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"content": "\u003cdiv id=\"attachment_24047\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/blakespot/6994358695/sizes/h/in/photostream/\">\u003cimg class=\"size-large wp-image-24047\" title=\"6994358695_28dc5b4d04_h\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6994358695_28dc5b4d04_h-620x426.jpg\" alt=\"\" width=\"620\" height=\"426\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Blakespot\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">An estimated \u003ca href=\"http://venturebeat.com/2012/02/08/study-u-s-gaming-population-has-nearly-tripled-in-three-years/\">135 million people\u003c/a> play video games, spending \u003ca href=\"http://www.fastcompany.com/1702209/how-video-games-are-infiltrating-and-improving-every-part-our-lives\">three billion hours a week\u003c/a> glued to a screen. But that's not necessarily bad news. In fact, playing video games may be part of an evolutionary leap forward, according to \u003ca href=\"http://rheingold.com/\">Howard Rheingold\u003c/a>, educator and author of the book \u003ca href=\"http://www.amazon.com/Net-Smart-How-Thrive-Online/dp/0262017458\">Net Smart: How to Thrive Online\u003c/a>.\u003c/p>\n\u003cp>Rather than characterizing them as hapless drones wasting time, Rheingold's book contends that this massive population of gamers is part of a growing group of \"supercollaborators,\" as described by Jane McGonigal, director of game research and development at the \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>, who's interviewed in the book.\u003c/p>\n\u003cp>Rheingold connects the dots on collaboration literacy and what he calls \"Social-Digital-Know-How.\" Multi-player games in particular, and virtual communities in general, are technologies that require cooperation. And when you consider the cumulative amount of technical knowledge, these gamers could be the first wave of people who possess what scientists have started calling \"collective IQ.\" Already, gamers who play the online game \u003ca href=\"http://fold.it\">Foldit\u003c/a> have \u003ca href=\"http://www.sciencedaily.com/releases/2011/09/110918144955.htm\">cracked the code\u003c/a> of the structure of a protein-cutting enzyme from an AIDS-like virus, which has eluded scientists for years, and could lead to a new drug.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003c/aside>\n\u003cp>This idea of collective intelligence and digital culture came from French media scholar \u003ca href=\"http://en.wikipedia.org/wiki/Pierre_L%C3%A9vy\">Pierre Lévy,\u003c/a> who argues that a networked culture gives rise to new structures of power, stemming from the ability of diverse groups of people to pool knowledge, collaborate through research, debate interpretations. Together, these groups refine their understanding of the world.\u003c/p>\n\u003cp>Wikipedia is one of the best-known byproducts of this process of refinement and social production. Though the website is still dismissed as a research tool in some education circles because it does not represent a traditionally vetted information source, \u003ca href=\"http://www.danah.org\">danah boyd\u003c/a>, a senior \u003c!--more-->researcher at Microsoft Research and a former student of Rheingold's, counters that students must exercise their investigative skills when they use Wikipedia as a source.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"If educators would shift their thinking about Wikipedia, so much critical thinking could take place,\" she says in an interview with Rheingold in the book.\u003c/p>\n\u003cp>The key value of Wikipedia is transparency. It's not just for information consumers, it's an invitation to participate and leverage new skills. To successfully \"wiki\" is to leverage these useful skills, like analyzing contradictions in facts, contributing to a large body of collective knowledge, and vetting sources.\u003c/p>\n\u003cp>School-aged children -- whether they're in or out of school -- are faced with the ubiquity of networked and collaborative culture. Rheingold says that it's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rheingold has dedicated years to studying human potential and the species’ capacity for cooperation. The outlines of his perspective, breaking the old school “every man for himself” narrative, stem from a distinctly utopian lens. Rheingold’s findings and admonitions serve as a tonic for some of the dystopian views in the mix that predict digital communication will spell doom for humanity.\u003c/p>\n\n",
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"description": "Flickr:Blakespot By Jennie Rose An estimated 135 million people play video games, spending three billion hours a week glued to a screen. But that's not necessarily bad news. In fact, playing video games may be part of an evolutionary leap forward, according to Howard Rheingold, educator and author of the book Net Smart: How to",
