRKIdz says popular titles, so far, include\u003cem> A Child’s Calendar \u003c/em>by John Updike and the\u003cem> I See I Learn\u003c/em> series by Stuart J. Murphy. Android? Expect it in the first quarter of 2013.\u003c/p>\n\u003cp>But those are books by the piece. What about books delivered by the digital pallet to school libraries and entire buildings?\u003c/p>\n\u003cp>\u003cstrong>MYON READER.\u003c/strong> Capstone Digital has put more than 3,000 digital book titles on its web- and iPad- friendly \u003ca href=\"http://www.thefutureinreading.com/content.html\">myOn Reader\u003c/a> enhanced eBook platform and expects to reach 4,000 by the end of the year. Each book is tied to Lexile measures for reading difficulty and ability level and has an embedded assessment. Most feature narration (for reading aloud), highlighting, a dictionary and other scaffolds which can be turned on or off as needed.\u003c/p>\n\u003cp>And in an era driven by recommendation engines, myOn suggests more reading based on student interests. Books come from more than two dozen \u003ca href=\"http://www.thefutureinreading.com/content.html\">publishers\u003c/a> such as Hachette, DK, Highlights and Capstone itself, ranging in reading level from early childhood to high school.\u003c/p>\n\u003cp>Because of the education customer focus, myOn Reader has an annual school subscription model. Capstone estimates more than 4.25 million books have been read since it launched in January 2011.\u003c/p>\n\u003cp>\u003cstrong>BRAIN HIVE. \u003c/strong>A different, pay-as-you go approach comes from \u003ca href=\"http://www.brainhive.com/Pages/How-It-Works.aspx\">Brain Hive\u003c/a>. It’s a free web-based platform that works with Mac and Windows computers, tablets with browsers and through a dedicated iPad app. Brain Hive has more than 3,000 basic -- and non-interactive -- non-fiction and fiction eBooks for which school libraries pay $1 per student checkout. Books in the collection do offer bookmarking and note-taking capabilities.\u003c/p>\n\u003cp>Familiar books include those in the\u003cem> Boxcar Children\u003c/em> series, \u003cem>Franklin’s Thanksgiving\u003c/em> by Paulette Bourgeois and others from major publishers such as Random House. While the names may resonate, questions were raised when this was shown at June’s ISTE conference about what happens when checkouts exceed a school library budget. The answer? Titles become “\u003ca href=\"http://www.brainhive.com/Pages/FAQ.aspx\">temporarily unavailable\u003c/a>,” just as they might if a physical library ran out of copies.\u003c/p>\n\u003cp>So does this mean many of today’s young children will \u003cem>never\u003c/em> heft a physical tome? Unlikely. But they will come to understand that a book is more than its container, whether it’s paper or plastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. Full disclosure: he advised Capstone Digital on its plans for myON Reader in late 2010, but will never disclose his Lexile measure.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's It Like to Be a Molecule? Science Meets Embodied Learning ",
"title": "What's It Like to Be a Molecule? Science Meets Embodied Learning ",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_25152\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-it-like-to-be-a-molecule-science-meets-embodied-learning/chem_art_directed_1024/\" rel=\"attachment wp-att-25152\">\u003cimg class=\"size-large wp-image-25152\" title=\"chem_art_directed_1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/chem_art_directed_1024-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SMALLab's Chemistry Titration Lab\u003c/figcaption>\u003c/figure>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">\"Embodied learning\" is a new initiative in the field of interactive and game-based learning, in which learning content is combined with physical movement. Among one of the leading organizations in bringing this movement to the classroom is \u003ca href=\"http://smallablearning.com\">SMALLab\u003c/a>, based in Los Angeles. The company has created activities -- check out their \u003ca href=\"http://smallablearning.com/scenarios/browse\">different learning scenarios \u003c/a>-- that use large projected environments as experimental playgrounds of movement connected to learning targets.\u003c/p>\n\u003cp>For example, in \u003ca href=\"http://smallablearning.com/research\">one activity\u003c/a>, students are put into “acids” and “bases” teams to experiment with molecules in a “virtual flask.” Students can add different molecules to the flask to see how their choices affect the simulated environment by using a “glowball” that contains color LEDs. The experiment, as described in a research brief, should show that, “as particles in the flask collide with each another, they undergo one of four reactions based on the general properties of acid and base in aqueous solution.” Here, the movement is necessary to experiment with the creation of acids and bases.\u003c/p>\n\u003cp>\u003ca href=\"http://smallablearning.com/research\">In another example,\u003c/a> students explore concepts in earth science, such as the geological layer cake, and use the glowball and other controllers to experiment with placing fossils in different layers of the earth in different environments, from swamps to mountains.\u003c/p>\n\u003cp>Schools can use the products in two ways, SMALLab and Flow, for a range of topics and grade levels, including sciences, English language arts, and the performing arts. With Flow, teachers can use an existing Interactive Whiteboard or any project surface along with Microsoft’s Kinect motion-capture camera. For schools that use SMALLab equipment, \"there are 12 motion-capture cameras to track students’ movements as they learn in an immersive, interactive space. For example, in the Constant Velocity Scenario, physics students can hear the sounds of their actions getting faster, \u003c!