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Whether or not \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">parents prefer print books\u003c/a> over interactive e-books for their kids, the question is, what's actually better for them?\u003c/p>\n\u003cp>Depends on what you're trying to achieve. According to a \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-35.html\">study of a small group\u003c/a> of parents released today by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a>, kids age 3 to 6 remembered more narrative details -- \"What happened in the story?\" -- from print books than from enhanced e-books with multimedia features.\u003c/p>\n\u003cp>But when kids were asked one plot question for each story, (i.e., \"Why did x do y?\"), there was \u003cem>no\u003c/em> difference between the print book readers and the enhanced e-book readers.\u003c/p>\n\u003cp>\"I would definitely make the distinction that the platform affected recall instead of comprehension,\" said Cynthia Chiong, the lead author of the survey conducted at New York Hall of Science's Preschool Place.\u003c/p>\n\u003cp>The study, the first of its kind to qualify the difference between basic and enhanced e-readers versus print books, examined 32 pairs of parents and their 3–6-year-old children as they read a print book and an e-book together. Half of the pairs read a basic e-book and the other half read an enhanced e-book.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book.\"\u003c/p>\n\u003c/aside>\n\u003cp>Researchers found that while the multimedia features of enhanced e-books grabbed children's attention, those same features also distracted young readers and led more to \"non-content related interactions.\" Features like animation, sound effects, videos, and games made it more difficult for some parents to keep kids focused on reading and diminished kids' recall of the text. Parents continually had to tell kids not to turn the page or not to touch the tablets, according to Chiong.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The implication? Parents and teachers should choose basic e-books like the Kindle or Nook over enhanced e-books, such as the iPad, if they want a more literacy-focused co-reading experience with children. Prompting kids with questions that relate to the text, labeling and naming objects, and encouraging kids to talk about the book's content from their own perspective all elicit \u003c!--more-->kids to be more verbal, and can lead to improved vocabulary and language development, the study states.\u003c/p>\n\u003cp>But if \"engagement\" is the objective, the issue gets murkier. When it came time to measuring \"child-book\" engagement, based on the child's direct attention and touch, more kids showed higher levels of engagement for the e-books than the print books, though a majority were equally engaged by both book types. Children also physically interacted with the enhanced e-book more than when reading either the print or basic e-book.\u003c/p>\n\u003cdiv>\n\u003cp>On the other hand, when measuring \"overall engagement\" —a composite of parent-child interaction, child-book interaction, parent-book interaction, and signs of enjoyment -- an interesting trend emerged: 63% of the parent-child pairs were as engaged reading the print book as they were when reading the e-book (both types); 6% of the pairs were more engaged with the e-book than the print book, compared to the 31% of pairs that were more engaged with the print book than the e-book.\u003c/p>\n\u003c/div>\n\u003cp>\"Kids loved the enhanced e-books,\" Chiong said. \"It was great to see the level of engagement, how much they were enjoying it -- and that's one of our goals as parents, is engaging kids. If this can do that, especially in kids who might not otherwise be interested, it’s perfect.\"\u003c/p>\n\u003cp>Chiong added that this study focused on younger kids -- questions and priorities will be different for measuring the differences for older readers.\u003c/p>\n\u003cp>\u003cstrong>PARENTS' EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Parents' comments showed a wide range of reactions. Some parents appreciated the iPad's effect on their young readers.\u003c/p>\n\u003cp>\"They're able to hear the words...It came alive. I don't have to do the reading,\" said the mother of a three-year old. \"Not only that, they pay more attention to the iPad. Sound effects were an excellent idea -- they like the books with sound effects.\"\u003c/p>\n\u003cp>Another parent appreciated the e-books' prompts. \"Actually.. [I liked the e-book] because I don't know what questions to ask sometimes and the iPad showed what to repeat and say,\" said a mother of a five-year old boy.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>For this \"quick study,\" which researchers recognize is limited by the small number of those surveyed, the intent is to help guide more comprehensive research in the future.\u003c/p>\n\u003cp>\"This whole explosion of e-books has been great, and we love seeing what’s happening with the innovation, but now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book,\" Chiong said.\u003c/p>\n\u003cp>Researchers advise that e-book designers be discriminating about the types of features they add to enhanced e-books, \"especially when those features do not directly relate to the story,\" the study states. Parents should also be able to have more control over settings to features so they can tailor the reading experience to their own needs.\u003c/p>\n\u003cp>Researchers believe a similar study should be done with a larger and more representative sample of participants and books, and should examine what types, combinations, and placement of e-book features help or hinder learning and conversation, and should explore how different populations (e.g., lower income families, non-native English speaking families) use them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_21768\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/133743769-2/\" rel=\"attachment wp-att-21768\">\u003cimg class=\"size-large wp-image-21768\" title=\"133743769\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1337437691-620x398.jpg\" alt=\"\" width=\"620\" height=\"398\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Print or digital? Adults grapple with which is the best way to read -- not only for themselves, but especially when it comes to their kids. Whether or not \u003ca href=\"http://www.nytimes.com/2011/11/21/business/for-their-children-many-e-book-readers-insist-on-paper.html\">parents prefer print books\u003c/a> over interactive e-books for their kids, the question is, what's actually better for them?\u003c/p>\n\u003cp>Depends on what you're trying to achieve. According to a \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-35.html\">study of a small group\u003c/a> of parents released today by the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a>, kids age 3 to 6 remembered more narrative details -- \"What happened in the story?\" -- from print books than from enhanced e-books with multimedia features.\u003c/p>\n\u003cp>But when kids were asked one plot question for each story, (i.e., \"Why did x do y?\"), there was \u003cem>no\u003c/em> difference between the print book readers and the enhanced e-book readers.\u003c/p>\n\u003cp>\"I would definitely make the distinction that the platform affected recall instead of comprehension,\" said Cynthia Chiong, the lead author of the survey conducted at New York Hall of Science's Preschool Place.\u003c/p>\n\u003cp>The study, the first of its kind to qualify the difference between basic and enhanced e-readers versus print books, examined 32 pairs of parents and their 3–6-year-old children as they read a print book and an e-book together. Half of the pairs read a basic e-book and the other half read an enhanced e-book.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book.\"\u003c/p>\n\u003c/aside>\n\u003cp>Researchers found that while the multimedia features of enhanced e-books grabbed children's attention, those same features also distracted young readers and led more to \"non-content related interactions.\" Features like animation, sound effects, videos, and games made it more difficult for some parents to keep kids focused on reading and diminished kids' recall of the text. Parents continually had to tell kids not to turn the page or not to touch the tablets, according to Chiong.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The implication? Parents and teachers should choose basic e-books like the Kindle or Nook over enhanced e-books, such as the iPad, if they want a more literacy-focused co-reading experience with children. Prompting kids with questions that relate to the text, labeling and naming objects, and encouraging kids to talk about the book's content from their own perspective all elicit \u003c!--more-->kids to be more verbal, and can lead to improved vocabulary and language development, the study states.\u003c/p>\n\u003cp>But if \"engagement\" is the objective, the issue gets murkier. When it came time to measuring \"child-book\" engagement, based on the child's direct attention and touch, more kids showed higher levels of engagement for the e-books than the print books, though a majority were equally engaged by both book types. Children also physically interacted with the enhanced e-book more than when reading either the print or basic e-book.\u003c/p>\n\u003cdiv>\n\u003cp>On the other hand, when measuring \"overall engagement\" —a composite of parent-child interaction, child-book interaction, parent-book interaction, and signs of enjoyment -- an interesting trend emerged: 63% of the parent-child pairs were as engaged reading the print book as they were when reading the e-book (both types); 6% of the pairs were more engaged with the e-book than the print book, compared to the 31% of pairs that were more engaged with the print book than the e-book.\u003c/p>\n\u003c/div>\n\u003cp>\"Kids loved the enhanced e-books,\" Chiong said. \"It was great to see the level of engagement, how much they were enjoying it -- and that's one of our goals as parents, is engaging kids. If this can do that, especially in kids who might not otherwise be interested, it’s perfect.\"\u003c/p>\n\u003cp>Chiong added that this study focused on younger kids -- questions and priorities will be different for measuring the differences for older readers.\u003c/p>\n\u003cp>\u003cstrong>PARENTS' EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Parents' comments showed a wide range of reactions. Some parents appreciated the iPad's effect on their young readers.\u003c/p>\n\u003cp>\"They're able to hear the words...It came alive. I don't have to do the reading,\" said the mother of a three-year old. \"Not only that, they pay more attention to the iPad. Sound effects were an excellent idea -- they like the books with sound effects.\"\u003c/p>\n\u003cp>Another parent appreciated the e-books' prompts. \"Actually.. [I liked the e-book] because I don't know what questions to ask sometimes and the iPad showed what to repeat and say,\" said a mother of a five-year old boy.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>For this \"quick study,\" which researchers recognize is limited by the small number of those surveyed, the intent is to help guide more comprehensive research in the future.\u003c/p>\n\u003cp>\"This whole explosion of e-books has been great, and we love seeing what’s happening with the innovation, but now it’s time to start thinking more purposefully and thoughtfully into what goes into the creation of an e-book,\" Chiong said.\u003c/p>\n\u003cp>Researchers advise that e-book designers be discriminating about the types of features they add to enhanced e-books, \"especially when those features do not directly relate to the story,\" the study states. Parents should also be able to have more control over settings to features so they can tailor the reading experience to their own needs.\u003c/p>\n\u003cp>Researchers believe a similar study should be done with a larger and more representative sample of participants and books, and should examine what types, combinations, and placement of e-book features help or hinder learning and conversation, and should explore how different populations (e.g., lower income families, non-native English speaking families) use them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n",
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"description": "By Katrina Schwartz When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive. Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Websites in Different Languages Offer More Global Perspective",
"title": "Websites in Different Languages Offer More Global Perspective",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/attachment/120651229/\" rel=\"attachment wp-att-21436\">\u003cimg class=\"alignleft size-medium wp-image-21436\" title=\"120651229\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/120651229-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>The wired world has made it possible for people from all across the globe to connect and learn from each other. In a few days, \u003cem>New York Times\u003c/em> reporter Nicholas Kristof will \u003ca href=\"http://kristof.blogs.nytimes.com/2012/05/08/participate-in-a-live-g-hangout-with-ambassador-rice-and-me/?smid=gp-nytimes\">host a Hangout\u003c/a> and interview United Nations Ambassador Susan Rice during school hours. In classes across the country, students are hearing about the Greek debt crisis; presidential elections in France, Serbia, Armenia, Greece, and Egypt, as well as Secretary Clinton’s recent travels to China.\u003c/p>\n\u003cp>International news coverage gives us one set of perspectives on these events. But students can also have more immediate access to global conversations -- in the languages that are being spoken. Here's how.\u003c/p>\n\u003cp>\u003cstrong>TRANSLATED FOREIGN PAGES\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Google’s translated foreign pages offer a direct view into websites created in other languages. Enter a simple query, such as [\u003ca href=\"https://www.google.com/search?sourceid=chrome&ie=UTF-8&q=presidential+election\">presidential election\u003c/a>], and you'll get a typical page of results. If you're searching in the U.S., you'll tend to see information on the latest Republican primaries, the date of the national election in November, and both general web search and Google News results about the upcoming election. To the left-hand side of the screen is a column showing a number of links, including one promising “More search tools.”