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"content": "\u003cdiv id=\"attachment_24019\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_6608.jpg\">\u003cimg class=\"size-medium wp-image-24019\" title=\"IMG_6608\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_6608-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By\u003ca href=\"http://www.computersforcreativity.com\"> Sheena Vaidyanathan\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Deep into the digital age, the need for everyone to understand and learn programming is becoming more and more apparent.\u003ca href=\"http://www.codecademy.com/\"> Codecademy\u003c/a>, \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> and other education start-ups are stepping in to fill the much-needed gap to teach adults to code. For kids, non-profits like \u003ca href=\"http://codenow.org/\">CodeNow\u003c/a> are raising funds to run summer programming camps for minority high school students, while other organizations like \u003ca href=\"http://www.girlswhocode.com\">Girls Who Code\u003c/a> are working on getting middle and high school girls interested in computer science.\u003c/p>\n\u003cp>While these are all worthwhile endeavors, each is working to fix what's broken – teaching an essential skill that's not taught in most schools. Learning to program has been relegated to summer camps and through programs that exist because of fundraising. But there's a case to be made about using school time, school computers, and school funding to teach programming to every student. And to start early: Programming is just writing in the language of computers, so why not teach kids to code like we teach them to write?\u003c/p>\n\u003cdiv>It's already being done, and not surprisingly, in Silicon Valley. Last school year, two very different public schools introduced programming to elementary age students. In the high-performing affluent Los Altos School District, all sixth graders (approximately 500 students) learned to code in a required weekly class. Student feedback showed that girls were just as interested in \u003c!--more-->\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/20498/\">What's Inside Your Computer? These Sixth-Graders Will Tell you\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A Case for Lifelong Kindergarten \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>programming as boys. Turns out that special girls-only programs are unnecessary at this stage because the stereotypes may not have yet set in. (\u003ca href=\"http://tinyurl.com/cstem2012mathgames\">Check out the games \u003c/a>built by students.)\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In Sí Se Puede, a Rocketship charter school in a low-income community in San Jose, a free weekly after school club in the school computer lab gave fourth-graders an opportunity to learn programming. Within the student population, 92 percent qualify for free/reduced lunch program and many of the programming club members had limited access to a computer at home. But given the opportunity, they created \u003ca href=\"http://tinyurl.com/rssp2012\">these excellent games\u003c/a>.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>Though the income level, cultural backgrounds, and computer resources available to the students from these two school communities may be very different, the enthusiasm of students to learn and the ability to quickly grasp programming concepts was exactly the same high level.The student work speaks for itself. Girls or boys, minority or not, low-income or affluent – it does not matter. Everyone can learn to program just like everyone can learn to swim when they are young and unafraid.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-is-technology-leading-higher-education/attachment/78365380/\" rel=\"attachment wp-att-23984\">\u003cimg class=\"alignright size-large wp-image-23984\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/78365380-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">Doug Ward\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The rush to create large, free online classes has generated anxiety at universities around the country. With finances already tight and with a surge of movement toward online learning, universities are being forced to move quickly to change centuries-old models of learning. Terms like \u003ca href=\"http://thejournal.com/articles/2012/06/07/the-end-of-liberal-arts-education.aspx?sc_lang=en\">\u003cem>historic\u003c/em>\u003c/a>, \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">\u003cem>seismic\u003c/em>\u003c/a> and \u003ca href=\"http://online.wsj.com/article/SB10001424052702304019404577416631206583286.html?mod=WSJ%20Opinion%20LEADTop\">\u003cem>revolutionary\u003c/em>\u003c/a> now pop up in descriptions of the challenges that higher education faces in the coming years.\u003c/p>\n\u003cp>Many institutions have been preparing for these changes for years, building infrastructure and expertise, experimenting and recruiting, and integrating online learning into long-term strategies. Many others, especially traditional research universities, have been caught flat-footed as education has transformed around them.\u003c/p>\n\u003cp>This point of dramatic -- and traumatic -- change didn't swoop in unannounced. Rather, it crept in like a series of streams meeting in a roiling confluence. Only by stepping back and looking in panoramic fashion can we truly understand how we've arrived at a point of transformation and how we might deal with it.\u003c/p>\n\u003ch5>TECHNOLOGY LEADS THE WAY\u003c/h5>\n\u003cp>Internet connections, computers and cellphones have become faster and cheaper, providing easier access to online material and creating the potential to speak with, work with, and learn from nearly anyone in the world. Information, once something people had to seek out, now flows relentlessly to them. In education, lecture capture and lesson creation have become easier and cheaper, and online storage has made retrieval cheap and easy. Free tools like \u003ca href=\"http://moodle.com/\">Moodle\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing.html\">Jing\u003c/a>, YouTube, and Twitter have provided new means of information sharing and collaboration. Smartphones and the iPad have provided portable means of accessing and creating information, making learning more portable than ever.