--more-->see graphs that change in real time, and feel how their bodies move through the space.\" Its open-source \u003ca href=\"http://smallablearning.com/developer-program\" target=\"_blank\">software development kit\u003c/a> allows schools to create new scenarios.\u003c/p>\n\u003cp>Why go through such lengths to teach this material? According to \u003ca href=\"http://www.ascd.org/research-a-topic/brain-based-learning-resources.aspx\">brain-based learning advocates\u003c/a>, evidence supports the notion that the work in embodied learning can lead to increased student achievement. John Medina author of \u003ca href=\"http://brainrules.net/\">Brain Rules\u003c/a>, claims that exercise boosts oxygen-rich blood flow to the brain, which helps students concentrate better in school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/two-students-video-game-innovations-in-science/\">2 Students + Video Game = Innovations in Science\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/\">Computer Science With a Twist: Students Hack into Kinect\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">Is it Possible To Combine TV and Active Play?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In \u003ca href=\"http://smallablearning.com/research\">their own research\u003c/a> conducted in K-12 schools and museums across the country, SMALLab found that “student learning gains were significantly higher after the SMALLab learning intervention when compared to regular classroom instruction.” In some instances, the company says it found that \"there is a marked increase in the number of \u003cem>student-to-student\u003c/em> and \u003cem>student-discussions\u003c/em> during SMALLab.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For SMALLab to work well, the company recommends that embodied learning activities are one component of the instruction -- not the entire lesson. Order of activities is important as well, as students perform better when traditional instruction occurs before the embodied learning experiences.\u003c/p>\n\u003cp>But the company is cautious about the results. “At this juncture we cannot yet say which components lead to the increase in student learning,” the company says, and they call for further research to analyze the components of embodied learning experience.\u003c/p>\n\u003cp>The company's products are being used in different schools throughout the country. \u003ca href=\"http://www.efsd.net/MiddleSchool.cfm\">Elizabeth Forward Middle School\u003c/a>, outside Pittsburgh, Penn., is using a $20,000 grant to install SMALLab's equipment and curriculum for its STEM program. The company's products are also being used in \u003ca href=\"http://smallablearning.com/smallab-learning-and-einstruction-singapore-announce-global-partnership-k-12-embodied-and-engaging-l\">schools in Singapore\u003c/a>.\u003c/p>\n\u003cp>For schools interested in using embodied learning techniques, can the same results be achieved using low-tech tactics? If the goal is to make sense of and connect authentically with content, what tactics have teachers used that simulate the same concepts?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_25152\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-it-like-to-be-a-molecule-science-meets-embodied-learning/chem_art_directed_1024/\" rel=\"attachment wp-att-25152\">\u003cimg class=\"size-large wp-image-25152\" title=\"chem_art_directed_1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/chem_art_directed_1024-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SMALLab's Chemistry Titration Lab\u003c/figcaption>\u003c/figure>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">\"Embodied learning\" is a new initiative in the field of interactive and game-based learning, in which learning content is combined with physical movement. Among one of the leading organizations in bringing this movement to the classroom is \u003ca href=\"http://smallablearning.com\">SMALLab\u003c/a>, based in Los Angeles. The company has created activities -- check out their \u003ca href=\"http://smallablearning.com/scenarios/browse\">different learning scenarios \u003c/a>-- that use large projected environments as experimental playgrounds of movement connected to learning targets.\u003c/p>\n\u003cp>For example, in \u003ca href=\"http://smallablearning.com/research\">one activity\u003c/a>, students are put into “acids” and “bases” teams to experiment with molecules in a “virtual flask.” Students can add different molecules to the flask to see how their choices affect the simulated environment by using a “glowball” that contains color LEDs. The experiment, as described in a research brief, should show that, “as particles in the flask collide with each another, they undergo one of four reactions based on the general properties of acid and base in aqueous solution.” Here, the movement is necessary to experiment with the creation of acids and bases.\u003c/p>\n\u003cp>\u003ca href=\"http://smallablearning.com/research\">In another example,\u003c/a> students explore concepts in earth science, such as the geological layer cake, and use the glowball and other controllers to experiment with placing fossils in different layers of the earth in different environments, from swamps to mountains.\u003c/p>\n\u003cp>Schools can use the products in two ways, SMALLab and Flow, for a range of topics and grade levels, including sciences, English language arts, and the performing arts. With Flow, teachers can use an existing Interactive Whiteboard or any project surface along with Microsoft’s Kinect motion-capture camera. For schools that use SMALLab equipment, \"there are 12 motion-capture cameras to track students’ movements as they learn in an immersive, interactive space. For example, in the Constant Velocity Scenario, physics students can hear the sounds of their actions getting faster, \u003c!