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"content": "\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Microphone? Check. Headphones? Ready. A story you just can’t stop talking about? Got it!\u003c/p>\n\u003cp>Yup, it’s time again for \u003ca href=\"http://npr.org/studentpodcastchallenge\">NPR’s Student Podcast Challenge\u003c/a>. And we’re here to announce the opening bell of year six of this annual competition.\u003c/p>\n\u003cp>In our first half-decade, we’ve listened to more than 15,000 podcasts, from more than 80,000 young people all over the country. You’ve explored serious issues, like the pandemic lockdown and how it affected learning and mental health; how our changing climate is impacting your lives.\u003c/p>\n\u003cp>Other students, including a number of our winners, have poured into their microphones deeply personal stories, about their families, their hometowns, or their identities. Among the great podcasts that we remember years later are stories about race, gender, disabilities, and the \u003ca href=\"https://www.npr.org/2023/07/13/1187626149/the-sunday-story-the-kids-have-something-to-say\">struggle of being a young person in these troubled times\u003c/a>. And along the way students have, of course, remembered to \u003ca href=\"https://www.wbur.org/hereandnow/2023/06/30/npr-student-podcast-challenge\">bring us the joy and fun and excitement\u003c/a> they see in their lives and their communities.\u003c/p>\n\u003cp>On our end, we’ve listened to your feedback each year – great suggestions that have brought our ongoing College Podcast Challenge, and a special prize last year for the best podcast about mental health.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This year, we’ve got a big new change: Since the beginning, the contest has been open for students in grades five through 12. But each year, we’ve heard from elementary teachers asking, what about my younger kids?\u003c/p>\n\u003cp>This year, in response to that popular demand, from elementary teachers, we are introducing our \u003cstrong>first-ever fourth grade contest! \u003c/strong>So if you teach or work with fourth graders – please consider podcasting with your students and entering our contest!\u003c/p>\n\u003cp>The sixth annual Student Podcast Challenge is now open for entries starting \u003cstrong>Feb. 2, 2024\u003c/strong> and will close on \u003cstrong>May 3, 2024\u003c/strong>. Our judges will choose winners in three categories: \u003cstrong>grade four, grades five through eight, and grades nine through 12\u003c/strong>.\u003c/p>\n\u003cp>As in the past, entries must be submitted by a teacher, educator, or mentor who is 18 years or older. And don’t forget all the tips, advice and lesson plans we’ve compiled over the years – more on that below. \u003cem>\u003cstrong>Especially the rules around the maximum length of eight minutes, and about the use of music\u003c/strong>\u003c/em>\u003cem>.\u003c/em> (\u003ca href=\"https://www.npr.org/2018/11/15/662979069/npr-student-podcast-challenge-official-rules\">You can find the contest rules here.\u003c/a>) After years of listening to student podcasts, we’ve learned that shorter is better.\u003c/p>\n\u003cp>And, for our college podcasters, we’ll be announcing finalists and the winner of the 2023 College Podcast Challenge in the next month. So please keep an eye out! The college edition will return this fall with a $5,000 grand prize and $500 prizes for finalists.\u003c/p>\n\u003cp>The contest rules remain pretty much the same: Students can create a podcast about any topic they wish to explore. To give you an idea, we’ve listened to stories on everything from \u003ca href=\"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest\">social media\u003c/a>, \u003ca href=\"https://www.npr.org/2021/10/16/1017879531/dont-judge-these-teens-by-their-tattoos\">tattoos\u003c/a> to even \u003ca href=\"https://soundcloud.com/rodney-west-estell/amelias-storytelling/s-3gS1X9Y0BFO?si=12e97c079c4743eea645e07ffe2a7339&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">fictional tales\u003c/a>. Some themes we’ve seen over and over include \u003ca href=\"https://www.npr.org/2021/08/17/1028353571/who-runs-the-world-kids\">questions on race and identity\u003c/a> and how young people \u003ca href=\"https://www.npr.org/transcripts/704860132\">do, or don’t, fit in\u003c/a>. Your podcast can also be in many different formats: an interview, narrative story or even investigative reporting. You can do it by yourself or with your entire class.\u003c/p>\n\u003cp>To help you get started, we’ve got a slew of podcasting resources on \u003ca href=\"https://www.npr.org/2021/11/13/1055572907/how-to-tell-a-great-story\">how to tell a good story\u003c/a>, \u003ca href=\"https://www.npr.org/2021/11/07/1053294692/warm-up-time\">how to warm up your voice\u003c/a> and \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">how to use music in your podcast\u003c/a>, among other topics. Even, and we’re serious about this: \u003ca href=\"https://www.npr.org/2020/01/10/794201416/how-a-pillow-fort-can-make-your-podcast-sound-better\">how making a pillow fort \u003c/a>can make you sound better!\u003c/p>\n\u003cp>You can find more tips and tricks on \u003ca href=\"https://www.npr.org/podcasts/510354/the-students-podcast\">The Students’ Podcast\u003c/a>, our podcast on how to make a good podcast. We also encourage you to get a feel for what we’re looking for by listening to last year’s \u003ca href=\"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner\">high school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner\">middle school winners\u003c/a>. And previous years’ winners’ \u003ca href=\"http://npr.org/studentpodcastchallenge\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more tips, advice and the latest updates on this year’s contest, make sure to \u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">sign up for our newsletter\u003c/a>. Students, we can’t wait to hear your stories. Good luck!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%27s+Student+Podcast+Challenge+is+back+%E2%80%93+with+a+fourth-grade+edition%21&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This year, we’ve got a big new change: Since the beginning, the contest has been open for students in grades five through 12. But each year, we’ve heard from elementary teachers asking, what about my younger kids?\u003c/p>\n\u003cp>This year, in response to that popular demand, from elementary teachers, we are introducing our \u003cstrong>first-ever fourth grade contest! \u003c/strong>So if you teach or work with fourth graders – please consider podcasting with your students and entering our contest!\u003c/p>\n\u003cp>The sixth annual Student Podcast Challenge is now open for entries starting \u003cstrong>Feb. 2, 2024\u003c/strong> and will close on \u003cstrong>May 3, 2024\u003c/strong>. Our judges will choose winners in three categories: \u003cstrong>grade four, grades five through eight, and grades nine through 12\u003c/strong>.\u003c/p>\n\u003cp>As in the past, entries must be submitted by a teacher, educator, or mentor who is 18 years or older. And don’t forget all the tips, advice and lesson plans we’ve compiled over the years – more on that below. \u003cem>\u003cstrong>Especially the rules around the maximum length of eight minutes, and about the use of music\u003c/strong>\u003c/em>\u003cem>.\u003c/em> (\u003ca href=\"https://www.npr.org/2018/11/15/662979069/npr-student-podcast-challenge-official-rules\">You can find the contest rules here.\u003c/a>) After years of listening to student podcasts, we’ve learned that shorter is better.\u003c/p>\n\u003cp>And, for our college podcasters, we’ll be announcing finalists and the winner of the 2023 College Podcast Challenge in the next month. So please keep an eye out! The college edition will return this fall with a $5,000 grand prize and $500 prizes for finalists.\u003c/p>\n\u003cp>The contest rules remain pretty much the same: Students can create a podcast about any topic they wish to explore. To give you an idea, we’ve listened to stories on everything from \u003ca href=\"https://www.npr.org/2022/05/16/1098786005/middle-school-winners-npr-student-podcast-contest\">social media\u003c/a>, \u003ca href=\"https://www.npr.org/2021/10/16/1017879531/dont-judge-these-teens-by-their-tattoos\">tattoos\u003c/a> to even \u003ca href=\"https://soundcloud.com/rodney-west-estell/amelias-storytelling/s-3gS1X9Y0BFO?si=12e97c079c4743eea645e07ffe2a7339&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">fictional tales\u003c/a>. Some themes we’ve seen over and over include \u003ca href=\"https://www.npr.org/2021/08/17/1028353571/who-runs-the-world-kids\">questions on race and identity\u003c/a> and how young people \u003ca href=\"https://www.npr.org/transcripts/704860132\">do, or don’t, fit in\u003c/a>. Your podcast can also be in many different formats: an interview, narrative story or even investigative reporting. You can do it by yourself or with your entire class.\u003c/p>\n\u003cp>To help you get started, we’ve got a slew of podcasting resources on \u003ca href=\"https://www.npr.org/2021/11/13/1055572907/how-to-tell-a-great-story\">how to tell a good story\u003c/a>, \u003ca href=\"https://www.npr.org/2021/11/07/1053294692/warm-up-time\">how to warm up your voice\u003c/a> and \u003ca href=\"https://www.npr.org/2020/02/13/805858075/everything-you-need-to-know-about-using-music-in-your-podcast\">how to use music in your podcast\u003c/a>, among other topics. Even, and we’re serious about this: \u003ca href=\"https://www.npr.org/2020/01/10/794201416/how-a-pillow-fort-can-make-your-podcast-sound-better\">how making a pillow fort \u003c/a>can make you sound better!\u003c/p>\n\u003cp>You can find more tips and tricks on \u003ca href=\"https://www.npr.org/podcasts/510354/the-students-podcast\">The Students’ Podcast\u003c/a>, our podcast on how to make a good podcast. We also encourage you to get a feel for what we’re looking for by listening to last year’s \u003ca href=\"https://www.npr.org/2023/06/21/1181726312/student-podcast-challenge-2023-high-school-winner\">high school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/21/1182424027/student-podcast-challenge-2023-middle-school-winner\">middle school winners\u003c/a>. And previous years’ winners’ \u003ca href=\"http://npr.org/studentpodcastchallenge\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more tips, advice and the latest updates on this year’s contest, make sure to \u003ca href=\"https://www.npr.org/newsletter/student-podcast-challenge\">sign up for our newsletter\u003c/a>. Students, we can’t wait to hear your stories. Good luck!\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=NPR%27s+Student+Podcast+Challenge+is+back+%E2%80%93+with+a+fourth-grade+edition%21&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Can AI Someday Help Universities Sort Through College Essays?",
"headTitle": "Can AI Someday Help Universities Sort Through College Essays? | KQED",
"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/colorado/2023/12/08/researchers-use-ai-to-analyze-college-essays/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Every year, university admissions officers read and sort through tens of thousands of essays. It’s a long, arduous process.\u003c/p>\n\u003cp>Now, some researchers say an artificial intelligence tool may be able to help admissions officers sort through essays and recognize prospective students who might previously have gone unrecognized.\u003c/p>\n\u003cp>The application is a long way off from actually being used in the admissions process, but the group that includes researchers from the University of Colorado Boulder say it has the ability to pull out key traits of students, such as leadership qualities or the ability to persevere.\u003c/p>\n\u003cp>The possible use of AI in admissions, however, raises questions about how universities would responsibly use it, especially because college admissions officers have said essays might carry more weight \u003ca href=\"https://www.chalkbeat.org/colorado/2023/6/29/23778437/affirmative-action-supreme-court-colorado-colleges/\">in the wake of the Supreme Court decision eliminating the use of race-based admissions\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sidney D’Mello, a CU Boulder professor in the Institute of Cognitive Science and Department of Computer Science who helped develop the system, said he and fellow researchers want to emphasize the responsible use of AI, including calling for transparency in how admissions decisions would be made.\u003c/p>\n\u003cp>“We’re certainly very, very firm on the fact that it’s really what we call human-centered AI,” he said, “where the human is really the one making the decisions” and the AI acts as a tool.\u003c/p>\n\u003cp>To develop the AI tool, D’Mello and researchers from the University of Pennsylvania used more than 300,000 anonymous, 150-word essays submitted to colleges in 2008 and 2009. Those essays focused on extracurricular activities and work experiences.\u003c/p>\n\u003cp>A group of admissions officers then read those essays and scored them based on seven characteristics. The researchers trained the AI system based on how admissions officers evaluated those characteristics within the essays.\u003c/p>\n\u003cp>The AI platform was able to identify those characteristics in new essays and assign qualities to applicants across different student backgrounds, including whether students demonstrated teamwork or intrinsic motivation.\u003c/p>\n\u003cp>D’Mello said the model also showed it has potential to avoid bias by being designed not to show a preference for any particular racial, gender, or socioeconomic background.