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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/IrSky41lhUc'\n title='//www.youtube.com/embed/IrSky41lhUc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The \u003ca href=\"http://www.infinitethinking.org\">Infinite Thinking Machine\u003c/a> is back after a summer hiatus. This episode focusing on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">gamification\u003c/a> features a great rundown of learning games and programs, including \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a>, \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, \u003ca href=\"http://olpglobalkids.org/gaming/nyc-haunts\">NYC Haunts\u003c/a>, and Gamedesk, a game company that recently \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">opened a game-based learning school\u003c/a> within a school in Los Angeles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_23927\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23927\" title=\"6660073135_a315ee4b17\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingrbrad\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources.\u003c/p>\n\u003cp>The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\"> 2012 Horizon Report on higher education\u003c/a> and its 2011 Horizon Report for K-12 put game-based learning in the mainstream (defined as adopted by about 20% of institutions) in the next two-to-three years. “The greatest potential of games for learning lie in their ability to foster collaboration and engage students deeply in the process of learning,” noted the 2012 higher ed collaborative effort of NMC educators and research centers.\u003c/p>\n\u003cp>Then there’s the expectation of the “demand” side: students. An \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">Educause survey\u003c/a> last October found 37% of college students use educational games or simulations – and 15% wished their instructors used them more often. Project Tomorrow’s national \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up report\u003c/a> released in April found that 52% of middle school students wanted their “ultimate” school to have games and simulations.\u003c/p>\n\u003cp>Now, it appears, the “supply” side is responding, building on a base of learning game research from this century – or simply taking advantage of heightened expectations. No matter what the motivation, it provides evidence a perceived K-20 trend toward games may actually be real and is spurring activity from places not always thought as hotbeds of hard-core learning game development.\u003c/p>\n\u003cp>\u003cstrong>CONSUMER\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Consumer and learning game worlds have long been separate, with some notable crossovers (Where in the World is Carmen Sandiego and SimCity are two early standouts). But motivated companies are trying to make consumer crossovers more common and even more structured.\u003c!--more-->\u003c/p>\n\u003cp>Take the original Angry Birds, which has been used to teach \u003ca href=\"http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/\">physics\u003c/a>. Developer Rovio subsequently worked with NASA on the micro-gravity used in Angry Birds Space to improve its educational value (if you can ignore the exploding pigs in vacuum). That collaboration reached a new orbit with the landing of the Mars Curiosity rover and the \u003ca href=\"http://www.nasa.gov/home/hqnews/2012/aug/HQ_12-285_Angry_Birds.html\">release\u003c/a> the same month of an Angry Birds Space: Red Planet update with explicit links to NASA educational \u003ca href=\"http://www.nasa.gov/redplanet/mars.html\">content \u003c/a>about Mars.\u003c/p>\n\u003cp>Another example: Valve, the maker of hit video games such as Half-Life, \u003ca href=\"http://www.geekwire.com/2011/valve-high-hopes-nonsucky-educational-game/\">promoted\u003c/a> its Learn With Portals initiative last year and went on to release education-specific \u003ca href=\"http://www.teachwithportals.com/\">tools and lessons plans\u003c/a> for its Portal and Portal 2 games to help middle-school students learn physics and encourage STEM education.\u003c/p>\n\u003cp>It’s as if educators and companies are taking advantage of improved consumer game engines that allow for more realistic simulations – and the more life-like the fantasy scenarios become, the more applicable they may be for education in the real world.\u003c/p>\n\u003cp>\u003cstrong>NON-PROFITS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Non-profits, including foundations and research labs, are also creating games and simulations for use in education – and some commercial firms are even taking notice.\u003c/p>\n\u003cp>Digital citizenship game house \u003ca href=\"http://www.icivics.org/games\">iCivics\u003c/a> was founded by former Supreme Court Justice Sandra Day O’Connor. In two years, it created 16 digital educational games such as Argument Wars (arguing cases in front of the Supreme Court) and People’s Pie (controlling the federal government budget), along with teaching materials for each. Several of the iCivics games have made their way into BrainPOP’s year-old \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a> site for K-12 classrooms. BrainPOP Chief Operating Officer and General Manager Din Heiman notes many of the 50 or so games on its free GameUp site, “are grant funded, published by universities or by entities strongly affiliated with universities and research centers.”\u003c/p>\n\u003cp>Another non-profit offspring is \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, created by the \u003ca href=\"http://www.instituteofplay.org/about/\">Institute of Play\u003c/a> and released in late 2010. It’s a kind of meta-“learning game” game, designed to teach 7- to 14-year olds systems thinking and game design. Games created by students can be played by other students.\u003c/p>\n\u003cp>Other examples include games from organizations as varied as the \u003ca href=\"http://www.nobelprize.org/educational/\">Nobel Prize\u003c/a> to \u003ca href=\"http://www.generationcures.org/education\">Generation Cures\u003c/a>, based at Children’s Hospital Boston. Not to mention a number of government agencies, and museums such as those of the \u003ca href=\"http://www.si.edu/Encyclopedia/Search/Kids%20Favorites\">Smithsonian\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL INSTITUTIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Schools, colleges and universities are creating their own games and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">sims\u003c/a>. And rather than just use them for their own students, they’re sharing.\u003c/p>\n\u003cp>A relatively well-known example is the video game company management simulator \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, originally created by the MIT Sloan School of Management for its own use but made available – for free – to other institutions, and anyone with a web browser, early this year.\u003c/p>\n\u003cp>But there are more game-like – and even quirkier – examples. Take \u003ca href=\"http://cme.stanford.edu/septris/game/index.html\">Septris\u003c/a>. The brainchild of the Stanford University School of Medicine, it tackles education about the deadly complications of \u003ca href=\"http://cme.stanford.edu/septris/\">sepsis \u003c/a>by channeling the classic video game Tetris.\u003c/p>\n\u003cp>In Septris, two “hospital patients” sink fast with alarming vital signs, and players have to race to apply tests and treatments to make a diagnosis and keep them alive. (Sepsis, in real life, can kill a patient only a few hours; in the game, it can happen in as little as two minutes.) While the game is free and can be played on the web or mobile devices, nurses and doctors can level up $20 for a post-game test to get Continuing Medical Education credits. If they succeed.\u003c/p>\n\u003cp>In addition, initiatives like the \u003ca href=\"http://www.stemchallenge.org/winners/2012Youth.aspx\">National STEM Video Game Challenge\u003c/a> encourage students and teachers to create games that can be shared outside their schools’ walls.\u003c/p>\n\u003cp>Cool startups (such as \u003ca href=\"http://www.kuatostudios.com/index.html#\" target=\"_blank\">Kuato\u003c/a>) and established educational companies (such as \u003ca href=\"http://mhecdi.com/pt_about.html\" target=\"_blank\">McGraw-Hill\u003c/a>) are also sources of good learning games, but as the digital games for learning market accelerates, educators may be increasingly looking to – and companies looking over their shoulders at – the playful activities of their counterparts in the consumer, non-profit and academic worlds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> 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 the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He failed miserably at Septris, dashing any lingering hopes of his parents that he might someday be a doctor.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23927\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23927\" title=\"6660073135_a315ee4b17\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingrbrad\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources.\u003c/p>\n\u003cp>The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\"> 2012 Horizon Report on higher education\u003c/a> and its 2011 Horizon Report for K-12 put game-based learning in the mainstream (defined as adopted by about 20% of institutions) in the next two-to-three years. “The greatest potential of games for learning lie in their ability to foster collaboration and engage students deeply in the process of learning,” noted the 2012 higher ed collaborative effort of NMC educators and research centers.\u003c/p>\n\u003cp>Then there’s the expectation of the “demand” side: students. An \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">Educause survey\u003c/a> last October found 37% of college students use educational games or simulations – and 15% wished their instructors used them more often. Project Tomorrow’s national \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up report\u003c/a> released in April found that 52% of middle school students wanted their “ultimate” school to have games and simulations.\u003c/p>\n\u003cp>Now, it appears, the “supply” side is responding, building on a base of learning game research from this century – or simply taking advantage of heightened expectations. No matter what the motivation, it provides evidence a perceived K-20 trend toward games may actually be real and is spurring activity from places not always thought as hotbeds of hard-core learning game development.\u003c/p>\n\u003cp>\u003cstrong>CONSUMER\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Consumer and learning game worlds have long been separate, with some notable crossovers (Where in the World is Carmen Sandiego and SimCity are two early standouts). But motivated companies are trying to make consumer crossovers more common and even more structured.\u003c!--more-->\u003c/p>\n\u003cp>Take the original Angry Birds, which has been used to teach \u003ca href=\"http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/\">physics\u003c/a>. Developer Rovio subsequently worked with NASA on the micro-gravity used in Angry Birds Space to improve its educational value (if you can ignore the exploding pigs in vacuum). That collaboration reached a new orbit with the landing of the Mars Curiosity rover and the \u003ca href=\"http://www.nasa.gov/home/hqnews/2012/aug/HQ_12-285_Angry_Birds.html\">release\u003c/a> the same month of an Angry Birds Space: Red Planet update with explicit links to NASA educational \u003ca href=\"http://www.nasa.gov/redplanet/mars.html\">content \u003c/a>about Mars.\u003c/p>\n\u003cp>Another example: Valve, the maker of hit video games such as Half-Life, \u003ca href=\"http://www.geekwire.com/2011/valve-high-hopes-nonsucky-educational-game/\">promoted\u003c/a> its Learn With Portals initiative last year and went on to release education-specific \u003ca href=\"http://www.teachwithportals.com/\">tools and lessons plans\u003c/a> for its Portal and Portal 2 games to help middle-school students learn physics and encourage STEM education.