\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/presidential-elections/\" rel=\"attachment wp-att-21417\">\u003cimg class=\"aligncenter size-large wp-image-21417\" title=\"[presidential elections]\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/presidential-elections-620x572.jpg\" alt=\"Search results for [presidential elections]\" width=\"620\" height=\"572\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Clicking on the “More search tools” link (highlighted in the screenshot above) exposes a variety of filters, including “Translated foreign pages.” This particular filter translates your search, and runs it in a wide variety of languages. It returns results in the language or languages with the most results:\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/presidential-elections-tfp/\" rel=\"attachment wp-att-21419\">\u003cimg class=\"alignnone size-large wp-image-21419\" title=\"[presidential elections] translated foreign pages\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/presidential-elections-tfp-620x594.jpg\" alt=\"Translated foreign pages filter for [presidential election]\" width=\"620\" height=\"594\">\u003c/a>\u003c/p>\n\u003cp>You can stick with the automatically-selected languages, or select one or more of the 56 handled by this filter. The results do not appear in the language of origin, however, but are displayed in English, with the additional “Translated from” line in grey below the web address of each result to indicate the pages are actually written in another language.\u003c/p>\n\u003cp>When you click on a specific result, you're taken to the page as it looks in the original, but with automatically generated machine translated English in place of the original text. By mousing over any phrase, you can view the original text.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/tfp-mouse-over-to-see-original-2/\" rel=\"attachment wp-att-21421\">\u003cimg class=\"alignnone size-large wp-image-21421\" title=\"tfp mouse over to see original\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/tfp-mouse-over-to-see-original1-620x117.jpg\" alt=\"\" width=\"620\" height=\"117\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>This tool provides a powerful tour of the world with only a click. Within the search results for [\u003ca href=\"http://www.google.com/search?q=presidential+election&hl=en&client=safari&tbo=1&rls=en&output=search&source=lnt&tbs=clir:1&sa=X&ei=1xmxT-GfKKamiQKo0cWKBA&ved=0CBEQpwUoBg&biw=1280&bih=652\">presidential election\u003c/a>], by simply changing the language to French or Arabic or Serbian, you not only transform the voices you encounter, but you also define--to some extent--the subject from the elections in France, to those in Egypt, to those in Serbia. Likewise, a search like [\u003ca href=\"http://www.google.com/search?q=hollande++presidential+election&hl=en&client=safari&tbo=1&rls=en&tbs=clir:1,clirtl:de,clira:r&prmd=imvns&biw=1280&bih=652\">hollande presidential election\u003c/a>] among German sources offers up a different slice of international perspectives.\u003c/p>\n\u003cp>These results are machine-translated by the same technology that runs Google Translate, which \u003ca href=\"http://googletranslate.blogspot.com/2012/04/breaking-down-language-barriersix-years.html\">now translates as much text on a given day\u003c/a> as you would find in a million books. Translations can take a bit of patience to read, and students will want to be careful about how literally they interpret the language they see. With guidance, however, students can find information that would simply not be accessible otherwise.\u003c/p>\n\u003cp>Take, for example, the student who was representing Portuguese-speaking Cape Verde at a Model United Nations conference back in 2010. He was assigned to the World Health Organization, where he was to play the part of Cape Verde in debates regarding world policy on dealing with infectious diseases. This student had read about a recent epidemic of Dengue Fever in Cape Verde, and had access to a variety of English-language documents outlining how other nations had pitched in to help with the medical crisis, and analyses of how Cape Verde handled matters. But the student wanted the Cape Verdean perspective, and wanted to know what the government had communicated domestically, and with those translations, he found them.\u003c/p>\n\u003cp>This particular tool can be used in reverse to provide scaffolding for English Language Learners, too. Recently, a group of high school students who happened to be refugees from Mongolia came to a search class. They used Google Mongolia’s translated foreign pages filter to access English-language pages about the American Revolutionary War, but view them in their native tongue, to help gain some basic vocabulary and concepts to support their English-language reading.\u003c/p>\n\u003cp>\u003cstrong>SITE: SEARCHING BY DOMAIN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another option is simply to include the \u003cem>site:\u003c/em> operator in a basic search, followed by a country’s domain. The\u003cem> site:\u003c/em> operator works in most search engines.\u003c/p>\n\u003cp>For example, students who want to read about what sites out of Brazil have to say about explorer Pedro Alvares Cabral only need search for [\u003ca href=\"https://www.google.com/search?sourceid=chrome&ie=UTF-8&q=pedro+alvares+cabral+site%3Abr\">pedro alvares cabral site:br\u003c/a>]. This search retrieves specifically websites that end with .br, but not those originating from Brazil but ending with .com or other such \u003ca href=\"https://www.google.com/search?sourceid=chrome&ie=UTF-8&q=define%3Atop+level+domain#hl=en&q=top+level+domain&tbs=dfn:1&tbo=u&sa=X&ei=b2KsT_SnIZCG8QTR4cC5BA&ved=0CGoQkQ4&bav=on.2,or.r_gc.r_pw.r_cp.,cf.osb&fp=c52d3ffb959a2072&biw=1344&bih=743\">top level domains\u003c/a>. Note there is no space between the \u003cem>site:\u003c/em> and the country abbreviation.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/pedro-alvares-cabral-site-br/\" rel=\"attachment wp-att-21422\">\u003cimg class=\"alignnone size-large wp-image-21422\" title=\"[pedro alvares cabral site-br]\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pedro-alvares-cabral-site-br-620x688.jpg\" alt=\"\" width=\"620\" height=\"688\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Notice that the above search uses only the explorer’s name, which works in both English and Portuguese, so you get results in both languages. Alternately, the search [\u003ca href=\"https://www.google.com/search?sourceid=chrome&ie=UTF-8&q=titanic+site%3Auk#sclient=psy-ab&hl=en&q=captain+pedro+alvares+cabral++site:br&oq=captain+pedro+alvares+cabral++site:br&aq=f&aqi=&aql=&gs_l=serp.3...24912.28437.8.28659.9.9.0.0.0.4.413.1820.0j8j4-1.9.0...0.0.2_JisT_uiYE&pbx=1&bav=on.2,or.r_gc.r_pw.r_cp.,cf.osb&fp=c52d3ffb959a2072&biw=1352&bih=743\">captain pedro alvares cabral site:br\u003c/a>], starting with the English word \u003cem>captain\u003c/em> only brings back English-language sources:\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/captain-pedro-alvares-cabral-site-br/\" rel=\"attachment wp-att-21423\">\u003cimg class=\"alignnone size-large wp-image-21423\" title=\"[captain pedro alvares cabral site-br]\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/captain-pedro-alvares-cabral-site-br-620x720.jpg\" alt=\"\" width=\"620\" height=\"720\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SEARCH BY REGION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A broader way to capture sites originating in a specific country is to use the “region” search in Google’s Advanced Search.\u003c/p>\n\u003cp>Run a basic search, and then find the cog icon in the upper right-hand corner of the screen. Click on it to access the Advanced Search link.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/russia-japan-relations/\" rel=\"attachment wp-att-21424\">\u003cimg class=\"alignnone size-large wp-image-21424\" title=\"[russia japan relations]\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/russia-japan-relations-620x297.jpg\" alt=\"\" width=\"620\" height=\"297\">\u003c/a>\u003c/p>\n\u003cp>The second section of the Advanced Search page, labeled “Then narrow your results by...” offers a chance to pick a region from which you want all of your results to originate. Note that, if you search using English words, your search results will contain pages that have your terms in English--no translation takes place with this tool.\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/advanced-search-region/\" rel=\"attachment wp-att-21425\">\u003cimg class=\"alignnone size-large wp-image-21425\" title=\"advanced search region\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/advanced-search-region-620x233.jpg\" alt=\"\" width=\"620\" height=\"233\">\u003c/a>\u003c/p>\n\u003cp>Results will differ, however, which you can see by comparing the results for the same search terms when filtered by pages from Japan:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/russia-japan-relations-japan-results/\" rel=\"attachment wp-att-21426\">\u003cimg class=\"alignnone size-large wp-image-21426\" title=\"[russia japan relations] japan results\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/russia-japan-relations-japan-results-620x628.jpg\" alt=\"\" width=\"620\" height=\"628\">\u003c/a>\u003c/p>\n\u003cp>And from Russia:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/russia-japan-relations-russia-results/\" rel=\"attachment wp-att-21427\">\u003cimg class=\"alignnone size-large wp-image-21427\" title=\"[russia japan relations] russia results\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/russia-japan-relations-russia-results-620x702.jpg\" alt=\"\" width=\"620\" height=\"702\">\u003c/a>\u003c/p>\n\u003cp>It's interesting to compare the results to each other--and even to the results found with Translated foreign pages. With Translated foreign pages, students get the perspective of Russian or Japanese speakers communicating with each other, while the English-languages sources represent a position targeted at the English-speaking world. Taken together, these results can help students begin to access a more sophisticated picture of the world around us.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Whose shoes will you walk in today?\u003c/p>\n\u003ch5>\u003cem>Have a question for The Savvy Searcher? Contact \u003ca title=\"Tasha on Google+\" href=\"http://https//plus.google.com/113879286190138108366/posts\" target=\"_blank\">Tasha on Google+\u003c/a> or at tbm [at] google [dot] com and check out the \u003ca href=\"http://www.google.com/insidesearch/searcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"description": "The wired world has made it possible for people from all across the globe to connect and learn from each other. In a few days, New York Times reporter Nicholas Kristof will host a Hangout and interview United Nations Ambassador Susan Rice during school hours. In classes across the country, students are hearing about the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/attachment/120651229/\" rel=\"attachment wp-att-21436\">\u003cimg class=\"alignleft size-medium wp-image-21436\" title=\"120651229\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/120651229-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>The wired world has made it possible for people from all across the globe to connect and learn from each other. In a few days, \u003cem>New York Times\u003c/em> reporter Nicholas Kristof will \u003ca href=\"http://kristof.blogs.nytimes.com/2012/05/08/participate-in-a-live-g-hangout-with-ambassador-rice-and-me/?smid=gp-nytimes\">host a Hangout\u003c/a> and interview United Nations Ambassador Susan Rice during school hours. In classes across the country, students are hearing about the Greek debt crisis; presidential elections in France, Serbia, Armenia, Greece, and Egypt, as well as Secretary Clinton’s recent travels to China.\u003c/p>\n\u003cp>International news coverage gives us one set of perspectives on these events. But students can also have more immediate access to global conversations -- in the languages that are being spoken. Here's how.\u003c/p>\n\u003cp>\u003cstrong>TRANSLATED FOREIGN PAGES\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Google’s translated foreign pages offer a direct view into websites created in other languages. Enter a simple query, such as [\u003ca href=\"https://www.google.com/search?sourceid=chrome&ie=UTF-8&q=presidential+election\">presidential election\u003c/a>], and you'll get a typical page of results. If you're searching in the U.S., you'll tend to see information on the latest Republican primaries, the date of the national election in November, and both general web search and Google News results about the upcoming election. To the left-hand side of the screen is a column showing a number of links, including one promising “More search tools.”\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/presidential-elections/\" rel=\"attachment wp-att-21417\">\u003cimg class=\"aligncenter size-large wp-image-21417\" title=\"[presidential elections]\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/presidential-elections-620x572.jpg\" alt=\"Search results for [presidential elections]\" width=\"620\" height=\"572\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Clicking on the “More search tools” link (highlighted in the screenshot above) exposes a variety of filters, including “Translated foreign pages.” This particular filter translates your search, and runs it in a wide variety of languages. It returns results in the language or languages with the most results:\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/presidential-elections-tfp/\" rel=\"attachment wp-att-21419\">\u003cimg class=\"alignnone size-large wp-image-21419\" title=\"[presidential elections] translated foreign pages\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/presidential-elections-tfp-620x594.jpg\" alt=\"Translated foreign pages filter for [presidential election]\" width=\"620\" height=\"594\">\u003c/a>\u003c/p>\n\u003cp>You can stick with the automatically-selected languages, or select one or more of the 56 handled by this filter. The results do not appear in the language of origin, however, but are displayed in English, with the additional “Translated from” line in grey below the web address of each result to indicate the pages are actually written in another language.\u003c/p>\n\u003cp>When you click on a specific result, you're taken to the page as it looks in the original, but with automatically generated machine translated English in place of the original text. By mousing over any phrase, you can view the original text.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/tfp-mouse-over-to-see-original-2/\" rel=\"attachment wp-att-21421\">\u003cimg class=\"alignnone size-large wp-image-21421\" title=\"tfp mouse over to see original\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/tfp-mouse-over-to-see-original1-620x117.jpg\" alt=\"\" width=\"620\" height=\"117\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>This tool provides a powerful tour of the world with only a click. Within the search results for [\u003ca href=\"http://www.google.com/search?q=presidential+election&hl=en&client=safari&tbo=1&rls=en&output=search&source=lnt&tbs=clir:1&sa=X&ei=1xmxT-GfKKamiQKo0cWKBA&ved=0CBEQpwUoBg&biw=1280&bih=652\">presidential election\u003c/a>], by simply changing the language to French or Arabic or Serbian, you not only transform the voices you encounter, but you also define--to some extent--the subject from the elections in France, to those in Egypt, to those in Serbia. Likewise, a search like [\u003ca href=\"http://www.google.com/search?q=hollande++presidential+election&hl=en&client=safari&tbo=1&rls=en&tbs=clir:1,clirtl:de,clira:r&prmd=imvns&biw=1280&bih=652\">hollande presidential election\u003c/a>] among German sources offers up a different slice of international perspectives.