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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>\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>\u003c/p>\u003c/div>",
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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",
"title": "14 Smart Tips for Using iPads in Class",
"headTitle": "MindShift | KQED News",
"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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"description": "Flickr:Flickingerbrad By Matt Levinson For schools that are about to deploy the iPad as their main mobile learning 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",
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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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"disqusTitle": "Publishers and Libraries Clash Over E-Books",
"title": "Publishers and Libraries Clash Over E-Books",
"headTitle": "MindShift | KQED News",
"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. 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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 class=\"post-body\">\u003cp>\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>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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"disqusTitle": "An iPad on Legs: Is ActivTable the Next Interactive Whiteboard?",
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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. Think iPad on four legs.\u003c/p>\n\u003cp>The newest gadget is the latest in Promethean’s range of interactive classroom products—smart boards, classroom response systems that resemble game show buzzers, teacher dashboards—and is the first of the company's products designed especially for small group learning.\u003c/p>\n\u003cp>The table is about the size of a wide coffee table and comes up to the hips of the average adult. It’s a 46”, high-definition LCD touch-screen. The surface is covered in “gorilla glass” for durability. It can respond to touch from up to six kids at a time. 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. 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",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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. Think iPad on four legs.\u003c/p>\n\u003cp>The newest gadget is the latest in Promethean’s range of interactive classroom products—smart boards, classroom response systems that resemble game show buzzers, teacher dashboards—and is the first of the company's products designed especially for small group learning.\u003c/p>\n\u003cp>The table is about the size of a wide coffee table and comes up to the hips of the average adult. It’s a 46”, high-definition LCD touch-screen. The surface is covered in “gorilla glass” for durability. It can respond to touch from up to six kids at a time. 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>\u003c/p>\u003c/div>",
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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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"disqusTitle": "Bridging the Digital Divide in Rural Schools",
"title": "Bridging the Digital Divide in Rural Schools",
"headTitle": "MindShift | KQED News",
"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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"description": "By Sarah Butrymowicz By Sarah Butrymowicz 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",
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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. 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>\u003c/p>\u003c/div>",
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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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"disqusTitle": "Six Lingering Obstacles to Using Technology in Schools",
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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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"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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"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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"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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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-educators-are-using-learnist/screen-shot-2012-06-06-at-11-38-26-am/\" rel=\"attachment wp-att-21907\">\u003cimg class=\"alignleft size-medium wp-image-21907\" title=\"Screen Shot 2012-06-06 at 11.38.26 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-06-at-11.38.26-AM-300x183.png\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>By Jennifer Roland\u003c/h5>\n\u003cp>In the weeks since Learnist launched, educators have been finding ways to put it to use.\u003c/p>\n\u003cp>\u003ca href=\"http://www.learni.st/\">Learnist\u003c/a>, as many have already pointed out, works much like \u003ca href=\"http://www.pinterest.com\">Pinterest\u003c/a> -- a way to catalog online resources on a topic and share them with the user's social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site's \"learning boards\" look quite a bit like Facebook’s timeline feature, and Facebook membership is required to use Learnist at this point.\u003c/p>\n\u003cp>In its current closed beta form, Learnist, launched by Grockit, is still very much in its infancy, but some curious teachers have already jumped on the wagon. Time will tell whether educators will stick with Pinterest, or migrate to Learnist because of its association with \u003ca href=\"http://grockit.com\">Grockit\u003c/a>, which already has a large and loyal following as a social learning tool.