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"disqusTitle": "Augmented Reality: Coming Soon to a School Near You?",
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"content": "\u003cfigure id=\"attachment_20810\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-20810\" title=\"Screen shot 2012-04-20 at 10.36.52 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-20-at-10.36.52-AM-620x392.png\" alt=\"\" width=\"620\" height=\"392\">\u003cfigcaption class=\"wp-caption-text\">In “Dow Day,” an augmented reality game, middle school students walk the University of Wisconsin-Madison campus using mobile phones to view footage of Vietnam war protests that occurred in the same campus locations.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sarah Jackson\u003c/h5>\n\u003cp class=\"dropcap-serif\">David Gagnon is talking to a group of educators about how to use mobile devices for learning. In his work as an instructional designer with the University of Wisconsin’s \u003ca title=\"ENGAGE\" href=\"http://engage.wisc.edu/\">ENGAGE\u003c/a> program, Gagnon has given this workshop many times. But these days, he says, things are starting to change.\u003c/p>\n\u003cp>“How many of you are currently using an iPhone, iPad, or iPod touch?” Gagnon asks the teachers, who are participating in a webinar through ISTE, the International Society for Technology in Education.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE \u003c/strong>\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>\u003cstrong>TO MOBILE LEARNING: \u003c/strong>This is part three 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: \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, Will Old Teaching Tactics Work?\u003c/a> and \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/p>\n\u003c/aside>\n\u003cp>What happens next demonstrates how the availability of communications technology has grown exponentially in recent years: 89 percent of this group owns a mobile device, and they want to know how to use it in their classrooms.\u003c/p>\n\u003cp>“Two years ago, when we would do a workshop with 20 people, we would have to bring 10 devices. Now,” Gagnon says, “the 10 devices sit in the front of the room, and everyone pulls out their own. It’s just amazing.”\u003c/p>\n\u003cp>As schools’ acceptance of mobile tools such as smartphones and tablets becomes more widespread, educators are \u003ca title=\"struggling with how to incorporate them into current teaching models\" href=\"http://spotlight.macfound.org/featured-stories/entry/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-work/\">struggling with how to incorporate them into current teaching models\u003c/a>. Experts say schools need to get beyond the technology cart—treating these tools as accessories that get wheeled in and wheeled out an hour later—and educators need guidance on how to change their teaching practices to take advantage of what mobile learning has to offer. Yet examples of what these new pedagogical models might look like are hard to come by.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gagnon and his team may be able to help. As the minds behind \u003ca title=\"Augmented Reality and Interactive Storytelling\" href=\"http://arisgames.org/\">Augmented Reality and Interactive Storytelling\u003c/a> (ARIS), they’ve developed an open-source mobile learning platform educators can download onto an iPhone, iPad or iPod Touch to create place-based and narrative gaming activities that can be incorporated into classroom curriculum.\u003c/p>\n\u003cp>For example, Chris Holden, an assistant professor in the University Honors Program at the University of New Mexico, and Julie Sykes, an assistant professor of Hispanic linguistics, used ARIS to create the game “\u003ca title=\"Mentira\" href=\"http://www.mentira.org/\">Mentira\u003c/a>.” Designed to help Spanish-language students learn in a real-world context, players talk with real people and virtual characters while visiting the Los \u003c!--more-->Griegos neighborhood in Albuquerque, where they must solve a fictional murder mystery based on current and historical events.\u003c/p>\n\u003cfigure id=\"attachment_20812\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/dow_day_300.jpg\">\u003cimg class=\"size-full wp-image-20812\" title=\"dow_day_300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/dow_day_300.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Playing \"Dow Day.\"\u003c/figcaption>\u003c/figure>\n\u003cp>In Oregon, Wisc., Heidi Pankratz and her students from the Oregon Middle School designed the “Henry Vilas Virus.” Using their phones, students go on a quest through the local zoo to help identify a mysterious virus that is plaguing the animals, while learning about local ecology and biology.\u003c/p>\n\u003cp>How is this possible? Thanks to technologies like GPS and QR codes, these games combine real-world experiences with virtual information. The games can capture geo-tagged audio recordings, for example, or photos and videos that student players can view when they reach a particular place or meet a particular character. Characters can talk with students, provide information, exchange items or respond to tasks. Authors can also create virtual items that players can retrieve and exchange.\u003c/p>\n\u003cp>The key is the ARIS platform, which enables teachers, designers, artists, and students to create place-based narratives. Game designers say the open-source platform is easy to use; educators don’t need a programming background to get started because the work is done with an online authoring tool.\u003c/p>\n\u003cp>When we first reported on ARIS in 2009, the developer community was small. Gagnon estimates that the number of users around the world has grown to more than 5,700 players and 2,000 authors. And he expects this number to double in the next six months.\u003c/p>\n\u003cp>The games that educators are developing, Gagnon says, have the potential to tell us a lot about the possibilities of mobile learning, and what works and what doesn’t when educators partner with technology. As he puts it, “We’re looking at this as a big distributed research question: ‘What in mobile learning might be amazing for education?’”\u003c/p>\n\u003ch4>The Power of Place\u003c/h4>\n\u003cp>Jim Mathews is a teacher at Middleton Alternative Senior High School in Middleton, Wisc., and a UW graduate student. As an ARIS designer, Mathews says he believes in the power of narrative and place to bring learning to life.\u003c/p>\n\u003cp>In 2009, Mathews created “\u003ca title=\"Dow Day\" href=\"http://arisgames.org/featured/dow-day/\">Dow Day\u003c/a>,” one of the first ARIS games. Players can walk the University of Wisconsin-Madison campus using iPhones to view footage of Vietnam War protests that occurred in the same campus locations. The students also learn how the press covered the war and how that colored the protests.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The value is to understand what are the stories out there in the community, around ecological issues, contested issues, political issues.”\u003c/p>\n\u003c/aside>\n\u003cp>These location-based games, explains Matthews, allow kids to engage with their community in new and powerful ways.\u003c/p>\n\u003cp>Along with his high school colleagues, Mathews designed a game to teach students about the city of Middleton and urban planning principles. His students explored downtown Middleton using smartphones and tablets. They looked at photos of the downtown neighborhood from the past and “met” virtual characters from the city’s history. As part of the lesson, students were encouraged to gather images, videos and interviews to investigate elements of urban design, and learn how the city has changed over time in terms of density and housing. This also led them to examine the city’s transportation, architecture, and land use patterns.\u003c/p>\n\u003cp>Mathews said that placing students in a real-world community context helps them develop a broader understanding of the curriculum content—and create their own meaning.\u003c/p>\n\u003cp>Place-based learning, he said, leads game developers to ask: “How does this tool help us investigate place and help us tell stories about place? The value is not only in me telling my own personal story, but to understand what are the stories out there in the community, around ecological issues, contested issues, political issues.”\u003c/p>\n\u003cp>Mathews says he has seen how participation in the augmented reality game has changed how students view history and shifted their perspectives about their own community.\u003c/p>\n\u003cp>Of course, history teachers have known for a long time that real world experience can bring content to life. But what is it about the mobile tool makes this experience different? How does it change how teachers can teach?\u003c/p>\n\u003cp>Game designers say that as a narrative tool, ARIS is especially primed for helping educators create structures that allow students to go out into new environments, collect information, and then to aggregate, find patterns, and make meaning of that information.\u003c/p>\n\u003cp>Designed experiences, says Matthews, provide an “entry point” into neighborhoods. The games invite users to visit places they may not otherwise go, such as shopping at a local bodega without advanced Spanish language skills, or examining a neighborhood’s vacant lot for historical context, or interviewing residents they’ve never met.\u003c/p>\n\u003cp>“Mobile is, in that way, scaffolding,” he says. “The narrative helps students understand why they should care about collecting these data points. And hopefully that encourages them to do other stuff, to get a microscope and collect more data on their own.”\u003c/p>\n\u003cfigure id=\"attachment_20813\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-20813\" title=\"ARIS\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/ARIS_editor.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">A middle school student in Wisconsin tests his new game.\u003c/figcaption>\u003c/figure>\n\u003ch4>Students As Designers\u003c/h4>\n\u003cp>But there’s another, perhaps even more important way that this mobile design platform can facilitate complex learning. And that’s when students step into the role of designer.\u003c/p>\n\u003cp>Alice Leung, a teacher at Merrylands High School in Sydney, Australia, recently used ARIS with a group of students to design a tour of the school’s main landmarks for student orientation day. Leung divided students into teams—programmers, narrative writers, and media collectors—to take on different roles in the game’s development process. The students designed several quests, each containing items that players had to collect by scanning QR codes. The players exchanged the found items with a series of “guardians” in order to collect badges and win the game.\u003c/p>\n\u003cp>“For me, this experience is much more than making a game and playing a game on iPhones,” Leung wrote in a \u003ca title=\"post on her blog\" href=\"http://missaliceleung.wordpress.com/2011/12/05/its-more-than-just-a-game/\">post on her blog\u003c/a>. “Watching the students create the game has shown me how much young people can thrive when given a challenging task in a stimulating environment. Something that traditional classroom experiences can’t offer.”\u003c/p>\n\u003cp>The students, she adds, “had to constantly communicate with each other (face-to-face and on Edmodo) and complete their tasks according to a timeline, which was created by the students.”\u003c/p>\n\u003cp>Students developed literacy and teamwork skills, she writes, along with learning project management and problem solving.\u003c/p>\n\u003ch4>Design Thinking, A 21st Century Skill\u003c/h4>\n\u003cp>ARIS designers in Madison have held several “game design jams.” Game makers from around the world gather in-person and online for three-day game-making sessions to try out ARIS and to create their own games. At the 2011 ARIS Global Game Jam, middle and high school students joined in along with their teachers. More than 100 participants, from four countries and 11 states, created 127 games. The team held a smaller event this past October, and more events are planned for later this year.\u003c/p>\n\u003cp>Matthews notes that students gain a lot from taking part in the process. “The rich area for kids is really designing,” he says. “Being part of community, play testing, learning about content, science, civics, social studies. It’s a really rich space where people move from players to designers and back. People are rallying around them and commenting on each other’s work.”\u003c/p>\n\u003cp>Games and learning scholar James Paul Gee has pointed to the collaborative skills students gain when they play and design their own online games. These skills are considered by many to be crucial for success in 21st-century work spaces.\u003c/p>\n\u003cp>“In the world of high-tech work, this is called a ‘cross-functional’ team,” \u003ca title=\"Gee said recently\" href=\"http://spotlight.macfound.org/blog/entry/jim-gee-on-the-use-of-video-games-for-learning-about-learning/\">Gee said recently\u003c/a>. “If you go look at the new capitalism and the high-tech workplaces, they are almost all organized in cross-functional teams, which means every member of the team has to be an absolute expert but able to understand everybody else’s role, so they can integrate with it and even replace them if they’re gone.”\u003c/p>\n\u003cp>Similarly, in order to build a successful game using ARIS, Leong, the teacher from Sydney, and other educators say students must understand the testing phase, during which they solve problems and tackle debugging—isolating the issue causing the problem and figuring out how to solve it. This kind of systems-based thinking is hard to teach and yet crucial for today’s students to understand.\u003c/p>\n\u003cp>“There is so much learning that takes place in design,” Gagnon says, citing media editing, HTML coding, archival research, interviewing, and learning how to work with Arduino (an open-source tool that makes using electronics easier). Then there are the softer but no less important skills, like project management, teamwork, and learning how to ask for and receive feedback from peers and mentors.\u003c/p>\n\u003cp>“Games design does not allow you to do one-draft wonders,” says Gagnon.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Feeling intimidated about using an augmented reality tool like ARIS? Don’t be! The ARIS team has a dynamic and active \u003ca title=\"Google group\" href=\"https://groups.google.com/forum/?fromgroups#%21forum/arisgames\">Google group\u003c/a>, and designers make themselves available to answer questions. ARIS developers recommend starting small and not being afraid to jump right in and experiment. For more information, read this helpful intro by Jim Matthews: “\u003ca title=\"How to Get Started Designing Mobile Games For Your Classroom\" href=\"http://spotlight.macfound.org/blog/entry/how-to-get-started-designing-mobile-games-for-your-classroom\">How to Get Started Designing Mobile Games For Your Classroom\u003c/a>.”\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20810\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-20810\" title=\"Screen shot 2012-04-20 at 10.36.52 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-20-at-10.36.52-AM-620x392.png\" alt=\"\" width=\"620\" height=\"392\">\u003cfigcaption class=\"wp-caption-text\">In “Dow Day,” an augmented reality game, middle school students walk the University of Wisconsin-Madison campus using mobile phones to view footage of Vietnam war protests that occurred in the same campus locations.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sarah Jackson\u003c/h5>\n\u003cp class=\"dropcap-serif\">David Gagnon is talking to a group of educators about how to use mobile devices for learning. In his work as an instructional designer with the University of Wisconsin’s \u003ca title=\"ENGAGE\" href=\"http://engage.wisc.edu/\">ENGAGE\u003c/a> program, Gagnon has given this workshop many times. But these days, he says, things are starting to change.\u003c/p>\n\u003cp>“How many of you are currently using an iPhone, iPad, or iPod touch?” Gagnon asks the teachers, who are participating in a webinar through ISTE, the International Society for Technology in Education.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE \u003c/strong>\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>\u003cstrong>TO MOBILE LEARNING: \u003c/strong>This is part three 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: \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, Will Old Teaching Tactics Work?\u003c/a> and \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/p>\n\u003c/aside>\n\u003cp>What happens next demonstrates how the availability of communications technology has grown exponentially in recent years: 89 percent of this group owns a mobile device, and they want to know how to use it in their classrooms.\u003c/p>\n\u003cp>“Two years ago, when we would do a workshop with 20 people, we would have to bring 10 devices. Now,” Gagnon says, “the 10 devices sit in the front of the room, and everyone pulls out their own. It’s just amazing.”\u003c/p>\n\u003cp>As schools’ acceptance of mobile tools such as smartphones and tablets becomes more widespread, educators are \u003ca title=\"struggling with how to incorporate them into current teaching models\" href=\"http://spotlight.macfound.org/featured-stories/entry/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-work/\">struggling with how to incorporate them into current teaching models\u003c/a>. Experts say schools need to get beyond the technology cart—treating these tools as accessories that get wheeled in and wheeled out an hour later—and educators need guidance on how to change their teaching practices to take advantage of what mobile learning has to offer. Yet examples of what these new pedagogical models might look like are hard to come by.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gagnon and his team may be able to help. As the minds behind \u003ca title=\"Augmented Reality and Interactive Storytelling\" href=\"http://arisgames.org/\">Augmented Reality and Interactive Storytelling\u003c/a> (ARIS), they’ve developed an open-source mobile learning platform educators can download onto an iPhone, iPad or iPod Touch to create place-based and narrative gaming activities that can be incorporated into classroom curriculum.\u003c/p>\n\u003cp>For example, Chris Holden, an assistant professor in the University Honors Program at the University of New Mexico, and Julie Sykes, an assistant professor of Hispanic linguistics, used ARIS to create the game “\u003ca title=\"Mentira\" href=\"http://www.mentira.org/\">Mentira\u003c/a>.” Designed to help Spanish-language students learn in a real-world context, players talk with real people and virtual characters while visiting the Los \u003c!--more-->Griegos neighborhood in Albuquerque, where they must solve a fictional murder mystery based on current and historical events.