\u003c/p>\n\u003cp>“This is really kind of blending what computers do best — they can find patterns in large volumes of data — with what humans do best and that’s finding the best in each other,” D’Mello said. “This is the core of how we’ve been trying to approach this.”\u003c/p>\n\u003cp>Many universities across the country are evaluating their admissions processes after the Supreme Court’s affirmative action decision banning race-based admissions. They want to ensure they build diverse classes while still complying with the law.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ed.gov/news/press-releases/fact-sheet-president-biden-announces-actions-promote-educational-opportunity-and-diversity-colleges-and-universities\">U.S. Department of Education guidelines encourage colleges to use materials\u003c/a> such as essays to get a fuller picture of who students are, the communities they come from, and any adversity — including discrimination — they might have dealt with.\u003c/p>\n\u003cp>At the same time, Melissa Clinedinst, director of research initiatives and partnership with the National Association for College Admission Counseling, said schools still rank essays lower than a student’s grades for college admissions or test scores. \u003ca href=\"https://www.chalkbeat.org/colorado/2021/4/28/22408538/colorado-public-colleges-test-optional-bill-advances-amendment-reporting-requirements/\">Colorado has made test scores optional for students\u003c/a> for students applying to public universities.\u003c/p>\n\u003cp>Clinedist said colleges are trying harder than ever to find ways to improve their admissions processes. She could see how AI systems might appeal to school officials who have to sort through thousands to tens of thousands of essays with only limited staff to do so.\u003c/p>\n\u003cp>AJ Alvero, a computational sociologist at the University of Florida who focuses on language, ethnicity, culture, and education, and who wasn’t involved in the study, but reviewed it at the request of Chalkbeat, said the researchers do a great job keeping the ethical issues of bias at the forefront of their study.\u003c/p>\n\u003cp>Getting to a point where universities could use AI systems might be a long way away, he said.\u003c/p>\n\u003cp>“A technical concern here could be, if and when universities adopt these tools, are they considering how student language is changing?” he said.\u003c/p>\n\u003cp>He also said universities would need to put accountability measures in place if there are errors and have staff on hand, such as a computer scientist, to handle any potential problems.\u003c/p>\n\u003cp>Alvero said schools would also benefit students by allowing more transparency in the application process. Transparency could also give researchers a better look at how to evaluate bias within school decisions and how to train the AI systems.\u003c/p>\n\u003cp>D’Mello and his fellow researchers hope to continue to develop the AI, including small testing in cooperation with universities.\u003c/p>\n\u003cp>“We really want to take a measure twice, cut once approach when it comes to high-stakes things such as this,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/authors/jason-gonzales\">\u003ci>Jason Gonzales\u003c/i>\u003c/a>\u003ci> is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with \u003c/i>\u003ca href=\"https://www.opencampusmedia.org/\">\u003ci>Open Campus\u003c/i>\u003c/a>\u003ci> on higher education coverage. Contact Jason at \u003c/i>\u003ca href=\"mailto:jgonzales@chalkbeat.org\">\u003ci>jgonzales@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/colorado/2023/12/08/researchers-use-ai-to-analyze-college-essays/\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/colorado/2023/12/08/researchers-use-ai-to-analyze-college-essays/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Every year, university admissions officers read and sort through tens of thousands of essays. It’s a long, arduous process.\u003c/p>\n\u003cp>Now, some researchers say an artificial intelligence tool may be able to help admissions officers sort through essays and recognize prospective students who might previously have gone unrecognized.\u003c/p>\n\u003cp>The application is a long way off from actually being used in the admissions process, but the group that includes researchers from the University of Colorado Boulder say it has the ability to pull out key traits of students, such as leadership qualities or the ability to persevere.\u003c/p>\n\u003cp>The possible use of AI in admissions, however, raises questions about how universities would responsibly use it, especially because college admissions officers have said essays might carry more weight \u003ca href=\"https://www.chalkbeat.org/colorado/2023/6/29/23778437/affirmative-action-supreme-court-colorado-colleges/\">in the wake of the Supreme Court decision eliminating the use of race-based admissions\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sidney D’Mello, a CU Boulder professor in the Institute of Cognitive Science and Department of Computer Science who helped develop the system, said he and fellow researchers want to emphasize the responsible use of AI, including calling for transparency in how admissions decisions would be made.\u003c/p>\n\u003cp>“We’re certainly very, very firm on the fact that it’s really what we call human-centered AI,” he said, “where the human is really the one making the decisions” and the AI acts as a tool.\u003c/p>\n\u003cp>To develop the AI tool, D’Mello and researchers from the University of Pennsylvania used more than 300,000 anonymous, 150-word essays submitted to colleges in 2008 and 2009. Those essays focused on extracurricular activities and work experiences.\u003c/p>\n\u003cp>A group of admissions officers then read those essays and scored them based on seven characteristics. The researchers trained the AI system based on how admissions officers evaluated those characteristics within the essays.\u003c/p>\n\u003cp>The AI platform was able to identify those characteristics in new essays and assign qualities to applicants across different student backgrounds, including whether students demonstrated teamwork or intrinsic motivation.\u003c/p>\n\u003cp>D’Mello said the model also showed it has potential to avoid bias by being designed not to show a preference for any particular racial, gender, or socioeconomic background.\u003c/p>\n\u003cp>“This is really kind of blending what computers do best — they can find patterns in large volumes of data — with what humans do best and that’s finding the best in each other,” D’Mello said. “This is the core of how we’ve been trying to approach this.”\u003c/p>\n\u003cp>Many universities across the country are evaluating their admissions processes after the Supreme Court’s affirmative action decision banning race-based admissions. They want to ensure they build diverse classes while still complying with the law.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ed.gov/news/press-releases/fact-sheet-president-biden-announces-actions-promote-educational-opportunity-and-diversity-colleges-and-universities\">U.S. Department of Education guidelines encourage colleges to use materials\u003c/a> such as essays to get a fuller picture of who students are, the communities they come from, and any adversity — including discrimination — they might have dealt with.\u003c/p>\n\u003cp>At the same time, Melissa Clinedinst, director of research initiatives and partnership with the National Association for College Admission Counseling, said schools still rank essays lower than a student’s grades for college admissions or test scores. \u003ca href=\"https://www.chalkbeat.org/colorado/2021/4/28/22408538/colorado-public-colleges-test-optional-bill-advances-amendment-reporting-requirements/\">Colorado has made test scores optional for students\u003c/a> for students applying to public universities.\u003c/p>\n\u003cp>Clinedist said colleges are trying harder than ever to find ways to improve their admissions processes. She could see how AI systems might appeal to school officials who have to sort through thousands to tens of thousands of essays with only limited staff to do so.\u003c/p>\n\u003cp>AJ Alvero, a computational sociologist at the University of Florida who focuses on language, ethnicity, culture, and education, and who wasn’t involved in the study, but reviewed it at the request of Chalkbeat, said the researchers do a great job keeping the ethical issues of bias at the forefront of their study.\u003c/p>\n\u003cp>Getting to a point where universities could use AI systems might be a long way away, he said.\u003c/p>\n\u003cp>“A technical concern here could be, if and when universities adopt these tools, are they considering how student language is changing?” he said.\u003c/p>\n\u003cp>He also said universities would need to put accountability measures in place if there are errors and have staff on hand, such as a computer scientist, to handle any potential problems.\u003c/p>\n\u003cp>Alvero said schools would also benefit students by allowing more transparency in the application process. Transparency could also give researchers a better look at how to evaluate bias within school decisions and how to train the AI systems.\u003c/p>\n\u003cp>D’Mello and his fellow researchers hope to continue to develop the AI, including small testing in cooperation with universities.\u003c/p>\n\u003cp>“We really want to take a measure twice, cut once approach when it comes to high-stakes things such as this,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/authors/jason-gonzales\">\u003ci>Jason Gonzales\u003c/i>\u003c/a>\u003ci> is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with \u003c/i>\u003ca href=\"https://www.opencampusmedia.org/\">\u003ci>Open Campus\u003c/i>\u003c/a>\u003ci> on higher education coverage. Contact Jason at \u003c/i>\u003ca href=\"mailto:jgonzales@chalkbeat.org\">\u003ci>jgonzales@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/colorado/2023/12/08/researchers-use-ai-to-analyze-college-essays/\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "7 surprising ways the public library can help you save money",
"headTitle": "7 surprising ways the public library can help you save money | KQED",
"content": "\u003cp>Everyone knows you can save money on books by checking them out at the library instead of buying them. But did you know that libraries can help you save on other things too?\u003c/p>\n\u003cp>In some locations, you can borrow tools (saving a purchase at the hardware store), take free language classes and even get free tickets to local museums and attractions.\u003c/p>\n\u003cp>The resources that your library has to offer will depend on its size and funding, which comes in part from taxpayer dollars and donor funds. These perks are part of the public library’s mission to serve the \u003ca href=\"https://newamericans.ala.org/white-paper/part-2/assess-community-needs/\">needs of the local community\u003c/a>, says \u003ca href=\"https://milwaukeenns.org/2020/12/28/5-things-to-know-about-joan-johnson-milwaukees-new-library-director/\">Joan Johnson\u003c/a>, library director at Milwaukee Public Library. “Libraries are one of the most important parts of the social infrastructure. The possibilities for how you explore are endless.”\u003c/p>\n\u003cp>To take advantage of these money-saving benefits, sign up for a library card, says \u003ca href=\"https://www.tiktok.com/@mychal3ts\">Mychal Threets\u003c/a>, the supervising librarian at the Fairfield Civic Center Library in Fairfield, Calif. Then check out the library website or simply walk into your local library and talk to a librarian.\u003c/p>\n\u003cp>Here are 7 surprising ways the library can help you save money.\u003c/p>\n\u003ch3>1. Before you buy something, see if you can borrow it from the library\u003c/h3>\n\u003cp>Libraries offer all kinds of items on loan. “\u003ca href=\"https://solanolibrary.com/catalog/special-collections/#1611252737404-0cfc29f9-537b\">Video games\u003c/a>, \u003ca href=\"https://www.bklynlibrary.org/locations/central/musicloan\">musical instruments\u003c/a>, \u003ca href=\"https://www.grpl.org/boardgame/\">board games\u003c/a>. Some libraries have \u003ca href=\"https://nolalibrary.org/location-specific-services/cake-pans/\">bakeware collections\u003c/a> where you can get baking pans,” says Threets.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Akhila Bhat, branch manager at Harris County Public Library in Katy, Texas, says her library system has a \u003ca href=\"https://hcpl.net/blogs/post/seed-libraries-and-gardening-resources/\">seed library\u003c/a>. “Patrons can pick up seeds to start a garden and drop off seeds for others to take home and plant.”\u003c/p>\n\u003cp>Meanwhile, libraries like the Providence Public Library in Rhode Island \u003ca href=\"https://www.provlib.org/using-the-library/tools/\">have tools you can check out\u003c/a>. That includes a cordless drill, safety goggles and a laser level.\u003c/p>\n\u003ch3>2. Reserve free tickets to local museums and attractions\u003c/h3>\n\u003cp>In some places, you can get free or discounted tickets to local attractions in your city or town. The Nashville Public Library, for example, \u003ca href=\"https://library.nashville.org/services/community-passports\">offers free passes\u003c/a> to the Cheekwood Estate and Gardens (saving patrons $29 in admission fees), the Country Music Hall of Fame (saving about $28) and the National Museum of African American Music (saving about $27). And \u003ca href=\"https://www.parks.ca.gov/?page_id=30806\">library card holders in California\u003c/a> can gain free entry to over 200 state parks, \u003ca href=\"https://www.parks.ca.gov/?page_id=23887\">saving patrons $20 in entry fees\u003c/a>.