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"content": "\u003cdiv id=\"attachment_22906\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/a-day-in-the-life-of-the-future-online-college-student/students-friends-hanging-out-outside-3/\" rel=\"attachment wp-att-22906\">\u003cimg class=\"size-large wp-image-22906\" title=\"929147201\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/929147201-620x320.jpg\" alt=\"\" width=\"620\" height=\"320\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.onlinecolleges.net/open-academic/\">Jill Rooney\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of \u003ca href=\"http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969?cid=wc&utm_source=wc&utm_medium=en\">U.C. Berkeley joining edX\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">Coursera adding courses\u003c/a> from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online higher education is here to stay.\u003c/p>\n\u003cp>These are not just big names being added together: the numbers also tell the story. More than 6 million students were taking at least one online course during the fall 2010 term, according to a Babson survey [\u003ca href=\"http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf\">PDF\u003c/a>] for the Sloan Consortium.\u003c/p>\n\u003cp>While some wonder whether this is the \u003ca href=\"http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/%20\">end of traditional higher education\u003c/a>, others are considering what an average college student's life will be like in the future. In his \u003cem>Atlantic \u003c/em>article \u003ca href=\"http://www.theatlantic.com/business/archive/2012/06/selling-the-college-experience-to-students-who-take-classes-online/259154/\">Selling the College Experience to Students Who Take Classes Online\u003c/a>, Conor Friedersdorf imagines a future in which savvy colleges and universities take advantage of new technologies to expand their operations across the country through virtual branches. Theoretically, these branches would offer some physical locations, where elite colleges could “leverage a respected brand into a profitable events business.”\u003c/p>\n\u003cp>He provides a description of “Yale West,” in which students in southern California could take advantage of networking possibilities such as “the monthly cocktail hour at the Soho House in West Hollywood, the group surfing lessons offered each summer in Huntington Beach, the ongoing \u003c!--more-->lecture series, and the promise of a Culver City based student recreation center and study hall.”\u003c/p>\n\u003cp>Another such prediction Friedersdorf posits, just a couple years away:\u003c/p>\n\u003cblockquote>\u003cp>The University of California decides on a new push to integrate its distance learning students into locally based intramural sports, a Web based student newspaper, and locally based black, Latino, and LGBT supporters, for starters. Go to a soccer field in San Diego on a Saturday and you might find students enrolled at UC Davis and UC Santa Cruz, but living in Mission Beach, squaring off against one another, and later that night watching a highlight of the match that someone captured on a smart-phone and uploaded to the \u003cem>University of California Extension Learning Gazette\u003c/em>.\u003c/p>\u003c/blockquote>\n\u003cp>Such a reality might resolve one of the more frustrating contradictions of campus life for many undergraduates: being confined to campus environs narrows students' experiences to only that specific region and prescribed lifestyle. A more broadly interpreted definition of the idea of a “campus” could turn the whole world into a learning environment. A college experience rooted in online courses that take advantage of all the possibilities of program enrichment that exist within larger communities could benefit students in untold ways.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Opportunities to diversify course curricula are also ripe with possibilities. In many ways, the actual work of a college student will probably not change all that much: Students will certainly have to work at their computers, listen to lectures and read chapters, conduct research, write notes on material, and write papers and take exams. Regardless of what new technologies emerge, there will still be plenty of work to keep students busy.\u003c/p>\n\u003cp>But what will likely change is the experience of learning. Imagine, for example, an online art course taken by students from around the country. The professor could choose a theme, such as “Family Life as Depicted in 19\u003csup>th\u003c/sup> Century Paintings,” and students could visit their local art museums to find examples of the theme in real artworks. Students could post images of the paintings they find (with permission, of course), and share the works of local artists to the student body at large. The shared images would probably run the gamut of works by local artists to those done by the great masters, depending on the museum the student visits.\u003c/p>\n\u003cp>Certainly there would be more diversity than one would find in a standard art history text; plus this would allow students to compare many different aspects of the work, such as regional themes. Such learning experiences may not only be more engaging than listening to the standard slideshow/lecture format of most art history courses.\u003c/p>\n\u003cp>The average school day for a future college student may then be more than just consuming knowledge by sitting in front of a computer, which seems to be the most envisioned common scenario about the expansion of online higher education. As Friedersdorf pointed out in \u003cem>The Atlantic\u003c/em>, colleges in the future will likely use the flexibility of online learning to explore many different ways to expand their physical campuses across the country or even the world—and hopefully, their faculty will do that as well.\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_22906\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/a-day-in-the-life-of-the-future-online-college-student/students-friends-hanging-out-outside-3/\" rel=\"attachment wp-att-22906\">\u003cimg class=\"size-large wp-image-22906\" title=\"929147201\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/929147201-620x320.jpg\" alt=\"\" width=\"620\" height=\"320\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.onlinecolleges.net/open-academic/\">Jill Rooney\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of \u003ca href=\"http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969?cid=wc&utm_source=wc&utm_medium=en\">U.C. Berkeley joining edX\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">Coursera adding courses\u003c/a> from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online higher education is here to stay.\u003c/p>\n\u003cp>These are not just big names being added together: the numbers also tell the story. More than 6 million students were taking at least one online course during the fall 2010 term, according to a Babson survey [\u003ca href=\"http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf\">PDF\u003c/a>] for the Sloan Consortium.\u003c/p>\n\u003cp>While some wonder whether this is the \u003ca href=\"http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/%20\">end of traditional higher education\u003c/a>, others are considering what an average college student's life will be like in the future. In his \u003cem>Atlantic \u003c/em>article \u003ca href=\"http://www.theatlantic.com/business/archive/2012/06/selling-the-college-experience-to-students-who-take-classes-online/259154/\">Selling the College Experience to Students Who Take Classes Online\u003c/a>, Conor Friedersdorf imagines a future in which savvy colleges and universities take advantage of new technologies to expand their operations across the country through virtual branches. Theoretically, these branches would offer some physical locations, where elite colleges could “leverage a respected brand into a profitable events business.”\u003c/p>\n\u003cp>He provides a description of “Yale West,” in which students in southern California could take advantage of networking possibilities such as “the monthly cocktail hour at the Soho House in West Hollywood, the group surfing lessons offered each summer in Huntington Beach, the ongoing \u003c!--more-->lecture series, and the promise of a Culver City based student recreation center and study hall.”\u003c/p>\n\u003cp>Another such prediction Friedersdorf posits, just a couple years away:\u003c/p>\n\u003cblockquote>\u003cp>The University of California decides on a new push to integrate its distance learning students into locally based intramural sports, a Web based student newspaper, and locally based black, Latino, and LGBT supporters, for starters. Go to a soccer field in San Diego on a Saturday and you might find students enrolled at UC Davis and UC Santa Cruz, but living in Mission Beach, squaring off against one another, and later that night watching a highlight of the match that someone captured on a smart-phone and uploaded to the \u003cem>University of California Extension Learning Gazette\u003c/em>.\u003c/p>\u003c/blockquote>\n\u003cp>Such a reality might resolve one of the more frustrating contradictions of campus life for many undergraduates: being confined to campus environs narrows students' experiences to only that specific region and prescribed lifestyle. A more broadly interpreted definition of the idea of a “campus” could turn the whole world into a learning environment. A college experience rooted in online courses that take advantage of all the possibilities of program enrichment that exist within larger communities could benefit students in untold ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Opportunities to diversify course curricula are also ripe with possibilities. In many ways, the actual work of a college student will probably not change all that much: Students will certainly have to work at their computers, listen to lectures and read chapters, conduct research, write notes on material, and write papers and take exams. Regardless of what new technologies emerge, there will still be plenty of work to keep students busy.\u003c/p>\n\u003cp>But what will likely change is the experience of learning. Imagine, for example, an online art course taken by students from around the country. The professor could choose a theme, such as “Family Life as Depicted in 19\u003csup>th\u003c/sup> Century Paintings,” and students could visit their local art museums to find examples of the theme in real artworks. Students could post images of the paintings they find (with permission, of course), and share the works of local artists to the student body at large. The shared images would probably run the gamut of works by local artists to those done by the great masters, depending on the museum the student visits.\u003c/p>\n\u003cp>Certainly there would be more diversity than one would find in a standard art history text; plus this would allow students to compare many different aspects of the work, such as regional themes. Such learning experiences may not only be more engaging than listening to the standard slideshow/lecture format of most art history courses.\u003c/p>\n\u003cp>The average school day for a future college student may then be more than just consuming knowledge by sitting in front of a computer, which seems to be the most envisioned common scenario about the expansion of online higher education. As Friedersdorf pointed out in \u003cem>The Atlantic\u003c/em>, colleges in the future will likely use the flexibility of online learning to explore many different ways to expand their physical campuses across the country or even the world—and hopefully, their faculty will do that as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Searching for Numbers: a Powerful Tool for Makers and Students",
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"content": "\u003cfigure id=\"attachment_22723\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/searching-for-numbers-a-powerful-tool-for-makers-and-students/mrk-anderson-for-those-who-rock-3/\" rel=\"attachment wp-att-22723\">\u003cimg class=\"size-medium wp-image-22723\" title=\"mrk anderson for those who rock\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-300x451.png\" alt='Mark Anderson \"For those about to rock...\"' width=\"300\" height=\"451\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Mark Anderson\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent conference, professor\u003ca href=\"http://www.si.umich.edu/people/kristin-fontichiaro\"> Kristin Fontichiaro\u003c/a> described watching a seven-year-old work his way through do-it-yourself resources online. Because he was comparing concrete items (e.g., his circuit versus that in the tutorial), and not abstract concepts, the student immediately understood what was a credible resource and what was not.\u003c/p>\n\u003cp>Although the task was about building a circuit, the student was also demonstrating meaningful, informed judgments about the quality of a given source, and understanding clearly what the impact of a quality resource would be on his final project.\u003c/p>\n\u003cp>In the same way, using advanced operators when searching online can help students and makers zero in on exactly what they're searching for. For example, when a student finds a great project on one of many DIY community sites, such as making a \u003ca href=\"http://www.instructables.com/id/Flower-Power-color-changing-LED-bracelet/\">multi-color LED bracelet\u003c/a> on Instructables, and wants to see what similar ideas that specific website offers, the \u003ca href=\"instructables.com%20led%20bracelet\">site: operator\u003c/a> makes it possible.\u003c/p>\n\u003cp>Another powerful operator for making and other pursuits comes from placing two dots between two numbers.\u003c/p>\n\u003cp>Take a look at these search results for the query [\u003ca href=\"https://www.google.com/search?sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=makerfaire+2006..2010\">makerfaire 2006..2010\u003c/a>]. What are those two little dots between the numbers telling Google to do?\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cimg src=\"https://lh4.googleusercontent.com/AeoJTd7wyhylMgHgI08vBpImDROyoaLwCqK2yMGcfMH-S_ClIKYeXxdPcIz-c-ljse6a2dhwGCRHJbJmC1u5EiwvggdWkdcg6-EIXZ8FYXcWqeHbalk\" alt=\"\" width=\"608px;\" height=\"615px;\">\u003c/strong>\u003c/p>\n\u003cp>Notice the smattering of bolded numbers between 2006 and 2010?\u003c/p>\n\u003cp>Those two dots, called the number range operator, tell Google to look for any number between (and including) the two given. It's a sort of fill-in-the-blank, but for numbers, that here allows you to find pages referring to the first five years of Maker Faire.\u003c/p>\n\u003cp>In its simplest form the number range operator is helpful, but start playing with its functionality, and it becomes powerful indeed.\u003c/p>\n\u003cp>To get started, if you have a shopping need, you can use the number range operator with a dollar sign to look for items within a certain price range:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/88CMSQMSt3mPGhQOnxtKhqu-2uaJVz-eZavnVtgdJvXHSBoY22pbcWUgDwT4MtxvHjof88LgB0Trjj7SNYBI_9yy7Je-EfySvtmzgzLTLL_u3vjelPs\" alt=\"\" width=\"530px;\" height=\"637px;\">\u003c/p>\n\u003cp>The challenge of a search like [\u003ca href=\"https://www.google.com/search?sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=soldering+iron+%2450..%24100\">soldering iron $50..$100\u003c/a>] is that the words soldering iron will appear on the same page as the dollar figure you desire, but the two might not actually be associated with each other (it might be a price for something else). You can use double quotes to “glue” the number to a word that defines it.\u003c/p>\n\u003cp>For example, many young students are learning about circuitry via \u003ca href=\"http://courseweb.stthomas.edu/apthomas/SquishyCircuits/\">Squishy Circuits\u003c/a>. AnnMarie Thomas's no-solder, no-sparks approach to developing circuits uses four 1.5V batteries (6V total) to power a series of wires, LED lights, and/or motors. If a student wanted to shop for a motor for her project, Thomas suggests a “low current draw (~30mA) ... rated for about 5 volts.”\u003c/p>\n\u003cp>Now, you can look for just that kind of motor, but retain some flexibility:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/ffK3a3bJ0yceaXOzNefLNeWzY4EXN2H-lhdZrvuLPJIQxjnpPE3xwJfqlno8gcwhjDUNGx6I4nhSGJroTeqWlsQX0C4Oa4oGjsJ0t7UY54dEuF1hfW4\" alt=\"\" width=\"652px;\" height=\"760px;\">\u003c/p>\n\u003cp>Number range searches are not only useful when you have a top and bottom parameter to your range. They also work as a “greater than” search by simply leaving off the second number. For example, when a project requires a battery of more than 220 volts:\u003c/p>\n\u003cp>\u003cimg src=\"https://lh3.googleusercontent.com/FFccOSGxDsHmDxpw-Znvp6prn2g1BwMaVHzK2iqFT2qWIG8tGczygoOR2CSHenRzY5Ry5uZUa8mZRlLmFKMMFIZs1O_MSSYHqMf2q2rvNwlSAsPStWI\" alt=\"\" width=\"656px;\" height=\"531px;\">\u003c/p>\n\u003cp>One time-saving use of the number range operator is when you have a bunch of numbers for which you need information, and don’t want to do lots of different searches.\u003c/p>\n\u003cp>For example, imagine a student invented an implement for commuting cyclists and wanted to figure out in which San Francisco zip codes he should try marketing it. Generally the student would need to enter each zip code, separated by an OR: [means of transportation bicycle zip code 94100 OR 94101 OR 94102 OR 94103] and so on. That requires a lot of numbers. But look how the number range operator simplifies that search:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/i44lEJXvs--oOtg9vlvILNpaDFc8x7kcHWxrxH2QEskFreMXY4jTwGJ38X4d-vloxXQsmsz8dtee9Vw5lr9lLHh18TMEwC2nB6uf5-7nV2A3fUYHcSs\" alt=\"\" width=\"610px;\" height=\"724px;\">\u003c/p>\n\u003cp>The number range operator turns out to be useful in many unusual circumstances. One favorite use is to find online discussions with healthy amounts of commentary. As many pages with blog-like formats state how many comments have been made, a greater-than search for a minimum desired number of comments can bring back interesting results:\u003cbr>\n\u003cimg src=\"https://lh5.googleusercontent.com/y0x55ygdNz9JG-A62jc7UqsgIHen3FkkoaHCMXP5z6DTHzORTk_VZPTWQrYATOKrbuJsQsJgi_0IjFpILdJRBTjaq_yxUThfbgn1fYIe-Pds_e-iJ-8\" alt=\"\" width=\"672px;\" height=\"578px;\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How could you use number range searching to find what you need?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22723\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/searching-for-numbers-a-powerful-tool-for-makers-and-students/mrk-anderson-for-those-who-rock-3/\" rel=\"attachment wp-att-22723\">\u003cimg class=\"size-medium wp-image-22723\" title=\"mrk anderson for those who rock\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-300x451.png\" alt='Mark Anderson \"For those about to rock...