\u003c/p>\n\u003cp>It’s as if educators and companies are taking advantage of improved consumer game engines that allow for more realistic simulations – and the more life-like the fantasy scenarios become, the more applicable they may be for education in the real world.\u003c/p>\n\u003cp>\u003cstrong>NON-PROFITS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Non-profits, including foundations and research labs, are also creating games and simulations for use in education – and some commercial firms are even taking notice.\u003c/p>\n\u003cp>Digital citizenship game house \u003ca href=\"http://www.icivics.org/games\">iCivics\u003c/a> was founded by former Supreme Court Justice Sandra Day O’Connor. In two years, it created 16 digital educational games such as Argument Wars (arguing cases in front of the Supreme Court) and People’s Pie (controlling the federal government budget), along with teaching materials for each. Several of the iCivics games have made their way into BrainPOP’s year-old \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a> site for K-12 classrooms. BrainPOP Chief Operating Officer and General Manager Din Heiman notes many of the 50 or so games on its free GameUp site, “are grant funded, published by universities or by entities strongly affiliated with universities and research centers.”\u003c/p>\n\u003cp>Another non-profit offspring is \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, created by the \u003ca href=\"http://www.instituteofplay.org/about/\">Institute of Play\u003c/a> and released in late 2010. It’s a kind of meta-“learning game” game, designed to teach 7- to 14-year olds systems thinking and game design. Games created by students can be played by other students.\u003c/p>\n\u003cp>Other examples include games from organizations as varied as the \u003ca href=\"http://www.nobelprize.org/educational/\">Nobel Prize\u003c/a> to \u003ca href=\"http://www.generationcures.org/education\">Generation Cures\u003c/a>, based at Children’s Hospital Boston. Not to mention a number of government agencies, and museums such as those of the \u003ca href=\"http://www.si.edu/Encyclopedia/Search/Kids%20Favorites\">Smithsonian\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL INSTITUTIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Schools, colleges and universities are creating their own games and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">sims\u003c/a>. And rather than just use them for their own students, they’re sharing.\u003c/p>\n\u003cp>A relatively well-known example is the video game company management simulator \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, originally created by the MIT Sloan School of Management for its own use but made available – for free – to other institutions, and anyone with a web browser, early this year.\u003c/p>\n\u003cp>But there are more game-like – and even quirkier – examples. Take \u003ca href=\"http://cme.stanford.edu/septris/game/index.html\">Septris\u003c/a>. The brainchild of the Stanford University School of Medicine, it tackles education about the deadly complications of \u003ca href=\"http://cme.stanford.edu/septris/\">sepsis \u003c/a>by channeling the classic video game Tetris.\u003c/p>\n\u003cp>In Septris, two “hospital patients” sink fast with alarming vital signs, and players have to race to apply tests and treatments to make a diagnosis and keep them alive. (Sepsis, in real life, can kill a patient only a few hours; in the game, it can happen in as little as two minutes.) While the game is free and can be played on the web or mobile devices, nurses and doctors can level up $20 for a post-game test to get Continuing Medical Education credits. If they succeed.\u003c/p>\n\u003cp>In addition, initiatives like the \u003ca href=\"http://www.stemchallenge.org/winners/2012Youth.aspx\">National STEM Video Game Challenge\u003c/a> encourage students and teachers to create games that can be shared outside their schools’ walls.\u003c/p>\n\u003cp>Cool startups (such as \u003ca href=\"http://www.kuatostudios.com/index.html#\" target=\"_blank\">Kuato\u003c/a>) and established educational companies (such as \u003ca href=\"http://mhecdi.com/pt_about.html\" target=\"_blank\">McGraw-Hill\u003c/a>) are also sources of good learning games, but as the digital games for learning market accelerates, educators may be increasingly looking to – and companies looking over their shoulders at – the playful activities of their counterparts in the consumer, non-profit and academic worlds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> 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 the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He failed miserably at Septris, dashing any lingering hopes of his parents that he might someday be a doctor.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/attachment/89791847/\" rel=\"attachment wp-att-23906\">\u003cimg class=\"alignleft size-medium wp-image-23906\" title=\"89791847\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/89791847-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Don't count print books obsolete just yet -- especially when it comes to younger kids. A\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-36.html\"> study released today by the Joan Ganz Cooney Center\u003c/a> shows that even among parents who like reading e-books with their kids, the majority still prefer to read print books over e-books with their children.\u003c/p>\n\u003cp>The survey, which included 1,200 parents of children age 2 to 6, showed that, of those who owned iPads (462 in total), an overwhelming majority -- 89.9 percent -- said they read mostly print books and some e-books, compared to 7.5 percent who say they read print books and e-books equally with their children, and only 2.7 percent who read mostly or exclusively e-books.\u003c/p>\n\u003cp>But the report also draws an interesting conclusion about how print books or e-books (in this case, iPads with multimedia features) are alternately preferred in certain situations. During times when parents want to read with their kids (co-read, as the report calls it), print books are preferred, even when e-books are available. But parents prefer e-books when they're traveling or commuting.\u003c/p>\n\u003cp>Mixed reactions were reported in other aspects too. Although parents recognize that e-books can play a role in developing their kids' literacy skills, especially when kids are reading alone, many iPad owners -- a full one-third surveyed -- said that sometimes \"it's just too difficult to read with a child on digital devices, and nearly as many are worried the child would start to want to use the iPad all the time.\" Overall, in fact, 60 percent of parents said they prefer their child to read traditional print books.\u003c/p>\n\u003cp>This report follows another, much smaller survey of 32 parents, which \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">examined the difference \u003c!--more-->between recall and comprehension\u003c/a> when kids read e-books versus print books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, nuances in parents' motivations should be further examined, the report's authors write, with the following questions:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cblockquote>\n\u003cul>\n\u003cli>This survey focused on co-reading practices. What patterns of perceptions and behaviors exist among owners of iPads and other devices with regards to children’s solo use of e-books?\u003c/li>\n\u003cli>Do similar e-book perception and co-reading patterns exist among different samples of parents (for example, among samples of fathers or parents from different socio-economic circumstances?).\u003c/li>\n\u003cli>What role do specific e-book features play in children’s co-reading and solo reading experiences?\n\u003cul>\n\u003cli>What makes some parents perceive various features (e.g., embedded hotspots and animations) as helpful and others perceive them as distracting?\u003c/li>\n\u003cli>How do individual features aid or undermine the reading experience and children’s literacy development? Is the influence consistent across diverse reading contexts and when engaged with varying content (e.g., a preliterate child reading alone; when reading with a parent; when reading with a sibling; while reading various types of stories)?\u003c/li>\n\u003cli>Do parents’ and children’s perceptions of features change as they become more familiar with the device and with the specific e-book? Does the effectiveness of a feature change with exposure?\u003c/li>\n\u003cli>Do similar patterns exist for families who own other types of devices for reading children’s e-books?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>As our reading habits continue to evolve in response to new technologies, parents are still figuring out how best to leverage the devices and when it's more appropriate to stick with print books.\u003c/p>\n\u003cp>\"Our perspective is that we have yet to see best practices emerge from e-book designers. We must also keep in mind that this survey analysis merely presents a snapshot in time—parent sentiments and behaviors will evolve as kids’ e-books do and as they gain familiarity with e-books and devices for reading e-books,\" the report states.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>** UPDATE: The post has been edited to reflect the number of iPad owners' responses (462) compared to the total number of those surveyed (1,200).\u003c/p>\n\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/attachment/89791847/\" rel=\"attachment wp-att-23906\">\u003cimg class=\"alignleft size-medium wp-image-23906\" title=\"89791847\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/89791847-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Don't count print books obsolete just yet -- especially when it comes to younger kids. A\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-36.html\"> study released today by the Joan Ganz Cooney Center\u003c/a> shows that even among parents who like reading e-books with their kids, the majority still prefer to read print books over e-books with their children.\u003c/p>\n\u003cp>The survey, which included 1,200 parents of children age 2 to 6, showed that, of those who owned iPads (462 in total), an overwhelming majority -- 89.9 percent -- said they read mostly print books and some e-books, compared to 7.5 percent who say they read print books and e-books equally with their children, and only 2.7 percent who read mostly or exclusively e-books.\u003c/p>\n\u003cp>But the report also draws an interesting conclusion about how print books or e-books (in this case, iPads with multimedia features) are alternately preferred in certain situations. During times when parents want to read with their kids (co-read, as the report calls it), print books are preferred, even when e-books are available. But parents prefer e-books when they're traveling or commuting.\u003c/p>\n\u003cp>Mixed reactions were reported in other aspects too. Although parents recognize that e-books can play a role in developing their kids' literacy skills, especially when kids are reading alone, many iPad owners -- a full one-third surveyed -- said that sometimes \"it's just too difficult to read with a child on digital devices, and nearly as many are worried the child would start to want to use the iPad all the time.\" Overall, in fact, 60 percent of parents said they prefer their child to read traditional print books.\u003c/p>\n\u003cp>This report follows another, much smaller survey of 32 parents, which \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">examined the difference \u003c!--more-->between recall and comprehension\u003c/a> when kids read e-books versus print books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, nuances in parents' motivations should be further examined, the report's authors write, with the following questions:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cblockquote>\n\u003cul>\n\u003cli>This survey focused on co-reading practices. What patterns of perceptions and behaviors exist among owners of iPads and other devices with regards to children’s solo use of e-books?