\u003c/p>\n\u003ch3>3. Print out your documents at a discount\u003c/h3>\n\u003cp>You can use the computers to print out documents like plane tickets, concert tickets or shipping labels. There’s usually a small fee, but it’s often cheaper than printing at an office supply store or a shipping center, says Threets. For example, it costs \u003ca href=\"https://www.bklynlibrary.org/use-the-library/print#anchor5\">10 cents\u003c/a> to print a page in black and white at the Brooklyn Public Library in New York, and \u003ca href=\"https://www.office.fedex.com/default/copies.html?CMP=KNC-8000047-68-9-950-1110000-US-US-EN-123650:123823:2201363&gclid=Cj0KCQjwqP2pBhDMARIsAJQ0CzoVnNp_CfN8GU5F28Wv_0hYbdk6hepsPQdKcTy3eIWHXPEp6p5rd5caAvVGEALw_wcB&gclsrc=aw.ds\">23 cents\u003c/a> at Fedex.\u003c/p>\n\u003ch3>4. Get free help with homework and standardized tests\u003c/h3>\n\u003cp>Your library card may grant you access to free \u003ca href=\"https://www.brainfuse.com/highed/helpNow.asp?a_id=394E70AB&ss=&r=\">online help from expert tutors\u003c/a> or \u003ca href=\"https://www.gwinnettpl.org/news/access-tutor-com/\">Tutor.com\u003c/a>, which offers live one-on-one homework help for students in K-12 and higher education. It’s a sweet deal considering that hourly rates for a private tutor \u003ca href=\"https://tutors.com/costs/#:~:text=a%20tutor%20cost%3F-,%2425%20%2D%20%2480%20%2Fhr,%24150%20to%20%24200%20per%20month.\">can range from $25-80 an hour\u003c/a>.\u003c/p>\n\u003cp>If you’re preparing for college, check out whether your local branch has resources for standardized tests like the \u003ca href=\"https://www.broward.org/Library/Pages/SATACTProgram.aspx\">SAT or ACT\u003c/a>. Broward County Library in Florida, for example, has a free 10-hour test prep workshop for high school students \u003ca href=\"https://www.usnews.com/education/best-colleges/articles/2019-10-25/what-to-know-about-sat-prep-classes\">that can cost hundreds of dollars elsewhere\u003c/a>. Aspiring graduate students can find \u003ca href=\"https://www.norfolkpubliclibrary.org/learning-research/test-prep\">resources\u003c/a> for exams such as the GRE, LSAT, MCAT and MAT.\u003c/p>\n\u003cp>Librarians can help with school projects too. If you need to research something, they can identify relevant books or order them from other branches for you. Bhat says a lot of kids come in looking for help with biographies.\u003c/p>\n\u003ch3>5. Take free fitness, hobby and language classes\u003c/h3>\n\u003cp>Some libraries often offer fun, free programming you’d pay money for elsewhere. \u003ca href=\"https://www.queenslibrary.org/programs-activities/health-wellness/fitness-classes\">Queens Public Library\u003c/a> in New York offers workout classes ranging from yoga to tai chi to Zumba, saving patrons potentially hundreds of dollars in monthly class fees at a fitness studio.\u003c/p>\n\u003cp>Libraries can also help you find a new hobby. You can join a \u003ca href=\"https://www.madisonpubliclibrary.org/new/knitting-clubs\">knitting club\u003c/a>, learn \u003ca href=\"https://eriecounty-pa.libguides.com/c.php?g=1083575&p=7898482\">photography\u003c/a> or \u003ca href=\"https://www.cityofmadison.com/news/madison-public-librarys-naturalist-in-residence-program-encourages-madisonians-to-explore-nature\">take a class with a naturalist\u003c/a>. Some locations will even let patrons borrow the necessary gear. \u003ca href=\"https://www.sun-sentinel.com/2019/05/30/backpacks-full-of-bird-watching-supplies-available-for-checkout-at-some-county-libraries/\">Libraries in Florida\u003c/a> and \u003ca href=\"https://libwww.freelibrary.org/blog/post/4850\">Philadelphia\u003c/a>, for example, have “birding backpacks” that come equipped with items for \u003ca href=\"https://www.npr.org/2021/05/21/999050796/a-field-guide-for-fledgling-birders\">birdwatching\u003c/a>, like binoculars and field guides to help identify local birds.\u003c/p>\n\u003cp>And many libraries grant patrons access to \u003ca href=\"https://www.bpl.org/learning-tools/language-learning/\">online language learning resources\u003c/a> such as \u003ca href=\"https://warrenpl.org/language-learning/\">Mango Languages\u003c/a>, a service that has courses for over 70 languages.\u003c/p>\n\u003ch3>6. Attend free concerts and performances\u003c/h3>\n\u003cp>Save money on live music by checking out what your local branch has to offer. The New York Public Library’s performance art space, for example, has \u003ca href=\"https://www.nypl.org/events/calendar?keyword=&target%5B%5D=ad&target%5B%5D=ya&target%5B%5D=cr&city%5B%5D=bx&city%5B%5D=man&city%5B%5D=si&location=&type=4324&topic=4277&audience=&series=\">upcoming concerts\u003c/a> featuring a choir and a quartet. And people can \u003ca href=\"https://visit.lacountylibrary.org/events?r=thismonth\">watch a classical guitarist or a harpist perform\u003c/a> at different libraries in Los Angeles County.\u003c/p>\n\u003ch3>7. Access free social services\u003c/h3>\n\u003cp>In addition to recreation and entertainment, many libraries in the U.S. offer programs to support the community. People who need help finding a job can take \u003ca href=\"https://www.dclibrary.org/using-the-library/computer-classes\">computer literacy courses\u003c/a> and get assistance with \u003ca href=\"https://www.lcplin.org/job-application-help\">applications\u003c/a> and \u003ca href=\"https://www.phoenixpubliclibrary.org/browse/interest-guides/business-and-work/job-help-resources\">interview prep\u003c/a>. Immigrants can take \u003ca href=\"https://rutherfordlibrary.org/esl/\">English as a Second Language (ESL) classes\u003c/a> and \u003ca href=\"https://www.faylib.org/event/8809406\">classes\u003c/a> to prepare them for their U.S. citizenship exam.\u003c/p>\n\u003cp>Libraries also provide resources for practical matters. Around \u003ca href=\"https://www.npr.org/2023/02/22/1158816222/how-to-prepare-for-tax-season\">tax time\u003c/a>, check if there are \u003ca href=\"https://hcpl.net/tax-services/\">volunteer tax experts\u003c/a> available to give you advice and \u003ca href=\"https://kcls.org/tax-help/\">help you file for free\u003c/a>. At Threet’s library, patrons can \u003ca href=\"https://solanolibrary.com/services/lawyers-at-your-library/\">book time with a lawyer\u003c/a> if they need legal advice. “We have volunteer lawyers who will meet with people for 15 to 20 minutes at a time on a monthly basis,” he says.\u003c/p>\n\u003cp>Johnson says library resources like these aim to level the playing field. “The hope is that people use our services to educate and inform themselves, and gain wisdom about any topic under the sun.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The audio was edited by Meghan Keane and Sylvie Douglis. The digital story was edited by Malaka Gharib. The visual producer is Kaz Fantone.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Want more Life Kit? Subscribe to our weekly newsletter and get expert advice on topics like money, relationships, health and more. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>Click here to subscribe now\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=7+surprising+ways+the+public+library+can+help+you+save+money&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Everyone knows you can save money on books by checking them out at the library instead of buying them. But did you know that libraries can help you save on other things too?\u003c/p>\n\u003cp>In some locations, you can borrow tools (saving a purchase at the hardware store), take free language classes and even get free tickets to local museums and attractions.\u003c/p>\n\u003cp>The resources that your library has to offer will depend on its size and funding, which comes in part from taxpayer dollars and donor funds. These perks are part of the public library’s mission to serve the \u003ca href=\"https://newamericans.ala.org/white-paper/part-2/assess-community-needs/\">needs of the local community\u003c/a>, says \u003ca href=\"https://milwaukeenns.org/2020/12/28/5-things-to-know-about-joan-johnson-milwaukees-new-library-director/\">Joan Johnson\u003c/a>, library director at Milwaukee Public Library. “Libraries are one of the most important parts of the social infrastructure. The possibilities for how you explore are endless.”\u003c/p>\n\u003cp>To take advantage of these money-saving benefits, sign up for a library card, says \u003ca href=\"https://www.tiktok.com/@mychal3ts\">Mychal Threets\u003c/a>, the supervising librarian at the Fairfield Civic Center Library in Fairfield, Calif. Then check out the library website or simply walk into your local library and talk to a librarian.\u003c/p>\n\u003cp>Here are 7 surprising ways the library can help you save money.\u003c/p>\n\u003ch3>1. Before you buy something, see if you can borrow it from the library\u003c/h3>\n\u003cp>Libraries offer all kinds of items on loan. “\u003ca href=\"https://solanolibrary.com/catalog/special-collections/#1611252737404-0cfc29f9-537b\">Video games\u003c/a>, \u003ca href=\"https://www.bklynlibrary.org/locations/central/musicloan\">musical instruments\u003c/a>, \u003ca href=\"https://www.grpl.org/boardgame/\">board games\u003c/a>. Some libraries have \u003ca href=\"https://nolalibrary.org/location-specific-services/cake-pans/\">bakeware collections\u003c/a> where you can get baking pans,” says Threets.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Akhila Bhat, branch manager at Harris County Public Library in Katy, Texas, says her library system has a \u003ca href=\"https://hcpl.net/blogs/post/seed-libraries-and-gardening-resources/\">seed library\u003c/a>. “Patrons can pick up seeds to start a garden and drop off seeds for others to take home and plant.”\u003c/p>\n\u003cp>Meanwhile, libraries like the Providence Public Library in Rhode Island \u003ca href=\"https://www.provlib.org/using-the-library/tools/\">have tools you can check out\u003c/a>. That includes a cordless drill, safety goggles and a laser level.\u003c/p>\n\u003ch3>2. Reserve free tickets to local museums and attractions\u003c/h3>\n\u003cp>In some places, you can get free or discounted tickets to local attractions in your city or town. The Nashville Public Library, for example, \u003ca href=\"https://library.nashville.org/services/community-passports\">offers free passes\u003c/a> to the Cheekwood Estate and Gardens (saving patrons $29 in admission fees), the Country Music Hall of Fame (saving about $28) and the National Museum of African American Music (saving about $27). And \u003ca href=\"https://www.parks.ca.gov/?page_id=30806\">library card holders in California\u003c/a> can gain free entry to over 200 state parks, \u003ca href=\"https://www.parks.ca.gov/?page_id=23887\">saving patrons $20 in entry fees\u003c/a>.\u003c/p>\n\u003ch3>3. Print out your documents at a discount\u003c/h3>\n\u003cp>You can use the computers to print out documents like plane tickets, concert tickets or shipping labels. There’s usually a small fee, but it’s often cheaper than printing at an office supply store or a shipping center, says Threets. For example, it costs \u003ca href=\"https://www.bklynlibrary.org/use-the-library/print#anchor5\">10 cents\u003c/a> to print a page in black and white at the Brooklyn Public Library in New York, and \u003ca href=\"https://www.office.fedex.com/default/copies.html?CMP=KNC-8000047-68-9-950-1110000-US-US-EN-123650:123823:2201363&gclid=Cj0KCQjwqP2pBhDMARIsAJQ0CzoVnNp_CfN8GU5F28Wv_0hYbdk6hepsPQdKcTy3eIWHXPEp6p5rd5caAvVGEALw_wcB&gclsrc=aw.ds\">23 cents\u003c/a> at Fedex.\u003c/p>\n\u003ch3>4. Get free help with homework and standardized tests\u003c/h3>\n\u003cp>Your library card may grant you access to free \u003ca href=\"https://www.brainfuse.com/highed/helpNow.asp?a_id=394E70AB&ss=&r=\">online help from expert tutors\u003c/a> or \u003ca href=\"https://www.gwinnettpl.org/news/access-tutor-com/\">Tutor.com\u003c/a>, which offers live one-on-one homework help for students in K-12 and higher education. It’s a sweet deal considering that hourly rates for a private tutor \u003ca href=\"https://tutors.com/costs/#:~:text=a%20tutor%20cost%3F-,%2425%20%2D%20%2480%20%2Fhr,%24150%20to%20%24200%20per%20month.\">can range from $25-80 an hour\u003c/a>.\u003c/p>\n\u003cp>If you’re preparing for college, check out whether your local branch has resources for standardized tests like the \u003ca href=\"https://www.broward.org/Library/Pages/SATACTProgram.aspx\">SAT or ACT\u003c/a>. Broward County Library in Florida, for example, has a free 10-hour test prep workshop for high school students \u003ca href=\"https://www.usnews.com/education/best-colleges/articles/2019-10-25/what-to-know-about-sat-prep-classes\">that can cost hundreds of dollars elsewhere\u003c/a>. Aspiring graduate students can find \u003ca href=\"https://www.norfolkpubliclibrary.org/learning-research/test-prep\">resources\u003c/a> for exams such as the GRE, LSAT, MCAT and MAT.\u003c/p>\n\u003cp>Librarians can help with school projects too. If you need to research something, they can identify relevant books or order them from other branches for you. Bhat says a lot of kids come in looking for help with biographies.\u003c/p>\n\u003ch3>5. Take free fitness, hobby and language classes\u003c/h3>\n\u003cp>Some libraries often offer fun, free programming you’d pay money for elsewhere. \u003ca href=\"https://www.queenslibrary.org/programs-activities/health-wellness/fitness-classes\">Queens Public Library\u003c/a> in New York offers workout classes ranging from yoga to tai chi to Zumba, saving patrons potentially hundreds of dollars in monthly class fees at a fitness studio.