\u003c/p>\n\u003cp>These results are machine-translated by the same technology that runs Google Translate, which \u003ca href=\"http://googletranslate.blogspot.com/2012/04/breaking-down-language-barriersix-years.html\">now translates as much text on a given day\u003c/a> as you would find in a million books. Translations can take a bit of patience to read, and students will want to be careful about how literally they interpret the language they see. With guidance, however, students can find information that would simply not be accessible otherwise.\u003c/p>\n\u003cp>Take, for example, the student who was representing Portuguese-speaking Cape Verde at a Model United Nations conference back in 2010. He was assigned to the World Health Organization, where he was to play the part of Cape Verde in debates regarding world policy on dealing with infectious diseases. This student had read about a recent epidemic of Dengue Fever in Cape Verde, and had access to a variety of English-language documents outlining how other nations had pitched in to help with the medical crisis, and analyses of how Cape Verde handled matters. But the student wanted the Cape Verdean perspective, and wanted to know what the government had communicated domestically, and with those translations, he found them.\u003c/p>\n\u003cp>This particular tool can be used in reverse to provide scaffolding for English Language Learners, too. Recently, a group of high school students who happened to be refugees from Mongolia came to a search class. They used Google Mongolia’s translated foreign pages filter to access English-language pages about the American Revolutionary War, but view them in their native tongue, to help gain some basic vocabulary and concepts to support their English-language reading.\u003c/p>\n\u003cp>\u003cstrong>SITE: SEARCHING BY DOMAIN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another option is simply to include the \u003cem>site:\u003c/em> operator in a basic search, followed by a country’s domain. The\u003cem> site:\u003c/em> operator works in most search engines.\u003c/p>\n\u003cp>For example, students who want to read about what sites out of Brazil have to say about explorer Pedro Alvares Cabral only need search for [\u003ca href=\"https://www.google.com/search?sourceid=chrome&ie=UTF-8&q=pedro+alvares+cabral+site%3Abr\">pedro alvares cabral site:br\u003c/a>]. This search retrieves specifically websites that end with .br, but not those originating from Brazil but ending with .com or other such \u003ca href=\"https://www.google.com/search?sourceid=chrome&ie=UTF-8&q=define%3Atop+level+domain#hl=en&q=top+level+domain&tbs=dfn:1&tbo=u&sa=X&ei=b2KsT_SnIZCG8QTR4cC5BA&ved=0CGoQkQ4&bav=on.2,or.r_gc.r_pw.r_cp.,cf.osb&fp=c52d3ffb959a2072&biw=1344&bih=743\">top level domains\u003c/a>. Note there is no space between the \u003cem>site:\u003c/em> and the country abbreviation.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/pedro-alvares-cabral-site-br/\" rel=\"attachment wp-att-21422\">\u003cimg class=\"alignnone size-large wp-image-21422\" title=\"[pedro alvares cabral site-br]\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/pedro-alvares-cabral-site-br-620x688.jpg\" alt=\"\" width=\"620\" height=\"688\">\u003c/a>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Notice that the above search uses only the explorer’s name, which works in both English and Portuguese, so you get results in both languages. Alternately, the search [\u003ca href=\"https://www.google.com/search?sourceid=chrome&ie=UTF-8&q=titanic+site%3Auk#sclient=psy-ab&hl=en&q=captain+pedro+alvares+cabral++site:br&oq=captain+pedro+alvares+cabral++site:br&aq=f&aqi=&aql=&gs_l=serp.3...24912.28437.8.28659.9.9.0.0.0.4.413.1820.0j8j4-1.9.0...0.0.2_JisT_uiYE&pbx=1&bav=on.2,or.r_gc.r_pw.r_cp.,cf.osb&fp=c52d3ffb959a2072&biw=1352&bih=743\">captain pedro alvares cabral site:br\u003c/a>], starting with the English word \u003cem>captain\u003c/em> only brings back English-language sources:\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/captain-pedro-alvares-cabral-site-br/\" rel=\"attachment wp-att-21423\">\u003cimg class=\"alignnone size-large wp-image-21423\" title=\"[captain pedro alvares cabral site-br]\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/captain-pedro-alvares-cabral-site-br-620x720.jpg\" alt=\"\" width=\"620\" height=\"720\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>SEARCH BY REGION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A broader way to capture sites originating in a specific country is to use the “region” search in Google’s Advanced Search.\u003c/p>\n\u003cp>Run a basic search, and then find the cog icon in the upper right-hand corner of the screen. Click on it to access the Advanced Search link.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/russia-japan-relations/\" rel=\"attachment wp-att-21424\">\u003cimg class=\"alignnone size-large wp-image-21424\" title=\"[russia japan relations]\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/russia-japan-relations-620x297.jpg\" alt=\"\" width=\"620\" height=\"297\">\u003c/a>\u003c/p>\n\u003cp>The second section of the Advanced Search page, labeled “Then narrow your results by...” offers a chance to pick a region from which you want all of your results to originate. Note that, if you search using English words, your search results will contain pages that have your terms in English--no translation takes place with this tool.\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/advanced-search-region/\" rel=\"attachment wp-att-21425\">\u003cimg class=\"alignnone size-large wp-image-21425\" title=\"advanced search region\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/advanced-search-region-620x233.jpg\" alt=\"\" width=\"620\" height=\"233\">\u003c/a>\u003c/p>\n\u003cp>Results will differ, however, which you can see by comparing the results for the same search terms when filtered by pages from Japan:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/russia-japan-relations-japan-results/\" rel=\"attachment wp-att-21426\">\u003cimg class=\"alignnone size-large wp-image-21426\" title=\"[russia japan relations] japan results\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/russia-japan-relations-japan-results-620x628.jpg\" alt=\"\" width=\"620\" height=\"628\">\u003c/a>\u003c/p>\n\u003cp>And from Russia:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/websites-in-foreign-languages-offer-more-direct-look/russia-japan-relations-russia-results/\" rel=\"attachment wp-att-21427\">\u003cimg class=\"alignnone size-large wp-image-21427\" title=\"[russia japan relations] russia results\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/russia-japan-relations-russia-results-620x702.jpg\" alt=\"\" width=\"620\" height=\"702\">\u003c/a>\u003c/p>\n\u003cp>It's interesting to compare the results to each other--and even to the results found with Translated foreign pages. With Translated foreign pages, students get the perspective of Russian or Japanese speakers communicating with each other, while the English-languages sources represent a position targeted at the English-speaking world. Taken together, these results can help students begin to access a more sophisticated picture of the world around us.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Whose shoes will you walk in today?\u003c/p>\n\u003ch5>\u003cem>Have a question for The Savvy Searcher? Contact \u003ca title=\"Tasha on Google+\" href=\"http://https//plus.google.com/113879286190138108366/posts\" target=\"_blank\">Tasha on Google+\u003c/a> or at tbm [at] google [dot] com and check out the \u003ca href=\"http://www.google.com/insidesearch/searcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://mindshift.kqed.org/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2.jpg\">\u003cimg class=\"alignright size-medium wp-image-21404\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the current generation of college graduates wrangles with \u003ca href=\"http://www.nytimes.com/2012/05/13/business/student-loans-weighing-down-a-generation-with-heavy-debt.html\">an unprecedented amount of debt\u003c/a>, a sea change is underway in higher education. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">More and more elite universities\u003c/a> are offering free online courses that might characterize the next iteration of the college experience for the forthcoming generation of students.\u003c/p>\n\u003cp>Will students be able to receive the equivalent of a bachelors degree for free? How will brick-and-mortar institutions be used in the future? Will academic rigor suffer? How will credentials or tuition apply to those who come to campus and those who complete courses online?\u003c/p>\n\u003cp>At the moment, students of these online courses receive certificates of completion, but no university credit. But the movement is still in \u003ca href=\"http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html\">major flux\u003c/a> as we speak, as day by day, yet another development in free online education is announced. What started \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">11 years ago with MIT's OpenCourseWare\u003c/a> -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from more than 2,000 MIT courses -- has amassed into an explosive \u003c!--more-->movement that's compelling venerable institutions to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">reconfigure their education platform\u003c/a> to an online audience.\u003c/p>\n\u003cp>Last fall, a group of Stanford professors \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">decided to offer a few courses\u003c/a> online free of charge and were overwhelmed when hundreds of thousands of students signed up for their courses. That experiment has spawned the growth of similar endeavors. Here's a guide to some of the newest free education sites and what they offer, with the big caveat that this will soon change, as more institutions come aboard.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong>\u003ca href=\"https://www.coursera.org/\">COURSERA\u003c/a>.\u003c/strong>\u003c/strong> Coursera is an interactive online learning system that offers free courses from Princeton, Stanford, University of California, Berkeley, University of Michigan—Ann Arbor and University of Pennsylvania. Their courses span the range from humanities, to social science, computer science, business, biology, medicine and mathematics. Andrew Ng, one of the Stanford professors whose class drew an astounding 100,000 students, and his new business partner, Daphne Koller, announced that they received $16 million in investment capitol from two prominent Silicon Valley firms to launch the project. Students will have access to lectures, interactive elements like quiz questions interspersed throughout lectures to help students recall and retain information, and peer-grading for homework, essays and tests. They plan to use crowd-sourcing algorithms to help ensure accuracy in peer grading, a move that will also help professors manage such large-scale classes. What's more, Coursera’s partner institutions will use the online learning platform to enhance in-class teaching. Based on a \u003ca href=\"http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf\">Department of Education study\u003c/a> that shows online learning can be as effective as classroom learning, the participating universities will offer a mixture of interactive and static learning to explore the best way for students to retain the information.\u003cem>\u003c/em>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>As with the popular Stanford courses, students will not get academic credit from the participating institutions, but will receive a certificate of completion from the professor.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mitx.mit.edu/\">\u003cstrong>MITx\u003c/strong>\u003c/a> --> \u003ca href=\"http://www.edxonline.org/\">edX\u003c/a>. MIT took its \u003ca href=\"http://ocw.mit.edu/about/\">OpenCourseWare\u003c/a> platform to the next level with \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, which offers full professor-taught courses online (not just class materials), but after just one course this spring (Circuits and Electronics), MITx entered an agreement with Harvard, and is now part of edX. The two universities will use the MITx platform to bring in a wider array of classes to the site. What's key here is the software for the platform is open-source, so other universities can use it too. The more universities add content, the more compelling a choice edX becomes amidst the growing number of offerings. Both schools have invested heavily in the project -- each gave $30 million to a non-profit organization that they will co-manage. Edx will feature video lectures, embedded quizzes, interactive learning, online labs, and a lot of peer interaction.\u003cem>\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>:\u003c/em> \u003c/em>Certificates of mastery will be given to students who demonstrate knowledge of course material.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udacity.com/\">UDACITY\u003c/a>. \u003c/strong>Sebastian Thrun, one of the professors who offered the first set of free online Stanford classes last year, which drew 160,000 registrants (22,000 finished the class), left a tenured position at the university to start Udacity, which focuses on computer science. Thrun taught an online artificial intelligence course for free at Stanford last fall with Dr. Peter Norvig, another artificial intelligence expert. Their course drew 160,000 students, with 22,000 students finishing the class. That inspired Thrun to start Udacity, which pulls in outside experts like \u003ca href=\"http://thinkvitamin.com/code/steve-huffman-on-lessons-learned-at-reddit/\">Reddit co-founder Steve Huffman\u003c/a>, to teach courses. They do not operate under the auspices of a university, although some of their guest-lecturers do teach at other universities. Their course offerings are aimed at practical computer science skills, like how to build an app or search engine.\u003cem>\u003cstrong> CERTIFICATION\u003c/strong>: \u003c/em>Students receive a certificate of completion at the end of the course signed by the instructor.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.udemy.com/\">UDEMY\u003c/a>.\u003c/strong> Staying away from high-profile academic names, this site tagline is “the university of you.” Courses can be taught by anyone, and most are free, though some cost a small fee ranging between $5-$250. Whether or how much to charge is up to the instructor. The course offerings on Udemy are broad; they’ve got non-traditional courses like “Tournament Poker Theory” (cost $39) or “Yoga For Weight Loss” (cost $39), in addition to traditional academic subjects like computer science, business, and marketing. The site encourages anyone to become an instructor and build name or brand recognition.\u003c/li>\n\u003cli>\u003ca href=\"http://p2pu.org/en/\">P2PU\u003c/a>. Similar to Udemy, Peer-2-Peer University uses the open education model to allow users to learn from others on the web or design and teach courses. Course offerings are broad, but there is some attempt to categorize by offering “schools” of web development, mathematics, social innovation, and education. The courses are totally free and P2PU gives out badges in recognition of completion. Again, the model requires a significant amount of participation and collaboration from students, including grading each others' assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.minervaproject.com/philosophy.html\">MINERVA PROJECT\u003c/a>. \u003c/strong>Billing it as the “first elite American University to be launched in a century,” Minerva CEO Ben Nelson, who was formerly CEO of Snapfish, intends to launch a full-fledged, \"Ivy League-quality\" online university by 2014. Rather than offering separate courses, the university will offer a complete college education with an accompanying degree. The cost is yet undetermined, though Nelson has said it will cost significantly less than most college degrees cost today. The Minerva Project has drawn attention from investors and is trying to draw the best professors possible by giving out Minerva Prizes to the best college-level teachers that come with a cash reward.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Teachers Make Cell Phones Work in the Classroom",