\u003c/li>\n\u003cli>Do similar e-book perception and co-reading patterns exist among different samples of parents (for example, among samples of fathers or parents from different socio-economic circumstances?).\u003c/li>\n\u003cli>What role do specific e-book features play in children’s co-reading and solo reading experiences?\n\u003cul>\n\u003cli>What makes some parents perceive various features (e.g., embedded hotspots and animations) as helpful and others perceive them as distracting?\u003c/li>\n\u003cli>How do individual features aid or undermine the reading experience and children’s literacy development? Is the influence consistent across diverse reading contexts and when engaged with varying content (e.g., a preliterate child reading alone; when reading with a parent; when reading with a sibling; while reading various types of stories)?\u003c/li>\n\u003cli>Do parents’ and children’s perceptions of features change as they become more familiar with the device and with the specific e-book? Does the effectiveness of a feature change with exposure?\u003c/li>\n\u003cli>Do similar patterns exist for families who own other types of devices for reading children’s e-books?\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003c/blockquote>\n\u003cp>As our reading habits continue to evolve in response to new technologies, parents are still figuring out how best to leverage the devices and when it's more appropriate to stick with print books.\u003c/p>\n\u003cp>\"Our perspective is that we have yet to see best practices emerge from e-book designers. We must also keep in mind that this survey analysis merely presents a snapshot in time—parent sentiments and behaviors will evolve as kids’ e-books do and as they gain familiarity with e-books and devices for reading e-books,\" the report states.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>** UPDATE: The post has been edited to reflect the number of iPad owners' responses (462) compared to the total number of those surveyed (1,200).\u003c/p>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23847\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/13511355@N06/1375685165/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23847\" title=\"1375685165_0026af5223_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1375685165_0026af5223_z-620x389.jpg\" alt=\"\" width=\"620\" height=\"389\">\u003c/a>Flickr: wohnai\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books.\u003c/p>\n\u003cp>These were the results of a pilot program created to understand why students have been slow to adopt digital texts and what would have to change in order to make them the preference. The pilot was developed by the University of Wisconsin, Cornell, University of Minnesota, University of Virginia and Indiana University, which decided to jointly investigate how e-textbooks could be used on their campuses with an e-text pilot during the spring semester of 2012.\u003c/p>\n\u003cp>What they found, produced in a report called Internet2 [\u003ca href=\"http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdf\">PDF\u003c/a>], was that, for purposes of study, at least, e-books were not quite there yet in terms of usability, visual presentation and navigation tools. The pilot program pointed out some glaring flaws in the e-reader model: Students reported problems with readability, complained of eyestrain, and said the e-books were not fully compatible with all mobile devices. They also noted that the navigation features meant to enhance learning like zoom, highlighting and annotation don’t function well.\u003c/p>\n\u003cp>What's more, the functions that make e-books more attractive to students than print books weren't being fully maximized by faculty. Features like annotating texts, collaboration tools and the ability to share notes with other students weren't being used or modeled by the professors. And if \u003c!--more-->educators used the e-books like a print textbook, that’s what students did as well. Faculty agreed that they did not often use the extra features available to them and wanted further training. But even for those who did use shared annotation features, some actually found it to be more distracting, especially when those annotations were from other students, not the professor.\u003c/p>\n\u003cp>\u003cstrong>WHAT THEY LIKED\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students said the biggest reason they'd choose e-books is because they cost significantly less than a used or new textbook. The College Board reports that the average student spends over a thousand dollars per school year on textbooks.\u003c/p>\n\u003cp>Aside from money saving aspect, students also liked the portability and ease of accessing textbooks on a tablet, e-reader or computer instead of carting around heavy books. \u003cem>\u003c/em>Students also said they’d be more likely to choose the e-book if it didn’t require access to the Internet, and if it was available to them for the duration of their college education, not just for the semester, which is how many e-books are offered.\u003c/p>\n\u003cp>But there’s hope for the e-readers. Students whose teachers used the shared annotation and highlighting features reported that they got more out of the class. And those same students were more likely to annotate as well, resulting in better performance.\u003c/p>\n\u003cp>The universities involved in the pilot are now discussing next steps – hoping to improve usage. One big thing they’re discussing is how to make e-readers widely available and not linked to one publisher or one platform.\u003c/p>\n\u003cp>Two big lessons learned from the pilot were that students have high expectations for their texts, whether print or electronic; and that successfully using e-readers means not just learning to use the service, but also learning how to teach and learn from a new platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">A similar study\u003c/a> last year, conducted by \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> reported similar findings: In its 2011 Global Student E-Book Survey, students’ e-book usage has not increased significantly in the past three years.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23847\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/13511355@N06/1375685165/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23847\" title=\"1375685165_0026af5223_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1375685165_0026af5223_z-620x389.jpg\" alt=\"\" width=\"620\" height=\"389\">\u003c/a>Flickr: wohnai\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books.\u003c/p>\n\u003cp>These were the results of a pilot program created to understand why students have been slow to adopt digital texts and what would have to change in order to make them the preference. The pilot was developed by the University of Wisconsin, Cornell, University of Minnesota, University of Virginia and Indiana University, which decided to jointly investigate how e-textbooks could be used on their campuses with an e-text pilot during the spring semester of 2012.\u003c/p>\n\u003cp>What they found, produced in a report called Internet2 [\u003ca href=\"http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdf\">PDF\u003c/a>], was that, for purposes of study, at least, e-books were not quite there yet in terms of usability, visual presentation and navigation tools. The pilot program pointed out some glaring flaws in the e-reader model: Students reported problems with readability, complained of eyestrain, and said the e-books were not fully compatible with all mobile devices. They also noted that the navigation features meant to enhance learning like zoom, highlighting and annotation don’t function well.\u003c/p>\n\u003cp>What's more, the functions that make e-books more attractive to students than print books weren't being fully maximized by faculty. Features like annotating texts, collaboration tools and the ability to share notes with other students weren't being used or modeled by the professors. And if \u003c!--more-->educators used the e-books like a print textbook, that’s what students did as well. Faculty agreed that they did not often use the extra features available to them and wanted further training. But even for those who did use shared annotation features, some actually found it to be more distracting, especially when those annotations were from other students, not the professor.\u003c/p>\n\u003cp>\u003cstrong>WHAT THEY LIKED\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students said the biggest reason they'd choose e-books is because they cost significantly less than a used or new textbook. The College Board reports that the average student spends over a thousand dollars per school year on textbooks.\u003c/p>\n\u003cp>Aside from money saving aspect, students also liked the portability and ease of accessing textbooks on a tablet, e-reader or computer instead of carting around heavy books. \u003cem>\u003c/em>Students also said they’d be more likely to choose the e-book if it didn’t require access to the Internet, and if it was available to them for the duration of their college education, not just for the semester, which is how many e-books are offered.\u003c/p>\n\u003cp>But there’s hope for the e-readers. Students whose teachers used the shared annotation and highlighting features reported that they got more out of the class. And those same students were more likely to annotate as well, resulting in better performance.\u003c/p>\n\u003cp>The universities involved in the pilot are now discussing next steps – hoping to improve usage. One big thing they’re discussing is how to make e-readers widely available and not linked to one publisher or one platform.\u003c/p>\n\u003cp>Two big lessons learned from the pilot were that students have high expectations for their texts, whether print or electronic; and that successfully using e-readers means not just learning to use the service, but also learning how to teach and learn from a new platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">A similar study\u003c/a> last year, conducted by \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> reported similar findings: In its 2011 Global Student E-Book Survey, students’ e-book usage has not increased significantly in the past three years.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23782\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone.jpg\">\u003cimg class=\"size-large wp-image-23782\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device movement\u003c/a> continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up.\u003c/p>\n\u003cp>One of the biggest issues educators continually bring up is equity.\u003c/p>\n\u003cp>\"Especially at the middle school level, not having a device and needing to find a classmate to share with results in further issues (selfishness, resentment, etc.),\" writes Kevin, a commenter to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">a recent post about Katy School District's BYOD program\u003c/a>. \"If so, how are these issues dealt with and turned into instructional situations?\"\u003c/p>\n\u003cp>But proponents of BYOD contend that students who have devices should not be prohibited from using them as a solution to the equity issue. Education blogger Lisa Nielsen \u003ca href=\"http://thejournal.com/Articles/2011/11/09/7-BYOD-Myths.aspx?Page=2\" target=\"_blank\">gives the following example of\u003c/a> a school district in Forsyth County, Georgia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The BYOD environment is fluid and policies should be as well.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Tim Clark, district instructional technology specialist with \u003cstrong>Forsyth County Schools\u003c/strong> (GA), explains that \u003cstrong>\u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html\" target=\"_blank\">in his experience with BYOD\u003c/a>\u003c/strong>, 'Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access,'\" Nielsen writes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another set of concerns, according to a \u003ca href=\"http://www.cosn.org/EdTechNex\" target=\"_blank\">CoSN report\u003c/a>, are around potential safety and security risks. One prevailing question, for example: Who's responsible for theft or damage to students' devices? Different districts deal with the issue in different ways. While some educators say kids \u003c!