\u003c/p>\n\u003cp>Libraries can also help you find a new hobby. You can join a \u003ca href=\"https://www.madisonpubliclibrary.org/new/knitting-clubs\">knitting club\u003c/a>, learn \u003ca href=\"https://eriecounty-pa.libguides.com/c.php?g=1083575&p=7898482\">photography\u003c/a> or \u003ca href=\"https://www.cityofmadison.com/news/madison-public-librarys-naturalist-in-residence-program-encourages-madisonians-to-explore-nature\">take a class with a naturalist\u003c/a>. Some locations will even let patrons borrow the necessary gear. \u003ca href=\"https://www.sun-sentinel.com/2019/05/30/backpacks-full-of-bird-watching-supplies-available-for-checkout-at-some-county-libraries/\">Libraries in Florida\u003c/a> and \u003ca href=\"https://libwww.freelibrary.org/blog/post/4850\">Philadelphia\u003c/a>, for example, have “birding backpacks” that come equipped with items for \u003ca href=\"https://www.npr.org/2021/05/21/999050796/a-field-guide-for-fledgling-birders\">birdwatching\u003c/a>, like binoculars and field guides to help identify local birds.\u003c/p>\n\u003cp>And many libraries grant patrons access to \u003ca href=\"https://www.bpl.org/learning-tools/language-learning/\">online language learning resources\u003c/a> such as \u003ca href=\"https://warrenpl.org/language-learning/\">Mango Languages\u003c/a>, a service that has courses for over 70 languages.\u003c/p>\n\u003ch3>6. Attend free concerts and performances\u003c/h3>\n\u003cp>Save money on live music by checking out what your local branch has to offer. The New York Public Library’s performance art space, for example, has \u003ca href=\"https://www.nypl.org/events/calendar?keyword=&target%5B%5D=ad&target%5B%5D=ya&target%5B%5D=cr&city%5B%5D=bx&city%5B%5D=man&city%5B%5D=si&location=&type=4324&topic=4277&audience=&series=\">upcoming concerts\u003c/a> featuring a choir and a quartet. And people can \u003ca href=\"https://visit.lacountylibrary.org/events?r=thismonth\">watch a classical guitarist or a harpist perform\u003c/a> at different libraries in Los Angeles County.\u003c/p>\n\u003ch3>7. Access free social services\u003c/h3>\n\u003cp>In addition to recreation and entertainment, many libraries in the U.S. offer programs to support the community. People who need help finding a job can take \u003ca href=\"https://www.dclibrary.org/using-the-library/computer-classes\">computer literacy courses\u003c/a> and get assistance with \u003ca href=\"https://www.lcplin.org/job-application-help\">applications\u003c/a> and \u003ca href=\"https://www.phoenixpubliclibrary.org/browse/interest-guides/business-and-work/job-help-resources\">interview prep\u003c/a>. Immigrants can take \u003ca href=\"https://rutherfordlibrary.org/esl/\">English as a Second Language (ESL) classes\u003c/a> and \u003ca href=\"https://www.faylib.org/event/8809406\">classes\u003c/a> to prepare them for their U.S. citizenship exam.\u003c/p>\n\u003cp>Libraries also provide resources for practical matters. Around \u003ca href=\"https://www.npr.org/2023/02/22/1158816222/how-to-prepare-for-tax-season\">tax time\u003c/a>, check if there are \u003ca href=\"https://hcpl.net/tax-services/\">volunteer tax experts\u003c/a> available to give you advice and \u003ca href=\"https://kcls.org/tax-help/\">help you file for free\u003c/a>. At Threet’s library, patrons can \u003ca href=\"https://solanolibrary.com/services/lawyers-at-your-library/\">book time with a lawyer\u003c/a> if they need legal advice. “We have volunteer lawyers who will meet with people for 15 to 20 minutes at a time on a monthly basis,” he says.\u003c/p>\n\u003cp>Johnson says library resources like these aim to level the playing field. “The hope is that people use our services to educate and inform themselves, and gain wisdom about any topic under the sun.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The audio was edited by Meghan Keane and Sylvie Douglis. The digital story was edited by Malaka Gharib. The visual producer is Kaz Fantone.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Want more Life Kit? Subscribe to our weekly newsletter and get expert advice on topics like money, relationships, health and more. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>Click here to subscribe now\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=7+surprising+ways+the+public+library+can+help+you+save+money&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "School ed tech money mostly gets wasted. Utah has a solution. ",
"headTitle": "School ed tech money mostly gets wasted. Utah has a solution. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"excerpt": "Districts throw away millions of dollars on educational technology that never gets used. Utah is requiring training and putting companies on the hook financially.",
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"title": "School ed tech money mostly gets wasted. Utah has a solution. | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "8 Free AI-powered Tools That Can Save Teachers Time and Enhance Instruction",
"headTitle": "8 Free AI-powered Tools That Can Save Teachers Time and Enhance Instruction | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching? The #1 AI-Powered Chrome Extension for Educators\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n",
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"excerpt": "Have you heard of Conker AI? Question Well? Twee? Curipod? One educator recommends her favorite AI-powered tools to boost teacher efficiency and curb burnout.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching? The #1 AI-Powered Chrome Extension for Educators\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Easy Is It To Fool ChatGPT Detectors?",
"headTitle": "How Easy Is It To Fool ChatGPT Detectors? | KQED",
"content": "\u003cp class=\"p6\">A high school English teacher recently explained to me how she’s coping with the \u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">latest challenge\u003c/a> to education in America: ChatGPT. She runs every student essay through five different generative AI detectors. She thought the extra effort would \u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">catch the cheaters\u003c/a> in her classroom.\u003c/p>\n\u003cp class=\"p7\">A clever series of experiments by computer scientists and engineers at Stanford University indicate that her labors to vet each essay five ways might be in vain. The researchers demonstrated how seven commonly used GPT detectors are so primitive that they are both easily fooled by machine generated essays and improperly \u003ca href=\"https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/\">flagging innocent students\u003c/a>. Layering several detectors on top of each other does little to solve the problem of false negatives and positives.\u003c/p>\n\u003cp class=\"p7\">“If AI-generated content can easily evade detection while human text is frequently misclassified, how effective are these detectors truly?” the Stanford scientists wrote in a \u003ca href=\"https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7?_returnURL=https://linkinghub.elsevier.com/retrieve/pii/S2666389923001307?showall=true\">\u003cspan class=\"s2\">July 2023 paper\u003c/span>\u003c/a>, published under the banner, “\u003ca href=\"https://www.cell.com/action/showPdf?pii=S2666-3899(23)00130-7\">\u003cspan class=\"s2\">opinion\u003c/span>\u003c/a>,” in the peer-reviewed data science journal Patterns. “Claims of GPT detectors’ ‘99% accuracy’ are often taken at face value by a broader audience, which is misleading at best.”\u003c/p>\n\u003cp class=\"p7\">The scientists began by generating 31 counterfeit college admissions essays using \u003ca href=\"https://openai.com/blog/chatgpt\">\u003cspan class=\"s2\">ChatGPT 3.5\u003c/span>\u003c/a>, the free version that any student can use. GPT detectors were pretty good at flagging them. Two of the seven detectors they tested caught all 31 counterfeits.\u003c/p>\n\u003cp class=\"p7\">But all seven GPT detectors could be easily tricked with a simple tweak. The scientists asked ChatGPT to rewrite the same fake essays with this prompt: “Elevate the provided text by employing literary language.” Detection rates plummeted to near zero (3%, on average).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-62322\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png\" alt=\"\" width=\"780\" height=\"978\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-160x201.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-768x963.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p7\">I wondered what constitutes literary language in the ChatGPT universe. Instead of college essays, I asked ChatGPT to write a paragraph about the perils of plagiarism. In ChatGPT’s first version, it wrote: “Plagiarism presents a grave threat not only to academic integrity but also to the development of critical thinking and originality among students.” In the second, “elevated” version, plagiarism is “a lurking specter” that “casts a formidable shadow over the realm of academia, threatening not only the sanctity of scholastic honesty but also the very essence of intellectual maturation.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>If I were a teacher, the preposterous magniloquence would have been a red flag. But when I ran both drafts through several AI detectors, the boring first one was flagged by all of them. The flamboyant second draft was flagged by none. Compare the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/08/090423-Plagiarism-drafts-1.pdf\">\u003cspan class=\"s2\">two drafts side by side\u003c/span>\u003c/a> for yourself.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Simple prompts bypass ChatGPT detectors. Red bars are AI detection before making the language loftier; gray bars are after.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62320\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62320\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png\" alt=\"\" width=\"780\" height=\"454\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-768x447.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">For ChatGPT 3.5 generated college admission essays, the performance of seven widely used ChatGPT detectors declines markedly when a second round self-edit prompt (“Elevate the provided text by employing literary language”) is applied. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">Meanwhile, these same GPT detectors incorrectly flagged essays written by real humans as AI generated more than half the time when the students were not native English speakers. The researchers collected a batch of 91 practice English TOEFL essays that Chinese students had voluntarily uploaded to a \u003cspan class=\"s2\">test-prep forum\u003c/span> before ChatGPT was invented. (TOEFL is the acronym for the Test of English as a Foreign Language, which is taken by international students who are applying to U.S. universities.) After running the 91 essays through all seven ChatGPT detectors, 89 essays were identified by one or more detectors as possibly AI-generated. All seven detectors unanimously marked one out of five essays as AI authored. By contrast, the researchers found that GPT detectors accurately categorized a separate batch of 88 eighth grade essays, submitted by real American students.\u003c/p>\n\u003cp class=\"p7\">My former colleague Tara García Mathewson brought this research to my attention in her first story for The Markup, which highlighted how international college students are facing \u003ca href=\"https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating\">\u003cspan class=\"s2\">unjust accusations of cheating\u003c/span>\u003c/a> and need to prove their innocence. The Stanford scientists are warning not only about unfair bias but also about the futility of using the current generation of AI detectors.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Bias in ChatGPT detectors. Leading detectors incorrectly flag a majority of essays written by international students, but accurately classify writing of American eighth graders. \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62321\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62321\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-160x92.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">More than half of the TOEFL (Test of English as a Foreign Language) essays written by non-native English speakers were incorrectly classified as “AI-generated,” while detectors exhibit near-perfect accuracy for U.S. eighth graders’ essays. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The reason that the AI detectors are failing in both cases – with a bot’s fancy language and with foreign students’ real writing – is the same. And it has to do with how the AI detectors work. Detectors are a machine learning model that analyzes vocabulary choices, syntax and grammar. A widely adopted measure inside numerous GPT detectors is something called “text perplexity,” a calculation of how predictable or banal the writing is. It gauges the degree of “surprise” in how words are strung together in an essay. If the model can predict the next word in a sentence easily, the perplexity is low. If the next word is hard to predict, the perplexity is high.\u003c/p>\n\u003cp class=\"p7\">Low perplexity is a symptom of an AI generated text, while high perplexity is a sign of human writing. My intentional use of the word “banal” above, for example, is a lexical choice that might “surprise” the detector and put this column squarely in the non-AI generated bucket.\u003c/p>\n\u003cp class=\"p7\">Because text perplexity is a key measure inside the GPT detectors, it becomes easy to game with loftier language. Non-native speakers get flagged because they are likely to exhibit less linguistic variability and syntactic complexity.