\u003c/p>\n\u003cp>In their book \u003ca href=\"http://www.amazon.com/Liberating-Learning-Technology-Politics-Education/dp/047044214X\">\u003cem>Liberating Learning\u003c/em>,\u003c/a> Terry Moe and John Chubb say that this technological transformation is \"reshaping the fundamentals of how human beings from every corner of the globe communicate, interact, conduct their business, and simply live their lives from day to day.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's also changing the way they learn.\u003c/p>\n\u003ch5>COLLEGE COSTS HAVE SKYROCKETED\u003c/h5>\n\u003cp>The expense of higher education \u003ca href=\"http://www.usatoday.com/news/opinion/forum/story/2012-05-15/online-classes-college-education-tuition/54979794/1\">has risen more than 550 percent\u003c/a> since 1985, pricing many students out of the market even as a college degree becomes more important than ever for reaching the middle class. At the same time, the cost of technology has dropped, allowing more people easier access to the Internet and to resources for learning.\u003c/p>\n\u003cp>Colleges and universities have come under increased scrutiny because of rising costs, mediocre rates of degree completion, and lack of willingness to change from a centuries-old model of \u003c!--more-->education.\u003c/p>\n\u003cp>In the education magazine \u003ca href=\"http://www.changemag.org/\">Change\u003c/a>, John Daniel, Asha Kanwar, and Stamenka Uvalic-Trumbic have criticized what they call higher education's \"iron triangle\": \"the assumption that quality, exclusivity, and expense necessarily go together.\" Critics like Richard Arum and Josipa Roksa, authors of \u003cem>\u003ca href=\"http://www.amazon.com/Academically-Adrift-Limited-Learning-Campuses/dp/0226028569\">Academically Adrift\u003c/a>,\u003c/em> point to evidence that higher education has become more associated with socializing than with learning. State legislators have also demanded proof that public colleges and universities are using money wisely, even tying additional financing to economic development.\u003c/p>\n\u003ch5>CONVENIENCE ATTRACTS STUDENTS ONLINE\u003c/h5>\n\u003cp>Online and \u003ca href=\"http://edudemic.com/2012/05/6-pros-and-cons-of-a-hybrid-education/\">hybrid\u003c/a> education offers students freedom to work through course material when and where they want, and at their own pace, repeating material if needed, and reducing the amount of time they sit passively in large lectures.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">survey last year\u003c/a> by the \u003ca href=\"http://www.educause.edu/ecar\">Educause Center for Applied Research\u003c/a>, nearly 60 percent of undergraduates said they learned more in classes that had online components, and 9 percent said they learned best when classes were totally online.\u003c/p>\n\u003ch5>TEACHERS CONNECT WITH DIGITAL GENERATION\u003c/h5>\n\u003cp>Educators have been experimenting with technology, sharing ideas and collaborating as they try to find ways to reach a generation of students that has grown up with computers, cell phones, XBox, Nintendo and other electronics. K-12 schools, especially, have shown increased interest in using games, phones, iPads and other unconventional means to engage students in the classroom. Social media have accelerated the spread of ideas, spurring even more innovation.\u003c/p>\n\u003cp>Online and hybrid education offers new means of engaging students through interactive lessons, videos, animations, games, discussion boards and chats. These are all familiar and comfortable technologies for a generation of students that has grown up with ubiquitous technology.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-5yJ\">Guide to MOOCs: Massive Open Online Courses\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\">What's on the Horizon in Higher Education\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the book \u003ca href=\"http://www.understandingthedigitalgeneration.com/\">\u003cem>Understanding the Digital Generation\u003c/em>,\u003c/a> Ian Jukes, Ted McCain, and Lee Crockett argue that members of this digital generation \"think and communicate in fundamentally different ways than any previous generation,\" even though most adults still view the world and the classroom through a 20th-century lens. Technology-aided learning helps break through these barriers and meets students on familiar ground. It isn't as panacea, though, as \u003ca href=\"http://www.jisc.ac.uk/publications/reports/2012/researchers-of-tomorrow#menu\">many students lack the skills\u003c/a> to create material in the online world, beyond texting and Facebook. Still, it meets students where they are.\u003c/p>\n\u003ch5>DIGITAL EDUCATION OFFERS BROAD REACH\u003c/h5>\n\u003cp>Online education allows universities to reach students who can't or don't want to move to a physical campus, eliminating physical boundaries for recruitment and making nearly anyone anywhere a potential student.\u003c/p>\n\u003cp>Distance education is nothing new. It has existed for more than a century in the form of \u003ca href=\"http://researchreportsedu.wordpress.com/2012/06/13/the-history-of-distance-education/\">correspondence courses\u003c/a> taken by mail. Radio and television allowed educational material, often lectures, to be broadcast, and educational shows such as \"\u003ca href=\"http://www.time.com/time/nation/article/0,8599,1868862,00.html\">Sesame Street\u003c/a>\" combined education and entertainment.