--more-->see graphs that change in real time, and feel how their bodies move through the space.\" Its open-source \u003ca href=\"http://smallablearning.com/developer-program\" target=\"_blank\">software development kit\u003c/a> allows schools to create new scenarios.\u003c/p>\n\u003cp>Why go through such lengths to teach this material? According to \u003ca href=\"http://www.ascd.org/research-a-topic/brain-based-learning-resources.aspx\">brain-based learning advocates\u003c/a>, evidence supports the notion that the work in embodied learning can lead to increased student achievement. John Medina author of \u003ca href=\"http://brainrules.net/\">Brain Rules\u003c/a>, claims that exercise boosts oxygen-rich blood flow to the brain, which helps students concentrate better in school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/two-students-video-game-innovations-in-science/\">2 Students + Video Game = Innovations in Science\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/\">Computer Science With a Twist: Students Hack into Kinect\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">Is it Possible To Combine TV and Active Play?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In \u003ca href=\"http://smallablearning.com/research\">their own research\u003c/a> conducted in K-12 schools and museums across the country, SMALLab found that “student learning gains were significantly higher after the SMALLab learning intervention when compared to regular classroom instruction.” In some instances, the company says it found that \"there is a marked increase in the number of \u003cem>student-to-student\u003c/em> and \u003cem>student-discussions\u003c/em> during SMALLab.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For SMALLab to work well, the company recommends that embodied learning activities are one component of the instruction -- not the entire lesson. Order of activities is important as well, as students perform better when traditional instruction occurs before the embodied learning experiences.\u003c/p>\n\u003cp>But the company is cautious about the results. “At this juncture we cannot yet say which components lead to the increase in student learning,” the company says, and they call for further research to analyze the components of embodied learning experience.\u003c/p>\n\u003cp>The company's products are being used in different schools throughout the country. \u003ca href=\"http://www.efsd.net/MiddleSchool.cfm\">Elizabeth Forward Middle School\u003c/a>, outside Pittsburgh, Penn., is using a $20,000 grant to install SMALLab's equipment and curriculum for its STEM program. The company's products are also being used in \u003ca href=\"http://smallablearning.com/smallab-learning-and-einstruction-singapore-announce-global-partnership-k-12-embodied-and-engaging-l\">schools in Singapore\u003c/a>.\u003c/p>\n\u003cp>For schools interested in using embodied learning techniques, can the same results be achieved using low-tech tactics? If the goal is to make sense of and connect authentically with content, what tactics have teachers used that simulate the same concepts?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/ggRYRAzDb28\u003c/p>\n\u003cp class=\"dropcap-serif\">The most recent Infinite Thinking Machine episode takes a crack at defining and explaining different modes of blended learning. In short, \"you mix online learning with face-to-face instruction on a regular basis.\" The model -- and products -- teachers choose to use will depend on their instructional styles: teaching content or more open-ended styles, like project-based learning.\u003c/p>\n\u003cp>This episode brings up some important points: cost efficiencies, \"magic bullet\" solutions, and content delivery should not be the goal for using blended learning tactics. Rather, the focus should be on allowing kids to be creators of work that's relevant to their own world -- that's what will catapult \"blended learning\" out of the next edu-fad and qualify it as a true change agent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\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/ggRYRAzDb28'\n title='//www.youtube.com/embed/ggRYRAzDb28'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"dropcap-serif\">The most recent Infinite Thinking Machine episode takes a crack at defining and explaining different modes of blended learning. In short, \"you mix online learning with face-to-face instruction on a regular basis.\" The model -- and products -- teachers choose to use will depend on their instructional styles: teaching content or more open-ended styles, like project-based learning.\u003c/p>\n\u003cp>This episode brings up some important points: cost efficiencies, \"magic bullet\" solutions, and content delivery should not be the goal for using blended learning tactics. Rather, the focus should be on allowing kids to be creators of work that's relevant to their own world -- that's what will catapult \"blended learning\" out of the next edu-fad and qualify it as a true change agent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_24733\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/10-lessons-teachers-can-learn-from-youtubes-popularity/gangnam-style/\" rel=\"attachment wp-att-24733\">\u003cimg class=\"size-large wp-image-24733\" title=\"Gangnam Style\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Gangnam-Style-620x334.png\" alt=\"\" width=\"620\" height=\"334\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gangnam Style\u003c/figcaption>\u003c/figure>\n\u003ch5>By Terry Heick\u003c/h5>\n\u003cp>What might happen if educators experimented with some of the lessons YouTube’s staggering success has taught us?\u003c/p>\n\u003ch4>1. Interdependence\u003c/h4>\n\u003cp>Google-owned YouTube is friendly with Twitter, Facebook, Google+, blogging, and all forms of electronic media. This kind of seamless integration allows an impressive convergence with all other “Internet parts.”