\u003c/p>\n\u003cp class=\"p7\">The seven detectors were created by \u003ca href=\"https://originality.ai/\">\u003cspan class=\"s2\">originality.ai\u003c/span>\u003c/a>, Quill.org, \u003ca href=\"https://sapling.ai/ai-content-detector\">\u003cspan class=\"s2\">Sapling\u003c/span>\u003c/a>, \u003ca href=\"https://crossplag.com/\">\u003cspan class=\"s2\">Crossplag\u003c/span>\u003c/a>, \u003ca href=\"https://gptzero.me/\">\u003cspan class=\"s2\">GPTZero\u003c/span>\u003c/a>, \u003ca href=\"https://www.zerogpt.com/\">\u003cspan class=\"s2\">ZeroGPT\u003c/span>\u003c/a> and OpenAI (the creator of ChatGPT). During the summer of 2023, Quill and \u003cspan class=\"s2\">OpenAI\u003c/span> both \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">decommissioned\u003c/a> their free AI checkers because of inaccuracies. Open AI’s website says it’s planning to launch a \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">\u003cspan class=\"s2\">new one\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">“We have taken down AI Writing Check,” Quill.org wrote on its website, “because the new versions of Generative AI tools are too sophisticated for detection by AI.”\u003c/p>\n\u003cp class=\"p7\">The site blamed newer generative AI tools that have come out since ChatGPT launched last year. For example, \u003ca href=\"https://undetectable.ai/\">\u003cspan class=\"s2\">Undetectable AI\u003c/span>\u003c/a> promises to turn any AI-generated essay into one that can evade detectors … for a fee.\u003c/p>\n\u003cp class=\"p7\">Quill recommends a clever workaround: check students’ Google doc version history, which Google captures and saves every few minutes. A normal document history should show every typo and sentence change as a student is writing. But someone who had an essay written for them – either by a robot or a ghostwriter – will simply copy and paste the entire essay at once into a blank screen. “No human writes that way,” the Quill site says. A more detailed explanation of how to check a document’s version history is \u003ca href=\"https://aiwritingcheck.org/\">\u003cspan class=\"s2\">here\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">Checking revision histories might be more effective, but this level of detective work is ridiculously time consuming for a high school English teacher who is grading dozens of essays. AI was supposed to save us time, but right now, it’s adding to the workload of time-pressed teachers!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easy-to-fool-chatgpt-detectors/\">\u003cspan class=\"s2\">\u003ci>ChatGPT detectors\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">A high school English teacher recently explained to me how she’s coping with the \u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">latest challenge\u003c/a> to education in America: ChatGPT. She runs every student essay through five different generative AI detectors. She thought the extra effort would \u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">catch the cheaters\u003c/a> in her classroom.\u003c/p>\n\u003cp class=\"p7\">A clever series of experiments by computer scientists and engineers at Stanford University indicate that her labors to vet each essay five ways might be in vain. The researchers demonstrated how seven commonly used GPT detectors are so primitive that they are both easily fooled by machine generated essays and improperly \u003ca href=\"https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/\">flagging innocent students\u003c/a>. Layering several detectors on top of each other does little to solve the problem of false negatives and positives.\u003c/p>\n\u003cp class=\"p7\">“If AI-generated content can easily evade detection while human text is frequently misclassified, how effective are these detectors truly?” the Stanford scientists wrote in a \u003ca href=\"https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7?_returnURL=https://linkinghub.elsevier.com/retrieve/pii/S2666389923001307?showall=true\">\u003cspan class=\"s2\">July 2023 paper\u003c/span>\u003c/a>, published under the banner, “\u003ca href=\"https://www.cell.com/action/showPdf?pii=S2666-3899(23)00130-7\">\u003cspan class=\"s2\">opinion\u003c/span>\u003c/a>,” in the peer-reviewed data science journal Patterns. “Claims of GPT detectors’ ‘99% accuracy’ are often taken at face value by a broader audience, which is misleading at best.”\u003c/p>\n\u003cp class=\"p7\">The scientists began by generating 31 counterfeit college admissions essays using \u003ca href=\"https://openai.com/blog/chatgpt\">\u003cspan class=\"s2\">ChatGPT 3.5\u003c/span>\u003c/a>, the free version that any student can use. GPT detectors were pretty good at flagging them. Two of the seven detectors they tested caught all 31 counterfeits.\u003c/p>\n\u003cp class=\"p7\">But all seven GPT detectors could be easily tricked with a simple tweak. The scientists asked ChatGPT to rewrite the same fake essays with this prompt: “Elevate the provided text by employing literary language.” Detection rates plummeted to near zero (3%, on average).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-62322\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png\" alt=\"\" width=\"780\" height=\"978\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-160x201.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image1-1-768x963.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p7\">I wondered what constitutes literary language in the ChatGPT universe. Instead of college essays, I asked ChatGPT to write a paragraph about the perils of plagiarism. In ChatGPT’s first version, it wrote: “Plagiarism presents a grave threat not only to academic integrity but also to the development of critical thinking and originality among students.” In the second, “elevated” version, plagiarism is “a lurking specter” that “casts a formidable shadow over the realm of academia, threatening not only the sanctity of scholastic honesty but also the very essence of intellectual maturation.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>If I were a teacher, the preposterous magniloquence would have been a red flag. But when I ran both drafts through several AI detectors, the boring first one was flagged by all of them. The flamboyant second draft was flagged by none. Compare the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/08/090423-Plagiarism-drafts-1.pdf\">\u003cspan class=\"s2\">two drafts side by side\u003c/span>\u003c/a> for yourself.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Simple prompts bypass ChatGPT detectors. Red bars are AI detection before making the language loftier; gray bars are after.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62320\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62320\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png\" alt=\"\" width=\"780\" height=\"454\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-160x93.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image3-1-768x447.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">For ChatGPT 3.5 generated college admission essays, the performance of seven widely used ChatGPT detectors declines markedly when a second round self-edit prompt (“Elevate the provided text by employing literary language”) is applied. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">Meanwhile, these same GPT detectors incorrectly flagged essays written by real humans as AI generated more than half the time when the students were not native English speakers. The researchers collected a batch of 91 practice English TOEFL essays that Chinese students had voluntarily uploaded to a \u003cspan class=\"s2\">test-prep forum\u003c/span> before ChatGPT was invented. (TOEFL is the acronym for the Test of English as a Foreign Language, which is taken by international students who are applying to U.S. universities.) After running the 91 essays through all seven ChatGPT detectors, 89 essays were identified by one or more detectors as possibly AI-generated. All seven detectors unanimously marked one out of five essays as AI authored. By contrast, the researchers found that GPT detectors accurately categorized a separate batch of 88 eighth grade essays, submitted by real American students.\u003c/p>\n\u003cp class=\"p7\">My former colleague Tara García Mathewson brought this research to my attention in her first story for The Markup, which highlighted how international college students are facing \u003ca href=\"https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating\">\u003cspan class=\"s2\">unjust accusations of cheating\u003c/span>\u003c/a> and need to prove their innocence. The Stanford scientists are warning not only about unfair bias but also about the futility of using the current generation of AI detectors.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Bias in ChatGPT detectors. Leading detectors incorrectly flag a majority of essays written by international students, but accurately classify writing of American eighth graders. \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62321\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62321\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-160x92.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/image2-1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">More than half of the TOEFL (Test of English as a Foreign Language) essays written by non-native English speakers were incorrectly classified as “AI-generated,” while detectors exhibit near-perfect accuracy for U.S. eighth graders’ essays. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The reason that the AI detectors are failing in both cases – with a bot’s fancy language and with foreign students’ real writing – is the same. And it has to do with how the AI detectors work. Detectors are a machine learning model that analyzes vocabulary choices, syntax and grammar. A widely adopted measure inside numerous GPT detectors is something called “text perplexity,” a calculation of how predictable or banal the writing is. It gauges the degree of “surprise” in how words are strung together in an essay. If the model can predict the next word in a sentence easily, the perplexity is low. If the next word is hard to predict, the perplexity is high.\u003c/p>\n\u003cp class=\"p7\">Low perplexity is a symptom of an AI generated text, while high perplexity is a sign of human writing. My intentional use of the word “banal” above, for example, is a lexical choice that might “surprise” the detector and put this column squarely in the non-AI generated bucket.\u003c/p>\n\u003cp class=\"p7\">Because text perplexity is a key measure inside the GPT detectors, it becomes easy to game with loftier language. Non-native speakers get flagged because they are likely to exhibit less linguistic variability and syntactic complexity.\u003c/p>\n\u003cp class=\"p7\">The seven detectors were created by \u003ca href=\"https://originality.ai/\">\u003cspan class=\"s2\">originality.ai\u003c/span>\u003c/a>, Quill.org, \u003ca href=\"https://sapling.ai/ai-content-detector\">\u003cspan class=\"s2\">Sapling\u003c/span>\u003c/a>, \u003ca href=\"https://crossplag.com/\">\u003cspan class=\"s2\">Crossplag\u003c/span>\u003c/a>, \u003ca href=\"https://gptzero.me/\">\u003cspan class=\"s2\">GPTZero\u003c/span>\u003c/a>, \u003ca href=\"https://www.zerogpt.com/\">\u003cspan class=\"s2\">ZeroGPT\u003c/span>\u003c/a> and OpenAI (the creator of ChatGPT). During the summer of 2023, Quill and \u003cspan class=\"s2\">OpenAI\u003c/span> both \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">decommissioned\u003c/a> their free AI checkers because of inaccuracies. Open AI’s website says it’s planning to launch a \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">\u003cspan class=\"s2\">new one\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">“We have taken down AI Writing Check,” Quill.org wrote on its website, “because the new versions of Generative AI tools are too sophisticated for detection by AI.”\u003c/p>\n\u003cp class=\"p7\">The site blamed newer generative AI tools that have come out since ChatGPT launched last year. For example, \u003ca href=\"https://undetectable.ai/\">\u003cspan class=\"s2\">Undetectable AI\u003c/span>\u003c/a> promises to turn any AI-generated essay into one that can evade detectors … for a fee.\u003c/p>\n\u003cp class=\"p7\">Quill recommends a clever workaround: check students’ Google doc version history, which Google captures and saves every few minutes. A normal document history should show every typo and sentence change as a student is writing. But someone who had an essay written for them – either by a robot or a ghostwriter – will simply copy and paste the entire essay at once into a blank screen. “No human writes that way,” the Quill site says. A more detailed explanation of how to check a document’s version history is \u003ca href=\"https://aiwritingcheck.org/\">\u003cspan class=\"s2\">here\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">Checking revision histories might be more effective, but this level of detective work is ridiculously time consuming for a high school English teacher who is grading dozens of essays. AI was supposed to save us time, but right now, it’s adding to the workload of time-pressed teachers!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "A Mississippi teen’s podcast unpacks how the Jackson water crisis impacts education | KQED",