\u003c/p>\n\u003cp>CDs and CD-ROMS allowed multimedia lessons to be shared easily, and as the commercial Internet took hold in the 1990s, schools began experimenting with new ways to reach out to students in remote locations. This has accelerated with faster and cheaper technology.\u003c/p>\n\u003cp>Non-traditional students, those with families and jobs, and those who started but never finished degrees have sought out online education. Many are seeking new job skills to help them through tough economic times, and others are seeking advanced degrees after being laid off or in hopes of finding better jobs. The common bond among all is the inability to return full time to college campuses.\u003c/p>\n\u003cp>States such as \u003ca href=\"http://www.oregonlive.com/politics/index.ssf/2012/07/new_oregon_state_laws_take_eff.html\">Oregon\u003c/a> and \u003ca href=\"http://www.jsonline.com/news/education/walker-unveils-new-online-degree-program-985r0ro-159567555.html\">Wisconsin\u003c/a> are exploring new ways to help students to finish degrees, in some cases allowing them to turn job skills into college credit or to learn from the many free online courses and then test out of college courses.\u003c/p>\n\u003cp>Related, \u003ca href=\"http://www.oecdobserver.org/news/fullstory.php/aid/3681/An_emerging_middle_class.html\">living standards for millions of people in countries such as India and China have improved\u003c/a>, allowing them to purchase new technology and seek out education as a means to a better life.\u003c/p>\n\u003ch5>FOR-PROFIT COLLEGES COMPETE FOR STUDENTS\u003c/h5>\n\u003cp>The University of Phoenix and other for-profit colleges have attracted millions of students and millions of dollars in tuition with online courses. This has caught the attention of traditional colleges and universities, which see many potential students slipping away. Some \u003ca href=\"http://www.huffingtonpost.com/lisa-nielsen/the-college-myth-why-coll_b_827633.html\">critics of traditional education\u003c/a> have even indicated that a degree matters less than tangible skills, and have suggested using certificates, badges and other means as a way to authenticate those skills.\u003c/p>\n\u003cp>Research has cast doubt on the traditional college education. In \"What's the Use of Lectures?\" for instance, Donald Bligh says that a lecture \"cannot be used effectively on its own to promote thought or to change and develop attitudes.\"\u003c/p>\n\u003cp>Hybrid courses, especially, offer the promise of improved learning, though results have been mixed. In a \u003ca href=\"http://www.sr.ithaka.org/research-publications/interactive-learning-online-public-universities-evidence-randomized-trials\">recent analysis\u003c/a> by the not-for-profit organization \u003ca href=\"http://www.ithaka.org/\">Ithaka S+R\u003c/a>, William Bowen and his colleagues warn against the inflated expectations of online and hybrid courses, saying that \"there is no compelling evidence that online learning systems available today ... can in fact deliver improved educational outcomes across the board.\" They see great potential in hybrid and online education, though, and urge educators to explore these options vigorously.\u003c/p>\n\u003ch5>BIG ONLINE COURSES GAIN NOTORIETY\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-23871\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>New organizations such as \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> and \u003ca href=\"https://www.edx.org/\">edX\u003c/a> have made headlines by attracting large numbers of students, large investments of capital, and commitments from big-name universities. That has increased the buzz about online and hybrid education, especially as new deals have been struck and new money has flowed to the organizations.\u003c/p>\n\u003cp>The success of large online courses, or \u003ca href=\"http://chronicle.com/article/What-You-Need-to-Know-About/133475/\">MOOCs\u003c/a> (for massive open online courses), at attracting students and capital, and the success of for-profit colleges have sent many colleges and universities scrambling to avoid the perception that they lack vision or the ability to change in an era of digital learning. No university wants to look like an also-ran.\u003c/p>\n\u003cp>Those fears have provided opportunities to outside companies that provide consulting, technology, outsourcing and other services for online courses. These companies typically provide capital upfront to help develop online courses and student services systems, and then take a portion of tuition (often about 50 percent) from new online students.\u003c/p>\n\u003ch5>COLLEGE BUDGETS KEEP SHRINKING\u003c/h5>\n\u003cp>Administrators are looking to online education and technology in general as a means to save money. Budgets have been squeezed, especially at public institutions, even as fixed costs remain high.\u003c/p>\n\u003cp>Bowen and his colleagues at Ithaka S+R offer \u003ca href=\"http://www.sr.ithaka.org/research-publications/interactive-learning-online-public-universities-evidence-randomized-trials\">one of the more persuasive arguments\u003c/a> about potential cost savings through more efficient use of technology, personnel, and facilities. Upfront costs are higher as courses are developed, they say, but once a hybrid course is created by a faculty member, additional sections can be added using less-expensive adjuncts and teaching assistants.