\u003c/p>\n\u003cp>\u003cstrong>Possibility for teachers:\u003c/strong> Consider interdependence of the entire school and/or district at every opportunity: how might the school improvement plan “talk” to standards-based grading in your classroom? How can the school website support communication with parents? Think of linking as much as possible. Also try cross-content units (e.g., merging Social Students with English as you study the relationship between Literature and Revolution)\u003c/p>\n\u003ch4>2. Diversity\u003c/h4>\n\u003cp>There is a ridiculous diversity of content on YouTube—from informal, user-made coverage of important social events to ridiculous, satiric memes featuring delusional dictators. Here, there are no more than 6 degrees of separation between cinnamon swallowing and Jean Paul Sartre.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Consider “mashing” content that might not suggest such mashing. The Pythagorean Theorem mixed with Occupy Wall Street. Civil Rights mixed with SpongeBob SquarePants. Yes, these are both admittedly bad ideas, but the concept is sound: for students \u003c!--more-->accustomed to extraordinary and often inane diversity, mimicking that strategically in the classroom can spark new ways of seeing old content. The question is, \u003ca href=\"http://www.youtube.com/results?search_query=will+it+blend&oq=will+it+blend&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=305l1668l0l1788l13l10l0l3l3l0l209l1159l0.5.2l7l0\">will it blend\u003c/a>?\u003c/p>\n\u003ch4>3. Brevity\u003c/h4>\n\u003cp>While there are feature-length films available, the sweet spot of YouTube lies in quick bursts of videos that allow users to continue self-actuating their own experience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Kill the unit. Move to persistent, streaming “lessons.” Leverage the mini-lesson. Use project and mini-projects. Encourage intellectual stamina and endurance not through duration, but anchoring themes and projects that persist.\u003c/p>\n\u003ch4>4. Selective Social Interaction\u003c/h4>\n\u003cp>There are plenty of ways YouTube users can socially interact, but compared to other electronic media platforms, the YouTube experience can be as anonymous or transparent as the user defines.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Offer choices to publish work consistently, but not simply for the sake of publishing because it sounds “21\u003csup>st\u003c/sup> century.” Rather, allow students to understand the nuts and bolts of publishing. Why publish? To which audience? Through which media form? Distributed through which media channel? And most importantly, why? Offer optional group work with authentic reasons for collaboration—and opportunities for learners to move between class members and groups based on their expertise, interest, etc. Self-paced. Self-selected. (Tip: This type of capacity must be developed, not tried once and pitched because “it didn’t work.”)\u003c/p>\n\u003ch4>5. Non-traditional\u003c/h4>\n\u003cp>In a thumbing of the nose to the status quo, YouTube is a haven for whimsical, \u003ca href=\"http://www.youtube.com/watch?v=_OBlgSz8sSM&feature=player_embedded\">non-traditional content\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> As with YouTube, when the content is king and haughty formality is secondary, users feel empowered to engage. Give them what they need, and get out of their way even when you may not see the immediate “rigor” of an idea. See also #5.\u003c/p>\n\u003ch4>6. Humor\u003c/h4>\n\u003cp>People \u003ca href=\"http://www.youtube.com/watch?v=Uije_pnL8yU\">like to laugh\u003c/a>, and YouTube makes discovering, sharing, and commenting on funny videos simple.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> We are quickly becoming a media-centered society. Across all content areas—especially those that don’t seem to suggest it—work in media forms that are funny, satiric, ironic, or self-effacing (students love that). \u003ca href=\"http://www.cracked.com/article_18417_9-famous-movie-villains-who-were-right-all-along.html\">Cracked.com\u003c/a> is an excellent example of how this can be done consistently.\u003c/p>\n\u003ch4>7. Cultural Hyperbole\u003c/h4>\n\u003cp>When you’ve got billions of videos, it should be no surprise that YouTube benefits from both \u003cem>diverse\u003c/em>\u003cem> \u003c/em>and \u003cem>spectacular\u003c/em>\u003cem> \u003c/em>content. It is the extreme that catches our eye, whether by topic (e.g., violence, humor, romance), or the context (e.g., watching a video with 500,000,000+ views). These opportunities offer the user the chance to, passively, participate in a kind of cultural spectacle—a daily, digital \u003ca href=\"http://www.youtube.com/watch?v=TJ4QF45Vygw\">Woodstock\u003c/a>. And the decidedly \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">non-Woodstock\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> This starts with knowing the ins, outs, and secrets of your curriculum. Where is there spectacle? What would be interesting to laypersons? What is often misunderstood? Think \u003ca href=\"http://www.youtube.com/watch?v=LjbJELjLgZg\">Mythbusters.\u003c/a>\u003c/p>\n\u003ch4>8. Passive Consumption\u003c/h4>\n\u003cp>Rather than a stack of books that require deep reading and intellectual stamina, or a stack of magazines that require endless skimming and page-turning, via the Google-based search engine, YouTube puts more media in your lap than you could ever hope to consume. Here, users’ roles are simple: surf the channel, and enjoy the show.