\u003c/p>\n\u003cfigure id=\"attachment_20812\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/dow_day_300.jpg\">\u003cimg class=\"size-full wp-image-20812\" title=\"dow_day_300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/dow_day_300.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Playing \"Dow Day.\"\u003c/figcaption>\u003c/figure>\n\u003cp>In Oregon, Wisc., Heidi Pankratz and her students from the Oregon Middle School designed the “Henry Vilas Virus.” Using their phones, students go on a quest through the local zoo to help identify a mysterious virus that is plaguing the animals, while learning about local ecology and biology.\u003c/p>\n\u003cp>How is this possible? Thanks to technologies like GPS and QR codes, these games combine real-world experiences with virtual information. The games can capture geo-tagged audio recordings, for example, or photos and videos that student players can view when they reach a particular place or meet a particular character. Characters can talk with students, provide information, exchange items or respond to tasks. Authors can also create virtual items that players can retrieve and exchange.\u003c/p>\n\u003cp>The key is the ARIS platform, which enables teachers, designers, artists, and students to create place-based narratives. Game designers say the open-source platform is easy to use; educators don’t need a programming background to get started because the work is done with an online authoring tool.\u003c/p>\n\u003cp>When we first reported on ARIS in 2009, the developer community was small. Gagnon estimates that the number of users around the world has grown to more than 5,700 players and 2,000 authors. And he expects this number to double in the next six months.\u003c/p>\n\u003cp>The games that educators are developing, Gagnon says, have the potential to tell us a lot about the possibilities of mobile learning, and what works and what doesn’t when educators partner with technology. As he puts it, “We’re looking at this as a big distributed research question: ‘What in mobile learning might be amazing for education?’”\u003c/p>\n\u003ch4>The Power of Place\u003c/h4>\n\u003cp>Jim Mathews is a teacher at Middleton Alternative Senior High School in Middleton, Wisc., and a UW graduate student. As an ARIS designer, Mathews says he believes in the power of narrative and place to bring learning to life.\u003c/p>\n\u003cp>In 2009, Mathews created “\u003ca title=\"Dow Day\" href=\"http://arisgames.org/featured/dow-day/\">Dow Day\u003c/a>,” one of the first ARIS games. Players can walk the University of Wisconsin-Madison campus using iPhones to view footage of Vietnam War protests that occurred in the same campus locations. The students also learn how the press covered the war and how that colored the protests.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The value is to understand what are the stories out there in the community, around ecological issues, contested issues, political issues.”\u003c/p>\n\u003c/aside>\n\u003cp>These location-based games, explains Matthews, allow kids to engage with their community in new and powerful ways.\u003c/p>\n\u003cp>Along with his high school colleagues, Mathews designed a game to teach students about the city of Middleton and urban planning principles. His students explored downtown Middleton using smartphones and tablets. They looked at photos of the downtown neighborhood from the past and “met” virtual characters from the city’s history. As part of the lesson, students were encouraged to gather images, videos and interviews to investigate elements of urban design, and learn how the city has changed over time in terms of density and housing. This also led them to examine the city’s transportation, architecture, and land use patterns.\u003c/p>\n\u003cp>Mathews said that placing students in a real-world community context helps them develop a broader understanding of the curriculum content—and create their own meaning.\u003c/p>\n\u003cp>Place-based learning, he said, leads game developers to ask: “How does this tool help us investigate place and help us tell stories about place? The value is not only in me telling my own personal story, but to understand what are the stories out there in the community, around ecological issues, contested issues, political issues.”\u003c/p>\n\u003cp>Mathews says he has seen how participation in the augmented reality game has changed how students view history and shifted their perspectives about their own community.\u003c/p>\n\u003cp>Of course, history teachers have known for a long time that real world experience can bring content to life. But what is it about the mobile tool makes this experience different? How does it change how teachers can teach?\u003c/p>\n\u003cp>Game designers say that as a narrative tool, ARIS is especially primed for helping educators create structures that allow students to go out into new environments, collect information, and then to aggregate, find patterns, and make meaning of that information.\u003c/p>\n\u003cp>Designed experiences, says Matthews, provide an “entry point” into neighborhoods. The games invite users to visit places they may not otherwise go, such as shopping at a local bodega without advanced Spanish language skills, or examining a neighborhood’s vacant lot for historical context, or interviewing residents they’ve never met.\u003c/p>\n\u003cp>“Mobile is, in that way, scaffolding,” he says. “The narrative helps students understand why they should care about collecting these data points. And hopefully that encourages them to do other stuff, to get a microscope and collect more data on their own.”\u003c/p>\n\u003cfigure id=\"attachment_20813\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-20813\" title=\"ARIS\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/ARIS_editor.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">A middle school student in Wisconsin tests his new game.\u003c/figcaption>\u003c/figure>\n\u003ch4>Students As Designers\u003c/h4>\n\u003cp>But there’s another, perhaps even more important way that this mobile design platform can facilitate complex learning. And that’s when students step into the role of designer.\u003c/p>\n\u003cp>Alice Leung, a teacher at Merrylands High School in Sydney, Australia, recently used ARIS with a group of students to design a tour of the school’s main landmarks for student orientation day. Leung divided students into teams—programmers, narrative writers, and media collectors—to take on different roles in the game’s development process. The students designed several quests, each containing items that players had to collect by scanning QR codes. The players exchanged the found items with a series of “guardians” in order to collect badges and win the game.\u003c/p>\n\u003cp>“For me, this experience is much more than making a game and playing a game on iPhones,” Leung wrote in a \u003ca title=\"post on her blog\" href=\"http://missaliceleung.wordpress.com/2011/12/05/its-more-than-just-a-game/\">post on her blog\u003c/a>. “Watching the students create the game has shown me how much young people can thrive when given a challenging task in a stimulating environment. Something that traditional classroom experiences can’t offer.”\u003c/p>\n\u003cp>The students, she adds, “had to constantly communicate with each other (face-to-face and on Edmodo) and complete their tasks according to a timeline, which was created by the students.”\u003c/p>\n\u003cp>Students developed literacy and teamwork skills, she writes, along with learning project management and problem solving.\u003c/p>\n\u003ch4>Design Thinking, A 21st Century Skill\u003c/h4>\n\u003cp>ARIS designers in Madison have held several “game design jams.” Game makers from around the world gather in-person and online for three-day game-making sessions to try out ARIS and to create their own games. At the 2011 ARIS Global Game Jam, middle and high school students joined in along with their teachers. More than 100 participants, from four countries and 11 states, created 127 games. The team held a smaller event this past October, and more events are planned for later this year.\u003c/p>\n\u003cp>Matthews notes that students gain a lot from taking part in the process. “The rich area for kids is really designing,” he says. “Being part of community, play testing, learning about content, science, civics, social studies. It’s a really rich space where people move from players to designers and back. People are rallying around them and commenting on each other’s work.”\u003c/p>\n\u003cp>Games and learning scholar James Paul Gee has pointed to the collaborative skills students gain when they play and design their own online games. These skills are considered by many to be crucial for success in 21st-century work spaces.\u003c/p>\n\u003cp>“In the world of high-tech work, this is called a ‘cross-functional’ team,” \u003ca title=\"Gee said recently\" href=\"http://spotlight.macfound.org/blog/entry/jim-gee-on-the-use-of-video-games-for-learning-about-learning/\">Gee said recently\u003c/a>. “If you go look at the new capitalism and the high-tech workplaces, they are almost all organized in cross-functional teams, which means every member of the team has to be an absolute expert but able to understand everybody else’s role, so they can integrate with it and even replace them if they’re gone.”\u003c/p>\n\u003cp>Similarly, in order to build a successful game using ARIS, Leong, the teacher from Sydney, and other educators say students must understand the testing phase, during which they solve problems and tackle debugging—isolating the issue causing the problem and figuring out how to solve it. This kind of systems-based thinking is hard to teach and yet crucial for today’s students to understand.\u003c/p>\n\u003cp>“There is so much learning that takes place in design,” Gagnon says, citing media editing, HTML coding, archival research, interviewing, and learning how to work with Arduino (an open-source tool that makes using electronics easier). Then there are the softer but no less important skills, like project management, teamwork, and learning how to ask for and receive feedback from peers and mentors.\u003c/p>\n\u003cp>“Games design does not allow you to do one-draft wonders,” says Gagnon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Feeling intimidated about using an augmented reality tool like ARIS? Don’t be! The ARIS team has a dynamic and active \u003ca title=\"Google group\" href=\"https://groups.google.com/forum/?fromgroups#%21forum/arisgames\">Google group\u003c/a>, and designers make themselves available to answer questions. ARIS developers recommend starting small and not being afraid to jump right in and experiment. For more information, read this helpful intro by Jim Matthews: “\u003ca title=\"How to Get Started Designing Mobile Games For Your Classroom\" href=\"http://spotlight.macfound.org/blog/entry/how-to-get-started-designing-mobile-games-for-your-classroom\">How to Get Started Designing Mobile Games For Your Classroom\u003c/a>.”\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20770\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20770\" title=\"5600215736_b6d0ac73a9\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5600215736_b6d0ac73a9-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Filckr:Birgerking\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp>The explosive growth of online social media sites specifically targeted at schools has compelled Facebook to edge its way back into the fertile ground of college campuses. Last week, the company \u003ca href=\"http://newsroom.fb.com/Announcements/Introducing-Groups-for-Schools-144.aspx\">announced a new feature\u003c/a> available only to students and faculty with an active .edu email address, Groups for Schools. It's billed to be exclusive -- even alumni and perspective students aren’t allowed in, limiting the scope of the groups and creating something that approximates the intimacy that was Facebook’s strong suit when it first launched.\u003c/p>\n\u003cp>Groups for Schools is meant to network students in the same university community for social or extracurricular events, but also includes elements that make it useful as a study tool, like the popular platform \u003ca href=\"http://www.edmodo.com\">Edmodo\u003c/a> and a number of other similar sites that have cropped up. It allows students and teachers who are members of a group designated to a particular class, for example, to share comments on a class discussion and reading, as well as to share class materials like notes, assignments and calendars, up to 25 MB.\u003c/p>\n\u003cp>But just a week into its launch, red flags are already being raised. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/u-of-north-carolina-stops-file-sharing-before-it-starts/33153\">One of the main concerns\u003c/a> that has not been addressed by Facebook is the potential liability that students, faculty, and universities might face for file-sharing through Facebook. Many universities are already cracking down on file-sharing through school-owned Internet networks, and Facebook’s new tool adds yet another \u003c!--more-->facet to the complicated question. Additionally, schools must consider \u003ca href=\"http://www.zdnet.com/blog/igeneration/students-file-sharing-work-on-facebook-is-it-legal/15067?tag=content;siu-container\">intellectual property right issues\u003c/a>. Facebook’s terms and conditions specify that is has a transferable license to use any content associated with Facebook. Would that be the case for student-produced work? Facebook has not updated its terms and conditions to reflect the new product, so that remains to be seen.\u003c/p>\n\u003cp>Another complaint is that by creating Groups for Schools, Facebook is undermining apps already built by partner developers, like \u003ca href=\"http://www.inigral.com/about/\">Inigral\u003c/a>, which markets itself as a way for universities to increase enrollment and retention through social networks that meet student needs. Now Groups for Friends will offer almost the same service. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/facebook-returns-to-campus-roots-with-groups-for-schools/36045\">Inigral founder Michael Staton says\u003c/a> the company isn’t too concerned about Facebook’s new product because the more students communicate with one another, the better it will be for their business. But there is a sense that Facebook is an unwieldy landlord, who doesn’t pay much attention to the innovations of others that use its platform.\u003c/p>\n\u003cp>Another \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">criticisms\u003c/a> of Groups for Schools is that it doesn’t inspire the kind of online discussion other education-related social media sites do. When Facebook tested the product at \u003ca href=\"http://new.oberlin.edu/\">Oberlin College\u003c/a>, a small liberal arts school in Ohio, for example, the students simply weren’t active in groups that formed -- in some groups, the creator was the sole member, according to an \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">e-campusnews article\u003c/a>. One theory behind the flop at Oberlin is that Facebook is an escape for many students and they’d prefer to keep it unconnected to their academic pursuits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One very noteworthy aspect of the new Groups for Friends is that \u003ca href=\"http://www.digitaltrends.com/social-media/facebook-refocuses-on-student-organization-with-groups-for-schools/\">it loosens the privacy settings\u003c/a> so that any Facebook user with an .edu email address that corresponds to the individual university can be messaged. On the rest of Facebook’s network, two users must be “friends” to exchange messages. While the new looseness in privacy settings might work out fine at a small school like Oberlin where people might even know each other in person, it could be more disconcerting at a larger school like University of Washington or Texas A&M, where much of the student body is just as much a stranger as any other random Facebook user.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Groups for Students is still rolling out and will eventually be available at higher education institutions across the globe.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20770\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20770\" title=\"5600215736_b6d0ac73a9\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5600215736_b6d0ac73a9-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Filckr:Birgerking\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp>The explosive growth of online social media sites specifically targeted at schools has compelled Facebook to edge its way back into the fertile ground of college campuses. Last week, the company \u003ca href=\"http://newsroom.fb.com/Announcements/Introducing-Groups-for-Schools-144.aspx\">announced a new feature\u003c/a> available only to students and faculty with an active .edu email address, Groups for Schools. It's billed to be exclusive -- even alumni and perspective students aren’t allowed in, limiting the scope of the groups and creating something that approximates the intimacy that was Facebook’s strong suit when it first launched.\u003c/p>\n\u003cp>Groups for Schools is meant to network students in the same university community for social or extracurricular events, but also includes elements that make it useful as a study tool, like the popular platform \u003ca href=\"http://www.edmodo.com\">Edmodo\u003c/a> and a number of other similar sites that have cropped up. It allows students and teachers who are members of a group designated to a particular class, for example, to share comments on a class discussion and reading, as well as to share class materials like notes, assignments and calendars, up to 25 MB.\u003c/p>\n\u003cp>But just a week into its launch, red flags are already being raised. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/u-of-north-carolina-stops-file-sharing-before-it-starts/33153\">One of the main concerns\u003c/a> that has not been addressed by Facebook is the potential liability that students, faculty, and universities might face for file-sharing through Facebook. Many universities are already cracking down on file-sharing through school-owned Internet networks, and Facebook’s new tool adds yet another \u003c!--more-->facet to the complicated question. Additionally, schools must consider \u003ca href=\"http://www.zdnet.com/blog/igeneration/students-file-sharing-work-on-facebook-is-it-legal/15067?tag=content;siu-container\">intellectual property right issues\u003c/a>. Facebook’s terms and conditions specify that is has a transferable license to use any content associated with Facebook. Would that be the case for student-produced work? Facebook has not updated its terms and conditions to reflect the new product, so that remains to be seen.