\u003c/p>\n\u003cp>Their conclusions assume that a hybrid course meets for fewer hours than a traditional lecture (one hour instead of three or four). Savings grow as enrollment grows, with the same class material used for more students. They see additional potential savings in reduced demand for large lecture spaces, allowing institutions to increase overall student population without building additional classrooms. The same reasoning applies to fully online courses, which allow universities to increase the number of students without increasing the number of physical classrooms.\u003c/p>\n\u003ch5>WHERE IS THIS HEADED?\u003c/h5>\n\u003cp>The \u003ca href=\"http://www.convergemag.com/reports/q3yb-2011/Center-for-Digital-Educations-Converge-Yearbook-Technology-Innovation-in-Education.html\">move toward technology-aided learning\u003c/a> will only accelerate in coming years. Many K-12 schools have been \u003ca href=\"http://thenextweb.com/apple/2012/07/24/ipad-2-sales-strong-in-k-12-market-sold-2x-as-many-ipads-to-schools-as-macs/\">investing heavily in tablets\u003c/a> and other technology in hopes of reducing costs on textbooks.\u003c/p>\n\u003cp>Others have embraced a \u003ca href=\"http://blogs.technet.com/b/security/archive/2012/07/18/beginner-s-guide-to-byod-bring-your-own-device.aspx\">bring-your-own-device model\u003c/a>, which draws on students' growing ownership and use of cell phones, laptop computers and tablets. Many schools are also investing in tools such as lecture capture, high-speed wireless networks, cloud computing, and social networking, and combining technology-aided education with classroom work.\u003c/p>\n\u003cp>Despite these many changes, online education is unlikely to push aside a traditional four-year on-campus degree in the near future. That \"college experience\" allows students to make connections with faculty members, to work closely with peers and teachers, to improve their critical thinking, and, perhaps most importantly, to mature as they live away from home for the first time. With technology changing the way younger students learn, though, and with more new options for learning popping up constantly, universities have no choice but to adapt and make it clear to students what they offer over the myriad online alternatives.\u003c/p>\n\u003cp>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. You can find him online at \u003ca href=\"http://www.kuediting.com\">www.kuediting.com\u003c/a> and \u003ca href=\"http://www.journalismtech.com\">www.journalismtech.com\u003c/a>, and follow him on Twitter \u003ca href=\"https://twitter.com/#%21/kuediting\">@kuediting\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This \u003c/em>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-is-technology-leading-higher-education/pbs-mediashift-logo-final-19/\" rel=\"attachment wp-att-23981\">\u003cimg class=\"size-thumbnail wp-image-23981 alignleft\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"69\" height=\"69\">\u003c/a>\u003c/em>\u003cem>post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-is-technology-leading-higher-education/attachment/78365380/\" rel=\"attachment wp-att-23984\">\u003cimg class=\"alignright size-large wp-image-23984\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/78365380-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/h5>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">Doug Ward\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The rush to create large, free online classes has generated anxiety at universities around the country. With finances already tight and with a surge of movement toward online learning, universities are being forced to move quickly to change centuries-old models of learning. Terms like \u003ca href=\"http://thejournal.com/articles/2012/06/07/the-end-of-liberal-arts-education.aspx?sc_lang=en\">\u003cem>historic\u003c/em>\u003c/a>, \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">\u003cem>seismic\u003c/em>\u003c/a> and \u003ca href=\"http://online.wsj.com/article/SB10001424052702304019404577416631206583286.html?mod=WSJ%20Opinion%20LEADTop\">\u003cem>revolutionary\u003c/em>\u003c/a> now pop up in descriptions of the challenges that higher education faces in the coming years.\u003c/p>\n\u003cp>Many institutions have been preparing for these changes for years, building infrastructure and expertise, experimenting and recruiting, and integrating online learning into long-term strategies. Many others, especially traditional research universities, have been caught flat-footed as education has transformed around them.\u003c/p>\n\u003cp>This point of dramatic -- and traumatic -- change didn't swoop in unannounced. Rather, it crept in like a series of streams meeting in a roiling confluence. Only by stepping back and looking in panoramic fashion can we truly understand how we've arrived at a point of transformation and how we might deal with it.\u003c/p>\n\u003ch5>TECHNOLOGY LEADS THE WAY\u003c/h5>\n\u003cp>Internet connections, computers and cellphones have become faster and cheaper, providing easier access to online material and creating the potential to speak with, work with, and learn from nearly anyone in the world. Information, once something people had to seek out, now flows relentlessly to them. In education, lecture capture and lesson creation have become easier and cheaper, and online storage has made retrieval cheap and easy. Free tools like \u003ca href=\"http://moodle.com/\">Moodle\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing.html\">Jing\u003c/a>, YouTube, and Twitter have provided new means of information sharing and collaboration. Smartphones and the iPad have provided portable means of accessing and creating information, making learning more portable than ever.