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Make processes and procedure as simple and transparent as possible. This is not to suggest that instruction should occur below a learner’s \u003ca href=\"http://www.youtube.com/watch?v=rX8lRh1u5iE\">Zone of Proximal Development\u003c/a>, but rather that often procedural knowledge and murky processes can cloud what’s most important in a lesson. While an absolutely backwards idea in the learning process, passivity works wonders for digital media consumption. In the classroom, during \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CD0QFjAE&url=http%3A%2F%2Fwww.marzanoresearch.com%2Fdocuments%2Ffree_resources%2Fclassroom_tools%2Finstruction%2FArtScienceofTeaching.pdf&ei=MmHrTvTyPMKItgezloWECw&usg=AFQjCNHB7XC5GYQyZb1tO0lQZhLXBCE8eA&sig2=suLud-5a2hYSu2mwrlhBMA\">critical input experiences\u003c/a> keep processes and procedure free from “debris,” learner-centered, and content-focused.\u003c/p>\n\u003ch4>9. Active Selection\u003c/h4>\n\u003cp>While largely passive, there is opportunity on YouTube for active participation, including forming video responses or \u003ca href=\"http://www.youtube.com/t/annotations_about\">video annotation\u003c/a>. This seems to counter the idea of passivity, but the role of interaction here is limited in intensity and duration.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers\u003c/strong>: Model decision-making with learners. Give them “voice and choice,” and hold them accountable for the power and responsibility that comes with choice.\u003c/p>\n\u003ch4>10. Assisted Discovery\u003c/h4>\n\u003cp>“\u003ca href=\"http://www.youtube.com/watch?v=pEYWeZfrk4M\">Suggested Videos\u003c/a>” change everything. Imagine every time you read a poem, based on some prescient mathematical algorithm another poem—similar in content, structure, or some other important way—materialized before your eyes, functioning as a kind of socially-suggested anthology. Game changing!\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> consider thematic instruction, where learning is anchored by a theme (“What is Design?”), rather than a handful of standards, the end-of-the-unit assessment, or worse, simply a genre.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.teachthought.com/\">TeachThought\u003c/a>, where Terry Heick is the director of curriculum.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24733\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/10-lessons-teachers-can-learn-from-youtubes-popularity/gangnam-style/\" rel=\"attachment wp-att-24733\">\u003cimg class=\"size-large wp-image-24733\" title=\"Gangnam Style\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Gangnam-Style-620x334.png\" alt=\"\" width=\"620\" height=\"334\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gangnam Style\u003c/figcaption>\u003c/figure>\n\u003ch5>By Terry Heick\u003c/h5>\n\u003cp>What might happen if educators experimented with some of the lessons YouTube’s staggering success has taught us?\u003c/p>\n\u003ch4>1. Interdependence\u003c/h4>\n\u003cp>Google-owned YouTube is friendly with Twitter, Facebook, Google+, blogging, and all forms of electronic media. This kind of seamless integration allows an impressive convergence with all other “Internet parts.”\u003c/p>\n\u003cp>\u003cstrong>Possibility for teachers:\u003c/strong> Consider interdependence of the entire school and/or district at every opportunity: how might the school improvement plan “talk” to standards-based grading in your classroom? How can the school website support communication with parents? Think of linking as much as possible. Also try cross-content units (e.g., merging Social Students with English as you study the relationship between Literature and Revolution)\u003c/p>\n\u003ch4>2. Diversity\u003c/h4>\n\u003cp>There is a ridiculous diversity of content on YouTube—from informal, user-made coverage of important social events to ridiculous, satiric memes featuring delusional dictators. Here, there are no more than 6 degrees of separation between cinnamon swallowing and Jean Paul Sartre.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Consider “mashing” content that might not suggest such mashing. The Pythagorean Theorem mixed with Occupy Wall Street. Civil Rights mixed with SpongeBob SquarePants. Yes, these are both admittedly bad ideas, but the concept is sound: for students \u003c!--more-->accustomed to extraordinary and often inane diversity, mimicking that strategically in the classroom can spark new ways of seeing old content. The question is, \u003ca href=\"http://www.youtube.com/results?search_query=will+it+blend&oq=will+it+blend&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=305l1668l0l1788l13l10l0l3l3l0l209l1159l0.5.2l7l0\">will it blend\u003c/a>?\u003c/p>\n\u003ch4>3. Brevity\u003c/h4>\n\u003cp>While there are feature-length films available, the sweet spot of YouTube lies in quick bursts of videos that allow users to continue self-actuating their own experience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Kill the unit. Move to persistent, streaming “lessons.” Leverage the mini-lesson. Use project and mini-projects. Encourage intellectual stamina and endurance not through duration, but anchoring themes and projects that persist.\u003c/p>\n\u003ch4>4. Selective Social Interaction\u003c/h4>\n\u003cp>There are plenty of ways YouTube users can socially interact, but compared to other electronic media platforms, the YouTube experience can be as anonymous or transparent as the user defines.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Offer choices to publish work consistently, but not simply for the sake of publishing because it sounds “21\u003csup>st\u003c/sup> century.” Rather, allow students to understand the nuts and bolts of publishing. Why publish? To which audience? Through which media form? Distributed through which media channel? And most importantly, why? Offer optional group work with authentic reasons for collaboration—and opportunities for learners to move between class members and groups based on their expertise, interest, etc. Self-paced. Self-selected. (Tip: This type of capacity must be developed, not tried once and pitched because “it didn’t work.”)