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"content": "\u003cfigure id=\"attachment_21324\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8517-2/\" rel=\"attachment wp-att-21324\">\u003cimg class=\"size-large wp-image-21324\" title=\"IMG_8517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_85171-620x356.jpg\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A.P. Chemistry students use their cell phones to answer their teacher's question.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about using cell phones in class, we’re not just talking about using cell phones in class.\u003c/p>\n\u003cp>The idea of mobile learning touches on just about every subject that \u003cem>any\u003c/em> technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets.\u003c/p>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Guide to Mobile Learning\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-20803\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1-140x140.png\" alt=\"\" width=\"86\" height=\"86\">\u003c/a>\u003c/p>\n\u003cp>This is part four of a series exploring mobile learning co-produced by \u003ca title=\"MindShift\" href=\"../\">MindShift\u003c/a> and \u003ca title=\"Spotlight on Digital Media & Learning\" href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>.\u003c/p>\n\u003cp>Other posts in this series include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools\u003cbr>\n\u003c/a>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Will Old Teaching Tactics Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">In the Digital Age, Welcoming Cell Phones in the Class\u003c/a>\u003ca title=\"Welcoming Mobile: More Districts Are Rewriting Acceptable Use Policies, Embracing Smartphones and Social Media in Schools\" href=\"http://spotlight.macfound.org/featured-stories/entry/welcoming-mobile-rewriting-acceptable-use-smartphones-and-social-media/\">.\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\">Augmented Reality, Coming Soon to a School Near You\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/p>\n\u003cp>\u003cstrong>WHEN IT WORKS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In Ramsey Musallam’s A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, cell phones are a natural extension of the way he communicates with his students.\u003c/p>\n\u003cp>As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that’s related to the day’s lesson. “First person to tell me the units on K for a second order reaction gets chocolate,” he types and sends off. His students know he does this regularly, so they’re constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>“Sure, that’s kind of cute,” he says, admitting that it can be seen as gimmicky. “But more importantly, in my mind that’s saying, ‘You’re carrying around something that I can contact you with.’ It’s a fun ways to stay motivated in our day, which can be pretty dry sometimes. It’s a chance to think about what we’re learning outside the context of state testing.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003c/aside>\n\u003cp>Once the class settles in and things are rolling along, the steady hum gets louder when kids are excited or working together, then quieter again when they’re working out problems on their individual little whiteboards (to be clear, these are not digital).\u003c/p>\n\u003cp>Musallam constantly walks around, sending out directives – “Write the answer on your table!” ““I \u003c!--more-->want you guys to come up with an answer now, and text it in,” “What’s the ridonculous choice out of all these answers here?\"\u003c/p>\n\u003cp>Students work in groups, and when they have a question, they call him over. He arrives with iPad in hand and records his voice and his writing on the iPad, which he immediately uploads to the class website so other students can benefit from the explanations instantaneously. (This, by the way, is another form of flipped teaching, he says.)\u003c/p>\n\u003cp>“This way, if I need to explain a common question, everyone can access it,” he says. “I don’t have to repeat myself going from group to group.” But rather than stop what everybody else is doing so he can explain a concept, students can watch the video he just created if they need to. “I’ll just tell them to look at the online tutorials to find out about common questions,” he says.\u003c/p>\n\u003cfigure id=\"attachment_21304\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8535/\" rel=\"attachment wp-att-21304\">\u003cimg class=\"size-medium wp-image-21304\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8535-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ramsey Musallam considers the online poll reflecting his students' answers.\u003c/figcaption>\u003c/figure>\n\u003cp>During class, he asks students to take a multiple-choice quiz and send in their answers through a poll on their cell phones. The students’ votes are immediately displayed on the projector that’s hooked up to Musallam’s laptop.\u003c/p>\n\u003cp>This is key, Musallam says, because seeing the answers that get the most votes makes a big impression on his students. “If they all held up note cards that said their answers -- A,B,C or D -- the visual of the ‘distractors’ [the wrong answers] wouldn’t be as powerful,” he says. “And this makes the experience more immediate. I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003cp>Musallam can list a litany of reasons why and how mobile devices spice things up in class. “The data integration wouldn’t be as rich, the experience wouldn’t be as dynamic, the cognitive load is higher,” he says. But even though all but one of his students have cell phones and use them for polling and instantaneous quizzing, it’s clear that they would be just as rapt in the classroom activities without them; they’re not necessarily fixated on the fact that they’re using cell phones or that they’re seeing instantaneous results of their polls. Their eyes and ears are on him.\u003c/p>\n\u003cp>What makes Musallam’s class an interesting case study is that his teaching practice is based on a specific technique: he incorporates peer-instruction and inquiry-based learning, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">mirroring Harvard professor Eric Mazur\u003c/a>. The videos and polls just help support that.\u003c/p>\n\u003cp>“I’m using it in the context of peer instruction, which is research based. You get anonymous feedback, which is great, and kids see all that information condensed,” he says. “Sometimes it’s just cute and fun and that wears off. But much more often, it’s more efficient and meaningful, and it makes the classroom feel like a bigger place.”\u003c/p>\n\u003cp>Seventh-grade history teacher James Sanders, who teaches at Kipp San Francisco Bay Academy, makes the analogy of the cell phone as a tool being used in a modern-day shop class: It makes things a lot easier.\u003c/p>\n\u003cfigure id=\"attachment_21306\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8600/\" rel=\"attachment wp-att-21306\">\u003cimg class=\"size-medium wp-image-21306\" title=\"IMG_8600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8600-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">As Mussallam writes on the iPad, it's being shown on the projector.\u003c/figcaption>\u003c/figure>\n\u003cp>Though every student in his history class has a Google Chromebook, only 60 percent have what he calls “smarter” phones, and many have iPod Touches. So he has students work in groups of three or four.\u003c/p>\n\u003cp>Using \u003ca href=\"http://www.socrative.com/quizzes\">Socrative\u003c/a>, an app that shows real-time poll results for both multiple-choice and short-answer quizzes, he challenges his students at the end of class to answer specific questions in order to get a broad look at whether they understood the concepts discussed that day.\u003c/p>\n\u003cp>But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?\u003c/p>\n\u003cp>“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.\u003c/p>\n\u003cp>The tool also allows students to read each others' responses, which allows for a “deeper level of analysis,” he says. “I can ask them to write their answers on paper, submit it, review it myself, and then choose one or two to highlight in class, but the idea of having these tools is that it augments our skills as teachers. To be able to ask a question of 30 students and get response instantaneously just speeds up the learning process, rather than waiting for individual students to respond.”\u003c/p>\n\u003cp>\u003cstrong>IS IT WORTHWHILE?\u003c/strong>\u003c/p>\n\u003cp>But for every teacher who’s able to seamlessly integrate cell phones and other mobile devices, there’s another who doesn’t see the transformation as easily. Paul Barnwell, who now teaches English and digital media at Fern Creek Traditional High School in Louisville, Kentucky, decided to stop using cell phones in class after giving it a go with an eighth-grade class.\u003c/p>\n\u003cp>Barnwell bucked the school’s policy and used Poll Everywhere for both multiple-choice and open-ended exit poll questions. About three-quarters of the students had cell phones at the time.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Writing concise paragraphs explaining complex concepts is incredibly powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp>“The kids were pumped up to use their taboo devices,” he says. “After a few trials, they quickly understood how to submit their answers, and the engagement factor was high since their responses popped up onto the projected screen.”\u003c/p>\n\u003cp>But he was uneasy with excluding those who didn’t have a phone or the ability to text. And, he said, some of the “class clowns” took advantage of the anonymity of the polling to text inappropriate statements.\u003c/p>\n\u003cp>“I decided it wasn’t worth the time or the hassle,” he says.\u003c/p>\n\u003cp>Barnwell doesn’t like the idea of letting students Tweet information to a common address and hasn’t found an application that “promotes efficient ‘best practice’ yet. “But I'm also not seeking it out,” he says, adding that because he’s got 10 desktop computers in his current class, students can use them for research projects and looking up facts online.\u003c/p>\n\u003cp>Barnwell hasn’t given up completely on cell phones, though. “If I can plan a lesson to ensure that high-level thinking is encouraged and greater participation, I might try phones again,” he says. “As far as polling and other simple uses, I see little benefit at this point. I can't stand how most teenagers thoughtlessly and even belligerently use Twitter.”\u003c/p>\n\u003cp>\u003cstrong>TEACHING DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>It’s not uncommon for kids to use cell phones for inappropriate behavior at school. But some believe that when students misuse the devices at school, teachers must step in.\u003c/p>\n\u003cp>“It’s our responsibility as educators to teach kids how to interact with the world,” Sanders says. “Those interpersonal human conversations are incredibly valuable.”\u003c/p>\n\u003cfigure id=\"attachment_21307\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8590/\" rel=\"attachment wp-att-21307\">\u003cimg class=\"size-medium wp-image-21307\" title=\"IMG_8590\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8590-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cell phones are just another tool, like pen and paper.\u003c/figcaption>\u003c/figure>\n\u003cp>At Sacred Heart, where Ramsey Musallam teaches, the school's cell phone policy is shifting, as they try to sort out their social policies.\u003c/p>\n\u003cp>“Right now, kids can’t use cell phones unless a teacher instructs them, but that’s evolving,” says principal Gary Cannon. But if kids are using them to take pictures, they’re not reprimanded by faculty.\u003c/p>\n\u003cp>The staff fully recognizes that the cell phone is just a tool. Twitter and texting are just tools used to say or do what might happen in the hallways and dining halls regardless.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving them a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>For Musallam, that’s all part of how he sees his job as an educator.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I’m here to serve my students,” he says. “If we can leverage cell phones in a way that’s meaningful, I’m going to do it.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21324\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8517-2/\" rel=\"attachment wp-att-21324\">\u003cimg class=\"size-large wp-image-21324\" title=\"IMG_8517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_85171-620x356.jpg\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A.P. Chemistry students use their cell phones to answer their teacher's question.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about using cell phones in class, we’re not just talking about using cell phones in class.\u003c/p>\n\u003cp>The idea of mobile learning touches on just about every subject that \u003cem>any\u003c/em> technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets.\u003c/p>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Guide to Mobile Learning\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-20803\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1-140x140.png\" alt=\"\" width=\"86\" height=\"86\">\u003c/a>\u003c/p>\n\u003cp>This is part four of a series exploring mobile learning co-produced by \u003ca title=\"MindShift\" href=\"../\">MindShift\u003c/a> and \u003ca title=\"Spotlight on Digital Media & Learning\" href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>.\u003c/p>\n\u003cp>Other posts in this series include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools\u003cbr>\n\u003c/a>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Will Old Teaching Tactics Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">In the Digital Age, Welcoming Cell Phones in the Class\u003c/a>\u003ca title=\"Welcoming Mobile: More Districts Are Rewriting Acceptable Use Policies, Embracing Smartphones and Social Media in Schools\" href=\"http://spotlight.macfound.org/featured-stories/entry/welcoming-mobile-rewriting-acceptable-use-smartphones-and-social-media/\">.\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\">Augmented Reality, Coming Soon to a School Near You\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/p>\n\u003cp>\u003cstrong>WHEN IT WORKS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Ramsey Musallam’s A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, cell phones are a natural extension of the way he communicates with his students.