\u003c/p>\n\u003cp>Another complaint is that by creating Groups for Schools, Facebook is undermining apps already built by partner developers, like \u003ca href=\"http://www.inigral.com/about/\">Inigral\u003c/a>, which markets itself as a way for universities to increase enrollment and retention through social networks that meet student needs. Now Groups for Friends will offer almost the same service. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/facebook-returns-to-campus-roots-with-groups-for-schools/36045\">Inigral founder Michael Staton says\u003c/a> the company isn’t too concerned about Facebook’s new product because the more students communicate with one another, the better it will be for their business. But there is a sense that Facebook is an unwieldy landlord, who doesn’t pay much attention to the innovations of others that use its platform.\u003c/p>\n\u003cp>Another \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">criticisms\u003c/a> of Groups for Schools is that it doesn’t inspire the kind of online discussion other education-related social media sites do. When Facebook tested the product at \u003ca href=\"http://new.oberlin.edu/\">Oberlin College\u003c/a>, a small liberal arts school in Ohio, for example, the students simply weren’t active in groups that formed -- in some groups, the creator was the sole member, according to an \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">e-campusnews article\u003c/a>. One theory behind the flop at Oberlin is that Facebook is an escape for many students and they’d prefer to keep it unconnected to their academic pursuits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One very noteworthy aspect of the new Groups for Friends is that \u003ca href=\"http://www.digitaltrends.com/social-media/facebook-refocuses-on-student-organization-with-groups-for-schools/\">it loosens the privacy settings\u003c/a> so that any Facebook user with an .edu email address that corresponds to the individual university can be messaged. On the rest of Facebook’s network, two users must be “friends” to exchange messages. While the new looseness in privacy settings might work out fine at a small school like Oberlin where people might even know each other in person, it could be more disconcerting at a larger school like University of Washington or Texas A&M, where much of the student body is just as much a stranger as any other random Facebook user.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Groups for Students is still rolling out and will eventually be available at higher education institutions across the globe.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cobject width=\"640\" height=\"360\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://www.youtube.com/v/hzRjyi1ZYBk&hl=en_US&feature=player_embedded&version=3\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"640\" height=\"360\" type=\"application/x-shockwave-flash\" src=\"http://www.youtube.com/v/hzRjyi1ZYBk&hl=en_US&feature=player_embedded&version=3\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of\u003ca href=\"http://www.infinitethinking.org/\"> Infinite Thinking Machine\u003c/a>, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how to use students' mobile devices in school. Examples like quick class polling to gauge student understanding using Poll Everywhere, Text the Mob and Wiffitti; creating instructional videos on sites like \u003ca href=\"http://www.educreations.com\">Educreations\u003c/a>.\u003c/p>\n\u003cp>For this episode, CUE asked yours truly to do a segment on how educators use Google Chats and video conferencing, and you'll see some of those examples, as well. Check it out!\u003c/p>\n\u003cp>\u003cem>[Executive producers are Mike Lawrence (\u003ca href=\"http://www.twitter.com/techmaverick\" target=\"_blank\">@techmaverick\u003c/a>) and Chris Fitzgerald Walsh (\u003ca href=\"http://www.twitter.com/fitzwalsh\" target=\"_blank\">@fitzwlsh\u003c/a>) and Ramsey Musallam (\u003ca href=\"http://www.twitter.com/rmusallam\" target=\"_blank\">@rmusallam\u003c/a>) is your host.]\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cobject width=\"640\" height=\"360\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://www.youtube.com/v/hzRjyi1ZYBk&hl=en_US&feature=player_embedded&version=3\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"640\" height=\"360\" type=\"application/x-shockwave-flash\" src=\"http://www.youtube.com/v/hzRjyi1ZYBk&hl=en_US&feature=player_embedded&version=3\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of\u003ca href=\"http://www.infinitethinking.org/\"> Infinite Thinking Machine\u003c/a>, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how to use students' mobile devices in school. Examples like quick class polling to gauge student understanding using Poll Everywhere, Text the Mob and Wiffitti; creating instructional videos on sites like \u003ca href=\"http://www.educreations.com\">Educreations\u003c/a>.\u003c/p>\n\u003cp>For this episode, CUE asked yours truly to do a segment on how educators use Google Chats and video conferencing, and you'll see some of those examples, as well. Check it out!\u003c/p>\n\u003cp>\u003cem>[Executive producers are Mike Lawrence (\u003ca href=\"http://www.twitter.com/techmaverick\" target=\"_blank\">@techmaverick\u003c/a>) and Chris Fitzgerald Walsh (\u003ca href=\"http://www.twitter.com/fitzwalsh\" target=\"_blank\">@fitzwlsh\u003c/a>) and Ramsey Musallam (\u003ca href=\"http://www.twitter.com/rmusallam\" target=\"_blank\">@rmusallam\u003c/a>) is your host.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_20746\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366471876/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-20746\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools have been adopting iPads with lightning speed -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">more than 1.5 million\u003c/a> have already been distributed to students, a mere\u003ca href=\"http://en.wikipedia.org/wiki/IPad\"> two years\u003c/a> after the original iPad launch. But beyond Apple's influence in education, the high-profile tablet appears to be the poster child for a different trend.\u003c/p>\n\u003cp>Call it the consumerization of education technology.\u003c/p>\n\u003cp>What the iPad’s rapid incursion into the classroom masks is that the walls that used to slow new instructional technology’s adoption in education are falling. And when walls fall, what’s inside can spill out in any one of several directions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003c/aside>\n\u003cp>A decade ago, the standard education technology adoption cycle was pretty straightforward. Cool tech was traditionally seeded in the consumer market. If the technology could be useful enough for teaching, it might be adopted in higher education where older students and their parents were the consumers. Then, after being thoroughly vetted and validated, it might eventually work its way down into K-12 classrooms where schools and districts bought the technology.\u003c/p>\n\u003cp>It was a long process, one that itself might take a decade -- and for good reasons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First, relative to today, technology was expensive – in 2002, a laptop with 512MB RAM, a 30GB hard drive and 15” screen running Windows XP or Mac OS X, sporting a not-so-fast 802.11b Wi-Fi connection and modem, cost \u003ca href=\"http://www.upenn.edu/computing/arch/standards/supportingdocs/01-02/laptop-01-02.html\">about $3,000\u003c/a>. For the most part, with the exception of these heavy laptops and some not-so-smart phones, mobile technologies were relatively unfamiliar in education.\u003c/p>\n\u003cp>Internet infrastructure was also a challenge. If any Web connections were prevalent in schools, they were rarely wireless. It really hasn’t been so long since NetDay, a grassroots volunteer effort, physically wired 75,000 classrooms for Internet access in 40 states between \u003ca href=\"http://www.netday.org/about_history.htm\">1996 and 2001\u003c/a>.\u003c/p>\n\u003cp>Yet the old evaluation cycle would work, haltingly. Online classes and distance learning began in higher education, as did digital textbooks, before filtering though the adoption strata into K-12 \u003c!--more-->education.\u003c/p>\n\u003cp>Other times a technology might stall or dead-end. While consumers were buying multimedia CD-ROMs for home educational use in the 1990s, for instance, schools were still investing in libraries of LaserDiscs.\u003c/p>\n\u003cp>But in the past handful of years, this traditional adoption cycle has been compressed – if not completely overturned.\u003c/p>\n\u003cp>\u003cstrong>SHRINKING TIME LAG\u003c/strong>\u003c/p>\n\u003cp>The iPad is just one example, as it moves from the consumer market to both higher education and K-12, not trickling through the former to reach the latter. 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\">survey\u003c/a> released in March by Harris Interactive and the Pearson Foundation found that 25% of college students own tablets (63% of those are iPads), tripling from 7% in a single year. At the same time, 17% of high school seniors own tablets, quadrupling from 4%.\u003c/p>\n\u003cp>Another instance: Online learning is bubbling back into consumer from higher ed. \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, an online-only initiative of MIT open to learners outside of the physical campus, \u003ca href=\"http://www.insidehighered.com/news/2012/04/06/how-could-mitx-change-mit\">attracted 120,000\u003c/a> students to its first course this spring – and could lead to an optional, official certification of completion for many. Even K-12 participates in this blurring: interactive whiteboards, a staple of many school classrooms, have made inroads into colleges and universities with 38% of college students recently telling a \u003ca href=\"http://www.prweb.com/releases/2012/2/prweb9212511.htm\">Book Industry Study Group survey\u003c/a> that they use them “to a large extent.”\u003c/p>\n\u003cp>On one hand, this decade-long lag allowed for thoughtful analysis, planning and observations of technologies that worked and were not just passing fads. On the other hand, it let educational institutions get horribly out of sync with the rest of students’ lives. But that time lapse has apparently become an adoption lag of two-to-three years. Or less.\u003c/p>\n\u003cp>A good chunk of the reason for the change is rational. Technology, now, is increasingly cheap. That $3,000 laptop is now about $500-700 – plus it’s far more powerful, and could be a netbook or a tablet with an optional keyboard. Upfront purchase instructional software is now supplemented or replaced entirely by individual apps, digital subscriptions or “free” Open Educational Resources.\u003c/p>\n\u003cp>And the required infrastructure has moved from wired and plugged to wireless, cloud-based and battery-operated, leapfrogging the earlier NetDay efforts.\u003c/p>\n\u003cp>But an equally large part of the reason for the acceleration may be both biological and psychological: Technology’s presence is familiar, almost expected, to accomplish a task. It’s not just students who are “digital natives” these days. No one under the age of 30 knew adolescence without a Web browser, let alone a personal computer (introduced, respectively, in 1993 and 1977). That means a lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003cdiv id=\"attachment_20752\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366473192/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20752\" title=\"2366473192_d3bf1feffd\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366473192_d3bf1feffd-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: OrangeFred\u003c/p>\n\u003c/div>\n\u003cp>Finally, layer on three outside forces that are caffeinating the bees in this consumer/K-12/higher ed cross-pollination. Venture capitalists see K-12’s Common Core State Standards leveling the playing field by potentially lessening the cost for entrants to be “standards aligned,” and able to sell into one nearly 50-state market rather than up to 50 individual state-standard specific markets. Foundations consider tech a lever for education reform.\u003c/p>\n\u003cp>And don't forget there are the non-edu technologists, who see an unmet need and are being propelled into ed-tech through competitions such as \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, SXSWedu’s \u003ca href=\"http://sxswedu.com/launchedu\">LAUNCHedu\u003c/a>, and at three years old, the comparative granddaddy of such events, the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/incubator.asp\">Innovation Incubator\u003c/a>.\u003c/p>\n\u003cp>What all these external efforts have in common is that they don’t necessarily respect the traditional separations between types of education markets. So what results is often a Dr. Doolittle pushmi-pullyu-esque mashup of ideas that could play in one or more of K-12, higher education, continuing/professional education, lifelong education and direct-to-parent. All of which will cause the walls to crumble even more.\u003c/p>\n\u003cp>Project Tomorrow, in last year’s \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">Speak Up National Research Project\u003c/a> report, summed up a key facet of the change: “Today’s students are functioning as a Digital Advance Team for the rest of us, scouting out these new technologies, adopting them for use in their personal lives and then effectively adapting them for education purpose….”\u003c/p>\n\u003cp>Except now, those digital scouts could be anyone who brings an outside device or app into a school or college.\u003c/p>\n\u003cp>The result? Something different, fluid, with less domain separation and more immediate influence. Altogether, it likely represents an unprecedented convergence of K-12, higher education and consumer technology – or a collision, one in which no tech, person or preconceived notion is just an innocent bystander.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">@FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>\u003c/em>\u003cem>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">GeekWire\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20746\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366471876/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-20746\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/2366471876_0733316fc9-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools have been adopting iPads with lightning speed -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">more than 1.5 million\u003c/a> have already been distributed to students, a mere\u003ca href=\"http://en.wikipedia.org/wiki/IPad\"> two years\u003c/a> after the original iPad launch. But beyond Apple's influence in education, the high-profile tablet appears to be the poster child for a different trend.\u003c/p>\n\u003cp>Call it the consumerization of education technology.\u003c/p>\n\u003cp>What the iPad’s rapid incursion into the classroom masks is that the walls that used to slow new instructional technology’s adoption in education are falling. And when walls fall, what’s inside can spill out in any one of several directions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003c/aside>\n\u003cp>A decade ago, the standard education technology adoption cycle was pretty straightforward. Cool tech was traditionally seeded in the consumer market. If the technology could be useful enough for teaching, it might be adopted in higher education where older students and their parents were the consumers. Then, after being thoroughly vetted and validated, it might eventually work its way down into K-12 classrooms where schools and districts bought the technology.\u003c/p>\n\u003cp>It was a long process, one that itself might take a decade -- and for good reasons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First, relative to today, technology was expensive – in 2002, a laptop with 512MB RAM, a 30GB hard drive and 15” screen running Windows XP or Mac OS X, sporting a not-so-fast 802.11b Wi-Fi connection and modem, cost \u003ca href=\"http://www.upenn.edu/computing/arch/standards/supportingdocs/01-02/laptop-01-02.html\">about $3,000\u003c/a>. For the most part, with the exception of these heavy laptops and some not-so-smart phones, mobile technologies were relatively unfamiliar in education.\u003c/p>\n\u003cp>Internet infrastructure was also a challenge. If any Web connections were prevalent in schools, they were rarely wireless. It really hasn’t been so long since NetDay, a grassroots volunteer effort, physically wired 75,000 classrooms for Internet access in 40 states between \u003ca href=\"http://www.netday.org/about_history.htm\">1996 and 2001\u003c/a>.\u003c/p>\n\u003cp>Yet the old evaluation cycle would work, haltingly. Online classes and distance learning began in higher education, as did digital textbooks, before filtering though the adoption strata into K-12 \u003c!--more-->education.\u003c/p>\n\u003cp>Other times a technology might stall or dead-end. While consumers were buying multimedia CD-ROMs for home educational use in the 1990s, for instance, schools were still investing in libraries of LaserDiscs.\u003c/p>\n\u003cp>But in the past handful of years, this traditional adoption cycle has been compressed – if not completely overturned.\u003c/p>\n\u003cp>\u003cstrong>SHRINKING TIME LAG\u003c/strong>\u003c/p>\n\u003cp>The iPad is just one example, as it moves from the consumer market to both higher education and K-12, not trickling through the former to reach the latter. 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\">survey\u003c/a> released in March by Harris Interactive and the Pearson Foundation found that 25% of college students own tablets (63% of those are iPads), tripling from 7% in a single year. At the same time, 17% of high school seniors own tablets, quadrupling from 4%.\u003c/p>\n\u003cp>Another instance: Online learning is bubbling back into consumer from higher ed. \u003ca href=\"http://mitx.mit.edu/\">MITx\u003c/a>, an online-only initiative of MIT open to learners outside of the physical campus, \u003ca href=\"http://www.insidehighered.com/news/2012/04/06/how-could-mitx-change-mit\">attracted 120,000\u003c/a> students to its first course this spring – and could lead to an optional, official certification of completion for many. Even K-12 participates in this blurring: interactive whiteboards, a staple of many school classrooms, have made inroads into colleges and universities with 38% of college students recently telling a \u003ca href=\"http://www.prweb.com/releases/2012/2/prweb9212511.htm\">Book Industry Study Group survey\u003c/a> that they use them “to a large extent.”\u003c/p>\n\u003cp>On one hand, this decade-long lag allowed for thoughtful analysis, planning and observations of technologies that worked and were not just passing fads. On the other hand, it let educational institutions get horribly out of sync with the rest of students’ lives. But that time lapse has apparently become an adoption lag of two-to-three years. Or less.