\u003c/p>\n\u003cp>In their book \u003ca href=\"http://www.amazon.com/Liberating-Learning-Technology-Politics-Education/dp/047044214X\">\u003cem>Liberating Learning\u003c/em>,\u003c/a> Terry Moe and John Chubb say that this technological transformation is \"reshaping the fundamentals of how human beings from every corner of the globe communicate, interact, conduct their business, and simply live their lives from day to day.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's also changing the way they learn.\u003c/p>\n\u003ch5>COLLEGE COSTS HAVE SKYROCKETED\u003c/h5>\n\u003cp>The expense of higher education \u003ca href=\"http://www.usatoday.com/news/opinion/forum/story/2012-05-15/online-classes-college-education-tuition/54979794/1\">has risen more than 550 percent\u003c/a> since 1985, pricing many students out of the market even as a college degree becomes more important than ever for reaching the middle class. At the same time, the cost of technology has dropped, allowing more people easier access to the Internet and to resources for learning.\u003c/p>\n\u003cp>Colleges and universities have come under increased scrutiny because of rising costs, mediocre rates of degree completion, and lack of willingness to change from a centuries-old model of \u003c!--more-->education.\u003c/p>\n\u003cp>In the education magazine \u003ca href=\"http://www.changemag.org/\">Change\u003c/a>, John Daniel, Asha Kanwar, and Stamenka Uvalic-Trumbic have criticized what they call higher education's \"iron triangle\": \"the assumption that quality, exclusivity, and expense necessarily go together.\" Critics like Richard Arum and Josipa Roksa, authors of \u003cem>\u003ca href=\"http://www.amazon.com/Academically-Adrift-Limited-Learning-Campuses/dp/0226028569\">Academically Adrift\u003c/a>,\u003c/em> point to evidence that higher education has become more associated with socializing than with learning. State legislators have also demanded proof that public colleges and universities are using money wisely, even tying additional financing to economic development.\u003c/p>\n\u003ch5>CONVENIENCE ATTRACTS STUDENTS ONLINE\u003c/h5>\n\u003cp>Online and \u003ca href=\"http://edudemic.com/2012/05/6-pros-and-cons-of-a-hybrid-education/\">hybrid\u003c/a> education offers students freedom to work through course material when and where they want, and at their own pace, repeating material if needed, and reducing the amount of time they sit passively in large lectures.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">survey last year\u003c/a> by the \u003ca href=\"http://www.educause.edu/ecar\">Educause Center for Applied Research\u003c/a>, nearly 60 percent of undergraduates said they learned more in classes that had online components, and 9 percent said they learned best when classes were totally online.\u003c/p>\n\u003ch5>TEACHERS CONNECT WITH DIGITAL GENERATION\u003c/h5>\n\u003cp>Educators have been experimenting with technology, sharing ideas and collaborating as they try to find ways to reach a generation of students that has grown up with computers, cell phones, XBox, Nintendo and other electronics. K-12 schools, especially, have shown increased interest in using games, phones, iPads and other unconventional means to engage students in the classroom. Social media have accelerated the spread of ideas, spurring even more innovation.\u003c/p>\n\u003cp>Online and hybrid education offers new means of engaging students through interactive lessons, videos, animations, games, discussion boards and chats. These are all familiar and comfortable technologies for a generation of students that has grown up with ubiquitous technology.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-5yJ\">Guide to MOOCs: Massive Open Online Courses\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\">What's on the Horizon in Higher Education\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the book \u003ca href=\"http://www.understandingthedigitalgeneration.com/\">\u003cem>Understanding the Digital Generation\u003c/em>,\u003c/a> Ian Jukes, Ted McCain, and Lee Crockett argue that members of this digital generation \"think and communicate in fundamentally different ways than any previous generation,\" even though most adults still view the world and the classroom through a 20th-century lens. Technology-aided learning helps break through these barriers and meets students on familiar ground. It isn't as panacea, though, as \u003ca href=\"http://www.jisc.ac.uk/publications/reports/2012/researchers-of-tomorrow#menu\">many students lack the skills\u003c/a> to create material in the online world, beyond texting and Facebook. Still, it meets students where they are.\u003c/p>\n\u003ch5>DIGITAL EDUCATION OFFERS BROAD REACH\u003c/h5>\n\u003cp>Online education allows universities to reach students who can't or don't want to move to a physical campus, eliminating physical boundaries for recruitment and making nearly anyone anywhere a potential student.\u003c/p>\n\u003cp>Distance education is nothing new. It has existed for more than a century in the form of \u003ca href=\"http://researchreportsedu.wordpress.com/2012/06/13/the-history-of-distance-education/\">correspondence courses\u003c/a> taken by mail. Radio and television allowed educational material, often lectures, to be broadcast, and educational shows such as \"\u003ca href=\"http://www.time.com/time/nation/article/0,8599,1868862,00.html\">Sesame Street\u003c/a>\" combined education and entertainment.