\u003c/p>\n\u003cp>College physics instructor Leilah McCarthy created \u003ca href=\"http://learni.st/users/leilah.mccarthy\">collections on subjects like electromagnetism, mechanics, and waves\u003c/a>. High school English teacher Amy Gallagher Critchett posted \u003ca href=\"http://learni.st/users/421\">lessons on grammar and writing\u003c/a>. Also under the \"Education\" category are topics like Mythology, Analyzing Literature, Applying the Pythagorean Theorem, The Great Gatsby, and Common Core Math Standards.\u003c/p>\n\u003cp>Educators can also find some professional development, including information about \u003ca href=\"http://learni.st/users/195/boards/885-flipped-classroom\">flipped classrooms\u003c/a>, \u003ca href=\"http://learni.st/users/wezie.morgan/boards/1554-technology-in-the-classroom\">technology integration\u003c/a>, all about the \u003ca href=\"http://learni.st/users/36/boards/224-d-i-y-education\">collision between DIY and education\u003c/a>, and a \u003ca href=\"http://learni.st/users/MikeFisher/boards/1731-2012-summer-camp-webinars-online-pd\">professional development summer camp\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students can also use Learnist to share resources for group projects, to prepare notes to study for tests and write papers. The Facebook integration ensures that they can keep each other \u003c!--more-->up-to-date when they make changes to shared study boards.\u003c/p>\n\u003cp>But \u003ca href=\"http://learni.st/?category=10\">education\u003c/a> is just one of about 20 topics on Learnist. You'll also find topics such as Do-it-yourself instructions, like \u003ca href=\"http://learni.st/users/aaron.burcell/boards/236-kitchen-hacks\">Aaron Burcell's Kitchen Hacks\u003c/a> and \u003ca href=\"http://learni.st/learnings/958-how-to-make-milk-foam-without-a-frother-or-a-machine\">How to Make Milk Foam\u003c/a>; technology how-tos like \u003ca href=\"http://learni.st/users/crystaldcrowder/boards/1346-software-tutorials\">Software Tutorials \u003c/a>and \u003ca href=\"http://learni.st/users/karenmasullo/boards/1246-social-media-risk-management\">Social Media Risk Management\u003c/a>; and lifestyle topics like \u003ca href=\"http://learni.st/users/5/boards/414-benefits-of-cycling\">Benefits of Cycling\u003c/a> are all intermingled with topics related to formal education, such as \u003ca href=\"http://learni.st/users/wgordon3/boards/1260-the-classroom-of-the-future\">Bill Gordon's Classroom of the Future.\u003c/a>\u003c/p>\n\u003cp>Companies have also found Learnist as a way to market their products, as with the \u003ca href=\"http://learni.st/users/crystal.schmelzer/boards/900-favorite-apps-for-education\">Favorite Apps for Education\u003c/a> tag, which is populated with boards from private companies that want to market their wares.\u003c/p>\n\u003cp>The creators of \u003ca href=\"http://learni.st/users/farbood/boards/159-how-to-use-learnist\">Learnist\u003c/a> put together some resources to help users make useful boards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-educators-are-using-learnist/screen-shot-2012-06-06-at-11-38-26-am/\" rel=\"attachment wp-att-21907\">\u003cimg class=\"alignleft size-medium wp-image-21907\" title=\"Screen Shot 2012-06-06 at 11.38.26 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-06-at-11.38.26-AM-300x183.png\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>By Jennifer Roland\u003c/h5>\n\u003cp>In the weeks since Learnist launched, educators have been finding ways to put it to use.\u003c/p>\n\u003cp>\u003ca href=\"http://www.learni.st/\">Learnist\u003c/a>, as many have already pointed out, works much like \u003ca href=\"http://www.pinterest.com\">Pinterest\u003c/a> -- a way to catalog online resources on a topic and share them with the user's social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site's \"learning boards\" look quite a bit like Facebook’s timeline feature, and Facebook membership is required to use Learnist at this point.\u003c/p>\n\u003cp>In its current closed beta form, Learnist, launched by Grockit, is still very much in its infancy, but some curious teachers have already jumped on the wagon. Time will tell whether educators will stick with Pinterest, or migrate to Learnist because of its association with \u003ca href=\"http://grockit.com\">Grockit\u003c/a>, which already has a large and loyal following as a social learning tool.\u003c/p>\n\u003cp>College physics instructor Leilah McCarthy created \u003ca href=\"http://learni.st/users/leilah.mccarthy\">collections on subjects like electromagnetism, mechanics, and waves\u003c/a>. High school English teacher Amy Gallagher Critchett posted \u003ca href=\"http://learni.st/users/421\">lessons on grammar and writing\u003c/a>. Also under the \"Education\" category are topics like Mythology, Analyzing Literature, Applying the Pythagorean Theorem, The Great Gatsby, and Common Core Math Standards.\u003c/p>\n\u003cp>Educators can also find some professional development, including information about \u003ca href=\"http://learni.st/users/195/boards/885-flipped-classroom\">flipped classrooms\u003c/a>, \u003ca href=\"http://learni.st/users/wezie.morgan/boards/1554-technology-in-the-classroom\">technology integration\u003c/a>, all about the \u003ca href=\"http://learni.st/users/36/boards/224-d-i-y-education\">collision between DIY and education\u003c/a>, and a \u003ca href=\"http://learni.st/users/MikeFisher/boards/1731-2012-summer-camp-webinars-online-pd\">professional development summer camp\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students can also use Learnist to share resources for group projects, to prepare notes to study for tests and write papers. The Facebook integration ensures that they can keep each other \u003c!