"content": "\u003cp>Georgianna McKenny’s \u003ca href=\"https://spotify.link/WdQIKXURdzb\">award-winning podcast\u003c/a> begins, fittingly, with a blaring alarm.\u003c/p>\n\u003cp>It’s an alarm \u003cem>clock\u003c/em>, waking her 17-year-old cousin, Mariah, as she navigates a morning, back in January, when living in Jackson, Miss., meant waking up \u003ca href=\"https://www.npr.org/2022/08/31/1120166328/jackson-mississippi-water-crisis\">without access to clean water\u003c/a>.\u003c/p>\n\u003cp>No showers, no drinkable water out of the tap, and, for a few days, no school.\u003c/p>\n\u003cp>McKenny is the newly-announced high-school winner of NPR’s fifth-annual \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. In a year with more than 3,300 entries – from middle- and high-schoolers in 48 states as well as Washington, D.C., and Puerto Rico – McKenny and her winning entry tell the story of the toll Jackson’s water crisis has taken on the city’s \u003cem>students\u003c/em>.\u003c/p>\n\u003ch2>“I don’t listen to podcasts”\u003c/h2>\n\u003cp>Georgianna McKenny attends school two and a half hours northeast of Jackson, in Columbus – at the Mississippi School for Mathematics and Science, a prestigious, public boarding school for academically talented high-schoolers from all over the state.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the school’s sun-filled lobby, summer-school students lower a handmade rope over a balcony. Others watch or conduct experiments of their own around the staircase. Mounted on one classroom door are posters in Russian, one of at least five languages students here can learn.\u003c/p>\n\u003cp>The school is something of a wonder, as is Georgianna.\u003c/p>\n\u003cp>A rising senior, she is soft-spoken, with glasses and hair in braids that hang to the corners of her broad smile. We meet her in the lobby, amidst the chaos, along with her English teacher, Thomas Easterling, who assigned the podcast as part of his composition class.\u003c/p>\n\u003cfigure id=\"attachment_61879\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna poses with her English teacher, Thomas Easterling, who assigned the podcast contest as part of his composition class. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea was, they need to know their hometowns better,” Easterling says of the assignment in his University Composition class. “Since I have students from all over Mississippi, they did research on the parts of their hometown that gave them a sense of place\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Georgianna grew up south of Jackson and struggled, at first, to settle on a subject. Then she mentioned the water crisis, \u003ca href=\"https://www.npr.org/2022/09/07/1121532579/in-jackson-mississippi-a-water-crisis-decades-in-the-making\">which has troubled Jackson for years\u003c/a>, while texting with a friend from out of state.\u003c/p>\n\u003cp>“She lives in Georgia,” Georgianna remembers. “I texted her, and she was like, ‘What is that?’ Like, she didn’t know about it. I was like, really shocked.”\u003c/p>\n\u003cp>We walk to Easterling’s classroom, where Georgianna heads to her usual desk, in the back corner, and begins explaining how she went about making her podcast.\u003c/p>\n\u003cp>“I kind of had a vision in my head. I spend a lot of time in my head, actually, so it wasn’t that hard,” she says, smiling.\u003c/p>\n\u003cp>That’s Georgianna – disarmingly honest. While most of Easterling’s students worked in pairs – one writing, one producing – Georgianna did both, alone. Though she admits: She didn’t actually know how to \u003cem>make\u003c/em> a podcast.\u003c/p>\n\u003cp>“I don’t listen to podcasts,” she says, “they’re, like, really boring.”\u003c/p>\n\u003cp>But once she settled on the Jackson water crisis, and specifically, on her cousin Mariah’s experience of it, Georgianna had something just as powerful as experience.\u003c/p>\n\u003cp>She had purpose.\u003c/p>\n\u003ch2>“No water comes from the faucet”\u003c/h2>\n\u003cp>NPR judges loved Georgianna’s entry because she took on a major story in her community, conducted in-depth interviews – and made excellent use of sound.\u003c/p>\n\u003cp>After being awakened by that blaring alarm clock, “Mariah starts her day by going to the bathroom, to check if her water pressure is working before getting ready for school,” Georgianna narrates at the beginning of her podcast. “No water comes from the faucet.”\u003c/p>\n\u003cp>When Mariah looks for a bottle of water, she finds none. Welcome to Jackson in January, 2023.\u003c/p>\n\u003cp>Georgianna’s podcast is about a few tough days in January, when low water pressure across the city hit families and schools hard.\u003c/p>\n\u003cfigure id=\"attachment_61880\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna McKenny wins the high school award in NPR’s fifth-annual Student Podcast Challenge. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For two days early in the month, all Jackson Public Schools went virtual because little to no water pressure in schools made it difficult to prepare meals and flush toilets, Georgianna reports. Even after students returned for in-person learning, low water pressure remained a challenge.\u003c/p>\n\u003cp>“Something so simple as using the bathroom has become difficult,” Georgianna narrates, under the sound of a flushing toilet.\u003c/p>\n\u003cp>“They ended up shutting down some of the bathrooms” because the toilets could no longer be flushed, says Mariah, Georgianna’s cousin, who remembers one particularly uncomfortable day.\u003c/p>\n\u003cp>“Class was not my main focus,” Mariah says. “I couldn’t do anything else besides \u003cem>hold it\u003c/em>.”\u003c/p>\n\u003cp>Georgianna also interviewed an administrator with Jackson Public Schools, who agreed to discuss the crisis as long as Georgianna promised not to use her name.\u003c/p>\n\u003cp>Because water pressure continued to vary from school to school, instead of returning to virtual learning, the district sometimes sent students from one school to another.\u003c/p>\n\u003cp>“There were times when some other high schools relocated a grade level to our campus, which also made for extra adjustment to the classrooms,” the administrator says in the podcast. “Teachers weren’t able to be in the classrooms they’re usually assigned to. Students weren’t reporting to the area where they were assigned. So it just made for a very unpredictable circumstance.”\u003c/p>\n\u003cp>Mariah tells NPR, in a follow-up interview in downtown Jackson, that her school was one of those that ended up hosting a lot more students. “Sometimes the classroom would be packed. And just imagine the lunchroom, because our lunchroom is really not that big.”\u003c/p>\n\u003cp>The school administrator told Georgianna, the water problems even affected what students were given to eat. If there was enough water pressure, the cafeteria could prepare full, hot meals. If not: sack lunches.\u003c/p>\n\u003cp>Mariah, Georgianna’s cousin, was not a fan. “Imagine getting turkey and ham-and-cheese sandwiches for seven days straight. It felt like we were in prison.”\u003c/p>\n\u003cp>The good news is, this was back in January. Jackson Public Schools tells NPR, with the exception of a few boil-water notices and one high school having to return to virtual learning again in February, the district’s schools operated largely as usual for the rest of the school year.\u003c/p>\n\u003cp>As for Georgianna, she admits one of the hardest things about creating her podcast wasn’t the reporting itself; it was listening to the sound of her own voice.\u003c/p>\n\u003cp>The day Easterling played her assignment for the class, Georgianna remembers, “I requested, ‘Can I please leave the classroom when you play it?’ Because I couldn’t stand it.”\u003c/p>\n\u003cp>Easterling agreed, as long as she agreed to come back for her classmates’ critique.\u003c/p>\n\u003cp>Now, in winning NPR’s Student Podcast Challenge, Georgianna McKenny is getting exactly what she wanted: A platform to sound the alarm on behalf of the kids of Jackson.\u003c/p>\n\u003cp>To listen to Georgianna’s podcast, click \u003ca href=\"https://open.spotify.com/episode/5dISmtTl8ti6MAMBiM3hOQ\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Lauren Migaki & Janet Woojeong Lee\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Mississippi+teen+unpacks+how+the+Jackson+water+crisis+impacts+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Georgianna McKenny’s \u003ca href=\"https://spotify.link/WdQIKXURdzb\">award-winning podcast\u003c/a> begins, fittingly, with a blaring alarm.\u003c/p>\n\u003cp>It’s an alarm \u003cem>clock\u003c/em>, waking her 17-year-old cousin, Mariah, as she navigates a morning, back in January, when living in Jackson, Miss., meant waking up \u003ca href=\"https://www.npr.org/2022/08/31/1120166328/jackson-mississippi-water-crisis\">without access to clean water\u003c/a>.\u003c/p>\n\u003cp>No showers, no drinkable water out of the tap, and, for a few days, no school.\u003c/p>\n\u003cp>McKenny is the newly-announced high-school winner of NPR’s fifth-annual \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">Student Podcast Challenge\u003c/a>. In a year with more than 3,300 entries – from middle- and high-schoolers in 48 states as well as Washington, D.C., and Puerto Rico – McKenny and her winning entry tell the story of the toll Jackson’s water crisis has taken on the city’s \u003cem>students\u003c/em>.\u003c/p>\n\u003ch2>“I don’t listen to podcasts”\u003c/h2>\n\u003cp>Georgianna McKenny attends school two and a half hours northeast of Jackson, in Columbus – at the Mississippi School for Mathematics and Science, a prestigious, public boarding school for academically talented high-schoolers from all over the state.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the school’s sun-filled lobby, summer-school students lower a handmade rope over a balcony. Others watch or conduct experiments of their own around the staircase. Mounted on one classroom door are posters in Russian, one of at least five languages students here can learn.\u003c/p>\n\u003cp>The school is something of a wonder, as is Georgianna.\u003c/p>\n\u003cp>A rising senior, she is soft-spoken, with glasses and hair in braids that hang to the corners of her broad smile. We meet her in the lobby, amidst the chaos, along with her English teacher, Thomas Easterling, who assigned the podcast as part of his composition class.\u003c/p>\n\u003cfigure id=\"attachment_61879\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-scaled.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0529_vert-1d33d07f26ac3fc2a60ef43c4e9590b7f50d9b15-1536x2048.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna poses with her English teacher, Thomas Easterling, who assigned the podcast contest as part of his composition class. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea was, they need to know their hometowns better,” Easterling says of the assignment in his University Composition class. “Since I have students from all over Mississippi, they did research on the parts of their hometown that gave them a sense of place\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Georgianna grew up south of Jackson and struggled, at first, to settle on a subject. Then she mentioned the water crisis, \u003ca href=\"https://www.npr.org/2022/09/07/1121532579/in-jackson-mississippi-a-water-crisis-decades-in-the-making\">which has troubled Jackson for years\u003c/a>, while texting with a friend from out of state.\u003c/p>\n\u003cp>“She lives in Georgia,” Georgianna remembers. “I texted her, and she was like, ‘What is that?’ Like, she didn’t know about it. I was like, really shocked.”\u003c/p>\n\u003cp>We walk to Easterling’s classroom, where Georgianna heads to her usual desk, in the back corner, and begins explaining how she went about making her podcast.\u003c/p>\n\u003cp>“I kind of had a vision in my head. I spend a lot of time in my head, actually, so it wasn’t that hard,” she says, smiling.\u003c/p>\n\u003cp>That’s Georgianna – disarmingly honest. While most of Easterling’s students worked in pairs – one writing, one producing – Georgianna did both, alone. Though she admits: She didn’t actually know how to \u003cem>make\u003c/em> a podcast.\u003c/p>\n\u003cp>“I don’t listen to podcasts,” she says, “they’re, like, really boring.”\u003c/p>\n\u003cp>But once she settled on the Jackson water crisis, and specifically, on her cousin Mariah’s experience of it, Georgianna had something just as powerful as experience.\u003c/p>\n\u003cp>She had purpose.\u003c/p>\n\u003ch2>“No water comes from the faucet”\u003c/h2>\n\u003cp>NPR judges loved Georgianna’s entry because she took on a major story in her community, conducted in-depth interviews – and made excellent use of sound.\u003c/p>\n\u003cp>After being awakened by that blaring alarm clock, “Mariah starts her day by going to the bathroom, to check if her water pressure is working before getting ready for school,” Georgianna narrates at the beginning of her podcast. “No water comes from the faucet.”\u003c/p>\n\u003cp>When Mariah looks for a bottle of water, she finds none. Welcome to Jackson in January, 2023.\u003c/p>\n\u003cp>Georgianna’s podcast is about a few tough days in January, when low water pressure across the city hit families and schools hard.\u003c/p>\n\u003cfigure id=\"attachment_61880\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/mg_0599-copy_custom-c26ac42f8fc190780afa84af805130bb86486155-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Georgianna McKenny wins the high school award in NPR’s fifth-annual Student Podcast Challenge. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For two days early in the month, all Jackson Public Schools went virtual because little to no water pressure in schools made it difficult to prepare meals and flush toilets, Georgianna reports. Even after students returned for in-person learning, low water pressure remained a challenge.\u003c/p>\n\u003cp>“Something so simple as using the bathroom has become difficult,” Georgianna narrates, under the sound of a flushing toilet.\u003c/p>\n\u003cp>“They ended up shutting down some of the bathrooms” because the toilets could no longer be flushed, says Mariah, Georgianna’s cousin, who remembers one particularly uncomfortable day.\u003c/p>\n\u003cp>“Class was not my main focus,” Mariah says. “I couldn’t do anything else besides \u003cem>hold it\u003c/em>.”