\u003c/p>\n\u003cp>A good chunk of the reason for the change is rational. Technology, now, is increasingly cheap. That $3,000 laptop is now about $500-700 – plus it’s far more powerful, and could be a netbook or a tablet with an optional keyboard. Upfront purchase instructional software is now supplemented or replaced entirely by individual apps, digital subscriptions or “free” Open Educational Resources.\u003c/p>\n\u003cp>And the required infrastructure has moved from wired and plugged to wireless, cloud-based and battery-operated, leapfrogging the earlier NetDay efforts.\u003c/p>\n\u003cp>But an equally large part of the reason for the acceleration may be both biological and psychological: Technology’s presence is familiar, almost expected, to accomplish a task. It’s not just students who are “digital natives” these days. No one under the age of 30 knew adolescence without a Web browser, let alone a personal computer (introduced, respectively, in 1993 and 1977). That means a lot of teachers, administrators and even education policy makers carry the same tech expectations as their students.\u003c/p>\n\u003cdiv id=\"attachment_20752\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/75561095@N00/2366473192/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20752\" title=\"2366473192_d3bf1feffd\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/2366473192_d3bf1feffd-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: OrangeFred\u003c/p>\n\u003c/div>\n\u003cp>Finally, layer on three outside forces that are caffeinating the bees in this consumer/K-12/higher ed cross-pollination. 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Foundations consider tech a lever for education reform.\u003c/p>\n\u003cp>And don't forget there are the non-edu technologists, who see an unmet need and are being propelled into ed-tech through competitions such as \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, SXSWedu’s \u003ca href=\"http://sxswedu.com/launchedu\">LAUNCHedu\u003c/a>, and at three years old, the comparative granddaddy of such events, the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/incubator.asp\">Innovation Incubator\u003c/a>.\u003c/p>\n\u003cp>What all these external efforts have in common is that they don’t necessarily respect the traditional separations between types of education markets. So what results is often a Dr. Doolittle pushmi-pullyu-esque mashup of ideas that could play in one or more of K-12, higher education, continuing/professional education, lifelong education and direct-to-parent. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">@FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>\u003c/em>\u003cem>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">GeekWire\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20672\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/apps-aimed-at-kids-raise-privacy-concerns/photo-17/\" rel=\"attachment wp-att-20672\">\u003cimg class=\"size-medium wp-image-20672\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/photo-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>The number of mobile apps marketed to kids is growing at a rapid pace, yet a recent report by the Federal Trade Commission raises new concerns about child privacy and the lack of disclosure about the personal data being collected.\u003c/p>\n\u003cp>The FTC reviewed the promotional pages for 400 apps aimed at kids and found that fewer than 2 percent disclosed what personal information is collected or how it is used. The commission noted that smartphone apps can collect personal data from the device automatically, including the user’s location, phone number, list of contacts and call logs, and share that with others.\u003c/p>\n\u003cp>The \u003ca href=\"http://ftc.gov/os/2012/02/120216mobile_apps_kids.pdf\" target=\"_blank\">review [PDF]\u003c/a> did not delve into what information apps actually are collecting from children, but the FTC is looking into that and plans to release its findings within the next four months.\u003c/p>\n\u003cp>“Parents should be able to learn before they download apps what information will be used and how it’s shared,” said Patricia Poss, one of the FTC report authors.\u003c/p>\n\u003cp>As part of its review, the FTC \u003ca href=\"http://ftc.gov/opa/2011/08/w3mobileapps.shtm\" target=\"_blank\">fined a California company\u003c/a> on accusations of violating the Children’s Online Privacy Protection Act, which outlaws the collection of data from children younger than 13 without parental approval. By law, companies must explain what information is being collected and how it is used. The California company, W3 Innovations LLC, was fined $50,000 for collecting e-mail addresses and other information from tens of thousands of children without parental consent. It was the FTC’s first mobile app case.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“What makes a lot of parents uncomfortable is when they are not informed about the collection and use of data.”\u003c/p>\n\u003c/aside>\n\u003cp>Privacy concerns have been growing since news surfaced in February that apps for Facebook, Twitter and others accessed – and sometimes copied – entire address books without permission.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some privacy experts say the problem stems from the unprecedented growth of the mobile app market, not from malicious intent.\u003c/p>\n\u003cp>“The majority of the issues raised by the FTC and other interested parties are mostly attributable to the speed of the growth of this market,” said Ed Lewis, CEO of Media Chaperone, which develops software for Disney and other companies to help manage content permissions and privacy settings.\u003c/p>\n\u003cp>Jules Polonetsky of the Future of Privacy Forum think tank says the majority of apps collect limited \u003c!--more-->personal information. Many don’t ask for a user’s name or e-mail, he said, but track usage in a way that helps target advertising and keeps the app free.\u003c/p>\n\u003cp>“We don’t yet have rogue apps doing evil things to kids,” Polonetsky said. “But the issue is we have a law, and the law says you can’t collect information from a kid without their parents providing express permission.”\u003c/p>\n\u003cp>Jake Ward, spokesman for the Application Developers Alliance trade association, says part of the challenge is the diverse and fragmented nature of the industry.\u003c/p>\n\u003cp>“It’s problematic to assume that app developers can be coders and privacy lawyers and CEOs all at the same time,” Ward said.\u003c/p>\n\u003cp>Ward added that the industry has been “incredibly quick to respond and fix mistakes when the question of privacy has arisen.”\u003c/p>\n\u003cp>Apps aimed at children feature everything from alphabet games and nursery rhymes to storybooks and animal puzzles. The danger usually lies in the eyes of the beholder. Some parents don’t want to expose their children to advertisements embedded in apps, because research has shown children are less savvy at discerning the difference between content and advertising. Other parents might not be concerned about targeted ads, but draw the line at apps that track a child’s location.\u003c/p>\n\u003cp>Some apps collect and use children’s data for a positive purpose, said Alan Simpson, vice president of policy at Common Sense Media, a San Francisco public interest group. Simpson points to an app that teaches algebra, tracking responses to earlier problems to best tailor instruction in a challenging way.\u003c/p>\n\u003cp>“What makes a lot of parents uncomfortable,” he said, “is when they are not informed about the collection and use of data.”\u003c/p>\n\u003cp>To help address the concerns, the FTC recommended that app makers create parental permissions and privacy settings for apps accessed by children and that app stores create a system to display permissions and privacy settings clearly.\u003c/p>\n\u003cp>In California, the process is already in the works. A \u003ca href=\"http://articles.latimes.com/2012/feb/22/business/la-fi-tn-calif-ag-kamala-harris-agreement-with-apple-amazon-google-hp-microsoft-rim-on-app-privacy-policies-20120222\" target=\"_blank\">recent agreement\u003c/a> between Attorney General Kamala Harris and major app stores requires them to create a system for apps to share privacy practices with users in simple ways.\u003c/p>\n\u003cp>That is a step in the right direction, says Jim Brock, founder of PrivacyChoice, a tool that helps developers write privacy policies.\u003c/p>\n\u003cp>“Most developers are scared of privacy policies. They’re scared it’s going to take time and cost money,” Brock said. “We’re going to need more proactive attention from the app marketplace if there is any hope of bringing up privacy standards among the developer community.”\u003c/p>\n\u003cp>Various groups already are working toward reaching the goals. The Application Developers Alliance and Future of Privacy Forum, for example, will be hosting a \u003ca href=\"http://www.futureofprivacy.org/2012/02/16/west-coast-app-developer-privacy-summit/\" target=\"_blank\">privacy summit\u003c/a> at Stanford University on April 25 to examine privacy challenges the app ecosystem faces.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://californiawatch.org/dailyreport/ftc-apps-aimed-kids-raise-privacy-concerns-15739\">The California Watch\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20672\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/apps-aimed-at-kids-raise-privacy-concerns/photo-17/\" rel=\"attachment wp-att-20672\">\u003cimg class=\"size-medium wp-image-20672\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/photo-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>The number of mobile apps marketed to kids is growing at a rapid pace, yet a recent report by the Federal Trade Commission raises new concerns about child privacy and the lack of disclosure about the personal data being collected.\u003c/p>\n\u003cp>The FTC reviewed the promotional pages for 400 apps aimed at kids and found that fewer than 2 percent disclosed what personal information is collected or how it is used. The commission noted that smartphone apps can collect personal data from the device automatically, including the user’s location, phone number, list of contacts and call logs, and share that with others.\u003c/p>\n\u003cp>The \u003ca href=\"http://ftc.gov/os/2012/02/120216mobile_apps_kids.pdf\" target=\"_blank\">review [PDF]\u003c/a> did not delve into what information apps actually are collecting from children, but the FTC is looking into that and plans to release its findings within the next four months.\u003c/p>\n\u003cp>“Parents should be able to learn before they download apps what information will be used and how it’s shared,” said Patricia Poss, one of the FTC report authors.\u003c/p>\n\u003cp>As part of its review, the FTC \u003ca href=\"http://ftc.gov/opa/2011/08/w3mobileapps.shtm\" target=\"_blank\">fined a California company\u003c/a> on accusations of violating the Children’s Online Privacy Protection Act, which outlaws the collection of data from children younger than 13 without parental approval. By law, companies must explain what information is being collected and how it is used. The California company, W3 Innovations LLC, was fined $50,000 for collecting e-mail addresses and other information from tens of thousands of children without parental consent. It was the FTC’s first mobile app case.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“What makes a lot of parents uncomfortable is when they are not informed about the collection and use of data.”\u003c/p>\n\u003c/aside>\n\u003cp>Privacy concerns have been growing since news surfaced in February that apps for Facebook, Twitter and others accessed – and sometimes copied – entire address books without permission.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some privacy experts say the problem stems from the unprecedented growth of the mobile app market, not from malicious intent.\u003c/p>\n\u003cp>“The majority of the issues raised by the FTC and other interested parties are mostly attributable to the speed of the growth of this market,” said Ed Lewis, CEO of Media Chaperone, which develops software for Disney and other companies to help manage content permissions and privacy settings.\u003c/p>\n\u003cp>Jules Polonetsky of the Future of Privacy Forum think tank says the majority of apps collect limited \u003c!--more-->personal information. Many don’t ask for a user’s name or e-mail, he said, but track usage in a way that helps target advertising and keeps the app free.\u003c/p>\n\u003cp>“We don’t yet have rogue apps doing evil things to kids,” Polonetsky said. “But the issue is we have a law, and the law says you can’t collect information from a kid without their parents providing express permission.”\u003c/p>\n\u003cp>Jake Ward, spokesman for the Application Developers Alliance trade association, says part of the challenge is the diverse and fragmented nature of the industry.\u003c/p>\n\u003cp>“It’s problematic to assume that app developers can be coders and privacy lawyers and CEOs all at the same time,” Ward said.\u003c/p>\n\u003cp>Ward added that the industry has been “incredibly quick to respond and fix mistakes when the question of privacy has arisen.”\u003c/p>\n\u003cp>Apps aimed at children feature everything from alphabet games and nursery rhymes to storybooks and animal puzzles. The danger usually lies in the eyes of the beholder. Some parents don’t want to expose their children to advertisements embedded in apps, because research has shown children are less savvy at discerning the difference between content and advertising. Other parents might not be concerned about targeted ads, but draw the line at apps that track a child’s location.\u003c/p>\n\u003cp>Some apps collect and use children’s data for a positive purpose, said Alan Simpson, vice president of policy at Common Sense Media, a San Francisco public interest group. Simpson points to an app that teaches algebra, tracking responses to earlier problems to best tailor instruction in a challenging way.\u003c/p>\n\u003cp>“What makes a lot of parents uncomfortable,” he said, “is when they are not informed about the collection and use of data.”\u003c/p>\n\u003cp>To help address the concerns, the FTC recommended that app makers create parental permissions and privacy settings for apps accessed by children and that app stores create a system to display permissions and privacy settings clearly.\u003c/p>\n\u003cp>In California, the process is already in the works. A \u003ca href=\"http://articles.latimes.com/2012/feb/22/business/la-fi-tn-calif-ag-kamala-harris-agreement-with-apple-amazon-google-hp-microsoft-rim-on-app-privacy-policies-20120222\" target=\"_blank\">recent agreement\u003c/a> between Attorney General Kamala Harris and major app stores requires them to create a system for apps to share privacy practices with users in simple ways.\u003c/p>\n\u003cp>That is a step in the right direction, says Jim Brock, founder of PrivacyChoice, a tool that helps developers write privacy policies.\u003c/p>\n\u003cp>“Most developers are scared of privacy policies. They’re scared it’s going to take time and cost money,” Brock said. “We’re going to need more proactive attention from the app marketplace if there is any hope of bringing up privacy standards among the developer community.”\u003c/p>\n\u003cp>Various groups already are working toward reaching the goals. The Application Developers Alliance and Future of Privacy Forum, for example, will be hosting a \u003ca href=\"http://www.futureofprivacy.org/2012/02/16/west-coast-app-developer-privacy-summit/\" target=\"_blank\">privacy summit\u003c/a> at Stanford University on April 25 to examine privacy challenges the app ecosystem faces.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://californiawatch.org/dailyreport/ftc-apps-aimed-kids-raise-privacy-concerns-15739\">The California Watch\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Students Redesign Their Own Schools",
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"content": "\u003cfigure id=\"attachment_20628\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.discoverdesign.org/design/gallery/767\">\u003cimg class=\"size-large wp-image-20628\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/GOOD-ONE-2011-05-14-23475600000-620x348.png\" alt=\"\" width=\"620\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student-designed school bus shelter.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Up until a couple of years ago, the \u003ca href=\"http://www.caf.architecture.org/\">Chicago Architecture Foundation\u003c/a>’s strategies were pretty ordinary: tours of interesting buildings around Chicago, or publishing a high school architecture textbook.\u003c/p>\n\u003cp>But the foundation staff wanted to do try more interesting, a project that would compel students to really be immersed in the world of architecture and to solve a problem. They came up with \u003ca href=\"http://www.discoverdesign.org\">DiscoverDesign\u003c/a>, challenging students to redesign their schools, one piece at a time. Start with their lockers.\u003c/p>\n\u003cp>“A teenager doesn’t have much experience in a skyscraper,” says Jen Masengarb, the Foundation’s senior manager for educational research. “What really gets students worked up is my cafeteria is too dark, or I can’t fit all my stuff in my locker. For a teenager, the more riled up they get, the more they begin to imagine possibilities.”\u003c/p>\n\u003cp>Working under a teacher, students around the country have begun conceptualizing, redesigning, and ultimately submitting drafts for a variety of school functions: lockers, cafeterias, bike stands – even an entire technology wing. As the student thinks about what these functions have to do in order to be effective, they post each stage of their work online, to illustrate not just the final product, but the work process itself. “It’s much more than, ‘Tada! My work is done.’” Masengarb says.\u003c/p>\n\u003cp>The projects stimulate three essential areas of learning. Sketching and drawing out blueprints exercises art and drawing skills. Thinking about how people behave and want in, say, a technology wing provides an education in social science and government. Finally, writing up how a new tech wing would force students to organize their thoughts and present a coherent argument.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As students post every stage of their work online, working architects log on and offer suggestions, criticism, and feedback. Other students from around the country also post comments, often \u003c!--more-->learning unexpected lessons. For example, students from Alaska might not be aware that a Florida school wouldn’t need hallways, freeing up space for new possibilities. And a Florida students would never imagine that an Alaska cafeteria would have to be designed into order to allow as much natural sunlight as possible.\u003c/p>\n\u003cp>And as students comment online, they get a chance to participate in the larger conversation without dealing with the awkward social dynamics that they encounter walking the halls of their actual schools. The site enables students to overcome their own social limitations.