--more-->take care of their own devices better than those issued to them by schools, Fairfax County School district asks parents to sign a liability waiver along with their BYOD permission slips.\u003c/p>\n\u003cp>Students' use of their devices to send harassing or otherwise inappropriate messages is another concern. Most school districts already have bullying and behavioral policies in place, but those may need to be further clarified in regards to students' devices. While some schools prohibit use of devices in areas that are difficult to monitor, CoSN's report cites experts who suggest a more flexible policy.\u003c/p>\n\u003cp>\"CoSN Chair Bailey Mitchell, chief technology officer of Forsyth County (GA) Schools—a BYOD leader—advises against BYOD policies that are too rigid or restrictive. The BYOD environment is fluid, he says, and policies should be as well. Some districts give flexibility to schools to craft policies that make sense for their student populations,\" the report states.\u003c/p>\n\u003cp>That's exactly what's happening at Sacred Heart Cathedral Prep in San Francisco, where administrators see cell phones as tools used to say or do what might happen in the hallways and dining halls regardless of the device itself. The policy there is evolving, says Principal Gary Cannon.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving [kids] a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>Other districts handle it in different ways. According to the report, last year, computers and tablets were allowed at the Fairfax County district, but not cell phones. This year, the district \u003ca href=\"http://www.fcps.edu/it/byod/index.%20shtml\">is allowing smartphones\u003c/a> to be used, but each school must decide where and how they can be used.\u003c/p>\n\u003cp>Other logistics that must be dealt with:\u003c/p>\n\u003cul>\n\u003cli>The possibility of passing along viruses or malware from student devices to school computers while the devices are being charged.\u003c/li>\n\u003cli>Compliance to filtering policies in schools that ban certain websites on broadband, but that can be accessed through students' wireless service.\u003c/li>\n\u003cli>Unintentional access to private content, both on the part of teachers and students.\u003c/li>\n\u003c/ul>\n\u003cp>The CoSN report lists a host of ideas -- everything from wireless authentication to how to deal with virtual and remote desktops -- as solutions to addressing some of these concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23782\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone.jpg\">\u003cimg class=\"size-large wp-image-23782\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device movement\u003c/a> continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up.\u003c/p>\n\u003cp>One of the biggest issues educators continually bring up is equity.\u003c/p>\n\u003cp>\"Especially at the middle school level, not having a device and needing to find a classmate to share with results in further issues (selfishness, resentment, etc.),\" writes Kevin, a commenter to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">a recent post about Katy School District's BYOD program\u003c/a>. \"If so, how are these issues dealt with and turned into instructional situations?\"\u003c/p>\n\u003cp>But proponents of BYOD contend that students who have devices should not be prohibited from using them as a solution to the equity issue. Education blogger Lisa Nielsen \u003ca href=\"http://thejournal.com/Articles/2011/11/09/7-BYOD-Myths.aspx?Page=2\" target=\"_blank\">gives the following example of\u003c/a> a school district in Forsyth County, Georgia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The BYOD environment is fluid and policies should be as well.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Tim Clark, district instructional technology specialist with \u003cstrong>Forsyth County Schools\u003c/strong> (GA), explains that \u003cstrong>\u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html\" target=\"_blank\">in his experience with BYOD\u003c/a>\u003c/strong>, 'Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access,'\" Nielsen writes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another set of concerns, according to a \u003ca href=\"http://www.cosn.org/EdTechNex\" target=\"_blank\">CoSN report\u003c/a>, are around potential safety and security risks. One prevailing question, for example: Who's responsible for theft or damage to students' devices? Different districts deal with the issue in different ways. While some educators say kids \u003c!--more-->take care of their own devices better than those issued to them by schools, Fairfax County School district asks parents to sign a liability waiver along with their BYOD permission slips.\u003c/p>\n\u003cp>Students' use of their devices to send harassing or otherwise inappropriate messages is another concern. Most school districts already have bullying and behavioral policies in place, but those may need to be further clarified in regards to students' devices. While some schools prohibit use of devices in areas that are difficult to monitor, CoSN's report cites experts who suggest a more flexible policy.\u003c/p>\n\u003cp>\"CoSN Chair Bailey Mitchell, chief technology officer of Forsyth County (GA) Schools—a BYOD leader—advises against BYOD policies that are too rigid or restrictive. The BYOD environment is fluid, he says, and policies should be as well. Some districts give flexibility to schools to craft policies that make sense for their student populations,\" the report states.\u003c/p>\n\u003cp>That's exactly what's happening at Sacred Heart Cathedral Prep in San Francisco, where administrators see cell phones as tools used to say or do what might happen in the hallways and dining halls regardless of the device itself. The policy there is evolving, says Principal Gary Cannon.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving [kids] a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>Other districts handle it in different ways. According to the report, last year, computers and tablets were allowed at the Fairfax County district, but not cell phones. This year, the district \u003ca href=\"http://www.fcps.edu/it/byod/index.%20shtml\">is allowing smartphones\u003c/a> to be used, but each school must decide where and how they can be used.\u003c/p>\n\u003cp>Other logistics that must be dealt with:\u003c/p>\n\u003cul>\n\u003cli>The possibility of passing along viruses or malware from student devices to school computers while the devices are being charged.\u003c/li>\n\u003cli>Compliance to filtering policies in schools that ban certain websites on broadband, but that can be accessed through students' wireless service.\u003c/li>\n\u003cli>Unintentional access to private content, both on the part of teachers and students.\u003c/li>\n\u003c/ul>\n\u003cp>The CoSN report lists a host of ideas -- everything from wireless authentication to how to deal with virtual and remote desktops -- as solutions to addressing some of these concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329.jpg\">\u003cimg class=\"alignleft size-medium wp-image-23766\" title=\"99679329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>By Lillian Mongeau\u003c/h5>\n\u003cp>As gathering data about student performance \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">becomes a bigger priority in education,\u003c/a> schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/20/36programmers_ep.h31.html?tkn=UVQF2GrIejnS6%2B1hBu4H4zlvTIuHTDkjMFT3&cmp=ENL-EU-NEWS1\">creating their own data systems\u003c/a>.\u003c/p>\n\u003cp>California-based charter network \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Public Schools\u003c/a> is one of them. The school created a data system called \u003ca href=\"https://schoolzilla.org/\">Schoolzilla\u003c/a>, a web-based data platform that is now available to any school who wants to use it for free. Teachers or administrators can sign up at Schoolzilla to get started. Aspire offers implementation of the system for a fee. So far, there isn’t a set price for the service; it depends on the degree of help each school needs to set it up.\u003c/p>\n\u003cp>The data tool, originally developed three years ago, allows teachers to synthesize data from multiple sources and create reports. Teachers can see whether the entire class is struggling on a particular math standard, for example, or whether specific students are falling behind. The idea is to help teachers decide what tack to take with individual students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together.\"\u003c/p>\n\u003c/aside>\n\u003cp>But academic performance numbers aren’t the only data captured. Since the platform accesses multiple databases at once, teachers can compare things like student absenteeism to their grades. Or they can compare students’ grades to their scores on standardized tests in the same subject. Or they can compare the frequency of calls home with the number of disciplinary actions needed at school.\u003c/p>\n\u003cp>“Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together in massive Excel spreadsheets,” said Anna Utgoff, Aspires’ \u003c!--more-->director of learning technology. “It was a ridiculous thing for teachers ... to be spending their time on. We’re putting this all on a really flexible reporting platform, so we can make 100 versions,” of new reports depending on what teachers request, Utgoff said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Having all those reports at their fingertips gives [teachers] more time to plan and teach,” Utgoff added.\u003c/p>\n\u003cp>Aspire created Schoolzilla with funds from a combination of philanthropic donations, revenue earned by implementing the full data system in several districts across the country, and a $3.1 million \u003ca href=\"http://www2.ed.gov/programs/innovation/index.html\">Investing in Innovation\u003c/a> grant from the U.S. Department of Education.\u003c/p>\n\u003cp>Like Aspire, \u003ca href=\"http://www.rsed.org\">Rocketship Education\u003c/a>, a charter network with schools in Silicon Valley and across the country, has developed its own data system. And Aspire might spin off Schoolzilla into an independent start-up, much like \u003ca href=\"http://learnzillion.com\">LearnZillion\u003c/a>, a for-profit education video site that was incubated at E.L. Haynes Public Charter School in Washington.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329.jpg\">\u003cimg class=\"alignleft size-medium wp-image-23766\" title=\"99679329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>By Lillian Mongeau\u003c/h5>\n\u003cp>As gathering data about student performance \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">becomes a bigger priority in education,\u003c/a> schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/20/36programmers_ep.h31.html?tkn=UVQF2GrIejnS6%2B1hBu4H4zlvTIuHTDkjMFT3&cmp=ENL-EU-NEWS1\">creating their own data systems\u003c/a>.\u003c/p>\n\u003cp>California-based charter network \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Public Schools\u003c/a> is one of them. The school created a data system called \u003ca href=\"https://schoolzilla.org/\">Schoolzilla\u003c/a>, a web-based data platform that is now available to any school who wants to use it for free. Teachers or administrators can sign up at Schoolzilla to get started. Aspire offers implementation of the system for a fee. So far, there isn’t a set price for the service; it depends on the degree of help each school needs to set it up.\u003c/p>\n\u003cp>The data tool, originally developed three years ago, allows teachers to synthesize data from multiple sources and create reports. Teachers can see whether the entire class is struggling on a particular math standard, for example, or whether specific students are falling behind. The idea is to help teachers decide what tack to take with individual students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together.