\u003c/p>\n\u003ch4>5. Non-traditional\u003c/h4>\n\u003cp>In a thumbing of the nose to the status quo, YouTube is a haven for whimsical, \u003ca href=\"http://www.youtube.com/watch?v=_OBlgSz8sSM&feature=player_embedded\">non-traditional content\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> As with YouTube, when the content is king and haughty formality is secondary, users feel empowered to engage. Give them what they need, and get out of their way even when you may not see the immediate “rigor” of an idea. See also #5.\u003c/p>\n\u003ch4>6. Humor\u003c/h4>\n\u003cp>People \u003ca href=\"http://www.youtube.com/watch?v=Uije_pnL8yU\">like to laugh\u003c/a>, and YouTube makes discovering, sharing, and commenting on funny videos simple.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> We are quickly becoming a media-centered society. Across all content areas—especially those that don’t seem to suggest it—work in media forms that are funny, satiric, ironic, or self-effacing (students love that). \u003ca href=\"http://www.cracked.com/article_18417_9-famous-movie-villains-who-were-right-all-along.html\">Cracked.com\u003c/a> is an excellent example of how this can be done consistently.\u003c/p>\n\u003ch4>7. Cultural Hyperbole\u003c/h4>\n\u003cp>When you’ve got billions of videos, it should be no surprise that YouTube benefits from both \u003cem>diverse\u003c/em>\u003cem> \u003c/em>and \u003cem>spectacular\u003c/em>\u003cem> \u003c/em>content. It is the extreme that catches our eye, whether by topic (e.g., violence, humor, romance), or the context (e.g., watching a video with 500,000,000+ views). These opportunities offer the user the chance to, passively, participate in a kind of cultural spectacle—a daily, digital \u003ca href=\"http://www.youtube.com/watch?v=TJ4QF45Vygw\">Woodstock\u003c/a>. And the decidedly \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">non-Woodstock\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> This starts with knowing the ins, outs, and secrets of your curriculum. Where is there spectacle? What would be interesting to laypersons? What is often misunderstood? Think \u003ca href=\"http://www.youtube.com/watch?v=LjbJELjLgZg\">Mythbusters.\u003c/a>\u003c/p>\n\u003ch4>8. Passive Consumption\u003c/h4>\n\u003cp>Rather than a stack of books that require deep reading and intellectual stamina, or a stack of magazines that require endless skimming and page-turning, via the Google-based search engine, YouTube puts more media in your lap than you could ever hope to consume. Here, users’ roles are simple: surf the channel, and enjoy the show.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Make processes and procedure as simple and transparent as possible. This is not to suggest that instruction should occur below a learner’s \u003ca href=\"http://www.youtube.com/watch?v=rX8lRh1u5iE\">Zone of Proximal Development\u003c/a>, but rather that often procedural knowledge and murky processes can cloud what’s most important in a lesson. While an absolutely backwards idea in the learning process, passivity works wonders for digital media consumption. In the classroom, during \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CD0QFjAE&url=http%3A%2F%2Fwww.marzanoresearch.com%2Fdocuments%2Ffree_resources%2Fclassroom_tools%2Finstruction%2FArtScienceofTeaching.pdf&ei=MmHrTvTyPMKItgezloWECw&usg=AFQjCNHB7XC5GYQyZb1tO0lQZhLXBCE8eA&sig2=suLud-5a2hYSu2mwrlhBMA\">critical input experiences\u003c/a> keep processes and procedure free from “debris,” learner-centered, and content-focused.\u003c/p>\n\u003ch4>9. Active Selection\u003c/h4>\n\u003cp>While largely passive, there is opportunity on YouTube for active participation, including forming video responses or \u003ca href=\"http://www.youtube.com/t/annotations_about\">video annotation\u003c/a>. This seems to counter the idea of passivity, but the role of interaction here is limited in intensity and duration.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers\u003c/strong>: Model decision-making with learners. Give them “voice and choice,” and hold them accountable for the power and responsibility that comes with choice.\u003c/p>\n\u003ch4>10. Assisted Discovery\u003c/h4>\n\u003cp>“\u003ca href=\"http://www.youtube.com/watch?v=pEYWeZfrk4M\">Suggested Videos\u003c/a>” change everything. Imagine every time you read a poem, based on some prescient mathematical algorithm another poem—similar in content, structure, or some other important way—materialized before your eyes, functioning as a kind of socially-suggested anthology. Game changing!\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> consider thematic instruction, where learning is anchored by a theme (“What is Design?”), rather than a handful of standards, the end-of-the-unit assessment, or worse, simply a genre.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.teachthought.com/\">TeachThought\u003c/a>, where Terry Heick is the director of curriculum.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/kids.jpg\" alt=\"kids\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-30833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n\u003cp class=\"dropcap-serif\">By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">invested in some form of technology\u003c/a>, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But for many schools, finding a way to integrate the use of tech in a traditional setting -- teacher-centered classrooms -- is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/p>\n\u003cp>At this point, just a couple of years into the movement, there are no definitive answers yet. Different schools are trying different \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning models\u003c/a>. Most schools allot a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">designated computer lab time \u003c/a>when students use computers for math, literacy, or other type of software. But teachers who are more advanced in using technology and more comfortable with experimenting have students rotate through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">different learning modalities\u003c/a> at different times, including time for online learning, working with the teacher face-to-face, and working on projects in groups fluidly. In the most extreme cases, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/\">students spend most of their day on computers\u003c/a>, just as they would in the workplace.