\"' width=\"300\" height=\"451\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Mark Anderson\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent conference, professor\u003ca href=\"http://www.si.umich.edu/people/kristin-fontichiaro\"> Kristin Fontichiaro\u003c/a> described watching a seven-year-old work his way through do-it-yourself resources online. Because he was comparing concrete items (e.g., his circuit versus that in the tutorial), and not abstract concepts, the student immediately understood what was a credible resource and what was not.\u003c/p>\n\u003cp>Although the task was about building a circuit, the student was also demonstrating meaningful, informed judgments about the quality of a given source, and understanding clearly what the impact of a quality resource would be on his final project.\u003c/p>\n\u003cp>In the same way, using advanced operators when searching online can help students and makers zero in on exactly what they're searching for. For example, when a student finds a great project on one of many DIY community sites, such as making a \u003ca href=\"http://www.instructables.com/id/Flower-Power-color-changing-LED-bracelet/\">multi-color LED bracelet\u003c/a> on Instructables, and wants to see what similar ideas that specific website offers, the \u003ca href=\"instructables.com%20led%20bracelet\">site: operator\u003c/a> makes it possible.\u003c/p>\n\u003cp>Another powerful operator for making and other pursuits comes from placing two dots between two numbers.\u003c/p>\n\u003cp>Take a look at these search results for the query [\u003ca href=\"https://www.google.com/search?sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=makerfaire+2006..2010\">makerfaire 2006..2010\u003c/a>]. What are those two little dots between the numbers telling Google to do?\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cimg src=\"https://lh4.googleusercontent.com/AeoJTd7wyhylMgHgI08vBpImDROyoaLwCqK2yMGcfMH-S_ClIKYeXxdPcIz-c-ljse6a2dhwGCRHJbJmC1u5EiwvggdWkdcg6-EIXZ8FYXcWqeHbalk\" alt=\"\" width=\"608px;\" height=\"615px;\">\u003c/strong>\u003c/p>\n\u003cp>Notice the smattering of bolded numbers between 2006 and 2010?\u003c/p>\n\u003cp>Those two dots, called the number range operator, tell Google to look for any number between (and including) the two given. It's a sort of fill-in-the-blank, but for numbers, that here allows you to find pages referring to the first five years of Maker Faire.\u003c/p>\n\u003cp>In its simplest form the number range operator is helpful, but start playing with its functionality, and it becomes powerful indeed.\u003c/p>\n\u003cp>To get started, if you have a shopping need, you can use the number range operator with a dollar sign to look for items within a certain price range:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/88CMSQMSt3mPGhQOnxtKhqu-2uaJVz-eZavnVtgdJvXHSBoY22pbcWUgDwT4MtxvHjof88LgB0Trjj7SNYBI_9yy7Je-EfySvtmzgzLTLL_u3vjelPs\" alt=\"\" width=\"530px;\" height=\"637px;\">\u003c/p>\n\u003cp>The challenge of a search like [\u003ca href=\"https://www.google.com/search?sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=soldering+iron+%2450..%24100\">soldering iron $50..$100\u003c/a>] is that the words soldering iron will appear on the same page as the dollar figure you desire, but the two might not actually be associated with each other (it might be a price for something else). You can use double quotes to “glue” the number to a word that defines it.\u003c/p>\n\u003cp>For example, many young students are learning about circuitry via \u003ca href=\"http://courseweb.stthomas.edu/apthomas/SquishyCircuits/\">Squishy Circuits\u003c/a>. AnnMarie Thomas's no-solder, no-sparks approach to developing circuits uses four 1.5V batteries (6V total) to power a series of wires, LED lights, and/or motors. If a student wanted to shop for a motor for her project, Thomas suggests a “low current draw (~30mA) ... rated for about 5 volts.”\u003c/p>\n\u003cp>Now, you can look for just that kind of motor, but retain some flexibility:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/ffK3a3bJ0yceaXOzNefLNeWzY4EXN2H-lhdZrvuLPJIQxjnpPE3xwJfqlno8gcwhjDUNGx6I4nhSGJroTeqWlsQX0C4Oa4oGjsJ0t7UY54dEuF1hfW4\" alt=\"\" width=\"652px;\" height=\"760px;\">\u003c/p>\n\u003cp>Number range searches are not only useful when you have a top and bottom parameter to your range. They also work as a “greater than” search by simply leaving off the second number. For example, when a project requires a battery of more than 220 volts:\u003c/p>\n\u003cp>\u003cimg src=\"https://lh3.googleusercontent.com/FFccOSGxDsHmDxpw-Znvp6prn2g1BwMaVHzK2iqFT2qWIG8tGczygoOR2CSHenRzY5Ry5uZUa8mZRlLmFKMMFIZs1O_MSSYHqMf2q2rvNwlSAsPStWI\" alt=\"\" width=\"656px;\" height=\"531px;\">\u003c/p>\n\u003cp>One time-saving use of the number range operator is when you have a bunch of numbers for which you need information, and don’t want to do lots of different searches.\u003c/p>\n\u003cp>For example, imagine a student invented an implement for commuting cyclists and wanted to figure out in which San Francisco zip codes he should try marketing it. Generally the student would need to enter each zip code, separated by an OR: [means of transportation bicycle zip code 94100 OR 94101 OR 94102 OR 94103] and so on. That requires a lot of numbers. But look how the number range operator simplifies that search:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/i44lEJXvs--oOtg9vlvILNpaDFc8x7kcHWxrxH2QEskFreMXY4jTwGJ38X4d-vloxXQsmsz8dtee9Vw5lr9lLHh18TMEwC2nB6uf5-7nV2A3fUYHcSs\" alt=\"\" width=\"610px;\" height=\"724px;\">\u003c/p>\n\u003cp>The number range operator turns out to be useful in many unusual circumstances. One favorite use is to find online discussions with healthy amounts of commentary. As many pages with blog-like formats state how many comments have been made, a greater-than search for a minimum desired number of comments can bring back interesting results:\u003cbr>\n\u003cimg src=\"https://lh5.googleusercontent.com/y0x55ygdNz9JG-A62jc7UqsgIHen3FkkoaHCMXP5z6DTHzORTk_VZPTWQrYATOKrbuJsQsJgi_0IjFpILdJRBTjaq_yxUThfbgn1fYIe-Pds_e-iJ-8\" alt=\"\" width=\"672px;\" height=\"578px;\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How could you use number range searching to find what you need?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What it Takes to Launch a Mobile Learning Program in Schools",
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"content": "\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_22680\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-22680\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As mobile learning programs become more ubiquitous, international attention is focusing on how different countries integrate mobile devices into formal schooling. Last month, United Nations Education, Scientific and Cultural Organization (UNESCO) released a comprehensive report called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO Working Paper Series on Mobile Learning \u003c/a>on the state of mobile learning around the world.\u003c/p>\n\u003cp>The report breaks down usage and policies in different areas, including North America, and part of the research focuses on \"Essential Conditions for Mobile Learning.\" In this section of the report, researchers present five key conditions that must exist for a mobile learning initiative to succeed: visionary leadership and commitment, robust technology capacity, professional development, scalability, and policies that promote and support the initiative. Excerpted from the report:\u003c/p>\n\u003cp>\u003cstrong>1. VISIONARY LEADERSHIP AND COMMITMENT\u003c/strong>\u003c/p>\n\u003cp>Leadership and vision are central to the development of school reform efforts and mobile learning initiatives. Pioneering schools and districts with robust mobile learning programs often have strong, visionary leaders who promote and oversee the projects. While many national, state and provincial, and local policies have encouraged mobile learning, efforts to implement mobile learning programs are typically spearheaded by a school leader – often a principal, technology coordinator, district superintendent or university faculty member.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Teachers must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions.\u003c/p>\n\u003c/aside>\n\u003cp>The project leader must cultivate a unified vision across the school or district, drawing in leaders from the curriculum and instruction, assessment, and technology departments. According to Lenny Schad, chief information officer for \u003ca href=\"http://www.katyisd.org/technology/Pages/Schad.aspx\">Katy Independent School District in Texas\u003c/a>, it is critical that \u003c!--more-->everyone involved in implementing the program has a clear understanding of the goals, intended outcomes, and expected benefits and risks. A mobile learning initiative should not be promoted as a technology initiative; rather, in order to win the broad support necessary for successful implementation, it should be positioned as an education initiative tied to clearly identifiable curricular goals. The education technology department must work closely with the curriculum and instruction department to ensure that their efforts and objectives are aligned. Part of the implementation must include adequate IT support, broadband access and teacher training.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>\u003cstrong>2. ROBUST TECHNOLOGY CAPACITY\u003c/strong>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A successful mobile learning initiative requires a thorough analysis of the capacity of the existing technological infrastructure, with careful consideration and planning for the demands of the new program, including broadband access, hardware and software, and technical support. This analysis should include projections of demand and a review of recommendations for broadband requirements based on the number of users and bandwidth needs.\u003c/p>\n\u003cp>Ideally, wireless connectivity should be available throughout a school campus to maximize the potential of mobile learning. The increase in usage will require additional data storage, possibly off-site. Security and privacy must also be considered. Internet filters will need to comply with the district’s acceptable use policies as well as \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a> requirements in the United States. US institutions also must adhere to the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>), which regulates the online collection of personal data from children younger than 13 years of age.\u003c/p>\n\u003cp>\u003cstrong>3. PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Many teachers will need training to successfully incorporate mobile learning into their pedagogical repertoire. Sharon Robinson, president and CEO of the \u003ca href=\"http://aacte.org/\">American Association of Colleges for Teacher Education\u003c/a>, said that most colleges and universities in the United States and Canada do not train teachers to integrate mobile learning into their instruction, and teachers have not typically had professional development opportunities specific to mobile learning.\u003c/p>\n\u003cp>First and foremost, teachers must have a basic understanding of the devices and their features. More importantly, though, they must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions. A common pitfall in incorporating new technology into education is over-reliance on the technology itself to produce results. [Mobile learning researchers] \u003ca href=\"http://radar.oreilly.com/marieb/\">Marie Bjerede\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/chris-dede/\">Chris Dede\u003c/a>, for instance, found that podcasting in and of itself had little effect on teaching and learning. When played in the classroom, podcasts are just high-tech versions of age-old instructional practices of \"teaching by telling, learning by listening,\" previously accomplished with educational radio and portable tape recorders.\u003c/p>\n\u003cp>Researchers and education leaders say that improvements in student outcomes are more likely to occur if mobile learning initiatives lead to fundamental changes in instructional strategies. For example, in \u003ca href=\"http://www.svusd.k12.ca.us/\">Saddleback Valley Unified School District\u003c/a> in California, teachers participated in extensive professional development, including guidance on developing digital content and resources. Rather than trying to fit the new devices into the same instructional strategies, educators should be thinking critically about how they will deliver instruction differently using the opportunities afforded by mobile technologies. Professional development is key to helping teachers make the paradigm shift necessary to effectively integrate mobile devices into instruction.\u003c/p>\n\u003cdiv id=\"attachment_22675\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102.jpg\">\u003cimg class=\"size-medium wp-image-22675\" title=\"11_1.21_Ipad_Algebra_0102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Some educators stress the importance and potential of professional development that is available on demand and provides an individualized response to a teacher’s immediate needs. To fill gaps in professional development on mobile learning, some teachers have created or joined communities of practice or professional learning communities (PLCs). Teachers in PLCs meet regularly, either in person or online, to exchange ideas, share successes and discuss challenges they may be facing in the classroom. Within this collaborative structure, teachers can examine and improve their professional practice at a more flexible pace and with more opportunities for individualized support than is typically offered by traditional professional development programs.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>4. SCALABILITY\u003c/strong>\u003c/p>\n\u003cp>Nearly every project leader of the mobile learning initiatives included in this review strongly encouraged a \"start small, think big\" mentality. Because mobile learning is still an emerging field, any new mobile learning program will likely encounter setbacks, and small-scale implementation can decrease risk and hasten recovery. For example, the pilot program at \u003ca href=\"http://www.canby.k12.or.us/\">Canby School District\u003c/a> in Oregon began with a few classrooms and then expanded on the basis of those experiences. Saddleback Valley Unified School District, \u003ca href=\"http://www.rockdaleisd.net\">Rockdale ISD\u003c/a> and Katy ISD all built on the success of their pilot programs, often by increasing the number of students provided with mobile devices or adding a BYOT [bring your own technology] component in the upper grades.\u003c/p>\n\u003cp>Kyle Menchhofer, technology coordinator of \u003ca href=\"http://sm.k12.oh.us\">St. Mary’s School in Ohio\u003c/a>, said the school started its pilot program with five fifth-grade classrooms. In the second year, 29 teachers joined the project, with 630 mobile learning devices deployed in Grades 3 through 6. In the fourth year, because of the program’s great success, St. Mary’s implemented a BYOT pilot program in Grades 6 through 12. Although initial implementation might be small in scale, technology capacity should be addressed at the outset in preparation for large-scale implementation at a later date.\u003c/p>\n\u003cp>\u003cstrong>5. POLICIES THAT PROMOTE AND SUPPORT THE INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>To support their mobile learning initiatives, many of the schools and districts surveyed for this paper eliminated policies that prohibited students from bringing mobile technologies to school and changed the wording in rules and guidance documents from \"acceptable use\" to \"responsible use.\" The latter change reflects a shift in the institutional mindset: rather than simply policing mobile phone use, schools are moving toward making students responsible for their behavior with regard to mobile technology.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">How to Use Mobile Phones for Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in the Class\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003cp>Successful implementation of a mobile learning initiative requires a thorough review of the school or district AUP to ensure that it reflects an updated philosophical perspective on the use of mobile devices on campus. The AUP should not be too restrictive with regard to the specific kinds of technology allowed, and the language should be more inclusive than exclusive. A number of organizations are working to help schools update their rules and policies to make room for flexible mobile learning programs and to better account for new and rapidly changing educational technologies. CoSN, with funding from a John D. and Catherine T. MacArthur Foundation grant, recently released a document that provides guidance to school leaders looking to revise AUPs.\u003c/p>\n\u003cp>\u003cem>Read \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO's report in full\u003c/a> by downloading the \u003ca href=\"unesdoc.unesco.org/images/0021/002160/216083e.pdf\">PDF here\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_22680\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-22680\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As mobile learning programs become more ubiquitous, international attention is focusing on how different countries integrate mobile devices into formal schooling. Last month, United Nations Education, Scientific and Cultural Organization (UNESCO) released a comprehensive report called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO Working Paper Series on Mobile Learning \u003c/a>on the state of mobile learning around the world.\u003c/p>\n\u003cp>The report breaks down usage and policies in different areas, including North America, and part of the research focuses on \"Essential Conditions for Mobile Learning.\" In this section of the report, researchers present five key conditions that must exist for a mobile learning initiative to succeed: visionary leadership and commitment, robust technology capacity, professional development, scalability, and policies that promote and support the initiative. Excerpted from the report:\u003c/p>\n\u003cp>\u003cstrong>1. VISIONARY LEADERSHIP AND COMMITMENT\u003c/strong>\u003c/p>\n\u003cp>Leadership and vision are central to the development of school reform efforts and mobile learning initiatives. Pioneering schools and districts with robust mobile learning programs often have strong, visionary leaders who promote and oversee the projects. While many national, state and provincial, and local policies have encouraged mobile learning, efforts to implement mobile learning programs are typically spearheaded by a school leader – often a principal, technology coordinator, district superintendent or university faculty member.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Teachers must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions.\u003c/p>\n\u003c/aside>\n\u003cp>The project leader must cultivate a unified vision across the school or district, drawing in leaders from the curriculum and instruction, assessment, and technology departments. According to Lenny Schad, chief information officer for \u003ca href=\"http://www.katyisd.org/technology/Pages/Schad.aspx\">Katy Independent School District in Texas\u003c/a>, it is critical that \u003c!--more-->everyone involved in implementing the program has a clear understanding of the goals, intended outcomes, and expected benefits and risks. A mobile learning initiative should not be promoted as a technology initiative; rather, in order to win the broad support necessary for successful implementation, it should be positioned as an education initiative tied to clearly identifiable curricular goals. The education technology department must work closely with the curriculum and instruction department to ensure that their efforts and objectives are aligned. Part of the implementation must include adequate IT support, broadband access and teacher training.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>\u003cstrong>2. ROBUST TECHNOLOGY CAPACITY\u003c/strong>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A successful mobile learning initiative requires a thorough analysis of the capacity of the existing technological infrastructure, with careful consideration and planning for the demands of the new program, including broadband access, hardware and software, and technical support. This analysis should include projections of demand and a review of recommendations for broadband requirements based on the number of users and bandwidth needs.\u003c/p>\n\u003cp>Ideally, wireless connectivity should be available throughout a school campus to maximize the potential of mobile learning. The increase in usage will require additional data storage, possibly off-site. Security and privacy must also be considered. Internet filters will need to comply with the district’s acceptable use policies as well as \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a> requirements in the United States. US institutions also must adhere to the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>), which regulates the online collection of personal data from children younger than 13 years of age.\u003c/p>\n\u003cp>\u003cstrong>3. PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Many teachers will need training to successfully incorporate mobile learning into their pedagogical repertoire. Sharon Robinson, president and CEO of the \u003ca href=\"http://aacte.org/\">American Association of Colleges for Teacher Education\u003c/a>, said that most colleges and universities in the United States and Canada do not train teachers to integrate mobile learning into their instruction, and teachers have not typically had professional development opportunities specific to mobile learning.\u003c/p>\n\u003cp>First and foremost, teachers must have a basic understanding of the devices and their features. More importantly, though, they must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions. A common pitfall in incorporating new technology into education is over-reliance on the technology itself to produce results. [Mobile learning researchers] \u003ca href=\"http://radar.oreilly.com/marieb/\">Marie Bjerede\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/chris-dede/\">Chris Dede\u003c/a>, for instance, found that podcasting in and of itself had little effect on teaching and learning. When played in the classroom, podcasts are just high-tech versions of age-old instructional practices of \"teaching by telling, learning by listening,\" previously accomplished with educational radio and portable tape recorders.\u003c/p>\n\u003cp>Researchers and education leaders say that improvements in student outcomes are more likely to occur if mobile learning initiatives lead to fundamental changes in instructional strategies. For example, in \u003ca href=\"http://www.svusd.k12.ca.us/\">Saddleback Valley Unified School District\u003c/a> in California, teachers participated in extensive professional development, including guidance on developing digital content and resources. Rather than trying to fit the new devices into the same instructional strategies, educators should be thinking critically about how they will deliver instruction differently using the opportunities afforded by mobile technologies. Professional development is key to helping teachers make the paradigm shift necessary to effectively integrate mobile devices into instruction.\u003c/p>\n\u003cdiv id=\"attachment_22675\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102.jpg\">\u003cimg class=\"size-medium wp-image-22675\" title=\"11_1.21_Ipad_Algebra_0102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Some educators stress the importance and potential of professional development that is available on demand and provides an individualized response to a teacher’s immediate needs. To fill gaps in professional development on mobile learning, some teachers have created or joined communities of practice or professional learning communities (PLCs). Teachers in PLCs meet regularly, either in person or online, to exchange ideas, share successes and discuss challenges they may be facing in the classroom. Within this collaborative structure, teachers can examine and improve their professional practice at a more flexible pace and with more opportunities for individualized support than is typically offered by traditional professional development programs.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>4. SCALABILITY\u003c/strong>\u003c/p>\n\u003cp>Nearly every project leader of the mobile learning initiatives included in this review strongly encouraged a \"start small, think big\" mentality. Because mobile learning is still an emerging field, any new mobile learning program will likely encounter setbacks, and small-scale implementation can decrease risk and hasten recovery. For example, the pilot program at \u003ca href=\"http://www.canby.k12.or.us/\">Canby School District\u003c/a> in Oregon began with a few classrooms and then expanded on the basis of those experiences. Saddleback Valley Unified School District, \u003ca href=\"http://www.rockdaleisd.net\">Rockdale ISD\u003c/a> and Katy ISD all built on the success of their pilot programs, often by increasing the number of students provided with mobile devices or adding a BYOT [bring your own technology] component in the upper grades.\u003c/p>\n\u003cp>Kyle Menchhofer, technology coordinator of \u003ca href=\"http://sm.k12.oh.us\">St. Mary’s School in Ohio\u003c/a>, said the school started its pilot program with five fifth-grade classrooms. In the second year, 29 teachers joined the project, with 630 mobile learning devices deployed in Grades 3 through 6. In the fourth year, because of the program’s great success, St. Mary’s implemented a BYOT pilot program in Grades 6 through 12. Although initial implementation might be small in scale, technology capacity should be addressed at the outset in preparation for large-scale implementation at a later date.\u003c/p>\n\u003cp>\u003cstrong>5. POLICIES THAT PROMOTE AND SUPPORT THE INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>To support their mobile learning initiatives, many of the schools and districts surveyed for this paper eliminated policies that prohibited students from bringing mobile technologies to school and changed the wording in rules and guidance documents from \"acceptable use\" to \"responsible use.\" The latter change reflects a shift in the institutional mindset: rather than simply policing mobile phone use, schools are moving toward making students responsible for their behavior with regard to mobile technology.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">How to Use Mobile Phones for Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in the Class\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003cp>Successful implementation of a mobile learning initiative requires a thorough review of the school or district AUP to ensure that it reflects an updated philosophical perspective on the use of mobile devices on campus. The AUP should not be too restrictive with regard to the specific kinds of technology allowed, and the language should be more inclusive than exclusive. A number of organizations are working to help schools update their rules and policies to make room for flexible mobile learning programs and to better account for new and rapidly changing educational technologies. CoSN, with funding from a John D. and Catherine T. MacArthur Foundation grant, recently released a document that provides guidance to school leaders looking to revise AUPs.\u003c/p>\n\u003cp>\u003cem>Read \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO's report in full\u003c/a> by downloading the \u003ca href=\"unesdoc.unesco.org/images/0021/002160/216083e.pdf\">PDF here\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511.jpg\">\u003cimg class=\"alignright size-large wp-image-22588\" title=\"99760451\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511-620x328.jpg\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Over the next few months, a handful of states will take early steps to try to solve a problem that's become a by-product of the digital age: navigating the flood of student data.\u003c/p>\n\u003cp>Right now, all sorts of student data are being kept in everything from testing programs and instructional software to grade books and learning management systems. But the data are often trapped in the program and not easily extracted or combined with other data on the same student, creating the educational equivalent of the Hotel California: data can check in any time it likes, but it can never leave. Or be used effectively by teachers.\u003c/p>\n\u003cp>So a new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. That is, as long as the effort can address concerns about technology, privacy, and whether enough education companies will want to build products for a system that could undermine parts of their own businesses.\u003c/p>\n\u003cp>In a nutshell, this describes the complicated Shared Learning Infrastructure, being built by the near-namesake \u003ca href=\"http://slcedu.org/\">Shared Learning Collaborative\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The SLI has had low visibility so far. Started in 2011, encouraged by the \u003ca href=\"http://ccsso.org/\">Council of Chief State School Officers\u003c/a> (the state superintendents of public instruction group that was one of the driving forces behind the Common Core State Standards), and funded by the Carnegie Corporation and Gates Foundation, the SLC has signed on \u003ca href=\"http://slcedu.org/states-districts/pilot-districts\">nine states\u003c/a> with the promise of creating a less expensive, more connected way to store student data with the potential to make student learning more personal.\u003c/p>\n\u003cp>\u003cstrong>WHERE WOULD THE DATA GO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Perhaps the best way to understand the SLI initiative – this nuts-and-bolts, multi-state, grand-vision education technology project that just went into its pilot \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> – is to visualize plumbing. Think of twin buckets in the cloud:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. The main part of the Shared Learning Infrastructure is a huge, carefully structured bucket: the data store/warehouse, which holds, well, a bucket-load of student data across grades and subjects, such as individual student names, demographic information, discipline history, grades, test results, teachers, attendance, graduation requirements, even detail of standards mastered.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This is all data that schools already have, but it’s not necessarily stored all in the same place, in the same way (think of the historic tech disconnect of Beta vs. VHS videotape formats), or even synched and easily available when it’s needed. SLI is designed to serve all these needs and be based on technology that will be open source, free for states and districts to use, modify and share -- all appealing to administrators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. A second, companion bucket inside SLI is information about instructional content and materials. But it doesn’t hold the instructional resources themselves. This bucket provides pointers to the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">resources everywhere on the web\u003c/a>, leveraging tagging and indexes of the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a> and U.S. Department of Education \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>. And these resources, through the pointers, are aligned to the new Common Core standards. That alignment provides a connection between the instructional materials and the student test data in the first, big bucket.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The third part isn’t another bucket. It’s spigots and faucets that stick out of the buckets – the APIs, or Application Programming Interfaces. APIs are simply a way for school administration, instructional and assessment software outside of the bucket to receive a flow of information from inside the bucket and pour its own back in. This is what the school, teachers and students primarily work with: the software that works with the SLI, connected by the APIs.\u003c/p>\n\u003cp>The hope is that schools and students will be able to benefit when these pieces are connected. If a student changes schools, either by moving from one grade to another or simply moving, that student’s data would follow her in a consistent format (assuming the new school is also in a state that uses the SLI). Then, it's theoretically easier to understand a student’s -- or even an entire student group’s -- performance over time throughout their educational career, because all of that granular data, regardless of grade, is in one bucket.\u003c/p>\n\u003cp>Teachers and students could also benefit through easier-to-personalize instruction – a holy grail of education technology. Since the bucket of student data is explicitly tied to the Common Core standards, and the second bucket of content in the SLI is also tied to the same Common Core, connecting the two could create a clearer path to what needs to be learned based on what a student has shown he or she (or a group of students with similar learning patterns) does, or doesn’t, understand. As Brandt Redd, senior technology officer for education programs at the Gates Foundation, noted in a presentation at an \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">education industry conference\u003c/a>, SLI is part of the cycle, “How did I do? What don’t I know? How do I learn this? … That data isn’t getting back to the teachers and students.”\u003c/p>\n\u003cp>For their part, the pilot districts in the initial states see practical appeal in having one place to store and pull data rather than try to extract it from multiple administration, instructional and testing programs, all of which may not play nicely together. Tom Stella, assistant superintendent of Everett Public Schools in Massachusetts, summed up his district’s perspective at a Software and Information Industry Association \u003ca href=\"http://siia.net/index.php?option=com_docman&task=doc_download&gid=3468&Itemid=318\">SLC workshop\u003c/a> this spring in San Francisco: “The fewer places I have to go to get assessment data,” the better.\u003c/p>\n\u003cp>\u003cstrong>CARROTS AND STICKS FOR EDUCATION COMPANIES\u003c/strong>\u003c/p>\n\u003cp>But there are still a number of issues that remain before the spigots can be turned on. One of the biggest, of course, is that the technology all works, which is the point of a new \u003ca href=\"http://dev.slcedu.org/getting-started/sandbox\">developer’s Sandbox\u003c/a> that lets companies test applications.\u003c/p>\n\u003cp>A second is the privacy and security of student data. On its \u003ca href=\"http://slcedu.org/technology/privacy-and-security\">website\u003c/a>, the SLI prominently addresses this concern by stating that states, districts and schools \"retain ownership and control of their data,\" any existing privacy and security policies will continue, and it'll be the districts -- not the SLC -- that will determine which apps get data access.\" The SLC adds that it's building the technology so schools using it can be in compliance with the Family Educational Rights and Privacy Act (FERPA).\u003c/p>\n\u003cp>A third is how many education companies will build products that connect to the SLI and take advantage of its features.\u003c/p>\n\u003cp>This last piece isn’t a small detail. It’s pretty clear that the SLI could easily replace a good part of the data back end of a number of products, including student information systems. (One SLC official estimated, very cautiously, that 10-20% of such products are related to storing data.) Having ready-built student data storage could also make it easier for some companies to compete with those who already offer their own proprietary “personalized” products that they’ve engineered independently, and cause those companies to lose a competitive leg up.\u003c/p>\n\u003cp>With the education industry, SLC is using both the carrot and the stick. The carrot is the official stance.\u003c/p>\n\u003cp>“Students aren’t going to have a great educational experience (simply) because you solved the data problem again,” said Gates’ Sharren Bates at the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/schedule.asp\">Ed Tech Industry Summit\u003c/a> this spring.\u003c/p>\n\u003cp>Instead, she urged, let the SLC solve the data storage problem one more time, and let the industry focus on the tools that use it. Other advantages being touted to the industry are that early-stage and established companies will no longer have to figure out how to integrate their software with data software used by each district and state – as long as the software works with the SLI’s APIs, it will work.\u003c/p>\n\u003cp>The stick appears to be coming from the pilot states and districts themselves. At the same San Francisco workshop, at least one of three state and district representatives implied they wouldn’t even look at a product that didn’t work with the SLI once they start using it. But the promise for companies is based on the assumption that enough states and districts beyond the pilot phase will adopt it, creating a critical mass of potential customers to make education technology developers want to pay attention.\u003c/p>\n\u003cp>A myriad of other issues include how software that interacts with the SLI will be approved (both as a technical and policy matter) and who will approve it, the computing power and bandwidth required of schools, and – key – who will pay to maintain the Infrastructure and do new SLI development after it’s launched and foundation financial support ends.\u003c/p>\n\u003cp>The SLC has made it clear it’s aware of these issues and appears to be working in a similarly low-key-yet-persistent way to address them. In the meantime, its SLI has gone into \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> as of late June and plans a final release in December 2012 (assuming the Mayans don’t intrude). Committed to take part in the pilot are at least one school district in each of Massachusetts, New York, Illinois, North Carolina and Colorado, to be followed by Louisiana, Georgia, Delaware and Kentucky.\u003c/p>\n\u003cp>It’ll likely be some time in 2013 before we find out if the SLI will fully complete that complicated waterworks – or if it will become a fancy set of publicly owned buckets, attractive and exciting in design, but with spigots that remain closed because no one has constructed pipes to accept and renew the flow of data.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\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\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n",