\"\u003c/p>\n\u003c/aside>\n\u003cp>But academic performance numbers aren’t the only data captured. Since the platform accesses multiple databases at once, teachers can compare things like student absenteeism to their grades. Or they can compare students’ grades to their scores on standardized tests in the same subject. Or they can compare the frequency of calls home with the number of disciplinary actions needed at school.\u003c/p>\n\u003cp>“Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together in massive Excel spreadsheets,” said Anna Utgoff, Aspires’ \u003c!--more-->director of learning technology. “It was a ridiculous thing for teachers ... to be spending their time on. We’re putting this all on a really flexible reporting platform, so we can make 100 versions,” of new reports depending on what teachers request, Utgoff said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Having all those reports at their fingertips gives [teachers] more time to plan and teach,” Utgoff added.\u003c/p>\n\u003cp>Aspire created Schoolzilla with funds from a combination of philanthropic donations, revenue earned by implementing the full data system in several districts across the country, and a $3.1 million \u003ca href=\"http://www2.ed.gov/programs/innovation/index.html\">Investing in Innovation\u003c/a> grant from the U.S. Department of Education.\u003c/p>\n\u003cp>Like Aspire, \u003ca href=\"http://www.rsed.org\">Rocketship Education\u003c/a>, a charter network with schools in Silicon Valley and across the country, has developed its own data system. And Aspire might spin off Schoolzilla into an independent start-up, much like \u003ca href=\"http://learnzillion.com\">LearnZillion\u003c/a>, a for-profit education video site that was incubated at E.L. Haynes Public Charter School in Washington.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23728\" class=\"wp-caption center\" style=\"max-width: 618px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/img_8760-2-2/\" rel=\"attachment wp-att-23728\">\u003cimg class=\"size-full wp-image-23728\" title=\"IMG_8760-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8760-2.jpg\" alt=\"\" width=\"618\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2.jpg 618w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2-320x200.jpg 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Karen Billings, Vice President of Education, SIIA\u003c/h5>\n\u003cp class=\"dropcap-serif\">Despite having to contend with deep budget cuts, schools are able to maintain current levels of technology growth, a surprising find from a recent survey by the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=141&Itemid=3\">Software & Information Industry Association\u003c/a>.\u003c/p>\n\u003cp>In its annual \u003ca href=\"http://www.siia.net/visionk20/\">Vision K-20 Survey\u003c/a>, which included 1,600 responders and comparisons over three years of data, SIIA found that education institutions are maintaining their level of investments in each of the five measures of progress: Enterprise Support, 21\u003csup>st\u003c/sup> Century Tools, Anytime/Anywhere Access, Differentiated Learning, and Assessment Tools.\u003c/p>\n\u003cp>This year’s survey showed some surprising trends in the industry:\u003c/p>\n\u003cul>\n\u003cli>Although participants say current technology use lags behind their ideal level, schools are continuing to implement technology despite budget cuts. Some likely reasons: they're using existing technology; they're turning to free or inexpensive digital content and resources; they're redirecting funds from things like print materials for digital resources.\u003c/li>\n\u003cli>Results showed an increase in technology integration that focuses on differentiated instruction, assessment tools, and information systems, suggesting these areas are priorities for schools. These include tools like learning management systems, online tutoring, online assessments, e-portfolios, and data-tracking systems.\u003c/li>\n\u003cli>The survey items that are closest to ideal integration, including broadband and security systems, may suggest that school- and district- wide goals are more attainable than individual classroom goals, like new hardware. This supports the commonly held notion that district personnel have prioritized Internet access, student privacy, and security when making tech decisions.\u003c/li>\n\u003cli>Overall, 24 percent of all participants report that their institutions are integrating technology at a high level.\u003c/li>\n\u003c/ul>\n\u003cp>Comparing the data and results from the survey’s 2009 inception to today, it’s evident that overall progress toward Vision K-20 goals continues to be very slow. While increases and decreases have \u003c!--more-->been recorded for various benchmarks in both K-12 and post-secondary, the changes year to year have been relatively minor. SIIA analysis suggests that while schools have made progress, rapid technology innovations make it difficult for schools to achieve the highest levels of technology implementation. \u003c/p>\n\u003cp>The areas that did see growth reflect an increased emphasis on assessments and accountability in schools. Survey respondents rated their current level of technology implementation on a scale of 1-4, with 1 being the lowest level of integration and 4 the highest. The four benchmarks that saw the most growth include:\u003c/p>\n\u003cul>\n\u003cli>Courseware and/or learning management systems that are used to differentiate instruction (average 2.07 from 1.91). This confirms the recent interest and growth of adaptive curriculum tools that allow for personalized learning and instruction.\u003c/li>\n\u003cli>Student information systems that track performance and institutional data for educational accountability and decision making (2.49, up from 2.35 in 2010).\u003c/li>\n\u003cli>Institution leaders that use technology tools for planning, budgeting, and decision making (2.52 from 2.42).\u003c/li>\n\u003cli>Technology-based assessments that measure a full range of 21st Century skills and knowledge (2.01 from 1.9).\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cfigure id=\"attachment_23727\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/visionk20/\" rel=\"attachment wp-att-23727\">\u003cimg class=\"size-large wp-image-23727\" title=\"VisionK20\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/VisionK20-620x480.png\" alt=\"\" width=\"620\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The survey also showed, for the fourth year in a row, a marked difference between K-12 and post-secondary institutions in the adoption of technology. The average scores for the 2012 survey were 2.39 for the K-12 segment and 2.71 for post-secondary (on a scale of 1-4), meaning post-secondary institutions are integrating new technologies faster then K-12 institutions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Despite variance in technology adoption, SIIA reports that the four areas schools have made the most progress in 2012 are exactly the same for both K-12 and post-secondary. This suggests that technology priorities for K-12 and post-secondary are strikingly similar. These four benchmarks include:\u003c/p>\n\u003cul>\n\u003cli>Security tools to protect student data and privacy.\u003c/li>\n\u003cli>The availability of high-speed broadband access for robust communication, administrative, and instructional needs.\u003c/li>\n\u003cli>High-speed broadband access for instructional uses, including collaborative learning, video-based communication, and other multimedia-rich interactions.\u003c/li>\n\u003cli>An institution website/portal provides the education community with access to applications, resources, and collaboration tools.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>This year, for the first time in the survey, participants were asked to respond to each of the questions based on both their current level and their ideal level of technology integration. For each of the measures of progress, survey participants rated their ideal implementation of each measure much higher than the current level. Overall, 75 percent of K-12 respondents chose the “highest” level of technology use as their ideal level.\u003c/p>\n\u003cp>This survey is an annual online self-assessment for educational leaders in K-12 and post-secondary institutions, created to monitor institutional progress in attaining Vision K-20 goals. The Vision K-20 initiative was developed by SIIA education members and education thought leaders to represent educational outcomes enabled through technology and e-learning. There were over 1,600 responders to this year’s survey, with data collected from March to May 2012. This year's report includes three-year trend data, so it's easy to see where institutions feel they have progressed, and where they feel stagnant. \u003c/p>\n\u003cp>Responders this year indicated they appreciate the survey because it helps them see where their focus needs to be for the future of their institutions. Even with limited equipment and a lack of a technology budget, they think it's important to have a solid plan and informed priorities. That said, perhaps the true value of the survey is not in the resulting scores, but simply the planning support it gives to education institutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read the full \u003ca href=\"http://www.siia.net/visionk20/.\">Vision K-20 survey here\u003c/a>.\u003c/p>\n\n",
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"description": "By Karen Billings, Vice President of Education, SIIA Despite having to contend with deep budget cuts, schools are able to maintain current levels of technology growth, a surprising find from a recent survey by the Software & Information Industry Association. In its annual Vision K-20 Survey, which included 1,600 responders and comparisons over three years of",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23728\" class=\"wp-caption center\" style=\"max-width: 618px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/img_8760-2-2/\" rel=\"attachment wp-att-23728\">\u003cimg class=\"size-full wp-image-23728\" title=\"IMG_8760-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8760-2.jpg\" alt=\"\" width=\"618\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2.jpg 618w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/IMG_8760-2-320x200.jpg 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Karen Billings, Vice President of Education, SIIA\u003c/h5>\n\u003cp class=\"dropcap-serif\">Despite having to contend with deep budget cuts, schools are able to maintain current levels of technology growth, a surprising find from a recent survey by the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=141&Itemid=3\">Software & Information Industry Association\u003c/a>.\u003c/p>\n\u003cp>In its annual \u003ca href=\"http://www.siia.net/visionk20/\">Vision K-20 Survey\u003c/a>, which included 1,600 responders and comparisons over three years of data, SIIA found that education institutions are maintaining their level of investments in each of the five measures of progress: Enterprise Support, 21\u003csup>st\u003c/sup> Century Tools, Anytime/Anywhere Access, Differentiated Learning, and Assessment Tools.\u003c/p>\n\u003cp>This year’s survey showed some surprising trends in the industry:\u003c/p>\n\u003cul>\n\u003cli>Although participants say current technology use lags behind their ideal level, schools are continuing to implement technology despite budget cuts. Some likely reasons: they're using existing technology; they're turning to free or inexpensive digital content and resources; they're redirecting funds from things like print materials for digital resources.\u003c/li>\n\u003cli>Results showed an increase in technology integration that focuses on differentiated instruction, assessment tools, and information systems, suggesting these areas are priorities for schools. These include tools like learning management systems, online tutoring, online assessments, e-portfolios, and data-tracking systems.