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003c/aside>\n\u003cp>But for any of those tactics to work, educators agree that the key is to have a clear vision of what the technology is being used for, and how that will affect the teacher's role. For schools just beginning to dabble in classroom technology, that’s a daunting idea. Many aren’t willing to upend the existing systems for this new model.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif., who integrates tech into her students' school and homework, takes full advantage of what the technology affords her. “Shifting some work online \u003c!--more-->to complement traditional classrooms creates much needed time and space in the classroom,” Tucker said. If technology can replace elements of in-class instruction, classroom time can be leveraged to deepen learning. “[Teachers] can embrace project-based learning and create student-centered classrooms to build on the work that's completed online.\"\u003c/p>\n\u003cp>That might be easier said than done. While Tucker has come up with a strategy that works for her, it doesn't always work for others. Liz Arney, Director of Innovative Learning at \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Schools\u003c/a>, which has a small group instruction model, says students follow the teacher’s pacing guide, which doesn’t always align with what level they've progressed to on the software. Kids could be coming into the teacher-taught space at very different points in their online learning. It's up to the teacher to figure out how to reconcile the two.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6lj\">What Will Work in New Blended Learning Experiment?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>What's more, the quality of the available software isn't always great. “The programs are just really mediocre,” Arney said. “No one has any business in my mind letting the program tell them what to teach. The programs are just not strong enough.”\u003c/p>\n\u003cp>The software also promises to provide educators with valuable information on students' progress day by day, but Arney doesn’t believe the data on student comprehension is reliable.\u003c/p>\n\u003cp>“It’s a fair question to ask if the technology is good enough or the system is strong enough,” said Brian Greenberg, a Bay Area educator who's been practicing different ways of using tech in schools.\u003c/p>\n\u003cp>He’s optimistic that the software will get better, but he’d like to see small-scale experimentation before disseminating ideas to schools everywhere.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ARE OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>One of the biggest challenges of blended learning is also what excites advocates most -- allowing kids to progress at their own level and pace. “We will move to a model where we don’t assume all kids are learning the same concept in any given day or week,” Greenberg said. “It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Learning does not take place in the act of listening to information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas.\"\u003c/p>\n\u003c/aside>\n\u003cp>But teachers already have a mountain of work and asking them to keep track of where each learner is on the software -- which may or may not correlate to core standards -- is a tall order. Greenberg says the teacher is crucial to ensuring that blended learning is effective. The technology should free educators to do more of what only they can do -- give context to concepts.\u003c/p>\n\u003cp>Tucker says the teacher needs to have a strong sense of what the technology accomplishes and how her teaching can encourage students to think creatively. “Computer programs alone will not radically change the teaching paradigm,” Tucker said. “Learning does not take place in the act of listening to (or viewing) information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas, to apply, evaluate, synthesize and use what we have learned to create something,” Tucker said.\u003c/p>\n\u003cp>\u003cstrong>CASE BY CASE\u003c/strong>\u003c/p>\n\u003cp>It’s important that schools show a commitment to the coming change, Arney said -- and to have a strong staff and principal.\u003c/p>\n\u003cp>“The tech is going to kill you the first year. Everything is going to go wrong. You have to have the stomach for that,” she said.\u003c/p>\n\u003cp>Greenberg’s organization, \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools Fund\u003c/a>, will experiment with blended learning models to find what works for different kinds of school structures and populations. He doesn't believe anyone has gotten it quite right yet.