\u003c/p>\n\u003cp>As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that’s related to the day’s lesson. “First person to tell me the units on K for a second order reaction gets chocolate,” he types and sends off. His students know he does this regularly, so they’re constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>“Sure, that’s kind of cute,” he says, admitting that it can be seen as gimmicky. “But more importantly, in my mind that’s saying, ‘You’re carrying around something that I can contact you with.’ It’s a fun ways to stay motivated in our day, which can be pretty dry sometimes. It’s a chance to think about what we’re learning outside the context of state testing.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003c/aside>\n\u003cp>Once the class settles in and things are rolling along, the steady hum gets louder when kids are excited or working together, then quieter again when they’re working out problems on their individual little whiteboards (to be clear, these are not digital).\u003c/p>\n\u003cp>Musallam constantly walks around, sending out directives – “Write the answer on your table!” ““I \u003c!--more-->want you guys to come up with an answer now, and text it in,” “What’s the ridonculous choice out of all these answers here?\"\u003c/p>\n\u003cp>Students work in groups, and when they have a question, they call him over. He arrives with iPad in hand and records his voice and his writing on the iPad, which he immediately uploads to the class website so other students can benefit from the explanations instantaneously. (This, by the way, is another form of flipped teaching, he says.)\u003c/p>\n\u003cp>“This way, if I need to explain a common question, everyone can access it,” he says. “I don’t have to repeat myself going from group to group.” But rather than stop what everybody else is doing so he can explain a concept, students can watch the video he just created if they need to. “I’ll just tell them to look at the online tutorials to find out about common questions,” he says.\u003c/p>\n\u003cfigure id=\"attachment_21304\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8535/\" rel=\"attachment wp-att-21304\">\u003cimg class=\"size-medium wp-image-21304\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8535-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ramsey Musallam considers the online poll reflecting his students' answers.\u003c/figcaption>\u003c/figure>\n\u003cp>During class, he asks students to take a multiple-choice quiz and send in their answers through a poll on their cell phones. The students’ votes are immediately displayed on the projector that’s hooked up to Musallam’s laptop.\u003c/p>\n\u003cp>This is key, Musallam says, because seeing the answers that get the most votes makes a big impression on his students. “If they all held up note cards that said their answers -- A,B,C or D -- the visual of the ‘distractors’ [the wrong answers] wouldn’t be as powerful,” he says. “And this makes the experience more immediate. I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003cp>Musallam can list a litany of reasons why and how mobile devices spice things up in class. “The data integration wouldn’t be as rich, the experience wouldn’t be as dynamic, the cognitive load is higher,” he says. But even though all but one of his students have cell phones and use them for polling and instantaneous quizzing, it’s clear that they would be just as rapt in the classroom activities without them; they’re not necessarily fixated on the fact that they’re using cell phones or that they’re seeing instantaneous results of their polls. Their eyes and ears are on him.\u003c/p>\n\u003cp>What makes Musallam’s class an interesting case study is that his teaching practice is based on a specific technique: he incorporates peer-instruction and inquiry-based learning, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">mirroring Harvard professor Eric Mazur\u003c/a>. The videos and polls just help support that.\u003c/p>\n\u003cp>“I’m using it in the context of peer instruction, which is research based. You get anonymous feedback, which is great, and kids see all that information condensed,” he says. “Sometimes it’s just cute and fun and that wears off. But much more often, it’s more efficient and meaningful, and it makes the classroom feel like a bigger place.”\u003c/p>\n\u003cp>Seventh-grade history teacher James Sanders, who teaches at Kipp San Francisco Bay Academy, makes the analogy of the cell phone as a tool being used in a modern-day shop class: It makes things a lot easier.\u003c/p>\n\u003cfigure id=\"attachment_21306\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8600/\" rel=\"attachment wp-att-21306\">\u003cimg class=\"size-medium wp-image-21306\" title=\"IMG_8600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8600-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">As Mussallam writes on the iPad, it's being shown on the projector.\u003c/figcaption>\u003c/figure>\n\u003cp>Though every student in his history class has a Google Chromebook, only 60 percent have what he calls “smarter” phones, and many have iPod Touches. So he has students work in groups of three or four.\u003c/p>\n\u003cp>Using \u003ca href=\"http://www.socrative.com/quizzes\">Socrative\u003c/a>, an app that shows real-time poll results for both multiple-choice and short-answer quizzes, he challenges his students at the end of class to answer specific questions in order to get a broad look at whether they understood the concepts discussed that day.\u003c/p>\n\u003cp>But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?\u003c/p>\n\u003cp>“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.\u003c/p>\n\u003cp>The tool also allows students to read each others' responses, which allows for a “deeper level of analysis,” he says. “I can ask them to write their answers on paper, submit it, review it myself, and then choose one or two to highlight in class, but the idea of having these tools is that it augments our skills as teachers. To be able to ask a question of 30 students and get response instantaneously just speeds up the learning process, rather than waiting for individual students to respond.”\u003c/p>\n\u003cp>\u003cstrong>IS IT WORTHWHILE?\u003c/strong>\u003c/p>\n\u003cp>But for every teacher who’s able to seamlessly integrate cell phones and other mobile devices, there’s another who doesn’t see the transformation as easily. Paul Barnwell, who now teaches English and digital media at Fern Creek Traditional High School in Louisville, Kentucky, decided to stop using cell phones in class after giving it a go with an eighth-grade class.\u003c/p>\n\u003cp>Barnwell bucked the school’s policy and used Poll Everywhere for both multiple-choice and open-ended exit poll questions. About three-quarters of the students had cell phones at the time.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Writing concise paragraphs explaining complex concepts is incredibly powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp>“The kids were pumped up to use their taboo devices,” he says. “After a few trials, they quickly understood how to submit their answers, and the engagement factor was high since their responses popped up onto the projected screen.”\u003c/p>\n\u003cp>But he was uneasy with excluding those who didn’t have a phone or the ability to text. And, he said, some of the “class clowns” took advantage of the anonymity of the polling to text inappropriate statements.\u003c/p>\n\u003cp>“I decided it wasn’t worth the time or the hassle,” he says.\u003c/p>\n\u003cp>Barnwell doesn’t like the idea of letting students Tweet information to a common address and hasn’t found an application that “promotes efficient ‘best practice’ yet. “But I'm also not seeking it out,” he says, adding that because he’s got 10 desktop computers in his current class, students can use them for research projects and looking up facts online.\u003c/p>\n\u003cp>Barnwell hasn’t given up completely on cell phones, though. “If I can plan a lesson to ensure that high-level thinking is encouraged and greater participation, I might try phones again,” he says. “As far as polling and other simple uses, I see little benefit at this point. I can't stand how most teenagers thoughtlessly and even belligerently use Twitter.”\u003c/p>\n\u003cp>\u003cstrong>TEACHING DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>It’s not uncommon for kids to use cell phones for inappropriate behavior at school. But some believe that when students misuse the devices at school, teachers must step in.\u003c/p>\n\u003cp>“It’s our responsibility as educators to teach kids how to interact with the world,” Sanders says. “Those interpersonal human conversations are incredibly valuable.”\u003c/p>\n\u003cfigure id=\"attachment_21307\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8590/\" rel=\"attachment wp-att-21307\">\u003cimg class=\"size-medium wp-image-21307\" title=\"IMG_8590\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8590-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cell phones are just another tool, like pen and paper.\u003c/figcaption>\u003c/figure>\n\u003cp>At Sacred Heart, where Ramsey Musallam teaches, the school's cell phone policy is shifting, as they try to sort out their social policies.\u003c/p>\n\u003cp>“Right now, kids can’t use cell phones unless a teacher instructs them, but that’s evolving,” says principal Gary Cannon. But if kids are using them to take pictures, they’re not reprimanded by faculty.\u003c/p>\n\u003cp>The staff fully recognizes that the cell phone is just a tool. Twitter and texting are just tools used to say or do what might happen in the hallways and dining halls regardless.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving them a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>For Musallam, that’s all part of how he sees his job as an educator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m here to serve my students,” he says. “If we can leverage cell phones in a way that’s meaningful, I’m going to do it.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For Exams, is Using the Internet Considered Cheating?",
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"content": "\u003cdiv id=\"attachment_21284\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 618px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8760-2.jpg\">\u003cimg class=\"size-full wp-image-21284\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8760-2.jpg\" alt=\"\" width=\"618\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2.jpg 618w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2-320x200.jpg 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Ann Michaelsen\u003c/h5>\n\u003cp class=\"dropcap-serif\">Students sit in the test-taking room, with full access to computers and wireless connections. As they work on national exams, they can be seen accessing the Internet from time to time. Are the results from this test going to be corrupted because these test-takers are not isolated from global information resources?\u003c/p>\n\u003cp>What is \u003ca>high-tech cheating\u003c/a> exactly? Is it really a problem, or do our old-school definitions of cheating need rethinking?\u003c/p>\n\u003cp>Most educators agree that students must meet certain requirements if they’re going to succeed as citizens and workers. \"The term '21st-century skills' is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today’s world, according to \u003ca href=\"http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html\">Education Week\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society.\"\u003c/p>\n\u003c/aside>\n\u003cp>But when you look closely at these competencies and think about how students perform on exams, it starts getting complicated. What qualifies as cheating and what qualifies as a natural extension of learning, when students are increasingly expected to apply online research skills to find specific information in the vast ocean of facts and data?\u003c/p>\n\u003cp>\u003cstrong>WHAT DENMARK HAS LEARNED\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In November 2009, 14 Danish upper secondary schools used the Internet during written exams, and a \u003ca href=\"http://eng.uvm.dk/News/%7E/UVM-EN/Content/News/Eng/2010/Okt/101008-Use-of-internet-in-exams-is-a-success\">follow-up report\u003c/a> in 2010 by a group of auditors concluded that the experiment was a success. “The Internet is an integrated part of students’ everyday lives and education so this \u003c!--more-->development is natural. The experiment shows there is a range of positive effects,” the Danish minister of education \u003ca href=\"http://eng.uvm.dk/News/%7E/UVM-EN/Content/News/Eng/2010/Okt/101008-Use-of-internet-in-exams-is-a-success\" target=\"_blank\">is quoted as saying.\u003c/a>\u003c/p>\n\u003cp>What went on in Denmark classrooms during the testing experiment? A BBC reporter, who visited the school, \u003ca>reported that\u003c/a> during the exam, students are limited in their Internet use and violating the rules is considered cheating, which can carry a severe penalty. But the most significant part of the report is not about Internet use, but about the test itself.\u003c/p>\n\u003cp>\"The teachers also think the nature of the questions make it harder to cheat in exams. Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyze information,\" the reporter says.\u003c/p>\n\u003cp>“Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society. The Internet is indispensable, including in the exam situation,” says Minister for education in Denmark, Bertel Haarder.\u003c/p>\n\u003cp>If this is a success in Denmark — dating back to 2010 — why aren’t more countries doing this? Minister Haarder predicts: “I’m sure that it would be a matter of a very few years when most European countries will be on the same line.”\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS FOR STUDENTS\u003c/strong>\u003c/p>\n\u003cp>What then are the implications for students and how will this alter the way they work during their exams? My English class at Sandvika High School in Oslo, Norway will be participating this month in a national trial for using the Internet during examinations. The Norwegian Department of Education sent out an invitation to all high schools in February, asking for some innovative “connected” schools to take part. The testing will only involve a small number of schools and students.\u003c/p>\n\u003cp>Since Norway’s first experiment involves a small number of students, the exam questions will not be changed in any way. All students will take the exam across the nation — the only difference is that one group will have full access to the Internet. Searching is allowed, communicating with each other during the exam is not. The difference for participating schools is that students don't need to memorize information.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyze information.\"\u003c/p>\n\u003c/aside>\n\u003cp>It’s 2012. Why is looking up information during an exam or test considered cheating? That's how the world works. No one is expected to know or remember all the facts and information available out there.