\u003c/li>\n\u003cli>The survey items that are closest to ideal integration, including broadband and security systems, may suggest that school- and district- wide goals are more attainable than individual classroom goals, like new hardware. This supports the commonly held notion that district personnel have prioritized Internet access, student privacy, and security when making tech decisions.\u003c/li>\n\u003cli>Overall, 24 percent of all participants report that their institutions are integrating technology at a high level.\u003c/li>\n\u003c/ul>\n\u003cp>Comparing the data and results from the survey’s 2009 inception to today, it’s evident that overall progress toward Vision K-20 goals continues to be very slow. While increases and decreases have \u003c!--more-->been recorded for various benchmarks in both K-12 and post-secondary, the changes year to year have been relatively minor. SIIA analysis suggests that while schools have made progress, rapid technology innovations make it difficult for schools to achieve the highest levels of technology implementation. \u003c/p>\n\u003cp>The areas that did see growth reflect an increased emphasis on assessments and accountability in schools. Survey respondents rated their current level of technology implementation on a scale of 1-4, with 1 being the lowest level of integration and 4 the highest. The four benchmarks that saw the most growth include:\u003c/p>\n\u003cul>\n\u003cli>Courseware and/or learning management systems that are used to differentiate instruction (average 2.07 from 1.91). This confirms the recent interest and growth of adaptive curriculum tools that allow for personalized learning and instruction.\u003c/li>\n\u003cli>Student information systems that track performance and institutional data for educational accountability and decision making (2.49, up from 2.35 in 2010).\u003c/li>\n\u003cli>Institution leaders that use technology tools for planning, budgeting, and decision making (2.52 from 2.42).\u003c/li>\n\u003cli>Technology-based assessments that measure a full range of 21st Century skills and knowledge (2.01 from 1.9).\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cfigure id=\"attachment_23727\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/visionk20/\" rel=\"attachment wp-att-23727\">\u003cimg class=\"size-large wp-image-23727\" title=\"VisionK20\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/VisionK20-620x480.png\" alt=\"\" width=\"620\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The survey also showed, for the fourth year in a row, a marked difference between K-12 and post-secondary institutions in the adoption of technology. The average scores for the 2012 survey were 2.39 for the K-12 segment and 2.71 for post-secondary (on a scale of 1-4), meaning post-secondary institutions are integrating new technologies faster then K-12 institutions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite variance in technology adoption, SIIA reports that the four areas schools have made the most progress in 2012 are exactly the same for both K-12 and post-secondary. This suggests that technology priorities for K-12 and post-secondary are strikingly similar. These four benchmarks include:\u003c/p>\n\u003cul>\n\u003cli>Security tools to protect student data and privacy.\u003c/li>\n\u003cli>The availability of high-speed broadband access for robust communication, administrative, and instructional needs.\u003c/li>\n\u003cli>High-speed broadband access for instructional uses, including collaborative learning, video-based communication, and other multimedia-rich interactions.\u003c/li>\n\u003cli>An institution website/portal provides the education community with access to applications, resources, and collaboration tools.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>This year, for the first time in the survey, participants were asked to respond to each of the questions based on both their current level and their ideal level of technology integration. For each of the measures of progress, survey participants rated their ideal implementation of each measure much higher than the current level. Overall, 75 percent of K-12 respondents chose the “highest” level of technology use as their ideal level.\u003c/p>\n\u003cp>This survey is an annual online self-assessment for educational leaders in K-12 and post-secondary institutions, created to monitor institutional progress in attaining Vision K-20 goals. The Vision K-20 initiative was developed by SIIA education members and education thought leaders to represent educational outcomes enabled through technology and e-learning. There were over 1,600 responders to this year’s survey, with data collected from March to May 2012. This year's report includes three-year trend data, so it's easy to see where institutions feel they have progressed, and where they feel stagnant. \u003c/p>\n\u003cp>Responders this year indicated they appreciate the survey because it helps them see where their focus needs to be for the future of their institutions. Even with limited equipment and a lack of a technology budget, they think it's important to have a solid plan and informed priorities. That said, perhaps the true value of the survey is not in the resulting scores, but simply the planning support it gives to education institutions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read the full \u003ca href=\"http://www.siia.net/visionk20/.\">Vision K-20 survey here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Will Free Online Textbooks Become a Reality for California College Students?",
"title": "Will Free Online Textbooks Become a Reality for California College Students?",
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"content": "\u003cdiv id=\"attachment_23650\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 571px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\">\u003cimg class=\"size-full wp-image-23650\" title=\"1348258211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By Ana Tintocalis\u003c/h5>\n\u003cp class=\"dropcap-serif\">California is one step closer to bringing free online textbooks for state college students, a huge step for the open education movement. A \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">historic bill\u003c/a> on the desk of Governor Jerry Brown would give college professors, and thereby students, an option to use free online, customizable curriculum rather than print textbooks, for which students spend upwards of $1,000 per year. The measure establishes the first free digital library for the University of California, the California State University and California Community College systems.\u003c/p>\n\u003cp>If the bill passes, students of 50 most popular lower-division courses could access the content through an online portal at little or no cost. Faculty members would be able to remix and repurpose the digital content as they see fit, rather than having to rely on print textbooks.\u003c/p>\n\u003cp>A \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">similar effort is underway \u003c/a>in the state of Washington, led by the Washington State Board for Community & Technical Colleges, which seeks to create an Open Course Library that will include inexpensive online educational content. [\u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Read more\u003c/a> about some of the challenges they're contending with.]\u003c/p>\n\u003cp>Dean Florez, president and CEO of the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, who helped craft the bill for State Senate President Pro Tem Darryl Steinberg, says the content within the digital library would \u003c!--more-->also be interactive, with links to chat rooms also known as \"open study halls.\"\u003c/p>\n\u003cp>“Our students are so used to being networked … we really see these books as ‘social books,’” Florez said. “Students become engaged with each other, not through the professor, but through the book itself.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It would take $10 million in start-up costs to develop California’s first open source college library. The state would provide half of that amount; the other half has to be matched by foundations and other private sector players.\u003c/p>\n\u003cp>Textbook publishers have been reluctant to endorse the bill because the shift would substantially undercut their profits. The Association of American Publishers executive director Bruce Hildebrand says while textbook producers are not against open-source materials, they don’t like “when the government wants to go into competition to become publishers.”\u003c/p>\n\u003cp>But Florez says the state would not create these e-books. Instead, the state will be relying on content creators to collaborate with faculty, education tech developers in Silicon Valley and elsewhere to create innovative enhancements. The materials would then be placed under Creative Commons licensing, which allows students and educators to customize curriculum by choosing content from different resources.\u003c/p>\n\u003cp>Florez says faculty will have the final say in which e-books will be chosen because an amendment to the bill establishes the Open Resource Council comprised of UC, CSU and community college professors. These faculty members will be in charge of pinpointing which lower division courses should benefit from open source materials, what e-books get approved, and how often the content should be updated.\u003c/p>\n\u003cp>“[The measure] asks our faculty members to put their stamp of the approval on these books. These are the faculty members that will be using [the books]. I think that was a great improvement in the bill.”\u003c/p>\n\u003cp>The Governor has until the end of the month to sign or veto the legislation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23650\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 571px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\">\u003cimg class=\"size-full wp-image-23650\" title=\"1348258211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By Ana Tintocalis\u003c/h5>\n\u003cp class=\"dropcap-serif\">California is one step closer to bringing free online textbooks for state college students, a huge step for the open education movement. A \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">historic bill\u003c/a> on the desk of Governor Jerry Brown would give college professors, and thereby students, an option to use free online, customizable curriculum rather than print textbooks, for which students spend upwards of $1,000 per year. The measure establishes the first free digital library for the University of California, the California State University and California Community College systems.\u003c/p>\n\u003cp>If the bill passes, students of 50 most popular lower-division courses could access the content through an online portal at little or no cost. Faculty members would be able to remix and repurpose the digital content as they see fit, rather than having to rely on print textbooks.\u003c/p>\n\u003cp>A \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">similar effort is underway \u003c/a>in the state of Washington, led by the Washington State Board for Community & Technical Colleges, which seeks to create an Open Course Library that will include inexpensive online educational content. [\u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Read more\u003c/a> about some of the challenges they're contending with.]\u003c/p>\n\u003cp>Dean Florez, president and CEO of the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, who helped craft the bill for State Senate President Pro Tem Darryl Steinberg, says the content within the digital library would \u003c!--more-->also be interactive, with links to chat rooms also known as \"open study halls.\"\u003c/p>\n\u003cp>“Our students are so used to being networked … we really see these books as ‘social books,’” Florez said. “Students become engaged with each other, not through the professor, but through the book itself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It would take $10 million in start-up costs to develop California’s first open source college library. The state would provide half of that amount; the other half has to be matched by foundations and other private sector players.