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"excerpt": "A new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The SLI has had low visibility so far. Started in 2011, encouraged by the \u003ca href=\"http://ccsso.org/\">Council of Chief State School Officers\u003c/a> (the state superintendents of public instruction group that was one of the driving forces behind the Common Core State Standards), and funded by the Carnegie Corporation and Gates Foundation, the SLC has signed on \u003ca href=\"http://slcedu.org/states-districts/pilot-districts\">nine states\u003c/a> with the promise of creating a less expensive, more connected way to store student data with the potential to make student learning more personal.\u003c/p>\n\u003cp>\u003cstrong>WHERE WOULD THE DATA GO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Perhaps the best way to understand the SLI initiative – this nuts-and-bolts, multi-state, grand-vision education technology project that just went into its pilot \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> – is to visualize plumbing. Think of twin buckets in the cloud:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. The main part of the Shared Learning Infrastructure is a huge, carefully structured bucket: the data store/warehouse, which holds, well, a bucket-load of student data across grades and subjects, such as individual student names, demographic information, discipline history, grades, test results, teachers, attendance, graduation requirements, even detail of standards mastered.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This is all data that schools already have, but it’s not necessarily stored all in the same place, in the same way (think of the historic tech disconnect of Beta vs. VHS videotape formats), or even synched and easily available when it’s needed. SLI is designed to serve all these needs and be based on technology that will be open source, free for states and districts to use, modify and share -- all appealing to administrators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. A second, companion bucket inside SLI is information about instructional content and materials. But it doesn’t hold the instructional resources themselves. This bucket provides pointers to the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">resources everywhere on the web\u003c/a>, leveraging tagging and indexes of the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a> and U.S. Department of Education \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>. And these resources, through the pointers, are aligned to the new Common Core standards. That alignment provides a connection between the instructional materials and the student test data in the first, big bucket.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The third part isn’t another bucket. It’s spigots and faucets that stick out of the buckets – the APIs, or Application Programming Interfaces. APIs are simply a way for school administration, instructional and assessment software outside of the bucket to receive a flow of information from inside the bucket and pour its own back in. This is what the school, teachers and students primarily work with: the software that works with the SLI, connected by the APIs.\u003c/p>\n\u003cp>The hope is that schools and students will be able to benefit when these pieces are connected. If a student changes schools, either by moving from one grade to another or simply moving, that student’s data would follow her in a consistent format (assuming the new school is also in a state that uses the SLI). Then, it's theoretically easier to understand a student’s -- or even an entire student group’s -- performance over time throughout their educational career, because all of that granular data, regardless of grade, is in one bucket.\u003c/p>\n\u003cp>Teachers and students could also benefit through easier-to-personalize instruction – a holy grail of education technology. Since the bucket of student data is explicitly tied to the Common Core standards, and the second bucket of content in the SLI is also tied to the same Common Core, connecting the two could create a clearer path to what needs to be learned based on what a student has shown he or she (or a group of students with similar learning patterns) does, or doesn’t, understand. As Brandt Redd, senior technology officer for education programs at the Gates Foundation, noted in a presentation at an \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">education industry conference\u003c/a>, SLI is part of the cycle, “How did I do? What don’t I know? How do I learn this? … That data isn’t getting back to the teachers and students.”\u003c/p>\n\u003cp>For their part, the pilot districts in the initial states see practical appeal in having one place to store and pull data rather than try to extract it from multiple administration, instructional and testing programs, all of which may not play nicely together. Tom Stella, assistant superintendent of Everett Public Schools in Massachusetts, summed up his district’s perspective at a Software and Information Industry Association \u003ca href=\"http://siia.net/index.php?option=com_docman&task=doc_download&gid=3468&Itemid=318\">SLC workshop\u003c/a> this spring in San Francisco: “The fewer places I have to go to get assessment data,” the better.\u003c/p>\n\u003cp>\u003cstrong>CARROTS AND STICKS FOR EDUCATION COMPANIES\u003c/strong>\u003c/p>\n\u003cp>But there are still a number of issues that remain before the spigots can be turned on. One of the biggest, of course, is that the technology all works, which is the point of a new \u003ca href=\"http://dev.slcedu.org/getting-started/sandbox\">developer’s Sandbox\u003c/a> that lets companies test applications.\u003c/p>\n\u003cp>A second is the privacy and security of student data. On its \u003ca href=\"http://slcedu.org/technology/privacy-and-security\">website\u003c/a>, the SLI prominently addresses this concern by stating that states, districts and schools \"retain ownership and control of their data,\" any existing privacy and security policies will continue, and it'll be the districts -- not the SLC -- that will determine which apps get data access.\" The SLC adds that it's building the technology so schools using it can be in compliance with the Family Educational Rights and Privacy Act (FERPA).\u003c/p>\n\u003cp>A third is how many education companies will build products that connect to the SLI and take advantage of its features.\u003c/p>\n\u003cp>This last piece isn’t a small detail. It’s pretty clear that the SLI could easily replace a good part of the data back end of a number of products, including student information systems. (One SLC official estimated, very cautiously, that 10-20% of such products are related to storing data.) Having ready-built student data storage could also make it easier for some companies to compete with those who already offer their own proprietary “personalized” products that they’ve engineered independently, and cause those companies to lose a competitive leg up.\u003c/p>\n\u003cp>With the education industry, SLC is using both the carrot and the stick. The carrot is the official stance.\u003c/p>\n\u003cp>“Students aren’t going to have a great educational experience (simply) because you solved the data problem again,” said Gates’ Sharren Bates at the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/schedule.asp\">Ed Tech Industry Summit\u003c/a> this spring.\u003c/p>\n\u003cp>Instead, she urged, let the SLC solve the data storage problem one more time, and let the industry focus on the tools that use it. Other advantages being touted to the industry are that early-stage and established companies will no longer have to figure out how to integrate their software with data software used by each district and state – as long as the software works with the SLI’s APIs, it will work.\u003c/p>\n\u003cp>The stick appears to be coming from the pilot states and districts themselves. At the same San Francisco workshop, at least one of three state and district representatives implied they wouldn’t even look at a product that didn’t work with the SLI once they start using it. But the promise for companies is based on the assumption that enough states and districts beyond the pilot phase will adopt it, creating a critical mass of potential customers to make education technology developers want to pay attention.\u003c/p>\n\u003cp>A myriad of other issues include how software that interacts with the SLI will be approved (both as a technical and policy matter) and who will approve it, the computing power and bandwidth required of schools, and – key – who will pay to maintain the Infrastructure and do new SLI development after it’s launched and foundation financial support ends.\u003c/p>\n\u003cp>The SLC has made it clear it’s aware of these issues and appears to be working in a similarly low-key-yet-persistent way to address them. In the meantime, its SLI has gone into \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> as of late June and plans a final release in December 2012 (assuming the Mayans don’t intrude). Committed to take part in the pilot are at least one school district in each of Massachusetts, New York, Illinois, North Carolina and Colorado, to be followed by Louisiana, Georgia, Delaware and Kentucky.\u003c/p>\n\u003cp>It’ll likely be some time in 2013 before we find out if the SLI will fully complete that complicated waterworks – or if it will become a fancy set of publicly owned buckets, attractive and exciting in design, but with spigots that remain closed because no one has constructed pipes to accept and renew the flow of data.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\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\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "14 Smart Tips for Using iPads in Class",
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"content": "\u003cdiv id=\"attachment_22521\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660141181/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22521\" title=\"6660141181_193b4d1fb2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6660141181_193b4d1fb2.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6660141181_193b4d1fb2.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6660141181_193b4d1fb2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6660141181_193b4d1fb2-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">For schools that are about to deploy the iPad as their main \u003ca href=\"http://ww2.kqed.org/mindshift/feature/mobile-learning-series/\">mobile learning\u003c/a> device, there's wisdom to be learned from others who've gone down that road. At Marin Country Day School in Corte Madera, Calif., the first year of a pilot iPad program for sixth-graders has just ended, and some clear lessons have emerged. Here are some tips to help smooth the transition.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>START CLASS WITH GOOD HABITS\u003c/strong>. Start out the day with a learning challenge like \u003ca href=\"http://www.agoogleaday.com\">Google a Day\u003c/a> to get students using and searching the iPad in a productive manner, instead of coming in to homeroom, advisory, or classroom and going into their own applications or searches.\u003c/li>\n\u003cli>\u003cstrong>ASK KIDS FOR HELP.\u003c/strong> Don't hesitate to lean on kids for tech support and assistance. Tapping a student to come up with a way to fix a problem with the iPad is a great way to empower students, and gives them a sense of ownership.\u003c/li>\n\u003cli>\u003cstrong>INVEST IN A DURABLE CASE\u003c/strong>. The initial investment will lower costs down the line if devices are are broken, and will cut down insurance premiums.\u003c/li>\n\u003cli>\u003cstrong>IDENTIFY DEVICES. \u003c/strong>Use laminated name tags and have kids personalize their cases with a key chain. You can also ask each homeroom have a different key chain for easy identification. Also ask kids to put their names on their home screens. This is an easy way to identify ownership of the iPad and allows kids the opportunity to personalize and customize their devices.\u003c/li>\n\u003cli>\u003cstrong>PROVIDE A FEW WIRELESS KEYBOARDS. \u003c/strong>Though most kids will opt to use the iPad keyboard, the wireless keyboards will come in handy now and then. That said, kids who have mobile phones and text a lot are quick iPad typists and their fingers are smaller and more nimble than adult fingers. Watch how they explore the split keyboard feature to enable and mimic texting like typing.\u003c/li>\n\u003cli>\u003cstrong>DECIDE iTUNES POLICY.\u003c/strong> Determine whether the school will control iTunes or whether students and families will have ownership and control to purchase apps -- there are pros and cons to each. In the first year of an iPad deployment, having the school control iTunes allows for equity and \u003c!--more-->access for all students. Students and families can always suggest apps for the school to purchase. On the other hand, giving full access to iTunes to students and families allows for greater personalization and exploration and releases the school from having to widely upload new apps for use. Each community is different and needs to do what fits best and is most appropriate to the needs of its community.\u003c/li>\n\u003cli>\u003cstrong>FIGURE OUT WORKFLOW APPS. \u003c/strong>There are many different options, like \u003ca href=\"http://itunes.apple.com/us/app/box-for-iphone-and-ipad/id290853822?mt=8\">Box\u003c/a>, \u003ca href=\"https://www.ebackpack.com/ipad\">e-Backpack\u003c/a>, \u003ca href=\"http://itunes.apple.com/us/app/evernote/id281796108?mt=8\">Evernote\u003c/a> or \u003ca href=\"https://www.dropbox.com/ipad/\">DropBox\u003c/a> to name just a few. Whichever system you decide upon, have everyone use the same system to ensure consistency and to minimize the need to troubleshoot different systems.\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/which-device-will-win-the-tablet-battle/\">Which Device Will Win the Tablet Wars?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">A Day in the Life of an iPad Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">Digital Storytelling Comes to Life on the iPad\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>CONSIDER PURCHASING AN APPLE TV.\u003c/strong> An Apple TV will project what's on the iPad and allow for greater teacher mobility in the classroom. Though it's an additional cost, it would also address teachers' complaints about the slipping of the cord attachment between the iPad and the projector, which can be disruptive.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>CHECK YOUR BANDWIDTH. \u003c/strong>Make sure you have enough bandwidth to manage use of all the devices on campus -- and test it regularly.\u003c/li>\n\u003cli>\u003cstrong>HAVE A PLAN FOR MISSING DEVICES.\u003c/strong> Kids will misplace the iPads around campus, at home and on the bus, so have a plan in place for how to communicate missing devices. For example, send a blast email to let staff know the iPad is missing and have designated locations where iPads should be returned, and make sure everyone knows of these locations.\u003c/li>\n\u003cli>\u003cstrong>INDICATE YEA OR NAY.\u003c/strong> If you're not using the iPad everyday, post a visual in the classroom for whether the iPad will be used that day in class. For example, a red light signals no iPad, a yellow light indicates maybe and a green light means get the iPad out and ready to use right away. This will save the daily question, \"Are we using the iPads today?\"\u003c/li>\n\u003cli>\u003cstrong>FOLLOW THE KIDS' LEAD. \u003c/strong>Because of its mobility and versatility, unexpected opportunities will come up. Indulge the kids' ideas, whether it's to photograph parts of the campus and design math programs using proportional reasoning or to record and interview members of the community or to embark on a QR code treasure hunt.\u003c/li>\n\u003cli>\u003cstrong>EXPECT THE UNEXPECTED.\u003c/strong> No matter how much you prepare and put plans in place, you need to be ready for the detail you didn't see coming. Be flexible and adaptable and make sure your school team adopts the same mindset. You can't take on an iPad program and be rigid.\u003c/li>\n\u003cli>\u003cstrong>HAVE FUN! \u003c/strong>Moving to an iPad program can be a blast for kids, teachers and administrators and has the potential to spark imagination and creativity.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22521\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660141181/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22521\" title=\"6660141181_193b4d1fb2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6660141181_193b4d1fb2.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6660141181_193b4d1fb2.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6660141181_193b4d1fb2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6660141181_193b4d1fb2-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">For schools that are about to deploy the iPad as their main \u003ca href=\"http://ww2.kqed.org/mindshift/feature/mobile-learning-series/\">mobile learning\u003c/a> device, there's wisdom to be learned from others who've gone down that road. At Marin Country Day School in Corte Madera, Calif., the first year of a pilot iPad program for sixth-graders has just ended, and some clear lessons have emerged. Here are some tips to help smooth the transition.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>START CLASS WITH GOOD HABITS\u003c/strong>. Start out the day with a learning challenge like \u003ca href=\"http://www.agoogleaday.com\">Google a Day\u003c/a> to get students using and searching the iPad in a productive manner, instead of coming in to homeroom, advisory, or classroom and going into their own applications or searches.\u003c/li>\n\u003cli>\u003cstrong>ASK KIDS FOR HELP.