\u003c/p>\n\u003cp>The world is constantly changing and keeping up with even the most important new content is difficult. Imagine writing about global challenges like famine, drought or global warming without being able to look up any information (these are topics likely to be addressed in the exam). Instead of barring the Internet, students should be taught how to filter the information, judge its credibility, and use it to build logical arguments and greater understanding.\u003c/p>\n\u003cp>We should concentrate on getting our kids online and “\u003ca href=\"http://www.forbes.com/sites/shelisrael/2012/04/26/howard-rheingold-on-his-new-book-net-smart/\">Net Smart\u003c/a>,” as Howard Rheingold advocates in his new book. Searching online can be time consuming, and under the pressure of timed exams, students will have to be very careful about the minutes they spend searching online. That is my main concern. Test-takers who will have access to the Internet need to practice: Where will I find reliable sources? How much information do I really need? When must I stop searching and start writing? And how do I document my sources?\u003c/p>\n\u003cp>Students participating in this trial say their biggest challenge will be identifying reliable sources. But they're also afraid that since they have online access, they will be judged differently. The ministry of education has promised this is not going to happen, and the teachers grading these exams will be monitored carefully.\u003c/p>\n\u003cp>If communication and collaboration are valued 21st-century skills, it will not be possible to hone these skills unless exams are changed in radical ways.\u003c/p>\n\u003cp>\u003cem>Ann Michaelsen recently joined PLP’s new international \u003ca href=\"http://plpnetwork.com/advisory-board/\" target=\"_blank\">Board of Advisors\u003c/a>. She will write a follow-up after her students participate in Norway’s experiment and share some of the experience with us.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://plpnetwork.com/2012/05/03/connected-test-taking-is-it-cheating/\">A version of this post\u003c/a> originally appeared on Voices from the Learning Revolution.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_21284\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 618px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8760-2.jpg\">\u003cimg class=\"size-full wp-image-21284\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8760-2.jpg\" alt=\"\" width=\"618\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2.jpg 618w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2-400x250.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/IMG_8760-2-320x200.jpg 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Ann Michaelsen\u003c/h5>\n\u003cp class=\"dropcap-serif\">Students sit in the test-taking room, with full access to computers and wireless connections. As they work on national exams, they can be seen accessing the Internet from time to time. Are the results from this test going to be corrupted because these test-takers are not isolated from global information resources?\u003c/p>\n\u003cp>What is \u003ca>high-tech cheating\u003c/a> exactly? Is it really a problem, or do our old-school definitions of cheating need rethinking?\u003c/p>\n\u003cp>Most educators agree that students must meet certain requirements if they’re going to succeed as citizens and workers. \"The term '21st-century skills' is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today’s world, according to \u003ca href=\"http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html\">Education Week\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society.\"\u003c/p>\n\u003c/aside>\n\u003cp>But when you look closely at these competencies and think about how students perform on exams, it starts getting complicated. What qualifies as cheating and what qualifies as a natural extension of learning, when students are increasingly expected to apply online research skills to find specific information in the vast ocean of facts and data?\u003c/p>\n\u003cp>\u003cstrong>WHAT DENMARK HAS LEARNED\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In November 2009, 14 Danish upper secondary schools used the Internet during written exams, and a \u003ca href=\"http://eng.uvm.dk/News/%7E/UVM-EN/Content/News/Eng/2010/Okt/101008-Use-of-internet-in-exams-is-a-success\">follow-up report\u003c/a> in 2010 by a group of auditors concluded that the experiment was a success. “The Internet is an integrated part of students’ everyday lives and education so this \u003c!--more-->development is natural. The experiment shows there is a range of positive effects,” the Danish minister of education \u003ca href=\"http://eng.uvm.dk/News/%7E/UVM-EN/Content/News/Eng/2010/Okt/101008-Use-of-internet-in-exams-is-a-success\" target=\"_blank\">is quoted as saying.\u003c/a>\u003c/p>\n\u003cp>What went on in Denmark classrooms during the testing experiment? A BBC reporter, who visited the school, \u003ca>reported that\u003c/a> during the exam, students are limited in their Internet use and violating the rules is considered cheating, which can carry a severe penalty. But the most significant part of the report is not about Internet use, but about the test itself.\u003c/p>\n\u003cp>\"The teachers also think the nature of the questions make it harder to cheat in exams. Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyze information,\" the reporter says.\u003c/p>\n\u003cp>“Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society. The Internet is indispensable, including in the exam situation,” says Minister for education in Denmark, Bertel Haarder.\u003c/p>\n\u003cp>If this is a success in Denmark — dating back to 2010 — why aren’t more countries doing this? Minister Haarder predicts: “I’m sure that it would be a matter of a very few years when most European countries will be on the same line.”\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS FOR STUDENTS\u003c/strong>\u003c/p>\n\u003cp>What then are the implications for students and how will this alter the way they work during their exams? My English class at Sandvika High School in Oslo, Norway will be participating this month in a national trial for using the Internet during examinations. The Norwegian Department of Education sent out an invitation to all high schools in February, asking for some innovative “connected” schools to take part. The testing will only involve a small number of schools and students.\u003c/p>\n\u003cp>Since Norway’s first experiment involves a small number of students, the exam questions will not be changed in any way. All students will take the exam across the nation — the only difference is that one group will have full access to the Internet. Searching is allowed, communicating with each other during the exam is not. The difference for participating schools is that students don't need to memorize information.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyze information.\"\u003c/p>\n\u003c/aside>\n\u003cp>It’s 2012. Why is looking up information during an exam or test considered cheating? That's how the world works. No one is expected to know or remember all the facts and information available out there.\u003c/p>\n\u003cp>The world is constantly changing and keeping up with even the most important new content is difficult. Imagine writing about global challenges like famine, drought or global warming without being able to look up any information (these are topics likely to be addressed in the exam). Instead of barring the Internet, students should be taught how to filter the information, judge its credibility, and use it to build logical arguments and greater understanding.\u003c/p>\n\u003cp>We should concentrate on getting our kids online and “\u003ca href=\"http://www.forbes.com/sites/shelisrael/2012/04/26/howard-rheingold-on-his-new-book-net-smart/\">Net Smart\u003c/a>,” as Howard Rheingold advocates in his new book. Searching online can be time consuming, and under the pressure of timed exams, students will have to be very careful about the minutes they spend searching online. That is my main concern. Test-takers who will have access to the Internet need to practice: Where will I find reliable sources? How much information do I really need? When must I stop searching and start writing? And how do I document my sources?\u003c/p>\n\u003cp>Students participating in this trial say their biggest challenge will be identifying reliable sources. But they're also afraid that since they have online access, they will be judged differently. The ministry of education has promised this is not going to happen, and the teachers grading these exams will be monitored carefully.\u003c/p>\n\u003cp>If communication and collaboration are valued 21st-century skills, it will not be possible to hone these skills unless exams are changed in radical ways.\u003c/p>\n\u003cp>\u003cem>Ann Michaelsen recently joined PLP’s new international \u003ca href=\"http://plpnetwork.com/advisory-board/\" target=\"_blank\">Board of Advisors\u003c/a>. She will write a follow-up after her students participate in Norway’s experiment and share some of the experience with us.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://plpnetwork.com/2012/05/03/connected-test-taking-is-it-cheating/\">A version of this post\u003c/a> originally appeared on Voices from the Learning Revolution.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_21213\" class=\"wp-caption left\" style=\"max-width: 285px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\">\u003cimg class=\"size-full wp-image-21213\" title=\"800px-XO-3_Photo10\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\" alt=\"\" width=\"285\" height=\"181\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\">\u003cimg class=\"alignright size-full wp-image-21220\" title=\"Aakash35\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\" alt=\"\" width=\"290\" height=\"178\">\u003c/a>\u003c/p>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">The future of tablets in our schools may not be coming from Cupertino. Or even the U.S.\u003c/p>\n\u003cp>Despite the craze around\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\"> Apple’s iPad\u003c/a>, it's only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education. And while the iPad’s presence – and promotion by the Apple faithful since its launch in 2010 – is hard to ignore, a winning tablet trend hasn’t been clearly established on a global basis.\u003c/p>\n\u003cp>It’s certainly true that tablets are on the upswing in K-12 schools and higher education. There’s no shortage of U.S. numbers to cite. Going beyond statistics of tablet penetration (in one case, most recently, 25% of college students and 17% of college seniors), it’s in the composition of purchases where the data can get interesting. For example, a \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">Harris Interactive/Pearson Foundation survey \u003c/a>released in March gave iPads the largest share among college students (at 63%), followed by the Kindle Fire (26%) and the Samsung Galaxy Tab (15%).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>As U.S. education appears to be moving toward tablets in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003c/aside>\n\u003cp>Another way to read those figures: It’s roughly a 60/40 split between Apple’s iOS operating system and all flavors of Android devices (“flavors” might be the right word, as Android has named its more recent OS versions Ice Cream Sandwich and Gingerbread). These \u003ca href=\"http://www.geekwire.com/2012/kindle-fire-captures-majority-android-tablet-market/\">relative rankings\u003c/a> among popular Android tablets in education mirror the broader U.S. consumer market.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the scope of some big decisions made by international government agencies – and the price of non-U.S. devices – could upset the apple cart.\u003c/p>\n\u003cp>Consider India. Last fall saw the launch of the highly touted US$50 Aakash Android tablet for education (subsidized to US$35). That initiative \u003ca href=\"http://timesofindia.indiatimes.com/tech/news/hardware/Whats-troubling-Indian-govts-35-tablet/articleshow/11990312.cms\">subsequently stumbled\u003c/a> following reports the first models built by the UK firm \u003ca href=\"http://aakashtablet.com/\">DataWind\u003c/a> were sluggish and fragile. The government has since decided to \u003ca href=\"http://www.firstpost.com/tech/aakash-controversy-datawind-blames-iit-rajasthan-for-failure-267080.html\">press ahead \u003c/a>with a new version with improved specifications.\u003c/p>\n\u003cp>Yet the overwhelming interest in what was supposed to be a first run of 100,000 tablets has spurred the growth of a handful of new education-focused competitors. They’ve developed tablets that are more expensive, but apparently more capable: the US$100 \u003ca href=\"http://www.telecomtiger.com/Corporate_fullstory.aspx?passfrom=breakingnews&storyid=13565§ion=S162\">ATab\u003c/a>, US$150 \u003ca href=\"http://businesstoday.intoday.in/story/micromax-funbook-india-price-features-hcl-metab-u1/1/23825.html\">HCL MeTab,\u003c/a> \u003c!--more-->and, perhaps most interesting, the US$125 \u003ca href=\"http://m.ibnlive.com/news/micromax-launches-rs-65k-funbook-android-tablet/245430-11.html\">Funbook\u003c/a> – interesting in that manufacturer Micromax’s education content partner for the Funbook is the international educational publishing giant Pearson. All of these relatively inexpensive devices run on Android.\u003c/p>\n\u003cp>Another international initiative of note: One Laptop Per Child’s XO-3, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/\">a projected $100 tablet\u003c/a>, due this year, with prototypes shown at January’s Consumer Electronics Show. Designed for students in developing countries, it has OLPC’s now-signature hand crank (for when regular power isn’t available) and it, too, runs on Android (or OLPC’s own Sugar OS).\u003c/p>\n\u003cp>\u003cstrong>INTERNATIONAL GROWTH\u003c/strong>\u003c/p>\n\u003cp>No matter how cheap, having hardware isn’t enough if there isn’t a market. Yet as rapidly as U.S. education appears to be moving toward tablets in a decentralized manner, in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003cp>Thailand’s Ministry of Education has announced \u003ca href=\"http://www.nationmultimedia.com/national/Tablets-are-Coming-Tablets-are-Coming-30175708.html\">plans to provide tablets\u003c/a> for all of its first-grade students – 900,000 of them. As part of its Digital Education Revolution program, Australia has provided every 9th-through-12th grade student with either a laptop or a tablet this year – and due to purchases of lower-cost tablets, the number of devices actually \u003ca href=\"http://www.theaustralian.com.au/national-affairs/education/school-computers-soon-to-outnumber-students/story-fn59nlz9-1226272169466\">outnumber students\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://www.washingtonpost.com/world/asia_pacific/in-south-korean-classrooms-digital-textbook-revolution-meets-some-resistance/2012/03/21/gIQAxiNGYS_story.html\">doubts have been expressed \u003c/a>about providing tablets for the youngest grades, South Korea is still moving ahead with plans to replace K-12 textbooks with tablets starting in 2014.