--more-->up-to-date when they make changes to shared study boards.\u003c/p>\n\u003cp>But \u003ca href=\"http://learni.st/?category=10\">education\u003c/a> is just one of about 20 topics on Learnist. You'll also find topics such as Do-it-yourself instructions, like \u003ca href=\"http://learni.st/users/aaron.burcell/boards/236-kitchen-hacks\">Aaron Burcell's Kitchen Hacks\u003c/a> and \u003ca href=\"http://learni.st/learnings/958-how-to-make-milk-foam-without-a-frother-or-a-machine\">How to Make Milk Foam\u003c/a>; technology how-tos like \u003ca href=\"http://learni.st/users/crystaldcrowder/boards/1346-software-tutorials\">Software Tutorials \u003c/a>and \u003ca href=\"http://learni.st/users/karenmasullo/boards/1246-social-media-risk-management\">Social Media Risk Management\u003c/a>; and lifestyle topics like \u003ca href=\"http://learni.st/users/5/boards/414-benefits-of-cycling\">Benefits of Cycling\u003c/a> are all intermingled with topics related to formal education, such as \u003ca href=\"http://learni.st/users/wgordon3/boards/1260-the-classroom-of-the-future\">Bill Gordon's Classroom of the Future.\u003c/a>\u003c/p>\n\u003cp>Companies have also found Learnist as a way to market their products, as with the \u003ca href=\"http://learni.st/users/crystal.schmelzer/boards/900-favorite-apps-for-education\">Favorite Apps for Education\u003c/a> tag, which is populated with boards from private companies that want to market their wares.\u003c/p>\n\u003cp>The creators of \u003ca href=\"http://learni.st/users/farbood/boards/159-how-to-use-learnist\">Learnist\u003c/a> put together some resources to help users make useful boards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Open Education is Changing the Texture of Content",
"title": "How Open Education is Changing the Texture of Content",
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"content": "\u003cfigure id=\"attachment_21792\" class=\"wp-caption alignright\" style=\"max-width: 571px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/134825821-2/\" rel=\"attachment wp-att-21792\">\u003cimg class=\"size-full wp-image-21792\" title=\"134825821\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content.\u003c/p>\n\u003cp>Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of instructional content that are more “chunky,” beginning as a scattered landscape of digital pieces that are then assembled to support full courses\u003c/p>\n\u003cp>The trend, steady and apparently inexorable, is inspired by higher education, driven by financial pressures, propelled by foundations and the federal government, and enabled by technology.\u003c/p>\n\u003cp>Digital course materials are, of course, nothing new. One of the highest-profile such initiatives, MIT’s OpenCourseWare, is a \u003ca href=\"http://ocw.mit.edu/about/our-history/\">decade old\u003c/a>. And digital textbooks, which have morphed from crude PDF representations of paper books to interactive \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">iBooks\u003c/a>, have also been available for years.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course.\u003c/p>\n\u003c/aside>\n\u003cp>Now, digital curriculum -- in both college and K-12 -- seems to be shifting from attempts to break apart comprehensive digital textbooks to meet classroom needs, to building up lessons and courseware from individual instructional chunks. And that has the potential to make the traditional definition of “textbook” somewhat quaint.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Encouraging this acceleration of digital chunky content, in large part, is the Open Educational \u003c!--more-->Resources (OER) movement.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/600px-us-deptofeducation-seal-svg/\" rel=\"attachment wp-att-21793\">\u003cimg class=\"alignright size-thumbnail wp-image-21793\" title=\"600px-US-DeptOfEducation-Seal.svg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/600px-US-DeptOfEducation-Seal.svg_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>OER, though \u003ca href=\"http://en.wikipedia.org/wiki/Open_educational_resources\">definitions\u003c/a> vary, is at its heart digital instructional content that's designed to be mixed, modified and shared. In other words, a teacher can pick and choose learning elements he or she needs for a lesson from a variety of sources, make changes, use those lessons in class, and theoretically then distribute either the individual pieces or the completed combination to other educators for their use.\u003c/p>\n\u003cp>It’s like creating your own music playlist by choosing tracks from various artists and sequencing them any way you want.\u003c/p>\n\u003cp>Overall, four core factors have come together to fuel the rise of digital content, including OER pieces, across the educational landscape, from kindergarten to college:\u003c/p>\n\u003cp>\u003cstrong>PRICE\u003c/strong>. Ask any educator the appeal of OER you'll likely to hear, “It’s free content.” While that may not always be true (there is OER available to institutions by subscription through the delightfully named \u003ca href=\"http://hippocampus.org/\">HippoCampus\u003c/a>, for example), and not all digital content is OER (just ask any education industry company), perceptions do matter. And the perception that a lot of quality content is available for only the cost of labor has led a lot of school districts and teachers to try it during difficult budget times.