\u003c/strong> Don't hesitate to lean on kids for tech support and assistance. Tapping a student to come up with a way to fix a problem with the iPad is a great way to empower students, and gives them a sense of ownership.\u003c/li>\n\u003cli>\u003cstrong>INVEST IN A DURABLE CASE\u003c/strong>. The initial investment will lower costs down the line if devices are are broken, and will cut down insurance premiums.\u003c/li>\n\u003cli>\u003cstrong>IDENTIFY DEVICES. \u003c/strong>Use laminated name tags and have kids personalize their cases with a key chain. You can also ask each homeroom have a different key chain for easy identification. Also ask kids to put their names on their home screens. This is an easy way to identify ownership of the iPad and allows kids the opportunity to personalize and customize their devices.\u003c/li>\n\u003cli>\u003cstrong>PROVIDE A FEW WIRELESS KEYBOARDS. \u003c/strong>Though most kids will opt to use the iPad keyboard, the wireless keyboards will come in handy now and then. That said, kids who have mobile phones and text a lot are quick iPad typists and their fingers are smaller and more nimble than adult fingers. Watch how they explore the split keyboard feature to enable and mimic texting like typing.\u003c/li>\n\u003cli>\u003cstrong>DECIDE iTUNES POLICY.\u003c/strong> Determine whether the school will control iTunes or whether students and families will have ownership and control to purchase apps -- there are pros and cons to each. In the first year of an iPad deployment, having the school control iTunes allows for equity and \u003c!--more-->access for all students. Students and families can always suggest apps for the school to purchase. On the other hand, giving full access to iTunes to students and families allows for greater personalization and exploration and releases the school from having to widely upload new apps for use. Each community is different and needs to do what fits best and is most appropriate to the needs of its community.\u003c/li>\n\u003cli>\u003cstrong>FIGURE OUT WORKFLOW APPS. \u003c/strong>There are many different options, like \u003ca href=\"http://itunes.apple.com/us/app/box-for-iphone-and-ipad/id290853822?mt=8\">Box\u003c/a>, \u003ca href=\"https://www.ebackpack.com/ipad\">e-Backpack\u003c/a>, \u003ca href=\"http://itunes.apple.com/us/app/evernote/id281796108?mt=8\">Evernote\u003c/a> or \u003ca href=\"https://www.dropbox.com/ipad/\">DropBox\u003c/a> to name just a few. Whichever system you decide upon, have everyone use the same system to ensure consistency and to minimize the need to troubleshoot different systems.\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/which-device-will-win-the-tablet-battle/\">Which Device Will Win the Tablet Wars?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">A Day in the Life of an iPad Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">Digital Storytelling Comes to Life on the iPad\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>CONSIDER PURCHASING AN APPLE TV.\u003c/strong> An Apple TV will project what's on the iPad and allow for greater teacher mobility in the classroom. Though it's an additional cost, it would also address teachers' complaints about the slipping of the cord attachment between the iPad and the projector, which can be disruptive.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>CHECK YOUR BANDWIDTH. \u003c/strong>Make sure you have enough bandwidth to manage use of all the devices on campus -- and test it regularly.\u003c/li>\n\u003cli>\u003cstrong>HAVE A PLAN FOR MISSING DEVICES.\u003c/strong> Kids will misplace the iPads around campus, at home and on the bus, so have a plan in place for how to communicate missing devices. For example, send a blast email to let staff know the iPad is missing and have designated locations where iPads should be returned, and make sure everyone knows of these locations.\u003c/li>\n\u003cli>\u003cstrong>INDICATE YEA OR NAY.\u003c/strong> If you're not using the iPad everyday, post a visual in the classroom for whether the iPad will be used that day in class. For example, a red light signals no iPad, a yellow light indicates maybe and a green light means get the iPad out and ready to use right away. This will save the daily question, \"Are we using the iPads today?\"\u003c/li>\n\u003cli>\u003cstrong>FOLLOW THE KIDS' LEAD. \u003c/strong>Because of its mobility and versatility, unexpected opportunities will come up. Indulge the kids' ideas, whether it's to photograph parts of the campus and design math programs using proportional reasoning or to record and interview members of the community or to embark on a QR code treasure hunt.\u003c/li>\n\u003cli>\u003cstrong>EXPECT THE UNEXPECTED.\u003c/strong> No matter how much you prepare and put plans in place, you need to be ready for the detail you didn't see coming. Be flexible and adaptable and make sure your school team adopts the same mindset. You can't take on an iPad program and be rigid.\u003c/li>\n\u003cli>\u003cstrong>HAVE FUN! \u003c/strong>Moving to an iPad program can be a blast for kids, teachers and administrators and has the potential to spark imagination and creativity.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"alignright size-large wp-image-22450\" title=\"Hutton_SonyRdr_06441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">A new study by the Pew Internet and American Life Project, \u003ca href=\"http://libraries.pewinternet.org/2012/06/22/libraries-patrons-and-e-books/\">Libraries, Patrons, and E-books,\u003c/a> offers a glimpse at the current state of American libraries and finds them eager to lend e-books but struggling to do so, primarily because of budget limits and restrictions publishers place on e-book lending.\u003c/p>\n\u003cp>Of America's 9,000 public library systems, 76 percent now offer e-books, up from 67 percent last year. But patrons are often unaware that libraries offer e-book lending -- 62 percent of those surveyed said they didn't know if their library lends e-books.\u003c/p>\n\u003cp>Twelve percent of e-book readers have tried borrowing digital books from a library, but indicate the process is cumbersome, with wait lists that can stretch for months, lack of availability for many titles, an inability to renew, and difficulty with the downloading process.\u003c/p>\n\u003cp>Fifty-six percent said they couldn't find the particular e-book they wanted from their library, and 18 percent said their library's e-books were incompatible with their e-reader.\u003c/p>\n\u003cp>Many patrons who borrow e-books from libraries report they don't know how to return an e-book before it's due, when it will simply disappear from their e-reader, and that lack of knowledge adds to wait list times. Some librarians are especially fond of e-books, however, because they never have to pester anyone about fines for overdue books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's clear library patrons want to borrow e-books, and libraries want to lend them, but because e-book formats, e-readers, and agreements with publishers evolve rapidly, no one has figured out how to make it all work smoothly.\u003c/p>\n\u003ch4>OLD SYSTEMS FOR NEW TECHNOLOGIES\u003c/h4>\n\u003cp>In some ways, publishers artificially impose limits on e-book lending to create the same scarcity and demand that exists with printed books. According to the report, \"In general, publishers' e-book lending restrictions often attempt to mirror the logistics of print lending -- for instance, only allowing an e-book to be lent out to one patron at a time through a 'one book, one user' arrangement.\"\u003c/p>\n\u003cp>At the same time, cuts in library budgets in recent years and publishers' restrictions on purchasing have made it impossible for libraries to acquire enough e-books to keep up with the demand. A \u003c!--more-->report released last week by the American Library Association, \"\u003ca href=\"http://www.ala.org/research/plftas/2011_2012\">Libraries Connect Communities: Public Library Funding & Technology Access Study 2011-2012\u003c/a>,\" found 56.7 percent of American libraries had reduced or flat operating budgets over the past year.\u003c/p>\n\u003cp>One librarian wrote in the Pew survey, \"We boycott HarperCollins due to their use limitations. (Books must be repurchased after 26 checkouts.) We can only purchase one copy per title from Penguin (resulting in extremely long hold lists and disgruntled patrons). Random House has upped their prices to around $100 per copy, so we are only purchasing the top 10 bestsellers from this publisher. I fear what will happen in the next year.\"\u003c/p>\n\u003cp>Some libraries simply can't keep up with the rapid changes in technology due to time and budget limits on their staff. Some librarians might know their way around a Kindle or a Nook, but not an iPad. While better-funded library districts report offering e-reader training sessions and vouchers for librarians to purchase their own e-readers, many of the librarians who responded to the survey indicate their staff is more likely to be self-taught through their own use of personal tablets and e-readers than they are to receive formal training.\u003c/p>\n\u003cp>This mirrors how the general population is learning about e-reading. According to the report, \"Many mentioned having a spouse, child, or friend who is more tech-savvy than them and serves as an inspiration or teacher.\"\u003c/p>\n\u003cp>Several librarians indicated that there is one particular staffer who understands technology better than others and fulfills that go-ask-your-little-brother role, with less tech-comfortable librarians sending people to the resident tech guru with their questions.\u003c/p>\n\u003cp>Libraries' acquisition of printed books was gradual, but many patrons expect the acquisition of e-books to be instant. Some of the surveyed e-book readers imagine a future library where every book ever published is available to patrons instantly, for free, with no wait lists or limits on checkout time.\u003c/p>\n\u003cp>But the ghosts of technologies past provide a warning for libraries that might rush to invest too many resources in one digital format. According to the report, some librarians \"mentioned cutting increasingly obsolete resources, like collections of cassettes or VHS tapes, as well as databases that are rarely used.\" Meanwhile, old-fashioned print books continue to circulate.\u003c/p>\n\u003ch4>PUBLISHERS' REVENUE\u003c/h4>\n\u003cp>While librarians disagree with the publishers' e-book policies, they seem to be working for the moment. A report from the Association of American Publishers released earlier this month showed that for the first time, American publishers are earning more revenue from e-books than hardback books. In the first quarter of 2012, e-books brought in $282.3 million, while hardbacks earned publishers $229.6 million. The revenues from paperback books still have a slight edge over those categories, but paperbacks are slipping, with earnings from adult trade paperbacks falling by 10.5 percent and adult mass-market paperbacks tumbling by 20.8 percent since last year. For publishers and writers, so far it seems the advent of e-books takes away as much as it gives.\u003c/p>\n\u003cp>The restrictions publishers place on library e-book lending are helping them maintain the delicate balance between what e-books are earning and what they are costing. Many of the people surveyed by the Pew Center indicate they find it much more convenient to simply purchase an e-book outright than to wait for it to become available at the library.\u003c/p>\n\u003ch4>NOT YOUR MOTHER'S LIBRARIAN\u003c/h4>\n\u003cp>The role of the librarian as someone eager to help patrons with their questions about the capitol of Peru or the state bird of Colorado has faded in recent years. One librarian told Pew, \"Instead of print indexes or even online databases, many people just Google everything and if they find something 'good enough,' they don't come to or contact the library for help.\"\u003c/p>\n\u003cp>Many library users indicate that most of their interaction with libraries these days is via the computer, through which they either download e-books, sign up on wait lists, or request printed books which they then pick up on the hold shelf rather than visiting the library and lingering in the stacks.\u003c/p>\n\u003cp>But that doesn't mean librarians have a lot of free time -- on the contrary, they have become even busier answering patrons' questions about technology. One librarian wrote, \"It takes a long time to explain and walk patrons through the downloading process -- about half an hour from start to finish most times -- and we often feel rushed at the public assistance desk because there are often other demands on our time.\"\u003c/p>\n\u003cp>Pew's \"Libraries, Patrons, and E-books\" report makes it clear that Americans are more interested in e-books and eager to borrow them from libraries than ever before, but the expansion of the information superhighway has happened so rapidly for everyone involved -- libraries, publishers and readers -- that it is riddled with potholes.\u003c/p>\n\u003cp>Apparently, it will take a nation of little brothers to bring us all up to e-reading speed.\u003c/p>\n\u003ch5>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the High Plains Book Award.\u003c/em>\u003c/h5>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>.\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"62\" height=\"62\">\u003c/a>PBS MediaShift covers the intersection of \u003cem> \u003c/em>\u003cem>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/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441.jpg\">\u003cimg class=\"alignright size-large wp-image-22450\" title=\"Hutton_SonyRdr_06441\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Hutton_SonyRdr_06441-620x437.jpg\" alt=\"\" width=\"620\" height=\"437\">\u003c/a>By Jenny Shank\u003c/h5>\n\u003cp class=\"dropcap-serif\">A new study by the Pew Internet and American Life Project, \u003ca href=\"http://libraries.pewinternet.org/2012/06/22/libraries-patrons-and-e-books/\">Libraries, Patrons, and E-books,\u003c/a> offers a glimpse at the current state of American libraries and finds them eager to lend e-books but struggling to do so, primarily because of budget limits and restrictions publishers place on e-book lending.\u003c/p>\n\u003cp>Of America's 9,000 public library systems, 76 percent now offer e-books, up from 67 percent last year. But patrons are often unaware that libraries offer e-book lending -- 62 percent of those surveyed said they didn't know if their library lends e-books.\u003c/p>\n\u003cp>Twelve percent of e-book readers have tried borrowing digital books from a library, but indicate the process is cumbersome, with wait lists that can stretch for months, lack of availability for many titles, an inability to renew, and difficulty with the downloading process.\u003c/p>\n\u003cp>Fifty-six percent said they couldn't find the particular e-book they wanted from their library, and 18 percent said their library's e-books were incompatible with their e-reader.\u003c/p>\n\u003cp>Many patrons who borrow e-books from libraries report they don't know how to return an e-book before it's due, when it will simply disappear from their e-reader, and that lack of knowledge adds to wait list times. Some librarians are especially fond of e-books, however, because they never have to pester anyone about fines for overdue books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's clear library patrons want to borrow e-books, and libraries want to lend them, but because e-book formats, e-readers, and agreements with publishers evolve rapidly, no one has figured out how to make it all work smoothly.\u003c/p>\n\u003ch4>OLD SYSTEMS FOR NEW TECHNOLOGIES\u003c/h4>\n\u003cp>In some ways, publishers artificially impose limits on e-book lending to create the same scarcity and demand that exists with printed books. According to the report, \"In general, publishers' e-book lending restrictions often attempt to mirror the logistics of print lending -- for instance, only allowing an e-book to be lent out to one patron at a time through a 'one book, one user' arrangement.\"\u003c/p>\n\u003cp>At the same time, cuts in library budgets in recent years and publishers' restrictions on purchasing have made it impossible for libraries to acquire enough e-books to keep up with the demand. A \u003c!--more-->report released last week by the American Library Association, \"\u003ca href=\"http://www.ala.org/research/plftas/2011_2012\">Libraries Connect Communities: Public Library Funding & Technology Access Study 2011-2012\u003c/a>,\" found 56.7 percent of American libraries had reduced or flat operating budgets over the past year.\u003c/p>\n\u003cp>One librarian wrote in the Pew survey, \"We boycott HarperCollins due to their use limitations. (Books must be repurchased after 26 checkouts.) We can only purchase one copy per title from Penguin (resulting in extremely long hold lists and disgruntled patrons). Random House has upped their prices to around $100 per copy, so we are only purchasing the top 10 bestsellers from this publisher. I fear what will happen in the next year.\"\u003c/p>\n\u003cp>Some libraries simply can't keep up with the rapid changes in technology due to time and budget limits on their staff. Some librarians might know their way around a Kindle or a Nook, but not an iPad. While better-funded library districts report offering e-reader training sessions and vouchers for librarians to purchase their own e-readers, many of the librarians who responded to the survey indicate their staff is more likely to be self-taught through their own use of personal tablets and e-readers than they are to receive formal training.\u003c/p>\n\u003cp>This mirrors how the general population is learning about e-reading. According to the report, \"Many mentioned having a spouse, child, or friend who is more tech-savvy than them and serves as an inspiration or teacher.\"\u003c/p>\n\u003cp>Several librarians indicated that there is one particular staffer who understands technology better than others and fulfills that go-ask-your-little-brother role, with less tech-comfortable librarians sending people to the resident tech guru with their questions.\u003c/p>\n\u003cp>Libraries' acquisition of printed books was gradual, but many patrons expect the acquisition of e-books to be instant. Some of the surveyed e-book readers imagine a future library where every book ever published is available to patrons instantly, for free, with no wait lists or limits on checkout time.\u003c/p>\n\u003cp>But the ghosts of technologies past provide a warning for libraries that might rush to invest too many resources in one digital format. According to the report, some librarians \"mentioned cutting increasingly obsolete resources, like collections of cassettes or VHS tapes, as well as databases that are rarely used.\" Meanwhile, old-fashioned print books continue to circulate.