\u003c/p>\n\u003cp>Regardless of where in the world they're deployed, tablets present key issues that must be dealt with: Settling on appropriate educational content for a full curriculum, whether to attach a keyboard, and the ideal tablet screen size. While many inexpensive tablets are 7 inches, more expensive models such as the iPad are 10 inches – and that’s the minimum size required, for example, for using tablets for the forthcoming \u003ca href=\"http://www.parcconline.org/technology\">Common Core assessments\u003c/a>. Plus, of course, there are the traditional concerns that apply to any technology in education, such as teacher training, using the tech effectively for learning, and cost.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Considering the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\">speed of tech adoption and growth\u003c/a> in the past few years, it's clear that tablets will pervade the education landscape. But it's too early to foretell which devices, or even operating systems, will last or turn out to be fads.\u003c/p>\n\u003ch5>\u003cem> Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets\u003ca href=\"http://twitter.com/frankcatalano\"> @FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>, and writes the regular \u003ca href=\"http://practicalnerd.com/\">Practical Nerd\u003c/a> column for GeekWire.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21213\" class=\"wp-caption left\" style=\"max-width: 285px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\">\u003cimg class=\"size-full wp-image-21213\" title=\"800px-XO-3_Photo10\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\" alt=\"\" width=\"285\" height=\"181\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\">\u003cimg class=\"alignright size-full wp-image-21220\" title=\"Aakash35\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\" alt=\"\" width=\"290\" height=\"178\">\u003c/a>\u003c/p>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">The future of tablets in our schools may not be coming from Cupertino. Or even the U.S.\u003c/p>\n\u003cp>Despite the craze around\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\"> Apple’s iPad\u003c/a>, it's only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education. And while the iPad’s presence – and promotion by the Apple faithful since its launch in 2010 – is hard to ignore, a winning tablet trend hasn’t been clearly established on a global basis.\u003c/p>\n\u003cp>It’s certainly true that tablets are on the upswing in K-12 schools and higher education. There’s no shortage of U.S. numbers to cite. Going beyond statistics of tablet penetration (in one case, most recently, 25% of college students and 17% of college seniors), it’s in the composition of purchases where the data can get interesting. For example, a \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">Harris Interactive/Pearson Foundation survey \u003c/a>released in March gave iPads the largest share among college students (at 63%), followed by the Kindle Fire (26%) and the Samsung Galaxy Tab (15%).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>As U.S. education appears to be moving toward tablets in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003c/aside>\n\u003cp>Another way to read those figures: It’s roughly a 60/40 split between Apple’s iOS operating system and all flavors of Android devices (“flavors” might be the right word, as Android has named its more recent OS versions Ice Cream Sandwich and Gingerbread). These \u003ca href=\"http://www.geekwire.com/2012/kindle-fire-captures-majority-android-tablet-market/\">relative rankings\u003c/a> among popular Android tablets in education mirror the broader U.S. consumer market.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the scope of some big decisions made by international government agencies – and the price of non-U.S. devices – could upset the apple cart.\u003c/p>\n\u003cp>Consider India. Last fall saw the launch of the highly touted US$50 Aakash Android tablet for education (subsidized to US$35). That initiative \u003ca href=\"http://timesofindia.indiatimes.com/tech/news/hardware/Whats-troubling-Indian-govts-35-tablet/articleshow/11990312.cms\">subsequently stumbled\u003c/a> following reports the first models built by the UK firm \u003ca href=\"http://aakashtablet.com/\">DataWind\u003c/a> were sluggish and fragile. The government has since decided to \u003ca href=\"http://www.firstpost.com/tech/aakash-controversy-datawind-blames-iit-rajasthan-for-failure-267080.html\">press ahead \u003c/a>with a new version with improved specifications.\u003c/p>\n\u003cp>Yet the overwhelming interest in what was supposed to be a first run of 100,000 tablets has spurred the growth of a handful of new education-focused competitors. They’ve developed tablets that are more expensive, but apparently more capable: the US$100 \u003ca href=\"http://www.telecomtiger.com/Corporate_fullstory.aspx?passfrom=breakingnews&storyid=13565§ion=S162\">ATab\u003c/a>, US$150 \u003ca href=\"http://businesstoday.intoday.in/story/micromax-funbook-india-price-features-hcl-metab-u1/1/23825.html\">HCL MeTab,\u003c/a> \u003c!--more-->and, perhaps most interesting, the US$125 \u003ca href=\"http://m.ibnlive.com/news/micromax-launches-rs-65k-funbook-android-tablet/245430-11.html\">Funbook\u003c/a> – interesting in that manufacturer Micromax’s education content partner for the Funbook is the international educational publishing giant Pearson. All of these relatively inexpensive devices run on Android.\u003c/p>\n\u003cp>Another international initiative of note: One Laptop Per Child’s XO-3, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/\">a projected $100 tablet\u003c/a>, due this year, with prototypes shown at January’s Consumer Electronics Show. Designed for students in developing countries, it has OLPC’s now-signature hand crank (for when regular power isn’t available) and it, too, runs on Android (or OLPC’s own Sugar OS).\u003c/p>\n\u003cp>\u003cstrong>INTERNATIONAL GROWTH\u003c/strong>\u003c/p>\n\u003cp>No matter how cheap, having hardware isn’t enough if there isn’t a market. Yet as rapidly as U.S. education appears to be moving toward tablets in a decentralized manner, in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003cp>Thailand’s Ministry of Education has announced \u003ca href=\"http://www.nationmultimedia.com/national/Tablets-are-Coming-Tablets-are-Coming-30175708.html\">plans to provide tablets\u003c/a> for all of its first-grade students – 900,000 of them. As part of its Digital Education Revolution program, Australia has provided every 9th-through-12th grade student with either a laptop or a tablet this year – and due to purchases of lower-cost tablets, the number of devices actually \u003ca href=\"http://www.theaustralian.com.au/national-affairs/education/school-computers-soon-to-outnumber-students/story-fn59nlz9-1226272169466\">outnumber students\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://www.washingtonpost.com/world/asia_pacific/in-south-korean-classrooms-digital-textbook-revolution-meets-some-resistance/2012/03/21/gIQAxiNGYS_story.html\">doubts have been expressed \u003c/a>about providing tablets for the youngest grades, South Korea is still moving ahead with plans to replace K-12 textbooks with tablets starting in 2014.\u003c/p>\n\u003cp>Regardless of where in the world they're deployed, tablets present key issues that must be dealt with: Settling on appropriate educational content for a full curriculum, whether to attach a keyboard, and the ideal tablet screen size. While many inexpensive tablets are 7 inches, more expensive models such as the iPad are 10 inches – and that’s the minimum size required, for example, for using tablets for the forthcoming \u003ca href=\"http://www.parcconline.org/technology\">Common Core assessments\u003c/a>. Plus, of course, there are the traditional concerns that apply to any technology in education, such as teacher training, using the tech effectively for learning, and cost.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Considering the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\">speed of tech adoption and growth\u003c/a> in the past few years, it's clear that tablets will pervade the education landscape. But it's too early to foretell which devices, or even operating systems, will last or turn out to be fads.\u003c/p>\n\u003ch5>\u003cem> Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets\u003ca href=\"http://twitter.com/frankcatalano\"> @FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>, and writes the regular \u003ca href=\"http://practicalnerd.com/\">Practical Nerd\u003c/a> column for GeekWire.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Report: Half of Teachers Surveyed Use Digital Games in Class",
"title": "New Report: Half of Teachers Surveyed Use Digital Games in Class",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_21096\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-21096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: Flickingerbrad\u003c/figcaption>\u003c/figure>\n\u003cp>No longer relegated to experimental programs, digital games are becoming much more commonly used in classrooms across the country, according to \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_teacher_survey.pdf\">a survey by\u003c/a> the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> released today.\u003c/p>\n\u003cp>Half of the 505 K-8 teachers surveyed said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003c/p>\n\u003cp>There will be further, more in-depth coverage of this report in the coming weeks, but in the meantime, some more statistics from the study:\u003c/p>\n\u003cul>\n\u003cli>Nearly 70 percent said that \"lower-performing students engage more with subject content with use of digital games.\"\u003c/li>\n\u003cli>Three-fifths reported \"increased attention to specific tasks and improved collaborations among all students.\"\u003c/li>\n\u003cli>Sixty percent said using digital games \"helps personalize instruction and better assess student knowledge and learning.\"\u003c/li>\n\u003cli>Though most use Apple or PC computers, 25 percent said their students use iPads or tablet computers, and less than 10 percent use other mobile devices or video game consoles.\u003c/li>\n\u003cli>62% said games make it easier to level lessons and effectively teach the range of learners in \u003c!--more-->their class.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers mostly used literacy (50 percent) and math (35 percent) games in class, and said the games' alignment with Common Core State Standards was the most valuable quality, the study showed.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/screen-shot-2012-05-02-at-7-27-53-am/\" rel=\"attachment wp-att-21110\">\u003cimg class=\"aligncenter size-large wp-image-21110\" title=\"Screen shot 2012-05-02 at 7.27.53 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-02-at-7.27.53-AM-620x478.png\" alt=\"\" width=\"620\" height=\"478\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers said that the cost of digital games was the primary obstacle to integrating them into class. But only 17% of those surveyed said the school spent $100 or more on games, and 40 percent were not sure. Lack of access to technology resources and emphasis on preparing for standardized testing were also listed as obstacles.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/jgcc_teacher_survey_chart_barriers/\" rel=\"attachment wp-att-21093\">\u003cimg class=\"aligncenter size-large wp-image-21093\" title=\"jgcc_teacher_survey_chart_barriers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/jgcc_teacher_survey_chart_barriers-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The majority of teachers surveyed taught K-5, and 86 percent teach in public schools -- 60 percent of which are Title I schools. What's more, 80 percent of teachers surveyed have been teaching for at least five years, and 20 percent have been teaching for more than 25 years.\u003c/p>\n\u003cdiv>Researchers of the study conclude that teachers need to be trained on how best to use these digital games -- not just those who are unfamiliar with them, but even those who feel they're moderately comfortable with using games.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>The online survey, conducted last month by VeraQuest, sampled 505 school teachers who taught kindergarten through eighth grade in the U.S., and was meant to investigate what teachers think about digital games and how games impact students beyond academic achievement. Teachers were randomly selected from a targeted panel of K-8 grade classrooms that are \"generally proportional of the demographic strata of total U.S. teachers,\" according to the news announcement.\u003c/p>\n\u003cp>The survey also included a series of videos featuring case studies that can be \u003ca href=\"http://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">viewed here\u003c/a>.\u003c/p>\n\u003cp>The \u003cem>Teacher Attitudes about Digital Games in the Classroom \u003c/em>survey is part of research conducted by the \u003ca href=\"http://www.joanganzcooneycenter.org/Initiatives-39.html\">Games and Learning Publishing Council\u003c/a>, convened by the Cooney Center and E-Line Media, and funded by the Bill & Melinda Gates Foundation, and the John S. and James L. Knight Foundation. The survey also received additional support from BrainPOP, which creates games for classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "No longer relegated to experimental programs, digital games are becoming much more commonly used in classrooms across the country, according to a survey by the Joan Ganz Cooney Center released today. Half of the 505 K-8 teachers surveyed said they use digital games with their students two or more days a week, and 18 percent",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21096\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-21096\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: Flickingerbrad\u003c/figcaption>\u003c/figure>\n\u003cp>No longer relegated to experimental programs, digital games are becoming much more commonly used in classrooms across the country, according to \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_teacher_survey.pdf\">a survey by\u003c/a> the \u003ca href=\"http://www.joanganzcooneycenter.org\">Joan Ganz Cooney Center\u003c/a> released today.\u003c/p>\n\u003cp>Half of the 505 K-8 teachers surveyed said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003c/p>\n\u003cp>There will be further, more in-depth coverage of this report in the coming weeks, but in the meantime, some more statistics from the study:\u003c/p>\n\u003cul>\n\u003cli>Nearly 70 percent said that \"lower-performing students engage more with subject content with use of digital games.\"\u003c/li>\n\u003cli>Three-fifths reported \"increased attention to specific tasks and improved collaborations among all students.\"\u003c/li>\n\u003cli>Sixty percent said using digital games \"helps personalize instruction and better assess student knowledge and learning.\"\u003c/li>\n\u003cli>Though most use Apple or PC computers, 25 percent said their students use iPads or tablet computers, and less than 10 percent use other mobile devices or video game consoles.\u003c/li>\n\u003cli>62% said games make it easier to level lessons and effectively teach the range of learners in \u003c!--more-->their class.