\u003c/p>\n\u003cp>So far, roughly 600 students have logged onto the site, and 150 projects have been posted. The Foundation is conducting a national contest to design the perfect cafeteria.\u003c/p>\n\u003cp>When the school year is up, the Chicago Architecture Foundation will relaunch the site yet again, this time offering badging as part of the comment functions. And next year, students will tackle the hardest project of all: the school bathroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Kids would love to redesign their bathrooms,” Masengarb says. “There’s a lot of bullying in bathrooms, sometimes there are illegal activities – it’s not a very friendly space.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20628\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.discoverdesign.org/design/gallery/767\">\u003cimg class=\"size-large wp-image-20628\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/GOOD-ONE-2011-05-14-23475600000-620x348.png\" alt=\"\" width=\"620\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student-designed school bus shelter.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Up until a couple of years ago, the \u003ca href=\"http://www.caf.architecture.org/\">Chicago Architecture Foundation\u003c/a>’s strategies were pretty ordinary: tours of interesting buildings around Chicago, or publishing a high school architecture textbook.\u003c/p>\n\u003cp>But the foundation staff wanted to do try more interesting, a project that would compel students to really be immersed in the world of architecture and to solve a problem. They came up with \u003ca href=\"http://www.discoverdesign.org\">DiscoverDesign\u003c/a>, challenging students to redesign their schools, one piece at a time. Start with their lockers.\u003c/p>\n\u003cp>“A teenager doesn’t have much experience in a skyscraper,” says Jen Masengarb, the Foundation’s senior manager for educational research. “What really gets students worked up is my cafeteria is too dark, or I can’t fit all my stuff in my locker. For a teenager, the more riled up they get, the more they begin to imagine possibilities.”\u003c/p>\n\u003cp>Working under a teacher, students around the country have begun conceptualizing, redesigning, and ultimately submitting drafts for a variety of school functions: lockers, cafeterias, bike stands – even an entire technology wing. As the student thinks about what these functions have to do in order to be effective, they post each stage of their work online, to illustrate not just the final product, but the work process itself. “It’s much more than, ‘Tada! My work is done.’” Masengarb says.\u003c/p>\n\u003cp>The projects stimulate three essential areas of learning. Sketching and drawing out blueprints exercises art and drawing skills. Thinking about how people behave and want in, say, a technology wing provides an education in social science and government. Finally, writing up how a new tech wing would force students to organize their thoughts and present a coherent argument.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As students post every stage of their work online, working architects log on and offer suggestions, criticism, and feedback. Other students from around the country also post comments, often \u003c!--more-->learning unexpected lessons. For example, students from Alaska might not be aware that a Florida school wouldn’t need hallways, freeing up space for new possibilities. And a Florida students would never imagine that an Alaska cafeteria would have to be designed into order to allow as much natural sunlight as possible.\u003c/p>\n\u003cp>And as students comment online, they get a chance to participate in the larger conversation without dealing with the awkward social dynamics that they encounter walking the halls of their actual schools. The site enables students to overcome their own social limitations.\u003c/p>\n\u003cp>So far, roughly 600 students have logged onto the site, and 150 projects have been posted. The Foundation is conducting a national contest to design the perfect cafeteria.\u003c/p>\n\u003cp>When the school year is up, the Chicago Architecture Foundation will relaunch the site yet again, this time offering badging as part of the comment functions. And next year, students will tackle the hardest project of all: the school bathroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Kids would love to redesign their bathrooms,” Masengarb says. “There’s a lot of bullying in bathrooms, sometimes there are illegal activities – it’s not a very friendly space.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=_CastlWoH2c&feature=player_embedded\">\u003cimg class=\"size-large wp-image-20550\" title=\"ISD\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/MN_blue_688-620x349.jpg\" alt=\"\" width=\"620\" height=\"349\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Innovation in ISD\u003c/p>\n\u003c/div>\n\u003ch5>\u003cem>No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.\u003c/em>\u003c/h5>\n\u003ch5>By Heather Chaplin\u003c/h5>\n\u003cp class=\"dropcap-serif\">Since early 2001, every school accepting federal funding for discounted Internet access through the government’s E-rate program had to do two things – block “harmful” sites and create an Acceptable Use Policy.\u003c/p>\n\u003cp>The mantra of schools back then was pretty simple: Keep it out. The standard approach to this government mandate, the Children’s Internet Protection Act (CIPA), was to build the equivalent of walls, fences, and moats to keep kids from the web.\u003c/p>\n\u003cp>“It’s a historical hiccup in the history of learning,” said \u003ca title=\"Rich Halverson\" href=\"http://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/richard-halverson\">Rich Halverson\u003c/a>, a learning scientist at the University of Wisconsin-Madison, and the lead researcher on \u003ca title=\"KidGrid\" href=\"http://www.gameslearningsociety.org/research/kidgrid\">KidGrid\u003c/a>, a mobile app that helps teachers study and analyze student data. “Here we had the most sophisticated advances in the history of learning banned from schools out of fear.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/mobile-mind-shift-icon/\" rel=\"attachment wp-att-20566\">\u003cimg class=\"alignleft size-thumbnail wp-image-20566\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>GUIDE TO MOBILE LEARNING:\u003c/strong> Part two of a series exploring mobile learning co-produced by \u003cstrong>MindShift\u003c/strong> and \u003ca href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>. The first post in this series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Fear was definitely the word you heard when talking to school administrators – no doubt partly because in the age of the Internet, 2001 was a long time ago, and the Web was still unknown territory for plenty of people back then. Also, all it takes is one student downloading pornography and sending it around the school, or one case of sexting that makes it in the news, for a school to find itself in serious hot water.\u003c/p>\n\u003cp>But recently – in the last two or three years - something has changed. Schools seem to be getting over their fears and want to bring the Web and social media and all the attendant digital tools into \u003c!--more-->the classroom. You can see this change reflected in a slew of new Acceptable Use Policies (AUPs) across the country that emphasize responsibility over mere acceptance and the implementation of school-wide blogs and even the distribution of smartphones for classroom use.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This isn’t happening in the majority of schools,” said \u003ca title=\"Jim Bosco\" href=\"http://homepages.wmich.edu/%7Ebosco/bio.html\">Jim Bosco\u003c/a>, principal investigator at the Consortium of School Networking’s \u003ca title=\"Participatory Learning in Schools\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Home/tabid/7112/Default.aspx\">Participatory Learning in Schools\u003c/a> initiative. “But it’s not the rarity anymore, either.”\u003c/p>\n\u003cp>Bosco said that while he had no empirical data to track these changes in schools, he estimated that between 40 and 50 percent of school districts were developing more forward-thinking policies. The Consortium of School Networking (CoSN) is working with school leaders from 13 districts to \u003ca title=\"collaborate on creating models for district-level digital media use policies\" href=\"http://spotlight.macfound.org/blog/entry/school-leaders-collaborate-on-best-practices-for-district-level-digital-med/\">collaborate on creating models for district-level digital media use policies\u003c/a> in K-12 education.\u003c/p>\n\u003cp>COSN released a paper this month called “\u003ca title=\"Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>.”\u003c/p>\n\u003cp>“The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement,” the paper says.\u003c/p>\n\u003cp>It simply makes no sense, the paper argues, to try and keep students out of a world – a digital world – that is going to be paramount to how they live and work as adults. In fact, says Bosco, it’s not even possible to keep them out.\u003c/p>\n\u003cp>“You can build as big a moat as you want,” he said. “But it’s not going to work if for no other reason than they go home at night. A lot of people say, well, what they do when they get home is not my problem. But I think that seems borderline unethical.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“You can build as big a moat as you want, but it’s not going to work if for no other reason than they go home at night.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to Bosco, administrators at schools ought to be providing safe environments for students to learn how to be responsible digital citizens – not just protecting themselves from lawsuits by keeping the Internet out of the classroom and leaving kids to flail about when they go home.\u003c/p>\n\u003cp>“One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school,” the CoSN paper reads.\u003c/p>\n\u003cp>The Children’s Internet Protection Act requires Internet filters, but the changing thinking over the last two or three years is that maybe those “filters” aren’t best enforced by draconian AUPs.\u003c/p>\n\u003cp>“When I talk to colleagues in Finland, they say, how do you filter?” said \u003ca title=\"Jim Klein\" href=\"http://www.classroom20.com/profile/jimklein\">Jim Klein\u003c/a>, director of Information Services and Technology at the \u003ca title=\"Saugus Union School District\" href=\"http://www.saugususd.org/\">Saugus Union School District\u003c/a> in Southern California. “They say, our kids’ filters are in their heads. You do this by giving them a safe environment to educate themselves instead of sticking your head in the sand and pretending these technologies don’t exist.”\u003c/p>\n\u003cp>This doesn’t mean that students in Klein’s district have unfettered access to anything online. But Klein has a different approach to blocking. Instead of buying a commercial filter that blocks URLs, Klein, who uses only open source software, has created filters based on content. This means YouTube, for example, is available as a site, but a particular page – pornographic or hate-based – won’t be.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">DISPELLING MYTHS ABOUT BLOCKED WEBSITES\u003cstrong>\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">STUDENTS DEMAND THE RIGHT TO USE TECHNOLOGY IN SCHOOLS\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/when-school-web-filtering-comes-home/\">WHEN SCHOOL WEB FILTERING COMES HOME\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Klein also said that when he’s building filters, he doesn’t work with the mindset of keeping out every kid who desperately wants to get around them – those kids are going to get access anyway, he said, whether by breaking through the filter or waiting until they go home. Rather, he sets out to prevent students from accidentally stumbling on something harmful or upsetting.\u003c/p>\n\u003cp>“You have to understand the purpose of filters,” he said, “and change your assumptions about what you’re doing.”\u003c/p>\n\u003cp>When Klein was loosening the filter system, he spent a lot of time talking to teachers about what he was doing and why. Teachers have to be responsible for what happens in their classroom, Klein said. And the expectation has to be that students are responsible for their own behavior. His message of responsibility is echoed by the new CoSN paper and by other forward-thinking tech administrators at districts around the country.\u003c/p>\n\u003cp>\u003cstrong>DISTRICTS FIGURING IT OUT\u003c/strong>\u003c/p>\n\u003cp>The \u003ca title=\"Katy Independent School District\" href=\"http://www.katyisd.org/Pages/default.aspx\">Katy Independent School District\u003c/a> in Texas recently changed its AUP to focus on “responsible use,” said Darlene Rankin, director of instructional technology. “Digital responsibility is big.” Rankin said. “We’re teaching students how to operate in this new world. We wanted to change the wording in our guidelines because we don’t want students to accept them; we want students to be responsible for them.”\u003c/p>\n\u003cp>Do things ever go wrong? Of course. In the Katy ISD, one fifth grader did a search for and found videos of lap dancers. The parents, Rankin said, were irate.\u003c/p>\n\u003cp>“Things are going to happen,” Rankin said. “We talked to the parents – ultimately it was a great teaching moment.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The depth of thought and level of discourse gets much deeper when you add an online environment.\"\u003c/p>\n\u003c/aside>\n\u003cp>Halverson, of the University of Wisconsin-Madison, said one of the problems schools are now facing over responsible internet use is a legacy of the last 20-plus years of what he called an “accountability squeeze” in the school system. There’s been so much focus on “holding schools accountable” that school administrators have been living in a culture of fear – fear of innovating, fear of trying something that might be messy.\u003c/p>\n\u003cp>“Research-driven intervention like changing the curriculum or bringing in new textbooks leaves no room for error,” he said, “which is never going to be the case with digital technology. Of course there’s uncertainty and variation in what they’ve been doing – just look at the state of algebra in inner-city schools. But you can certify a textbook. Everyone wants a magic bullet that will solve all problems, but it doesn’t exist. We need to lay off schools and let them innovate.”\u003c/p>\n\u003cp>Katy ISD has been innovating by distributing Android phones to students. Three years ago, the district gave 150 phones to fifth graders at one elementary school. The next year, it gave out 1,500 phones at 11 schools; and this year, 3,200 students at 18 schools now have Androids.\u003c/p>\n\u003cdiv id=\"attachment_20565\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659976191/sizes/m/in/set-72157628777364255/\">\u003cimg class=\"size-medium wp-image-20565\" title=\"6659976191_5a16b0a624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/6659976191_5a16b0a624-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Flickinger\u003c/p>\n\u003c/div>\n\u003cp>In the classroom, students log in and receive assignments, take quizzes and do research on their phones. The school has made certain apps available, including an online catalog for the library and reference books. Teachers also plan specific lessons taking advantage of the phones; for example, when students are studying 3-D objects, they watch a video and then take pictures with their phones. Afterwards, they open a drawing program, where they do work based on the image, and then send the work to their teacher.\u003c/p>\n\u003cp>Katy ISD, like many other districts that embrace mobile technologies and other digital media, uses the social networking platform \u003ca title=\"Edmodo\" href=\"http://www.edmodo.com/\">Edmodo\u003c/a> to facilitate online work. Parents can log on to the site to view student grades.\u003c/p>\n\u003cp>The \u003ca title=\"Inner Grove Heights Community Schools\" href=\"http://www.invergrove.k12.mn.us/\">Inner Grove Heights Community Schools\u003c/a> in Minnesota use Edmodo. Two years ago, the district didn’t even have wireless Internet access. But six months later, administrators made the decision to add wireless to all schools, elementary as well as high school.\u003c/p>\n\u003cp>“Teachers were using digital tools, and we were getting more and more requests to open online sites and make it possible for teachers to, for example, use video from the web in the classroom,” said Lynn Tenney, director of technology for the district.\u003c/p>\n\u003cp>Now, Inner Grove offers hybrid classes. Students meet three times a week in the classroom, and twice a week they work independently online. One year after implementing the program in standardized 12th grade English, the failure rate dropped from 63 percent to 13 percent, said Deirdre Wells, superintendent of the school district.\u003c/p>\n\u003cp>Factors other than technology, including a different set of students, could have contributed to the decline. Wells couldn’t put her finger on one specific reason for the extraordinary drop, but she pointed to factors like increased flexibility and freedom, which students loved. Also, she said, struggling students could stay in class those two days a week and get more one-on-one help from the teacher, while the more confident students were off doing their online projects.\u003c/p>\n\u003cp>“The depth of thought and level of discourse gets much deeper when you add an online environment,” Wells said. The teacher can present information in class, and then the students are free to explore it online – they can look at other students’ work, or check out videos on YouTube. Time constraints are no longer a factor, the process becomes more individualized, and school becomes more relevant, Wells said.\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE SOCIAL ELEMENT\u003c/strong>\u003c/p>\n\u003cp>The social aspect is certainly a big factor in these new learning environments. A fourth grader in the Saugus Union School District in Southern California, for example, posted a plea for help on a Saturday, saying he was struggling with his math homework. His math teacher saw the post and, using his own Macbook web cam, made a video of himself explaining the subject in more depth. He put the video online, and by the end of the weekend his post was filled with comments from students chiming in about the work.\u003c/p>\n\u003cp>For Jim Bosco of CoSN, these advances are absolutely key to providing real educations, not only to the “haves” but to the “have-nots” as well. Bosco grew up in Pittsburg, the child of Italian immigrants. His father had a fourth-grade education, and the Catholic school Bosco attended was less than ideal, he said. But Bosco happened to live within walking distance of a Carnegie public library branch, where he spent much of his free time. He still remembers being struck by the fact that his cousins, who lived 60 miles away in Newcastle, didn’t have access to all that he did by the simple accident of where they lived.