\u003c/p>\n\u003cp>“I think the right tone in this world is to be cautiously optimistic. Anyone who says this is easy you should walk away from,” Greenberg said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/kids.jpg\" alt=\"kids\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-30833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n\u003cp class=\"dropcap-serif\">By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">invested in some form of technology\u003c/a>, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But for many schools, finding a way to integrate the use of tech in a traditional setting -- teacher-centered classrooms -- is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/p>\n\u003cp>At this point, just a couple of years into the movement, there are no definitive answers yet. Different schools are trying different \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning models\u003c/a>. Most schools allot a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">designated computer lab time \u003c/a>when students use computers for math, literacy, or other type of software. But teachers who are more advanced in using technology and more comfortable with experimenting have students rotate through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">different learning modalities\u003c/a> at different times, including time for online learning, working with the teacher face-to-face, and working on projects in groups fluidly. In the most extreme cases, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/\">students spend most of their day on computers\u003c/a>, just as they would in the workplace.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003c/aside>\n\u003cp>But for any of those tactics to work, educators agree that the key is to have a clear vision of what the technology is being used for, and how that will affect the teacher's role. For schools just beginning to dabble in classroom technology, that’s a daunting idea. Many aren’t willing to upend the existing systems for this new model.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif., who integrates tech into her students' school and homework, takes full advantage of what the technology affords her. “Shifting some work online \u003c!--more-->to complement traditional classrooms creates much needed time and space in the classroom,” Tucker said. If technology can replace elements of in-class instruction, classroom time can be leveraged to deepen learning. “[Teachers] can embrace project-based learning and create student-centered classrooms to build on the work that's completed online.\"\u003c/p>\n\u003cp>That might be easier said than done. While Tucker has come up with a strategy that works for her, it doesn't always work for others. Liz Arney, Director of Innovative Learning at \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Schools\u003c/a>, which has a small group instruction model, says students follow the teacher’s pacing guide, which doesn’t always align with what level they've progressed to on the software. Kids could be coming into the teacher-taught space at very different points in their online learning. It's up to the teacher to figure out how to reconcile the two.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6lj\">What Will Work in New Blended Learning Experiment?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>What's more, the quality of the available software isn't always great. “The programs are just really mediocre,” Arney said. “No one has any business in my mind letting the program tell them what to teach. The programs are just not strong enough.”\u003c/p>\n\u003cp>The software also promises to provide educators with valuable information on students' progress day by day, but Arney doesn’t believe the data on student comprehension is reliable.\u003c/p>\n\u003cp>“It’s a fair question to ask if the technology is good enough or the system is strong enough,” said Brian Greenberg, a Bay Area educator who's been practicing different ways of using tech in schools.\u003c/p>\n\u003cp>He’s optimistic that the software will get better, but he’d like to see small-scale experimentation before disseminating ideas to schools everywhere.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ARE OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>One of the biggest challenges of blended learning is also what excites advocates most -- allowing kids to progress at their own level and pace. “We will move to a model where we don’t assume all kids are learning the same concept in any given day or week,” Greenberg said. “It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Learning does not take place in the act of listening to information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas.\"\u003c/p>\n\u003c/aside>\n\u003cp>But teachers already have a mountain of work and asking them to keep track of where each learner is on the software -- which may or may not correlate to core standards -- is a tall order. Greenberg says the teacher is crucial to ensuring that blended learning is effective. The technology should free educators to do more of what only they can do -- give context to concepts.\u003c/p>\n\u003cp>Tucker says the teacher needs to have a strong sense of what the technology accomplishes and how her teaching can encourage students to think creatively. “Computer programs alone will not radically change the teaching paradigm,” Tucker said. “Learning does not take place in the act of listening to (or viewing) information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas, to apply, evaluate, synthesize and use what we have learned to create something,” Tucker said.\u003c/p>\n\u003cp>\u003cstrong>CASE BY CASE\u003c/strong>\u003c/p>\n\u003cp>It’s important that schools show a commitment to the coming change, Arney said -- and to have a strong staff and principal.\u003c/p>\n\u003cp>“The tech is going to kill you the first year. Everything is going to go wrong. You have to have the stomach for that,” she said.\u003c/p>\n\u003cp>Greenberg’s organization, \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools Fund\u003c/a>, will experiment with blended learning models to find what works for different kinds of school structures and populations. He doesn't believe anyone has gotten it quite right yet.\u003c/p>\n\u003cp>“I think the right tone in this world is to be cautiously optimistic. Anyone who says this is easy you should walk away from,” Greenberg said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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