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers mostly used literacy (50 percent) and math (35 percent) games in class, and said the games' alignment with Common Core State Standards was the most valuable quality, the study showed.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/screen-shot-2012-05-02-at-7-27-53-am/\" rel=\"attachment wp-att-21110\">\u003cimg class=\"aligncenter size-large wp-image-21110\" title=\"Screen shot 2012-05-02 at 7.27.53 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-shot-2012-05-02-at-7.27.53-AM-620x478.png\" alt=\"\" width=\"620\" height=\"478\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers said that the cost of digital games was the primary obstacle to integrating them into class. But only 17% of those surveyed said the school spent $100 or more on games, and 40 percent were not sure. Lack of access to technology resources and emphasis on preparing for standardized testing were also listed as obstacles.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/jgcc_teacher_survey_chart_barriers/\" rel=\"attachment wp-att-21093\">\u003cimg class=\"aligncenter size-large wp-image-21093\" title=\"jgcc_teacher_survey_chart_barriers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/jgcc_teacher_survey_chart_barriers-620x300.jpg\" alt=\"\" width=\"620\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The majority of teachers surveyed taught K-5, and 86 percent teach in public schools -- 60 percent of which are Title I schools. What's more, 80 percent of teachers surveyed have been teaching for at least five years, and 20 percent have been teaching for more than 25 years.\u003c/p>\n\u003cdiv>Researchers of the study conclude that teachers need to be trained on how best to use these digital games -- not just those who are unfamiliar with them, but even those who feel they're moderately comfortable with using games.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>The online survey, conducted last month by VeraQuest, sampled 505 school teachers who taught kindergarten through eighth grade in the U.S., and was meant to investigate what teachers think about digital games and how games impact students beyond academic achievement. Teachers were randomly selected from a targeted panel of K-8 grade classrooms that are \"generally proportional of the demographic strata of total U.S. teachers,\" according to the news announcement.\u003c/p>\n\u003cp>The survey also included a series of videos featuring case studies that can be \u003ca href=\"http://www.youtube.com/playlist?list=PLA3C69D48D4FFE87E\">viewed here\u003c/a>.\u003c/p>\n\u003cp>The \u003cem>Teacher Attitudes about Digital Games in the Classroom \u003c/em>survey is part of research conducted by the \u003ca href=\"http://www.joanganzcooneycenter.org/Initiatives-39.html\">Games and Learning Publishing Council\u003c/a>, convened by the Cooney Center and E-Line Media, and funded by the Bill & Melinda Gates Foundation, and the John S. and James L. Knight Foundation. The survey also received additional support from BrainPOP, which creates games for classrooms.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\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_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20839\" class=\"module image alignleft mceTemp\" style=\"width: 416px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png\">\u003cimg class=\"size-full wp-image-20839\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png\" alt=\"\" width=\"416\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM.png 416w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM-400x356.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-23-at-9.48.07-AM-320x285.png 320w\" sizes=\"(max-width: 416px) 100vw, 416px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Figment\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">When Jacob Lewis was growing up, he liked to write “really terrible Stephen King-like fiction stories.” Looking back on those early works, the former managing editor of \u003cem>The New Yorker\u003c/em> said he’s glad they never saw the light of day. But for thousands of teenage writers across the country, Lewis has helped do the exact opposite.\u003c/p>\n\u003cp>The Web site \u003ca href=\"http://figment.com/\">Figment\u003c/a>—founded by Lewis and \u003cem>New Yorker \u003c/em>staff writer Dana Goodyear in 2010—gives young writers a forum to freely publish their work. The site now boasts more than 220,000 registered users and has stocked a library of more than 350,000 individual pieces, ranging from reflective poetry to multi-chapter novellas.\u003c/p>\n\u003cp>“We really thought at first that it would be more of a social network site,” Lewis said. “But it has been all about project creation. The amount of new content our users produce is amazing.”\u003c/p>\n\u003cp>Lewis said Figment users post more than 1,000 new original pieces every week, many of them only a few hundred words representing a large range of genres, from heart-tugging romance to dystopian fantasy.\u003c/p>\n\u003cp>“It takes a lot of guts to put yourself out there like they have,” Lewis said. “We knew there was a need for this, but we've been surprised at the passion and the ownership our users have shown.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"We just want these young writers to see how empowering it is to be able to share your ideas.”\u003c/p>\n\u003c/aside>\n\u003cp>Similar to Facebook, Figment users—most of whom are between 13 and 24 years old—create a profile and upload their work, giving it a title and picking from a large selection of stock images to use as cover art. Other users can read the pieces online and leave comments and provide feedback.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not all pieces are read widely, but some works, like \u003ca href=\"http://figment.com/books/84898-Diamonds-in-the-Rough\">\u003cem>Diamonds in the Rough\u003c/em>\u003c/a> by a user from Wisconsin who goes by the screen name Fish Fingers, have received 130 comments and more than 200 “Hearts” (Figments’ version of Facebook’s Like button).\u003c/p>\n\u003cp>“Wow! This [story] is beautifully sad!” one user commented about Fish Finger’s work.\u003c/p>\n\u003cp>“Your similes are impeccably accurate,” wrote another.\u003c/p>\n\u003cp>“The one negative thing I'd say is that I think it would've been better if you had let people figure out the moral for themselves then say what it is at the end of the story,” posted another user.\u003c!--more-->\u003c/p>\n\u003cp>Dana Goodyear, who has written for \u003cem>The New Yorker\u003c/em> and teaches literary nonfiction at USC, said this kind of genuine feedback is common on Figment.\u003c/p>\n\u003cp>“What’s most exciting is the intensity of the usage,” she said. “These writers are getting a really deep experience receiving this feedback. Having an audience is so crucial to support young writers.\"\u003c/p>\n\u003cp>Goodyear said Figment is beginning to explore more uses for educators, too. The site already has a “Groups” function, which can allow teachers to set up online workshops for their classes.\u003c/p>\n\u003cp>Meenoo Rami, a National Board certified English teacher in Philadelphia who hosts the teacher blog #engchat, said Figment is the “perfect platform” for her students.\u003c/p>\n\u003cp>“It's important for students to know that their work is viewed by more than just their teacher. For my students, the idea that a larger audience is being exposed to their work is important to them,” Rami said. “This gives them an authentic reason to write.”\u003c/p>\n\u003cp>Goodyear said she and the other Figment staffers hope to continue evolving the site. She said they want to work on adding “in-text editing” features so that users can change their work in real time online.\u003c/p>\n\u003cp>She also said Figment will continue to bring in professional writers and published authors for online Q&A sessions, live chats, and blog posts, to connect them to Figment’s aspiring teenage writers.\u003c/p>\n\u003cp>One Figment user, Blake Nelson, has already received an offer for a book deal for the poetry he posted to the site. Figment also hosts regular contests in different genres in order to feature fresh young talent.\u003c/p>\n\u003cp>Yet, Lewis said Figment should remain at its heart a place for teens to express themselves.\u003c/p>\n\u003cp>“Our mission is to not take amateur writers and make them pros,” he said. “We don’t want to set up a hierarchy. We just want these young writers to see how empowering it is to be able to share your ideas.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not all pieces are read widely, but some works, like \u003ca href=\"http://figment.com/books/84898-Diamonds-in-the-Rough\">\u003cem>Diamonds in the Rough\u003c/em>\u003c/a> by a user from Wisconsin who goes by the screen name Fish Fingers, have received 130 comments and more than 200 “Hearts” (Figments’ version of Facebook’s Like button).\u003c/p>\n\u003cp>“Wow! This [story] is beautifully sad!” one user commented about Fish Finger’s work.\u003c/p>\n\u003cp>“Your similes are impeccably accurate,” wrote another.\u003c/p>\n\u003cp>“The one negative thing I'd say is that I think it would've been better if you had let people figure out the moral for themselves then say what it is at the end of the story,” posted another user.\u003c!--more-->\u003c/p>\n\u003cp>Dana Goodyear, who has written for \u003cem>The New Yorker\u003c/em> and teaches literary nonfiction at USC, said this kind of genuine feedback is common on Figment.\u003c/p>\n\u003cp>“What’s most exciting is the intensity of the usage,” she said. “These writers are getting a really deep experience receiving this feedback. Having an audience is so crucial to support young writers.\"\u003c/p>\n\u003cp>Goodyear said Figment is beginning to explore more uses for educators, too. The site already has a “Groups” function, which can allow teachers to set up online workshops for their classes.\u003c/p>\n\u003cp>Meenoo Rami, a National Board certified English teacher in Philadelphia who hosts the teacher blog #engchat, said Figment is the “perfect platform” for her students.\u003c/p>\n\u003cp>“It's important for students to know that their work is viewed by more than just their teacher. For my students, the idea that a larger audience is being exposed to their work is important to them,” Rami said. “This gives them an authentic reason to write.”\u003c/p>\n\u003cp>Goodyear said she and the other Figment staffers hope to continue evolving the site. She said they want to work on adding “in-text editing” features so that users can change their work in real time online.\u003c/p>\n\u003cp>She also said Figment will continue to bring in professional writers and published authors for online Q&A sessions, live chats, and blog posts, to connect them to Figment’s aspiring teenage writers.\u003c/p>\n\u003cp>One Figment user, Blake Nelson, has already received an offer for a book deal for the poetry he posted to the site. Figment also hosts regular contests in different genres in order to feature fresh young talent.\u003c/p>\n\u003cp>Yet, Lewis said Figment should remain at its heart a place for teens to express themselves.\u003c/p>\n\u003cp>“Our mission is to not take amateur writers and make them pros,” he said. “We don’t want to set up a hierarchy. We just want these young writers to see how empowering it is to be able to share your ideas.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20829\" class=\"module image alignleft mceTemp\" style=\"width: 403px\">\u003cimg class=\"size-full wp-image-20829\" title=\"Screen shot 2012-04-20 at 10.05.08 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-20-at-10.05.08-AM.png\" alt=\"\" width=\"403\" height=\"220\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-20-at-10.05.08-AM.png 403w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-20-at-10.05.08-AM-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/Screen-shot-2012-04-20-at-10.05.08-AM-320x175.png 320w\" sizes=\"(max-width: 403px) 100vw, 403px\">\n\u003cp class=\"wp-media-credit\">ARIS\u003c/p>\n\u003c/div>\n\u003cp>If you’re interested in creating your own mobile games, but are intimidated about taking the first step, teacher Jim Mathews offers a few ways in\u003cem>.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Start small.\u003c/strong> Create something simple before embarking on a more complex effort to design a game or interactive story with lots of moving parts. Experimenting with many simple (and smaller) ideas helps build your fluency with the tools, clues you into what does and doesn’t work, and often sparks ideas for more complex designs.\u003c/p>\n\u003cp>\u003cstrong>Start designing.\u003c/strong> Don’t wait for the “perfect project” to start designing. Some teachers start by designing something for their personal use (e.g., as part of a birthday party or family outing) in order to learn the tools and experiment with different design ideas.\u003c/p>\n\u003cp>\u003cstrong>Start local.\u003c/strong> Build something that revolves around your school, schoolyard, or immediate neighborhood. This allows you to experiment with the technologies and teaching strategies without having to organize more complex field experiences.\u003c/p>\n\u003cp>\u003cstrong>Pilot.\u003c/strong> Implement a small design project with a subset of students. In some contexts, this might mean running an after-school workshop or organizing a field trip for a group of highly interested students. These experiences can be used to test learning activities and build your and your students’ capacity for doing mobile design work. Also consider organizing a design competition or inviting your students to design a mobile-based story or game to meet another class requirement.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>\u003cstrong>Read more about mobile games\u003c/strong>\u003c/em>: \u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\">AUGMENTED REALITY: \u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\">COMING SOON TO A SCHOOL NEAR YOU\u003c/a>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>\u003cstrong>Collaborate with students.\u003c/strong> Engage students as co-designers when you develop pilot projects, by actively seeking their advice for how to improve the project and embedded activities. These same students can serve as experts or classroom assistants when the project is implemented more broadly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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},
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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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"source": "Commonwealth Club of California"
},
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"hidden-brain": {
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"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. ",
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"order": 18
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"id": "latino-usa",
"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"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"
},
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"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",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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