\u003c/p>\n\u003cp>“By being walking distance to that library, I had access to all kinds of information and really to all that human culture had produced,” Bosco said.\u003c/p>\n\u003cp>The library of his childhood is like the internet today – a repository of “human culture and knowledge.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What you have access to has traditionally been determined by money and location,” Bosco said. “But the internet has the potential to change that.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=_CastlWoH2c&feature=player_embedded\">\u003cimg class=\"size-large wp-image-20550\" title=\"ISD\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/MN_blue_688-620x349.jpg\" alt=\"\" width=\"620\" height=\"349\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Innovation in ISD\u003c/p>\n\u003c/div>\n\u003ch5>\u003cem>No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.\u003c/em>\u003c/h5>\n\u003ch5>By Heather Chaplin\u003c/h5>\n\u003cp class=\"dropcap-serif\">Since early 2001, every school accepting federal funding for discounted Internet access through the government’s E-rate program had to do two things – block “harmful” sites and create an Acceptable Use Policy.\u003c/p>\n\u003cp>The mantra of schools back then was pretty simple: Keep it out. The standard approach to this government mandate, the Children’s Internet Protection Act (CIPA), was to build the equivalent of walls, fences, and moats to keep kids from the web.\u003c/p>\n\u003cp>“It’s a historical hiccup in the history of learning,” said \u003ca title=\"Rich Halverson\" href=\"http://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/richard-halverson\">Rich Halverson\u003c/a>, a learning scientist at the University of Wisconsin-Madison, and the lead researcher on \u003ca title=\"KidGrid\" href=\"http://www.gameslearningsociety.org/research/kidgrid\">KidGrid\u003c/a>, a mobile app that helps teachers study and analyze student data. “Here we had the most sophisticated advances in the history of learning banned from schools out of fear.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/mobile-mind-shift-icon/\" rel=\"attachment wp-att-20566\">\u003cimg class=\"alignleft size-thumbnail wp-image-20566\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>GUIDE TO MOBILE LEARNING:\u003c/strong> Part two of a series exploring mobile learning co-produced by \u003cstrong>MindShift\u003c/strong> and \u003ca href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>. The first post in this series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Fear was definitely the word you heard when talking to school administrators – no doubt partly because in the age of the Internet, 2001 was a long time ago, and the Web was still unknown territory for plenty of people back then. Also, all it takes is one student downloading pornography and sending it around the school, or one case of sexting that makes it in the news, for a school to find itself in serious hot water.\u003c/p>\n\u003cp>But recently – in the last two or three years - something has changed. Schools seem to be getting over their fears and want to bring the Web and social media and all the attendant digital tools into \u003c!--more-->the classroom. You can see this change reflected in a slew of new Acceptable Use Policies (AUPs) across the country that emphasize responsibility over mere acceptance and the implementation of school-wide blogs and even the distribution of smartphones for classroom use.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This isn’t happening in the majority of schools,” said \u003ca title=\"Jim Bosco\" href=\"http://homepages.wmich.edu/%7Ebosco/bio.html\">Jim Bosco\u003c/a>, principal investigator at the Consortium of School Networking’s \u003ca title=\"Participatory Learning in Schools\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Home/tabid/7112/Default.aspx\">Participatory Learning in Schools\u003c/a> initiative. “But it’s not the rarity anymore, either.”\u003c/p>\n\u003cp>Bosco said that while he had no empirical data to track these changes in schools, he estimated that between 40 and 50 percent of school districts were developing more forward-thinking policies. The Consortium of School Networking (CoSN) is working with school leaders from 13 districts to \u003ca title=\"collaborate on creating models for district-level digital media use policies\" href=\"http://spotlight.macfound.org/blog/entry/school-leaders-collaborate-on-best-practices-for-district-level-digital-med/\">collaborate on creating models for district-level digital media use policies\u003c/a> in K-12 education.\u003c/p>\n\u003cp>COSN released a paper this month called “\u003ca title=\"Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>.”\u003c/p>\n\u003cp>“The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement,” the paper says.\u003c/p>\n\u003cp>It simply makes no sense, the paper argues, to try and keep students out of a world – a digital world – that is going to be paramount to how they live and work as adults. In fact, says Bosco, it’s not even possible to keep them out.\u003c/p>\n\u003cp>“You can build as big a moat as you want,” he said. “But it’s not going to work if for no other reason than they go home at night. A lot of people say, well, what they do when they get home is not my problem. But I think that seems borderline unethical.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“You can build as big a moat as you want, but it’s not going to work if for no other reason than they go home at night.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to Bosco, administrators at schools ought to be providing safe environments for students to learn how to be responsible digital citizens – not just protecting themselves from lawsuits by keeping the Internet out of the classroom and leaving kids to flail about when they go home.\u003c/p>\n\u003cp>“One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school,” the CoSN paper reads.\u003c/p>\n\u003cp>The Children’s Internet Protection Act requires Internet filters, but the changing thinking over the last two or three years is that maybe those “filters” aren’t best enforced by draconian AUPs.\u003c/p>\n\u003cp>“When I talk to colleagues in Finland, they say, how do you filter?” said \u003ca title=\"Jim Klein\" href=\"http://www.classroom20.com/profile/jimklein\">Jim Klein\u003c/a>, director of Information Services and Technology at the \u003ca title=\"Saugus Union School District\" href=\"http://www.saugususd.org/\">Saugus Union School District\u003c/a> in Southern California. “They say, our kids’ filters are in their heads. You do this by giving them a safe environment to educate themselves instead of sticking your head in the sand and pretending these technologies don’t exist.”\u003c/p>\n\u003cp>This doesn’t mean that students in Klein’s district have unfettered access to anything online. But Klein has a different approach to blocking. Instead of buying a commercial filter that blocks URLs, Klein, who uses only open source software, has created filters based on content. This means YouTube, for example, is available as a site, but a particular page – pornographic or hate-based – won’t be.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">DISPELLING MYTHS ABOUT BLOCKED WEBSITES\u003cstrong>\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">STUDENTS DEMAND THE RIGHT TO USE TECHNOLOGY IN SCHOOLS\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/when-school-web-filtering-comes-home/\">WHEN SCHOOL WEB FILTERING COMES HOME\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Klein also said that when he’s building filters, he doesn’t work with the mindset of keeping out every kid who desperately wants to get around them – those kids are going to get access anyway, he said, whether by breaking through the filter or waiting until they go home. Rather, he sets out to prevent students from accidentally stumbling on something harmful or upsetting.\u003c/p>\n\u003cp>“You have to understand the purpose of filters,” he said, “and change your assumptions about what you’re doing.”\u003c/p>\n\u003cp>When Klein was loosening the filter system, he spent a lot of time talking to teachers about what he was doing and why. Teachers have to be responsible for what happens in their classroom, Klein said. And the expectation has to be that students are responsible for their own behavior. His message of responsibility is echoed by the new CoSN paper and by other forward-thinking tech administrators at districts around the country.\u003c/p>\n\u003cp>\u003cstrong>DISTRICTS FIGURING IT OUT\u003c/strong>\u003c/p>\n\u003cp>The \u003ca title=\"Katy Independent School District\" href=\"http://www.katyisd.org/Pages/default.aspx\">Katy Independent School District\u003c/a> in Texas recently changed its AUP to focus on “responsible use,” said Darlene Rankin, director of instructional technology. “Digital responsibility is big.” Rankin said. “We’re teaching students how to operate in this new world. We wanted to change the wording in our guidelines because we don’t want students to accept them; we want students to be responsible for them.”\u003c/p>\n\u003cp>Do things ever go wrong? Of course. In the Katy ISD, one fifth grader did a search for and found videos of lap dancers. The parents, Rankin said, were irate.\u003c/p>\n\u003cp>“Things are going to happen,” Rankin said. “We talked to the parents – ultimately it was a great teaching moment.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The depth of thought and level of discourse gets much deeper when you add an online environment.\"\u003c/p>\n\u003c/aside>\n\u003cp>Halverson, of the University of Wisconsin-Madison, said one of the problems schools are now facing over responsible internet use is a legacy of the last 20-plus years of what he called an “accountability squeeze” in the school system. There’s been so much focus on “holding schools accountable” that school administrators have been living in a culture of fear – fear of innovating, fear of trying something that might be messy.\u003c/p>\n\u003cp>“Research-driven intervention like changing the curriculum or bringing in new textbooks leaves no room for error,” he said, “which is never going to be the case with digital technology. Of course there’s uncertainty and variation in what they’ve been doing – just look at the state of algebra in inner-city schools. But you can certify a textbook. Everyone wants a magic bullet that will solve all problems, but it doesn’t exist. We need to lay off schools and let them innovate.”\u003c/p>\n\u003cp>Katy ISD has been innovating by distributing Android phones to students. Three years ago, the district gave 150 phones to fifth graders at one elementary school. The next year, it gave out 1,500 phones at 11 schools; and this year, 3,200 students at 18 schools now have Androids.\u003c/p>\n\u003cdiv id=\"attachment_20565\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659976191/sizes/m/in/set-72157628777364255/\">\u003cimg class=\"size-medium wp-image-20565\" title=\"6659976191_5a16b0a624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/6659976191_5a16b0a624-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Flickinger\u003c/p>\n\u003c/div>\n\u003cp>In the classroom, students log in and receive assignments, take quizzes and do research on their phones. The school has made certain apps available, including an online catalog for the library and reference books. Teachers also plan specific lessons taking advantage of the phones; for example, when students are studying 3-D objects, they watch a video and then take pictures with their phones. Afterwards, they open a drawing program, where they do work based on the image, and then send the work to their teacher.\u003c/p>\n\u003cp>Katy ISD, like many other districts that embrace mobile technologies and other digital media, uses the social networking platform \u003ca title=\"Edmodo\" href=\"http://www.edmodo.com/\">Edmodo\u003c/a> to facilitate online work. Parents can log on to the site to view student grades.\u003c/p>\n\u003cp>The \u003ca title=\"Inner Grove Heights Community Schools\" href=\"http://www.invergrove.k12.mn.us/\">Inner Grove Heights Community Schools\u003c/a> in Minnesota use Edmodo. Two years ago, the district didn’t even have wireless Internet access. But six months later, administrators made the decision to add wireless to all schools, elementary as well as high school.\u003c/p>\n\u003cp>“Teachers were using digital tools, and we were getting more and more requests to open online sites and make it possible for teachers to, for example, use video from the web in the classroom,” said Lynn Tenney, director of technology for the district.\u003c/p>\n\u003cp>Now, Inner Grove offers hybrid classes. Students meet three times a week in the classroom, and twice a week they work independently online. One year after implementing the program in standardized 12th grade English, the failure rate dropped from 63 percent to 13 percent, said Deirdre Wells, superintendent of the school district.\u003c/p>\n\u003cp>Factors other than technology, including a different set of students, could have contributed to the decline. Wells couldn’t put her finger on one specific reason for the extraordinary drop, but she pointed to factors like increased flexibility and freedom, which students loved. Also, she said, struggling students could stay in class those two days a week and get more one-on-one help from the teacher, while the more confident students were off doing their online projects.\u003c/p>\n\u003cp>“The depth of thought and level of discourse gets much deeper when you add an online environment,” Wells said. The teacher can present information in class, and then the students are free to explore it online – they can look at other students’ work, or check out videos on YouTube. Time constraints are no longer a factor, the process becomes more individualized, and school becomes more relevant, Wells said.\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE SOCIAL ELEMENT\u003c/strong>\u003c/p>\n\u003cp>The social aspect is certainly a big factor in these new learning environments. A fourth grader in the Saugus Union School District in Southern California, for example, posted a plea for help on a Saturday, saying he was struggling with his math homework. His math teacher saw the post and, using his own Macbook web cam, made a video of himself explaining the subject in more depth. He put the video online, and by the end of the weekend his post was filled with comments from students chiming in about the work.\u003c/p>\n\u003cp>For Jim Bosco of CoSN, these advances are absolutely key to providing real educations, not only to the “haves” but to the “have-nots” as well. Bosco grew up in Pittsburg, the child of Italian immigrants. His father had a fourth-grade education, and the Catholic school Bosco attended was less than ideal, he said. But Bosco happened to live within walking distance of a Carnegie public library branch, where he spent much of his free time. He still remembers being struck by the fact that his cousins, who lived 60 miles away in Newcastle, didn’t have access to all that he did by the simple accident of where they lived.\u003c/p>\n\u003cp>“By being walking distance to that library, I had access to all kinds of information and really to all that human culture had produced,” Bosco said.\u003c/p>\n\u003cp>The library of his childhood is like the internet today – a repository of “human culture and knowledge.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_20506\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.computersforcreativity.com/school-programs/lasdcstem/cstem2012-showcase/cstem2012-motherboard-1\">\u003cimg class=\"size-large wp-image-20506\" title=\"L19Charlie\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/L19Charlie1-620x343.png\" alt=\"\" width=\"620\" height=\"343\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 6th-grade student's rendering of what's inside the computer.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">Have you ever looked inside a laptop? Have you ever held a CPU or studied the components on a computer motherboard? Though we use computers everyday, many of us know little about the fascinating world inside.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">\u003cstrong>WHY SHOULD FIFTH-GRADERS LEARN TO PROGRAM?\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/\">\u003cstrong>INTRODUCING PROGRAMMING TO PRESCHOOLERS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">\u003cstrong>5 TOOLS TO TEACH PROGRAMMING TO KIDS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the spirit of tech innovation that's defined Silicon Valley, every sixth grader in the Los Altos School District will be able to describe what goes on inside a computer. Students spend several classes studying a computer motherboard, drawing it in their notebooks and creating a 3D model of the computer on the computer. This hardware lesson is part of a required weekly class in a program that teaches science, technology, engineering and math (STEM) with a focus on creativity, collaboration and computer science.\u003c/p>\n\u003cp>Along with computer hardware, students learn the art of drawing from observation; the ability to simplify what is complex. Students use their pencil drawings to create a 3D model on the computer using \u003ca href=\"http://sketchup.google.com/\">Google SketchUp\u003c/a>, a free application. Using the tool is not exactly new to these students -- they used it to create 3D models of houses in a digital design class in the fifth grade.\u003c/p>\n\u003cp>Students are encouraged to use their own interpretation and creativity in designing the 3D model. They don't have to make it look exactly like the original, and can create their own work style. Some quickly make blocks and label them; others go back several times to the physical motherboard in the classroom to re-check the drawing and count out the exact number of components and relative sizes. The completed models are colored, labeled and then exported to a 2D image so they can be added to the student's Google site as part of their e-Portfolio for the class. (Check out their samples \u003ca href=\"http://www.computersforcreativity.com/school-programs/lasdcstem/cstem2012-showcase/cstem2012-motherboard-1\">here\u003c/a>.)\u003c/p>\n\u003cp>Besides this computer hardware lesson, students learn vector graphics, binary numbers, computer programming, and how to post onto their Google sites. They work in teams to create video games using \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>, a programming language from MIT.