\u003c/p>\n\u003cp>Georgianna also interviewed an administrator with Jackson Public Schools, who agreed to discuss the crisis as long as Georgianna promised not to use her name.\u003c/p>\n\u003cp>Because water pressure continued to vary from school to school, instead of returning to virtual learning, the district sometimes sent students from one school to another.\u003c/p>\n\u003cp>“There were times when some other high schools relocated a grade level to our campus, which also made for extra adjustment to the classrooms,” the administrator says in the podcast. “Teachers weren’t able to be in the classrooms they’re usually assigned to. Students weren’t reporting to the area where they were assigned. So it just made for a very unpredictable circumstance.”\u003c/p>\n\u003cp>Mariah tells NPR, in a follow-up interview in downtown Jackson, that her school was one of those that ended up hosting a lot more students. “Sometimes the classroom would be packed. And just imagine the lunchroom, because our lunchroom is really not that big.”\u003c/p>\n\u003cp>The school administrator told Georgianna, the water problems even affected what students were given to eat. If there was enough water pressure, the cafeteria could prepare full, hot meals. If not: sack lunches.\u003c/p>\n\u003cp>Mariah, Georgianna’s cousin, was not a fan. “Imagine getting turkey and ham-and-cheese sandwiches for seven days straight. It felt like we were in prison.”\u003c/p>\n\u003cp>The good news is, this was back in January. Jackson Public Schools tells NPR, with the exception of a few boil-water notices and one high school having to return to virtual learning again in February, the district’s schools operated largely as usual for the rest of the school year.\u003c/p>\n\u003cp>As for Georgianna, she admits one of the hardest things about creating her podcast wasn’t the reporting itself; it was listening to the sound of her own voice.\u003c/p>\n\u003cp>The day Easterling played her assignment for the class, Georgianna remembers, “I requested, ‘Can I please leave the classroom when you play it?’ Because I couldn’t stand it.”\u003c/p>\n\u003cp>Easterling agreed, as long as she agreed to come back for her classmates’ critique.\u003c/p>\n\u003cp>Now, in winning NPR’s Student Podcast Challenge, Georgianna McKenny is getting exactly what she wanted: A platform to sound the alarm on behalf of the kids of Jackson.\u003c/p>\n\u003cp>To listen to Georgianna’s podcast, click \u003ca href=\"https://open.spotify.com/episode/5dISmtTl8ti6MAMBiM3hOQ\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>School shootings, social media, beauty standards and fast-changing fashion trends – say that five times fast.\u003c/p>\n\u003cp>Adolescence has always been tough, but the acceleration of modern forces makes it more stressful than ever. In the words of two San Francisco best friends – the middle school winners of this year’s \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">NPR Student Podcast Challenge\u003c/a> – welcome to \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">\u003cem>Middle School Now\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>In a classroom at Presidio Middle School, not far from the Golden Gate Bridge, 13-year-olds Erika Young and Norah Weiner sat down to tell us about their podcast. It is one of two Grand Prize winners chosen by our judges from \u003ca href=\"https://www.npr.org/2023/06/16/1182801008/student-podcast-challenge-2023-finalists\">more than 3,300 submissions\u003c/a> from 48 states, as well as the District of Columbia and Puerto Rico.\u003c/p>\n\u003cp>The two friends just finished the seventh grade, but haven’t been separated yet — they have seen each other every day since school let out. Norah shows up to our interview wearing boots that she borrowed from Erika for the special occasion. Their giddy laughter fills the empty school, their energy fueled by the knowledge that, in just a few days, they’re off to summer camp together.\u003c/p>\n\u003cp>While our high school winner this year tackled a big local news story, with reporting from students and educators, Erika and Norah took on a more universal experience – the ups and downs of being a middle-schooler today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Gun violence, social media and mental health are literally shaping middle school,” Erika says in their podcast.\u003c/p>\n\u003cp>They walk listeners through their day-to-day lives – everything from school lockdowns to TikTok dances in the bathroom – and how life in middle school today is different from when their English teacher, Jenny Chio, was a student.\u003c/p>\n\u003cp>“I went through it, and you guys are going through it,” says Chio, comparing her youth with the experience of today’s students. “I think it’s the same amount of pressure, but just amplified.”\u003c/p>\n\u003cp>One thing our judges loved about this podcast is the way the students wove in national trends with what’s happening in their own school and community. They interviewed their classmates and teachers about heavy topics that are, unfortunately, also a part of their daily lives.\u003c/p>\n\u003cp>Like lockdown drills.\u003c/p>\n\u003cp>\u003cstrong>A grim reality for middle school students and teachers\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61870\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61870 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Norah Weiner \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Erika and Norah say they’ve had lockdown drills since early elementary school, but recently, their middle school had one that wasn’t just a drill – prompted by an unknown event nearby. Although everyone was fine, the experience still made the girls think differently about their relationship to school shootings.\u003c/p>\n\u003cp>“I can promise you that every child in our sixth- through eighth-grade school has imagined who they’d be in a shooting,” Norah says in the podcast. “Would they run? Would they hide?”\u003c/p>\n\u003cp>In interviews, their classmates share what they think they’d do in a school shooting: “I would run home and call the police”; “Find somewhere to hide and then just stay there”; “I’d try to text my parents and tell them, if anything bad happened, I love them.”\u003c/p>\n\u003cfigure id=\"attachment_61871\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61871 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25.png 383w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Erika Young \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chio, on the other hand, can’t remember ever having an active shooter drill when she was in middle or high school. The only emergency drills back then revolved around natural disasters: earthquakes or hurricanes. But she’s all too familiar with lockdowns these days.\u003c/p>\n\u003cp>The student journalists asked her to show them the emergency kit in her classroom, which among other items, has one surprising ingredient: cat litter. Chio says that if a lockdown lasted for several hours, she could use it, along with other toiletries, to create a DIY bathroom.\u003c/p>\n\u003cp>\u003cstrong>TikTok as middle-school trend-setter \u003c/strong>\u003c/p>\n\u003cp>Luckily, there \u003cem>is\u003c/em> more to middle school than lockdowns. One force that dominates both their virtual and in-person world? TikTok.\u003c/p>\n\u003cp>“Nowadays, when walking to school, you’ll see girls literally surrounding the building who are dancing,” Norah says in the podcast. “The dances look kind of weird because they’ve likely come from TikTok.”\u003c/p>\n\u003cp>Erika adds, “You can’t hear the music. And so you just see kids, like, moving their arms over their heads and like just dancing around. They look like jellyfish, and it’s really funny.”\u003c/p>\n\u003cfigure id=\"attachment_61872\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61872\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Winners of NPR’s Student Podcast Challenge Norah Weiner (left) and Erika Young (center)) with their teacher Jenny Chio (left) at Presidio Middle School, San Francisco, California, June 9th, 2023. \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But TikTok’s influence goes beyond their viral dances. “Trends like baggy pants, crop corset tops, curtain bangs, ripped jeans are all instigated from this app,” Erika says in their podcast.\u003c/p>\n\u003cp>These rapidly shifting, and far-reaching trends are an inevitable part of the middle school experience, especially since the return to the classroom after the pandemic.\u003c/p>\n\u003cp>“I’ve been to different states, and people there dress exactly the same as they do here, kids my age and it’s really weird,” Erika says. “Because I thought different places had different things that were popular.”\u003c/p>\n\u003cp>Chio remembers well that feeling of trying to keep up with the latest trends, and failing. She and her students bonded over that losing battle to be “cool” in middle school.\u003c/p>\n\u003cp>“It’s like I’m going to be uncool no matter what,” Norah laughs, “so maybe I should just stick with what I’m doing right now.”\u003c/p>\n\u003cp>But luckily, the friends have each other to make it through. And what they are doing right now, making a podcast and amplifying their classmates’ voices, is still pretty cool.\u003c/p>\n\u003cp>To listen to Erika and Norah’s podcast, click \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Janet Woojeong Lee & Lauren Migaki\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+podcasters+share+the+dark+realities+of+middle+school+in+America&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School shootings, social media, beauty standards and fast-changing fashion trends – say that five times fast.\u003c/p>\n\u003cp>Adolescence has always been tough, but the acceleration of modern forces makes it more stressful than ever. In the words of two San Francisco best friends – the middle school winners of this year’s \u003ca href=\"https://studentpodcastchallenge23.splashthat.com/\">NPR Student Podcast Challenge\u003c/a> – welcome to \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">\u003cem>Middle School Now\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>In a classroom at Presidio Middle School, not far from the Golden Gate Bridge, 13-year-olds Erika Young and Norah Weiner sat down to tell us about their podcast. It is one of two Grand Prize winners chosen by our judges from \u003ca href=\"https://www.npr.org/2023/06/16/1182801008/student-podcast-challenge-2023-finalists\">more than 3,300 submissions\u003c/a> from 48 states, as well as the District of Columbia and Puerto Rico.\u003c/p>\n\u003cp>The two friends just finished the seventh grade, but haven’t been separated yet — they have seen each other every day since school let out. Norah shows up to our interview wearing boots that she borrowed from Erika for the special occasion. Their giddy laughter fills the empty school, their energy fueled by the knowledge that, in just a few days, they’re off to summer camp together.\u003c/p>\n\u003cp>While our high school winner this year tackled a big local news story, with reporting from students and educators, Erika and Norah took on a more universal experience – the ups and downs of being a middle-schooler today.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Gun violence, social media and mental health are literally shaping middle school,” Erika says in their podcast.\u003c/p>\n\u003cp>They walk listeners through their day-to-day lives – everything from school lockdowns to TikTok dances in the bathroom – and how life in middle school today is different from when their English teacher, Jenny Chio, was a student.\u003c/p>\n\u003cp>“I went through it, and you guys are going through it,” says Chio, comparing her youth with the experience of today’s students. “I think it’s the same amount of pressure, but just amplified.”\u003c/p>\n\u003cp>One thing our judges loved about this podcast is the way the students wove in national trends with what’s happening in their own school and community. They interviewed their classmates and teachers about heavy topics that are, unfortunately, also a part of their daily lives.\u003c/p>\n\u003cp>Like lockdown drills.\u003c/p>\n\u003cp>\u003cstrong>A grim reality for middle school students and teachers\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_61870\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61870 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.50-am_vert-cc12674c0313a0fb012d672c04596b900c0d524e.png 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Norah Weiner \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Erika and Norah say they’ve had lockdown drills since early elementary school, but recently, their middle school had one that wasn’t just a drill – prompted by an unknown event nearby. Although everyone was fine, the experience still made the girls think differently about their relationship to school shootings.\u003c/p>\n\u003cp>“I can promise you that every child in our sixth- through eighth-grade school has imagined who they’d be in a shooting,” Norah says in the podcast. “Would they run? Would they hide?”\u003c/p>\n\u003cp>In interviews, their classmates share what they think they’d do in a school shooting: “I would run home and call the police”; “Find somewhere to hide and then just stay there”; “I’d try to text my parents and tell them, if anything bad happened, I love them.”