\u003c/p>\n\u003cp>CDs and CD-ROMS allowed multimedia lessons to be shared easily, and as the commercial Internet took hold in the 1990s, schools began experimenting with new ways to reach out to students in remote locations. This has accelerated with faster and cheaper technology.\u003c/p>\n\u003cp>Non-traditional students, those with families and jobs, and those who started but never finished degrees have sought out online education. Many are seeking new job skills to help them through tough economic times, and others are seeking advanced degrees after being laid off or in hopes of finding better jobs. The common bond among all is the inability to return full time to college campuses.\u003c/p>\n\u003cp>States such as \u003ca href=\"http://www.oregonlive.com/politics/index.ssf/2012/07/new_oregon_state_laws_take_eff.html\">Oregon\u003c/a> and \u003ca href=\"http://www.jsonline.com/news/education/walker-unveils-new-online-degree-program-985r0ro-159567555.html\">Wisconsin\u003c/a> are exploring new ways to help students to finish degrees, in some cases allowing them to turn job skills into college credit or to learn from the many free online courses and then test out of college courses.\u003c/p>\n\u003cp>Related, \u003ca href=\"http://www.oecdobserver.org/news/fullstory.php/aid/3681/An_emerging_middle_class.html\">living standards for millions of people in countries such as India and China have improved\u003c/a>, allowing them to purchase new technology and seek out education as a means to a better life.\u003c/p>\n\u003ch5>FOR-PROFIT COLLEGES COMPETE FOR STUDENTS\u003c/h5>\n\u003cp>The University of Phoenix and other for-profit colleges have attracted millions of students and millions of dollars in tuition with online courses. This has caught the attention of traditional colleges and universities, which see many potential students slipping away. Some \u003ca href=\"http://www.huffingtonpost.com/lisa-nielsen/the-college-myth-why-coll_b_827633.html\">critics of traditional education\u003c/a> have even indicated that a degree matters less than tangible skills, and have suggested using certificates, badges and other means as a way to authenticate those skills.\u003c/p>\n\u003cp>Research has cast doubt on the traditional college education. In \"What's the Use of Lectures?\" for instance, Donald Bligh says that a lecture \"cannot be used effectively on its own to promote thought or to change and develop attitudes.\"\u003c/p>\n\u003cp>Hybrid courses, especially, offer the promise of improved learning, though results have been mixed. In a \u003ca href=\"http://www.sr.ithaka.org/research-publications/interactive-learning-online-public-universities-evidence-randomized-trials\">recent analysis\u003c/a> by the not-for-profit organization \u003ca href=\"http://www.ithaka.org/\">Ithaka S+R\u003c/a>, William Bowen and his colleagues warn against the inflated expectations of online and hybrid courses, saying that \"there is no compelling evidence that online learning systems available today ... can in fact deliver improved educational outcomes across the board.\" They see great potential in hybrid and online education, though, and urge educators to explore these options vigorously.\u003c/p>\n\u003ch5>BIG ONLINE COURSES GAIN NOTORIETY\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-23871\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>New organizations such as \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> and \u003ca href=\"https://www.edx.org/\">edX\u003c/a> have made headlines by attracting large numbers of students, large investments of capital, and commitments from big-name universities. That has increased the buzz about online and hybrid education, especially as new deals have been struck and new money has flowed to the organizations.\u003c/p>\n\u003cp>The success of large online courses, or \u003ca href=\"http://chronicle.com/article/What-You-Need-to-Know-About/133475/\">MOOCs\u003c/a> (for massive open online courses), at attracting students and capital, and the success of for-profit colleges have sent many colleges and universities scrambling to avoid the perception that they lack vision or the ability to change in an era of digital learning. No university wants to look like an also-ran.\u003c/p>\n\u003cp>Those fears have provided opportunities to outside companies that provide consulting, technology, outsourcing and other services for online courses. These companies typically provide capital upfront to help develop online courses and student services systems, and then take a portion of tuition (often about 50 percent) from new online students.\u003c/p>\n\u003ch5>COLLEGE BUDGETS KEEP SHRINKING\u003c/h5>\n\u003cp>Administrators are looking to online education and technology in general as a means to save money. Budgets have been squeezed, especially at public institutions, even as fixed costs remain high.\u003c/p>\n\u003cp>Bowen and his colleagues at Ithaka S+R offer \u003ca href=\"http://www.sr.ithaka.org/research-publications/interactive-learning-online-public-universities-evidence-randomized-trials\">one of the more persuasive arguments\u003c/a> about potential cost savings through more efficient use of technology, personnel, and facilities. Upfront costs are higher as courses are developed, they say, but once a hybrid course is created by a faculty member, additional sections can be added using less-expensive adjuncts and teaching assistants.