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But these students are not just learning about technology; they're learning computational thinking skills, a problem-solving process that includes the ability to formulate problems so a computer can solve them. \u003ca href=\"http://www.iste.org/learn/computational-thinking.aspx\">Some consider computational thinking\u003c/a> one of the key skills in the digital age.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This class, along with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">fifth-grade computer programming class\u003c/a>, the implementation of the \u003ca href=\"http://www.khanacademy.com\">Khan Academy\u003c/a> and collaborative online homework, is part of the school district's aim to teach \u003c!--more-->students to go beyond being consumers of technology, but to become creators using technology. Having learned how computers work on the inside, and how to program the computer, the goal is to get students to use the computer as a tool to express their creativity.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan \u003c/a>teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20506\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.computersforcreativity.com/school-programs/lasdcstem/cstem2012-showcase/cstem2012-motherboard-1\">\u003cimg class=\"size-large wp-image-20506\" title=\"L19Charlie\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/L19Charlie1-620x343.png\" alt=\"\" width=\"620\" height=\"343\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 6th-grade student's rendering of what's inside the computer.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">Have you ever looked inside a laptop? Have you ever held a CPU or studied the components on a computer motherboard? Though we use computers everyday, many of us know little about the fascinating world inside.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">\u003cstrong>WHY SHOULD FIFTH-GRADERS LEARN TO PROGRAM?\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/\">\u003cstrong>INTRODUCING PROGRAMMING TO PRESCHOOLERS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">\u003cstrong>5 TOOLS TO TEACH PROGRAMMING TO KIDS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the spirit of tech innovation that's defined Silicon Valley, every sixth grader in the Los Altos School District will be able to describe what goes on inside a computer. Students spend several classes studying a computer motherboard, drawing it in their notebooks and creating a 3D model of the computer on the computer. This hardware lesson is part of a required weekly class in a program that teaches science, technology, engineering and math (STEM) with a focus on creativity, collaboration and computer science.\u003c/p>\n\u003cp>Along with computer hardware, students learn the art of drawing from observation; the ability to simplify what is complex. Students use their pencil drawings to create a 3D model on the computer using \u003ca href=\"http://sketchup.google.com/\">Google SketchUp\u003c/a>, a free application. Using the tool is not exactly new to these students -- they used it to create 3D models of houses in a digital design class in the fifth grade.\u003c/p>\n\u003cp>Students are encouraged to use their own interpretation and creativity in designing the 3D model. They don't have to make it look exactly like the original, and can create their own work style. Some quickly make blocks and label them; others go back several times to the physical motherboard in the classroom to re-check the drawing and count out the exact number of components and relative sizes. The completed models are colored, labeled and then exported to a 2D image so they can be added to the student's Google site as part of their e-Portfolio for the class. (Check out their samples \u003ca href=\"http://www.computersforcreativity.com/school-programs/lasdcstem/cstem2012-showcase/cstem2012-motherboard-1\">here\u003c/a>.)\u003c/p>\n\u003cp>Besides this computer hardware lesson, students learn vector graphics, binary numbers, computer programming, and how to post onto their Google sites. They work in teams to create video games using \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a>, a programming language from MIT.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But these students are not just learning about technology; they're learning computational thinking skills, a problem-solving process that includes the ability to formulate problems so a computer can solve them. \u003ca href=\"http://www.iste.org/learn/computational-thinking.aspx\">Some consider computational thinking\u003c/a> one of the key skills in the digital age.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This class, along with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">fifth-grade computer programming class\u003c/a>, the implementation of the \u003ca href=\"http://www.khanacademy.com\">Khan Academy\u003c/a> and collaborative online homework, is part of the school district's aim to teach \u003c!--more-->students to go beyond being consumers of technology, but to become creators using technology. Having learned how computers work on the inside, and how to program the computer, the goal is to get students to use the computer as a tool to express their creativity.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan \u003c/a>teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20478\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-20478\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-03-at-11.42.32-AM-300x170.png\" alt=\"\" width=\"300\" height=\"170\">\n\u003cp class=\"wp-media-credit\">Upside Down Academy\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>It’s a typical school day in Oakland, Calif., and Aaliyah is about to show how to solve two-step equations. Circling the three numbers in the equation 4x + 10 = 30, she says, “So one, two, three? Is a hater. They’re like haters... We trying to get rid of those numbers, ‘cause they hate on x. And we trying to have x protected.”\u003c/p>\n\u003cp>If that's an unusual way to characterize isolating the variable, that's because Aaliyah is an unusual teacher. In fact, she’s not a teacher at all -- she’s a student at the \u003ca href=\"http://www.envisionacademy.org/\">Envision Academy of Arts and Technology\u003c/a>. \u003ca href=\"http://upsidedownacademy.org/lessons/20_math_algebra_solving-2-step-and-3-step-equations\">Her algebra lesson is being filmed \u003c/a>and posted on the Web.\u003c/p>\n\u003cp>Videos like Aaliyah’s are the brainchild of Jared Cosulich, a San Francisco-based tech entrepreneur who specializes in cooking up ideas for Web-based businesses (a Yelp-like site for weddings! A way to donate your birthday to charity!), and seeing if they work. He's deeply interested in education, and he’s creating a nonprofit known as the \u003ca href=\"http://upsidedownacademy.org/\">Upside Down Academy\u003c/a>, hoping it'll catch on.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Learning is a lot more effective when you’re turning around and producing it as well.”\u003c/p>\n\u003c/aside>\n\u003cp>Cosulich took \u003ca href=\"http://ww2.kqed.org/mindshift/tag/salman-khan/\">Salman Khan’s now-famous approach\u003c/a> to creating short, easily made education videos and turned it on its head. Under Cosulich’s approach, teachers or mentors don’t make these videos. Students do -- as soon as they've mastered the material themselves.\u003c/p>\n\u003cp>“Learning is a lot more effective when you’re not just trying to consume information, but turning around and producing it as well,” Cosulich says. “A lot of this is about motivation, what motivates us to learn. At the end of the day, a lot of education gets divorced from purpose. This kind of gives people a purpose, to help someone else out.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Producing these videos creates distinct benefits, Cosulich says. First, students must understand a subject well enough to communicate it to other students. But there's an upside for teachers too. By watching students characterize math problems in their own vernacular, teachers might better understand how to explain the material using different approaches.\u003c/p>\n\u003cp>The Upside Down Academy is very much in the beta phase. In fact, it’s only been tried out once in a real classroom setting, at the Envision Academy. Just a few weeks ago, students, parents \u003c!--more-->and teachers gathered at the school for what they dubbed “Exhibition Day,” when parents watched the videos, then worked on a few algebra problem. “Parents were getting quite nervous, said Kiera Chase, the blended learning coordinator for Envision, who set up the video production project. “They kept saying, ‘Oh my god, I don’t remember some of this.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/rewards-of-role-reversal-teachers-learn-students-teach/\">\u003cstrong>REWARDS OF ROLE REVERSAL: TEACHERS LEARN, STUDENTS TEACH\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/linking-students-teachers-and-technologists/\">\u003cstrong>CLOSING THE LOOP BETWEEN STUDENTS, TEACHERS AND TECHNOLOGISTS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/student-created-video-games-enter-science-class/\">\u003cstrong>STUDENT-CREATED VIDEO GAMES ENTER SCIENCE CLASS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“I could tell by the looks on the parents' faces that they couldn’t do the problem,” said Karimah Omar, an Envision student who produced one of the videos. “They were even calling over other students.”\u003c/p>\n\u003cp>One of the most rewarding elements of the video production for Omar was the chance to show that her neighborhood – the rough and tumble flatlands of West Oakland – is more than poverty and crime. “If I go somewhere else, and I say I’m from West Oakland, they think, 'Oh, you from the ghetto. You talk loud.' We wanted to prove that just because we’re in West Oakland, doesn’t mean we don’t have something to say.”\u003c/p>\n\u003cp>Omar’s fellow student, Gibran Huerta continued the thought. “Coming from Oakland, I’m using this opportunity not to just show math, but to show that we’re not just what people think we are,” Huerta said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Envision plans to produce another round of videos, then step back and see modify what needs to be improved. As for the Upside Down Academy, it’s just getting started – and can go wherever teachers and students want to take it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20478\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-20478\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-03-at-11.42.32-AM-300x170.png\" alt=\"\" width=\"300\" height=\"170\">\n\u003cp class=\"wp-media-credit\">Upside Down Academy\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>It’s a typical school day in Oakland, Calif., and Aaliyah is about to show how to solve two-step equations. Circling the three numbers in the equation 4x + 10 = 30, she says, “So one, two, three? Is a hater. They’re like haters... We trying to get rid of those numbers, ‘cause they hate on x. And we trying to have x protected.”\u003c/p>\n\u003cp>If that's an unusual way to characterize isolating the variable, that's because Aaliyah is an unusual teacher. In fact, she’s not a teacher at all -- she’s a student at the \u003ca href=\"http://www.envisionacademy.org/\">Envision Academy of Arts and Technology\u003c/a>. \u003ca href=\"http://upsidedownacademy.org/lessons/20_math_algebra_solving-2-step-and-3-step-equations\">Her algebra lesson is being filmed \u003c/a>and posted on the Web.\u003c/p>\n\u003cp>Videos like Aaliyah’s are the brainchild of Jared Cosulich, a San Francisco-based tech entrepreneur who specializes in cooking up ideas for Web-based businesses (a Yelp-like site for weddings! A way to donate your birthday to charity!), and seeing if they work. He's deeply interested in education, and he’s creating a nonprofit known as the \u003ca href=\"http://upsidedownacademy.org/\">Upside Down Academy\u003c/a>, hoping it'll catch on.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Learning is a lot more effective when you’re turning around and producing it as well.”\u003c/p>\n\u003c/aside>\n\u003cp>Cosulich took \u003ca href=\"http://ww2.kqed.org/mindshift/tag/salman-khan/\">Salman Khan’s now-famous approach\u003c/a> to creating short, easily made education videos and turned it on its head. Under Cosulich’s approach, teachers or mentors don’t make these videos. Students do -- as soon as they've mastered the material themselves.\u003c/p>\n\u003cp>“Learning is a lot more effective when you’re not just trying to consume information, but turning around and producing it as well,” Cosulich says. “A lot of this is about motivation, what motivates us to learn. At the end of the day, a lot of education gets divorced from purpose. This kind of gives people a purpose, to help someone else out.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Producing these videos creates distinct benefits, Cosulich says. First, students must understand a subject well enough to communicate it to other students. But there's an upside for teachers too. By watching students characterize math problems in their own vernacular, teachers might better understand how to explain the material using different approaches.\u003c/p>\n\u003cp>The Upside Down Academy is very much in the beta phase. In fact, it’s only been tried out once in a real classroom setting, at the Envision Academy. Just a few weeks ago, students, parents \u003c!--more-->and teachers gathered at the school for what they dubbed “Exhibition Day,” when parents watched the videos, then worked on a few algebra problem. “Parents were getting quite nervous, said Kiera Chase, the blended learning coordinator for Envision, who set up the video production project. “They kept saying, ‘Oh my god, I don’t remember some of this.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/rewards-of-role-reversal-teachers-learn-students-teach/\">\u003cstrong>REWARDS OF ROLE REVERSAL: TEACHERS LEARN, STUDENTS TEACH\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/linking-students-teachers-and-technologists/\">\u003cstrong>CLOSING THE LOOP BETWEEN STUDENTS, TEACHERS AND TECHNOLOGISTS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/student-created-video-games-enter-science-class/\">\u003cstrong>STUDENT-CREATED VIDEO GAMES ENTER SCIENCE CLASS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“I could tell by the looks on the parents' faces that they couldn’t do the problem,” said Karimah Omar, an Envision student who produced one of the videos. “They were even calling over other students.”\u003c/p>\n\u003cp>One of the most rewarding elements of the video production for Omar was the chance to show that her neighborhood – the rough and tumble flatlands of West Oakland – is more than poverty and crime. “If I go somewhere else, and I say I’m from West Oakland, they think, 'Oh, you from the ghetto. You talk loud.' We wanted to prove that just because we’re in West Oakland, doesn’t mean we don’t have something to say.”\u003c/p>\n\u003cp>Omar’s fellow student, Gibran Huerta continued the thought. “Coming from Oakland, I’m using this opportunity not to just show math, but to show that we’re not just what people think we are,” Huerta said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Envision plans to produce another round of videos, then step back and see modify what needs to be improved. As for the Upside Down Academy, it’s just getting started – and can go wherever teachers and students want to take it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?",
"title": "Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Educators Use Pinterest for Curation",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/mediadesign/\" rel=\"attachment wp-att-20119\">\u003cimg class=\"size-full wp-image-20119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/mediadesign.png\" alt=\"\" width=\"500\" height=\"282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign-400x226.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign-320x180.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Jody Strauch\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By\u003ca href=\"http://www.pbs.org/mediashift/adam-glenn/\"> A. Adam Glenn\u003c/a>\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The \u003ca href=\"http://blog.shareaholic.com/2012/01/pinterest-referral-traffic/\">phenomenal growth\u003c/a> of\u003ca href=\"http://pinterest.com/\"> Pinterest\u003c/a> has sparked interest among \u003ca href=\"http://thenextweb.com/insider/2012/03/12/pinterest-continues-explosive-growth-cracks-top-30-websites-in-the-us/\">millions of users\u003c/a>.\u003c/p>\n\u003cp>It's also spread to journalism educators, who are increasingly experimenting with it in the classroom.\u003c/p>\n\u003cp>The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach. While its 10 million users, \u003ca href=\"http://www.poynter.org/latest-news/mediawire/162401/pinterest-races-past-10-million-visitors-propelled-by-young-midwestern-women/\">especially women\u003c/a>, are drawn to it \u003ca href=\"http://www.pbs.org/mediashift/2012/02/pinterest-why-what-its-not-says-so-much044.html\">almost obsessively\u003c/a>, \u003ca href=\"http://pinterest.com/mshahab/brands-businesses-blogs-on-pinterest/\">brands\u003c/a>, \u003ca href=\"http://articles.boston.com/2012-03-09/business/31136239_1_social-media-social-network-food-bloggers\">media firms\u003c/a> and \u003ca href=\"http://newspapersonpinterest.com/newspapers-pinterest/\">news organizations\u003c/a> have also planted flags on the network.\u003c/p>\n\u003cp>Now journalism school faculty are increasingly in on the act.\u003c/p>\n\u003ch5>FROM MOOD BOARDS TO SURVIVAL BOARDS\u003c/h5>\n\u003cp>One early adopter was University of Southern California's \u003ca href=\"http://cn.linkedin.com/in/andrewlih\">Andrew Lih\u003c/a>, who last October, long before he and many others knew the site would become a blockbuster, introduced it to online students in an entrepreneurial class to gather what he called a \u003ca href=\"http://pinterest.com/fuzheado/la-public-art/\">\"mood board\"\u003c/a> for a \u003ca href=\"http://insertarthere.org/\">project on public art\u003c/a>. Lih explained that the students took advantage of Pinterest's easy-to-use clipping approach to create a densely packed visual scrapbook of public and street art to identify themes that would have easily been missed had they gathered individual photos in a folder.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Aggregating images to share with students is an increasingly common classroom use for the tool.\u003c/p>\n\u003cp>\u003ca href=\"http://www.linkedin.com/pub/jody-strauch/5/b13/916\">Jody Strauch\u003c/a> at Northwest Missouri State University has used Pinterest to show \u003ca href=\"http://pinterest.com/doctorjody/\">good design work\u003c/a> to her media design classes. \u003ca href=\"http://www.linkedin.com/pub/heather-starr-fiedler/3/773/36\">Heather Starr Fielder\u003c/a> uses Pinterest boards in her classes at \u003c!