\u003c/p>\n\u003cfigure id=\"attachment_61871\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61871 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/screen-shot-2023-06-12-at-10.39.28-am_vert-dd6b4d86d2b8db6acd87fc0323afeee7ca4d3c25.png 383w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Erika Young \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chio, on the other hand, can’t remember ever having an active shooter drill when she was in middle or high school. The only emergency drills back then revolved around natural disasters: earthquakes or hurricanes. But she’s all too familiar with lockdowns these days.\u003c/p>\n\u003cp>The student journalists asked her to show them the emergency kit in her classroom, which among other items, has one surprising ingredient: cat litter. Chio says that if a lockdown lasted for several hours, she could use it, along with other toiletries, to create a DIY bathroom.\u003c/p>\n\u003cp>\u003cstrong>TikTok as middle-school trend-setter \u003c/strong>\u003c/p>\n\u003cp>Luckily, there \u003cem>is\u003c/em> more to middle school than lockdowns. One force that dominates both their virtual and in-person world? TikTok.\u003c/p>\n\u003cp>“Nowadays, when walking to school, you’ll see girls literally surrounding the building who are dancing,” Norah says in the podcast. “The dances look kind of weird because they’ve likely come from TikTok.”\u003c/p>\n\u003cp>Erika adds, “You can’t hear the music. And so you just see kids, like, moving their arms over their heads and like just dancing around. They look like jellyfish, and it’s really funny.”\u003c/p>\n\u003cfigure id=\"attachment_61872\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61872\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/n0a1490.psd-c3cbf132e5268523ee1e6630a74868f68b1dadc4-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Winners of NPR’s Student Podcast Challenge Norah Weiner (left) and Erika Young (center)) with their teacher Jenny Chio (left) at Presidio Middle School, San Francisco, California, June 9th, 2023. \u003ccite>(Talia Herman for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But TikTok’s influence goes beyond their viral dances. “Trends like baggy pants, crop corset tops, curtain bangs, ripped jeans are all instigated from this app,” Erika says in their podcast.\u003c/p>\n\u003cp>These rapidly shifting, and far-reaching trends are an inevitable part of the middle school experience, especially since the return to the classroom after the pandemic.\u003c/p>\n\u003cp>“I’ve been to different states, and people there dress exactly the same as they do here, kids my age and it’s really weird,” Erika says. “Because I thought different places had different things that were popular.”\u003c/p>\n\u003cp>Chio remembers well that feeling of trying to keep up with the latest trends, and failing. She and her students bonded over that losing battle to be “cool” in middle school.\u003c/p>\n\u003cp>“It’s like I’m going to be uncool no matter what,” Norah laughs, “so maybe I should just stick with what I’m doing right now.”\u003c/p>\n\u003cp>But luckily, the friends have each other to make it through. And what they are doing right now, making a podcast and amplifying their classmates’ voices, is still pretty cool.\u003c/p>\n\u003cp>To listen to Erika and Norah’s podcast, click \u003ca href=\"https://soundcloud.com/nwey/middle-schools-now\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Visual design and development by: LA Johnson\u003cbr>\nAudio story produced by: Janet Woojeong Lee & Lauren Migaki\u003cbr>\nAudio and digital story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Student+podcasters+share+the+dark+realities+of+middle+school+in+America&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Worried about ChatGPT and cheating? Here are 4 things teachers should know",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Ethan Mollick has a message for the humans and the machines: can't we all just get along?\u003c/p>\n\u003cp>After all, we are now officially in an A.I. world and we're going to have to share it, reasons the associate professor at the University of Pennsylvania's prestigious Wharton School.\u003c/p>\n\u003cp>\"This was a sudden change, right? There is a lot of good stuff that we are going to have to do differently, but I think we could solve the problems of how we teach people to write in a world with ChatGPT,\" Mollick told NPR.\u003c/p>\n\u003cp>Ever since the chatbot ChatGPT launched in November, educators have raised concerns it could facilitate cheating.\u003c/p>\n\u003cp>Some school districts have banned access to the bot, and not without reason. The artificial intelligence tool from the company OpenAI can compose poetry. It can write computer code. It can maybe even pass an MBA exam.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One Wharton professor recently fed the chatbot the final exam questions for a core MBA course and found that, despite some surprising math errors, he would have \u003ca href=\"https://www.businessinsider.com/wharton-professor-tested-chatgpt-withfinal-exam-would-give-b-2023-1\" target='_blank\"' rel=\"noopener\">given it a B or a B-minus in the class\u003c/a>.\u003c/p>\n\u003cp>And yet, not all educators are shying away from the bot.\u003c/p>\n\u003cp>This year, Mollick is not only allowing his students to use ChatGPT, they are required to. And he has formally adopted an A.I. policy into his syllabus for the first time.\u003c/p>\n\u003cp>He teaches classes in entrepreneurship and innovation, and said the early indications were the move was going great.\u003c/p>\n\u003cp>\"The truth is, I probably couldn't have stopped them even if I didn't require it,\" Mollick said.\u003c/p>\n\u003cp>This week he ran a session where students were asked to come up with ideas for their class project. Almost everyone had ChatGPT running and were asking it to generate projects, and then they interrogated the bot's ideas with further prompts.\u003c/p>\n\u003cp>\"And the ideas so far are great, partially as a result of that set of interactions,\" Mollick said.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg decoding=\"async\" loading=\"lazy\" src=\"https://media.npr.org/assets/img/2023/01/25/chat-gpt-art_custom-e07119dee33a887afc4d277b8ffec8e0af9274ee-s1100-c50.png\" alt=\"\" width=\"1100\" height=\"657\">\u003cfigcaption class=\"wp-caption-text\">Users experimenting with the chatbot are warned before testing the tool that ChatGPT \"may occasionally generate incorrect or misleading information.\" (OpenAI/Screenshot by NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>He readily admits he alternates between enthusiasm and anxiety about how artificial intelligence can change assessments in the classroom, but he believes educators need to move with the times.\u003c/p>\n\u003cp>\"We taught people how to do math in a world with calculators,\" he said. Now the challenge is for educators to teach students how the world has changed again, and how they can adapt to that.\u003c/p>\n\u003cp>Mollick's new policy states that using A.I. is an \"emerging skill\"; that it can be wrong and students should check its results against other sources; and that they will be responsible for any errors or omissions provided by the tool.\u003c/p>\n\u003cp>And, perhaps most importantly, students need to acknowledge when and how they have used it.\u003c/p>\n\u003cp>\"Failure to do so is in violation of academic honesty policies,\" the policy reads.\u003c/p>\n\u003cp>Mollick isn't the first to try to put guardrails in place for a post-ChatGPT world.\u003c/p>\n\u003cp>Earlier this month, 22-year-old Princeton student Edward Tian created an \u003ca href=\"https://www.npr.org/sections/money/2023/01/17/1149206188/this-22-year-old-is-trying-to-save-us-from-chatgpt-before-it-changes-writing-for\" target='_blank\"' rel=\"noopener\">app to detect if something had been written by a machine\u003c/a>. Named GPTZero, it was so popular that when he launched it, the app crashed from overuse.\u003c/p>\n\u003cp>\"Humans deserve to know when something is written by a human or written by a machine,\" Tian told NPR of his motivation.\u003c/p>\n\u003cp>Mollick agrees, but isn't convinced that educators can ever truly stop cheating.\u003c/p>\n\u003cp>He cites \u003ca href=\"https://stanforddaily.com/2023/01/22/scores-of-stanford-students-used-chatgpt-on-final-exams-survey-suggests/\">a survey of Stanford students\u003c/a> that found many had already used ChatGPT in their final exams, and he points to estimates that thousands of people in places like Kenya are \u003ca href=\"https://www.bbc.com/news/blogs-trending-58465189\" target='_blank\"' rel=\"noopener\">writing essays on behalf of students abroad\u003c/a>.\u003c/p>\n\u003cp>\"I think everybody is cheating ... I mean, it's happening. So what I'm asking students to do is just be honest with me,\" he said. \"Tell me what they use ChatGPT for, tell me what they used as prompts to get it to do what they want, and that's all I'm asking from them. We're in a world where this is happening, but now it's just going to be at an even grander scale.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I don't think human nature changes as a result of ChatGPT. I think capability did.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Everybody+is+cheating%27%3A+Why+this+teacher+has+adopted+an+open+ChatGPT+policy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One Wharton professor recently fed the chatbot the final exam questions for a core MBA course and found that, despite some surprising math errors, he would have \u003ca href=\"https://www.businessinsider.com/wharton-professor-tested-chatgpt-withfinal-exam-would-give-b-2023-1\" target='_blank\"' rel=\"noopener\">given it a B or a B-minus in the class\u003c/a>.\u003c/p>\n\u003cp>And yet, not all educators are shying away from the bot.\u003c/p>\n\u003cp>This year, Mollick is not only allowing his students to use ChatGPT, they are required to. And he has formally adopted an A.I. policy into his syllabus for the first time.\u003c/p>\n\u003cp>He teaches classes in entrepreneurship and innovation, and said the early indications were the move was going great.\u003c/p>\n\u003cp>\"The truth is, I probably couldn't have stopped them even if I didn't require it,\" Mollick said.\u003c/p>\n\u003cp>This week he ran a session where students were asked to come up with ideas for their class project. Almost everyone had ChatGPT running and were asking it to generate projects, and then they interrogated the bot's ideas with further prompts.\u003c/p>\n\u003cp>\"And the ideas so far are great, partially as a result of that set of interactions,\" Mollick said.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg decoding=\"async\" loading=\"lazy\" src=\"https://media.npr.org/assets/img/2023/01/25/chat-gpt-art_custom-e07119dee33a887afc4d277b8ffec8e0af9274ee-s1100-c50.png\" alt=\"\" width=\"1100\" height=\"657\">\u003cfigcaption class=\"wp-caption-text\">Users experimenting with the chatbot are warned before testing the tool that ChatGPT \"may occasionally generate incorrect or misleading information.\" (OpenAI/Screenshot by NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>He readily admits he alternates between enthusiasm and anxiety about how artificial intelligence can change assessments in the classroom, but he believes educators need to move with the times.\u003c/p>\n\u003cp>\"We taught people how to do math in a world with calculators,\" he said. Now the challenge is for educators to teach students how the world has changed again, and how they can adapt to that.\u003c/p>\n\u003cp>Mollick's new policy states that using A.I. is an \"emerging skill\"; that it can be wrong and students should check its results against other sources; and that they will be responsible for any errors or omissions provided by the tool.\u003c/p>\n\u003cp>And, perhaps most importantly, students need to acknowledge when and how they have used it.\u003c/p>\n\u003cp>\"Failure to do so is in violation of academic honesty policies,\" the policy reads.\u003c/p>\n\u003cp>Mollick isn't the first to try to put guardrails in place for a post-ChatGPT world.\u003c/p>\n\u003cp>Earlier this month, 22-year-old Princeton student Edward Tian created an \u003ca href=\"https://www.npr.org/sections/money/2023/01/17/1149206188/this-22-year-old-is-trying-to-save-us-from-chatgpt-before-it-changes-writing-for\" target='_blank\"' rel=\"noopener\">app to detect if something had been written by a machine\u003c/a>. Named GPTZero, it was so popular that when he launched it, the app crashed from overuse.\u003c/p>\n\u003cp>\"Humans deserve to know when something is written by a human or written by a machine,\" Tian told NPR of his motivation.\u003c/p>\n\u003cp>Mollick agrees, but isn't convinced that educators can ever truly stop cheating.\u003c/p>\n\u003cp>He cites \u003ca href=\"https://stanforddaily.com/2023/01/22/scores-of-stanford-students-used-chatgpt-on-final-exams-survey-suggests/\">a survey of Stanford students\u003c/a> that found many had already used ChatGPT in their final exams, and he points to estimates that thousands of people in places like Kenya are \u003ca href=\"https://www.bbc.com/news/blogs-trending-58465189\" target='_blank\"' rel=\"noopener\">writing essays on behalf of students abroad\u003c/a>.\u003c/p>\n\u003cp>\"I think everybody is cheating ... I mean, it's happening. So what I'm asking students to do is just be honest with me,\" he said. \"Tell me what they use ChatGPT for, tell me what they used as prompts to get it to do what they want, and that's all I'm asking from them. We're in a world where this is happening, but now it's just going to be at an even grander scale.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I don't think human nature changes as a result of ChatGPT. I think capability did.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Everybody+is+cheating%27%3A+Why+this+teacher+has+adopted+an+open+ChatGPT+policy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
},
"requestOutcomesReducer": {
"notFound": []
}
}