\u003c/p>\n\u003cp>Textbook publishers have been reluctant to endorse the bill because the shift would substantially undercut their profits. The Association of American Publishers executive director Bruce Hildebrand says while textbook producers are not against open-source materials, they don’t like “when the government wants to go into competition to become publishers.”\u003c/p>\n\u003cp>But Florez says the state would not create these e-books. Instead, the state will be relying on content creators to collaborate with faculty, education tech developers in Silicon Valley and elsewhere to create innovative enhancements. The materials would then be placed under Creative Commons licensing, which allows students and educators to customize curriculum by choosing content from different resources.\u003c/p>\n\u003cp>Florez says faculty will have the final say in which e-books will be chosen because an amendment to the bill establishes the Open Resource Council comprised of UC, CSU and community college professors. These faculty members will be in charge of pinpointing which lower division courses should benefit from open source materials, what e-books get approved, and how often the content should be updated.\u003c/p>\n\u003cp>“[The measure] asks our faculty members to put their stamp of the approval on these books. These are the faculty members that will be using [the books]. I think that was a great improvement in the bill.”\u003c/p>\n\u003cp>The Governor has until the end of the month to sign or veto the legislation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23635\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631.jpg\">\u003cimg class=\"size-large wp-image-23635\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As more schools start to integrate their own \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning strategies\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Device policies\u003c/a>, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program.\u003c/p>\n\u003cp>Katy Independent School District (ISD) has a student population of 63,000 students and 56 schools – elementary, middle and high schools. There are 83 languages spoken by students in the district and 31 percent of the student population is on free or reduced lunch programs.\u003c/p>\n\u003cp>In 2009, Katy began a three-year plan to change instruction in the school district by promoting a standardized toolbox of web-based tools dubbed “Web 2.0.” They also set out guidelines for behavior in the digital space called “Digital Citizenship,” in the hopes that the school would not just teach kids math and reading, but also how to behave in a public digital world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not.”\u003c/p>\n\u003c/aside>\n\u003cp>But first, the school district needed to understand the ins and outs of mobile learning. Lenny Schad, the Chief Information Officer for the district led the effort who has become the go-to guy for educators looking to implement their own mobile learning strategy has one primary piece of advice: Mobile learning is a holistic educational plan, not just introducing technology into existing structures.\u003c/p>\n\u003cp>“Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing,” he explained in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E959DC88884E\">EdWeb \u003c!--more-->webinar\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schad stressed that the teacher’s role in a mobile learning classroom changes significantly. Rather than standing up front or sitting behind a desk and transmitting information, kids are doing a lot of the learning on their own. The teacher’s job is to get up, walk around, monitor the kids’ progress and make sure they're staying on task.\u003c/p>\n\u003cp>“It completely changed the dynamic of the classroom,” Schad said. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore -- Schad said kids played educational games for hours without realizing they were learning.\u003c/p>\n\u003cp>\u003cstrong>STEP BY STEP\u003c/strong>\u003c/p>\n\u003cp>The district rolled out its mobile learning strategy slowly, at first only focusing on the early adopters from the teaching staff, and a limited group of students. The district gave out 130 mobile learning devices to fifth-graders. The devices were web-enabled, but could only access sites approved on the main network. Phone and text functions were turned off. Students loved it. Schad said they were immediately more engaged in the classroom and student achievement scores went up. So, in 2010 the district expanded the program to 11 campuses and handed out 1,700 devices.\u003c/p>\n\u003cp>Katy put together an approved package of mobile learning tools for teachers, part of the Web 2.0 kits. They use \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, a social networking site for teachers and students to share information about school work. Shad is also excited about \u003ca href=\"http://www.discoveryeducation.com/\">Discovery Education\u003c/a>, a tool that allows students to bring the world into the classroom. For example, a student could build a virtual circuit on a tablet, and understand the process by actually doing it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Cash-Strapped Schools, Students Bring Their Own Devices\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">To Ban or Not To Ban: Schools Weigh Cell Phone Policies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>But mobile devices are just one set of tools in the district's toolbox. Schad says there are times when mobile learning works best, often in math and science, but at other times laptops or pen-and-pencil instruction are more appropriate.\u003c/p>\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not,” he said.\u003c/p>\n\u003cp>After all the groundwork Katy had been laid to test mobile learning with students, teachers, and parents, the BOYD program seemed inevitable -- a natural progression. Teachers wanted more devices and that was an easy way to get them. At the end of the three-year implementation, the district surveyed students and found that 77 percent were bringing their own devices to school, 54 percent of which were smartphones. They also surveyed their 4,000 teachers, got 1,609 responses and found that 33 percent of those respondents were already regularly incorporating BYOD into instruction. Another 46 percent said they would use BYOD more if they had more devices.\u003c/p>\n\u003cp>Schad attributed the hesitancy of half the teachers to concerns over equity – teachers didn’t want to use BYOD if not everyone had a device. Schad said that could be easily solved by having students work in teams – a student without a device collaborates with a student who does have one.\u003c/p>\n\u003cp>Schad explained that at the beginning of the program, middle school students were only allowed to bring out their devices when directed to by a teacher. They were not allowed to use them at lunch or when passing in the halls. However, the high school students were allowed to have theirs all day. Schad said when establishing these rules restricting use, students behaved more responsibly.\u003c/p>\n\u003cp>“It changed the tone and helped with the kids understanding of digital citizenship, when it's appropriate and when it's not,” he said. There were so few problems with abuse that this school year the district loosened the middle school rules to mirror the high school.\u003c/p>\n\u003cp>As for funding, Katy received a number of grants that helped the district upgrade its Wi-Fi, which helped kick-start this initiative. Schad estimates that each device costs about $100 and the data plan costs $34. That doesn’t include any of the costs of maintaining the system like training, outreach and the other support roles that made the Katy three-year plan a success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23635\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631.jpg\">\u003cimg class=\"size-large wp-image-23635\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As more schools start to integrate their own \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning strategies\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Device policies\u003c/a>, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program.\u003c/p>\n\u003cp>Katy Independent School District (ISD) has a student population of 63,000 students and 56 schools – elementary, middle and high schools. There are 83 languages spoken by students in the district and 31 percent of the student population is on free or reduced lunch programs.\u003c/p>\n\u003cp>In 2009, Katy began a three-year plan to change instruction in the school district by promoting a standardized toolbox of web-based tools dubbed “Web 2.0.” They also set out guidelines for behavior in the digital space called “Digital Citizenship,” in the hopes that the school would not just teach kids math and reading, but also how to behave in a public digital world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not.”\u003c/p>\n\u003c/aside>\n\u003cp>But first, the school district needed to understand the ins and outs of mobile learning. Lenny Schad, the Chief Information Officer for the district led the effort who has become the go-to guy for educators looking to implement their own mobile learning strategy has one primary piece of advice: Mobile learning is a holistic educational plan, not just introducing technology into existing structures.\u003c/p>\n\u003cp>“Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing,” he explained in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E959DC88884E\">EdWeb \u003c!--more-->webinar\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schad stressed that the teacher’s role in a mobile learning classroom changes significantly. Rather than standing up front or sitting behind a desk and transmitting information, kids are doing a lot of the learning on their own. The teacher’s job is to get up, walk around, monitor the kids’ progress and make sure they're staying on task.\u003c/p>\n\u003cp>“It completely changed the dynamic of the classroom,” Schad said. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore -- Schad said kids played educational games for hours without realizing they were learning.\u003c/p>\n\u003cp>\u003cstrong>STEP BY STEP\u003c/strong>\u003c/p>\n\u003cp>The district rolled out its mobile learning strategy slowly, at first only focusing on the early adopters from the teaching staff, and a limited group of students. The district gave out 130 mobile learning devices to fifth-graders. The devices were web-enabled, but could only access sites approved on the main network. Phone and text functions were turned off. Students loved it. Schad said they were immediately more engaged in the classroom and student achievement scores went up. So, in 2010 the district expanded the program to 11 campuses and handed out 1,700 devices.\u003c/p>\n\u003cp>Katy put together an approved package of mobile learning tools for teachers, part of the Web 2.0 kits. They use \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, a social networking site for teachers and students to share information about school work. Shad is also excited about \u003ca href=\"http://www.discoveryeducation.com/\">Discovery Education\u003c/a>, a tool that allows students to bring the world into the classroom. For example, a student could build a virtual circuit on a tablet, and understand the process by actually doing it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Cash-Strapped Schools, Students Bring Their Own Devices\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">To Ban or Not To Ban: Schools Weigh Cell Phone Policies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>But mobile devices are just one set of tools in the district's toolbox. Schad says there are times when mobile learning works best, often in math and science, but at other times laptops or pen-and-pencil instruction are more appropriate.\u003c/p>\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not,” he said.