\u003c/p>\n\u003ch4>PUBLISHERS' REVENUE\u003c/h4>\n\u003cp>While librarians disagree with the publishers' e-book policies, they seem to be working for the moment. A report from the Association of American Publishers released earlier this month showed that for the first time, American publishers are earning more revenue from e-books than hardback books. In the first quarter of 2012, e-books brought in $282.3 million, while hardbacks earned publishers $229.6 million. The revenues from paperback books still have a slight edge over those categories, but paperbacks are slipping, with earnings from adult trade paperbacks falling by 10.5 percent and adult mass-market paperbacks tumbling by 20.8 percent since last year. For publishers and writers, so far it seems the advent of e-books takes away as much as it gives.\u003c/p>\n\u003cp>The restrictions publishers place on library e-book lending are helping them maintain the delicate balance between what e-books are earning and what they are costing. Many of the people surveyed by the Pew Center indicate they find it much more convenient to simply purchase an e-book outright than to wait for it to become available at the library.\u003c/p>\n\u003ch4>NOT YOUR MOTHER'S LIBRARIAN\u003c/h4>\n\u003cp>The role of the librarian as someone eager to help patrons with their questions about the capitol of Peru or the state bird of Colorado has faded in recent years. One librarian told Pew, \"Instead of print indexes or even online databases, many people just Google everything and if they find something 'good enough,' they don't come to or contact the library for help.\"\u003c/p>\n\u003cp>Many library users indicate that most of their interaction with libraries these days is via the computer, through which they either download e-books, sign up on wait lists, or request printed books which they then pick up on the hold shelf rather than visiting the library and lingering in the stacks.\u003c/p>\n\u003cp>But that doesn't mean librarians have a lot of free time -- on the contrary, they have become even busier answering patrons' questions about technology. One librarian wrote, \"It takes a long time to explain and walk patrons through the downloading process -- about half an hour from start to finish most times -- and we often feel rushed at the public assistance desk because there are often other demands on our time.\"\u003c/p>\n\u003cp>Pew's \"Libraries, Patrons, and E-books\" report makes it clear that Americans are more interested in e-books and eager to borrow them from libraries than ever before, but the expansion of the information superhighway has happened so rapidly for everyone involved -- libraries, publishers and readers -- that it is riddled with potholes.\u003c/p>\n\u003cp>Apparently, it will take a nation of little brothers to bring us all up to e-reading speed.\u003c/p>\n\u003ch5>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011), a finalist for the High Plains Book Award.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>.\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final.jpg\">\u003cimg class=\"alignleft size-thumbnail wp-image-22454\" title=\"pbs-mediashift-logo-final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"62\" height=\"62\">\u003c/a>PBS MediaShift covers the intersection of \u003cem> \u003c/em>\u003cem>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/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/SguGbyeM_jQ\u003c/p>\n\u003cp>Kam Gan, a Chinese immigrant living in San Francisco, may not have ever thought it possible to go into engineering as a career. But an after school program in robotics has inspired her to envision an education -- and eventually a job -- in this male-dominated field.\u003c/p>\n\u003cp>[co-produced with Matthew Williams]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_22418\" class=\"wp-caption left\" style=\"max-width: 170px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-its-important-to-understand-google-ranking/question-mark-horia-varlan/\" rel=\"attachment wp-att-22418\">\u003cimg class=\"size-full wp-image-22418\" title=\"question mark Horia Varlan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/question-mark-Horia-Varlan.jpg\" alt='\"Question Mark Made of Puzzle Pieces\" by Horia Varlan' width=\"170\" height=\"256\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\"Question Mark Made of Puzzle Pieces\" by Horia Varlan\u003c/figcaption>\u003c/figure>\n\u003cp>Students rely heavily on ranking--or how search tools decide the order in which to display results--to help them select sources to read. Most of us do, but the data about students comes from researchers Andrew Asher of Bucknell University and Lynda Duke of Illinois Wesleyan University.\u003c/p>\n\u003cp>The researchers presented the findings of their latest study and forthcoming paper on \u003ca href=\"http://crl.acrl.org/content/early/2012/05/07/crl-374.abstract?cited-by=yes&legid=crl;crl-374v1\">how university students do research\u003c/a>, at the \u003ca href=\"http://www.ala.org/\">American Library Association\u003c/a> Annual conference, and in the talk they emphasized some of their takeaways about what research skills should look like, including an overall focus on critical thinking skills and the ability to evaluate the quality of sources.\u003c/p>\n\u003cp>Because of the reliance on ranking, Asher and Duke argue, it's critical for students to have some understanding of how each search tool they use makes these decisions.\u003c/p>\n\u003cp>To that end, here are a few resources to help understand and communicate with students about how Google ranks search results. Understanding the fundamentals of ranking will help students write better queries and make better choices about where to click.\u003c/p>\n\u003cul>\n\u003cli>This video,\u003ca href=\"http://www.youtube.com/watch?v=BNHR6IQJGZs\"> How Search Works\u003c/a> by Matt Cutts gives a nice overview of how items are ranked.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Because there are changes going on to the subtler points of ranking all the time, Google makes more than 500 ranking updates in a typical year. How does that happen? You can get an overview of \u003ca href=\"http://insidesearch.blogspot.com/2011/08/another-look-under-hood-of-search.html\">how such decisions are made\u003c/a> and find out more about \u003ca href=\"http://www.youtube.com/watch?v=J5RZOU6vK4Q&feature=player_embedded\">how Google changes its search algorithm\u003c/a>. Take a look at this\u003ca title=\"Video! The search quality meeting, uncut (annotated)\" href=\"http://insidesearch.blogspot.com/2012/03/video-search-quality-meeting-uncut.html\" target=\"_blank\"> Search Quality meeting\u003c/a> to get an insiders' look into the process.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>KEEPING UP ON CHANGES\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To dig even deeper, check out the monthly posts on the Inside Search blog that cover the changes made to improve search quality. Here, you can see results to the query [\u003ca href=\"https://www.google.com/search?hl=en&tbo=1&biw=1526&bih=842&tbs=qdr%3Ay%2Csbd%3A1&q=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&oq=site%3Ainsidesearch.blogspot.com+intitle%3A%22search+quality+highlights%22+ranking&aq=f&aqi=&aql=&gs_l=serp.3...118141.119096.0.119550.11.11.0.0.0.4.180.1357.4j7.11.0.eqn%2Ccconf%3D1-0%2Cmin_length%3D2%2Crate_low%3D0-025%2Crate_high%3D0-025%2Csecond_pass%3Dfalse%2Cnum_suggestions%3D2..0.0.qUtozyop8ts\">site:insidesearch.blogspot.com intitle:\"search quality highlights\" ranking\u003c/a>], which uses a site: operator to limit results to pages within the Inside Search blog and uses an \"intitle\": operator to limit to posts that have the phrase “search quality highlights” in the title. If you click on the link, you \u003c!--more-->can also note that the time filters in the left-hand side of the screen are set to show articles just from the past year, and that the articles are sorted by date so you can look at the changes in order, starting with the most recent.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv id=\"attachment_22388\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-24-at-11.33.14-AM.png\">\u003cimg class=\"size-large wp-image-22388\" title=\"ActivTable\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-24-at-11.33.14-AM-620x420.png\" alt=\"\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Promethean\u003c/p>\n\u003c/div>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">In the race to develop the classroom of the future, tech giant Promethean has taken another step forward this year with a new product called ActivTable. 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Students stand around the table, using it for all sorts of activities, from sorting vocabulary words to working out math problems to basically anything you can think of that can also be done with paper and pencil.\u003c/p>\n\u003cp>And today, Promethean announced a new partnership with Houghton Mifflin Harcourt to produce Common Core-aligned math and reading curricula to be taught with their devices.\u003c/p>\n\u003cp>Company president Jim Marshall said the goal of bringing this product to the market is to teach kids in an environment that matches the way they live today. “[Kids] live in a digital world,” Marshall said. “If we strip that away and put them in a different learning world, those two worlds are going to be at counterpoints.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All the activities that come with the table are aimed at four- to 11-year-old students and are designed to work best with small groups. The idea is that the table could be one of several “centers” set up in an elementary school classroom. This common teaching practice requires students to cycle around the room in small groups completing different activities at each “center.”\u003c/p>\n\u003cp>At a recent demonstration, the activity for the table requires students to measure angles. When that task is selected, a dozen brightly colored shapes pop up on the screen. Kids can make the shapes bigger \u003c!--more-->or smaller and twist them around, but the proportions remain the same.\u003c/p>\n\u003cp>Each user stands at a certain spot around the table. Each spot comes with a workstation that has its own set of tools. The stations and their corresponding tools are each marked by an avatar—a cartoon character or an uploaded photo of the actual user. This provides the basis for tracking student input.\u003c/p>\n\u003cp>Once the shapes are on the table, kids can pull out a protractor tool and measure the degree of the angles on each shape. Like the shapes, the protractor shrinks and grows when kids pinch their fingers together or pull them apart over the object. That part is just like an iPhone or iPad, so the interface is pretty intuitive for students.\u003c/p>\n\u003cp>Once the angle is measured, kids can type out the measurement on a keypad and “stick” the number to the appropriate shape. When the activity is complete and the kids are ready to turn their assignment in to the teacher, they all have to press the “OK” button in front of their spot at the table. The idea is to make sure everyone is in agreement that the project is complete and is meant to promote community-minded thinking. (Though, it doesn’t take much imagination to picture the kid who refuses to ever press “OK.”)\u003c/p>\n\u003cp>The table then takes a screen shot and sends it to a file for the teacher to review later. When the teacher reviews the group assignment, which she can do right away or after the kids have left for the day, she can see things like how many angles each student measured, or if all the labeling was done by one child. She can even track things like how many times a student attempted to measure an angle on the red triangle before he got it right.\u003c/p>\n\u003cp>“If they use a plastic protractor, that data is lost in space,” said Marshall. “If they use a digital protractor, you can pull the data.”\u003c/p>\n\u003cp>That data is key to gaining a better understanding of what’s happening in the classroom and to pinpointing specific kids who need help on specific skills, Marshall said. Of course, for that data to be accurate, students have to use the table correctly. Manipulating the interface is only one part of it. If a student takes out her angle-labeling tool and then everyone shares it, it's going to look like she did all the labeling, and the other students won’t get any credit. For all that to be clear to kids, the teachers need training too, which the company offers.\u003c/p>\n\u003cp>As one might expect, the table isn't cheap -- at $8,000, it's roughly the price of 16 iPads. And outfitting a classroom with the entire suite of interactive tools can run up to an additional $4,000.\u003c/p>\n\u003cp>So is all that money and time spent to train teachers worth it?\u003c/p>\n\u003cp>That’s the question teachers and administrators are asking about this and other new technologies with high price tags. What does a tech device bring to a class that a creative teacher isn’t already providing?\u003c/p>\n\u003cp>It's not that tools like the ActivTable replaces creative teaching, Marshall said, it's that they enhance creative teaching by giving teachers the tools they need in the most modern framework possible.\u003c/p>\n\u003cp>Karon Taver, the executive director of education technology for Ft. Worth Independent School District, said teachers report feeling that the tool was made with them in mind and that it helps them better engage their students. “Do I think technology will replace great teaching practices and great teaching?” Taver asked. “Absolutely not. My feeling has always been: ‘This is a tool for great teachers to come up with great ideas.’”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Taver said her district will be buying a few ActivTables for their special ed classrooms this year. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All the activities that come with the table are aimed at four- to 11-year-old students and are designed to work best with small groups. The idea is that the table could be one of several “centers” set up in an elementary school classroom. This common teaching practice requires students to cycle around the room in small groups completing different activities at each “center.”\u003c/p>\n\u003cp>At a recent demonstration, the activity for the table requires students to measure angles. When that task is selected, a dozen brightly colored shapes pop up on the screen. Kids can make the shapes bigger \u003c!--more-->or smaller and twist them around, but the proportions remain the same.\u003c/p>\n\u003cp>Each user stands at a certain spot around the table. Each spot comes with a workstation that has its own set of tools. The stations and their corresponding tools are each marked by an avatar—a cartoon character or an uploaded photo of the actual user. This provides the basis for tracking student input.\u003c/p>\n\u003cp>Once the shapes are on the table, kids can pull out a protractor tool and measure the degree of the angles on each shape. Like the shapes, the protractor shrinks and grows when kids pinch their fingers together or pull them apart over the object. That part is just like an iPhone or iPad, so the interface is pretty intuitive for students.\u003c/p>\n\u003cp>Once the angle is measured, kids can type out the measurement on a keypad and “stick” the number to the appropriate shape. When the activity is complete and the kids are ready to turn their assignment in to the teacher, they all have to press the “OK” button in front of their spot at the table. The idea is to make sure everyone is in agreement that the project is complete and is meant to promote community-minded thinking. (Though, it doesn’t take much imagination to picture the kid who refuses to ever press “OK.”)\u003c/p>\n\u003cp>The table then takes a screen shot and sends it to a file for the teacher to review later. When the teacher reviews the group assignment, which she can do right away or after the kids have left for the day, she can see things like how many angles each student measured, or if all the labeling was done by one child. She can even track things like how many times a student attempted to measure an angle on the red triangle before he got it right.\u003c/p>\n\u003cp>“If they use a plastic protractor, that data is lost in space,” said Marshall. “If they use a digital protractor, you can pull the data.”\u003c/p>\n\u003cp>That data is key to gaining a better understanding of what’s happening in the classroom and to pinpointing specific kids who need help on specific skills, Marshall said. Of course, for that data to be accurate, students have to use the table correctly. Manipulating the interface is only one part of it. If a student takes out her angle-labeling tool and then everyone shares it, it's going to look like she did all the labeling, and the other students won’t get any credit. For all that to be clear to kids, the teachers need training too, which the company offers.\u003c/p>\n\u003cp>As one might expect, the table isn't cheap -- at $8,000, it's roughly the price of 16 iPads. And outfitting a classroom with the entire suite of interactive tools can run up to an additional $4,000.\u003c/p>\n\u003cp>So is all that money and time spent to train teachers worth it?\u003c/p>\n\u003cp>That’s the question teachers and administrators are asking about this and other new technologies with high price tags. What does a tech device bring to a class that a creative teacher isn’t already providing?\u003c/p>\n\u003cp>It's not that tools like the ActivTable replaces creative teaching, Marshall said, it's that they enhance creative teaching by giving teachers the tools they need in the most modern framework possible.\u003c/p>\n\u003cp>Karon Taver, the executive director of education technology for Ft. Worth Independent School District, said teachers report feeling that the tool was made with them in mind and that it helps them better engage their students. “Do I think technology will replace great teaching practices and great teaching?” Taver asked. “Absolutely not. My feeling has always been: ‘This is a tool for great teachers to come up with great ideas.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Taver said her district will be buying a few ActivTables for their special ed classrooms this year. For her, the goal is to prepare students for the future. “Honestly, can you think of a job that doesn't use technology?” Taver said. “Even your car has computers now.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22246\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 600px\">\n\u003cp>\u003cimg class=\"size-full wp-image-22246\" title=\"120619-edison-school-145p.photoblog600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/120619-edison-school-145p.photoblog600.jpg\" alt=\"\" width=\"600\" height=\"347\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/120619-edison-school-145p.photoblog600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/120619-edison-school-145p.photoblog600-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/120619-edison-school-145p.photoblog600-320x185.