\u003c/p>\n\u003cp>\u003cstrong>AVAILABILITY\u003c/strong>. Spurred by entrepreneurs and fueled by funding from, among others, the Gates and Hewlett Foundations (as well as the continued efforts of long-time educational publishers and ed-tech companies), there's simply a lot more digital content on the web than there used to be, for example \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos and materials from \u003ca href=\"http://www.nasa.gov/audience/foreducators/index.html\">NASA\u003c/a>. But significantly more has been developed by existing educational powerhouses, start-ups and educators themselves. Anything digital, and granular enough, works.\u003c/p>\n\u003cp>\u003cstrong>DISCOVERABILITY\u003c/strong>. A big challenge has simply been finding what online materials exist on the web beyond known repositories such as \u003ca href=\"http://www.curriki.org/\">Curriki\u003c/a>. Two very prominent, and public, initiatives are tackling this.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/learningregistry1/\" rel=\"attachment wp-att-21794\">\u003cimg class=\"alignleft size-medium wp-image-21794\" title=\"LearningRegistry1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/LearningRegistry1-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>Last November, the U.S. Departments of Education and Defense \u003ca href=\"http://www.educause.edu/blog/jcummings/FederalLearningRegistryforDigi/241549\">launched\u003c/a> the beta of the \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>, which is basically a directory of kindergarten-through-adult digital education resources from a wide variety of government, state, district and private sources. What makes the Registry unique is that any provider can register content (the National Archives, Smithsonian and PBS were among the early participants), and any educator can quickly find lessons plans and content specific to his or her unique needs based on subject, grade level or other criteria. And the Learning Registry doesn’t just reside at one address on the web; it’s more of a embeddable, distributed index that can be \u003ca href=\"http://demolearningregistry.sri.com/browse/index.html?search=\">browsed\u003c/a> from many websites.\u003c/p>\n\u003cp>A second, related effort is the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a>. Steered by the Association of Educational Publishers and Creative Commons, LRMI is a fast-tracked project, launched just last June, to make it easier to find educational resources via major search engines such as Google, Bing, and Yahoo. At its core, this is about consistently tagging digital educational content – no matter who creates it – with metadata that search engines understand.\u003c/p>\n\u003cp>Taken together, the hope is that LRMI and the Learning Registry will go a long way toward solving the problem of highlighting appropriate educational chunks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/cc-large/\" rel=\"attachment wp-att-21795\">\u003cimg class=\"alignright size-thumbnail wp-image-21795\" title=\"cc.large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/cc.large_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>FLEXIBILITY\u003c/strong>. A large part of the appeal of digital chunked content is its flexibility. Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course (but keep the old one, just in case the astronomical \u003ca href=\"http://en.wikipedia.org/wiki/File:Pluto_Protest_and_Counter_Protest.jpg\">protests\u003c/a> are successful). And flexibility goes beyond delivery via pixel.\u003c/p>\n\u003cp>Utah, for example, has the Utah Open Textbook high school science curriculum. Created from OER content, the course textbooks are then printed and distributed. But the cost is $5.35 per book, versus about $80 for a traditional science textbook, prompting the project’s \u003ca href=\"https://twitter.com/#%21/opencontent\">David Wiley\u003c/a> to \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">note\u003c/a> at this year’s SXSWedu conference that these become books kids mark up and keep, rather than having to turn in at the end of the year.\u003c/p>\n\u003cp>In higher education, \u003ca href=\"http://academicpub.sharedbook.com/academicpub/\">AcademicPub\u003c/a> allows digital textbooks to be created with a mix of copyrighted (paid) and open (free) content. The automated process leads to a custom electronic or paper book – essentially, a digital course pack. And there are several other examples.\u003c/p>\n\u003cp>But the increased use of chunked digital content, especially OER, is not without pitfalls. The overused phrase, “free like a puppy, not free like a beer,” applies to any effort that replaces publisher cost with teacher labor to find, assemble and maintain content (even if, once assembled ,content is shared). And if the materials aren’t printed, every student has to have access to a hardware device that properly displays the content.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Yet flexible, “free,” and findable may trump the downsides as digital curriculum adds more do-it-yourself options alongside its pre-built counterparts – as long as no student or teacher trips over the chunks.\u003c/p>\n\u003ch5>\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>\u003c/h5>\n\n",