\u003c/p>\n\u003cp>After all the groundwork Katy had been laid to test mobile learning with students, teachers, and parents, the BOYD program seemed inevitable -- a natural progression. Teachers wanted more devices and that was an easy way to get them. At the end of the three-year implementation, the district surveyed students and found that 77 percent were bringing their own devices to school, 54 percent of which were smartphones. They also surveyed their 4,000 teachers, got 1,609 responses and found that 33 percent of those respondents were already regularly incorporating BYOD into instruction. Another 46 percent said they would use BYOD more if they had more devices.\u003c/p>\n\u003cp>Schad attributed the hesitancy of half the teachers to concerns over equity – teachers didn’t want to use BYOD if not everyone had a device. Schad said that could be easily solved by having students work in teams – a student without a device collaborates with a student who does have one.\u003c/p>\n\u003cp>Schad explained that at the beginning of the program, middle school students were only allowed to bring out their devices when directed to by a teacher. They were not allowed to use them at lunch or when passing in the halls. However, the high school students were allowed to have theirs all day. Schad said when establishing these rules restricting use, students behaved more responsibly.\u003c/p>\n\u003cp>“It changed the tone and helped with the kids understanding of digital citizenship, when it's appropriate and when it's not,” he said. There were so few problems with abuse that this school year the district loosened the middle school rules to mirror the high school.\u003c/p>\n\u003cp>As for funding, Katy received a number of grants that helped the district upgrade its Wi-Fi, which helped kick-start this initiative. Schad estimates that each device costs about $100 and the data plan costs $34. That doesn’t include any of the costs of maintaining the system like training, outreach and the other support roles that made the Katy three-year plan a success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "GameDesk Opens New Game-Based School ",
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"content": "\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23540\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23540\" title=\"6660098369_640ec3fb64\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Lexie Flickinger\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">As schools get ready to deploy iPads this year, each one is scrambling to figure out how to develop an efficient and effective system that works. With no standardized system or uniform roadmap to follow, at the moment, it's up to individual schools to reach out through their networks to find information about best practices and smooth, streamlined service.\u003c/p>\n\u003cp>Without professional development and a set plan in place, educators in individual classes might be stumped by how to set up iPads for different uses. But once a system is in place, educators will intuitively be able to move on with the business of guiding student learning.\u003c/p>\n\u003cp>To that end, here are some ideas about how to put a system in place for iPad use in classrooms:\u003c/p>\n\u003cul>\n\u003cli>Establish clearly written Frequently Asked Questions a sensible Responsible Use Policy and a white paper that explains the rationale behind the decision to move to iPads, but also be flexible and nimble with policy as iPads and the best uses for them continue to evolve.\u003c/li>\n\u003cli>Include the responsible use policy or acceptable use policy as a PDF in the iBooks app on the iPad so students and teachers can readily access.\u003c/li>\n\u003cli>Provide students with photos of proper care and post these photos around key areas of campus as reminders (with a short checklist on essential care).\u003c/li>\n\u003cli>Create short video tutorials on how to use different apps.\u003c/li>\n\u003cli>Develop a few surveys throughout the year to gather feedback to make mid-course corrections.\u003c!--more-->\u003c/li>\n\u003cli>Take photos of classroom set up, with projectors and audio, and post these photos in every classroom, with a short cheat sheet of directions. Create a job in each classroom where students take ownership of the process of ensuring that all systems are working. This will minimize loss of instructional time spent on malfunctioning wiring or connectivity.\u003c/li>\n\u003cli>Share best practices and successes with short videos and student presentations with parents, and enlist students as ambassadors to teach adults how to use iPads. This can happen at a parent education event or another similar event.\u003c/li>\n\u003cli>Track paper and waste reduction. The shift to iPads makes the paperless classroom a possibility. Have each class monitor their use of paper and printing and set targets for each class, grade level and the entire school.\u003c/li>\n\u003cli>Track app usage to find out which apps are most used and most effective.\u003c/li>\n\u003cli>Have teachers share best practices at staff meetings. Those who take the lead can help their colleagues figure out how to use apps effectively to deepen student learning. These trainings can occur at staff meetings or in smaller groups at department meetings and should be a regular part of the learning cycle for teachers, who then teach their students.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23540\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23540\" title=\"6660098369_640ec3fb64\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Lexie Flickinger\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">As schools get ready to deploy iPads this year, each one is scrambling to figure out how to develop an efficient and effective system that works. With no standardized system or uniform roadmap to follow, at the moment, it's up to individual schools to reach out through their networks to find information about best practices and smooth, streamlined service.\u003c/p>\n\u003cp>Without professional development and a set plan in place, educators in individual classes might be stumped by how to set up iPads for different uses. But once a system is in place, educators will intuitively be able to move on with the business of guiding student learning.\u003c/p>\n\u003cp>To that end, here are some ideas about how to put a system in place for iPad use in classrooms:\u003c/p>\n\u003cul>\n\u003cli>Establish clearly written Frequently Asked Questions a sensible Responsible Use Policy and a white paper that explains the rationale behind the decision to move to iPads, but also be flexible and nimble with policy as iPads and the best uses for them continue to evolve.\u003c/li>\n\u003cli>Include the responsible use policy or acceptable use policy as a PDF in the iBooks app on the iPad so students and teachers can readily access.\u003c/li>\n\u003cli>Provide students with photos of proper care and post these photos around key areas of campus as reminders (with a short checklist on essential care).\u003c/li>\n\u003cli>Create short video tutorials on how to use different apps.\u003c/li>\n\u003cli>Develop a few surveys throughout the year to gather feedback to make mid-course corrections.\u003c!--more-->\u003c/li>\n\u003cli>Take photos of classroom set up, with projectors and audio, and post these photos in every classroom, with a short cheat sheet of directions. Create a job in each classroom where students take ownership of the process of ensuring that all systems are working. This will minimize loss of instructional time spent on malfunctioning wiring or connectivity.\u003c/li>\n\u003cli>Share best practices and successes with short videos and student presentations with parents, and enlist students as ambassadors to teach adults how to use iPads. This can happen at a parent education event or another similar event.\u003c/li>\n\u003cli>Track paper and waste reduction. The shift to iPads makes the paperless classroom a possibility. Have each class monitor their use of paper and printing and set targets for each class, grade level and the entire school.\u003c/li>\n\u003cli>Track app usage to find out which apps are most used and most effective.\u003c/li>\n\u003cli>Have teachers share best practices at staff meetings. Those who take the lead can help their colleagues figure out how to use apps effectively to deepen student learning. These trainings can occur at staff meetings or in smaller groups at department meetings and should be a regular part of the learning cycle for teachers, who then teach their students.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch5>\u003c/h5>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/screen-shot-2012-08-17-at-2-56-01-pm/\" rel=\"attachment wp-att-23424\">\u003cimg class=\"aligncenter size-full wp-image-23424\" title=\"Screen Shot 2012-08-17 at 2.56.01 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM.png\" alt=\"\" width=\"512\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM-400x214.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM-320x171.png 320w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/a>\u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">By Jennifer Carey \u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"https://www.dropbox.com/\">Dropbox\u003c/a> is many things — a powerful, multifaceted tool that can be used in a number of different ways. But the short and sweet of it is this: you can use it to store and sync documents and files across computers, tablets, and smart phones.\u003c/p>\n\u003cp>You can write a lecture or lesson plan on your computer at home, put it in your Dropbox folder, and whoosh – it’s synced with your work computer. You can open files, make changes, which are then automatically synced with your home computer. It’s seamless, fast and free.\u003c/p>\n\u003cp>You can manage your own material and make it more readily accessible. By keeping lectures and other school materials on Dropbox, you always have access to the most recent changes. And many applications that you likely use (Evernote, Things, 1Password, Elements, to name a few) have a Dropbox sync option. Check your favorite applications to see if they have a “save to Dropbox” feature. Since Dropbox works across platforms and devices, you can use a Mac at home, a PC at work, a Blackberry phone and an iPad, and you will have access to your documents on *all* of \u003c!--more-->them (there are also Dropbox apps for iPhone, Android and Linux).\u003c/p>\n\u003cp>\u003cstrong>USING DROPBOX WITH STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Dropbox can also be a great teaching/learning tool. You can use it to store copies of hand-outs, distribute presentations, and as a way for students to turn in homework assignments. It’s an easy electronic homework drop (compared to email) and will time stamp submissions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dropbox can also be a useful tool in managing student projects and presentations. Students can submit the visual components of class presentations, and it's easy for educators to determine whether students have completed a particular portion of a project or presentation assignment. Best of all, since all presentations are “turned in” to same same virtual place, every student can access his or her presentation via one log-in (a huge time saver when you’re trying to get through many presentations in a single 50-minute class).\u003c/p>\n\u003cp>Students can use Dropbox on their phones to review handouts (rather than a print-out, ultimately saving paper). And, like you, they can sync their files across multiple computers outside of school.\u003c/p>\n\u003cp>This isn’t a program you will have to teach your students to use. Don’t be surprised if in a few weeks, they’re showing you some tricks you haven’t even considered.\u003c/p>\n\u003cp>\u003ca>Dropbox\u003c/a> is more of a mega-utility than a simple tool. It begs you to think up new ways to use it, in and out of the classroom. If you download a free copy of Dropbox \u003ca href=\"http://db.tt/zz8ryhd\">via this link\u003c/a>, you’ll get an extra 250mb of storage space for free. Install it on your computers and any other compatible devices. Play with it and see what it has to offer!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A version of this post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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