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">By Sarah Butrymowicz\u003c/p>\n\u003c/div>\n\u003ch5>By Sarah Butrymowicz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Surrounded by farmland and ranches, Colorado’s Edison School sits off an unpaved road, with tumbleweeds blowing across its dirt parking lot. As recently as a few years ago, many families relied on solar or wind power instead of electricity; today, many still haul home their water from wells. Principal Rachel Paul estimates that 25 to 30 percent of her students don’t have Internet access at home.\u003c/p>\n\u003cp>Yet at Edison — where about three-quarters of the 120 K-12 students are eligible for free or reduced-priced lunch — there are as many computers as there are students. On one recent day, Paul Frank’s fourth- and fifth-graders started off by learning about latitude and longitude on Google Maps and ended sprawled around the classroom on laptops, putting together presentations about the Midwest. While one student searched for photos of famous people born in Minnesota and Wisconsin, another used Google to find out Nebraska’s annual rainfall.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Getting the Internet into the homes is going to become our number one issue. We’re still dependent on traditional methods.”\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Frank and administrators in the two-school district, located an hour east of Colorado Springs in Yoder, Colo., have big technological ambitions. They want to infuse technology into every bit of the curriculum, from using iPods to help elementary students practice reading to mandating that high-school seniors take a computer-science course to graduate.\u003c/p>\n\u003cp>It’s not about improving test scores — last year, every single one of Edison’s elementary students was deemed proficient on the state’s math exam. Instead, the goal is to expand the students’ horizons and prepare them for college and the workplace, where technological literacy will be assumed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Kids don’t have access to that kind of stuff at home,” Frank said. “It’s the future. They need to know how to do this.”\u003c/p>\n\u003cp>Rural schools have long been leaders in distance-learning and online education — to offer a full slate of courses to their students, they’ve had to be. In fact, Edison has a fully online school that \u003c!--more-->enrolls about 100 other students in the district. But when it comes to technology inside traditional classrooms, the small sizes — and budgets — of rural schools present unique hurdles.\u003c/p>\n\u003cp>Some states, fearing a divide between rural and urban communities, have developed statewide initiatives to provide technology to rural schools. Maine, for instance, gives every student a laptop, and Alabama requires all school districts to offer Advanced Placement courses through distance-learning technology, where students video-conference with teachers.\u003c/p>\n\u003cp>But in many places, the onus is on the already-strained staff of the schools to acquire and then use things like computers and iPads, leading to pockets of innovation, like that in Edison. Although it leaves a line in its budget for technology upkeep, Edison has supplemented its tech experimentation with a $10,000 grant from the Denver-based Morgridge Family Foundation.\u003c/p>\n\u003cp>In districts facing shrinking budgets and consolidation, technology could be rural schools’ saving grace, said Bob Wise, a former governor of West Virginia who now serves as president of the Alliance for Excellent Education, a national advocacy organization in Washington, D.C., that has studied the challenges facing rural schools. “We’re encouraging every district to develop a systematic strategy for employing technology,” he said. “My guess is you will see a number of rural schools actually saved and renewed as learning centers.”\u003c/p>\n\u003cp>Rural America lags behind the rest of the country in Internet usage, making rural schools an important center of connectivity in the communities. In 2010, for instance, 57 percent of rural households had broadband Internet access, compared to 72 percent in urban areas, according to a November 2011 report by the U.S. Department of Commerce.\u003c/p>\n\u003cp>\u003cstrong>EXPANDING HORIZONS\u003c/strong>\u003cbr>\nIn Yoder, Frank tries an experiment with his students every few months. He gives them a homework assignment that must be submitted by email. When he started doing this a few years ago, he’d be lucky to get five responses. Most recently, all but three of his 21 students emailed him something. In part, he said, the improvement is a result of work the phone company has done in the area, making it easier for homes to get broadband Internet access.\u003c/p>\n\u003cp>Still, teachers can’t count on students being able to go online to complete assignments and have to be flexible about staying after school so students can work on the computers. “Getting the Internet into the homes is going to become our number one issue,” said Deirdre Binkley-Jones, Edison’s high school math and computer-science teacher. “We’re still dependent on traditional methods.”\u003c/p>\n\u003cp>While technology doesn’t necessarily lead to better student performance, it can expand students’ horizons beyond just preparing them for college or the workforce.\u003c/p>\n\u003cp>“The Internet can give them library resources that they might otherwise not have,” said Aimee Howley, senior associate dean in the College of Education at Ohio University who studies technology integration in rural schools. Technology can also be used for simulations of things “you just can’t do on site. You can’t create a chemistry lab, dissect a whole bunch of animals.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“You get this much technology and you need a lot of tech support, and we don’t have it. Then we’re just frustrated.”\u003c/p>\n\u003c/aside>\n\u003cp>Edison has used distance-learning equipment to take elementary students on a field trip to NASA and to teach them about the Civil War. Frank’s classroom frequently practices writing and communication skills by “blogging” on class discussion boards about stories they’ve read. High-school students might use Rosetta Stone to learn Spanish or watch free videos from the Khan Academy to master math concepts. Before receiving their diplomas, all students learn the basic coding behind computer games.\u003c/p>\n\u003cp>Howley has found that rural teachers are open to using technology in their classrooms, but she cautioned that doing so in rural schools typically requires innovative faculty to take on extra responsibilities. Even then, schools often don’t have the money to buy computers or tablets and offer teachers corresponding training.\u003c/p>\n\u003cp>Teachers not only need to know how to use new gadgets, but also must be prepared to use the tools in ways that improve student learning, Howley said. Although Edison’s grant money has paid for some teacher training, it’s not enough to cover everything.\u003c/p>\n\u003cp>Frank, the self-proclaimed technology “guinea pig,” has learned by doing. When he first got an interactive Smartboard, for instance, he and his students learned together how do to things like upload textbooks and record attendance. Now, he’s got the other elementary teachers using Smartboards and even iPod Touches to monitor reading fluency, but the laptops rarely leave his classroom.\u003c/p>\n\u003cp>“I use [the Smartboard] for a year and figure out all the bugs,” Frank said. “It’s been really exciting to see the other elementary teachers buying in to using the technology.”\u003c/p>\n\u003cp>\u003cstrong>TECH COMES WITH I.T. PROBLEMS\u003c/strong>\u003cbr>\nBut enthusiastic as he is about the potential of digital learning, Frank isn’t an IT expert — and it’s rare for rural schools to have one. “You get this much technology and you need a lot of tech support, and we don’t have it,” said Paul, the principal. “Then we’re just frustrated.”\u003c/p>\n\u003cp>Edison joins with other schools in the area to share an IT person, who comes once a week and mainly tends to the school’s servers. Without extra help, though, Edison may have reached its limits. “At this point, getting more technology would be a disaster,” Binkley-Jones said.\u003c/p>\n\u003cp>Although many staff members say students are enthusiastic and take to technology easily, Binkley-Jones finds herself teaching basic computer skills — how to open or save Word documents, for example — to high-school students.\u003c/p>\n\u003cp>As the school moves forward with its five-year technology plan, which will include expanding distance-learning and more training for teachers, the elementary staff will need to address that.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Even five years ago, we would have been happy with kids graduating knowing how to write a Word doc,” she said. “The focus in technology is moving away from [just] being able to use a computer.”\u003c/p>\n\u003ch5>\u003cem>This story, \u003ca href=\"http://usnews.msnbc.msn.com/_news/2012/06/20/12303530-bridging-the-digital-divide-in-americas-rural-schools?lite\">“Bridging the digital divide in America’s rural schools,\u003c/a>” was produced by The Hechinger Report, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22246\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 600px\">\n\u003cp>\u003cimg class=\"size-full wp-image-22246\" title=\"120619-edison-school-145p.photoblog600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/120619-edison-school-145p.photoblog600.jpg\" alt=\"\" width=\"600\" height=\"347\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/120619-edison-school-145p.photoblog600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/120619-edison-school-145p.photoblog600-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/120619-edison-school-145p.photoblog600-320x185.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">By Sarah Butrymowicz\u003c/p>\n\u003c/div>\n\u003ch5>By Sarah Butrymowicz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Surrounded by farmland and ranches, Colorado’s Edison School sits off an unpaved road, with tumbleweeds blowing across its dirt parking lot. As recently as a few years ago, many families relied on solar or wind power instead of electricity; today, many still haul home their water from wells. Principal Rachel Paul estimates that 25 to 30 percent of her students don’t have Internet access at home.\u003c/p>\n\u003cp>Yet at Edison — where about three-quarters of the 120 K-12 students are eligible for free or reduced-priced lunch — there are as many computers as there are students. On one recent day, Paul Frank’s fourth- and fifth-graders started off by learning about latitude and longitude on Google Maps and ended sprawled around the classroom on laptops, putting together presentations about the Midwest. While one student searched for photos of famous people born in Minnesota and Wisconsin, another used Google to find out Nebraska’s annual rainfall.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Getting the Internet into the homes is going to become our number one issue. We’re still dependent on traditional methods.”\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Frank and administrators in the two-school district, located an hour east of Colorado Springs in Yoder, Colo., have big technological ambitions. They want to infuse technology into every bit of the curriculum, from using iPods to help elementary students practice reading to mandating that high-school seniors take a computer-science course to graduate.\u003c/p>\n\u003cp>It’s not about improving test scores — last year, every single one of Edison’s elementary students was deemed proficient on the state’s math exam. Instead, the goal is to expand the students’ horizons and prepare them for college and the workplace, where technological literacy will be assumed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Kids don’t have access to that kind of stuff at home,” Frank said. “It’s the future. They need to know how to do this.”\u003c/p>\n\u003cp>Rural schools have long been leaders in distance-learning and online education — to offer a full slate of courses to their students, they’ve had to be. In fact, Edison has a fully online school that \u003c!--more-->enrolls about 100 other students in the district. But when it comes to technology inside traditional classrooms, the small sizes — and budgets — of rural schools present unique hurdles.\u003c/p>\n\u003cp>Some states, fearing a divide between rural and urban communities, have developed statewide initiatives to provide technology to rural schools. Maine, for instance, gives every student a laptop, and Alabama requires all school districts to offer Advanced Placement courses through distance-learning technology, where students video-conference with teachers.\u003c/p>\n\u003cp>But in many places, the onus is on the already-strained staff of the schools to acquire and then use things like computers and iPads, leading to pockets of innovation, like that in Edison. Although it leaves a line in its budget for technology upkeep, Edison has supplemented its tech experimentation with a $10,000 grant from the Denver-based Morgridge Family Foundation.\u003c/p>\n\u003cp>In districts facing shrinking budgets and consolidation, technology could be rural schools’ saving grace, said Bob Wise, a former governor of West Virginia who now serves as president of the Alliance for Excellent Education, a national advocacy organization in Washington, D.C., that has studied the challenges facing rural schools. “We’re encouraging every district to develop a systematic strategy for employing technology,” he said. “My guess is you will see a number of rural schools actually saved and renewed as learning centers.”\u003c/p>\n\u003cp>Rural America lags behind the rest of the country in Internet usage, making rural schools an important center of connectivity in the communities. In 2010, for instance, 57 percent of rural households had broadband Internet access, compared to 72 percent in urban areas, according to a November 2011 report by the U.S. Department of Commerce.\u003c/p>\n\u003cp>\u003cstrong>EXPANDING HORIZONS\u003c/strong>\u003cbr>\nIn Yoder, Frank tries an experiment with his students every few months. He gives them a homework assignment that must be submitted by email. When he started doing this a few years ago, he’d be lucky to get five responses. Most recently, all but three of his 21 students emailed him something. In part, he said, the improvement is a result of work the phone company has done in the area, making it easier for homes to get broadband Internet access.\u003c/p>\n\u003cp>Still, teachers can’t count on students being able to go online to complete assignments and have to be flexible about staying after school so students can work on the computers. “Getting the Internet into the homes is going to become our number one issue,” said Deirdre Binkley-Jones, Edison’s high school math and computer-science teacher. “We’re still dependent on traditional methods.”\u003c/p>\n\u003cp>While technology doesn’t necessarily lead to better student performance, it can expand students’ horizons beyond just preparing them for college or the workforce.\u003c/p>\n\u003cp>“The Internet can give them library resources that they might otherwise not have,” said Aimee Howley, senior associate dean in the College of Education at Ohio University who studies technology integration in rural schools. Technology can also be used for simulations of things “you just can’t do on site. You can’t create a chemistry lab, dissect a whole bunch of animals.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“You get this much technology and you need a lot of tech support, and we don’t have it. Then we’re just frustrated.”\u003c/p>\n\u003c/aside>\n\u003cp>Edison has used distance-learning equipment to take elementary students on a field trip to NASA and to teach them about the Civil War. Frank’s classroom frequently practices writing and communication skills by “blogging” on class discussion boards about stories they’ve read. High-school students might use Rosetta Stone to learn Spanish or watch free videos from the Khan Academy to master math concepts. Before receiving their diplomas, all students learn the basic coding behind computer games.\u003c/p>\n\u003cp>Howley has found that rural teachers are open to using technology in their classrooms, but she cautioned that doing so in rural schools typically requires innovative faculty to take on extra responsibilities. Even then, schools often don’t have the money to buy computers or tablets and offer teachers corresponding training.\u003c/p>\n\u003cp>Teachers not only need to know how to use new gadgets, but also must be prepared to use the tools in ways that improve student learning, Howley said. Although Edison’s grant money has paid for some teacher training, it’s not enough to cover everything.\u003c/p>\n\u003cp>Frank, the self-proclaimed technology “guinea pig,” has learned by doing. When he first got an interactive Smartboard, for instance, he and his students learned together how do to things like upload textbooks and record attendance. Now, he’s got the other elementary teachers using Smartboards and even iPod Touches to monitor reading fluency, but the laptops rarely leave his classroom.\u003c/p>\n\u003cp>“I use [the Smartboard] for a year and figure out all the bugs,” Frank said. “It’s been really exciting to see the other elementary teachers buying in to using the technology.”\u003c/p>\n\u003cp>\u003cstrong>TECH COMES WITH I.T. PROBLEMS\u003c/strong>\u003cbr>\nBut enthusiastic as he is about the potential of digital learning, Frank isn’t an IT expert — and it’s rare for rural schools to have one. “You get this much technology and you need a lot of tech support, and we don’t have it,” said Paul, the principal. “Then we’re just frustrated.”\u003c/p>\n\u003cp>Edison joins with other schools in the area to share an IT person, who comes once a week and mainly tends to the school’s servers. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Even five years ago, we would have been happy with kids graduating knowing how to write a Word doc,” she said. “The focus in technology is moving away from [just] being able to use a computer.”\u003c/p>\n\u003ch5>\u003cem>This story, \u003ca href=\"http://usnews.msnbc.msn.com/_news/2012/06/20/12303530-bridging-the-digital-divide-in-americas-rural-schools?lite\">“Bridging the digital divide in America’s rural schools,\u003c/a>” was produced by The Hechinger Report, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"description": "Flickr:Marygrove College Library Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The NMC Horizon Report: 2012 K-12 Edition, a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Knowledge Graph: Easy Fact Finding Allows for Deeper Search",