\u003c/p>\n\u003cp>Their conclusions assume that a hybrid course meets for fewer hours than a traditional lecture (one hour instead of three or four). Savings grow as enrollment grows, with the same class material used for more students. They see additional potential savings in reduced demand for large lecture spaces, allowing institutions to increase overall student population without building additional classrooms. The same reasoning applies to fully online courses, which allow universities to increase the number of students without increasing the number of physical classrooms.\u003c/p>\n\u003ch5>WHERE IS THIS HEADED?\u003c/h5>\n\u003cp>The \u003ca href=\"http://www.convergemag.com/reports/q3yb-2011/Center-for-Digital-Educations-Converge-Yearbook-Technology-Innovation-in-Education.html\">move toward technology-aided learning\u003c/a> will only accelerate in coming years. Many K-12 schools have been \u003ca href=\"http://thenextweb.com/apple/2012/07/24/ipad-2-sales-strong-in-k-12-market-sold-2x-as-many-ipads-to-schools-as-macs/\">investing heavily in tablets\u003c/a> and other technology in hopes of reducing costs on textbooks.\u003c/p>\n\u003cp>Others have embraced a \u003ca href=\"http://blogs.technet.com/b/security/archive/2012/07/18/beginner-s-guide-to-byod-bring-your-own-device.aspx\">bring-your-own-device model\u003c/a>, which draws on students' growing ownership and use of cell phones, laptop computers and tablets. Many schools are also investing in tools such as lecture capture, high-speed wireless networks, cloud computing, and social networking, and combining technology-aided education with classroom work.\u003c/p>\n\u003cp>Despite these many changes, online education is unlikely to push aside a traditional four-year on-campus degree in the near future. That \"college experience\" allows students to make connections with faculty members, to work closely with peers and teachers, to improve their critical thinking, and, perhaps most importantly, to mature as they live away from home for the first time. With technology changing the way younger students learn, though, and with more new options for learning popping up constantly, universities have no choice but to adapt and make it clear to students what they offer over the myriad online alternatives.\u003c/p>\n\u003cp>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. You can find him online at \u003ca href=\"http://www.kuediting.com\">www.kuediting.com\u003c/a> and \u003ca href=\"http://www.journalismtech.com\">www.journalismtech.com\u003c/a>, and follow him on Twitter \u003ca href=\"https://twitter.com/#%21/kuediting\">@kuediting\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This \u003c/em>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/where-is-technology-leading-higher-education/pbs-mediashift-logo-final-19/\" rel=\"attachment wp-att-23981\">\u003cimg class=\"size-thumbnail wp-image-23981 alignleft\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"69\" height=\"69\">\u003c/a>\u003c/em>\u003cem>post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/IrSky41lhUc\u003c/p>\n\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>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/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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"description": "Flickr:Flickingrbrad 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. The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s",
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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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"disqusTitle": "Survey: Parents Prefer Reading Print Books to Young Kids ",
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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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"disqusTitle": "Privacy, Equity, and other BYOD Concerns",
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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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"disqusTitle": "Survey: Despite Budget Cuts, Schools Prioritize Technology",
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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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"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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"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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"disqusTitle": "How to Launch a Successful BYOD Program",
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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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"description": "Erin Scott By Katrina Schwartz As more schools start to integrate their own mobile learning strategies and Bring Your Own Device policies, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program. Katy Independent School District (ISD) has a student population of 63,000",
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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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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"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.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"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.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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