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"description": "By Frank Catalano Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content. Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21792\" class=\"wp-caption alignright\" style=\"max-width: 571px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/134825821-2/\" rel=\"attachment wp-att-21792\">\u003cimg class=\"size-full wp-image-21792\" title=\"134825821\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content.\u003c/p>\n\u003cp>Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of instructional content that are more “chunky,” beginning as a scattered landscape of digital pieces that are then assembled to support full courses\u003c/p>\n\u003cp>The trend, steady and apparently inexorable, is inspired by higher education, driven by financial pressures, propelled by foundations and the federal government, and enabled by technology.\u003c/p>\n\u003cp>Digital course materials are, of course, nothing new. One of the highest-profile such initiatives, MIT’s OpenCourseWare, is a \u003ca href=\"http://ocw.mit.edu/about/our-history/\">decade old\u003c/a>. And digital textbooks, which have morphed from crude PDF representations of paper books to interactive \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">iBooks\u003c/a>, have also been available for years.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course.\u003c/p>\n\u003c/aside>\n\u003cp>Now, digital curriculum -- in both college and K-12 -- seems to be shifting from attempts to break apart comprehensive digital textbooks to meet classroom needs, to building up lessons and courseware from individual instructional chunks. And that has the potential to make the traditional definition of “textbook” somewhat quaint.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Encouraging this acceleration of digital chunky content, in large part, is the Open Educational \u003c!--more-->Resources (OER) movement.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/600px-us-deptofeducation-seal-svg/\" rel=\"attachment wp-att-21793\">\u003cimg class=\"alignright size-thumbnail wp-image-21793\" title=\"600px-US-DeptOfEducation-Seal.svg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/600px-US-DeptOfEducation-Seal.svg_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>OER, though \u003ca href=\"http://en.wikipedia.org/wiki/Open_educational_resources\">definitions\u003c/a> vary, is at its heart digital instructional content that's designed to be mixed, modified and shared. In other words, a teacher can pick and choose learning elements he or she needs for a lesson from a variety of sources, make changes, use those lessons in class, and theoretically then distribute either the individual pieces or the completed combination to other educators for their use.\u003c/p>\n\u003cp>It’s like creating your own music playlist by choosing tracks from various artists and sequencing them any way you want.\u003c/p>\n\u003cp>Overall, four core factors have come together to fuel the rise of digital content, including OER pieces, across the educational landscape, from kindergarten to college:\u003c/p>\n\u003cp>\u003cstrong>PRICE\u003c/strong>. Ask any educator the appeal of OER you'll likely to hear, “It’s free content.” While that may not always be true (there is OER available to institutions by subscription through the delightfully named \u003ca href=\"http://hippocampus.org/\">HippoCampus\u003c/a>, for example), and not all digital content is OER (just ask any education industry company), perceptions do matter. And the perception that a lot of quality content is available for only the cost of labor has led a lot of school districts and teachers to try it during difficult budget times.\u003c/p>\n\u003cp>\u003cstrong>AVAILABILITY\u003c/strong>. Spurred by entrepreneurs and fueled by funding from, among others, the Gates and Hewlett Foundations (as well as the continued efforts of long-time educational publishers and ed-tech companies), there's simply a lot more digital content on the web than there used to be, for example \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos and materials from \u003ca href=\"http://www.nasa.gov/audience/foreducators/index.html\">NASA\u003c/a>. But significantly more has been developed by existing educational powerhouses, start-ups and educators themselves. Anything digital, and granular enough, works.\u003c/p>\n\u003cp>\u003cstrong>DISCOVERABILITY\u003c/strong>. A big challenge has simply been finding what online materials exist on the web beyond known repositories such as \u003ca href=\"http://www.curriki.org/\">Curriki\u003c/a>. Two very prominent, and public, initiatives are tackling this.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/learningregistry1/\" rel=\"attachment wp-att-21794\">\u003cimg class=\"alignleft size-medium wp-image-21794\" title=\"LearningRegistry1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/LearningRegistry1-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>Last November, the U.S. Departments of Education and Defense \u003ca href=\"http://www.educause.edu/blog/jcummings/FederalLearningRegistryforDigi/241549\">launched\u003c/a> the beta of the \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>, which is basically a directory of kindergarten-through-adult digital education resources from a wide variety of government, state, district and private sources. What makes the Registry unique is that any provider can register content (the National Archives, Smithsonian and PBS were among the early participants), and any educator can quickly find lessons plans and content specific to his or her unique needs based on subject, grade level or other criteria. And the Learning Registry doesn’t just reside at one address on the web; it’s more of a embeddable, distributed index that can be \u003ca href=\"http://demolearningregistry.sri.com/browse/index.html?search=\">browsed\u003c/a> from many websites.\u003c/p>\n\u003cp>A second, related effort is the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a>. Steered by the Association of Educational Publishers and Creative Commons, LRMI is a fast-tracked project, launched just last June, to make it easier to find educational resources via major search engines such as Google, Bing, and Yahoo. At its core, this is about consistently tagging digital educational content – no matter who creates it – with metadata that search engines understand.