--more-->Pittsburgh's Point Park University to share visual material for \u003ca href=\"http://pinterest.com/pointparksoc/\">collaborations and peer critiques\u003c/a>.\u003c/p>\n\u003cp>And \u003ca href=\"http://www.linkedin.com/in/aasrquigley\">Robert Quigley\u003c/a> at the University of Texas in Austin showed students what ad agency GSD&M did with its South by Southwest \"\u003ca href=\"http://sxsurvival.com/\">survival board.\u003c/a>\" (He also wrote up a \u003ca href=\"http://robquig.tumblr.com/post/17212568278/news-tips-for-pinterest\">tips piece\u003c/a> for news users on Pinterest and now plans to have students create a Pinterest channel for a new social media-only news agency for college students that he has in the works.)\u003c/p>\n\u003cp>But social curation journalism is, not surprisingly, one of the main applications for Pinterest among J-school faculty. For example, \u003ca href=\"http://changingnewsroom.wordpress.com/about-me/\">Carrie Brown-Smith\u003c/a>, a journalism prof at University of Memphis, had students use Pinterest as part of a \"social photography\" assignment in a media site. She said the best Pinterest work came from students who have beats or blog topics, such as \u003ca href=\"http://pinterest.com/j9styleblog/j9-s-outfits-on-the-cheap/\">fashion\u003c/a>, that are well-suited to Pinterest's strengths.\u003c/p>\n\u003cp>Similarly, at Colorado State University, \u003ca href=\"http://www.linkedin.com/in/mlhumphrey\">Michael Humphrey\u003c/a> found students with an interest in lifestyle and arts, such as architecture, food or fashion, tended to lean toward Pinterest when given the choice with Tumblr or Posterous for a digital media aggregation assignment.\u003c/p>\n\u003cp>At Minnesota State University Moorhead, \u003ca href=\"http://www.linkedin.com/pub/deneen-gilmour/5/2b3/7a8\">Deneen Gilmour\u003c/a> assigned students in a \"writing for the web\" class to produce stories for their \u003ca href=\"http://doingitdt.areavoices.com/\">Doing It Downtown\u003c/a> blog to use Pinterest as a curation tool for visuals, while using Storify for social media and Spotify or LastFM for music. \u003ca href=\"http://doingitdt.areavoices.com/2012/03/07/hanging-the-dairy-queen-how-to-live-gluten-and-dairy-free/\">One student produced an innovative story\u003c/a> with the Pinterest boards she gathered to help guide restaurant and shop-goers to gluten-free menus items.\u003c/p>\n\u003cp>\u003ca href=\"http://www.linkedin.com/in/cindyroyal\">Cindy Royal\u003c/a> at Texas State, who is looking into integrating the tool into her digital/online media course, had new media students create a series of boards to \u003ca href=\"http://pinterest.com/sxtxstate/\">guide visitors to South by Southwest\u003c/a>. (Other news organizations used Pinterest for their \u003ca href=\"http://www.poynter.org/latest-news/top-stories/165904/how-austin-360-mashable-are-using-pinterest-to-cover-south-by-southwest/\">South by Southwest coverage\u003c/a> as well.)\u003c/p>\n\u003cp>And \u003ca href=\"http://www.linkedin.com/in/kellyfincham\">Kelly Fincham\u003c/a>, who teaches journalism at Hofstra University, came up with a clever formula for asking students to create their own Pinterest boards. \"I teach Pinterest as a visual 'SPACE,'\" she wrote on the \u003ca href=\"https://www.facebook.com/groups/onaedu/\">ONA Educator's Facebook group\u003c/a>. \"S is for sourcing story ideas and trending topics; P is for promotion and publishing students' work. A is for aggregation of pictures (with suitable copyright); C is for curating top news, and E is for engaging with others.\"\u003c/p>\n\u003ch5>\u003cstrong>WHAT ABOUT COPYRIGHT?\u003c/strong>\u003c/h5>\n\u003cp>Pinterest is not without its drawbacks. Not all students, \u003ca href=\"http://doingitdt.areavoices.com/\">especially males\u003c/a>, find it equally intriguing. USC's Lih noted that while the site was a plus for his USC project, most students discontinued use after the class. One additional problem, he said, is that Pinterest doesn't allow users to pin background images or those that are part of a CSS stylesheet, preventing pins for embedded logos or banners.\u003c/p>\n\u003cp>But the big issue some are warning about with Pinterest has to do with its \u003ca href=\"http://www.theatlanticwire.com/technology/2012/02/pinterests-copyright-strategy-puts-burden-users/49265/\">copyright policy regarding the images users pin\u003c/a>.\u003c/p>\n\u003cp>Lawyer and amateur photographer Kirsten Kowalski \u003ca href=\"http://www.businessinsider.com/pinterest-copyright-issues-lawyer-2012-2\">likened it to Napster\u003c/a> due to the liability its \u003ca href=\"http://pinterest.com/about/terms/\">terms of service\u003c/a> and \u003ca href=\"http://pinterest.com/about/copyright/\">copyright policies\u003c/a> create for users of the site; she then \"tearfully\" \u003ca href=\"http://ddkportraits.com/2012/02/why-i-tearfully-deleted-my-pinterest-inspiration-boards/\">deleted all her boards\u003c/a>. Another attorney writing in Ad Age last week \u003ca href=\"http://adage.com/article/digitalnext/brands-pinterest-breaking-law/233038/\">advised brand managers to strictly limit\u003c/a> what they pin.\u003c/p>\n\u003cp>In the wake of the buzz over Kowalski's posts, Pinterest's management has tried to respond to copyright worries. The\u003cem> Washington Post\u003c/em> reported that \u003ca href=\"http://www.washingtonpost.com/business/technology/pinterest-addresses-copyright-concerns/2012/03/15/gIQAijAFES_story.html\">Pinterest issued a statement\u003c/a> on March 15 suggesting that, like YouTube and other social media sharing sites, it is \"protected under the safe harbor of the Digital Millennium Copyright Act (\u003ca href=\"http://www.copyright.gov/legislation/hr2281.pdf\">PDF\u003c/a>),\" and also tries to respond promptly to any copyright violation concerns.\u003c/p>\n\u003cp>But blogger Christopher Mims of Technology Review suggested last month that Pinterest's \"copyright dodge\" is actually \u003ca href=\"http://www.technologyreview.com/blog/mimssbits/27602/\">a stratagem that has helped fuel the site's growth\u003c/a>. Rather than force users to figure out copyright first \u003cem>before\u003c/em> posting an image, \u003ca href=\"http://www.flickr.com/account/prefs/license/\">a la Flickr\u003c/a>, it simply provides a flagging mechanism for copyright violation \u003cem>after\u003c/em> posting. \"By resolving the rights on an image after the fact, Pinterest creates a frictionless mechanism for sharing -- which is precisely why the site has taken off,\" wrote Mims.\u003c/p>\n\u003cp>Let us know -- are you using Pinterest in your classroom, or planning to? Are you aware of intriguing news organization boards or innovative uses? Share with us in the comments below.\u003c/p>\n\u003cp>\u003cem>A. Adam Glenn is associate professor, interactive, at the \u003ca href=\"http://www.journalism.cuny.edu/\">CUNY Graduate School of Journalism\u003c/a>, and a longtime digital journalist and media consultant. Connect with him on \u003ca href=\"http://www.facebook.com/aadamglenn\">Facebook\u003c/a> or \u003ca href=\"http://www.linkedin.com/in/aadamglenn\">LinkedIn\u003c/a>, and follow his \u003ca href=\"http://twitter.com/AAdamGlenn\">Twitter\u003c/a> feed.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/pbs-mediashift-logo-final-15/\" rel=\"attachment wp-att-20131\">\u003cimg class=\"alignleft size-thumbnail wp-image-20131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"49\" height=\"49\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Jody Strauch By A. Adam Glenn The phenomenal growth of Pinterest has sparked interest among millions of users. It's also spread to journalism educators, who are increasingly experimenting with it in the classroom. The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/mediadesign/\" rel=\"attachment wp-att-20119\">\u003cimg class=\"size-full wp-image-20119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/mediadesign.png\" alt=\"\" width=\"500\" height=\"282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign-400x226.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign-320x180.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Jody Strauch\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By\u003ca href=\"http://www.pbs.org/mediashift/adam-glenn/\"> A. Adam Glenn\u003c/a>\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The \u003ca href=\"http://blog.shareaholic.com/2012/01/pinterest-referral-traffic/\">phenomenal growth\u003c/a> of\u003ca href=\"http://pinterest.com/\"> Pinterest\u003c/a> has sparked interest among \u003ca href=\"http://thenextweb.com/insider/2012/03/12/pinterest-continues-explosive-growth-cracks-top-30-websites-in-the-us/\">millions of users\u003c/a>.\u003c/p>\n\u003cp>It's also spread to journalism educators, who are increasingly experimenting with it in the classroom.\u003c/p>\n\u003cp>The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach. While its 10 million users, \u003ca href=\"http://www.poynter.org/latest-news/mediawire/162401/pinterest-races-past-10-million-visitors-propelled-by-young-midwestern-women/\">especially women\u003c/a>, are drawn to it \u003ca href=\"http://www.pbs.org/mediashift/2012/02/pinterest-why-what-its-not-says-so-much044.html\">almost obsessively\u003c/a>, \u003ca href=\"http://pinterest.com/mshahab/brands-businesses-blogs-on-pinterest/\">brands\u003c/a>, \u003ca href=\"http://articles.boston.com/2012-03-09/business/31136239_1_social-media-social-network-food-bloggers\">media firms\u003c/a> and \u003ca href=\"http://newspapersonpinterest.com/newspapers-pinterest/\">news organizations\u003c/a> have also planted flags on the network.\u003c/p>\n\u003cp>Now journalism school faculty are increasingly in on the act.\u003c/p>\n\u003ch5>FROM MOOD BOARDS TO SURVIVAL BOARDS\u003c/h5>\n\u003cp>One early adopter was University of Southern California's \u003ca href=\"http://cn.linkedin.com/in/andrewlih\">Andrew Lih\u003c/a>, who last October, long before he and many others knew the site would become a blockbuster, introduced it to online students in an entrepreneurial class to gather what he called a \u003ca href=\"http://pinterest.com/fuzheado/la-public-art/\">\"mood board\"\u003c/a> for a \u003ca href=\"http://insertarthere.org/\">project on public art\u003c/a>. Lih explained that the students took advantage of Pinterest's easy-to-use clipping approach to create a densely packed visual scrapbook of public and street art to identify themes that would have easily been missed had they gathered individual photos in a folder.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Aggregating images to share with students is an increasingly common classroom use for the tool.\u003c/p>\n\u003cp>\u003ca href=\"http://www.linkedin.com/pub/jody-strauch/5/b13/916\">Jody Strauch\u003c/a> at Northwest Missouri State University has used Pinterest to show \u003ca href=\"http://pinterest.com/doctorjody/\">good design work\u003c/a> to her media design classes. \u003ca href=\"http://www.linkedin.com/pub/heather-starr-fiedler/3/773/36\">Heather Starr Fielder\u003c/a> uses Pinterest boards in her classes at \u003c!--more-->Pittsburgh's Point Park University to share visual material for \u003ca href=\"http://pinterest.com/pointparksoc/\">collaborations and peer critiques\u003c/a>.\u003c/p>\n\u003cp>And \u003ca href=\"http://www.linkedin.com/in/aasrquigley\">Robert Quigley\u003c/a> at the University of Texas in Austin showed students what ad agency GSD&M did with its South by Southwest \"\u003ca href=\"http://sxsurvival.com/\">survival board.\u003c/a>\" (He also wrote up a \u003ca href=\"http://robquig.tumblr.com/post/17212568278/news-tips-for-pinterest\">tips piece\u003c/a> for news users on Pinterest and now plans to have students create a Pinterest channel for a new social media-only news agency for college students that he has in the works.)\u003c/p>\n\u003cp>But social curation journalism is, not surprisingly, one of the main applications for Pinterest among J-school faculty. For example, \u003ca href=\"http://changingnewsroom.wordpress.com/about-me/\">Carrie Brown-Smith\u003c/a>, a journalism prof at University of Memphis, had students use Pinterest as part of a \"social photography\" assignment in a media site. She said the best Pinterest work came from students who have beats or blog topics, such as \u003ca href=\"http://pinterest.com/j9styleblog/j9-s-outfits-on-the-cheap/\">fashion\u003c/a>, that are well-suited to Pinterest's strengths.\u003c/p>\n\u003cp>Similarly, at Colorado State University, \u003ca href=\"http://www.linkedin.com/in/mlhumphrey\">Michael Humphrey\u003c/a> found students with an interest in lifestyle and arts, such as architecture, food or fashion, tended to lean toward Pinterest when given the choice with Tumblr or Posterous for a digital media aggregation assignment.\u003c/p>\n\u003cp>At Minnesota State University Moorhead, \u003ca href=\"http://www.linkedin.com/pub/deneen-gilmour/5/2b3/7a8\">Deneen Gilmour\u003c/a> assigned students in a \"writing for the web\" class to produce stories for their \u003ca href=\"http://doingitdt.areavoices.com/\">Doing It Downtown\u003c/a> blog to use Pinterest as a curation tool for visuals, while using Storify for social media and Spotify or LastFM for music. \u003ca href=\"http://doingitdt.areavoices.com/2012/03/07/hanging-the-dairy-queen-how-to-live-gluten-and-dairy-free/\">One student produced an innovative story\u003c/a> with the Pinterest boards she gathered to help guide restaurant and shop-goers to gluten-free menus items.\u003c/p>\n\u003cp>\u003ca href=\"http://www.linkedin.com/in/cindyroyal\">Cindy Royal\u003c/a> at Texas State, who is looking into integrating the tool into her digital/online media course, had new media students create a series of boards to \u003ca href=\"http://pinterest.com/sxtxstate/\">guide visitors to South by Southwest\u003c/a>. (Other news organizations used Pinterest for their \u003ca href=\"http://www.poynter.org/latest-news/top-stories/165904/how-austin-360-mashable-are-using-pinterest-to-cover-south-by-southwest/\">South by Southwest coverage\u003c/a> as well.)\u003c/p>\n\u003cp>And \u003ca href=\"http://www.linkedin.com/in/kellyfincham\">Kelly Fincham\u003c/a>, who teaches journalism at Hofstra University, came up with a clever formula for asking students to create their own Pinterest boards. \"I teach Pinterest as a visual 'SPACE,'\" she wrote on the \u003ca href=\"https://www.facebook.com/groups/onaedu/\">ONA Educator's Facebook group\u003c/a>. \"S is for sourcing story ideas and trending topics; P is for promotion and publishing students' work. A is for aggregation of pictures (with suitable copyright); C is for curating top news, and E is for engaging with others.\"\u003c/p>\n\u003ch5>\u003cstrong>WHAT ABOUT COPYRIGHT?\u003c/strong>\u003c/h5>\n\u003cp>Pinterest is not without its drawbacks. Not all students, \u003ca href=\"http://doingitdt.areavoices.com/\">especially males\u003c/a>, find it equally intriguing. USC's Lih noted that while the site was a plus for his USC project, most students discontinued use after the class. One additional problem, he said, is that Pinterest doesn't allow users to pin background images or those that are part of a CSS stylesheet, preventing pins for embedded logos or banners.\u003c/p>\n\u003cp>But the big issue some are warning about with Pinterest has to do with its \u003ca href=\"http://www.theatlanticwire.com/technology/2012/02/pinterests-copyright-strategy-puts-burden-users/49265/\">copyright policy regarding the images users pin\u003c/a>.\u003c/p>\n\u003cp>Lawyer and amateur photographer Kirsten Kowalski \u003ca href=\"http://www.businessinsider.com/pinterest-copyright-issues-lawyer-2012-2\">likened it to Napster\u003c/a> due to the liability its \u003ca href=\"http://pinterest.com/about/terms/\">terms of service\u003c/a> and \u003ca href=\"http://pinterest.com/about/copyright/\">copyright policies\u003c/a> create for users of the site; she then \"tearfully\" \u003ca href=\"http://ddkportraits.com/2012/02/why-i-tearfully-deleted-my-pinterest-inspiration-boards/\">deleted all her boards\u003c/a>. Another attorney writing in Ad Age last week \u003ca href=\"http://adage.com/article/digitalnext/brands-pinterest-breaking-law/233038/\">advised brand managers to strictly limit\u003c/a> what they pin.\u003c/p>\n\u003cp>In the wake of the buzz over Kowalski's posts, Pinterest's management has tried to respond to copyright worries. The\u003cem> Washington Post\u003c/em> reported that \u003ca href=\"http://www.washingtonpost.com/business/technology/pinterest-addresses-copyright-concerns/2012/03/15/gIQAijAFES_story.html\">Pinterest issued a statement\u003c/a> on March 15 suggesting that, like YouTube and other social media sharing sites, it is \"protected under the safe harbor of the Digital Millennium Copyright Act (\u003ca href=\"http://www.copyright.gov/legislation/hr2281.pdf\">PDF\u003c/a>),\" and also tries to respond promptly to any copyright violation concerns.\u003c/p>\n\u003cp>But blogger Christopher Mims of Technology Review suggested last month that Pinterest's \"copyright dodge\" is actually \u003ca href=\"http://www.technologyreview.com/blog/mimssbits/27602/\">a stratagem that has helped fuel the site's growth\u003c/a>. Rather than force users to figure out copyright first \u003cem>before\u003c/em> posting an image, \u003ca href=\"http://www.flickr.com/account/prefs/license/\">a la Flickr\u003c/a>, it simply provides a flagging mechanism for copyright violation \u003cem>after\u003c/em> posting. \"By resolving the rights on an image after the fact, Pinterest creates a frictionless mechanism for sharing -- which is precisely why the site has taken off,\" wrote Mims.\u003c/p>\n\u003cp>Let us know -- are you using Pinterest in your classroom, or planning to? Are you aware of intriguing news organization boards or innovative uses? Share with us in the comments below.\u003c/p>\n\u003cp>\u003cem>A. Adam Glenn is associate professor, interactive, at the \u003ca href=\"http://www.journalism.cuny.edu/\">CUNY Graduate School of Journalism\u003c/a>, and a longtime digital journalist and media consultant. Connect with him on \u003ca href=\"http://www.facebook.com/aadamglenn\">Facebook\u003c/a> or \u003ca href=\"http://www.linkedin.com/in/aadamglenn\">LinkedIn\u003c/a>, and follow his \u003ca href=\"http://twitter.com/AAdamGlenn\">Twitter\u003c/a> feed.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/pbs-mediashift-logo-final-15/\" rel=\"attachment wp-att-20131\">\u003cimg class=\"alignleft size-thumbnail wp-image-20131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"49\" height=\"49\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Building Good Search Skills: What Students Need to Know",
"title": "Building Good Search Skills: What Students Need to Know",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Getty The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short. That's part of the argument made by Wheaton College Professor Alan Jacobs in The Atlantic, who",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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