"title": "Knowledge Graph: Easy Fact Finding Allows for Deeper Search",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Wondering how to use Google’s new Knowledge Graph? The resulting panels to the right of the main results are meant to move research beyond simple data retrieval into deeper topics. At the same time, the new tool could serve as a better way to use key words.\u003c/p>\n\u003cp>The new sidebar shows key facts that users might want when they run specific types of queries, such as people, animals, and geographic locations.\u003c/p>\n\u003cp>How can this tool be used for student searches? Here are some ideas.\u003c/p>\n\u003cp>\u003cstrong>READY REFERENCE\u003c/strong>\u003c/p>\n\u003cp>A student searching for [Tolstoy] would see this box to the right of her regular search results:\u003cbr>\n\u003cimg src=\"https://lh5.googleusercontent.com/tMZwCQLikRvUaaui3Sf1YfYGNo88tXMC2iWTcKk_9BnOG8-WFJDDJxEiklTS7CDzbP7wJ2GaLj_bUDTMwu-drqeomjNS-xRih-6GddiejVV-yj2-6rg\" alt=\"\" width=\"367px;\" height=\"500px;\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Precisely which data points appear in this panel are largely based on a combination of two things: what facts searchers most often look for when they Google [Tolstoy] and which facts are actually verifiable through an automated process.\u003c/p>\n\u003cp>For students, this quick presentation of facts can free up time to dig into the deeper questions. For example, what's the link between \u003ca href=\"http://www.jstor.org/stable/10.2307/361640\">Tolstoy and Henry David Thoreau\u003c/a>? Imagine a whole new version of the “Six Degrees of Separation” game, where these panels inspire deeper research into a \u003ca href=\"http://www.goodreads.com/book/show/55024.Connections\">James Burke-esque set of connections\u003c/a> among entities.\u003c/p>\n\u003cp>\u003cstrong>TRACKING FACTS\u003c/strong>\u003c/p>\n\u003cp>How can we confirm the information presented? The main image for each topic lists a source, and the topic summary is often from Wikipedia, but what about the rest of the information? Playing around with the information in the boxes reveals some insight into this.\u003c/p>\n\u003cp>When a search triggers a box, each fact in it actually has one or more hyperlinks. Check out the results for Sagittaria, the genus including the now-famous Katniss, and note that the classifications \u003c!--more-->all have blue text, indicating hyperlinks.\u003c/p>\n\u003cfigure id=\"attachment_22118\" class=\"wp-caption center\" style=\"max-width: 491px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/sagittaria-katniss-knowledge-panel2-2/\" rel=\"attachment wp-att-22118\">\u003cimg class=\"size-full wp-image-22118\" title=\"sagittaria-katniss-knowledge-panel2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/sagittaria-katniss-knowledge-panel22.png\" alt=\"\" width=\"491\" height=\"291\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/sagittaria-katniss-knowledge-panel22.png 491w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/sagittaria-katniss-knowledge-panel22-400x237.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/sagittaria-katniss-knowledge-panel22-320x190.png 320w\" sizes=\"(max-width: 491px) 100vw, 491px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Clicking on any of the blue text will cause Google to search for the term, often triggering the Knowledge Graph information on the right:\u003cbr>\n\u003cimg src=\"https://lh4.googleusercontent.com/vftt-jQCgLZaRoibc-m9-WBAYqpNx28qUMACHA84IPDWg6PVoQC4aYUkoP_921PY1bWD3SVW-tUHoc8Z5jq-XhO8dECOmoxcbF_IFTqzUABslnoNtFA\" alt=\"\" width=\"681px;\" height=\"411px;\">\u003c/p>\n\u003cp>There are other links, as well. Notice how in the box below, when the mouse is pointing to a subtitle, a line appears beneath it? Try clicking…\u003cbr>\n\u003cimg src=\"https://lh6.googleusercontent.com/KVtbD8WJ3z60guRGebaZUmIBNmD4q4SLtmkAS5kQko2k1J9o6piresIeb4J_cMrFsP1Umj9UZlvp5NcYaIlk9ODrZONDe6IBmp8Sy3tm7GqyFGa0H0w\" alt=\"\" width=\"538px;\" height=\"286px;\">\u003c/p>\n\u003cp>…and get a new search covering that precise topic. You can then click on the “Show details” link:\u003cbr>\n\u003cimg class=\"alignleft\" src=\"https://lh4.googleusercontent.com/jMMa8L7cKAxPZFWVcb7Nht1aEampp8wTsl5Viz-i91BApQi2ma1a1RmsEVH_XGfvVs2_Zq0aTKtsfyQDDoKh5BZGnYFnGrE6xwkww3LwDytaIoTB-pI\" alt=\"\" width=\"690px;\" height=\"259px;\">\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/mercury-element-boiling-point-details-2/\" rel=\"attachment wp-att-22085\">\u003cimg class=\"size-large wp-image-22085 alignleft\" title=\"[mercury element boiling point] details\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/mercury-element-boiling-point-details1-620x301.png\" alt=\"\" width=\"620\" height=\"301\">\u003c/a>What about \"facts\" that are harder to verify? Often, these include methodology-dependent data, such as net worth. You can recognize these, because they also have a source listed in the box:\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/kj-rowling-knowledge-panel/\" rel=\"attachment wp-att-22079\">\u003cimg class=\"size-full wp-image-22079 aligncenter\" title=\"[kj rowling] \" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/kj-rowling-knowledge-panel.png\" alt=\"Knowledge graph information on Rowling\" width=\"493\" height=\"675\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/kj-rowling-knowledge-panel.png 493w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/kj-rowling-knowledge-panel-400x548.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/kj-rowling-knowledge-panel-320x438.png 320w\" sizes=\"(max-width: 493px) 100vw, 493px\">\u003c/a>\u003c/p>\n\u003cp>Of course, when information is high-stakes, it's worth digging further into the regular web results to confirm the answers in this panel, just as you would for facts you find elsewhere.\u003c/p>\n\u003cp>\u003cstrong>KEY WORD CHOICES\u003c/strong>\u003c/p>\n\u003cp>One of the ancillary benefits of the Knowledge Graph is that the searches Google runs as students navigate through them provide models of the difficult skill of choosing good search terms.\u003c/p>\n\u003cp>Take, for example, the results for the search [tiger]:\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/tiger-knowledge-panel-with-choice-of-animal-or-golf-player/\" rel=\"attachment wp-att-22078\">\u003cimg class=\"alignleft size-large wp-image-22078\" title=\"[tiger] with choice of animal or golf player\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/tiger-knowledge-panel-with-choice-of-animal-or-golf-player-620x227.png\" alt=\"Search for [tiger] yields choices\" width=\"620\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Notice that Google points out that there are two common interpretations of \u003cem>tiger\u003c/em>. If you click on the animal’s box, note how the terms in the search box automatically change:\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/tiger-spiecies-from-picking-tiger-knowlege-panel/\" rel=\"attachment wp-att-22077\">\u003cimg class=\"alignleft size-large wp-image-22077\" title=\"[tiger spiecies] from picking tiger \" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/tiger-spiecies-from-picking-tiger-knowlege-panel-620x244.png\" alt='Searching for \"tiger\"' width=\"620\" height=\"244\">\u003c/a>\u003cbr>\nThe automatic addition of the term \u003cem>species\u003c/em> demonstrates exactly how a searcher can use a \u003cem>common factor\u003c/em>, same notion as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, to find excellent results. This is one of the most important tricks educators teach about selecting search terms: pick ones that will appear on almost every page about your topic. Traditionally, good searchers consider the fact that many pages that address the topic of tigers will mention the word \u003cem>species\u003c/em>, much as pages about the metal mercury will mention that it is an \u003cem>element\u003c/em>.\u003c/p>\n\u003cp>For each of the links in these panels, Google has algorithmically determined a query to get results specifically about the entity in question. The Knowledge Graph can actually move beyond matching the search term [eagles] to every page with the word eagles on it, and start determining if individual pages are about the animal, the band, or the football team. This distinction is factored into the query that is selected, so the search terms that Google offers returns the results that you want. Students attending to the word choices Google makes will build an understanding of what makes a successful search term for web-based content.\u003c/p>\n\u003cp>The Knowledge Graph is in its early days. As it moves forward, there will be more opportunities to explore unexpected connections. Keep an eye out for new ways it can help students learn about not just the world around us, but search itself.\u003c/p>\n\u003cp>How do you imagine using this new feature with students?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n",
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"description": "Wondering how to use Google’s new Knowledge Graph? The resulting panels to the right of the main results are meant to move research beyond simple data retrieval into deeper topics. At the same time, the new tool could serve as a better way to use key words. The new sidebar shows key facts that users",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Wondering how to use Google’s new Knowledge Graph? The resulting panels to the right of the main results are meant to move research beyond simple data retrieval into deeper topics. At the same time, the new tool could serve as a better way to use key words.\u003c/p>\n\u003cp>The new sidebar shows key facts that users might want when they run specific types of queries, such as people, animals, and geographic locations.\u003c/p>\n\u003cp>How can this tool be used for student searches? Here are some ideas.\u003c/p>\n\u003cp>\u003cstrong>READY REFERENCE\u003c/strong>\u003c/p>\n\u003cp>A student searching for [Tolstoy] would see this box to the right of her regular search results:\u003cbr>\n\u003cimg src=\"https://lh5.googleusercontent.com/tMZwCQLikRvUaaui3Sf1YfYGNo88tXMC2iWTcKk_9BnOG8-WFJDDJxEiklTS7CDzbP7wJ2GaLj_bUDTMwu-drqeomjNS-xRih-6GddiejVV-yj2-6rg\" alt=\"\" width=\"367px;\" height=\"500px;\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Precisely which data points appear in this panel are largely based on a combination of two things: what facts searchers most often look for when they Google [Tolstoy] and which facts are actually verifiable through an automated process.\u003c/p>\n\u003cp>For students, this quick presentation of facts can free up time to dig into the deeper questions. For example, what's the link between \u003ca href=\"http://www.jstor.org/stable/10.2307/361640\">Tolstoy and Henry David Thoreau\u003c/a>? Imagine a whole new version of the “Six Degrees of Separation” game, where these panels inspire deeper research into a \u003ca href=\"http://www.goodreads.com/book/show/55024.Connections\">James Burke-esque set of connections\u003c/a> among entities.\u003c/p>\n\u003cp>\u003cstrong>TRACKING FACTS\u003c/strong>\u003c/p>\n\u003cp>How can we confirm the information presented? The main image for each topic lists a source, and the topic summary is often from Wikipedia, but what about the rest of the information? Playing around with the information in the boxes reveals some insight into this.\u003c/p>\n\u003cp>When a search triggers a box, each fact in it actually has one or more hyperlinks. Check out the results for Sagittaria, the genus including the now-famous Katniss, and note that the classifications \u003c!--more-->all have blue text, indicating hyperlinks.\u003c/p>\n\u003cfigure id=\"attachment_22118\" class=\"wp-caption center\" style=\"max-width: 491px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/sagittaria-katniss-knowledge-panel2-2/\" rel=\"attachment wp-att-22118\">\u003cimg class=\"size-full wp-image-22118\" title=\"sagittaria-katniss-knowledge-panel2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/sagittaria-katniss-knowledge-panel22.png\" alt=\"\" width=\"491\" height=\"291\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/sagittaria-katniss-knowledge-panel22.png 491w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/sagittaria-katniss-knowledge-panel22-400x237.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/sagittaria-katniss-knowledge-panel22-320x190.png 320w\" sizes=\"(max-width: 491px) 100vw, 491px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Clicking on any of the blue text will cause Google to search for the term, often triggering the Knowledge Graph information on the right:\u003cbr>\n\u003cimg src=\"https://lh4.googleusercontent.com/vftt-jQCgLZaRoibc-m9-WBAYqpNx28qUMACHA84IPDWg6PVoQC4aYUkoP_921PY1bWD3SVW-tUHoc8Z5jq-XhO8dECOmoxcbF_IFTqzUABslnoNtFA\" alt=\"\" width=\"681px;\" height=\"411px;\">\u003c/p>\n\u003cp>There are other links, as well. Notice how in the box below, when the mouse is pointing to a subtitle, a line appears beneath it? Try clicking…\u003cbr>\n\u003cimg src=\"https://lh6.googleusercontent.com/KVtbD8WJ3z60guRGebaZUmIBNmD4q4SLtmkAS5kQko2k1J9o6piresIeb4J_cMrFsP1Umj9UZlvp5NcYaIlk9ODrZONDe6IBmp8Sy3tm7GqyFGa0H0w\" alt=\"\" width=\"538px;\" height=\"286px;\">\u003c/p>\n\u003cp>…and get a new search covering that precise topic. You can then click on the “Show details” link:\u003cbr>\n\u003cimg class=\"alignleft\" src=\"https://lh4.googleusercontent.com/jMMa8L7cKAxPZFWVcb7Nht1aEampp8wTsl5Viz-i91BApQi2ma1a1RmsEVH_XGfvVs2_Zq0aTKtsfyQDDoKh5BZGnYFnGrE6xwkww3LwDytaIoTB-pI\" alt=\"\" width=\"690px;\" height=\"259px;\">\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/mercury-element-boiling-point-details-2/\" rel=\"attachment wp-att-22085\">\u003cimg class=\"size-large wp-image-22085 alignleft\" title=\"[mercury element boiling point] details\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/mercury-element-boiling-point-details1-620x301.png\" alt=\"\" width=\"620\" height=\"301\">\u003c/a>What about \"facts\" that are harder to verify? Often, these include methodology-dependent data, such as net worth. You can recognize these, because they also have a source listed in the box:\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/kj-rowling-knowledge-panel/\" rel=\"attachment wp-att-22079\">\u003cimg class=\"size-full wp-image-22079 aligncenter\" title=\"[kj rowling] \" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/kj-rowling-knowledge-panel.png\" alt=\"Knowledge graph information on Rowling\" width=\"493\" height=\"675\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/kj-rowling-knowledge-panel.png 493w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/kj-rowling-knowledge-panel-400x548.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/kj-rowling-knowledge-panel-320x438.png 320w\" sizes=\"(max-width: 493px) 100vw, 493px\">\u003c/a>\u003c/p>\n\u003cp>Of course, when information is high-stakes, it's worth digging further into the regular web results to confirm the answers in this panel, just as you would for facts you find elsewhere.\u003c/p>\n\u003cp>\u003cstrong>KEY WORD CHOICES\u003c/strong>\u003c/p>\n\u003cp>One of the ancillary benefits of the Knowledge Graph is that the searches Google runs as students navigate through them provide models of the difficult skill of choosing good search terms.\u003c/p>\n\u003cp>Take, for example, the results for the search [tiger]:\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/tiger-knowledge-panel-with-choice-of-animal-or-golf-player/\" rel=\"attachment wp-att-22078\">\u003cimg class=\"alignleft size-large wp-image-22078\" title=\"[tiger] with choice of animal or golf player\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/tiger-knowledge-panel-with-choice-of-animal-or-golf-player-620x227.png\" alt=\"Search for [tiger] yields choices\" width=\"620\" height=\"227\">\u003c/a>\u003c/p>\n\u003cp>Notice that Google points out that there are two common interpretations of \u003cem>tiger\u003c/em>. If you click on the animal’s box, note how the terms in the search box automatically change:\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/knowledge-graph-easy-fact-finding-allows-for-deeper-search/tiger-spiecies-from-picking-tiger-knowlege-panel/\" rel=\"attachment wp-att-22077\">\u003cimg class=\"alignleft size-large wp-image-22077\" title=\"[tiger spiecies] from picking tiger \" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/tiger-spiecies-from-picking-tiger-knowlege-panel-620x244.png\" alt='Searching for \"tiger\"' width=\"620\" height=\"244\">\u003c/a>\u003cbr>\nThe automatic addition of the term \u003cem>species\u003c/em> demonstrates exactly how a searcher can use a \u003cem>common factor\u003c/em>, same notion as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, to find excellent results. This is one of the most important tricks educators teach about selecting search terms: pick ones that will appear on almost every page about your topic. Traditionally, good searchers consider the fact that many pages that address the topic of tigers will mention the word \u003cem>species\u003c/em>, much as pages about the metal mercury will mention that it is an \u003cem>element\u003c/em>.\u003c/p>\n\u003cp>For each of the links in these panels, Google has algorithmically determined a query to get results specifically about the entity in question. The Knowledge Graph can actually move beyond matching the search term [eagles] to every page with the word eagles on it, and start determining if individual pages are about the animal, the band, or the football team. This distinction is factored into the query that is selected, so the search terms that Google offers returns the results that you want. Students attending to the word choices Google makes will build an understanding of what makes a successful search term for web-based content.\u003c/p>\n\u003cp>The Knowledge Graph is in its early days. As it moves forward, there will be more opportunities to explore unexpected connections. Keep an eye out for new ways it can help students learn about not just the world around us, but search itself.\u003c/p>\n\u003cp>How do you imagine using this new feature with students?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"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.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"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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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"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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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"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",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"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.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"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",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"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",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
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