\u003c/p>\n\u003cp>Taken together, the hope is that LRMI and the Learning Registry will go a long way toward solving the problem of highlighting appropriate educational chunks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/cc-large/\" rel=\"attachment wp-att-21795\">\u003cimg class=\"alignright size-thumbnail wp-image-21795\" title=\"cc.large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/cc.large_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>FLEXIBILITY\u003c/strong>. A large part of the appeal of digital chunked content is its flexibility. Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course (but keep the old one, just in case the astronomical \u003ca href=\"http://en.wikipedia.org/wiki/File:Pluto_Protest_and_Counter_Protest.jpg\">protests\u003c/a> are successful). And flexibility goes beyond delivery via pixel.\u003c/p>\n\u003cp>Utah, for example, has the Utah Open Textbook high school science curriculum. Created from OER content, the course textbooks are then printed and distributed. But the cost is $5.35 per book, versus about $80 for a traditional science textbook, prompting the project’s \u003ca href=\"https://twitter.com/#%21/opencontent\">David Wiley\u003c/a> to \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">note\u003c/a> at this year’s SXSWedu conference that these become books kids mark up and keep, rather than having to turn in at the end of the year.\u003c/p>\n\u003cp>In higher education, \u003ca href=\"http://academicpub.sharedbook.com/academicpub/\">AcademicPub\u003c/a> allows digital textbooks to be created with a mix of copyrighted (paid) and open (free) content. The automated process leads to a custom electronic or paper book – essentially, a digital course pack. And there are several other examples.\u003c/p>\n\u003cp>But the increased use of chunked digital content, especially OER, is not without pitfalls. The overused phrase, “free like a puppy, not free like a beer,” applies to any effort that replaces publisher cost with teacher labor to find, assemble and maintain content (even if, once assembled ,content is shared). And if the materials aren’t printed, every student has to have access to a hardware device that properly displays the content.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yet flexible, “free,” and findable may trump the downsides as digital curriculum adds more do-it-yourself options alongside its pre-built counterparts – as long as no student or teacher trips over the chunks.\u003c/p>\n\u003ch5>\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>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Identify Mysterious Images Online",
"title": "How to Identify Mysterious Images Online",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_21741\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/test-9-3/\" rel=\"attachment wp-att-21741\">\u003cimg class=\"size-medium wp-image-21741\" title=\"test 9\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/test-92-300x161.png\" alt=\"Image that a student finds online\" width=\"300\" height=\"161\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Can't figure out the source of an image you found online? There's an easy trick you might not know about -- and it's an essential tool for citing sources.\u003c/p>\n\u003cp>Students who find images they want to use in projects need to follow the appropriate rules of citation: state the title and the original source.\u003c/p>\n\u003cp>But with so much misinformation and mis-attribution online, students might either change the research topic to avoid the problem altogether or simply cite the source poorly.\u003c/p>\n\u003cp>Take, for example, a student wanting to use this image (above) labeled as a cartoon by Rube Goldberg. Since he wants to use it in a project, he must find the original source of the image, but when he tries looking through Rube Goldberg’s \u003ca href=\"http://www.rubegoldberg.com/?page=home\">illustrations of absurd, overly-complex machines\u003c/a>, the artistic style looks different. That was a dead end.\u003c/p>\n\u003cp>But there's a Google tool that allows him to use an image as a search term.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Within just a few seconds, he can discover another artist, named W. Heath Robinson, who also designed humorous machines. With just a few more clicks, he will identify “Testing Golf Drivers,” \u003c!--more-->noted as coming from Robinson’s book, \u003cem>Humors of Golf\u003c/em>, in 1923. He can then search to confirm the citation.\u003c/p>\n\u003cp>From a complete mystery to a citable entity in the blink of an eye.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/search-by-image-results-heath-robinson-3/\" rel=\"attachment wp-att-21753\">\u003cimg class=\"alignleft size-large wp-image-21753\" title=\"search by image results heath robinson\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/search-by-image-results-heath-robinson2-620x405.png\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp>Here's how to use Search by Image:\u003c/p>\n\u003cp>1) Access Google Images by navigating directly to \u003ca href=\"http://images.google.com/\">http://images.google.com\u003c/a> or by running a search and then clicking on\u003cem> Images\u003c/em> in the black stripe across the top of the page or in the left-hand column.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/images-3/\" rel=\"attachment wp-att-21719\">\u003cbr>\n\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/images-5/\" rel=\"attachment wp-att-21747\">\u003cimg class=\"alignleft size-large wp-image-21747\" title=\"images\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/images4-620x207.png\" alt=\"\" width=\"620\" height=\"207\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>2) Notice that in the Google Images search bar, specifically, there is an icon of a camera on the right-hand end.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/google-images-homepage-search-bar-2/\" rel=\"attachment wp-att-21744\">\u003cimg class=\"alignleft size-large wp-image-21744\" title=\"google images homepage search bar\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/google-images-homepage-search-bar1-620x188.png\" alt=\"\" width=\"620\" height=\"188\">\u003c/a>\u003c/p>\n\u003cp>3) Simply drag-and-drop the image in question into any search bar with the camera icon. Alternately, click on the camera icon to paste in the web address of an image, or upload an image--which means you can also identify where that vacation photo was taken.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/search-by-image-box-open-3/\" rel=\"attachment wp-att-21749\">\u003cimg class=\"alignleft size-large wp-image-21749\" title=\"search by image box open\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/search-by-image-box-open2-620x149.png\" alt=\"\" width=\"620\" height=\"149\">\u003c/a>\u003c/p>\n\u003cp>4) Wait for a moment while Google searches its image index.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/search-by-image-uploading-file-2/\" rel=\"attachment wp-att-21750\">\u003cimg class=\"alignleft size-large wp-image-21750\" title='search by image \"uploading file\"' src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/search-by-image-uploading-file1-620x163.png\" alt=\"\" width=\"620\" height=\"163\">\u003c/a>\u003c/p>\n\u003cp>5) View your results. Notice any search terms Google automatically adds to the search box to better describe your image. Dig around a bit among the results, and feel free to tweak the search terms as you discover a bit of information to help you target the image:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/heath-robinson-golf-drivers-search-by-image-4/\" rel=\"attachment wp-att-21754\">\u003cimg class=\"alignleft size-full wp-image-21754\" title=\"[heath robinson golf drivers] search by image\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/heath-robinson-golf-drivers-search-by-image3.png\" alt=\"\" width=\"598\" height=\"854\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/heath-robinson-golf-drivers-search-by-image3.png 598w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/heath-robinson-golf-drivers-search-by-image3-400x571.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/heath-robinson-golf-drivers-search-by-image3-320x457.png 320w\" sizes=\"(max-width: 598px) 100vw, 598px\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Go find that cool picture that passed through your social network, and figure out where it actually originated!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21741\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/test-9-3/\" rel=\"attachment wp-att-21741\">\u003cimg class=\"size-medium wp-image-21741\" title=\"test 9\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/test-92-300x161.png\" alt=\"Image that a student finds online\" width=\"300\" height=\"161\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Can't figure out the source of an image you found online? There's an easy trick you might not know about -- and it's an essential tool for citing sources.\u003c/p>\n\u003cp>Students who find images they want to use in projects need to follow the appropriate rules of citation: state the title and the original source.\u003c/p>\n\u003cp>But with so much misinformation and mis-attribution online, students might either change the research topic to avoid the problem altogether or simply cite the source poorly.\u003c/p>\n\u003cp>Take, for example, a student wanting to use this image (above) labeled as a cartoon by Rube Goldberg. Since he wants to use it in a project, he must find the original source of the image, but when he tries looking through Rube Goldberg’s \u003ca href=\"http://www.rubegoldberg.com/?page=home\">illustrations of absurd, overly-complex machines\u003c/a>, the artistic style looks different. That was a dead end.\u003c/p>\n\u003cp>But there's a Google tool that allows him to use an image as a search term.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Within just a few seconds, he can discover another artist, named W. Heath Robinson, who also designed humorous machines. With just a few more clicks, he will identify “Testing Golf Drivers,” \u003c!--more-->noted as coming from Robinson’s book, \u003cem>Humors of Golf\u003c/em>, in 1923. He can then search to confirm the citation.\u003c/p>\n\u003cp>From a complete mystery to a citable entity in the blink of an eye.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/search-by-image-results-heath-robinson-3/\" rel=\"attachment wp-att-21753\">\u003cimg class=\"alignleft size-large wp-image-21753\" title=\"search by image results heath robinson\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/search-by-image-results-heath-robinson2-620x405.png\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp>Here's how to use Search by Image:\u003c/p>\n\u003cp>1) Access Google Images by navigating directly to \u003ca href=\"http://images.google.com/\">http://images.google.com\u003c/a> or by running a search and then clicking on\u003cem> Images\u003c/em> in the black stripe across the top of the page or in the left-hand column.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/images-3/\" rel=\"attachment wp-att-21719\">\u003cbr>\n\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/images-5/\" rel=\"attachment wp-att-21747\">\u003cimg class=\"alignleft size-large wp-image-21747\" title=\"images\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/images4-620x207.png\" alt=\"\" width=\"620\" height=\"207\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>2) Notice that in the Google Images search bar, specifically, there is an icon of a camera on the right-hand end.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/google-images-homepage-search-bar-2/\" rel=\"attachment wp-att-21744\">\u003cimg class=\"alignleft size-large wp-image-21744\" title=\"google images homepage search bar\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/google-images-homepage-search-bar1-620x188.png\" alt=\"\" width=\"620\" height=\"188\">\u003c/a>\u003c/p>\n\u003cp>3) Simply drag-and-drop the image in question into any search bar with the camera icon. Alternately, click on the camera icon to paste in the web address of an image, or upload an image--which means you can also identify where that vacation photo was taken.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/search-by-image-box-open-3/\" rel=\"attachment wp-att-21749\">\u003cimg class=\"alignleft size-large wp-image-21749\" title=\"search by image box open\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/search-by-image-box-open2-620x149.png\" alt=\"\" width=\"620\" height=\"149\">\u003c/a>\u003c/p>\n\u003cp>4) Wait for a moment while Google searches its image index.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/search-by-image-uploading-file-2/\" rel=\"attachment wp-att-21750\">\u003cimg class=\"alignleft size-large wp-image-21750\" title='search by image \"uploading file\"' src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/search-by-image-uploading-file1-620x163.png\" alt=\"\" width=\"620\" height=\"163\">\u003c/a>\u003c/p>\n\u003cp>5) View your results. Notice any search terms Google automatically adds to the search box to better describe your image. Dig around a bit among the results, and feel free to tweak the search terms as you discover a bit of information to help you target the image:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-to-identify-mysterious-images-online/heath-robinson-golf-drivers-search-by-image-4/\" rel=\"attachment wp-att-21754\">\u003cimg class=\"alignleft size-full wp-image-21754\" title=\"[heath robinson golf drivers] search by image\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/heath-robinson-golf-drivers-search-by-image3.png\" alt=\"\" width=\"598\" height=\"854\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/heath-robinson-golf-drivers-search-by-image3.png 598w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/heath-robinson-golf-drivers-search-by-image3-400x571.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/heath-robinson-golf-drivers-search-by-image3-320x457.png 320w\" sizes=\"(max-width: 598px) 100vw, 598px\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Go find that cool picture that passed through your social network, and figure out where it actually originated!\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"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.",
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"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"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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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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"order": 9
},
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "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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"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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"hidden-brain": {
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"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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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
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"how-i-built-this": {
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"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.",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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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",
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"order": 15
},
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},
"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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"order": 18
},
"link": "/podcasts/jerrybrown",
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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/",
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},
"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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"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"
},
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"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",
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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"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"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/",
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"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",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
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"source": "kqed",
"order": 5
},
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